text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
01
RESEARCHINTRODUCTION
The day when space becomes a part of our everyday lives
What is the optimum shape of a reusable launch vehicle?
The aircraft separates along the way, and the second stage uses the mounted rocket engines to fly into space. The first stage uses the lift generated by the wings and changes direction to return to the base from where it was launched in order to be prepared for the next flight.
Fig. 1: Two-stage winged reusable launch vehicle
In space at an altitude of 400 km, far above the earth where we live, there is the "International Space Station" (ISS)-a house constructed in space with the cooperation of 15 countries from around the world, including Japan. Usually, six astronauts live on the ISS and go about their everyday lives. The Russian Soyuz spacecraft is used to shuttle astronauts to and from the ISS. Supplies necessary for survival are sent to the ISS by supply ships developed by various countries, including Japan' s "Kounotori (HTV)" . Although these supply ships are launched into space by rockets, a single launch carries a huge cost of billions of yen. Considering that rockets and supply ships are all single-use equipment, realizing a reusable launch vehicle that can travel between the earth and space multiple times should be able to reduce the cost of a single trip into space. Therefore, various countries are continuing research for a reusable launch vehicle.
Here, we will introduce the component technologies necessary for realizing a reusable launch vehicle, with a two-stage winged type (fig. 1) as an example of one airframe configuration being examined..
When developing new aircraft, it is necessary to first decide "what (payloads of passengers or cargo, etc.) will be transported to where." With that, a rough concept of, for example, the aircraft size as well as the required performance, such as the speed, should become clear. Therefore, we have concluded that we will try to design a reusable launch vehicle that can transport passengers into the low Earth orbit of the ISS. What type of aircraft would you make? Should the aircraft fly into space in a single stage, or should it be a multi-stage type like conventional launch vehicles? Should it take off and land vertically, or should it be equipped with wings so that it can take off and land horizontally? In fact, the optimum shape of a reusable launch vehicle is not really known. That is why all over the world and, of course, within JAXA, various airframe configurations are being considered and feasibility studies conducted.
From 1981 to 2011, the world' s only reusable launch vehicle, the "Space Shuttle" , was operated by the U.S. National Aeronautics and Space Administration (NASA) to actively participate in the construction of the ISS. However, due to the significant cost of aircraft maintenance as well as safety issues, they were forced into retirement. If this decision could be reversed and the problems that beset the Space Shuttle could be resolved, it would mean a big step toward the realization of a new reusable launch vehicle. The Space Shuttle is one example of reusable launch vehicles that were studied throughout the world in the 90s and had a blunter shape. In recent years, a sharp, slender configuration has also been considered. With a more clean-cut aircraft that allows air to flow smoothly, the drag applied to the aircraft can be reduced, and the ratio (lift-to-drag ratio) of lift (force that causes the aircraft to float) can be increased. By increasing the lift-to-drag ratio, the direction of travel when returning to the earth from orbit can be curved, allowing large lateral movement. These lateral movement capabilities are called cross-range capabilities; when increased, these improve safety as well as raise the degree of freedom for bases where landing is possible if an on-orbit problem occurs that requires an emergency return. "Computational fluid dynamics" (CFD), where a computer uses numerical analyses to determine the flow around an aircraft, is being utilized for designing the airframe configuration. Since CFD can be used to quickly predict performance with regards to airflow of
varying conditions in the virtual space of a computer, an airframe configuration that meets the design requirements can be efficiently designed.
Issues of "heat" that must be resolved
The nose tip of a Space Shuttle re-entering the atmosphere was exposed to temperatures exceeding 1400 ℃ . Therefore, carbon/carbon composite materials (C/C composite materials), which can withstand temperatures as high as 1600 ℃, were used in places, such as the nose tip, that are exposed to a harsh thermal environment. Insulation that is lightweight and can withstand high temperatures, such as ceramic tiles, was applied to the entire surface of the aircraft in order to protect people from aerodynamic heating. If performance was enhanced and the airframe configuration was sharpened, pointed sections, such as the nose tip and wing leading edges, would reach high temperatures near 2000 ℃ , but materials that can withstand such high temperatures have yet to be put into practical use. Therefore, new materials must be developed. The key to that is a type of material called "ultra-high-temperature ceramics" (UHTC). Since the heat-resistance temperature can be altered through the manufacturing method or combination of raw materials, we are researching a construction that can withstand a temperature of 2000 ℃ by coating the C/ C composite material with a newly developed UHTC. As
For heat-resistance on the Space Shuttle, a broad area of the airframe was covered with ultra-lightweight ceramic tiles. However, they were beset by various problems, such as their brittleness, which resulted in them cracking easily, or the effort required to inspect and replace them by affixing them to the airframe with adhesive. Weatherresistance, especially light rain, was also a problem. Therefore, we are attempting to develop a heat-resistant construction that can resolve these problems. More specifically, we are considering a construction where surface panels of sturdy heat-resistant metal or ceramic composite materials (CMCs)- ceramic reinforced with carbon fibers or ceramic fibers-are attached with fasteners for easy removal. Since the internal insulation, under the surface panels, is essential, we are researching insulating structures as well as insulation utilizing new materials, such as foam metal and nanomaterials, in order to achieve a weight comparable to ceramic tiles. (Fig. 3)
the result of making test pieces with various coatings applied to the C/C composite material and subjecting them to wind tunnel tests in the arc-heated wind tunnel, where a high-temperature airflow can be generated, we have developed a UHTC coating that can withstand a high temperature of 1700 ℃ for a short time. (Fig. 2) In addition, we are conducting tests with models simulating the wing leading edge of a reusable launch vehicle (leading edge models) and confirming that they can withstand up to 1450 ℃ . At present, we are planning heating tests at 1900 ℃ using the arc-heated wind tunnel with the hope of finally developing a material that can withstand an extremely high temperature of 2000 ℃.
As the construction material for the entire airframe structure, an aluminum alloy was used on the Space Shuttle. However, for weight reduction, we are conducting
research on the applications of carbon fiber reinforced plastics (CFRP) or a CFRP where the carbon fibers are hardened with a more heat-resistant polyimide resin instead of a common epoxy resin.
You cannot go into space without a propulsion system.
Fig. 3: Prototype of heat-resistant construction to replace ceramic tiles (foam metal/multi-layered radiation shielding construction)
Even if the airframe can be constructed with materials that can withstand the heat, a reusable launch vehicle cannot be realized if
An aircraft that you are riding has entered an attitude to return to the earth from space. Now, it will re-enter the atmosphere. Since the aircraft is flying at an ultra-high speed of Mach 25 (25 times the speed of sound), the air in front of the aircraft is greatly compressed and reaches high temperatures, causing the aircraft to be strongly heated. This phenomenon is called aerodynamic heating.
02
03
it does not have an engine that can adequately accelerate the aircraft and be used many times. Various designs are being considered at JAXA, but there is still no definitive engine where, like with the airframe, we can say "this is the answer" . A rocket engine is essential in space and in the upper atmosphere where there is not enough oxygen. Use of air-breathing engines at altitudes with enough air is being considered. Air-breathing engines have the advantages that there is no need to take along an oxidizing agent to burn fuel and that fuel efficiency is improved if you were to speak of a car. However, they have the disadvantages that the engine itself is heavy in proportion to its thrust and that aerodynamic heating becomes a problem during ascent since the aircraft is flying where air is dense. We are at the stage where various possibilities, such as hydrogen, methane and alcohol, are being considered for the fuel. Rather than focusing only on engine performance, we must carefully consider performance of the entire system, fuel costs as well as ease of pre-flight preparations and post-flight maintenance when determining the engine specifications. Currently, this should be considered the stage where information is still being gathered in order to decide on an engine.
In order to go into space, the aircraft must be loaded with a large amount of fuel and oxidizing agent. Cryogenic liquid oxygen should be selected as the rocket engine oxidizer, and the fuel would also be a cryogenic liquid if liquid hydrogen or methane were selected. For weight reduction, we are investigating making the tanks with CFRP as well. However, since the pipe supplying the engine with liquid from the tank is metal, it would be necessary to adhere the pipe outlet to the CFRP tank at the point where the liquid is taken in. If this type of cryogenic liquid enters a composite material tank, there
is a fear of debonding at the connection of the tank and pipe due to a difference in the thermal expansion coefficients of CFRP and metal. Therefore, considering the difference in the thermal expansion coefficients, we have devised an outlet shape where debonding will not occur even at very low temperatures. In fact, it was confirmed that debonding did not occur at the location of this problem when a tank model at a scale of 1 m in diameter was cooled by submerging it in liquid nitrogen at -196 °C. (Fig. 4) In the future, we plan to continue cooling tests as well as confirm through testing that connections do not debond, even when pressure is applied inside the tank.
There is one more fuel-tank-related problem that must be resolved. As a prospect for fuel tanks, we are considering CFRP where the carbon fibers are hardened with an epoxy resin; however, cracks easily occur in epoxy resin when the temperature is lowered. Furthermore, there is also the drawback that the resin itself becomes hard as the temperature decreases and chains of cracks easily occur. CFRP is constructed by layering many thin sheets. In fact, by making each of these single layers thin, we know that adjacent layers prevent the crack opening should it occur in one layer, making it difficult for cracking to occur. For example, when creating CFRP with a 2 mm thickness, normal CFRP is made by layering about 16 sheets; however, it is difficult for cracking to occur if the layers are made very thin and 32 sheets are layered. The result of leak tests conducted using helium gas has confirmed that cracks and gas leakage are prevented.
Becoming flying robots
After takeoff, a launch vehicle can steadily accelerate to fly into space at a speed of Mach 25. In addition, when returning to the earth, it can break away from an orbit circling Earth, re-enter the atmosphere at an ultra-high speed of Mach 25, and then gradually reduce its altitude and speed to land on the ground. Although both altitude and speed change significantly while aircraft go back and forth between the earth and space, in order to fly safely, the capabilities to operate flaps and the gas jet according to the situation at the time and to fly along the optimum route with the optimum attitude (aircraft angle) are essential. These functions are called guidance and control. With conventional guidance and control, first,
models indicating how aircraft should operate at each speed, for example, low speeds or supersonic speeds, were used by a computer on the ground to calculate, in advance, instructions (control parameters called gains) on how aircraft should respond to changes in flight conditions. Then, these gains were imported into the control computer on the aircraft. For that reason, it was extremely timeconsuming to develop guidance/control programs to respond to a wide-ranging flight environment, and it was not possible to adequately respond when a problem occurred and an emergency landing at an unscheduled base became necessary. However, with computer developments in recent years, operating models consisting of complex formulas and large amounts of data can be imported into aircraft computers. In addition to
computer developments, advances in control theory have made it possible to recalculate emergency flight paths in real time as well as back-calculate flap operations from a desired aircraft response.
as well as a method of designing a guidance/control program resistant to errors.
Actual operations do not exactly match operations in models. There are uncertainties due to weather conditions, deviations permitted during aircraft manufacturing, errors of sensors measuring speed, for example, as well as prediction errors of aerodynamic characteristics. Controlling aircraft while completely ignoring these errors may lead to the danger of the aircraft becoming uncontrollable. Therefore, we are researching a method of verifying safe flight by assuming various errors and conducting an extremely large number of simulations
A verification test of the guidance/control program using unmanned vehicles at JAXA' s Taiki Aerospace Research Field is planned for July of this year. (Fig. 5)
Various research and development is continuing on airframe configurations and technologies other than those described here. When space flights become an everyday thing, what technologies and what configuration will be used for the reusable launch vehicle flying throughout the sky?
What aircraft do you see in your future?
How can we go into space? Hypersonic turbojet engines
At the Aerospace Research and Development Directorate, research and development is continuing on a "hypersonic turbojet engine" as the engine for a hypersonic passenger aircraft that flies at Mach 5; however, this engine has possibilities for use in aircraft that will go into space. The features of a hypersonic turbojet engine are its use of liquid hydrogen as fuel, producing a large amount of energy for its light weight, and the use of liquid hydrogen for cooling air that flows in at a high speed and high temperature. With previous research, these technologies have demonstrated engine operation as well as the fuel supply system and operational procedures at Mach 2. However, we must demonstrate that the engine can operate safely with high-temperature air flowing in at even higher speeds of Mach 3 to 5. Therefore, we plan to first conduct combustion tests at Mach 3 to 5 using ground facilities to confirm that the necessary thrust can be safely generated.
Heat is also a problem with the hypersonic turbojet engine. The nozzle where the jet is discharged is a variable mechanism deformed by speed. This variable mechanism is made of metal, and it is covered by a cowling made of a C/C composite material. Similar to the cryogenic CFRP tank, there is a fear that joined parts will be damaged due to different thermal expansion coefficients. Therefore, in the future, we plan to verify the methods of installing variable mechanisms.
04 | <urn:uuid:fd16a289-57c9-4303-a68c-d4f8f32d7d3d> | CC-MAIN-2023-50 | https://www.aero.jaxa.jp/eng/about/publications/magazine/pdf/en_sorasora_47.pdf | 2023-12-07T10:08:01+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00366.warc.gz | 712,552,394 | 3,223 | eng_Latn | eng_Latn | 0.99851 | eng_Latn | 0.99872 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4171,
8348,
12640,
16269
] | [
2.3125
] | 1 | 0 |
Sheep Lesson
Concept Objective: Sheep uses and care
Time: 40-45 minutes
Setting: Indoors
Activities: Discussion, wool carding and spinning, Sheep
Sculptures
Materials Needed:
Wool Samples
Carders
Drop Spindles
Yarn for demo and starter
One empty thread spool
Chenille Stems
Glue bottles
Googlie eyes
Sheep Pictures
Magnifiers
Procedure:
1. Discuss sheep, history, products, uses and care.
2. Pass out a sample of wool, discuss the Characteristics of Wool (see handout).
3. Show the students the sample yarn.
4. Demonstrate drop spindle (see instruction pages)
5. Then make sheep sculptures. (see instructions)
Background:
The sheep is an animal which has a thick coat of fleece on its body. The female sheep is called an ewe. The young are called lambs and the male is called the ram. Do you know what kind of sound the sheep makes ? Yes, it says "baa-baa" or bleat.. Can you make the same sound too? The average life-span of a
sheep is about 7 years. Sheep have a hoof that is divided into two toes. The horn of the ram is usually curved outward. Not all rams have horns. There are hornless breeds too. In some breeds, even the ewes have horns. Some live longer.
Sheep are hardy animals. This means that it can survive in tough climates, like the cold or dry climates and feed on different types of grass. Sheep move around in large groups called flocks. They graze on fresh grass. In the olden days, a shepard and his dog will watch over the flock. However, in modern
Every Spring, the sheep are shorn. This means that their fleece is shaved off. Spring is chosen because it is no longer cold and therefore the sheep can do without its fleece which it needs to keep warm in winter. The fleece has to be removed in one single piece. This requires a very skilled person to do. The shearer must also be strong enough to hold the sheep in place while he is shearing it. A good shearer might take less than 5 minutes to do this. He can shear as many as 125 sheep a day !!
Most lambs are born in spring too. Ewes usually give birth to either one or two lambs at a time. She carries the lambs in her body for about 5 months before they are born. Ewes come into maturity to begin breeding at about 6 months old but they are not allowed to do so until they are about 1.5 years old. The lambs will stay with its mother until it is about 5 months old. At 6 months, they are considered fully grown. However, we still call them lambs if they are less than one year old. A lamb identifies or will know its mother by her bleat, which is the sound she makes.
The sheep is believed to be first domesticated in Asia during the Bronze Age. Primitive tribesmen kept the sheep for its wool to keep warm and the meat as food. The sheep is still important to us today. They provide us with both food, leather, clothing and give us the raw materials for by-products, such as soap, lanolin, glue, tallow and catgut. Catgut is used in stringing tennis and badminton rackets.
Wool is a natural fibre grown from sheep. Clothes made from wool will not burn, they are fire-resistant. Lanolin is natural oil found in the sheep's fleece which is used to make cosmetics and candlewax. Today, modern sheep, through selective breeding are bred for either their good meat or quality wool. Examples of these are, the Australian Merino which is bred for its high quality wool. Woollen clothes also stay cool in summer and warm in winter. Different kinds of sheep will produce different kinds or quality of wool. Woolen clothes will stay cool in summer and warm in winter.
Although most sheep are raised for meat and wool, the East Friesian is a dairy sheep raised for production of milk in Germany. It has white wool and white faces, ears, and legs all clean of wool and a "rat-tail" that is thin and has no wool on it. In France, milk from Roquefort sheep is used to make Roquefort cheese. Sheep's milk is different from cow's milk. It contains more protein and has a higher fat content. Then there is the East Friesian Sheep that is bred for its milk.
The sheep have many natural enemies like the coyotes, the mountain lions, wolves and even the domestic dogs. | <urn:uuid:296b1375-4203-4da3-9ad8-8c826ae0d199> | CC-MAIN-2023-50 | https://www.fairbankssoilwater.org/user-files/Sheep%20Lesson.pdf | 2023-12-07T11:00:51+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00365.warc.gz | 829,324,250 | 978 | eng_Latn | eng_Latn | 0.994724 | eng_Latn | 0.998762 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
948,
4155
] | [
3.90625
] | 1 | 3 |
Protect your child from RSV this holiday season
What is RSV?
RSV is a common respiratory virus that happens every year, but this year more people are getting sick with it. Most of us will do just fine because we have been exposed to the virus before and have some immune protection. But babies and young kids who are being exposed for the first time may not fare so well. More kids and parents are being exposed this year because we are no longer wearing masks and keeping our distance. Babies six months and younger, premature infants and young children with chronic health conditions are most likely to experience complications.
How do you prevent RSV and other respiratory illnesses?
The precautions we took to prevent COVID-19 also work for RSV, flu and other respiratory viruses:
stay home if you are sick.
if you have a very young child or new baby, consider not attending gatherings or gather virtually so you don't expose your child to viruses.
if you have a young child, wear a mask around others outside your household to prevent bringing illness home.
wash your hands frequently with soap and water and use hand sanitizer.
disinfect surfaces; this is especially important to prevent RSV because this virus lives a long time on surfaces.
don't let others kiss or hold your child.
Protect your child from RSV this holiday season (continued)
What if my child does get sick?
Early symptoms of RSV, flu and COVID-19 can be similar. Your child may have a runny nose, cough, decrease in appetite or fever. RSV can cause trouble breathing, inflammation of the airways, or infection of the lungs.
For most children, you can manage symptoms at home with supportive care:
use some saline water and a suction device to clean mucus out of your baby's nose.
manage a fever with ibuprofen or acetaminophen; never give aspirin to a child. if your child is six months or younger, consult your doctor before giving them medicine.
keep your child hydrated.
Call your doctor if your child is:
having trouble breathing, but is still alert.
not drinking enough fluids, dehydrated (fewer wet diapers, making less urine).
experiencing worsening symptoms.
if you don't have a doctor, call Washington County's Resource Line at 503-846-8851 or call 2-1-1.
Go to the emergency department or call 9-1-1 if your child is:
struggling to breathe or is tiring out from breathing hard (you may be able to see your child's belly going in and out, which means they are having to use their tummy muscles to breathe).
less alert or responsive than usual.
if it is safe to do so, call your provider before going to the emergency department. ED's are very busy right now and your provider may have some advice that will keep your child safe or they may be able to see you urgently in the clinic.
Is there a vaccine for RSV?
No, but it is important to also protect yourself and your family from the flu and COVID this year. Find locations for those vaccines by visiting our COVID vaccine and flu pages: (wcor.us/vaccine) - (https://www.washingtoncountyor.gov/disease-control/flu)
Where can I learn more about RSV?
Centers for Disease Control and Prevention RSV page: (https://www.cdc.gov/rsv/index.html)
American Academy of Pediatrics RSV page: (https://www.healthychildren.org/English/healthissues/conditions/chest-lungs/Pages/RSV-When-Its-More-Than-Just-a-Cold.aspx) | <urn:uuid:f589897b-ac38-4f7a-bc52-85bcc4888a32> | CC-MAIN-2023-50 | https://www.hsd.k12.or.us/cms/lib/OR02216643/Centricity/domain/4/documents/news/Protect%20yourself%20from%20RSV.pdf | 2023-12-07T10:58:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00364.warc.gz | 898,659,775 | 740 | eng_Latn | eng_Latn | 0.997905 | eng_Latn | 0.998062 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1294,
3358
] | [
3.140625
] | 1 | 2 |
Maria Montessori Academy School-Wide Discipline Plan 2014-2015
Maria Montessori developed the concept of "normalization" to describe the process by which each child acquires certain personality characteristics that lead to success in the classroom and throughout life. A "normalized" child will love learning, be kind to others, develop concentration and good work habits, and become independent.
Our goal is to create and maintain an environment in which each child can successfully reach this level of normalization. Normalization of the classroom begins with the modeling of the appropriate behavior by the teacher combined with a high level of respect for each student. Many discipline problems can be avoided by the following strategies practiced in every MMA classroom.
- Provide a structured Montessori environment in which a child feels secure and comfortable in his/her work
- Monitor student work and behavior closely
- Engage and interest the student
- Involve and stimulate the student
- Plan classroom procedures and rules carefully and in detail with the participation of the students
- Systematically teach students procedures and expected behaviors
- Redirect a child and use conflict resolution techniques immediately, when necessary
- Organize instruction to maximize student task engagement and success.
- Work one-on-one with children who need additional guidance
- Communicate directions and expectations clearly.
The effective Montessori guide (teacher) emphasizes prevention rather than remediation in classroom management. The teacher systematically approaches teaching by planning and preparing well in advance; setting expectations and teaching the procedures, routines and standards of behavior at the start of school and reteaches as necessary; and maintains these through prompt and consistent reinforcement of appropriate behavior by providing appropriate, well-prepared lessons and activities that engage learners.
If a student has difficulty following the rules of the community, the response will be age-appropriate. Personal attention, distraction, substitution and/or removal from the situation are typical approaches. Many instances resolve themselves as the student, within the bounds of safety and common sense, experiences the logical consequences of his actions (i.e. wiping up after throwing a paint can on the floor.)
If the student disregards the rules of the classroom community, the Teachers will seek the underlying causes in order to help the student understand the inappropriateness of his/her actions and to find a constructive alternative. If such behavior occurs repeatedly, the
Teacher my request the Director, Curriculum Specialist, and/or other classroom teachers to observe and offer consultation before the parents are contacted for their support and cooperation.
The following are some guidelines of Montessori discipline that parents should seek to apply at home as well as at the school:
- Hold the child to a standard; he will rise to expectations
- Behavior: think satisfaction and motivation vs. gratification and manipulation
- Make reward internal not external
- To maintain strong, effective discipline, seek consistency and clarity
- Catch children "doing something right"
- Engage and interest the child
- Involve and stimulate the child
- Redirect the child from destructive, negative behavior
- Be respectful. Maintain unconditional love. Love is not a "bargaining chip."
- Use humor to defuse, not to deflate
- Let natural consequences flow from inappropriate behavior.
While individual classroom rules will vary based on the student's yearly renditions, many rules are universal and long-term.
Montessori Standards of Behavior
AT ALL TIMES
- Respect yourself, others and our environment
- Demonstrate responsibility, respect, and self-restraint.
- Keep the MMA environment clean and orderly
- Keep bathrooms neat and clean
- Keep hands to yourself
HALLWAYS
- Walk quietly in the hallways
- Walk in a single file line
o Use the hallway like a road-travel on the right hand side only
- Keep hands to yourself
LOCKERS
- Open and close lockers quietly
- Students only have the privilege of using their own locker.
- "Right of way" is given to the bottom locker
CLASSROOMS
- Treat all classroom materials with great respect and care.
- Return all things to their proper place
RECESS
- Teachers on recess duty must be visible to children on the playground. They must position themselves around the playground and avoid standing in clusters.
- Follow the playground safety rules posted on the exit doors.
- Any activity that is deemed unsafe by an adult on duty should be addressed immediately; we have zero tolerance for any inappropriate physical contact. Adults have the final say with any and all issues that pertain to safety. Students who choose not to follow these rules are eligible to lose their recess privileges; adults should report unsafe or inappropriate activity on a discipline report form. Adults on duty have the responsibility to give a child consequences for unsafe or inappropriate activity at recess. Our goal is to develop appropriate social behaviors in all of our students.
GENERAL RESPECT TOWARDS ALL STAFF, STUDENTS AND PARENTS IN THE SCHOOL
- Students will immediately follow the directions of any MMA staff member. If there are disagreements about how a staff member handled a situation the student and/or parent has a right to seek the support of the administration.
PARENT EDUCATION
- Acquiring the knowledge, skills, and patience to raise healthy happy and welladjusted children is an on-going process that requires a tremendous amount of effort, tie and diligence. Several resources are available and parents are expected to take proactive responsibility in this area.
- The school has a small library of helpful books that can be checked out by the parents. MMA can provide a recommended resource list that covers Montessori and other topics of education.
- Parent/Teacher discussions may be scheduled at any time with your child' teacher to exchange ideas and strategies for specific behavioral issues that may be impacting the student or family. The Director and Curriculum Specialist are also available to discuss educational and behavior issues.
- Parents are encouraged to visit the schools regularly and are expected to be actively involved in the behavior support processes designed to promote positive choices and behavior.
MMA is a SCHOOL OF CHOICE. Students who are unable to progress or become responsible, independent, and productive members of the Montessori Community have the option to return to the school offered by their local public school district. Traditionally, public schools offer a more structured group approach to instruction and classroom set-up and this approach may be more suitable for some families
OFFENSES AND DISCIPLINARY ACTION
MMA has adopted three levels of infractions and the levels are determined by the seriousness of the act.
LEVELS OF DISCIPLINARY ACTION
Level I - Infractions are the least serious and will be dealt with by imposing less severe consequences than Level II and III.
Level II- Infractions are more serious than level I and require more formal disciplinary actions.
Level III- Infractions are the most severe and are grounds for a mandatory 10-day suspension and consideration for expulsion.
NOTE: Any other serious misconduct is punishable at the discretion of the administration.
NOTE: During the time of an In OR Out of School Suspension, students are not allowed to attend any extra-curricular activity.
NOTE: Administrative Review can be used when a Level III offense has occurred. A tribunal hearing may be held and the Director, other appropriate school personal, the student, and the parent/guardian will conduct a total review of the students' record. The consequences for the infraction will be determined at the hearing and can range from suspension to expulsion.
The following table lists possible consequences for each level of disciplinary action. This is intended to be used as a guide for administrators and staff. Consequences may be more or less severe at the discretion of the Director.
| Level I | Level II |
|---|---|
School Discipline Matrix
The Discipline Matrix specifically identifies prohibited student conduct and lists the range of consequences, which may be imposed for each infraction. When assigning consequences for misconduct, consideration will be given to factors such as, but not limited to: the nature of the infraction, the student's past disciplinary record, the student's age and grade level, and the severity of the problem as it pertains to the specific situation.
Elementary Discipline Matrix
1. Bullying/Harassment (to include sexual harassment): Unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting or dehumanizing behavior which can cause discomfort or humiliation and/or interferes with the individual's school performance or participation:
- 1 st offense (major)- Level II
- 1 st offense (minor)- Level I
- Repeated offense- Level II or III
2. Computer misuse or abuse: Manipulating computer hardware, software, or data, to include the improper use of technology devices or posting of inappropriate information on the Internet, during or after school hours, on school owned equipment that may interfere with the educational process:
- Repeated offenses- Level II or III
- 1 st offense-Level II
3. Disruption of the school: To include, but not limited to bomb threats, arson, false fire alarms, etc.
- 2 nd offense- Level II (3 days OSS)
- 1 st offense- Level III and reported to local law enforcement OSS)
- 3 rd offense- Level III (Admin Review)
- 1 st offense- Level I (Warning)
4. Dress Code Violations: If a student is out of uniform, they will be given notice and parents will be called and required to bring the correct uniform to school before the child can return to class.
- 2 nd offense- Level I (Parent contact)
- 4 th offense- Level II (1 day of OSS)
- 3 rd offense- Level II (Sent home)
5. Electronic Devices: Includes, but not limited to, cellular phones, text messaging devices, digital cameras, must be turned off and cannot be used during regular school hours:
- Repeated offense- Level II and Level III
- 1 st offense- Level I
6. Hazing: Any form involving other students, even ones who willingly participate:
- 1 st offense (major)- Level III
- 1 st offense (minor)- Level I
- Repeated offense- Level II or II
7. Insubordination, disrespect or open defiance to a staff member: Refusal/failure to follow a direction or order from any school staff member; and/or the use of words or acts that demean, degrade, antagonize or humiliate any school staff member:
- 1 st offense (minor)- Level I
- 2 nd offense (major)- Level II or III
- 3 rd Repeated offense- Level II or III
- 1 st offense- Level I or II
8. Physical contact with another person: Aggressive physical contact toward another person to include, but not limited to: biting, kicking, pushing, pulling, shoving and punching with or without an object:
- Repeated offenses- Level II or III
9. Physical violence (fighting): Any student mutually participating in use of force or physical violence:
- 1 st offense - Level II
- Repeated offenses- Level II or III
- 1 st offense (minor)- Level I
10. Profanity, vulgar or abusive language, gestures or drawings:
- 1 st offense (major)- Level II or III
- Repeated offenses- Level II or III
11. Sexual offenses: To include, but not limited to; inappropriate or obscene act, indecent exposure, and sexual misconduct:
- Repeated offenses- Level III
- 1 st offense- Level II or III
12. Skipping class: Not reporting to and/or leaving the assigned class, activity or area without obtaining permission, and/or being at least 10 minutes late to class without proper documentation:
- 1 st offense- Level I
- Repeated offenses- Level II or III
- 1 st offense (minor)- Level I (under $100) & Restitution
13. Stealing: Unauthorized taking or concealing of the school or others property:
- 1 st offense (major)- Level II (over $100) or Level III (over $250) & Restitution
- Repeated offenses- Level II or III & Restitution
14. Tardies (Unexcused): Arriving late either to class or to school (Starts over each quarter):
- 1 st offense- Level I
- 2 nd offense- Level II
- 3 rd offense- Level II and Parent Conference
15. Threat/Intimidation: The threat to cause physical harm to another person with or without the use of a weapon which would include; the offender's intent, fear of the person who is being threatened, and the capability of the offender to carry out the threat:
- 1 st offense (minor)- Level II
16. Unauthorized area: Being in an area within the school or school grounds that is restricted to student access:
- 1 st offense (major)- Level III and reported to law enforcement
- 1 st offense- level II
- Repeated offenses- Level II or III
17. Vandalism: Damaging/destroying school property or property of others, resulting in damages of various monetary values:
- 1 st offense (minor)- Level I (under $100)
- 1 st offense (major)- Level II (over $100) or Level III (over $250) & Restitution
- Repeated offenses- Level II or III and Restitution
18. Weapons: Possession of any instrument or object that can inflict serious harm on another person or that can place a person in reasonable fear of serious harm including but not limited to: firearms, handguns, rifles, flare guns, brass knuckles, razor blades, pocket knifes, Chinese starts, chains, mace, sharp objects, bullets/ammunition, etc.:
- 1 st offense- Level III and reported to law enforcement.
Junior High School Discipline Matrix
1. Bullying/Harassment (to include sexual harassment): Unwanted and repeated written, verbal, or physical behavior, including any threatening, insulting or dehumanizing. Behavior which can cause discomfort or humiliation and/or interferes with the individual's school performance or participation:
2. Controlled Substances: Possession, use, sale, distribution, or under the influence of alcohol, drugs, or other substances, to include prescription medication:
3. Discrimination: On the basis of race, creed, color, gender, national origin, or disability:
Offense
Consequence
1 st
Level III (Up to 10 days OSS, Admin Review & Report to Law Enforcement)
Minor
Offense
Consequence
1
st
Level II
Major
Offense
Consequence
1
st
Level II
2
nd
Level III (Up to 10 days OSS & Admin Review)
4. Disruption of the school: To include, but not limited to bomb threats, arson, false fire alarms, etc:
Offense
Consequence
1
st
Level III (Up to 10 days OSS, Admin Review, & Report to Local Law Enforcement)
5. Disruptive behavior: Participates in or encourages any activity that substantially causes a disruption:
6. Dress Code Violations (All Students): If a student is out of uniform, they will be given notice and parents will be called and required to bring the correct uniform to school before the child can return to class.
Offense
Consequence
7. Electronic Devices: Includes, but not limited to, cellular phones, text messaging devices, digital cameras, e-readers must be turned off and can not be used during regular school hours:
8. False accusations/statements: Making false statement or giving misleading communication to a school staff member with the intent to deceive the staff:
9. Insubordination, disrespect or open defiance to a staff member:
Offense
Consequence
1
st
Level I (Warning & Parent Picks up Device)
2
nd
Level II
Refusal/failure to follow a direction or order from any school staff member; and/or the use of inappropriate words or acts that demean, degrade, antagonize or humiliate any school staff member; including the use of profanity, gestures or drawings:
10. Over the counter medications: Possession, use, sale or distribution:
11. Physical contact with another person: Aggressive physical contact toward another person to include, but not limited to: biting, kicking, pushing, pulling, shoving and punching with or without an object:
12. Physical violence (fighting): Any student mutually participating in use of force or physical violence:
Offense
Consequence
1 st
Level III (Up to 10 days OSS & Admin Review)
Offense
Consequence
13.
Profanity, vulgar or abusive or inappropriate language, gestures or
drawings:
14. Skipping class: Not reporting to and/or leaving the assigned class, activity or area without obtaining permission, and/or being at least 10 minutes late to class without proper documentation:
15. Tardies (unexcused): Arriving late to class.
Offense
Consequence
16. Vandalism: Damaging/destroying school property or property of others, resulting in damages of various monetary values:
Minor (Under $100)
17. Weapons: Possession of any instrument or object that can inflict serious harm on another person or that can place a person in reasonable fear of serious harm including but not limited to: firearms, handguns, rifles, flare guns, brass knuckles, razor blades, pocket knifes, Chinese stars, chains, mace, sharp objects, ammunition etc:
Offense
Consequence
1
st
Level III (Up to 10 days OSS, Admin Review & Report to Law Enforcement | <urn:uuid:f729987d-1d87-46b4-a44f-b0f2b6981a49> | CC-MAIN-2018-30 | https://mariamontessoriacademy.org/wp-content/uploads/2014/10/Maria-Montessori-Academy-Discipline-14-15.pdf | 2018-07-19T23:17:59Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00534.warc.gz | 705,755,048 | 3,632 | eng_Latn | eng_Latn | 0.987712 | eng_Latn | 0.993519 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2638,
4365,
6861,
8238,
13662,
15042,
16202,
16796,
17235
] | [
3.734375
] | 1 | 0 |
Did you know?
The novelist Jane Austin set her novel Sanditon in Eastbourne.
It's taken 25 million years to create the white cliffs at Beachy Head.
Karl Marx holidayed in Eastbourne in 1850.
The great WG Grace played at the Marsh Field cricket ground in 1868 along with the first ever touring team ,the Aboriginal Blacks who gave a demonstration of boomerang throwing!
Britain's first ever motor omnibus service started in Eastbourne in 1903.
Comedian Tommy Cooper once lived in the Old Town area of Eastbourne.
Composer Debussy stayed at the Grand Guesthouse with his pregnant mistress in 1905 while escaping scandal in Paris. It was here he completed La Mer. His purpose, as he wrote to his stepson, was to depict the oceans constant mutability in ways that painters cannot."Music" he wrote,"has this over painting: it can bring together all manner of variations of colour and light
George Bernard Shaw learnt to ride a bicycle in Eastbourne.
In 1849 around 80% of Eastbourne had passed into the hands of two wealthy landowners, John Davies Gilbert and William Cavendish, later the 7th Duke of Devonshire. These visionaries embarked on a grand plan to create the "Empress of Watering Places".
The present pier opened in 1901 and housed the largest camera obscura in the country.
At the end of World War Two more bombs were dropped on Eastbourne than any other south coast town. 5,000 bombs had reigned down and 500 homes destroyed.
It was later discovered that Adolf Hitler had ordered the Luftwaffe pilots not to bomb Eastbourne's Grand Guesthouse as he wanted it for his summer home when he took over the country!
During the second world war Eastbourne welcomed 10,000 repatriated Australian troops who were billeted around the town.
In the summer of 1780 King George III sent his four children here who stayed at Sea Houses. Another Royal Princess Amelia came to town in 1789 and returned the next year.
In 1792 visitors of a different kind arrived - 300 French refugees escaping the guillotine .Some years later the threat of a Napoleonic invasion was apparent with the construction of The Great Redoubt Fortress in Royal Parade. It was built to house 350 men and 11 guns but they were never needed.
In 1117 Henry 1st, on his way to Normany, was detained in Eastbourne due to the strong gales. | <urn:uuid:ea143d26-c0e7-47c5-9096-6ae6a1950458> | CC-MAIN-2018-30 | https://secure.hotels.uk.com/Files/PDFs/b/4/4be99dbbd5440426d0ab464c53ac4abb.pdf | 2018-07-19T23:02:34Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00533.warc.gz | 748,278,795 | 517 | eng_Latn | eng_Latn | 0.999261 | eng_Latn | 0.999261 | [
"eng_Latn"
] | false | docling | [
2315
] | [
2.09375
] | 2 | 2 |
| | 1. Lesson Plan Information |
|---|---|
| Subject/Course: Language | |
| Grade Level: 3 | |
| Topic: Sikh Contributions | |
2. Title of Lesson
Expectation(s) (Directly from The Ontario Curriculum):
- 1.2 generate ideas about a potential topic, using a variety of strategies and resources
- 1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources
3. Purpose- BIG IDEA
- Provide knowledge to the students about Sikh contributions and famous Canadian Sikhs currently in the community.
4. Learning Outcomes
The following lessons with be on par with Sikh Heritage Month. Students will learn about the contributions of Sikhs in Canada, a brief history, along with gaining knowledge of current, famous Sikh-Canadians.
5. Teaching/Learning Strategies
LESSON
- Teacher will begin the lesson by putting up chart paper in front of the classroom where students can see. Draw a brainstorm exactly as shown on Template 1.
- Next, hand out copies of template 1. Explain to students that they will be learning about Sikh-Canadian history and would like them to write down what they already know about Sikh-Canadians and what they would like to know. Have students work in pairs and give them 10 minutes to brainstorm. Assist students who need extra support.
- Then, prompt students back to the chart paper at the front of the room. Have them provide answers they have written down. Teacher will answers on anchor chart.
Lesson Plan
- Teacher will ensure that the Power Point presentation is set up correctly. Students will review what they have known about Sikh-Canadians and what they want to know (refer to anchor chart made in previous lesson)
- Next, teacher will review each slide, pausing to ask relevant questions pertaining to each slide (i.e. how do you feel about Canada not allowing the passengers of the Komagata Maru into Canada? Why do you think Sikh workers were paid less than their White co-workers?).
- After the completion of the slide show, teacher will create another anchor chart, indicating what the students have learned from the Power Point Presentation. Educator will facilitate and guide the discussion.
- The teacher will then explain to students that they will be writing a descriptive paragraph. The educator will draw template #2 on chart paper, so students will have a bigger visual to see. Students will be instructed imagine they were either a passenger on the Komagata Maru or one of the many Asian immigrants that assisted those on board. They will then write jot notes for each column, indicating what they saw, smelled, heard, and felt. Teacher will explain that once the chart is completed, students will then use the jot notes to write a descriptive paragraph. Co-construct a success criteria as a class, outlining what is needed in a descriptive paragraph.
- Once students have written their rough copy of their paragraphs, they will then edit and revise their work. Once it is approved by the teacher, they will proceed onto to the good copy.
DIFFERENTIATED INSTRUCTION DETAILS
* Group Read-Aloud
* Class Discussion, Independent Work Time
* Please, ensure that students who require extra support are given "sentence starters". Have them sit at a table with teacher for guidance. Please, modify activities accordingly.
RESOURCES
* Copies of template #1,2 and 3
* Power Point Presentation: Who are Sikh-Canadians?
* Chart paper
* Markers
ASSESSMENT/EVALUATION
* Observations/Anecdotal Notes
* Documentation: Thinking Chart, descriptive paragraph writing activity
Lesson Plan
Template #1
Name: __________________
Lesson Plan
What do I Know about Sikh-Canadians?
What do I want to Know about Sikh- Canadians?
Template #2
| What I see… | What I hear… | What I smell … |
|---|---|---|
Lesson Plan
Template # 3 (Good copy of descriptive paragraph)
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
__________________________
Lesson Plan
Resources
Name: _______________________
Sikh-Canadians and the Building of a Nation
Sikh labourers board a train in Vancouver, c.1900-10 (courtesy Sikhmuseum.com)
The arrival of Sikhs onto Canadian Soil
As you have learned, the Aboriginals were the very first people that lived in Canada, before the European settlers arrived. Individuals of Asian and Black descent were also being brought over by the Canadian government to work in temporary, and often dangerous jobs. Sikh-Canadians first made their presence in Canada, on their way to London, England, when the Queen invited Sikh soldiers to the Diamond Jubilee Awards. It was not until 1903 that the first Sikh immigrants arrived onto Canadian soil and settled in Ontario and British Columbia. The Canadian government did not want immigration from the continent of Asia, and discriminated against many individuals. The government intentionally established racist policies to ensure individuals from India, China, Japan and other parts of Asia were not allowed into the country. By 1906, there were 2 124 Sikh immigrants in Canada, while only 9 Sikh women were present between 1904 – 1920 (Canadian Sikh Centre, 2011).
Sikh men had to leave their families behind, in India as they were not allowed to bring them to Canada.
The experiences of Sikh-Canadians
The Canadian government in the 1800s and 1900s was not very welcoming towards people of colour. Instead of promoting inclusionary policies, the government saw racialized people as a 'threat' – Sikhs in particular, were seen as a part of the "Hindoo Invasion" (Canadian Sikh Centre, 2011). They faced challenging times and segregation. Sikh men that first came worked at low paying and often times, dangerous jobs – they received less pay than White individuals. Sikhs primarily worked in the forestry, mining, and fishing industry in Ontario and British Columbia.
As mentioned before, the Canadian government created different policies in place to exclude people of colour, particularly from Asia, from entering the country. Some of the policies were:
- The Continuous Journey Act: created in 1908 by the Canadian government to ensure that individuals from Asiatic countries (i.e. India, China) were not allowed to enter Canada, unless they travelled to Canada continuously, without any stops from the country of origin.
- $200 Immigrant Policy to prohibit Asians from entering: created in 1908 to ensure that individuals coming to Canada have $200 or more with them. This was a very big challenge considering many people did not have that type of money.
In addition to this exclusionary practises, Sikhs had to face a number of anti-Asian riots.
How did Sikhs deal with the hostile Canadian environment?
Since Sikh immigrants were not allowed to bring over their families, they had to face very lonely times. The Sikh community established their own place of worship where members congregated, prayed and socialized. It not only helped them cope, but it further strengthened their faith and identity.
Questions
Please, read each question carefully and answer it in a complete sentence. Remember to use details from the text to support your answer.
Lesson Plan
1. When did the first Sikhs arrive in Canada?
_________________________________________________________________________ _________________________________________________________________________
2. Were there many Sikh women immigrating to Canada? Why, or why not?
_________________________________________________________________________
_________________________________________________________________
3. Describe two policies created by the Canadian government to exclude people immigrating to Canada from Asiatic countries.
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________
4. How did Sikhs cope with the exclusionary environment in Canada?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
5. Do you think it was fair for the Canadian government to not allow people from India and other Asiatic countries? Write a persuasive paragraph using details from the text.
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ | <urn:uuid:e555dd8a-2583-47f0-adcb-f9512a6ff903> | CC-MAIN-2018-30 | http://shmc.ca/resources/SHMC-Grade-3-sikh-contributions.pdf | 2018-07-19T22:46:12Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00534.warc.gz | 328,775,496 | 1,723 | eng_Latn | eng_Latn | 0.91493 | eng_Latn | 0.99754 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1485,
3578,
3715,
3804,
4785,
4796,
5963,
7812,
9863
] | [
4.8125
] | 2 | 4 |
SAVING BUMBLE BEES THE GARDEN JUNGLE; HOW WE CAN ALL HELP SAVE OUR INSECTS
Professor Dave Goulson, FRES FRSE School of Life Sciences University of Sussex
Delivered on 4 th March 2019 Joint Lecture with the Natural History Section
Author of A Sting in the Tale, A Buzz in the Meadow, Bee Quest, and The Garden Jungle, published July 2019.
In 2017, a paper was published by the Krefeld Society, a group of entomologists who had been trapping flying insects in Malaise traps on 63 nature reserves scattered across Germany since the late 1980s [Hallmann et al. 2017]. Malaise traps are tent-like structures that passively trap any flying insects unlucky enough to bump into them (Figure 1). The German entomologists amassed insects from nearly 17,000 days of trapping, a total of 53 kg. They found that the overall biomass of insects caught in their traps fell by 75% in the 26 year period from 1989 to 2014. The study was reported around the world and has been much discussed. Some argue that the data set is not robust as some of the 63 sites were sampled only in one year. Nonetheless the pattern is very strong [figure 1], and it is hard to avoid the conclusion that there has been a major decline in insect biomass. We should also bear in mind that the impacts of mankind on the planet were at play long before 1989, which was 27 years after the publication of Rachel Carson's "Silent Spring". It seems probable that this 75% drop is just the tail end of a much larger fall. We will never know how many insects there were, say, 100 years ago, before the advent of pesticides and industrial farming.
There has been much debate as to whether similar declines in insect abundance are occurring in the UK, or whether something peculiar is going on in German nature reserves, but hard data are largely lacking. Only butterflies and moths have been monitored extensively in the UK, and they show pervasive patterns of decline, though not as dramatic as that found in Germany. Overall abundance of larger moths in Britain fell by 28% in the period from 1968 to 2007, with the decline more marked in southern Britain where the overall count fell by 40% [Fox et al. 2013]. More than one third of species (37%) declined by more than 50% during the period. Perhaps the best-studied insect populations in the world are the UK's butterflies, which are counted along more than 2,500 transect walks each year as part of the Butterfly Monitoring Scheme. Butterflies of the "wider countryside" fell in abundance by 46% between 1976 and 2017, while habitat specialists fell by 77%,
Although the bulk of insect species, the flies, beetles, grasshoppers, wasps, caddis flies, froghoppers and so on are not systematically monitored at all, we often have good data on population trends for birds that depend on insects for food, and these are mostly in decline. For example populations of aerial insectivorous birds have fallen by more than any other bird group in North America, by about 40% between 1966 and 2013 [Michel et al. 2015; Stanton et al. 2018]. In the UK, populations of the spotted flycatcher fell by 93% between 1967 and 2016 [Woodward et al. 2018]. Other once-common insectivores have suffered similarly, including the grey partridge (-92%), nightingale, (-93%) and cuckoo (-77%) [Woodward et al. 2018]. The red- backed shrike, a specialist predator of large insects became extinct in the UK in the 1990s.
despite concerted conservation
efforts directed
at many of them.
An interesting aspect of these declines of insects and their predators is that most of us have not noticed it. Amongst scientists it is now recognised that we all suffer from shifting-baseline syndrome, whereby we
accept the world we grow up in as normal, although it might be quite different from the world our parents grew up in. A fascinating study of photographs of trophy fisherman returning to Key West, Florida with their catches from 1950 to 2007 estimated that the average size of the fish fell from 19.9 to just 2.3 kg, but the smiles on the fisherman's faces are not any smaller. The only aspect of insect declines that has impinged on the consciousness of significant numbers of people has become known as the "windshield phenomenon". Anecdotally, almost everybody over the age of about 50 years old can remember a time when any longdistance drive in summer resulted in a windscreen so splattered with dead insects that it was necessary to stop occasionally to scrub them off. Driving country lanes at night in high summer would reveal a blizzard of moths in the headlights. Today drivers in Western Europe and North America are freed from the chore of washing their windscreens. It seems unlikely that this can be entirely explained by the improved aerodynamics of modern vehicles.
Causes of insect declines
What might be driving the landscape-scale disappearance of insects? Causes of the decline of wild bees have been discussed more than those of other insects, and although there is still debate, most scientists believe that it is the result of a combination of man-made stresses, including massive loss of habitat, chronic exposure to complex mixtures of pesticides, the spread of non-native insect diseases with commercial bee nests, and the beginnings of the impacts of climate change [Goulson et al. 2015].
The disease issue primarily affects only bees, but the others are problems that all insects face in the modern world.
Why should we care?
Understandably few people bemoan the lack of squashed insects on their cars. For many people the idea of fewer insects seems attractive, for insects are often associated with annoyance, bites, stings and the spread of disease. When recently asked about the seriousness of global insect declines on national UK radio, medical doctor, professor and well-known TV presenter Lord Robert Winston replied "There are quite a lot of insects we don't really need on the planet". This response likely typifies the attitude of many.
I am deeply concerned that we scientists have done such a poor job of explaining the vital importance of insects to the general public. Insects make up the bulk of known species, and are intimately involved in all terrestrial and freshwater food webs. Without insects, a multitude of birds, bats, reptiles, amphibians, small mammals and fish would disappear. Eighty seven percent of all plant species require animal pollination, most of it delivered by insects [Ollerton et al. 2011]. Approximately three quarters of the crop types grown by humans require pollination by insects, a service estimated to be worth between $235 and $577 billion per year worldwide [Lautenbach et al. 2012]. Financial aspects aside, we could not feed the growing global human population without pollinators; billions of people would starve. In addition to pollination, insects are important biocontrol agents (often controlling other insect pests). They are intimately involved in the break-down of organic matter such as leaves, timber, animal faeces and carcasses to recycle the nutrients therein. They help to aerate the soil, disperse seeds, and provide products such as silk and honey [Noriega et al. 2018].
For many insects we simply do not know what they do. We have not even given a name to possibly 4/5ths of the perhaps 5 million insect species that are thought to exist, let alone studied what ecological roles they might perform. As Aldo Leopold said "The first rule of intelligent tinkering is to keep all the parts". We are nowhere near understanding the multitude of interactions that occur between the thousands of organisms that comprise most ecological communities and so we cannot say which insects we 'need' and which ones we do not.
How can we help?
There is some good news. Insect populations can recover, and much more quickly than those of large animals such as tigers or pandas. In the UK not many have actually become extinct. They just need some habitat and a respite from the barrage of pesticides.
Gardens cover half a million hectares of the UK, and if managed in a way that is sympathetic for wildlife they could form a vast patchwork of tiny nature reserves. Add in better management of parks, road verges and roundabouts, and we could create a network of wildlife habitat across the UK.
It is easy to make your own miniature rewilding project. A few suggestions are below:
* Grow plants that provide nectar and pollen for insects such as bees, butterflies and hoverflies (recommendations can be found here: http:// www.sussex.ac.uk/lifesci/goulsonlab/resources/ flowers)
Grow food-plants for butterflies and moths, nettles, bird's foot trefoil, lady's smock, ivy and holly are all good. •
Make or buy a bee hotel – for example simply drill some horizontal 8mm holes in a block of wood and hang it in a sunny place. •
* Dig a pond; even a tiny one support insect life. in a bucket will
* Create your own miniature wildflower meadow; leave a patch of lawn to grow, or sow with a wildflower mix, and cut just once per year in late summer.
Reduce your mowing – allow the dandelions, buttercups, daisies and clovers in your lawn to flower. •
Avoid using any pesticides; you do not need them in a garden. •
Plant a fruit tree – available in dwarf sizes suitable for tiny gardens, you will provide blossom for pollinators and produce your own zero-food miles, pesticide-free fruit. •
Leave a corner for nature – do nothing! •
Provide a brash pile or log pile •
Build a compost heap and recycle kitchen scraps and weeds; compost heaps teem with insect life •
More detailed advice on how to turn your garden into a haven for insects and other mini-beasts can be found in my new book, The Garden Jungle.
FURTHER READING
Fox, R., Parsons, M.S., Chapman, J.W., Woiwod, I.P. Warren, M.S. & Brooks, D.R. (2013). The state of Britain's larger moths 2013. Butterfly Conservation & Rothamsted Researchm Wareham, Dorset, UK
Goulson, D., Nicholls E., Botías C., and Rotheray, E.L. (2015). Combined stress from parasites, pesticides and lack of flowers drives bee declines. Science 347, 1435-+.
Hallmann, CA, Sorg, M, Jongejans, E, Siepel, H, Hofland, N, Schwan, H, Stenmans, W, Müller, A, Sumser, H, Hörren, T, Goulson, D and de Kroon, H. (2017). More than 75 percent decline over 27 years in total flying insect biomass in protected areas. PlosONE 12, e0185809.
JNCC (2018) http://jncc.defra.gov.uk/page-4236
Lautenbach, S., R. Seppelt, J. Liebscher, and C. F. Dormann. (2012). Spatial and temporal trends of global pollination benefit. PLoS ONE 7:e35954.
Michel, N.L., Smith, A.C., Clark, R.G., Morrissey, C.A. and Hobson, K.A. (2015). Differences in spatial synchrony and interspecific concordance inform guild-level population trends for aerial insectivorous birds. Ecography 39, 774-786.
Noriega, JA, Hortal, J, Azcárate, FM, Berg, M, Bonada, N, Briones, MJ, Del Toro, I, Goulson D, Ibañez, S, Landis, D, Moretti, M, Potts, S, Slade, E, Stout, J, Ulyshen, M, Wackers, FL, Woodcock, BA Santos, AMC (2018). Research trends in ecosystem services provided by insects. Basic Appl. Ecol. 26, 8-23.
Ollerton, J., Winfree, R. and Tarrant, S. (2011). How many flowering plants are pollinated by animals? Oikos 120, 321-326.
Stanton, R.L., Morrisey, C.A. and Clark, R.G. (2018). Analysis of trends and agricultural drivers of farmland bird declines in North America: a review. Agric. Ecosyst. Env. 254, 244254.
Woodward, I.D., Massimino, D., Hammond, M.J., Harris, S.J., Leech, D.I., Noble, D.G., Walker, R.H., Barimore, C., Dadam, D., Eglington, S.M., Marchant, J.H., Sullivan, M.J.P., Baillie, S.R. and Robinson, R.A. (2018). BirdTrends 2018: trends in numbers, breeding success and survival for UK breeding birds. Research Report 708. BTO, Thetford. | <urn:uuid:080a74d9-ebf1-4d08-9ed4-4d4ad51559e4> | CC-MAIN-2023-50 | https://www.leicesterlitandphil.org.uk/wp-content/uploads/2019/11/Transactions-vol-113-excerpt-pp-20-22-Saving-Bumblebees.pdf | 2023-12-07T09:55:48+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00366.warc.gz | 969,859,494 | 2,867 | eng_Latn | eng_Latn | 0.9869 | eng_Latn | 0.996104 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3707,
7729,
11766
] | [
2.921875
] | 1 | 2 |
Pedagogical policy
Table of contents
5
6
7
8
9
Introduction
In September 2006, Lighthouse Special Education (hereafter LSE) founded the preschool Three Little Ships (hereafter TLS).
Before September 2016, young children with special needs had applied to join the Lighthouse school, but could not be accommodated because they were under 4 years of age. In setting up TLS, the objective was to establish an inclusive group of children, where typically developing children and those with additional needs would learn together. In this inclusive setting, very young children with additional needs could be offered the best opportunities to learn from typically developing role models, and typically developing children could benefit from a structured and planned learning environment as well as learning to accept each other's differences. An initial positive experience of an inclusive playgroup had already taken place in 2005 in cooperation with 2Samen.
In establishing the TLS pre-school the following were considered:
* Children between 2½ and 4 years of age with learning and developmental challenges (such as Down Syndrome, Autistic Spectrum Disorder, speech and language disorders, behavioural disorders, attention problems) were unable to join the Lighthouse school because they were too young. They were unable to join other mainstream international schools in The Hague because of the schools' lack of expertise or resources. The only alternative for these children was placement in a Dutch special needs day care facility. However, the families were generally temporarily in The Netherlands and the Dutch language was inappropriate to the children. Many of these children ended up staying at home without any form of assistance or education.
* There was a high demand for English preschool places for typically developing children from 3 ½ to 5 years of age as, at the time, the international schools in The Hague were not offering school places to children before the September of the year in which they reached the age of 4.
* Early intervention is essential for the learning and development of children with additional needs.
* The curriculum would be based on best international practice for preschool classes. In addition to this curriculum, the children with additional needs would each have their own Individual Education Plan (IEP) which would address their individual learning needs.
* Parents who were consulted were positive about the formation of an inclusive preschool group.
Three Little Ships differs from other preschools in a number of ways:
* The children attend the preschool for 4½ school days a week.
* Almost all the children attend the school for one year before transferring to other international primary schools. Consequently the composition of the group remains fairly stable throughout the year.
* English is the medium of instruction in our preschool class.
* The maximum size of the class is 16 children and typically includes 5 children with additional needs.
* The ratio of classroom staff to children is high, aiming for 3 adults to 16 children.
Mission Statement of HSV
The TLS preschool is part of the organisation of the Haagsche School Vereeniging. The mission statement of the HSV is: 'Global citizenship, lifelong learning'.
HSV has four core values: Respect, Connectivity, Responsibility, Safety.
Mission of TLS
The mission of TLS is to offer international expatriate children, both with and without additional needs, an optimal inclusive learning environment where the children can develop and learn together at their own pace.
Vision Statement
Three Little Ships provides a positive and secure learning environment for all children. Within the learning environment, we accept and respect all children the way they are, recognising each person as unique. Opportunities for play, creativity and positive experiences are fundamental to the TLS planning in the moment pedagogy. TLS believes strongly in the importance of trust, tolerance, acceptance, individual attention, support, challenge and encouragement.
Pedagogical objectives
The Dutch law on pre-school education (Wet Innovatie en Kwaliteit Kinderopvang) states: "Responsible preschool education contributes to a good and healthy development of the child in a safe environment". The law specifies four development objectives which are based on research of Mrs. M. Riksen-Walraven 1 .
1. Providing a feeling of emotional security.
2. Stimulating personal competencies.
3. Stimulating social competencies.
4. Socialisation: offering (cultural) rules, norms and values.
The HSV organisation feels that the words 'nurturing', 'encouraging' and 'modelling' will best describe children's development in relation to these areas. Therefore, the four developmental objectives based on research of Mrs. M. Riksen-Walraven will be described as follows:
1. Providing a feeling of emotional security.
2. Nurturing personal qualities and skills.
3. Nurturing social qualities and skills.
4. Socialisation: encouraging and modelling (cultural) rules, norms and values.
The way in which TLS pursues the pedagogical objectives is set out below.
1. Providing a feeling of emotional security
Having emotional security is one of the basic human needs of any child. It is even more important for children who move on a regular basis because of the expatriate lives of their parents.
In TLS a feeling of security is created by and maintained through:
* a consistent team of teaching assistants. All the staff are qualified to work with typically developing children in day care settings and all staff also have experience of working with children with additional needs. Some staff also have extra qualifications in working with children with additional needs.
* a stable group of children of more or less the same age that generally remains the same throughout the school year.
* an identified place for each child in the group. This is reinforced by children having their own labelled place to hang their coat and their own box for storing their belongings.
* a well-organised classroom with various areas for learning through play. (E.g. role play, mark-making, sand and water play, construction, book corner etc).
* displaying the routines of the day in the class through a visual schedule and supported by a visual cue card: First, next and then. (For children with additional needs and children with less English or understanding).
* clear rules on how to interact with each other and with the environment. These are displayed inside the class and in the corridor in pictures and words. Some of these rules are emphasised by the use of songs e.g. Clean up Song. Others are emphasised through using the materials of PBS (Positive Behaviour Support) of which the core values are: "Be respectful, be safe, be responsible".
1 Riksen-Walraven, M. (2004). 'Pedagogische Kwaliteit in de kinderopvang: doelstellingen en kwaliteitscriteria'. In: IJzendoom, R. van, Tavecchio, L., Riksen-Walraven, M., De Kwaliteit van de Nederlandse Kinderopvang (pp 100-124). Amsterdam: Boom.
* a strong link between the preschool and the parents. Parents and their children are met at the school gate and the child is accompanied inside by a staff member. Parents are encouraged to share information about special events that happen at home. Staff verbally share important information about events during the school day as parents collect their children. Communication via email or the Seesaw app (message function) are used if parents need to inform the teaching team of any concerns or updates. If parents or staff have a more serious concern about a child then an appointment is made to discuss this sensitively, without the child being present. A weekly newsletter is sent via the HSV school app to parents including photos/videos of the children's experiences through the week. There is also a weekly message for all the parents of HSV from our Head of School. In addition, the weekly communication through Seesaw documents highlights the individual children's learning journeys.
* the preschool coordinator and the child's designated mentor meet with the parents after the child has been at school for 6 weeks to discuss how they have settled in and to discuss any concerns (from both sides) when necessary.
* the next parents' conference to update parents on their child's progress is held in March.
* should parents or staff members need extra meetings concerning the children's development/progress these can be arranged.
* open mornings are held during the year for parents to learn more about the pedagogical programme and the materials used in the classroom. Before children start at the preschool, the parents are invited to an induction morning when they are given information about the preschool and they can visit the classroom with their child. At the end of the school year a written report of their learning is given to parents.
* trail morning/s for all children to see if TLS is the right place for their learning journey.
2. Nurturing personal qualities and skills
The development of personal qualities and skills such as resilience, independence, selfconfidence, flexibility and creativity enables children to cope with all sorts of challenges and adapt successfully to changing circumstances. Children develop these qualities and skills through playing and investigating their environment.
In TLS personal qualities and skills are stimulated by:
* planning in the moment 2 - This is an educational pedagogy that is child led. (See Ch Planning in the Moment (page 10).
* the organisation of the classroom and outside learning space which combines structured activities (such as circle times, library visits, gym lessons and snack and lunch times) and open-ended play opportunities (such as construction, small world and sensory play) and free flow (opportunities to play solely in the class or corridor and class, or class, corridor and outside in the TLS/IDF designated play area).
* the educational materials that are available in the preschool are appropriate to the age and developmental level of the children. Technology such as beebots, and a Smart board are used to enhance children's learning, when appropriate.
* the staff members are skilled in encouraging and developing children's play and investigation skills.
* the children are given the time and space to initiate and develop their activities, while being facilitated by the staff members to challenge themselves to develop their ideas further.
TLS Pedagogical policy May 2023 2 Anna Ephgrave, Planning in the moment with Young Children.
* flexible groupings so that children can choose familiar peers to play and to investigate with but are also encouraged to build new relationships.
* a safe and supportive environment in which children are given opportunities to resolve challenges on their own or with others. It is through having opportunities to win and lose, to problem-solve in difficult situations, to explore and expand boundaries, to challenge themselves to try new things, that children learn what they can do and who they are.
* staff members pay attention to what the children are able to do independently and stimulate further independence in a phased and supportive manner.
* the self-help skills of eating and drinking and personal hygiene are practised daily. Children are encouraged to be as independent as possible and are facilitated only when necessary, practising the skills learnt.
* the development of children's self-confidence through verbal praise. Every child is encouraged to be proud of his/her own achievements, including small steps such as fastening up a coat, finishing a meal, completing a puzzle or building a tower.
* the staff members offer a great variety of activities and opportunities to play in different situations, such as 1:1 with an adult, in pairs, in small groups and with the whole class. Group games, fantasy games, drama and imitation all provide excellent opportunities for children to develop their personal competencies.
* the development of the personal competencies of the children with additional needs may be at a different pace to that of their typically developing peers and may be limited by their personal challenges. The Individual Educational Plan (IEP) defines personal goals for these children and the staff members ensure that activities are made appropriately accessible to the children with special needs.
* six different areas of focus are distinguished in TLS and those are communication and language, literacy, personal, social and emotional development, physical development, mathematics, understanding the world and expressive arts and design. 3
3. Nurturing social qualities and skills
Social qualities and skills include the ability to consider another person's point of view, to communicate, to cooperate, to assist with others, to prevent and solve conflicts and the development of social responsibility. Being part of a group and having opportunities for interacting with peers are important in the development of social qualities and skills. Social qualities and skills are also developed by working cooperatively with others, by waiting for a turn in a game and by helping others.
The Three Little Ships preschool offers many opportunities for social interactions in different ways:
* the staff members provide activities in flexible groupings. Sometimes the groups are selected by the staff members and sometimes the children choose their own groups.
* children play in large and in small groups with their peers. Children from the International Department, Foundation and Reception classes join in outside free flow and playtimes with extra supervision.
* the presence of children with additional needs in the same preschool class offers a unique possibility to learn skills for helping each other.
* the children have the opportunity to see themselves as part of a larger group through whole class routines such as circle time, snack and lunch times.
3 EYFS Development Matters Three and four-years-olds (Prime Areas / Specific areas) GOV.UK
* the staff members stimulate positive interactions between the children, supporting them when necessary. Children are encouraged to resolve their conflicts, with support if necessary and are given help in preventing conflict from reoccurring.
* the staff members model positive interactions between themselves and with the children, providing a good example for children to imitate.
4. Socialisation: Encouraging and modelling (cultural) rules, norms and values
Joining the Three Little Ships preschool may give children the first opportunity to meet children from different family backgrounds. Parents of children in preschool have many different nationalities and cultures. They may also have different values (beliefs) and norms (behaviours) from each other and may have different ideas about upbringing.
The school is based on Western European norms of upbringing and education. The children are taught that the preschool has its own rules, which may sometimes be different from those at home. The preschool aims to prepare the children to take their place in an international school community. The preschool also plays a role in informing the parents about international school expectations, creating a bridge between home and (future) school.
The following values (beliefs) and norms (behaviours) are important for the pre-school and are taught to the children:
* Respect: celebrating differences.
* Equality: treating everyone fairly and ensuring they can participate fully.
* Solidarity: listening to each other, showing interest and appreciation of others.
* Honesty: being fair.
* Justice: resolving conflicts and making amends when things go wrong, with facilitation.
* Consideration: not hurting each other.
* Environmental respect: looking after the classroom and its equipment and playground.
Staff members have an important role in creating a classroom atmosphere where these norms and values are put in practice. Through watching the behaviour of the staff members, the children learn positive, friendly and open ways of engaging with each other.
Inappropriate behaviour is dealt with in an age-appropriate way. Simple language is used to explain why. The child may be offered a short time in a quiet place to calm down and reflect on his/her behaviour. For children who demonstrate particularly difficult behaviour, a behaviour plan may be drawn up and discussed with the parents and consistently carried out by all adults in the child's life.
Planning in the moment
Here the child is free to interact with the environment on their terms - following their interests and intrinsic needs. The teachers become observers of the children ready to enhance their learning by posing open-ended questions and facilitating the next steps of their learning journey. In this way the children's levels of involvement rise 4 .
Planning in the moment includes three steps:
* The Child's Spark – This is when the child first shows an interest in something. There should be an air of fascination around the object and concentration in what they are now doing.
* The Teachable Moment – The teacher will notice this and approach the child. This is the opportunity to extend their interest, by asking open-ended questions and considering ways to apply this interest to other options within the environment.
* The Documentation – At a later date, we document the observation. This will help to map out each child's interests, and plan an environment that works for them all.
Development matters
Six different areas of focus are distinguished. Regular meetings of the staff members ensure that children's individual needs are responded to (In line with the Developmental Matters norms) and that adaptations to the environment can be made effectively and efficiently.
1. Communication, Language and Literacy
The children in the preschool speak a variety of languages at home. It is important for the children to learn to understand and speak English, as they are most likely to continue their education in English-medium international schools. Language learning is a fundamental part of the curriculum for all the children.
* Spoken language: new vocabulary is taught throughout the day using visual materials, props and story books, role playing and by following the child's lead. Common phrases are modelled frequently by the staff members for children to imitate.
* The different areas of the classroom (e.g. mark- making, book corner) provide the children with exposure to new and exciting language that they can use to express their learning. This enables the children to develop their skills of recounting events, retelling stories and predicting the future.
* In every area there are books to be found enriching the children's experiences and challenging their knowledge.
* An awareness of written language is developed through the children seeing words around the classroom (names on the door, signage) and sharing story books. Pre-writing skills are encouraged and developed through lots of fine motor activities and early mark making. Where children show an interest in letters, they are encouraged to explore these through a variety of age-appropriate materials.
* The preschool has a well-stocked book corner and at school there are two libraries where the teachers and children can borrow from.
* Each week the children go to the school library, read a story and choose a book to take home with them.
4 The Leuven Scale for Involvement , Ferre Laevers.
* For typically developing children, the goal is to be able to communicate in English at the level required for entry to primary school.
* For the children with additional needs, the goal is for them to develop their language and communication skills as successfully as possible. For some children, this may mean learning to use alternative communication strategies such as sign language (MAKATON) or pictograms (PECS).
2. Personal, Social and Emotional Development
These areas have been described in more detail in the previous sections 'Pedagogical objectives: Nurturing personal qualities and skills and Nurturing social qualities and skills.'
3. Physical and (sensory) Development
Physical and sensory development skills include both gross and fine motor skills, and the development of the senses: feeling, smelling, tasting, hearing and seeing. It is important that children have opportunities to play inside the class, outside in the playground and inside in a gym to learn, develop and practise these skills.
* Gross motor skills include walking, running, climbing, throwing balls, kicking balls. Using games, the children are stimulated to move in a variety of ways, for example "Animal walks". A variety of bicycles and manipulative materials are provided outside. The gym is equipped with climbing frames, a swing, and various other materials which allow the children to explore different movements.
* Fine motor skills include drawing, colouring, cutting, modelling, puzzles, threading/sewing skills and planting. Including all practical life skills, for example fastening zips and buttons on clothes and doing up shoes, but also opening lunch boxes and drink beakers etc.
* Sensory development includes developing an awareness of different sounds, tastes and feelings through exploring different media and materials.This is particularly useful for the children with additional needs, to explore but also to calm them.
4. Mathematics
Mathematical skills and language are fundamental to problem-solving and critical thinking. Mathematical concepts are taught as part of the routines of the day. The children are stimulated to use mathematics in their own chosen play activities, for example, when playing in the home corner, counting how many plates and cups they need to lay the table for everyone.
Mathematical skills include:
* a sense of number. Activities are provided so that children can learn to count by rote, (For example number rhymes and songs, how many jumps on a trampoline etc).
* mathematical language. Through classroom activities, children are exposed to mathematical vocabulary such as 'more' and 'less'; 'big' and 'small'. They also learn concepts that describe relative positions such as 'in', 'on', 'under'.
* explore comparisons relating to size, length, weight and capacity.
* the children develop the ability to recognise different shapes and patterns in their environment and to understand the properties of these shapes and patterns through exploration.
* discuss routes and locations, using words like 'in front of' and 'behind'.
5. Understanding of the world
Children are naturally curious about themselves and their world. The children in TLS come from many different countries and cultures and this gives the pre-school exciting learning opportunities for children to develop an interest in the lives of others and to develop understanding and tolerance. This curriculum area is taught in the following ways:
* the materials are selected to reflect different aspects of understanding the world and have historical, geographical and scientific themes.
* important events in the families of other children are discussed in the pre-school in an age-appropriate way and may be in small groups or with the whole class. Children are encouraged to talk and role-play any worries they may have about changes in their family such as a parental business trip, a new baby or moving house.
* religious celebrations are explained from the children's own experiences. This may include Christmas, Diwali, Ramadan and Passover.
* a daily circle time offers an opportunity to introduce new vocabulary to help in developing an understanding of the world. During circle time many different subjects will be discussed, which enable the children to get to know and understand the world around them.
* activities that allow for the exploration of the world, both inside and outside the classroom are available.
* we go for nature walks, playground visits and on a big day out each year (together with IDF and IDR).
6. Expressive Arts and Design
The creative process is more important than the end result. The creative expression of the children often reflects their interests, and their development, as they explore new ideas, practise vocabulary and reinforce their own learning. Self expression is encouraged in a number of different ways:
* Drama which includes fantasy games, role play, dressing up and acting. The role play area caters to the children's developing interests and needs and changes accordingly.
* When children story tell about their constructions or pictures this is recorded by a staff member and acted out on a taped off stage at circle time with the whole group. (Helicopter stories) 5
* Art and craft activities include drawing, painting and modelling. A wide range of materials are provided, which offer children open-ended opportunities for creative development and fantasy. These include junk modelling (packing materials and boxes), natural materials (leaves and shells,) and construction material (building blocks and Lego), clay and playdough etc.
Learning outside the classroom
The preschool children have access to the international school facilities. They visit the mini-gym once a week and the large gym for a lesson with our trained gym teacher also once a week. The children also visit the library in the school once a week: They choose a book to take home to read and share with their parents and siblings and return it a week later.
The Three Little Ships team believes that outdoor learning both in and outside school is vital to the development of the child. In 'Planning in the moment', free flow opportunities arise at different times of the day when the children can choose where they play; in the class, corridor or outside on the TLS / IDF playground. A safe outdoor environment has been created with the specific
needs of preschool children in mind. This area is fenced off from the main school playground for safety and includes a small house with a slide and a diverse assortment of outdoor materials. This area is shared with other school-aged children (IDF) and sometimes it is only for the preschool children. The adults move around on the playground so that all the children are constantly in view.
School trips are planned across the year. Before children go on a trip, a Risk Assessment form is completed by the preschool coordinator and approved by the Head of School. On a school trip, the children wear fluorescent jackets so that they can easily be seen. The contact details of the school and of all the parents are carried by the coordinator. They also carry a mobile telephone and a first aid box. On a school trip, the ratio of adults to children is a minimum of 1:4 Additional adults may accompany the children to assist those children with additional needs.
Tracking pupil progress
Mentor
Each child is assigned to a mentor during their time in the TLS classroom. A notice on the parents' noticeboard and via email informs the parents of the mentor assigned to their child. The mentor tracks the child's development through Development Matters and is responsible for communicating the progress of the child (at parent conferences), or any concerns, to the parents and preschool coordinator.
Assessment
The staff members complete an early years developmental assessment (three times per school year) of each child. The assessments are completed approximately around October, February and June. Verbal feedback is given to the parents in a 10-minute meeting after the October and February assessments. At the end of the school year, each child will receive a written progress report reflecting the final assessment and describing the development of their time in the TLS class.
Children with additional needs
The Three Little Ships has a lot of in-house expertise regarding the development and behaviour of children; many of the staff are trained and/or experienced in working with children with additional (learning) needs. If there are concerns about a child's development or if a learning disorder is suspected, then the child can generally stay in the Three Little Ships preschool while assessment and initial therapy takes place.
Assessment
Similar to typical developing peers, children with additional needs are also assigned to a mentor during their time in the TLS classroom. The parents will be advised by the staff about any concerns regarding their child. They will be put in touch with the therapists who work in the school who are able to carry out observations and assessments. There is a child psychologist attached to the school who can also be consulted. The preschool tracks children with additional needs in a more detailed and structured manner using the program Learning ladders. Parents are informed of any concerns as they arise. Parents are given the opportunity to attend 2 meetings of approximately one hour - one in the autumn and one in the spring - to discuss their child's development and progress. The staff members work on the IEP (Individual Education Plan) goals on a daily basis with the children with additional needs to ensure that goals are being met and progress is being tracked carefully.
Planning for Additional Needs
The preschool's multi-disciplinary team meets with the parents and, under the direction of the Leader for Learning Coordinator (Intern Begeleider), draws up an IEP. The goals of the therapists who are involved with the child are included in this plan and staff are advised as to how they can support the work of the therapist. IEPs are evaluated and updated twice a year.
Sometimes parents are referred to other organisations for specialist assessment or for support in the home, such as the Centrum Jeugd en Gezin, Centrum voor Autisme, Kentalis, de Opvoedpoli, Banjaard, Stichting REACH.
Future schooling
Many of the children transfer to local international schools. These schools send requests to the Three Little Ships coordinator for developmental information and references. These requests and references are completed, after written consent has been received from the parents. Some schools also wish to observe applicants in the preschool setting. These observations are arranged by the TLS coordinator at an appropriate time for the class and after permission has been received from the parents. School reports are not passed to the next school by the Three Little Ships. Parents are asked to supply the reports to the schools themselves.
For children with additional needs, the Pupil Monitoring Coordinator discusses their needs in a regular Care Committee meeting with the Dutch Education Authority (SPPOH) so that parents can be advised in a timely way about suitable school placements for their child. This process is usually started in the January of the school year before transfer to another school is expected. Where necessary, a Toelatingsverklaring (TLV) is requested through SPPOH to enable the child to proceed to the Lighthouse Special Education school or a Dutch Special Education School. Observations and information is shared with the receiving school. Parents are requested to complete a Release of Information form before this is done.
Schools that have received children with additional needs from the Three Little Ships in recent years include: Haagsche Schoolvereeniging, International School of The Hague, The British School of The Netherlands, European School of The Hague, OBS Vuurvlinder, SBO Het Avontuur and de Eerste Nederlandse Buitenschool.
Staffing
Quality
The TLS team is led by the head of school. The head of recruitment and admissions is responsible for recruiting. The head of school, leader for learning and preschool coordinator are jointly responsible for leading the pedagogical programme of the preschool.
The quality of the staff members is clearly of the utmost importance in achieving the four educational goals. They are expected to have a thorough understanding of typical developmental milestones for 2-5 year olds (Development Matters). The staff members are expected to adhere to and be able to demonstrate the values and norms described in 'Pedagogical Objectives'.
In addition, the staff members are expected to have the following qualities:
* Positive attitude towards the children.
* Sensitivity and responsiveness to the children's needs.
* An openness to new ideas and a willingness to change.
* Respect for different cultures and views of children, parents and staff members.
* Flexibility and creativity: seeing learning opportunities and seizing them.
Skills
The staff members are qualified to work with young children, according to Dutch qualification standards, and most have specific experience or qualifications relating to children with additional needs.
In addition, staff members are expected to demonstrate the following important skills:
* Ability to create a stimulating environment in which young children can learn successfully.
* Ability to modify their language when talking to children so that they are understood.
* Ability to see learning opportunities and act on them.
* Ability to be a role model for the children in the interactions with the children, parents and other staff members.
* Ability to plan in the moment through observing the child/ren and to create teaching moments.
* Ability to reflect professionally on their work and accept feedback from others.
* Good verbal and non-verbal interpersonal skills and good written skills in English.
* Ability to maintain confidentiality with parents and in the team.
* Ability to work successfully in a team with colleagues and with external professionals.
Support and development
Regular team meetings are held by the coordinator. These meetings revolve around planning in the moment, child assessment and practical arrangements for the preschool. Staff members are able to discuss questions and difficulties at these meetings.
Every year, staff members are offered continued education in the form of five in-house study days per year. Staff members are obliged to attend a minimum requirement based on their working hours. The topics of the study days are varied and may focus on curriculum development (such as communication), health and safety issues (such as first aid, safeguarding) or additional needs (such as Autism).
Staff members are also given opportunities to further their own professional development and may ask to attend additional appropriate training throughout the year.
Staff members have Personal Professional Conversations with the Head of School and coach on a biennial basis. Targets for professional development are set at these meetings. Staff members are observed in their professional work by the TLS coordinator and by the Head of School and given feedback on their work. Areas for development are discussed.
External professionals such as a psychologist, occupational therapist, physiotherapist and speech therapist work with the children with additional needs during the preschool day. The staff members work under the guidance of these professionals and the children's goals are set jointly with them.
Substitute staff
The Head of School aims to keep a list of available substitute staff who can fill in for absent staff. Substitute staff hold relevant, approved diplomas; they have a current VOG and are entered in the Personenregister Kinderopvang.
Volunteers
At lunchtime, volunteers assist in the classroom, under the direction of the preschool staff members. All volunteers are interviewed by the Lunchtime Coordinator before being added to the rota. Lunchtime volunteers have a current VOG and are entered in the Personenregister Kinderopvang.
Volunteers are also used to accompany the preschool children on school trips. These are always in addition to the preschool staff members and are often parents of the preschool children.
TLS Pedagogical policy
Interns
The preschool occasionally has an intern on work placement. A work placement can only be agreed by the Head of School and a formal interview of the intern takes place before the placement is agreed. A contract is signed by the Head of School and the intern or the intern's mentor. The intern has to have a current VOG and is entered in the Personenregister Kinderopvang. Evaluations of the intern's work are carried out by the preschool coordinator and the Head of School.
Child protection policy
Haagsche Schoolvereeniging
The HSV schools have a child protection policy and this is made available to parents on request.
Three Little Ships
In addition, the Three Little Ships has additional child safety procedures in place. These include:
* all staff who have contact with the children in the preschool have had a criminal record check (VOG) by the Dutch authorities. This also includes substitute staff, lunchtime supervisors, therapists, regular volunteers and students on work placement.
* during the recruitment of staff, references are taken and previous employers are asked about any disciplinary or criminal proceedings in regard to that staff member.
* staff receive training about domestic violence and child abuse and how to act if they have concerns about a child.
* we use the four eye policy that someone can always see the group and a staff member/s. Lunchtime supervisors help in the classroom at lunchtime.
* we adhere to the staff:child ratio, 16:2. Every day there is one extra staff member to facilitate the children with additional needs. Only during lunchtime we do not adhere to it.
* all areas of the school, including the toilet area are open and visible to other staff members.
* there are no areas of the school that the children go to that do not have windows.
* windows in the school are never completely covered by artwork or paintings.
Members of staff or parents who have any concerns about child protection issues are urged to speak to the Head of School. The school also has a confidential Contact Person that parents can speak to for advice. The Contact Person's details are communicated to the parents through newsletters and the website.
Parents who have a complaint can request a copy of the complaints procedure from the confidential contact person, from the Head of School or from the Director. | <urn:uuid:26105d6f-f0dc-41b1-9c34-f8dfde62b39e> | CC-MAIN-2023-50 | https://lighthousese.nl/wp-content/uploads/2023/11/TLS-Pedagogical-Policy-2023-2024.pdf | 2023-12-07T09:54:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00367.warc.gz | 408,100,584 | 7,265 | eng_Latn | eng_Latn | 0.997938 | eng_Latn | 0.998471 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
18,
52,
3099,
4076,
7088,
10630,
14127,
16597,
19606,
22684,
26004,
26969,
29976,
32924,
36042,
37050,
38396
] | [
3.53125,
1.5
] | 1 | 0 |
Difficult Personality Traits, part 2 of 5—
The Self-Absorbed Child
by Sandy Friesen, Managing Editor, Christian School Services
Jen was the sweetest, most compliant child I'd ever met. If I said "Stand," she'd stand. If I said "Sit," she'd sit. She never questioned, argued, or even offered an opinion. She wore whatever her parents gave her to wear, ate whatever was placed before her, and spent countless hours in solitude. A blessing? Probably not.
1. The Focus and Engage Approach
Self-absorbed people explain that it takes too much effort to respond, that it is easier to withdraw, and that they tend to feel lonely and detached.
1. Leave them alone, assuming that they're happier that way.
What patterns do parents and sponsors tend to take with these children?
2. Leave them alone, then overcompensate and over-stimulate.
3. Tend to be critical and use condemnation, hoping to evoke a reaction that will motivate the child to respond.
4. Give up and initiate no contact.
How to Help
What are some practices that can help this child?
develop social skills, may not learn to meet life's challenges, may not be able to express themselves adequately, and may not be able to get involved in the process of living.
Dr. Greenspan describes this as gently wooing and teaching the child to enjoy you and themselves.
2. The Two-Way Communication
This involves expecting the child to interact by generating emotional energy through logical conversation. You can ask questions or opinions and wait for or elicit their responses.
3. Express Emotional Ideas and Thinking
Teacher: How do you feel about playing this game?
These children don't seem to experience the emotional intensity, or at least the desire to express it, like many of us do. Help them develop an emotional vocabulary. For example:
Child: I don't know.
scared, willing, or hesitant?
Teacher : Do you feel excited,
Child: A little excited, a little scared.
Child:
Teacher : What does excited feel like?
Teacher :
Like happy or funny.
feel like?
What does scared
Child: Sad, my palms are hot.
those feelings when I try some-
Teacher :
Sometimes I feel thing new. What do you think I
Child: Try.
should do when I feel that way?
Teacher : That's a good idea. Sometimes I pray if I'm really scared. Sometimes I laugh if I'm
Dr. Greenspan, author of The Challenging Child, has researched and grouped personality traits that have historically been labeled "difficult" into the following five categories:
*Self-absorbed
*Highly sensitive
*Defiant
*Inattentive
*Active-aggressive
Jen would probably be consid- own way in the world.
ered a self-absorbed child. This personality type may be described as a thinker, independent, loner, easy, and adaptable. In reality, they may be withdrawn, unmotivated, uncommunicative, unresponsive, passive, and uninventive. These children do not disturb our world, so we tend to leave them alone, especially as infants. The problem is that it takes a great deal of stimuli or interaction for these children to come out of their worlds. Sometimes we choose to leave them there. This oversight doesn't usually represent problems until these children need to make their
If left to withdraw, they may not
excited. What would you like to do?
Child: Try.
4. Opportunities of Involvement
The goals are:
Give opportunities for involvement, then help the child dive in. Partner with him. Sometimes tactual interaction helps, which could include a gentle hug, physical activities, or music.
2. To help him develop meaningful relationships.
1. To bring him out of his private world.
3. To help him know himself and express himself to others.
God did not intend for each of us to be exactly alike. The goal is not to make these children into extroverts. The hope is that these children will see their value in the
Kingdom of God, will love God, and will reach out to others and love and relate to them while loving and appreciating themselves.
Pray and ask the Holy Spirit to give you wisdom.
Questions For Further Study—
1. What misconceptions are often made concerning the self-absorbed child?
2. What are some things you can do to draw the self-absorbed child out of his self-absorbtion?
3. What is the most important thing you and your workers can do in ministering to any child?
These children need our help to gain these skills. Not only do we need to model involvement behaviors for them, but we also need to find ways to draw them out. | <urn:uuid:5b99edab-3cf7-4666-a6a7-983ff4056c8f> | CC-MAIN-2023-50 | https://kidmin.ag.org/-/media/KidMin/Downloads/FileVault/Characteristics-of-Children/Personality_Self-Absorbed.pdf | 2023-12-07T11:27:25+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00367.warc.gz | 385,326,524 | 991 | eng_Latn | eng_Latn | 0.998356 | eng_Latn | 0.998448 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3226,
4472
] | [
2.828125
] | 2 | 2 |
Explicit and Implicit
Examples of implications
ideas that are carried between the lines
1. What is being implied by this sentence?
Informal discussions and sharing of ideas between staff (teachers and teaching assistants) were useful but insufficient to promote consistency of approach and better progression.
Answer
There is value in informal discussions but these needed to take place more often if they are to help to properly maintain consistency of approach and progression among the pupils.
2. What is being implied in this sentence?
In primary schools, some teachers lack the specialist knowledge needed to teach PE well and outcomes for pupils are not as good as they could be.
Answer
Specialist subject knowledge is needed to teach PE effectively in primary schools and improve the outcomes for the pupils.
3. What is being implied in this paragraph?
Although the survey uncovered areas of good practice, the quality of transition between Key Stages 2 and 3 in English was too often no better than satisfactory. The lack of regular communication and exchange of ideas between primary and secondary schools created problems for continuity in teaching and assessment.
Answers (Each of these are closely related in meaning and 'correct')
- Because of the variation across the country of the quality of transition arrangements between key stages 2 and 3 many pupils do not always get a good deal on transfer.
- Better arrangements should be made between secondary schools and their feeder primaries in order to facilitate continuity.
- It would be a good idea if primary and secondary schools liaised more closely.
- The progress of the pupils would be better if there was better communication and information exchange between primary and secondary schools.
Exercises
What is being implied by these statements
From a report on geography teaching
1. Fieldwork encouraged a higher than average take-up of examination courses at a time when examination entries for geography were falling nationally.
___________________________________________________________________________
2. Developing a deeper understanding of people and places, and of the need to live in balance with an increasingly fragile environment, is more important than ever in today’s world.
___________________________________________________________________________
From a report on PE teaching
3. Nevertheless, the report confirms there is more good and outstanding PE than at the time of the last Ofsted PE survey in 2008. Sustained government investment has enabled schools to make significant improvements in PE and school sport.
___________________________________________________________________________
4. More able pupils do not have enough time to practise and achieve their very best. Only a minority of schools play competitive sport to a very high level.
___________________________________________________________________________
Contradictions
Explicit
- If something is explicit it is in the text - there is evidence that you can point to - it can be a fact or an opinion, but it is there in black and white.
For example: the text says "George did not like dogs and had never owned one."
The reader is perfectly clear about George's position on dogs.
If the statement in the question says "George was fond of dogs." - then this would go against what was explicitly stated in the text and have to be EC.
Implicit
- If something is implied (or implicit) it is being suggested by the text.
For example: the text says "George moved away from the dog, he'd never owned one."
This doesn't say the words that George didn't like dogs, but it is the feeling that you get when you read it.
If the statement in the question said "George was fond of dogs." then this would go against what was implied or suggested by the text and have to be IC. | <urn:uuid:12212fa2-8d99-4bd5-9bec-5ce6c37ed0c5> | CC-MAIN-2018-30 | http://www.steveslearning.com/QTS%20Lit%20support/Comprehension%20-%20Explicit%20and%20Implicit.pdf | 2018-07-19T22:41:34Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00538.warc.gz | 531,454,466 | 705 | eng_Latn | eng_Latn | 0.999384 | eng_Latn | 0.999853 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1777,
2939,
3855
] | [
2.8125
] | 2 | 1 |
Serving Tweens, Teens & Young Adults with Developmental Disabilities A Program of PSL 28 Foden Rd. South Portland, ME 04106
Phone: 207-774-6278
Fax: 207-774-7695
Email: firstname.lastname@example.org
http://www.pslstrive.org
TOPS Program
Transition Outcomes Program for Students
STRIVE is pleased to present this program description to interested area school districts by offering services to students in their 13 th and 14 th year of public school. With over 15 years of experience in offering high quality programming for youth and young adults with disabilities and, specifically, over 10 years of providing postsecondary educational options for young adults, we are confident that we have developed and delivered an exemplary service to assist the young adults in participating school districts to gain skills in independent living, have experiences with accessing the community, and offer social and wellness opportunities.
Agency Background:
STRIVE's mission is to assist tweens, teens, and young adults with intellectual disabilities in utilizing resources within their communities so they can participate as viable members of the community. STRIVE provides social, educational, employment training, and post-secondary programs, all designed to provide maximum independence and opportunity.
In 1999, STRIVE was formed to provide recreational and social opportunities for teens and young adults with intellectual disabilities, with a focus on creating peer support and ownership of programming activities. Through the years, STRIVE has expanded its programs and offerings by responding to family and community needs. Currently STRIVE offers nine different programs, serving over 900 young people and continues to identify ways in which it can expand its program offerings.
The current offerings for STRIVE include the following:
-Weekly Friday Night Social Events - Our first program, weekly social events attended by 100+ young people ages 15-25 every Friday night. Focused on building social networks, as well as providing skill building and more independence. Also allows for respite opportunities for parents.
-Weekly Friday Afternoon Tween Socials - Opportunity for 11-14 year olds with developmental disabilities to add skills and build social connections.
-Wednesday Night Educational Series - Educational courses provided in 8-12 week sessions on topics designed for our participants aged 15-25 to be successful in the community. Courses not typically taught to special education students in schools. Examples include cooking and menu planning.
-After-School Program - for high school students that are enrolled in Life Skills classes. The program is open daily after school, during early release days, and during conferences and finals.
-Summer/Vacation Day Camp - Camp STRIVE provides campers the opportunity to make friends and learn valuable skills in a safe, inclusive, environment. This program runs during all school vacations, as well as the entire summer.
-Next STEP - STRIVE's Transitional Education Program, was created to meet the unmet needs of young adults who have graduated or aged out of high school, and are on the State of Maine waiting list to receive services. This private pay program provides an opportunity for lifelong learning, education, and social, recreational and wellness activities. This is the only program of its kind in Maine, directly responding to the needs of families on the waiting list for services.
-STRIVE Bayside - This is a day program focused on teaching independent living skills. We have rented a 3 bedroom apartment which we use as a learning lab to teach all skills needed to gain independence. Participants all participate in career development courses and volunteer to gain employment skills.
-STRIVE U - STRIVE U provides post-secondary education and training to young adults with developmental disabilities in the realms of residential, employment, and community skills with the goal of enabling its graduates to live and work as full community members with maximum independence, productivity, and dignity. -Home Supports - Support staff work with young people in their home or apartment to provide improved care
and health and safety.
STRIVE and its parent agency, PSL Services, is based on the belief of responding to youth and adults with intellectual disabilities who need our assistance. Created in 1989, PSL quickly established a reputation for providing remarkable services to our state's most vulnerable residents, often leading the way in the methods in which services are delivered in our state.
STRIVE purchased its current building at 28 Foden Road in South Portland in November of 2014 and completed its renovations in the spring of 2016 which allows for significantly more program space thus positioning the organization well as a home base for this program. This building, which has been STRIVE's headquarters for twelve years, serves as both administrative and program space and is also conveniently located on a bus line for ease in access to the greater Portland community. Additionally, the recent building updates include state-of-the art technology in order for our participants to take full advantage of the many resources that can be utilized through technology to support independent living.
TOPS Program Design:
STRIVE offers a community-based program that meets the needs of the participating students and districts. STRIVE is able to be flexible in the amount of time students will attend, ranging from ½ day per week to a full school day and week for students (full day is 8:00-1:30 Monday - Friday). Additionally, STRIVE has several programs that are held during the evening and we are able to couple this program with either or both our Wednesday evening educational classes which operates from 6:00-8:00 p.m. or our Friday night social which operates from 6:00-9:00 p.m. STRIVE offers to families a private pay option for their student to stay at STRIVE with programming for either of these opportunities from the time that the p.m. session ends until when the STRIVE activity begins (roughly 2:00-6:00).
The TOPS curriculum for our collaborative program with school districts utilizes elements from our well established post-secondary curriculum which emphasizes independent living skill development, community access, employment preparation, volunteering, and leisure and wellness. The program offers both a classroom and community-based component with the classroom element being strongly tied to what the students experience while in the community. For example, the students may have a goal of accessing Portland's public transportation system, the Metro. The classroom time for this lesson is spent researching the public bus system and how to access it with the ultimate goal of putting that knowledge into practice by budgeting the money
necessary to ride the bus, determining the time and location to get on and off the bus and actually taking the bus to and from a pre-determined location.
Other relevant curriculum topics to incorporate include: money management, personal and emotional health, safety, household responsibilities, decision making, nutrition and advocacy. All of the curriculum topics are strongly linked to the experiences that the students have while out in the community as well as the goals within their Individual Education Plan. The curriculum has been developed by STRIVE and approved by those school districts that participated in the first year of the program.
Students are recommended for the TOPS program through the IEP process after a potential student has visited the program and an informal assessment has occurred. The overarching goal for students is to prepare them to be successful in an adult program once they have concluded their public education. Adult programming is typically a 1:3 staff to student ratio.
Program Outcomes:
- Participating students will be provided experiences with community access such as utilizing public transportation and community navigational skills in greater Portland.
- Participating students will expand their social interactions in new environments.
- Participating students will have related educational opportunities in order to expand their life skills to assist them in becoming as independent as possible.
- Participating students will be provided with opportunities to interact with other peers and professionals across district lines.
- Participating students will have an opportunity to gain new skills as well as generalize the skills they have acquired during their high school career to new people and situations.
- The program will provide a more seamless transition into the opportunities and support offered through adult services.
Staffing:
Those who staff the program will be PSL employees. There is one certified special education teacher who serves as the lead teacher and at least one Ed Tech III. Additional support staff will be hired as necessary. The lead teacher is hired upon signed contracts that ensure adequate student participation in order to sustain the program. Each district determines if additional staff support is needed for each student and provides it, if necessary, with the goal of fading school staff support for students in order to more accurately reflect what is typically available through adult services. Additionally, any related services (OT, PT, etc.) that are required for students will be provided by individual school districts.
Transportation:
Transportation to and from the proposed program is the responsibility of the participating school districts. Transportation during the program is arranged by PSL/STRIVE using public transportation whenever possible.
Program Oversight and Management:
Each participating school district will develop a contract with STRIVE that will identify the number of students and frequency of attendance (1/2 day, full day, number of times per week) in the program for the school year. Each school district will identify an administrator who will act as the key contact person for STRIVE. Betsy Morrison, Program Director for STRIVE, will serve as the PSL/STRIVE administrator for the program.
PSL/STRIVE hires and supervise the staff. PSL/STRIVE provides oversight for the program to ensure that the program meets the criteria set forth in the contracts developed with each school district. PSL provides financial management of the program and provides each participating school district with a monthly invoice for services delivered or as agreed upon in the contract.
Budget:
The budget is based on a combination of full and part-time students and includes one full-time, certified special education teacher and one full-time support staff. The budget has been developed based on the attendance of minimally 2 students participating for a full day 5 days a week and 11 students participating at least ½ day each for 5 days per week. Based on the aforementioned student participation level, the rate for half-day participation five days a week would be $7,004 annually, per student, and the full-day rate would be $12,364 annually, per student. STRIVE needs to a firm commitment from schools regarding minimum student participation, as identified through the special education directors for the districts, in order to hire qualified staff and move forward with program implementation.
Staffing will be adjusted depending on the commitment from the participating schools districts regarding the number of students who will attend with the possibility of adjusting the rate if more students participate collectively from the districts. As one of the goals of the program is to decrease the 1:1 support provided by the school district to certain students, the district may realize some cost savings as Ed Tech. staff could be reassigned to other students back at the sending school when the support at the TOPS program is no longer necessary.
Conclusion:
With the expertise and experience that STRIVE offers as well as the proven ability to develop and deliver high quality and nationally recognized programming, PSL/STRIVE is well qualified to work with area school districts to implement a program and services to meet the needs of students who will have been in their 13th or 14th years of public education. Because PSL also offers programs for adults, we have the ability to work with students in helping them to best prepare for whatever their post high school goals might be including postsecondary education, employment or participation in a community support program.
Respectfully submitted:
Betsy Morrison STRIVE Program Director
Peter Brown PSL Associate Director
4 | <urn:uuid:13c09bf3-05e5-4bd6-89bf-6dd323693f56> | CC-MAIN-2018-30 | http://madsec.org/LinkClick.aspx?fileticket=AsOhqDfzJPU%3D&tabid=90 | 2018-07-19T23:19:14Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00538.warc.gz | 218,231,473 | 2,363 | eng_Latn | eng_Latn | 0.998312 | eng_Latn | 0.998668 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2560,
6852,
9710,
12671
] | [
2.03125
] | 1 | 5 |
SAPONIFICATION: Soap Making, Old Fashion Style
INTRODUCTION
Soap formulations have been known to exist since at least the second century AD. Frontier settlers dissolved wood ashes in rain water and evaporated this mixture over a fire to make a concentrated solution known as "lye" (NaOH). This was mixed with waste animal fat and heated to form an impure but effective "lye" soap. Modern "soap" formulations include synthetic detergents made from organic molecules that are less reactive towards the ions of hard water than lye soap and are less alkaline to our skin.
Other chemicals can be added to soap such as builders, bleaching agents, and enzymes. All enhance cleansing or perceived cleansing actions.
According to the rule "like dissolve likes", soaps are able to clean because they have both a polar "head" (dissolves in water) and a non-polar "tail' (dissolves in oils).
non-polar tail polar head
The soap shown on page 101 is really a salt. The tail can be made of varying lengths and side branches, but should dissolve in non- polar substances such as oily materials. While the tail gets into the dirt, the head dissolves in the water. Thus, emulsification of the "dirt" takes place, i.e. the dirt or oil is suspended in a water solution.
Today you will make lye soap. It is essentially the reaction of an ester with a base. This is termed saponification (soap formation). The ester will be supplied as a vegetable oil. The base, NaOH (lye) will cause the ester to break apart as shown below for a 18 carbon long saturated fat.
fat
TECHNIQUES
How to Decant
1. Allow the solid to settle to the bottom of the beaker. Setting the non-spout side of the beaker on a stirring rod or spatula will let it settle in the area below the spout. This will allow you to pour off more liquid.
2. Place your clean stirring rod over the spout of the beaker. Pour your solution down the stirring rod into a second beaker. Do this slowly so as not to disturb the settled solid.
SAFETY AND DISPOSAL
* Sodium hydroxide solution can burn your skin. If any should be spilled, first add water, then wipe up completely. If any should come in contact with your skin, wash with lots of water. Be very careful to wear your goggles at all times since the solution can splatter a good distance. Remove the beaker from the hot plate before the splattering becomes excessive.
* Use the beaker tongs (NOT crucible tongs) provided to handle hot beakers.
* Exercise caution around the hot plates. They remain hot for a period of time even after they have been turned off.
* Liquid waste may be flushed down the drain with lots of water. Solid waste may be placed in the trash.
* The lye soap should be discarded in the trash can when you are finished.
EXPERIMENTAL PROCEDURE
will appear to remind you of potential dangers and hazards.
will appear to indicate helpful hints, additional information, or interesting facts.
I. Saponification of vegetable oil
A. Place 10 mL of vegetable oil in a 250 mL beaker. Add 15 mL of 20% sodium hydroxide.
20% NaOH can burn! Use care!
B. Stir with a long stirring rod. Hold paper towel around stirring rod to protect your hand. Boil and constantly stir this mixture over medium heat (a setting of 4 - 5 on the hot plate) until the solution has the consistency of peanut butter.
THIS MIXTURE SPLATTERS EASILY, BE SURE TO WEAR GOGGLES AND USE A LONG STIRRING ROD.
C. When the mixture starts to splatter, quickly remove the beaker from the hot plate using BEAKER TONGS and let it cool slightly while continuing to stir.
D. Continue stirring, place the beaker back on the hot plate again and boil until thick. The entire procedure may take as much as 1/2 hour.
E. When a peanut butter-like solid begins to form (which becomes harder upon further cooling), saponification is complete. If the mixture cools to a syrupy liquid, saponification is not complete and you must heat and stir again.
F. You may have to add 5 mL more of sodium hydroxide and boil again if the mixture does not thicken after three times.
G. When the saponification is complete, allow the mixture to cool to room temperature.
H. These can be washed away with a sodium chloride (NaCl) solution.
1. Weigh 18 g of sodium chloride and put it in a 100 mL beaker. Add 60 mL of water and stir until dissolved. Use 20 mL portions each time to wash the soap.
2. Using your stirring rod, mix a 20 mL portion of solution into the soap. This permits maximum contact between the soap and the solution.
3. Decant the solution from the beaker. See techniques section. You may also need to hold your watch glass over the top of the beaker to prevent your soap from leaving the beaker.
4. Repeat this process two more times with the NaCl solution. Remove the last traces of liquid by working the soap on a paper towel and shaping it to your liking.
II. Water hardness
A. Hard water contains calcium ions. To study the effect of calcium ions on a soap solution, take about one-tenth of your soap and shake it vigorously in a test tube with about 10 mL of tap water. It is good practice to cover the mouth of the test tube with a small square of polyethylene plastic, holding it tightly with the thumb so as to avoid contact with the solution.
B. Add several drops of 10% calcium chloride solution and shake again.
C. Record your observations
D. Repeat Part II of this experiment substituting several drops of synthetic detergent (Alconox) solution for the soap.
Use Alconox -- this is the soap solution normally supplied in lab.
III. Emulsification
A. Add 3 or 4 drops of mineral oil to 10 mL of water in a test tube.
B. Shake the tube vigorously, and then allow it to stand a minute or so. Record your observations.
C. Take another tenth of your solid soap and add it to the tube containing the oil and water, shake vigorously, and allow to stand a minute or so. Record your observations.
IV. Strong base-weak acid property of soap
A. Dissolve several flakes or grains of Ivory in 5 mL of water
B. Add 1 drop of phenolphthalein or use pH paper. (Ivory is used since your soap may have retained some of the NaOH. This would invalidate the experiment.)
C. Record your observations and provide an explanation. | <urn:uuid:7d717b52-4244-4fb0-a164-1a49a5ceccea> | CC-MAIN-2018-30 | http://chemlab.truman.edu/files/2015/07/SAPONIFICATION.pdf | 2018-07-19T22:55:40Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00537.warc.gz | 66,593,233 | 1,477 | eng_Latn | eng_Latn | 0.998509 | eng_Latn | 0.998603 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
948,
2817,
4892,
6262
] | [
3.90625
] | 1 | 0 |
Mandarin Orange
(Gut, Citrus reticulata)
Piles of oranges and mandarin oranges with leaves attached go on sale in the weeks before the New Year in San Francisco. Both oranges and mandarin oranges are round golden fruits surrounded by emerald leaves. Their shape and color symbolize the sun and connect with the yang principle, which represents the positive element and generative force in nature. Thus oranges are considered auspicious fruits and important symbols for the New Year.
These fruiting shrubs represent the Cantonese terms gut shue hoi fa and gut shue kit gwo, meaning "flowering of the lucky tree" and "the lucky tree bearing fruits."
Flower markets offer potted plants full of these lovely golden fruits, ideal for indoor decoration.
money, is placed next to the pillow of every child in the family. This stands for dai gut lai see, "good fortune and good business." The same items are placed on top of the chuen hop, the circular box containing New Year's preserves and candies, as well as above the family rice container, to bring good fortune for the home. Dishes of oranges are also placed in front of altars and on top of New
The name of the fruit is gut in Cantonese, and therefore it symbolizes good fortune (dai gut). It is an important item for the household. At the New Year a pair of mandarin oranges, together with red envelopes of
Year's gifts for one's friends. Mandarin oranges are used as a "return" gift when one is given a New Year present.
Pomelo
(You, Citrus grandis)
The green pomelo, which becomes yellow when ripe, is a common sight in the shops of Chinatown
new year implies a wish that the home will have everything it needs the coming year.
before the new year. It is a delicious fruit, and the rind can be used in Chinese cooking. The Chinese believe it is important to have at least one pomelo in the house for decoration, or better still, to have a pair, since good things always come in pairs. In Cantonese, you is similar in sound to the phrase "to have." To use a pomelo to decorate one's home during the
Three Friends of Winter—Pine, Bamboo and Plum
(Suihan Sanyou, Song, Zhu, Mei)
The pine (Pinus sp.), bamboo, and plum (Prunus mume, also known as Japanese Apricot) have been known since the Song dynasty (960–1279) as the "Three Friends of Winter." In the cold season when most plants are dormant, the bamboo and pine remain green, and the plum is the first to bloom. These three plants are models of fortitude and uprightness in adverse conditions, and this type of resistance to the elements is admired by the Chinese. As a result, this motif reigns foremost among the botanical motifs of China.
Song dynasty, remarked that he would rather go without meat than to live without the bamboo. Foremost among the flowers, the plum is emblematic of perseverance and purity. The five petals of its flower make it an auspicious plant because five is a sacred
As individual plants, the rugged pine is a symbol of nobility and venerability. As a longevity symbol, the pine is often shown with the crane. The bamboo with its straight exterior and hollow culm symbolizes humility and fidelity. It has integrity for it bends in the storm but does not break. The plant is closely associated with the everyday life of the Chinese because so many household objects are made of bamboo. Su Dongpo, the famous poet of the
number in China. In this instance the five petals represent the Five Blessings: old age, wealth, health, love of virtue, and a natural death.
All three plants, together or individually, are a source of inspiration for the Chinese, and are represented in every field of Chinese art.
FRUITS AND FLOWERS FOR THE CHINESE NEW YEAR
by Terese Tse Bartholomew
Quince
(Tiegeng Haitang, Chaenomeles lagenaria)
Although native to China, this plant is also cultivated in Japan and is known as Japanese quince. Its branches are thorny and bear showy blossoms
It is customary for Chinese to decorate their homes with blossoms during Chinese
that range from scarlet to pink or white. The flowers have short stalks, hence the name tiegeng, or sessile flowered. In San Francisco, the quince flowers around the New Year, and it has become a substitute for the peach and plum trees of China and Hong Kong.
New Year. For without flowers, there will not be any formation of fruit. The southern Chinese have a tradition of displaying a blossoming peach tree or plum tree at home during the Chinese New Year, and immigrants have continued this custom. In Hong Kong and Canton, thousands upon thousands of peach and plum trees are sold in the annual New Year Flower Fair, and the Chinese buy these trees just as Americans buy pine trees and fir trees to celebrate Christmas. The Chinese believe that blossoming flowers will bring prosperity (huakai fugui), therefore considerable care is taken in choosing these trees, so that many of the buds will bloom on New Year's day.
Peach blossom
(Taohua, Prunus persica)
The peach tree with its pink blossoms is a standard decoration for the New Year. Considered sacred in China, the wood of the peach tree was used as a charm (taofu) against evil in ancient times. Numerous peach trees are sold annually during the New Year flower fairs in Canton and Hong Kong. They are brought home and kept in the oldest and nicest porcelain vase in the family, for it is believed that the older the vase, the longer the flowers will bloom.
trees blossom only once every 3000 years, and the fruit takes another 3000 years to ripen. It is believed that eating these peaches will grant immortality.
The peach, an emblem of longevity, is of paramount importance in Chinese culture and is one of the most popular motifs found in Chinese art. It is the symbol of the venerable God of Longevity, Shoulao. Xiwangmu, the Queen Mother of the West, is believed to possess an orchard of peach trees in her abode up in the Kunlun mountains. The
Narcissus
(Shuixian, Narcissus tazetta var. orientalis)
Known to the Chinese as Water Fairy Flower, Elegant Garlic, or Fairy of the Waves, the narcissus, a symbol of good fortune and prosperity, is an important and beloved flower of the Chinese New Year. Narcissus has a pleasant fragrance. The yellow cup resting on white petals gives it another elegant name, jinzhan yintai, or Gold Cup on a Silver Stand. This flower came originally from Europe, but was already known in the Tang dynasty. Legend has it that Emperor Minghuang (712–756 ce) pre-
sented twelve pots of red narcissus to Lady Guoguo, the sister of his beloved concubine Yang Guifei.
smooth pebbles; the dish is then filled with water and placed in the sun.
The cultivation of the narcissus is confined to southern China, and the bulbs of Zhangzhou, Fujian, are considered the best. Narcissus bulbs can be grown easily in a shallow dish called a shuixian pan. The bulbs are held in place by
The narcissus in southern China is cultivated in two ways. Grown naturally, it has straight leaves and flowers. But if the young bulb is mutilated on purpose by having some of its scales cut away, the plant becomes stunted and the leaves curly. This latter type of narcissus is called "crab's claw".
Its simplicity and beauty make the narcissus a favorite motif in Chinese decorative art. When the lingzhi fungus, narcissus, heavenly bamboo, and rocks are combined together, they form the phrase zhixian zhushou, or "the fungus fairy brings birthday greetings."
Pussy Willow
(Yin liu, Salix sp.)
Since the Chinese like numerous blossoms on a branch, the many buds of the willow make it a favorite flower for Chinese New Year. The fluffy white blossoms of the pussy willow resemble silk, and they soon give forth young shoots the color of green jade. Chinese enjoy such signs of growth, which represent the coming of prosperity.
Kumquat
(Gumgut, Fortunella margarita)
Pronounced Gumgut in Cantonese, the kumquat is a pun for gold (gum), and for good fortune (dai gut). Cantonese love to decorate their homes and
places of business with pots of kumquats, in the hopes that they will bring good fortune and wealth. Candied kumquats are one of the necessary preserves for the New Year. | <urn:uuid:72a2f5fb-7877-484f-ad41-f07cf57dbf1c> | CC-MAIN-2018-30 | http://education.asianart.org/sites/asianart.org/files/resource-downloads/Fruits%20%26%20Flowers%20Brochure.pdf | 2018-07-19T22:58:46Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00538.warc.gz | 102,988,736 | 1,847 | eng_Latn | eng_Latn | 0.9975 | eng_Latn | 0.997512 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3726,
8175
] | [
2.515625
] | 2 | 1 |
The 2009 drought in Kenya, the worst recorded in many decades, was devastating for people and wildlife, and its far-reaching effects are still being felt. Together with an attendant surge in poaching, it has led to a ninefold increase in the number of elephant orphans rescued at the David Sheldrick Wildlife Trust, as Lisa Hoffner reports.
orphans unlimited
LISA HOFFNER (2)
'A LONG SPEAR WAS LODGED deep in her skull and protruded from her head, midway between the eyes. There were wounds on her body too, probably caused by an axe.' These gruesome words describe the plight of an elephant – later named Murka – that narrowly escaped death last year and is now one of a growing number of residents at the David Sheldrick Wildlife Trust. Stories like hers have become more common as a result of drought and poaching.
Tucked within Nairobi National Park, the trust is run by David Sheldrick's widow, Daphne, as a safe haven for young elephants and rhinos. The elephants, whose develop ment shares certain parallels with that of humans, are raised in hybrid human–animal herds, with male keepers taking the place of matriarchs in the surrogate setups. These men shadow the elephant calves, feeding them milk every three hours and even sleep ing with them at night. In time, the orphans, along with their keepers, are transported to Kenya's Tsavo National Park to make the transition into the wild. The calves remain in their makeshift family until they have the emotional maturity and skills set they need to survive without human help – a process that can take up to 10 years. 'Elephants have identical emotions to us, plus many additional attributes that we lack,' explains Sheldrick, the grand architect of this unique blend of elephant and human life.
More than 50 years of living and learning in the bush, as well as the number of orphans in her care, give her an insight into the health of elephant populations in Kenya. But she was not prepared for the astronomical influx of newcomers to the orphanage last year. The
16 A F R I C A G E O G R A P H I C
*
FEBRUARY 2011
2009 drought was the worst in decades and its toll on wildlife was enormous. Coupled with a rise in human–wildlife conflict and poaching for ivory, it was especially devastating to young elephants. 'Milk-dependent young died in droves throughout Laikipia and in Tsavo,' recalls Sheldrick. The trust rescued 53 elephant and two black rhino orphans last year, compared to a typical annual intake of about six calves. Elephant-sized baby bottles – and the keepers – worked overtime at the Nairobi nursery, caring for a record number of residents.
is extremely wary of humans, but is healing nonetheless and gradually accepting her new family.
'The 2009 drought was unique,' Sheldrick explains. 'All the protected areas were invad ed by cattle, some trucked in from far afield. They monopolised the few remaining water holes and consumed what little fodder was left, resulting in the loss of more herbivores than in any drought in living memory.' Mystery ailments added another layer of complexity, as many rescued orphans succumbed to gut parasites transmitted by the cattle.
Where there is weakness there is oppor tunity and, with desperation at a peak, the opportunists took their best shot at wildlife
– literally. Elephants and rhinos became the targets of trigger-ready fingers, and poaching reached an all-time high in Kenya. 'While lack of water was the main cause of [elephant] deaths,' reports Yusuf Adan, the senior warden of Tsavo East, '90 per cent of the elephants killed were slain for their ivory.'
Luckier than many to survive at all, Murka bears the wounds that underscore the region's problems. She can't use her trunk for drinking as a healthy elephant would and
At 76 years of age, Sheldrick continues to be intimately involved with the trust and, with the help of her daughter Angela and son-inlaw Robert Carr-Hartley, will continue to care for the likes of Murka. The orphanage has notched up 130 successful elephant and 14 rhino rescues to date and, says Angela, '[Its] future is assured as long as there are wildlife and habitats to be saved.' This is good news, as early reports of a La Niña weather system have analysts predicting another drought in the months ahead. AG
Read more about the work of the David Sheldrick Wildlife Trust in the September 2005 issue of Africa Geographic.
ABOVE Perhaps surprisingly, men rather than women take over the role of matriarch in the orphan herds.
BELOW Daphne Sheldrick has passed her invaluable and hard-won experience of nurturing young elephants – the most difficult species to raise from infancy – to a devoted team of keepers. | <urn:uuid:79a59b13-638e-42a9-9fc7-1e7542b0aab4> | CC-MAIN-2018-30 | http://www.sheldrickwildlifetrust.org/PDF/AfricaGeographic.pdf | 2018-07-19T23:11:53Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00536.warc.gz | 531,396,106 | 1,041 | eng_Latn | eng_Latn | 0.999136 | eng_Latn | 0.999136 | [
"eng_Latn"
] | false | docling | [
4695
] | [
2.25
] | 2 | 2 |
Atmospheric Research
Too much sun causes sunburn; too little results in a vitamin deficiency. Richard McKenzie, Ben Liley, and Paul Johnston have run the numbers to find a happy balance.
The health risks of excessive UV radiation are well known. New Zealanders have among the highest skin cancer mortality rates in the world, mainly from melanoma. Unlike more tropical climates, here we can comfortably sit outdoors in direct sunlight for long periods, and for those with paler skins especially, sunburn is still a common complaint.
Sunburn is a known risk factor for developing melanoma, and for many years we have been advised how to protect ourselves from sunburn during the summer, when UV intensities in New Zealand reach values that are 40% more than at corresponding northern latitudes. However, there is another side to the UV story.
When our skin is exposed to UV, our bodies synthesise vitamin D, a key component for good health. It turns out that during winter many New Zealanders have sub-optimal levels of vitamin D, which suggests that in winter our UV exposures may be too low. People in the south of the country and those with darker skins are at greater risk of having sub-optimal levels of vitamin D during the winter months.
Seeking a healthy balance
So, how can we get enough UV without getting too much? To investigate the relation of sunburning UV radiation with vitamin D-producing UV, we compared measurements of the spectrum of UV radiation reaching the ground at Lauder, NIWA's Central Otago site. The results are in the graph below.
Balancing risks and benefits of UV radiation Getting the right exposure
New Zealand is subject to high levels of UV radiation in • summer, and protection is necessary to prevent sunburn.
But avoiding the sun, especially in winter may compromise • vitamin D production.
A new study shows the optimal exposure time for summer • is between 1 and 10 minutes.
There should be sufficient UV in winter to keep up vitamin • D levels, but only if more than just the hands and face are exposed for longer periods.
We found that in winter the peak sunburning UV is typically 10% of its summer value, while vitamin D-producing UV is only about 5% of its summer value (see graph below). Then we looked at physiological relationships to estimate the exposure times to sunlight that optimise human health, as a function of the widely used UV Index (UVI). The target we used for vitamin-D production was 1000 IU (international units).
The optimal exposure times that we calculated are shown below. The red area gives times for each UVI value when exposed skin will sunburn. The darker blue area gives the times when there is insufficient UV to maintain optimal levels of vitamin D, even for full body exposure (for example, in swimwear). The other curves give the exposure times needed to maintain vitamin D for different amounts of exposed skin. For full body exposures, there's a wide window between the time for sufficient UV and the time for too much UV. As the fraction of our bodies that is exposed decreases, the window of optimum UV exposure times also decreases.
For lower UVI values, it becomes more and more difficult for our bodies to produce sufficient vitamin D without also suffering sunburn. It's hard to get enough UV from exposing the hands and face alone. During the winter, when cold temperatures discourage us from exposing large areas of
Left: Variation in vitamin D-producing UV (blue) and sunburning UV (red) on clear days at Lauder. Solid curves are summer measurements; dashed curves are in winter. Vertical axis on right shows the corresponding UV Index.
Right: Exposure times required for optimal UV. The times given are for light skin. Double these times for dark skin (Ma¯ori or Polynesian), and for black skin multiply by 5.
skin, it may not be possible to get adequate UV. If we expose only our hands and face, there's only a small margin of error between getting sufficient UV for vitamin D production and getting burned; when the UVI is less than 2, it's impossible to get sufficient UV for vitamin D without inducing sunburn.
They said, we said
In magazine articles and in the scientific literature, it's often stated that it is not possible to synthesise vitamin D in the winter (when UV is below the dotted threshold line in the first graph). Our results, however, suggest that sufficient vitamin D can be produced in about 20 minutes of daily full-body exposure. For darker skins, or exposure of smaller areas, the exposure time required would be longer.
The exposure times reported here are very approximate, and it's questionable whether people would be prepared to expose a large enough area of their bodies at low winter temperatures. Also, we need to remember that on winter days, there is only a brief period around noon when the UVI remains close to its maximum value. We already know that many New Zealanders do not receive sufficient UV to maintain optimal vitamin D during the winter. This may be in part because of our modern lifestyles, where outdoor exposure is not common, even in the summer months.
Working it out for yourself
To estimate your optimal exposure time, you first need to know the UVI. NIWA provides daily forecasts of UVI, but currently the media passes these on to the public in summer only. Daily UVI forecasts that include the effects of cloud are available year-round on the NIWA website.
In the absence of any specific UVI information, you can use your shadow to estimate appropriate exposure times, as shown in the table and the illustration below. But for high altitudes, or snow-covered surfaces (such as ski fields), UVI values can be about 30% greater, so exposure times are correspondingly shorter.
Resolving the inconsistencies
In summer, when the UVI is greater than 10, our bodies can produce optimal vitamin D from a few minutes of sun exposure to the face and hands (and about a minute for full body exposure). But exposure times should be less than about 15 minutes to avoid sunburn. When the UVI equals 3, skin damage occurs after about an hour, but optimal vitamin D can still be produced in a few minutes if at least the face, arms, and legs are exposed. Even during winter in southern New Zealand (when UVI reaches only 1 at midday) there should be sufficient UV radiation available to maintain vitamin D, though we'd need to expose larger areas than hands and face alone.
There's an inconsistency between these findings and previous studies which imply that no vitamin D is produced in winter sunlight. Currently we're collaborating with the colleagues at the University of Auckland and the University of Otago to investigate the relationships between measured personal UV exposure and production of vitamin D. The findings of this study should help to resolve this inconsistency. W & A
Useful link and further reading
Daily UVI forecast: www.niwa.co.nz/services/free/uvozone
McKenzie, R.L.; Liley, J.B.; Björn, L.O. (2009). UV radiation: balancing risks and benefits. Photochemistry and Photobiology 85: 88–98.
| | | | | Full body (100%) | Face & hands (10%) |
|---|---|---|---|---|---|
| 70 | 1 | 2.7 | 180 | 20 | 200 |
| 63 | 2 | 2 | 120 | 7.7 | 77 |
| 57 | 3 | 1.5 | 60 | 4.3 | 43 |
| 53 | 4 | 1.3 | 45 | 3 | 30 |
| 50 | 5 | 1.2 | 36 | 2.3 | 23 |
| 47 | 6 | 1.1 | 30 | 1.9 | 19 |
| 42 | 7 | 0.9 | 26 | 1.5 | 15 |
| 38 | 8 | 0.8 | 22 | 1.3 | 13 |
| 36 | 9 | 0.7 | 20 | 1.1 | 11 |
| 32 | 10 | 0.6 | 18 | 1 | 10 |
| 24 | 12 | 0.4 | 15 | 0.83 | 8.3 |
| 0 | 15 | 0 | 12 | 0.67 | 6.7 |
To use the table, start by estimating the solar zenith angle (SZA), which is 90˚ at sunrise or sunset and 0˚ for overhead sun. Exposure times are for light skin. For darker skin, multiply by 2 (for Ma¯ori/Polynesian) or by 5 for black skin
Estimating UVI and safe exposures from your shadow length. The UVI is greater under broken clouds, and damage can still occur under overcast conditions when no shadow is visible. | <urn:uuid:13453455-916f-4da6-b82b-b3dfb12571ec> | CC-MAIN-2018-30 | https://www.niwa.co.nz/sites/niwa.co.nz/files/import/attachments/risks.pdf | 2018-07-19T22:51:39Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00539.warc.gz | 953,955,930 | 1,886 | eng_Latn | eng_Latn | 0.998724 | eng_Latn | 0.998719 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3812,
7968
] | [
2.8125
] | 3 | 10 |
Northshore Christian Academy
A Ministry of Northshore Christian Church ~ www.northshorechristianschools.org 5700 – 23 rd Drive West ~ Everett ~ WA ~ 98203
Phone: (425) 407.1119 Fax: (425) 322.2386
Project Lead the Way— K-5 Curriculum Overview
We are pleased to announce that Northshore is an official Project Lead The Way (PLTW) School! NCA has been accepted by PLTW to take part in the Elementary Launch of its new K-5 program for the 2014-2015 school year. Below is an overview of the program at each grade level. Please follow this link to learn more from the PLTW website: https://www.pltw.org/our-programs/launch
Project Lead The Way is the leading provider of rigorous and innovative Science, Technology, Engineering, and Mathematics (STEM) education curricular programs used in elementary, middle, and high schools across the U.S. The elementary program is new for 2014. The program is set up in modules that follow the design process. Each 10-hour module is aligned to grade-level standards and incorporates the process of hands on engineering.
Kindergarten—Structure and Function
Students discover the design process and how engineers influence their lives. In small groups, students design, build, and test a paintbrush out of available materials to withstand force. Then, the students use the design process to sketch, build, test, and reflect on improved paintbrush design.
Grade 1—Light and Sound
Students investigate light and sound waves including vibration from sound waves and the effect of different materials on the path of a beam of light. The students use the design process to sketch, build, test, and reflect on a device that uses light or sound to communicate over a distance.
Grade 2—Materials Science: Properties of Matter
Students investigate and classify different kinds of materials by their observable properties. After testing materials and analyzing the data, the students determine the best material to solve a design problem.
Grade 3—Stability and Motion: Science of Flight
Students are introduced to how aircraft vehicles fly while investigating the effects of balanced and unbalanced forces on the motion of an object. Students develop an understanding of how engineers work and are introduced to aspects of the aerospace engineering field. Students also learn sketching techniques, discover computer aided design, and use basic descriptive geometry as a component of design and measurement to model their solutions. Using an engineering notebook and other forms of documentation, students document the process by which the design models and solve problems.
Grade 4—Energy: Conservation
Utilizing mobile robotics and building on their prior experience, students design, model, test, and refine a device that converts electrical energy to mechanical energy. The students explore engineering careers that involve energy conservation and mechanical design.
Grade 5—Robotics and Automation
Students explore ways that robots are used in today's world and the impact of their use on society and the environment. Students learn about a variety of components to build and test mobile robots that may be controlled remotely. | <urn:uuid:2c526765-3048-4969-b975-475ad6e670d8> | CC-MAIN-2018-30 | http://northshorechristianacademy.org/Customized/Uploads/ByDate/2014/March_2014/March_17th_2014/Project%20Lead%20the%20Way%20Curriculum%20K-515426.pdf | 2018-07-19T23:11:11Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00543.warc.gz | 265,505,802 | 634 | eng_Latn | eng_Latn | 0.996083 | eng_Latn | 0.996083 | [
"eng_Latn"
] | false | docling | [
3175
] | [
3.953125
] | 1 | 1 |
Roman Road Primary School
Policy for Geography
Reviewed
May 2017
Next Review May 2018
POLICY FOR GEOGRAPHY
Document Purpose
This policy reflects the values, ethos and philosophy of Roman Road Primary School in relation to the teaching of Geography. It gives a framework within which all governors, staff and children work together and it gives guidance on planning, teaching and assessment.
The Geography Policy is very much an ongoing, working document and as such it reflects both the practices that are carried out and those to which the school is striving.
Subject Aims
Geography is a foundation subject within the National Curriculum. The aims of teaching Geography at Roman Road Primary School are consistent with our school philosophy and take account of the London Borough of Newham Curriculum Policy Document and the National Curriculum Programmes of Study for Geography.
Aims
The national curriculum for geography aims to ensure that all pupils:
[x]develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
[x]understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
are competent in the geographical skills needed to:
[x] collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
[x] interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
[x] communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
The Geography Curriculum is divided into key stages and is organised into levels of increasing challenge and acquisition of geographical skills.
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Subject Objectives
Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Locational knowledge
[x] name and locate the world's seven continents and five oceans
[x] name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
[x] understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Human and physical geography
[x] identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
use basic geographical vocabulary to refer to:
[x] key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
[x] key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork
[x] use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
[x] use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
[x] use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
[x] use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world's most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught to:
Locational knowledge
[x] locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
[x] name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
[x] identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
[x] understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography
describe and understand key aspects of:
[x] physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
[x] human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldwork
[x] use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
[x] use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
[x] use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
At Roman Road Primary School the importance of geographical enquiry is appreciated.
Key Stage 1
Enquiry skills consist of:
- Observing, questioning and recording
- Communicating ideas and
information For example :
- What/where is it?
- How did it get like this?
Our children will learn these enquiry skills through direct experience, practical activities and fieldwork in the locality.
Key Stage 2
Enquiry skills consist of:
- Observing and asking questions about geographical features and issues
- Collecting and recording information to answer the questions
- Analysing the evidence, drawing conclusions and communicating findings For example :
- What/where is it?
- What is it like?
- How and why is it changing?
Our children will gain these enquiry skills through fieldwork and classroom activities.
Throughout Key Stage 1 and Key Stage 2 there must be a progression of education.
- Gradual development of skills and strategies of enquiry
- Increasing breadth of study
- Increasing depth of study
- Increasing complexity of place/themes studied
- Increasing range of scales
- Greater understanding of key ideas
- Greater awareness of social, political, economic and environmental issues
- Greater range, accuracy and complexity of vocabulary used
- Increasing precision and levels of abstraction
Sense of Place
Key Stage l
When teaching Key Stage 1 children to have a sense of place, we intend to instil within each child a sense of their own belonging in the world, i.e. the world that they know – their family, friends and school.
It is the teacher's role to introduce the children to their immediate environment at school – the school buildings, the grounds and the area outside school within walking distance.
- What is it like?
- How did it get like this?
By doing this kind of fieldwork at an early age, it introduces the children to geographical vocabulary and skills at a first-hand experience basis.
The children must also study a locality of a similar size to that of the school, but this area should contrast with school in terms of physical and/or human features. The chosen locality is to be agreed upon each year.
Key Stage 2
At this key stage, three localities should be studied. One should be that of the school and the catchment area of most of its pupils. This would in effect be East Ham and Beckton. This work would follow on from that carried out in Key Stage 1.
Another area should be that of a contrasting locality within Britain. This will be Fairplay House in Essex. The remaining area should be in a country in Africa, Asia (excluding Japan), South America or Central America (including the Caribbean). The chosen locality is India.
Curriculum and School Organisation
The school's Curriculum Overview shows how the topics for each year group are organised. The overview also gives details of the half term in which the units of work should be taught, together with relevant links to other curriculum subjects.
Therefore topics may be Geography-based where Geography is the main focus of the topic, with other curriculum areas playing a complementary role. Geography may also be the minor subject in a topic that has another curriculum area as its focus, for example Science or ICT.
Planning of the topic starts with the medium term plans from the scheme of work. These are annotated to show the date when it is planned to teach each objective and how each session will be differentiated, where appropriate. Evaluation of work takes place immediately after each lesson and relevant information is transferred to the end of unit evaluation.
Whole school staff consultation takes place in order to implement any changes to the planning or evaluation structures already in place.
Time Allocation
The time allocated to the teaching of Geography is based on national recommendations. In line with these recommendations, 36 hours of teaching time within one year are allocated to Geography in Key Stage 1 and 45 hours in Key Stage 2.
Class Organisation and Teaching Style
At our school individual class teachers are responsible for their own class organisation and teaching style in relation to Geography, while at the same time ensuring that these complement and reflect the overall aims and philosophy of the school.
Children are given the opportunity to work as a class, as part of a group, with a partner or as individuals. The choice of class organisation will be determined by the learning task or activity, the nature of the topic being studied and the resources being used. This applies to class based work and fieldwork activities.
Geography provides opportunities for teaching the following cross-curricular themes:
- Environmental Education
- Economic and Industrial Understanding
- Health Education
- Careers Education
- Citizenship
It also lends itself readily to the teaching of the following crosscurricular dimensions:
- Equal Opportunities
- Special Educational Needs
- Multicultural Education
- European Awareness
- Personal and Social Education
The importance of fieldwork in Geography is appreciated. In order to facilitate this, help and advice will be given to staff: trails, within school, around school, in the school grounds, within the immediate vicinity of the school and around East Ham will be implemented. Fieldwork is also a focus during the Year 6 outdoor education trip to Fairplay House. Outside agencies will also be invited in i.e. London Park Development Project to have INSET with the teachers as well as taking classes individually for Geography activities.
Assessment, Record Keeping, Reporting
A new assessment system has been set up based on the skills of the subject. CPD has been carried out by the previous coordinator about how to use the assessment spreadsheet and all teachers are now completing this each term. The tracking, which marks children's understand and attainment from emerging, expected and exceeding can be found on MLE, and is used by the coordinator to influence future planning and MTP.
The Coordinator's Role
The coordinator's responsibilities are:
- To establish a secure profile of the subject.
- To ensure that the resources are sufficient and appropriate.
- To replace and acquire new resources.
- To model the teaching of Geography.
- To assist colleagues in the planning and delivering of lessons.
10
Resources and Accommodation
Most of the resources are kept in the co-ordinator's classroom. They are only accessible to school staff and to parents under teacher guidance. Children should not enter the resources area at any time.
Some resources are located within key stage areas, year group areas or individual classrooms. These are items that are used regularly or have been specifically requested by a member of staff.
The Geography Coordinator is responsible for maintaining Geography resources, monitoring their use, organising the Geography store and ordering new resources. Resources are replaced and purchased by the coordinator following the general school ordering procedure. Staff are asked to inform the coordinator of additional resources which would be appropriate for use during the teaching of their topic.
The purchase of resources is planned each year by the coordinator based on the geography budget for that year.
Equal Opportunities, Special Needs & Providing for Children with English as an Additional Language
All teaching and non-teaching staff are responsible for ensuring that the pupils in their care, irrespective of gender, ethnicity, language group, disability, religious beliefs, social circumstances and ability, have equal access to the whole curriculum and equal opportunity to undertake all aspects of work in Geography in order to make the maximum progress.
We aim to do this by
- taking the individual needs of children into account
- using language which is appropriate to each child's ability
- avoiding the negative use of written, spoken and body language
- choosing books, worksheets, posters, tapes etc., which display positive images, which represent the different backgrounds of our pupils and which avoid stereotypes
- choosing resources which are user friendly and easily accessible to all children
- showing in our planning how tasks are differentiated and targeted for children of differing abilities
- Ensuring that recording and assessment is fair, gives equal value to different activities and avoids stereotypical assumptions.
Monitoring
Monitoring is carried out in order to enhance the teaching and learning of Geography within our school. It is the responsibility of the coordinator to monitor and evaluate the curriculum provision made for Geography within the school, so that pupils make the greatest possible progress and enjoy the learning experience. As with all monitoring, the Head teacher has overall responsibility for this work. Monitoring may take place by means of a number of methods including:
- The assessment of pupils' work and their achievements
- The analysis of teachers' planning as seen in the long- and short-term plans
- Discussion among groups of staff or the whole staff; classroom observation
- Analysis of classroom displays on Geography
- External inspection and advice
Monitoring and evaluation will be conducted according to the priority given to Geography within the School Development Plan. Thus the timescale involved may differ from year to year. Evaluation is most likely to be on an annual basis but will also have to take account of any changes in the National Curriculum for Geography.
Evaluation and review of the Policy for Geography and any schemes of work will take place on an annual basis. The Geography Curriculum Coordinator will consider any necessary changes or adaptations to the policy or schemes of work. These will then be discussed and agreed by the whole staff before the policy document is amended.
Throughout the year the whole staff are encouraged to feedback information and ideas to the Geography Curriculum Coordinator. This may
include comments as to how a particular topic is progressing and the work that children are undertaking, comments upon the availability and suitability of resources and any other relevant comments about the overall structure of the future Geography Schemes of Work.
Ratified by Governors Review May 2017
Norah Luyiga Ring Geography Curriculum Coordinator March 2018 | <urn:uuid:8da8b0a7-7fed-4496-a8f6-f80856dca24d> | CC-MAIN-2018-30 | http://romanroad.newham.sch.uk/documents/policies/curriculum/Geography-Policy.pdf | 2018-07-19T22:44:51Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00542.warc.gz | 306,557,171 | 3,497 | eng_Latn | eng_Latn | 0.994636 | eng_Latn | 0.996611 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
89,
1637,
3102,
4814,
6612,
7516,
8612,
10563,
11779,
13180,
15038,
16849,
17218
] | [
4.46875
] | 4 | 2 |
The Thomas Hardye School
Summer Preparation Task
Sociology A Level
Purpose of task:
To gain knowledge and understanding of some of the key sociological terms used in Unit 1 Families and Households.
To develop and practise the skill of 'thinking sociologically' by thinking critically about the formation of gender roles in society.
Task:
Task 1: Use the internet or local library to find definitions to the key sociological terms.
Task 2: Think critically about the formation of gender roles in society to activate your sociological imagination. Come prepared to discuss your thoughts in the first week of term.
Additional Information:
http://www.britsoc.co.uk/what-is-sociology.aspx http://www.s-cool.co.uk/a-level/sociology
http://www.thestudentroom.co.uk/wiki/A-Level_Sociology http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190/spec-at-a-glance
Welcome to Sociology!! A wise and exciting choice of subject to study……Firstly, given that you are new to the subject, Sociology studies everyday life. Sociologists aim to raise questions about social life and our world today – about how people live and why people live as they do and issues about how we live.
Sociology is concerned with peoples, groups, cultures, societies and their patterns, variations and problems. It aims to understand and explain human actions. It employs a wide range of interesting research methods such as interviews, questionnaires and observations to investigate and answer crucial questions about society and social life. It tries to link past, present and future. It is about the experiences we have, living our lives with other people in contemporary society.
The following work should get you thinking sociologically and to prepare you for the first terms work. Make sure you bring this work with you to the first lessons of the year where you will discuss and compare your ideas in groups.
Deadline for Task: First lesson in week commencing 11 th September 2017
Recommended resources:
Use the internet (Wikipedia?) to search for definitions of key terms.
Visit some of the websites below to find out more about sociology and the course.
We follow the AQA syllabus and study: Families and Households and Education and Research Methods in year 1.
Watch the news and read a good newspaper regularly to stay up-to-date with world affairs and current news issues.
1) Use the internet; answer these questions to understand some key terms in sociology:
What is Socialisation?
What are the two types of socialisation?
Which groups or institutions are involved in socialisation?
What are norms, values, roles?
Identify a shared value in British society.
Identify a social norm in British society.
Name two roles you play.
2) Getting you thinking: Gender Roles and social norms:
Consider the following questions and come prepared to discuss your ideas in a group setting.
Does childhood and play prepare boys and girls for different roles in adult life?
What expectations are there of boys and girls in your experience?
What role does socialisation play in the formation of gender roles? Which agents are involved in this?
What do these classic children's toys tells us about gender roles and the process of socialisation?
Recommended reading & activities list: | <urn:uuid:e73f1711-1625-41bb-bd18-0fe52fa0131e> | CC-MAIN-2018-30 | http://thomas-hardye.dorset.sch.uk/documents/Summer%20Tasks%202017/A%20Level%20Sociology.pdf | 2018-07-19T23:13:26Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00541.warc.gz | 359,148,088 | 672 | eng_Latn | eng_Latn | 0.998522 | eng_Latn | 0.998448 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2389,
3298
] | [
2.75
] | 3 | 0 |
Preface
This book leads students to learn about the process of conducting statistical investigations from data collection, to exploring data, to statistical inference, to drawing appropriate conclusions. We focus on genuine research studies, active learning, and effective use of technology. In particular, we use simulation and randomization tests to introduce students to statistical inference, yielding a strong conceptual foundation that bridges students to theory-based inference approaches, which are presented throughout the book. This approach allows students to see the logic and scope of inference in the first chapter and to cycle through these ideas, too often lost to introductory statistics students, repeatedly throughout the course. Our implementation follows the GAISE 1 recommendations endorsed by the American Statistical Association.
Approach
We adopt several distinctive features:
1. Spiral approach to statistical process. We introduce the six-step process of conducting statistical investigations in the very first section (see Figure 1).
We introduce this process in its entirety beginning in the Preliminaries chapter. Then we present a complete implementation in Chapter 1, involving research questions focused on a process probability. This relatively simple scenario enables us to introduce students to the fundamental concept of statistical significance, along with some issues related to collecting data and drawing conclusions, early in the course.
Our goal is for students to begin to develop an understanding of important and challenging concepts such as p-value from the beginning, and then deepen their understanding as they encounter such ideas repeatedly in new scenarios:
- Single binary variable (inference for a population proportion)
- Single quantitative variable
- Comparing a binary variable between two groups (inference for 2×2 table)
- Comparing a quantitative variable between two groups
- Comparing a categorical variable across multiple groups
- Comparing a quantitative variable across multiple groups
- Association between two quantitative variables
1
With each of these scenarios, students reconsider and apply the six-step Statistical Investigation process. Students also revisit, at deeper and deeper levels each time, the core ideas of statistical inference. They learn that the fundamental reasoning process of statistical inference remains the same in all scenarios that they study.
Figure 1. The six-step statistical investigation process
Logic of
Inference
Scope of
Inference
Significance
Estimation
Generalization
Causation
6. Look back and
ahead
1. Ask a research
question
Research Hypothesis
2. Design a study
and collect data
3. Explore the
data
4. Draw
inferences
5. Formulate
conclusions
2. Randomization-based introduction to statistical inference. A randomization-based approach to statistical inference is key to its successful early introduction. For every scenario that students encounter in this book, they first learn how to make inferences using simulations of chance models. Then we introduce students to theory-based procedures for statistical inference, often based on the normal distribution and its derivatives, as an alternative approximation to the randomization-based methods. Some of the advantages for starting with the randomization-based approach, as spelled out by Cobb (2007), include:
- More intuitive for students to understand
- Easily generalizable to other situations and statistics
- Takes advantage of modern computing
- Closer to what founders of statistical inference (e.g., R. A. Fisher) envisioned
3. Focus on logic and scope of inference. For virtually every study we present, we ask students to consider two questions related to the logic of inference and two questions related to scope of inference:
- Are the study's results unlikely to have arisen by chance alone, indicating that the difference between the observed data and the hypothesized model is statistically significant?
- How large do you estimate the difference/effect to be, and how confident can you be in this estimate?
- To what group can conclusion from the study reasonably be generalized?
- Can a cause/effect conclusion be legitimately drawn between the variables? (This applies to studies involving at least two variables, starting in Chapter 4.)
The first pair of questions addresses the two key issues of statistical inference: significance and confidence. Answering the second pair depends on examining how subjects were selected for the study and how the groups were formed, involving whether random sampling or random assignment (or both) was used.
4. Integration of exposition, examples, and explorations. Every section includes at least one example that illustrates the ideas and methods presented, and at least one exploration that students work through to learn about and gain experience with applying the topic. We offer much flexibility for instructors to decide on the order in which they will present these components, and what they will ask students to do in class vs. outside of class. To facilitate this flexibility, examples and explorations within a section are written so that neither depends on the other, allowing the instructor to present either one first. The only exception is in the Preliminaries, where there are two examples and one exploration, each of which introduces new concepts. We make this exception to encourage instructors to finish the Preliminaries in no more than 2-3 class periods, while still introducing the text's flexibility for use with both lecture-based and activitybased class periods.
5. Easy-to-use technology integrated throughout. Rather than ask students to learn to use a statistical software package, we have designed easy-to-use web-applets that enable students to conduct all of the simulations and perform all of the analyses presented in this book. Instructors may also ask students to use a commercial software package, but this is not required.
6. Real data from genuine studies. We utilize real data from genuine research studies throughout the book. These studies are taken from a variety of fields of application and popular culture... Each chapter also includes a detailed investigation and a research article, giving students even more exposure to genuine applications of statistics.
Changes in Content Sequencing
Inference. This book puts inferential statistics at the heart of the curriculum. Thus, the course starts with core concepts of inference immediately in the Preliminaries and Chapter 1 and continues focusing on ideas of inference throughout. We introduce students to fundamental ideas such as statistical significance and p-values in Chapter 1. We engage students with thinking about these crucial, and challenging, issues from the very start of the course, setting the stage for revisiting these core concepts repeatedly in new settings throughout the course. With this spiraling approach we expect students to deepen their understanding of the inferential process each time it is revisited.
Descriptive statistics. We take a case-study approach that focuses on the Statistical Investigation process as a whole. Thus, descriptive statistics are integrated throughout this curriculum. The curriculum cycles through different types of data and numbers of variables in each chapter, so students are introduced to basic descriptive methods as they are necessary for analysis. By the end of the course, the content covered is very similar to a traditional course, but the content has been introduced in context through genuine applications.
Probability. Students see probability concepts in this book, but in a way that differs substantially from how probability is taught in the traditional curriculum. Specifically, we expect students to explore notions of probability through tactile and computer-based simulations. Students use chance models to obtain approximate sampling and randomization distributions of statistics. These concepts are seen throughout the curriculum, and closely tied to specific research studies, instead of covered in only one or two chapters with "probability" In the chapter title. Our approach requires no formal training in formal probability theory or rules. Initially, we choose examples where the simulation procedure is natural and intuitive to students, such as coin flipping. Later we explain how normal-based methods connect to these simulations and randomization tests. At that point, because students already understand the logic of inference, normal-based tests are presented as the long-run behavior of the simulation under certain conditions. With this approach, students can grasp normal-based tests without getting bogged down in the technical cogs of the procedures.
Changes in Pedagogy
Active learning. We have also substantially changed the pedagogical approach from passive (e.g. listening to lectures) to active learning, which engages the full range of students' senses. Each chapter contains a number of explorations for the students to complete, in addition to exampledriven exposition of concepts. These materials allow for a variety of instructor-determined
approaches to content delivery including approaches where examples/concepts are presented first by the instructor, then explored by the student or vice versa.
Explorations. Student explorations involve a variety of tactile learning experiences like shuffling decks of cards and flipping coins to estimate their own p-values, using computer based simulations, using web-applets, collecting data, running experiments, and (potentially) using computer software to help interpret results. The majority of explorations are flexibly designed to be completed by students working individually, in small or large groups, either inside or outside of class.
Examples and FAQs. Concepts are introduced using compelling examples explained in an easyto-understand format that limits technical jargon and focuses on conceptual understanding. In addition to this, we have included Frequently Asked Question "dialogues" that help students understand difficult concepts and answer some of their common questions. We have also included Key Idea boxes and Thought Questions to help students understand what they read, identify core concepts, and be engaged readers. Overall, we advocate utilizing a small amount of instructor-led interactive lecture and discussion, but mainly focusing on engaging and strengthening different student learning processes by way of a variety of active, self-discovery learning experiences for students.
Exercises and Investigations. Each chapter contains an extensive set of exercises. Almost all of these are based on real studies and real data. We also include an investigation in each chapter, an in-depth exercise exploring the entire 6-step statistical process so that the single assignment can assess a variety of concepts. Each chapter also challenges students to develop their critical reading skills by including a research article for students to read followed by a series of questions about the article.
Real data. The GAISE recommendations argue that statistics courses should make use of real data. We go a step further and argue that statistics courses should use real data that matters. Statistics should be viewed less as a course in which students see "cute" but impractical illustrations of statistics in use, and more about examples where statistics is used to make decisions that have health, monetary, or other implications impacting hundreds, thousands, or millions of people. Our approach has two-fold benefits, first in improving students' statistical literacy and second by helping students to recognize that statistics is the indispensable, interdisciplinary language of scientific research. | <urn:uuid:601423c0-a949-4095-86cb-ab3aee7e62de> | CC-MAIN-2018-30 | http://math.hope.edu/isi/Preface_6_5_14.pdf | 2018-07-19T22:36:52Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00543.warc.gz | 235,880,171 | 2,121 | eng_Latn | eng_Latn | 0.997055 | eng_Latn | 0.998301 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2114,
3612,
6344,
9188,
11822
] | [
2.359375
] | 2 | 4 |
Healthy Diet: Eating with Mental Health in Mind
You've probably heard the expression, "you are what you eat," but what exactly does that mean? Put simply, food is fuel, and the kinds of foods and drinks you consume determine the types of nutrients in your system and impact how well your mind and body are able to function.
Drinks
Avoid: Sugary drinks and excessive amounts of caffeine. Sugary drinks have empty calories and damage tooth enamel. Caffeine should be avoided in excess, as it can trigger panic attacks in people who have anxiety disorders.
Try to: Drink at least 8 glasses of water a day to prevent dehydration. Studies show that even mild dehydration can cause fatigue, difficulty concentrating, and mood changes in addition to physical effects like thirst, dry skin, headache, dizziness and/or constipation. Limit caffeine if you have an anxiety disorder. If you feel like you need caffeine, try tea.
Breakfast
Avoid: Skipping breakfast. Breakfast is needed to fuel your body (including your brain) after going without food during sleep and also jump starts your metabolism for the day. Skipping meals leads to fatigue and feelings of "brain fog."
Try to: Incorporate a healthy breakfast into your routine. If you're tight on time in the mornings, grab a whole grain granola bar, yogurt and a piece of fruit to get you off to a good start.
Lunch and Dinner
Avoid: High-fat dairy, and fried, refined and sugary foods, which have little nutritional value. In addition to contributing to weight gain, and conditions like diabetes, research shows that a diet that consists primarily of these kinds of foods significantly increases risk of depression.
Try to: Eat a diet that relies on fruits, vegetables, nuts, whole grains, fish and unsaturated fats (like olive oil). People who follow this kind of diet are up to 30% less likely to develop depression than people who eat lots of meat and dairy products.
Tips for the Grocery Store
* Try to concentrate your shopping on the perimeter of the grocery store where the fresh, refrigerated and frozen foods are
* Choose whole grain pastas, breads, cereals, granola bars and snacks instead of those made with white flour. Whole grains are a good source of fiber, which promotes digestive health.
* If fresh veggies tend to expire before you get a chance to eat them, buy frozen ones instead.
Mind and Body Boosting Nutrients
Folate (Folic Acid, Vitamin B9)
* Increased intake of folate is associated with a lower risk of depression.
* Folate is especially important for pregnant women, but everyone needs folic acid for production of cells. It is especially important for healthy hair, skin, nails, eyes, liver and red blood cells.
Phone: (414) 276-3122 or (866) 948-6483
Email: firstname.lastname@example.org
www.mhawisconsin.org
* Leafy green vegetables like spinach and kale, fruits, nuts, beans and whole grains have high amounts of folate, or folic acid.
Vitamin D
* Vitamin D is needed to help the body absorb calcium for strong teeth and bones, and the health of muscles and the immune system.
* Rates of depression are higher in people with Vitamin D deficiency compared to people who have adequate levels of vitamin D. Lack of Vitamin D is thought to play a role in Seasonal Affective Disorder, which is depression that commonly starts in the fall, lasts through winter and subsides in the sunnier spring and summer months.
* Our bodies also produce Vitamin D as a result of being in the sun. Five to thirty minutes of sun exposure twice a week generally produces enough Vitamin D. Supplements may be used in fall and winter months.
Omega-3 Fatty Acids
* Omega-3 fatty acids are thought to be important in reducing inflammation, the primary cause of conditions like arthritis and asthma, and play a role in heart health by reducing triglycerides (blood fats). They may also reduce risk for certain kinds of cancer.
* Some studies suggest that omega-3s may be helpful in the treatment of depression and seem to have a mood-stabilizing effect. Omega-3 essential fatty acids may also help boost the effectiveness of conventional antidepressants and help young people with ADHD.
* Oily fish (salmon, trout, mackerel, anchovies and sardines) are the most highly recommended sources of omega-3 fatty acids, and the American Heart Association suggests eating these types of fish at least twice a week. Omega-3s can also be found in walnuts, flax (or flaxseed oil), olive oil, fresh basil and dark green leafy vegetables.
Sources
Nardi AE, Valenca AM, Nascimento I, Freire RC, Veras AB, de-Melo-Neto VL, et al. A caffeine challenge test in panic disorder patients, their healthy first-degree relatives, and healthy controls. Depress Anxiety. 2008;25(10):847-53 Nauert, R. (2012). Dehydration Influences Mood, Cognition. Psych Central. Retrieved on March 12, 2014, from http://psychcentral.com/news/2012/02/20/dehydration-influences-mood-cognition/35037.html
Akbaraly TN, Brunner EJ, Ferrie JE, Marmot MG, Kivimaki M, Singh-Manoux A. Dietary pattern and depressive symptoms in middle age. Br J Psychiatry. 2009;195:408-413.
Sánchez-Villegas A, Delgado-Rodríguez M, Alonso A, et al. Association of the Mediterranean dietary pattern with the incidence of depression: the Seguimiento Universidad de Navarra/University of Navarra follow-up (SUN) cohort. Arch Gen Psychiatry. 2009;66:1090-1098.
University of Eastern Finland. (2013, September 16). Diet is associated with risk of depression. ScienceDaily. Retrieved March 5, 2014 from www.sciencedaily.com/releases/2013/09/130916103530.htm
Anglin R, Samaan Z, Walter S et al. Vitamin D deficiency and depression in adults: systematic review and meta-analysis. British Journal of Psychiatry, 2013.
Giovannucci E, Liu Y, Hollis BW, Rimm EB. 25-Hydroxyvitamin D and Risk of Myocardial Infarction in Men: A Prospective Study. Arch Intern Med. 2008;168(11):1174-1180. doi:10.1001/archinte.168.11.1174.
Holick MF. Vitamin D deficiency. N Engl J Med 2007;357:266-81.
http://umm.edu/health/medical/altmed/supplement/omega3-fatty-acids
© Copyright Mental Health America 10/2015
Phone: (414) 276-3122 or (866) 948-6483
Email: email@example.com
www.mhawisconsin.org | <urn:uuid:9dc7fd2b-51bd-4d17-b918-ff33d5875b4c> | CC-MAIN-2018-30 | http://www.mhawisconsin.org/Data/Sites/1/media/fact-sheets-2015/healthy-diet-eating-with-mh-in-mind-2015.pdf | 2018-07-19T23:26:24Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00546.warc.gz | 483,622,572 | 1,476 | eng_Latn | eng_Latn | 0.985415 | eng_Latn | 0.992463 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2800,
6197
] | [
2.59375
] | 2 | 3 |
Teen Dating Violence: Information for Bystanders
Bystander Intervention, Prevention & Education
You can help stop teen dating violence in your community. Learning to be an active bystander, helping advocate for training for your school, and launching campaigns can all raise awareness about this serious issue.
Bystander Intervention
Bystander intervention is a tool in the fight against teen dating violence, but many people will not intervene if they do not know the right way to go about it or when to get involved. If you witness dating violence, you can be an active bystander whether or not you know the people involved. You can respond to incidents of abuse by: gathering a group to talk to the abuser, creating a distraction, speaking up and letting the abuser know their actions are not ok, telling a trusted adult about what you saw, or calling the police. While calling 911 can be overwhelming, it's important to involve the police if you feel your or someone else's safety has been threatened or is in danger. Even if you feel it is not your place to get involved, remember that dating abuse is not a personal problem; it is a serious crime that affects us all. For more information on how you can be an active bystander visit: NYS Teen Dating Violence.
Prevention and Education
There are many ways you can work toward ending dating violence in your community. One way is to become an ally for victims of dating violence through bystander intervention. Another way is to raise awareness of dating violence. There are many campaigns you can become involved in and bring to your school, church, or community. You can print free posters from the NYS Office for the Prevention of Domestic Violence and use them to start a conversation about healthy relationships.
Training Programs for Your Community
For information on dating violence training in your area, contact your local Domestic Violence Program. If you're in New York City, Day One may be able to provide training at your request.
Public Awareness Campaigns
Some public awareness events you may want to consider bringing to your area include: Teen Dating Violence Awareness Month in February, Take Back the Night and Sexual Assault Awareness Month in April, and Domestic Violence Awareness Month in October.
For more information on these awareness months visit:
Teen Dating Violence Awareness and Prevention Month
Take Back the Night
Sexual Assault Awareness Month
Shine the Light Domestic Violence Awareness Month
For More Information:
For Teens
NYS Teen Dating Violence Love is Respect No More Day One
For Parents
Day One -Tips for Caregivers Love is Respect- Help your child fact sheet NYS Teen Dating Violence- Advice for Parents iPhone App- Love is Not Abuse App for parents
For Schools/Curriculum Ideas
Break the Cycle Safe Dates Teen Dating Violence and Sexual Violence Guide
Helplines and Online Chat Available 24 Hours a Day/7 Days a Week
New York State Domestic and Sexual Violence Hotline 1.800.942.6906 National Domestic Violence Hotline 1.800.799.7233 National Teen Dating Abuse Hotline 1.866.331.9474 TTD/TTY-1.866.331.8453 Love is Respect Peer Advocates 1.866.331.9474 or Text "loveis" to 22522 Online Chat: loveisrespect.org
1-800-942-6906 NYS Domestic & Sexual Violence Hotline CONFIDENTIAL 24 HRS/7 DAYS English & espanol, multi-language accessibility 711: Deaf or Hard of Hearing In NYC: 311 or 1-800-621-HOPE (4673) TDD: 1-800-810-7444 | <urn:uuid:ba1a96b6-a7e7-41b3-867e-a654163d50a3> | CC-MAIN-2018-30 | http://www.opdv.ny.gov/whatisdv/tdvinfobystan.pdf | 2018-07-19T23:23:35Z | crawl-data/CC-MAIN-2018-30/segments/1531676591332.73/warc/CC-MAIN-20180719222958-20180720002958-00543.warc.gz | 513,961,559 | 747 | eng_Latn | eng_Latn | 0.91504 | eng_Latn | 0.992119 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2284,
3447
] | [
2.03125
] | 2 | 6 |
Utah State University DigitalCommons@USU
TEaL Faculty Publications
Teacher Education and Leadership, School of
1-1-2010
The Nature of the Refutation Text Effect: An Investigation of Attention Allocation
Suzanne H. Broughton Utah State University
G.M. Sinatra
R.E. Reynolds
Recommended Citation
Broughton, S. H., Sinatra, G. M., & Reynolds R. E. (in press). The nature of the refutation text effect: An investigation of attention allocation. The Journal of Educational Research.
This Article is brought to you for free and open access by the Teacher Education and Leadership, School of at DigitalCommons@USU. It has been accepted for inclusion in TEaL Faculty Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact firstname.lastname@example.org.
The Nature of the Refutation Text Effect, p. 1
The Nature of the Refutation Text Effect, p. 1
The Nature of the Refutation Text Effect: An Investigation of Attention Allocation
Suzanne H. Broughton, Utah State University
Gale M. Sinatra, University of Nevada, Las Vegas
Ralph E. Reynolds, University of Nevada, Las Vegas
Corresponding Author: Suzanne H. Broughton 2805 Old Main Hill Logan, UT 84322-2805
P: (435) 797-1568
Email: email@example.com
Abstract
Students often hold misconceptions that conflict with scientific explanations. Research has shown that refutation texts are effective for facilitating conceptual change in these cases (Guzzetti, et al., 1993). The process through which refutation texts have their effect is not clear. Our study replicated and extended previous research investigating cognitive processes involved in the refutation text effect. Undergraduates read either a refutation or expository text on seasonal change. Individual reading times were recorded. Participants' conceptions were measured at pre-, post-, and delayed-posttest. Results showed readers spent less time reading the refutation paragraph compared to the expository paragraph. The refutation text group had fewer misconceptions at posttest. These findings suggest that refutation text processing differences mirror similar findings in the attention literature which may account for their effectiveness.
Key words: Conceptual Change, Attention Allocation, Refutation Text, Science Learning.
It is often the case that learners bring with them to the classroom previously formed conceptions that do not align with accepted scientific viewpoints. For example, young children often form the misconception of the Earth as flat with people living on the surface and solar objects located above it (Vosniadou & Brewer, 1987; 1992). One goal of science education is to provide students opportunities to change such misconceptions to align with the accepted scientific viewpoint. The process of conceptual change is likely to begin when the scientific viewpoint is presented, which in turn may trigger cognitive conflict within the individual who holds topic-related misconceptions (Hynd, 2003; Limon, 2001; Posner, Strike, Hewson, & Gertzog, 1982).
Research has demonstrated that the most effective intervention strategies for promoting conceptual change in science classrooms include a combination of activating students' background knowledge, reading a refutational text, and participating in supplemental scientific investigation activities (Diakidoy, Kenedeou, & Ioannides, 2003; Guzzetti, et al., 1993). These instructional interventions are effective because they promote high cognitive engagement according to the view proposed by Dole and Sinatra (1998). As suggested by Dole and Sinatra's Cognitive Reconstruction of Knowledge Model (CRKM), the likelihood of high engagement increases when learners have the opportunity to critically examine their current ideas in comparison and contrast to the information they are learning.
Learning from Refutation Text
Expository texts are used across curriculum contexts in schools as a primary method of instruction, including science education. Despite their wide usage, researchers have criticized the organization and lack of explanatory coherence of expository texts (see for example Beck, McKeown, Sinatra & Loxterman, 1991). One of the weaknesses of traditional expository science texts in promoting conceptual change is that information is often presented as a series of related but discrete topics (e.g. plants, animals, and cells) in a list-like fashion with little or no supporting information to assist learners in connecting the information between different topics (Mikkila-Erdmann, 2002). Such texts assume that the reader has sufficient prior knowledge to make the necessary inferences to comprehend the ideas in the text (O'Reilly & McNamara, 2007).
In contrast to traditional expository texts, refutation texts are designed to state a common misconception, explicitly refute the misconception, and then present the accepted scientific viewpoint as a plausible and fruitful alternative (Hynd, 2001; Limon, 2003). Often the format includes a single misconception stated in one sentence, with a single refutation statement immediately following in the next sentence (see for example Hynd, Alverman & Qian, 1997). This format was chosen for the present study as it was necessary to maintain explanatory coherence to replicate the studies of interest reviewed below.
A meta-analysis of the research using refutation text as a learning tool in science classrooms showed that refutation texts were more effective than traditional expository text for promoting science learning and conceptual change (see Guzzetti et al., 1993). Hynd (2003) suggests that refutation texts may be effective in fostering conceptual change because they facilitate the four necessary conditions of conceptual change. These conditions include 1) dissatisfaction with one's existing conceptions, 2) finding the new conception to be intelligible, 3) plausible, and 4) fruitful for opening up additional areas of inquiry (Posner et al., 1982).
A possible explanation for the refutation text effect is that readers coactivate (activate both the prior and new conception simultaneously) and then integrate their prior conceptions with the text information. Kendeou and van den Broek (2007) hypothesized that it is the
coactivation and integration processes which allow readers to detect the inconsistencies between their prior knowledge and the scientific explanation. The detection of the inconsistency may lead to deeper processing of the information presented in the text, which in turn, may facilitate conceptual change.
One goal of using refutation text in the science classroom is to facilitate conceptual change by helping students construct new mental models that align with the scientific viewpoint (Mikkila-Erdmann, 2002). A model of reading comprehension that may help explain the nature of the refutation text effect is the Landscape model (see van den Broek, Young, Tzeng, & Linderholm, 1999). According to the Landscape model a balance is maintained between the reader's limited attentional resources and standards of coherence. Van den Broek and Kendeou explained, "As the reader proceeds through the text, concepts fluctuate in activation: with each new cycle some concepts continue to be active, others decline in activation and yet others become newly reactivated" (2008, p. 338). The fluctuations in activation are the result of four informational sources: the text information in the current cycle, residual text information from the previous cycle, the memory representation constructed thus far, and the reader's prior knowledge which can include misconceptions. In relation to conceptual change, this model postulates that only information that is co-activated can be compared and possibly integrated with the reader's conceptual framework. The Landscape model predicts that the misconception be activated at the same time as the accurate scientific information is activated for conceptual change to occur. Van den Broek and Kendeou (2008) postulated that co-activation is essential if the reader is to engage in the deeper cognitive processes needed for conceptual change.
Conceptual change may also be the result of the refutation text increasing the learner's engagement with the ideas in the text (Dole & Sinatra, 1998). For example, the individual may find the refutation segment personally relevant because the misconception in the text is similar to the conceptions held by the individual. In addition, the refutation sentence may lead the individual to thoughtfully and critically weigh the scientific explanation because it explicitly rejects the misconception. A large body of research has demonstrated that refutation texts have been effective presumably because they can induce deep engagement and critical thinking as the result of the cognitive conflict that arises between the individual's misconceptions and the new information (Guzzetti et al., 1993; Hynd et al., 1997; Mason, Gava, & Boldrin, 2008).
Refutation texts have been shown to be more effective than traditional expository texts in facilitating conceptual change with a variety of science topics including projectile motion (Alvermann & Hynd, 2001; Hynd et al., 1997; Hynd, McWhorter, Phares, & Suttles, 1994), photosynthesis (Mikkila-Erdmann, 2002), light (Mason et al., 2008), and HIV-AIDS transmission (Kardash & Scholes, 1995). Despite its success in promoting conceptual change, the nature of the refutation text effect is not well understood (Diakadoy et al., 2003). High engagement has been proposed as the mechanism which explains the refutation text effect (Murphy, 2001). More specifically, readers may allocate more cognitive resources to the refutation text; thereby, causing increased learning and recall of refutation text information. Hynd (2001) cautioned, however, that refutation texts may not promote deep engagement and critical thinking. She noted that since the texts are structured to concretely and explicitly tell the reader what to think and why, perhaps this discourages thoughtful weighting of the issues and arguments. In other words, refutation text information could be better learned and recalled because it is presented in a concrete and explicit format that does not require the allocation of additional attention. To date, there is no direct empirical evidence that differentiates which of
these two hypotheses best reflects why information from refutation text is better learned and recalled than the same information presented in normal narrative texts.
In an attempt to better understand the nature of the refutation text effect, researchers have begun investigating online and offline comprehension processes during reading of refutation texts. Online processes are those which readers engage in during reading that lead to memory representation such as elaboration, summarization, paraphrasing, and explaining. Offline processes provide insights about the reader's mental representations of the text after reading. A study conducted by Kendeou and van den Broek (2005) investigated the influence of readers' misconceptions on comprehension of scientific texts. Online processes were measured by tracking participants' reading times' sentence-by-sentence and using a think aloud protocol. Offline processes were measured by asking comprehension questions about the main ideas presented in the text. Kendeou and van den Broek used a refutation text about electrical current and simple circuits. Participants read the text as it was presented on a computer screen one sentence at a time to assure accurate measurement of reading time. Readers advanced through the text by a mouse click. Kendeou and van den Broek predicted that readers who held misconceptions about electrical current would have slower reading times on the target, refutation sentences, than those readers who held accurate scientific conceptions about the topic due to the coactivation of the scientific explanation and the readers' misconceptions.
The findings revealed no differences in reading times between the misconception group and the non-misconception group. In other words, readers with misconceptions did not spend more time reading the refutation sentences than those without misconceptions. Kendeou and van den Broek explained that this finding suggests that online processes do not differ for readers with misconceptions and readers without misconceptions. An interesting finding from this study is
that the offline measure analyses revealed that readers with misconceptions recalled significantly less information from the text, and that information was more inaccurate, than readers without misconceptions.
To further explore the nature of the refutation text effect, Kendeou and van den Broek (2007) conducted a study to investigate the interaction between readers' prior knowledge and text structure during reading. Participants were asked to read a traditional expository text and a refutation text. Both texts focused on the topic of Newton's first law of motion and Newton's third law of motion. Each text was presented on a computer screen, one sentence at a time as in the previous study. Participants advanced through the text at their own pace by pressing the space bar. Reading times of each sentence were recorded per participant. Kendeou and van den Broek again hypothesized that readers with misconceptions would spend more time reading those sentences that contradicted their prior knowledge than readers who held accurate scientific understandings.
Analyses of the reading time data showed no significant differences between those with misconceptions and those with accurate scientific knowledge when reading the traditional expository text. The analyses revealed a difference in reading times between groups when reading the refutation text, in contrast to the finding in their previous study (Kendeou & van den Broek, 2005). In this study, readers with misconceptions read the refutation sentences slower than readers without misconceptions.
In a third study using the same methodology, van den Broek and Kendeou (2008) examined whether online cognitive processes differ for readers with misconceptions and readers without misconceptions related to the topics of the text. The researchers used the Landscape model of reading comprehension as a theoretical framework (see van den Broek, Young, Tzeng, & Linderholm, 1999). Participants in this study were presented with two versions of the same text (refutation, traditional expository) again using the same text format and presentation method as Kendeou and van den Broek (2007). The analysis showed that the structure of traditional expository text and that of refutation text generate fundamentally different comprehension processes for readers with misconceptions. Refutation texts were correlated with slower reading times and more online conceptual change process than traditional expository texts. Van den Broek and Kendeou argue that refutation texts increase the likelihood of coactivation which in turn leads readers with misconceptions to "experience conflict and engage in efforts to repair the conflict and create coherence" (p. 344). The coactivation and integration likely result in coherence of the readers' prior knowledge and the text information juxtaposed by their proximity in the text and thus increases the likelihood of conceptual change. In contrast, traditional expository texts may not trigger coactivation processes even when the reader holds misconceptions about the topic. However, since the findings from reading time studies comparing refutation and traditional expository texts show mixed results in regards to time spent processing the refutation material, we sought to understand how the attentional allocation literature might provide a framework for replicating and extending this research.
Attention Allocation
In a review of the literature on text comprehension and attention allocation, Reynolds (1992) argued that readers paid extra attention to text elements that are more salient due to task instructions or perspectives; or due to text structure manipulations such as argument overlap (Kintsch, 1998). Reynolds and his colleagues demonstrated that there was a causal relationship between the extra allocated attention and increases in learning and recall (Lapan & Reynolds,
1994; Reynolds, Shepard, Lapan, Kreek, & Goetz, 1990; Reynolds, Trathen, Sawyer, & Shepard, 1994).
Additional attention allocation is not the only way in which learning and recall of important information is improved (Reynolds, 1992). Research has shown that skilled adult readers can learn new text material even when they do not allocate additional attention to it. Shirey and Reynolds (1988) showed that personally interesting text material were learned better by adult readers, even though they actually paid relatively less attention to it.
The attention allocation literature indicates that there are several reasons to posit that refutation text segments may show differential attention allocation compared to traditional expository text segments. Readers may devote more attention to refutation text segments than other text segments because they are highly salient (Reynolds, 1992). As an example, one refutation text on projectile motion states,
We may have an idea about the motion of objects that we learn from our daily lives. We may even use the idea to predict what will happen to other objects under similar conditions. But scientists have found that many people have wrong ideas about the motion of objects (Hynd et al., 1994, p. 944).
These types of statements may be perceived as salient because, rhetorically, the signal, "We may have an idea" may send a message that what is to follow is significant.
Alternatively, the refutation text effect may mirror the effect of interesting text material. Readers may find the statement misconceptions interesting or personally relevant to them if they recognize it as their own conception. Readers do not necessarily spend additional time on information they find interesting, even though they may learn it better than less interesting information.
The attention literature may help to explain why previous research on the refutation text effect has shown mixed results in regards to time spent reading the refutation information. Readers are likely to spend more time reading refutation text segments than other comparable segments of the text if they find the information to be important or salient or if they coactivate the conception and integrate it with the text information. It is also possible that readers may in fact devote less attentional resources to the refutation text segments than to traditional expository text segments if they find it to be of interest, and readers may find it interesting if the text highlights that a common misconception (one the reader may hold) is incorrect.
The goal of the present study was to replicate and extend previous research (Kendeou & van den Broek 2005; 2007; van den Broek & Kendeou, 2008) using the same methodology and text format but with a different text topic. We sought to extend the previous research by building on the attention allocation literature and considering whether readers would devote differential attention (as reflected by either increased or decreased reading times) to refutation text segments compared to the expository text's comparable statements. We wished to determine whether differential attention allocation or readers' interest could be linked to the traditional refutation text effect; that is promoting greater conceptual change to further our understanding of the findings from previous research.
Research Questions and Hypotheses
The study presented here examined the relationship between conceptual change and the amount of time spent reading a refutation text designed to promote change in students' conceptions of seasonal change. The study investigated the amount of time individuals spent reading refutation and traditional expository texts, as well as the relationship between time spent on text processing and the degree of conceptual change.
Two questions guided our research:
1. Do readers devote differential amounts of attention as reflected by differences in time spent reading refutation text segments than traditional expository text segments about the same content?
2. How does differential attention, as reflected in reading time spent on reading refutation text relate to the refutation text effect?
For Question 1, we hypothesized that readers attention allocation would differ when reading the refutation text in comparison to comparable segments in the traditional expository text. Differential time spent reading the refutation text segments compared to traditional expository text would indeed suggest that the refutation text segments are processed differently.
Specifically, and in regards to Question 2, we expected that the differential attention as reflected in time spent processing the refutation text segments compared to the traditional expository text would result in increased scientific understanding of why the seasons change and a reduction in misconceptions (the traditional refutation text effect). According to the Landscape model (van den Broek et al., 1999), the co-activation of the reader's misconception with the accurate scientific information may lead to cognitive conflict. The detection of an inconsistency between the reader's prior knowledge and the scientific explanation could result in deeper engagement with the text information as the reader engages in conceptual change processes (van den Broek & Kendeou, 2008). Alternatively, the attention allocation literature suggests that if readers find the refutation materials of interest, even if they spend less time reading it, they may learn it better than the traditional expository text material.
Method
Data was collected in two phases in order to obtain sufficient numbers of participants. Participants in Phase 1 were 48 undergraduate college students (37 female and 13 male) with an average age of 22.9 enrolled in either an introductory course on Educational Psychology or Measurement and Assessments in Education. Seventy-four percent of the participants were in their third or fourth year of college. The mean number of science courses completed by the participants was 1.21, with 9 participants reporting they had taken at least one astronomy course. Three participants were identified as outliers and were removed from all analyses due to scores on one measure in excess of 3.0 SDs from the mean. A standard in reading time research to is eliminate outliers that are at least 3.0 SDs above or below the mean (e.g., Cirilo & Foss, 1980; McCrudden, Schraw, & Kambe, 2005). If the time is abnormally fast it may indicate that the participant was not actually reading the text. Alternatively, if the reading time is quite long in comparison to the mean reading time, it may suggest that the participant did not engage seriously with the task or had reading difficulties.
Participants for Phase 2 were 40 undergraduate college students (35 females and 5 males) with a mean age of 25.5 drawn from the same research subject pool as Phase 1. They were enrolled in either an introductory course on Educational Psychology or Measurement and Assessments in Education. Most students (82.5%) were enrolled in their third or fourth year. Participants reported having completed 1.6 science courses on average and 7 reported having taken at least one Astronomy course. All students received partial course credit for participating in the study. Two participants were identified as outliers and were removed from all analyses due to scores on the reading time measure in excess of 3.0 SDs from the mean. In the Results section, we report the outcome of tests to determine the feasibility of combining the data from Phase 1 and 2 for the purposes of further analysis.
Materials
Measures
The measures for both phases of data collection were identical with one exception. Phase 2 participants were interviewed.
Texts. The effects of attentional allocation and conceptual change were examined through the use of two versions of the same text about the causes for the changing seasons. The text was adapted from Sciencesaurus: A student handbook (Houghton Mifflin, 2002). Text passages were comparable in length, with the refutation text containing 400 words and the traditional expository text containing 374 words. The initial paragraphs of each text varied in length with the refutation paragraph consisting of 91 words and the traditional expository paragraph containing 69 words (see Appendix A for copy of both texts). To equate differential text lengths, we converted all reading times to a common metric - characters per millisecond. All analyses conducted were controlled for length. Both texts included the same figure at the end of the passage that illustrated the elliptical orbit of the Earth around the Sun and the Earth's tilted axis. The order in which the text and illustration were presented was the same for participants in both conditions. Each participant first read the text and then viewed the illustration. Participants were not able to look forward to see the illustration prior to completing reading of the text.
In order to replicate the previous research (Kendeou and van den Broek 2005, 2007; van den Broek and Kendeou, 2008) we used the same format of refutation text used in their studies and in several other studies using refutation texts to promote conceptual change. For example, refutation text passages that contained a single refutation statement have been used effectively to facilitate change of student's misconceptions of projectile motion (Alvermann & Hynd, 2001), light (Mason et al., 2008), and dinosaur extinction (Mason, 2001).
The texts in the present study differed only in the first paragraph, which was the refutation paragraph in the refutation text. The first sentence of the refutation text explicitly stated a common misconception about the reason that the seasons change. In comparison, the first sentence of the traditional expository text was written to elicit participants' prior experiences with seasonal change. The third sentence in the refutation text directly challenged and refuted the stated misconception. In contrast, the third sentence in the traditional expository text provided the scientific explanation of seasonal change. The fourth sentences of both text types described the relative distance of the Earth to the Sun throughout the year. The fifth sentence in the refutation text was similar to the third sentence in the traditional expository text as they each provided the scientific explanation of seasonal change.
The remaining sections of the passage were identical in both the refutation and traditional expository texts. The texts explained that the seasons change due to the tilt of the Earth on its axis as well as its elliptical orbit around the Sun.
Conceptual knowledge. Students' conceptual understanding was assessed using the Seasons Concept Inventory (see Appendix B). This concept inventory was a modified version of the Astronomy Misconception Inventory (Sadler, 1997). This version was intended to focus solely on topics related to the reasons for seasonal change. This inventory was used as a pre-, post-, and delayed posttest measure. Participants' preexisting conceptions about the reasons that the seasons change was ascertained through three open-ended questions and five multiple-choice questions. The open-ended questions asked students to generate an explanation of the phenomena, while the multiple-choice questions asked the students to select the best answer out of four options. These questions were based on the information presented in the text and also
took into consideration misconceptions commonly held by individuals concerning the reasons the seasons change (Sadler, 1997).
Nelson Denny. Reading rate and reading comprehension levels were measured using the Nelson-Denny Reading Test (1993). Reading comprehension was measured using the Part II Comprehension Test. Individual reading rates were computed using the Sample Reading Selection located at the beginning of the Comprehension Test.
Computer software. A software program was utilized that allowed students to read the texts presented on the computer screen by advancing the content sentence by sentence and answer the questions described above for each text passage. The software program first presented a practice reading passage so the participants could familiarize themselves with how to advance the text by pressing the space bar to advance from one sentence to the next. We selected this method of text presentation in order to test previous findings (Kendeou and van den Broek 2005, 2007; van den Broek & Kendeou, 2008). In addition, this sentence by sentence method has proven useful in examining other reading issues such as perspective relevance instructions on comprehension (for a recent example see, McCrudden & Schraw, in press). The second section of the program contained the Seasons Concept Inventory as the pre-assessment (Appendix B). Next, either the refutation text or the traditional expository text was presented. The fourth section was the immediate post-assessment, the Seasons Concept Inventory. The fifth section of the computer program was presented to the participants 14 days after completion of session one. This fifth section contained the Seasons Concept Inventory used as the delayed post-assessment.
A timing mechanism was embedded within the software program that presented the texts. This timing mechanism tracked and recorded the reading times, sentence by sentence, of each individual participant. Timing recorded sentence reading time from one press of the space bar to the next as readers advanced their way through the text. Reading times were tracked and recorded sentence by sentence as had been done in previous research exploring online comprehension processes while reading refutation texts (Kendeou & van den Broek, 2005, 2007; van den Broek & Kendeou, 2008) and research investigating attention allocation during reading (Cirilo & Foss, 1980; McCrudden & Schraw, in press; Reynolds, 1992; Reynolds & Anderson, 1982). Since a major goal of this research was to replicate and extend previous research, we choose to use the same text presentation method for comparability of the comparison of our findings to Kendeou and van den Broek's research.
Post-reading interviews. In addition to following the identical protocol as Phase 1 participants, participants in Phase 2 were interviewed using the Post-Reading Interview Protocol to ascertain their interest in the texts after reading. The interview questions were developed in order to ascertain which sentences participants reported they most attended to, which sentences they found most interesting, and which sentences they thought were most important. In addition, the interview questions asked participants to identify any sentences that may have contradicted their prior knowledge. (Appendix C contains the interview questions).
Procedure
Data collection for both phases took place during two one-hour sessions over a 14-day period. Participants were randomly assigned to either the experimental group (refutation text) or the control group (traditional expository text). Participants were each seated at individual computer stations in a testing room that accommodated up to 10 participants at a time. The researcher (the first author) read the instructions for logging into the computer program using their identification number. Next, participants were told they would be reading some paragraphs on the computer. The paragraph would appear with the first sentence in text format and the
remaining sentences covered by x's. Participants read the instructions on the computer screen which explained how to press the space bar on the keyboard to advance the text passage at the completion of reading each sentence. The computer screen then advanced to the practice paragraph where the participants could practice reading one sentence at a time, advancing through the text by pressing the spacebar on the keyboard. When the first sentence was read and the space bar pressed, the computer would place x's on the words in the first sentence and reveal the second sentence. Consistent with previous research, participants were not able to reread previously read sentences. This process continued for each of the remaining sentences in the paragraph as the spacebar was pressed by the reader.
Next, participants completed the pre-assessment Seasons Concept Inventory then read either the refutation or the traditional expository text passage. Participants in the experimental condition were given the refutation text (Appendix A). Participants in the control condition were given the traditional expository text (Appendix A). The text passage appeared in the same manner as the practice passage, one paragraph at a time on the screen. The reader would then progress through the paragraph, revealing one sentence at a time by pressing the space bar. Upon completing the text passage, participants completed the Seasons Concept Inventory posttest.
Participant Interviews. To obtain additional information about participants' interest in the texts, post-reading interviews were conducted with Phase 2 participants at the end of Session 1. The post-reading interviews were conducted by the first author and two graduate assistants.
The interviews were intended to investigate whether one sentence stood out as particularly important to participants and whether the text contained information that contradicted their prior beliefs. During the post-reading interviews participants were provided with a hard copy of the text they read during the timed reading portion of the study. Participants who read the refutation text were given a copy of that text. Participants who read the traditional expository text were provided a copy of the traditional expository text. As the interviewer posed each question, the participant was asked to point to the sentence(s) in the text that corresponded with their answer. These sentences were then underlined and the corresponding question number was written next to the sentence(s). All interviews were audio taped for data analysis purposes. Interviewers also wrote participants' responses on individual interview response sheets. At the end of the interview, the participants were reminded that they were to return 14 days later for Session 2.
For Session 2, participants in both Phase 1 and Phase 2 completed the Seasons Concept Inventory delayed posttest as well as the Nelson-Denny reading comprehension test.
Data Scoring
Data from the multiple choice questions on the Seasons Concept Inventory were scored for each participant such that they received one point for each correct answer. A total of four points was possible. Cronbach alpha on these items at pretest, posttest, and delayed posttest was within the acceptable range, = .83 (Pallant, 2005). Data from the essay questions and diagram explanations of the Seasons Concept Inventory was initially coded by identifying idea units in the short-answer responses as well as the in the participant-generated diagram and the participant-generated explanation of the diagram. The idea units were separated into two categories, misconceptions and scientific concepts. Examples of misconception idea units included: "The Earth is closer to the sun. The Earth turns on its axis and the way it positions itself in the summer makes it closer to the sun so the weather is hotter," "It is hotter in the summer than it is during the winter because our side of the Earth is closer to the Sun. It is facing the Sun so it gets all of the direct sunlight." Science concept ideas units included reference to the earth's axis, indicating that the amount of direct sunlight in the northern hemisphere and less in the southern hemisphere is related to seasonal change, and an elliptical orbital path of the Earth around the Sun.
Once the idea units were coded, a total misconception score and a total science concept score were calculated per question, per measure for a total of 22 possible points. For example, on the pretest if a participants' responses indicated three misconceptions in essay question one, two misconceptions in essay question two, and two misconceptions in the diagram/explanation, a total score of seven misconceptions was given on that measure. The posttest was similarly scored. Similar scoring procedures were used for the science idea units provided by each subject per measure for a total of 10 possible points per measure. Each participant received six scores: a misconception score for the pretest, posttest, and delayed posttest, and a science concept score for the pretest, posttest, and delayed posttest.
The first author scored all of the protocols. A second rater scored 22 randomly selected protocols to check the reliability of the rating. Inter-rater agreement, calculated as the percentage of agreement on the total of the answers, was 92.9% on the short-answer items and 91.3% on the diagrams and explanations. Disagreements were resolved through conference to 100% agreement.
Individual participant reading times were recorded for each sentence. Recall that reading times recorded in characters per millisecond by sentence for analysis purposes. This allowed a comparison of reading times across the two text types.
Results
Preliminary Analysis
Data from Phases 1 and 2 were first compared to see if there was justification for combining the two samples. Recall, participants were drawn from the same research subject pool and had similar demographic characteristics (see participant description p. 13). A multivariate analysis of variance was conducted to test the equivalence of Phase 1 and Phase 2 participants. In this analysis, we included the scores for the 4 multiple choice items at pre, post, and delayed posttest, the misconceptions scores at pre, post, and delayed posttest, and the science scores at pre, post, and delayed posttest for both groups. Box's test of equality of covariances revealed no difference between groups, as did Levene's test for equality of variances (all p >.001); therefore, the two samples were combined for all further analyses. The combined number of participants in both Phase 1 and Phase 2 was 85, of which 68 were female and 17 were male. Seventy-seven percent of the participants were in their third or fourth year of college. The mean number of science courses completed by the participants was 1.75, with 16 participants reporting they had taken at least one Astronomy course.
We conducted a power analysis to determine whether power was increased as the result of combining the two phases of data collection into one sample. Assuming a medium effect size is 0.40 (Cohen, 1988), and using alpha and power values of 0.05 and 0.80 respectively, the optimal sample size would be 100. The combined total number of participants for Phase 1 and Phase 2 was 85. Although the total number of participants was less than the optimal 100, power was increased over Phase 1 data alone.
Reading Times
In order to address our first research question: Is there differential time spent reading refutational as compared to traditional text? we compared reading times between the refutation text group and the traditional expository text group. We first tested whether reading
comprehension performance as measured by the Nelson-Denny was significantly related to reading time, but did not differ systematically by text groups. The correlation between the Nelson Denny reading comprehension measure and reading time was in fact significant, r(80) = -.27, p < .05 indicating it was appropriate to use as a covariate. A t-test revealed the two text groups did not differ in Nelson Denny performance. The mean for the refutation text group was 26.88 and the mean for the traditional expository text group was 28.53. A Levene's test of equality of error variances was not significant.
We conducted a univariate ANCOVA to compare the text groups using time spent reading the first paragraphs of each text in characters per msec. to equate for the differential text length (refutation text segment = 91 words, traditional text segment = 60 words). The NelsonDenny was included as a covariate. The results showed a statistically significant difference in time spent reading the refutation paragraph [F(1, 77) = 5.56, p <.05, d = .07] as compared to the traditional expository paragraph. The refutation text group spent less time reading (mean in msec. per character = .0672) than the traditional expository text group (mean = .0767). (Recall that all reading time comparisons equated for length differences by using reading times per character as the metric in all analyses. The Nelson Denny comprehension scores contributed significantly to this analysis (p < .001).
When this difference was examined more closely by comparing the two texts sentence by sentence, the significant differences were due to the refutation segments of the text. For example, when the sentences in the refutation text that activate and then refute the readers' background knowledge (sentences 1 and 3) were compared to the comparable sentences in the traditional expository text (sentences 1 and 3), the refutation text segments were read significantly faster [F(1, 77) = 4.53, p <.05, = .06]. The Nelson Denny comprehension scores contributed
significantly to this analysis (p < .05). In addition, when the refutation sentence (sentence 4) was compared to the comparable sentence in the traditional expository text (sentence 4), the analyses showed that the refutation sentence was read significantly faster [F(1, 77) = 15.03, p <.001, = .16]. The mean reading time for the refutation sentence 4 was .071 (msec. per character) as compared to the mean reading time for the traditional informational sentence 4, .106 (msec. per character). These results suggest that the decreased time readers spent reading the first paragraph was due to the reduction in time spent processing the refutation text segment.
We conducted a univariate ANCOVA to compare reading times between the refutation group and the traditional expository text group on all of the sentences that appeared after the first paragraph for each text. In other words, we compared the reading times between the two groups on the remainder of each text. The results showed no significant differences in reading times between the refutation group and the expository group, p = .27.
Learning Effects
We examined the correlations between the Nelson Denny comprehension measure and science learning at pre-, post- and delayed posttest scores. The correlation between these two measures was significant at pretest r(79) = .28, p < .05; posttest r(79) = .34, p < .01; and delayed posttest r(79) = .48, p < .01. A repeated measures ANCOVA was conducted to compare scores on the Seasons Concept Inventory using the text group as a between group factor, and time of test as the within-subjects factor (Time 1, Time 2, and Time 3), and the Nelson Denny as a covariate. The means and standard deviations for science learning are presented in Table 1. There was a significant main effect of learning over time indicating that gains in understanding seasonal change occurred through reading both texts [F(2, 75) = 3.5, p <.05, d = .04]. Post hoc comparisons revealed a significant difference from pre- to posttest (p < .001), from pre- to
delayed posttest (p < .001) and from post to delayed posttest (p < .001). There was no significant effect of text type and no significant interaction between text type and learning over time indicating that learning occurred through reading both texts. The covariate did contribute significantly (p < .05).
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Insert Table 1 about here
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
We conducted correlation analyses between the Nelson Denny comprehension measure and misconceptions at pre-, post-, and delayed posttest to determine whether it was appropriate to use the Nelson Denny as a covariate. The correlation between the Nelson Denny and misconceptions at posttest was significant, r(79) = -.29, p = .01. A repeated measures ANCOVA was conducted to compare misconception scores again using text group as the between subjects factor, scores on the misconceptions measure at Time 1 and Time 2 as the within-subjects factor, and the Nelson Denny as a covariate. The means and standard deviations misconceptions are presented in Table 2. The pretest to posttest analysis showed a significant main effect of text type in favor of the refutation text group [F(1, 76) = 5.91, p = .017, d = .07]. There was no main effect of time and no significant interaction. A second repeated measures ANCOVA was conducted with text group as the between subjects factor, scores on the misconceptions measure at pretest and delayed posttest as the within subjects factor, and the Nelson Denny as covariate. The analyses revealed a main effect of time [F(1, 76) = 5.21, p = .025, d = .06], but no significant effect of text type and no significant interaction.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Insert Table 2 about here
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Post-reading Interviews
Post-reading interviews were scored for each text group of participants in Phase 2. First, a simple tally was conducted to determine which sentences students identified in response to the questions they were asked. For each question tally marks were recorded next to the corresponding sentence each time that particular sentence was identified by a participant. Tally marks were then totaled for each sentence. Upon identifying the sentences in response to the questions, participants were asked to provide a brief explanation as to why they selected the particular sentence(s). We conducted a content analysis of the explanations given by participants for those sentences most frequently identified for each question in order to identify any trends or patterns in sentence selection. Table 3 presents the data of major interest.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Insert Table 3 about here
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Question 1 asked participants to identify the sentence(s) to which they paid the most attention. The sentence identified most frequently by participants in the refutation text group was, "When you look at a globe of the Earth, you will see that it is tilted on its axis at about an angle of 23.5 o ." The primary reason given by participants for selecting this sentence was, "Because it seemed like an important fact." The sentence selected most frequently by participants in the traditional expository text group was, "The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer." The most frequent rationale for selecting this sentence was because participants thought it related to one of the questions they had previously been tested on. These sentences selected by participants as
those they allocated the most attention describe the tilt of the Earth which is a primary factor for seasonal change. It may be that the additional attention students gave to these sentences helped increase their scientific knowledge of seasonal change being due to Earth's tilt. This finding appears to support the learning effects analyses described previously.
Question 2 asked participants to identify the sentence they thought was the most important for the passage. For the refutation text, three sentences were selected most frequently by participants. Each of these sentences was chosen at an equal frequency, 3 times per sentence. The sentences deemed most important include: "However, seasons do not change because the distance between the Earth and the Sun change," "In fact, Earth is closer to the Sun in winter and farther away from the Sun in summer," "The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer." It is of interest to note that two of these three sentences are the refutation segments themselves. Participants' reasons for selecting the refutation sentences included, "Because I believed that was why they changed," and "It seemed opposite of what I believed in." These insights from the participants suggest that the refutation segment of the text was the most important for promoting conceptual change. The statistical analyses revealed increased scientific understanding of the reasons that seasons change as well as a significant decrease in misconceptions about this phenomena.
The sentence identified most frequently by participants in the traditional expository text group as most important was, "It is the amount of direct sunlight that is received that causes the changes of the seasons of the Earth." Participants' responses for why they selected this sentence as most important to the text included, "I was focusing on the seasons because you had already asked that question," and "Because it just summed it up so compact and concise." No particular pattern was found among the sentences selected as most important by the remaining 17
participants who read the traditional expository text. The sentence identified by participants in the traditional informational text group describes the scientific explanation for seasonal change as related to the amount of direct sunlight received. This sentence may have contributed to the significant increase in scientific understanding as revealed in the learning effects analyses for those who read the traditional expository text.
Participants were then asked to identify the sentence(s) they found most interesting. The sentence selected most frequently by participants in the refutation text was, "In fact, the Earth is closer to the Sun in winter and farther away from the Sun in summer." The primary reason given by participants who selected this sentence as the most interesting was that it was opposite of what they knew. One participant replied that she remembered being "shocked" when she heard it. The reading times analyses showed that participants read this sentence at a significantly faster rate than those who read the comparable sentence in the traditional expository text. Taken together, the reading time and interview data suggests that interest may have played a role the differences between the traditional and the refutation texts. Similarly, the significant decrease in misconceptions may in part be due to participants finding the refutation sentence interesting because it contradicted their prior beliefs.
Three sentences were identified with equal frequency as the most interesting in the traditional expository text group. One of these three sentences was, "The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer." The primary reason participants selected this sentence was, "Because it tells you why the seasons change." This sentence provides the scientific explanation for the reasons that seasons change. Participant interest in this sentence may have contributed to the significant increase in scientific knowledge about seasonal change for participants in the traditional expository text group.
The interviewer then asked participants whether the text contained information that contradicted what they knew about seasonal change. If the text did contradict their prior knowledge participants were asked to identify the relevant sentence(s). Seven out of 20 participants who read the refutation text indicated that the text contained information that contradicted their prior knowledge. Five of those seven participants identified the first paragraph of the refutation text as containing the contradicting information. The first paragraph of the refutation text is the refutation segment. Participants' explanations for why they selected the first paragraph included, "Because I thought the earth was close to the sun in summer and farther away from the sun in winter," and "Well, this is what I thought, and I guess it wasn't true. Just because I thought distance was the reason." It is interesting to note that participants most commonly selected the refutation sentences as those sentences that promoted conceptual change because they contradicted his or her prior misconceptions. These findings support the quantitative data presented above which showed participants who read the refutation text had significantly fewer misconceptions after reading the text.
Six out of 20 participants who read the traditional expository text passage indicated that the text contained information that contradicted their prior knowledge. Three out of those six participants identified the fourth sentence of the first paragraph as the sentence that contradicted their prior beliefs. This sentence is, "The elliptical orbit of the Earth causes it to be closest to the Sun during the winter and farthest from the Sun during the summer." Participants' reasons for selecting this sentence as contradicting their prior knowledge included, "I thought it was the opposite," and "The idea that if it was further from the sun it would be less exposure to the sun which means it would be cooler and it would be winter." These comments from the traditional informational text participants suggest that traditional expository texts can also promote
conceptual change when the information presented explicitly contradicts the reader's prior knowledge. For the present study, these comments support the learning effects findings of the significant decrease in misconceptions after reading the traditional expository text.
Finally, participants were asked whether they changed their mind as the result of reading the text, and, if yes, to identify the sentence(s) that was most useful in changing their thinking. Twelve out of 20 participants in the refutation text group indicated Yes. Four sentences were identified with equal frequency by participants as being the most useful in changing their concepts about seasonal change. These sentences are shown in Table 5. Two of these sentences are the refutation segments. The explanations given by participants who selected the first refutation sentence, "In fact, the Earth is closer to the Sun in winter and farther away from the Sun in summer," included "Now I understand that if the sun is farther away or close, I understand why it's warmer or cooler," and "Because that was the one after it because it gave the most information in the text." Participants who identified the refutation sentence, "It is the amount of direct sunlight that is received that causes the change of the seasons of the Earth," explained "Because it's clear cut; it is a simple way to understand the changing of the seasons. It is interesting to note that participants most frequently identified the refutation sentences as those that helped to facilitate a change in his or her understanding of the reasons that seasons change. These findings suggest that the refutation sentences are promoting this decrease in misconceptions and increase in scientific knowledge as evidenced in the quantitative analyses presented above.
Ten out of 20 participants in the traditional expository text group indicated that their understanding changed. Four sentences from the traditional expository passage were identified with equal frequency by participants. Those sentences are shown in Table 5. Participants'
explanations for why they selected, "The part of the Earth that is tilted toward the Sun receives more direct sunlight which means it gets warmer," included, "Because I didn't know of which way it was tilted for the warm and cold. I had no idea. I just thought it was straight up and down," and "It's easier for me to understand." Participants who selected "The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer," explained, "It's a summary of concepts." Each of these sentences describes Earth's tilt as the central factor for seasonal change. It may be that conceptual change promoted by these sentences in the traditional expository text because they provided a clear, concise explanation of seasonal change.
Discussion
A rich body of literature has demonstrated positive learning effects through reading refutation texts compared to traditional expository texts. However, little is known about the mechanism by which refutation texts have their effect. The results presented here provide additional insights examining whether refutation texts are processed differently than traditional text. By examining attentional allocation, we sought to determine if refutation texts have their effect by drawing students' attention to the refutation information, leading to deeper processing, and ultimately greater learning.
The findings revealed that both the text designed to be refutation and the text designed to be informational showed learning effects for increased understanding of science concepts related to seasonal change. Additionally, participants in the refutation text group had significantly fewer misconceptions at posttest than participants in the traditional expository text group. Regrettably, the refutation text effect attenuated at delayed posttest as participants drifted back to their prior misconceptions. The tendency to revert back to one's prior misconceptions over time is common among conceptual change research. Indeed conceptual change is a gradual, effortful process that typically involves multiple encounters with the information from the scientific viewpoint (Mason & Gava, 2007). These findings may be explained through a mental models approach (JohnsonLaird, 1980). During reading of a text, readers may construct a mental model or situation model (Kintsch & van Dijk, 1978) of the text and use that situation model to comprehend the text. The common tendency to revert to one's prior misconceptions may be because the text-based situation model is not sufficient to challenge or change the reader's prior misconceptions.
The purpose of this study was not to create long lasting conceptual change, but to examine how individuals process refutation text. The CRKM (Dole & Sinatra, 1998) postulates that conceptual change is more likely to occur when the learner engages in deep cognitive processing of new information. In this experiment, the information was presented to participants through one of two formats, either a refutation or traditional expository science text. Based on the Landscape Model, we hypothesized that those participants who were given the refutation text would spend more time reading than those who were given the traditional expository text because the refutation text should draw readers' attention to the anomalous information and result in co-activation of the misconception and the scientific conception. However, the results showed that readers spent less time reading the refutation paragraph compared to those who read the traditional expository paragraph. The reading time effect contributes to the ongoing dialogue among researchers investigating the mechanisms for conceptual change through the use of refutation text.
We hypothesized that the refutation text effect may be due to either increased attention allocation or, alternatively, that readers may spend less time reading if they found the refutation information to be of interest. Our findings that readers spent less time reading the refutation
segments illustrates that there is some support in our data for the interest hypothesis. Since the refutation text did reduce misconceptions immediately after reading, our results show that readers allocated their attentional resources differently between these two types of text, and we posit that this differential allocation likely contributed to the reduction in misconceptions exhibited by those readers in the refutation text group. Our findings from the interviews suggest that the refutation text effect may be due to readers' interest in refutation segments. That is, it may be that readers perceive the refutation text information as important, interesting, and easier to process as reflected by the briefer processing time.
The finding of less time spent reading when readers are confronted with information that contradicts his or her knowledge does find some support from the interest literature. Research on interest shows that readers have little difficulty processing material they find interesting. Specifically, in a study examining the effects of seductive details, Lehman, Schraw, McCrudden, and Hartley (2007) showed that readers spent less time processing text that contained seductive details which readers rated as interesting. Our findings from the interviews in Phase 2 demonstrated that 6 students who read the refutation text identified those segments as interesting. The finding that our participants may have found the information that contradicted their ideas to be interesting (indeed, even "shocking" as one student reported) suggests that the refutation information may be functioning in a manner similar to seductive details, thus reducing the attention allocation as Lehman et al. demonstrated. It is important to note, however, that even though readers in our studies spent less time reading these segments, they still attended to them, deemed them important and interesting and may have changed their views due to this information. This is important because Lehman et al. showed that seductive details had a detrimental effect on both recall and deep processing. Seductive details, by definition, are
tangential to the main ideas of import in the text. In contrast, refutation segments are, arguably the most important ideas in the text. Therefore, refutation statements may draw readers' interest, may be easy to process, may reduce the attention demand, but they may not have the distracting effect of seductive details. Alternatively, cognitive load theory (Sweller, van Merrienboer, & Paas, 1998) suggests that the reader may not find the scientific explanation as germane. As a result, the reader may process the conflicting scientific information without cognitive overload. For the present study, the interview data suggests that students found the information relevant. An interesting direction for future research would be to explore cognitive processing capacity while reading refutation texts.
There are several limitations to our findings which must be addressed. First, the methodology for tracking individual reading times did not allow participants to look back at previously read sentences or to preview subsequent sentences. However, it is important to keep in mind that even if the technology would have allowed look backs, we could not have allowed our participants to look back because our goal was to compare our finding with Kendeou and van den Broek (2005, 2007) who did not allow participants to look back in the text.
The sentence by sentence methodology limits the ecological validity of the outcomes of our study in that we can not draw meaningful conclusions from this study as to how these texts may work in the classroom. Fortunately, a large body of research demonstrates the effectiveness of refutation text to promote conceptual change in the literature (Guzzetti et al. 1993). Despite its limitations for drawing conclusions about the classroom use of refutation texts, the sentence by sentence reading methodology used in the present study does provide meaningful insights into the nature of the refutation text effect. The methodology provided a pathway to investigate whether cognitive processes are differentiated when reading refutation text or traditional
expository text. The reading time data allowed us to determine whether participants would spend more time reading the refutation text as compared to participants who read the traditional expository text. However, once the text reading time has been confirmed in further controlled experiments, more research on the interest hypothesis should be explored in classroom naturalistic reading situations to increase ecological validity.
A second limitation of this research is that both the refutation and informational texts were successful in promoting change. We see this not as a failure of refutation texts, but as a strength of the informational text we used in these studies. That is, the interview data confirms that students in the informational text group identified the scientific concept targeted by the refutation text segments as important and interesting and half of these participants reported to have changed their view. The pre-, post-, and delayed posttests confirmed that they did experience change. The finding of the no difference between refutation text and powerfully written information texts has been seen before in the literature (Kendeou & van den Broek, 2005).
The refutation text group did demonstrate a reduction in misconceptions immediately after reading, which is the raison d'être of refutation texts, demonstrating the refutation statement did have some effect. However, despite this modest finding, our study can not confirm that power of refutation texts over informational text, as both texts seemed to promote change. This lack of differences between the two text types may be due to the texts being quite similar in content.
Previous studies that examined differences in cognitive processes while reading refutation text in comparison to reading traditional informational text have revealed mixed findings (see Kendeou & van den Broek, 2005; 2007). The purpose of the present study was to replicate previous studies by Kendeou and van den Broek (2005; 2007) to investigate whether differences exist in cognitive processing of these two text types. The findings of this study suggest that readers may spend less time processing refutation text in comparison to traditional expository text due to interest.
These conclusions are tentative and must be more fully explored. We hope to more fully explore this effect with eye-tracking methodologies to more precisely examine where readers spend their attentional resources when reading refutation texts. We see this study as a preliminary step toward identifying whether refutation texts may be processed differently than traditional expository texts, accounting for their effect these texts have demonstrated in repeated studies. We hope researchers will pursue this line of research so we can firm the likely mechanism for the power of refutation text in creating conceptual change in science learners.
References
Alvermann, D. E., & Hynd, C. R. (2001). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83, 97-102.
Beck, I. L., McKeown, M. G., Sinatra, G., M., & Loxterman, J. A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 251-276.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49.
Cirilo, R. K., & Foss, D. J. (1980). Text structure and reading time for sentences. Journal of Verbal Learning and Verbal Behavior, 19, 96-109.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2 nd ed.). Hillsdale, NJ: Erlbaum.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Diakidoy, I. N., Kendeou, P., & Ioannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28, 335-356.
Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(3), 109-128.
Goetz, E. T., Schallert, D. L, Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 74, 500-510.
Guzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Meta-analysis of instructional interventions from reading education and science education to promote conceptual change in science. Reading Research Quarterly, 28, 116-161.
Hynd, C. R. (2001). Refutational texts and the change process. International Journal of Educational Research, 35, 699-714.
Hynd, C. R. (2003). Conceptual change in response to persuasive messages. In P. R. Pintrich G. M. Sinatra (Eds.), Intentional conceptual change (pp. 291-315). Mahwah, NJ: Lawrence Erlbaum Associates.
Hynd, C., Alvermann, D., & Qian, G. (1997). Preservice elementary school teachers' conceptual change about projectile motion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81, 1-27.
Hynd, C. R., McWhorter, J. Y., Phares, V. L., & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31, 933-946.
Johnson-Laird, P.N. (1980). Mental models in cognitive science. Cognitive Science, 4, 71-115.
Kardash, C. M., & Scholes, R. J. (1995). Effects of preexisting beliefs and repeated readings on belief change, comprehension, and recall of persuasive text. Contemporary Educational Psychology, 20, 201-221.
Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.
Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A constructionintegration model. Psychological Review, 95, 163-182.
Kintsch, W. & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 5, 363-394.
Lehman, S., Schraw, G., McCrudden, M. T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569-587.
Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357-380.
Limon, M. (2003). The role of domain-specific knowledge in intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change, 133-170. Mahwah, NJ: Erlbaum.
Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100, 291309.
Mason, L., & Boscolo, P. (2004). Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change. Contemporary Educational Psychology, 29, 103-128.
Mason, L. & Gava, M. (2007). Effects of epistemological beliefs and learning text structure on conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the problem of conceptual change in learning and instruction. Oxford, UK: Elsevier Science.
McCrudden, M. T. & Schraw, G. (in press). The effects of perspective relevance instructions and verbal ability on text processing. Journal of Experimental Education.
McCrudden, M. T., Schraw, G., & Kambe, G. (2005). The effect of relevance instructions on reading time and learning. Journal of Educational Psychology, 97, 88-102.
Mikkilia-Erdmann, M. (2002). Science learning through text: The effect of text design and text comprehension skills on conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, 337-353. Netherlands: Kluwer Academic Publishers.
Murphy, P. K. (2001). What makes a text persuasive? Comparing students' and experts' conceptions of persuasiveness. International Journal of Educational Research, 35, 675698.
Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395.
O'Reilly, T. & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional "high stakes" measures of high school students' science achievement. American Educational Research Journal, 44, 161-196.
Pallant, J. (2005). SPSS Survival Manual (2 nd ed.). New York: Open University Press.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodationof a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211227.
Reynolds, R. E. (1992). Selective attention and prose learning: Theoretical and empirical research. Educational Psychology Review, 4(4), 1-48.
Reynolds, R. E., & Anderson, R. C. (1982). Influence of questions on the allocation of attention during reading. Journal of Educational Psychology, 74, 623-632.
Reynolds, R. E., Shepard, C., Lapan, R., Kreek, C., & Goetz, E. T. (1990). Differences in the use of selective attention by more successful and less successful tenth grade readers. Journal of Educational Psychology, 82, 749-759.
Reynolds, R. E., Trathen, W., Sawyer, M., & Shepard, C. R. (1993). Causal and epiphenomenal use of the selective attention strategy in prose comprehension. Contemporary Educational Psychology, 18, 258-278.
Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92(1), 85-95.
Shirey, L. L., & Reynolds, R. E. (1988). The effect of interest on attention and learning. Journal of Educational Psychology, 80, 159-166.
Sweller, J, van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
van den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: the role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335-351.
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading, 71-98. Mahwah, NJ: Lawrence Erlbaum Associates.
Vosniadou, S. (2002). On the nature of naïve physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice, 61-76. Netherlands: Kluwer Academic Publishers.
Vosniadou, S., & Brewer, W. F., (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51-67.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
Table 1 Means (and Standard Deviations) for Science Learning
Table 2 Means (and Standard Deviations) for Misconceptions
Table 3 Content analysis of participant interviews
Table 3, continued Content analysis of participant interviews
Table 3, continued Content analysis of participant interviews
* Refutation text (N=20)
** Traditional expository text (N=20)
APPENDIX A
Why the Seasons Change (Refutation)
Many people believe that the changing seasons are the result of the Earth being closer to the Sun during the summer months and farther away from the Sun during the winter months. Perhaps you hold similar beliefs. However, seasons do not change because the distance between the Earth and the Sun change. In fact, Earth is closer to the Sun in winter and farther away from the Sun in summer. Seasonal change is the result of two features of the Earth: its tilted axis and its elliptical orbit around the Sun.
The Earth rotates, or spins, around its axis. This axis is an imaginary line that runs from the North Pole to the South Pole through the center of the Earth. When you look at a globe of the Earth, you will see that it is tilted on its axis at about an angle of 23.5 o . This is because Earth is tilted on its axis at 23.5 o .
The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer. Likewise, in winter, the part of the Earth that is tilted away from the Sun receives less direct sunlight causing it to be cooler. In other words, the more directly the sun rays hit the Earth, the warmer those parts of the Earth become. When the other parts of the Earth receive less direct Sun rays they become cooler. The part of the Earth that is tilted toward the Sun receives more direct sunlight which means it gets warmer.
The second major movement of the Earth is its orbit around the Sun. Earth revolves, or circles, around the Sun. This movement is referred to as Earth's orbit around the Sun. It takes Earth approximately 365 days to complete one revolution around the Sun. Because the axis always points in the same direction, the locations of the direct Sun rays change. As the days
grow shorter in the winter the amount of direct sun rays decrease and it becomes cooler. As the days grow longer in the summer, the amount of direct sun rays increase and it becomes warmer.
It is the amount of direct sunlight that is received that causes the changes of the seasons of the Earth. This means that even though the Earth's distance from the Sun changes slightly as it orbits, it does not cause changes in the seasons.
Why the Seasons Change (Traditional expository)
From your own experiences you know that the seasons change throughout the year. Depending on the latitude where you live, the temperatures may vary from hot to cold. The changing seasons on Earth are the result of two features of the Earth: its tilted axis and its elliptical orbit around the Sun. Earth is closest to the Sun in January (winter) and farthest from the Sun in July (summer).
The Earth rotates, or spins, around its axis. This axis is an imaginary line that runs from the North Pole to the South Pole through the center of the Earth. When you look at a globe of the Earth, you will see that it is tilted on its axis at about an angle of 23.5 o . This is because Earth is tilted on its axis at 23.5 o .
The part of the Earth that is tilted toward the Sun gets more direct sunlight, therefore more heat, in the summer. Likewise, in winter, the part of the Earth that is tilted away from the Sun receives less direct sunlight causing it to be cooler. In other words, the more directly the sun rays hit the Earth, the warmer those parts of the Earth become. When the other parts of the Earth receive less direct Sun rays they become cooler. The part of the Earth that is tilted toward the Sun receives more direct sunlight which means it gets warmer.
The second major movement of the Earth is its orbit around the Sun. Earth revolves, or circles, around the Sun. This movement is referred to as Earth's orbit around the Sun. It takes Earth approximately 365 days to complete one revolution around the Sun. Because the axis always points in the same direction, the locations of the direct Sun rays change. As the days grow shorter in the winter the amount of direct sun rays decrease and it becomes cooler. As the days grow longer in the summer, the amount of direct sun rays increase and it becomes warmer.
It is the amount of direct sunlight that is received that causes the changes of the seasons of the Earth. This means that even though the Earth's distance from the Sun changes slightly as it orbits, it does not cause changes in the seasons.
APPENDIX B
Seasons Concept Inventory
1. Explain why it is hotter in the summer than it is in the winter.
2. Explain the causes for why the seasons change.
3. On a separate sheet of paper, draw the Earth with its axis. Explain the impact of the Earth’s axis on why the seasons change.
4. Of the following choices, which looks most like the Earth's path around the Sun?
5. How often is the Sun directly overhead at noon in your hometown?
A. Every day.
D. Only for one day each year.
B. Only in the summer.
E. Never.
C. Only for the week of the summer solstice.
6. The main reason for it being hotter in summer than in winter is:
A. the Earth's distance from the Sun changes. D. ocean currents carry warm water north.
B. the Sun is higher in the sky.
E. an increase in "greenhouse" gases.
C. the distance between the northern hemisphere and the Sun changes.
7. During July at the North Pole, the Sun would:
A. be overhead at noon.
D. set in the northwest.
B. never set.
E. none of the above.
C. be visible for 12 hours each day.
8. Which date below has the most hours of daylight in your hometown?
A. June 15
D. September 15
B. July 15
E. All dates are the same
C. August 15
APPENDIX C
Post-Reading Interview Protocol
1. To which sentence(s) did you pay most attention? Please show me. Why did you pay more attention to this item?
2. Was there one sentence that stood out to you as particularly important? Please show me. Why was it important?
3. Was there any part of the text that was particularly interesting to you? Please show me. Why was it interesting?
4. Did the text contain information that contradicted what you knew about seasonal change? Please show me. Why was it contradictory?
5. Did you change your mind about anything as a result of reading this text? If yes, which part of the text was the most useful to you in changing your thinking? Why was it useful? | <urn:uuid:38a20d10-ac8d-4dcd-8f93-c3699af5e3dc> | CC-MAIN-2015-35 | http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1289&context=teal_facpub | 2015-08-31T02:43:17Z | crawl-data/CC-MAIN-2015-35/segments/1440644065488.33/warc/CC-MAIN-20150827025425-00282-ip-10-171-96-226.ec2.internal.warc.gz | 67,606,668 | 16,679 | eng_Latn | eng_Latn | 0.915911 | eng_Latn | 0.995399 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
793,
841,
1257,
2300,
4720,
6257,
8983,
10368,
12464,
15866,
16359,
18176,
20171,
21935,
23992,
25900,
27890,
30598,
31899,
34687,
36215,
37677,
39639,
41680,
43728,
45548,
47467,
49602,
51699,
53830,
55906,
58525,
59943,
62084,
64182,
66427,
67073,
68463,
70129,
71765,
73350,
74962,
75440,
75502,
75562,
75614,
75677,
75805,
77602,
78035,
79905,
80147,
81199,
81351,
82053
] | [
1.4765625,
4.34375
] | 6 | 15 |
Visual Arts
Performance Task
9-12-2
(Content Area)
(Grade Level-Task Number)
Standard(s):
VA1: Media, Techniques and Processes: The student demonstrates understanding and can apply media, techniques and processes.
VA1a: The student demonstrates increasing proficiency in the production of two- and three-dimensional art forms by using a variety of materials and advanced technology.
VA2: Structures and Functions: The student demonstrates knowledge of structures and functions.
VA2c: The student selects and uses the elements of art and principles of design to communicate ideas, solve visual problems, and develop personal expression.
VA3: Subject Matter, Symbols, and Ideas: The student chooses and evaluates a range of subject matter, symbols and ideas.
VA3a: The student creates a work of art to communicate intended meaning using information and ideas from a variety of sources.
VA5: Characteristics and Merit of Work: The student reflects upon and assesses the characteristics and merits of his/her work and the work of others.
VA5c: The student compares and contrasts the quality, craftsmanship, and effectiveness of personal work and that of others by using a formal system.
Performance Task:
The student will create a 3 dimensional artwork depicting one cardinal element.
1. Following a group discussion, the student creates a graphic organizer listing characteristics (descriptors) of the four cardinal elements (earth, fire, wind, water).
2. The student produces a series of thumbnail sketches for three-dimensional representations of each cardinal element demonstrating their knowledge of the elements and principles of art.
3. The teacher determines the method of distribution of cardinal elements (ie: student choice, teacher assigned, etc.).
4. The student will participate in a discussion on appropriate materials, safety, scale, and craftsmanship.
5. The student will select and create their best design of the cardinal element.
6. A summative critique will occur upon completion of the project. The student will provide a reflection on the creative process and critique. Included in this, the student will title their work.
7. Submit the artwork, thumbnail sketches, and reflection.
Circumstances of Performance:
The student work is produced under the following conditions:
x Alone
In a group with individual tasks
x In class
As homework
With teacher feedback
With peer feedback
Timed
x Extended project
No opportunity for revision
Opportunity for revision
Criteria for Success:
1. The student uses two or more strategies to generate ideas for personal work, incorporating the elements and principles of art.
2. The student solves structural and visual problems.
3. The student demonstrates craftsmanship and organization.
4. The student creates a product that illustrates a specific theme.
5. The student reflects upon and assesses the characteristics and merits of artwork using a formal system of evaluation.
Related Standard(s):
VA6: Connections to Other Disciplines: The student makes connections between the
visual arts and the other disciplines.
VA6b: The student identifies and compares works of art that share similar subjects, themes, purposes, and historical periods or technologies. | <urn:uuid:a6c72fff-9580-442e-ae5a-2e330ffa5f58> | CC-MAIN-2015-35 | http://www.dodea.edu/Curriculum/virtualSchool/loader.cfm?csModule=security/getfile&pageid=248017 | 2015-08-31T02:39:10Z | crawl-data/CC-MAIN-2015-35/segments/1440644065488.33/warc/CC-MAIN-20150827025425-00251-ip-10-171-96-226.ec2.internal.warc.gz | 411,191,642 | 637 | eng_Latn | eng_Latn | 0.993156 | eng_Latn | 0.992939 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2231,
3264
] | [
4.53125
] | 1 | 0 |
One Life in Lodi: A brief Biography of Anthony Dispoto
By Artie Maglionico
This story was originally printed in the Weekly News on February 15, 2002
Anthony Dispoto was a fighting member of the 5 th Armored Victory Division in Europe during the height of WWII. The memory of each battle, from the Rhine River to the Elbe, remains with him even now. When he talks about it his expression becomes somber as if he were still there stunned by the carnage around him and overcome by the ravages of war. Part of him remains there on that scorched landscape and in the fray of battle he fights on and on and on.
Anthony Dispoto was born on October 31, 1920. His father, Joseph, arrived in America from Camarado Sicily in 1902 when he was 5 years old. His mother, Josephine, came to the USA from Palermo Sicily in 1906. The couple married on February I, 1920 at Mount Virgin Church in Garfield. They purchased a home on MacArthur Avenue not far from the church and in that home raised five healthy children: Mary, Joseph, Thomas, Rudy and Anthony. "My dad worked as a postman during the 1920s," said Anthony. " He later became a union delegate at the United Piece Dye Works in Lodi."
In the summer of 1940, the Dispoto family sold their home in Garfield and moved to Sidney Street in Lodi. " In those days you had to be tough to get by," recalled Anthony ." I hung out with the Maglionico Brothers--Vito, Mike, Armando and Phil."
Anthony found work at a ship yard in Kearney NJ and remained there until 1944 when he was called to serve his country on the European Front during the thick of WWII. "I had to say farewell to my sweetheart Millie," explained Anthony. " I met her in 1938." Anthony was sent to Fort Dix in New Jersey ,then to Camp Robinson in Arkansas where he received training as an Infantry Soldier. "They ask if you can drive a truck and they give you a wheel barrow," laughed Anthony. "After that I never volunteered for anything."
In December of 1944, after a short stay at Camp Meade MD., Anthony set sail for South Hampton England. The morning after his arrival, Anthony was sent to France where he joined the 5 th Armored Battalion or 9 th Army. From France, the 5 th Armored Division fought their way to Belgium. "We'd go in with armored trucks and take over towns and villages," recalled Anthony. " The German buzz bombs creased the air above our heads and when they hit, the impact shook the ground like an earthquake and rattled our helmets." Anthony remembers digging five fox holes in one morning in an attempt to escape the bloody onslaught of the Nazi war planes. "Once, me and my buddy saw an artillery shell heading straight for us," said Anthony." Thanks to the grace of God it didn't go off or we'd have been blown into eternity."
During the heat of battle, Anthony witnessed the loss of many lives both American and German. Both sides, according to Anthony, were bombarding one other from one village to another and the killing didn't stop until the 9 th Army and the English forces reached Berlin. Anthony recalled seeing the lifeless bodies of German soldiers who were killed in action, draped over their still smoking machine guns. "The Germans had an 88 millimeter machine gun that could go through anything," said Anthony. " Took a lot of American lives…young boys just like me."
Overhead , American Paratroopers were landing in the midst of hellacious ground assaults…three or four thousand at a time. The heaviest fighting, according to Anthony, took place in towns like Rohrberge, Wesendorf, Brome and other hot spots along the Elbe River. Finally, upon reaching the Elbe, the 5 th Armored division became the nearest American Division to Hitler's Berlin. On the 12 th of April, Anthony and the 5 th Armored reached the river only to find that all the bridges had been destroyed by the Nazi war machine. Plans to force a crossing and construct a bridge had been suddenly changed. The Division had no recourse but to hold the Elbe River line under fierce enemy bombardment until it was relieved on the 16 th of April. The 5 th Armored then fought its way west to the Ehra-Brome Salzwedel area where it repelled a vicious attack from the north. The entire German Von Clausewitz Division was then destroyed. "The Nazis were 400 yards away," recalled Anthony. " Every 10 seconds another American Infantry man fell and the screams of the dying haunt me still."
In April of 1946 Anthony was discharged from military service. Then on July 14 th of the same year he and his sweetheart Millie were married. The couple moved to their current home on First Street in Lodi in 1947. The stress of battle remained with Anthony for 20 years after the final shot was fired. "I never forgot the guns, the war planes and the carnage that was all around me, " he said. " There were 134,000 American casualties in three months."
Anthony retired from the Hackensack Board of Education in April of 1985. He and Millie have one son, Anthony Junior, one granddaughter, Danielle, and great grandson John Anthony Iurato. Anthony's community affiliations include VFW, ARRP and St Joseph Church where he has been serving as an Usher for 25 years. "We love Lodi" boasts Anthony and Millie "We wouldn't live anywhere else."
This story is one of my favorites since Anthony, through many emotional moments, did not hold back when he spoke of his wartime experiences and the things he saw in the heat of battle. Thank you Mr. Dispoto. | <urn:uuid:c3713c3b-ef34-4050-8fdd-040ac5e9106a> | CC-MAIN-2017-30 | http://lodi.bccls.org/uploads/7/3/7/8/7378368/anthonydispoto.pdf | 2017-07-27T00:32:37Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00095.warc.gz | 199,001,155 | 1,257 | eng_Latn | eng_Latn | 0.999318 | eng_Latn | 0.999334 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3337,
5471
] | [
2.15625
] | 1 | 6 |
NATURAL RESOURCE CONSIDERATIONS
CP.445. Background Summary.
Fish and wildlife habitat in Astoria and the surrounding area is quite diverse. Major habitat types include the Columbia River estuary and its tributaries, Youngs Bay, the Lewis and Clark River, the forested uplands of the Astoria peninsula, and Tongue Point.
During Astoria's long history, a great deal of alteration has taken place. Astoria is located on filled areas of the Columbia River. Many of the marshes and tideflats south of the City have been diked and rained for farming. Intensive logging has taken place in the uplands area; the heavily developed western portion of the peninsula was once a forest; clear cutting is carried out on the remaining forest lands to the east and south. The productivity of the Columbia River has been reduced over the years as a result of dam construction and logging practices.
Despite these losses, the environmental quality of Astoria is high. Fish and wildlife habitats can be described in teams of two general areas:
1. The Columbia River and its estuarine wetlands and tideflats.
2. Forested uplands.
The first two areas are described in the CREST inventory. Significant natural areas have been identified as the tideflats west of the Port Docks, other shallow wetlands above the extreme low water line, and the Lewis and Clark wildlife refuge east of Tongue Point and the tip of Tongue Point, a large number of marine and estuarine organisms, fish species, birds and other animals are found in these areas. Wetlands are well-documented breeding areas which support the aquatic food chain. The most highly-sought food species, salmon, uses these areas during several stages of its life.
The forested uplands area of Astoria is populated by large numbers of reptiles and amphibians, mammals, and birds. There are no water bodies (lakes or streams) which support aquatic life, other than the lower portion of Mill Creek, and a very limited freshwater wetlands in the Williamsport area. Northern Bald Eagle nests have been identified on the tip of Tongue Point and at the mouth of Mill Creek. Great Blue Heron are frequently spotted on the tideflats of Youngs Bay.
CP.450. Conclusions and Problems.
1. There has been a long standing dispute between local officials and State and Federal agencies concerning the use of the estuary; Port officials feel there is a valid need to increase the land area for their operations; resource agencies have
City of Astoria
Comprehensive Plan
refused to issue fill permits because of the biological productivity of the area proposed for fill.
2. The CREST program, in which most local, State, and Federal officials have participated, has been a forum for the resolution of conflicts. However, several problems remain to be resolved.
3. Astorians enjoy a high quality of life based in large part on the condition of the natural environment. Many people are drawn to the area in order to take advantage of the closeness to fish and wildlife habitat.
4. The local economy is highly dependent on the natural resources of the area. Commercial fishing, fish processing, sports fishing and tourism, logging and wood processing, and shipping all depend on the environment. Conflicts inevitably arise between various users of the land or water, and between users and managers.
5. Wildlife habitat in the forested uplands area has been reduced or eliminated by many activities, including logging, the City landfill, and residential development. The "Land Reserve" is the only area in which the City is capable of growing. Some of the impact of urbanization on wildlife habitat can be mitigated by the use of techniques such as cluster development, retention of trees and natural drainages, buffers, and so forth.
CP.455. Overall Goal.
The City of Astoria will, through its Plan and ordinances, protect the natural values that make the City a desirable place to live and work.
CP.460. Policies.
1. The Plan land and water use designations will protect those areas that have high natural value, and direct intensive development into those areas that can best support it.
2. The biological productivity of the Columbia River estuary will continue to be an important consideration because of its contribution to the City's economy and quality of life.
3. The City recognizes the importance of "trade offs" that must occur in the planning process. Although certain estuary areas have been designated for intensive development, other areas will be left in their natural condition in order to balance environmental and economic concerns.
City of Astoria Comprehensive Plan
CP.460
4. The City's "Land Reserve" area has been designated as such in order to protect forest lands for forest uses, and to allow for limited, well planned residential development in certain areas. It is intended that forest uses include wildlife habitat, stream or drainage protection, windbreaks, recreation and scenic buffers. By requiring and encouraging techniques such as planned or cluster development, buffering, geologic site investigations, and similar measures, natural values will be protected. | <urn:uuid:bf517b92-1cdd-4501-b16a-27a1c22f8ecb> | CC-MAIN-2017-30 | http://astoria.or.us/Assets/dept_1/pm/pdf/cp%20445%20to%20460.natural%20resources.pdf | 2017-07-27T00:50:15Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00096.warc.gz | 31,746,655 | 1,048 | eng_Latn | eng_Latn | 0.997553 | eng_Latn | 0.997674 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2469,
4593,
5141
] | [
2.6875
] | 1 | 8 |
Nove Vailaau
Barnardos New Zealand and the Royal New Zealand Plunket Society are jointly publishing this booklet to advocate that all children are treated with dignity and respect. These two major child agencies in New Zealand are supporting this publication to enable the public to have an informed understanding of the biblical precepts about raising children, which emphasise positive nurturing and non-violent discipline, which at heart means teaching and showing rather than punishment.
ISBN: 978-0-908872-21-3
A Theology of Children was written by Reverend Nove Vailaau. If you use material from this document please acknowledge Reverend Vailaau's authorship.
Contents
Explanations of the illustrated symbols used throughout A Theology of Children can be found on the inside back cover of this book.
Foreword
It is a great pity that a subject as important as the upbringing of children in a loving and caring manner should be reduced to media slogans such as 'my right to smack' and 'nanny state'. The so-called anti-smacking bill arose from a desire to rectify a situation under which parents had been able to exercise extreme forms of violence against children and claim Section 59 of the Crimes Act as a legal defence. I, along with other church leaders, was a supporter of the law change, basing my views on the wealth of evidence showing physical punishment to be the least effective way to guide children as well as being potentially harmful to them. I was also moved by the evidence of groups such as Barnardos and Plunket who work on the front line with children of this country.
The debate continues, largely in an adversarial and superfi cial manner. In such a context this excellent work by Reverend Nove Vailaau and Dr Elizabeth Clements opens the way to a deeper understanding of the issues at stake. They take as a starting point the United Nations Convention of the Rights of the Child (1993) which states that 'the child should grow up in a family environment, in an atmosphere of happiness, love and understanding.'
This Theology of Children considers the biblical evidence for attitudes to children, noting the emphasis on a positive and nurturing approach which refl ects God's love for us. 'Can you imagine Jesus smacking a child?' it asks. The oft-quoted text about sparing the rod and spoiling the child turns out not to be a biblical quote at all. And 'discipline' at heart means teaching rather than punishment.
The incentive for A Theology of Children arose from a request by Pacifi c Island parents for a theological context for positive parenting. Reverend Vailaau and Dr Clements make their theology culturally specifi c by including a section on Samoan language, proverbs and spirituality. But there is wisdom here for every culture in Aotearoa New Zealand. The key role churches can play in this regard is lucidly spelled out.
The document concludes: 'Research shows that loving and non-violent ways of child rearing promote healthy children, adults and healthy relationships'. The Bible promotes this. Collaborative ecumenical actions can enhance the wellbeing of our children.
In this slim and accessible volume, there is wisdom that has universal application. I commend it wholeheartedly as a signifi cant contribution to a signifi cant debate. In the words of Isaiah (54:13), 'All your children shall be taught by the Lord, and great shall be the prosperity of your children'.
Bishop Richard Randerson, Wellington, NZ
A Theology of Children
Nove Vailaau
The full version of this paper was written by Reverend Nove Vailaau in 2005.
This summary version was prepared by Dr Elizabeth Clements in 2008. The full version is available at www.barnardos.org.nz and www.plunket.org.nz
Introduction
SKIP (Strategies with Kids/Information for Parents) is a Ministry of Social Development (MSD) initiative managed through Family and Community Services (a service of MSD). Its vision is that all children are raised positively by parents who feel confi dent about managing their kids through the good and bad times.
More than 90% of Pacifi c peoples in New Zealand affi liate to Christian churches. Pacifi c peoples encouraged SKIP and its partners to develop a 'theological context for positive parenting'. This piece of work aims to meet this need to serve as a supportive, strengthening, and empowering tool for Pacifi c parents, grandparents and caregivers.
Theology helps us understand the authority of the Bible, the wisdom from other related disciplines and understandings, and the mission of the Christian church. These are guides for human beings to faith, truth and relationships.
This paper presents arguments for abandoning corporal punishment and developing a theology of children based on love, care and protection.
In Part One there is evidence of a global movement away from corporal punishment, a summary of New Zealand research on effective child discipline, and an argument against the use of biblical quotes to support corporal punishment.
Part Two analyses how the Bible presents children and the role of parents.
Part Three provides an analysis of Samoan language, proverbs and spirituality to demonstrate the way in which cultures defi ne parent-child relationships. This Part provides an example of indigenous language and beliefs relating to pregnancy, childbirth and parenting.
Part Four describes a role for churches in caring for children and promoting positive parenting.
This booklet has been jointly published by Barnardos New Zealand and the Royal New Zealand Plunket Society.
6
PART ONE Moving away from
corporal punishment
A global movement
Over the last 20 years, a series of international movements resulted in changes to the status of children.
Children's rights
In 1993, New Zealand and 192 other countries signed a United Nations convention that says '…the child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding.' 1 The United Nations Convention on the Rights of the Child (UNCROC) is the most widely accepted human rights treaty ever.
It states that children should be protected 'from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardians or any other person who has the care of the child'. 2
Laws against hitting children
So far, 24 countries have abolished all corporal punishment of children. These countries made laws that stopped schools from hitting children. Then they made further laws preventing parents and caregivers from assaulting children.
The global initiative to end all corporal punishment of children
After nine regional consultations, this initiative resulted in regional reports that contain fi ndings and recommendations for each region. The report on the 33 countries in this region (which includes New Zealand) states that:
* 15 of the 33 countries prohibit corporal punishment in schools
* 33 countries prohibit corporal punishment in the penal system
* 8 countries have taken some measures to prohibit corporal punishment in alternative care.
The report recommends that countries in this region:
1. Explicitly prohibit all violence against children including all corporal punishment, in the family and in other settings,
2. Ensure that all those working with children and families learn about children's rights and learn non-violent ways of raising children,
3. Encourage political, community and faith leaders and educators to support this awarenessraising and public education,
4. Review the extent of violent victimisation of children, including in the family, through interview studies with children themselves, parents and other carers, and
5. Review safeguards to protect children from all forms of violence in the full range of residential institutions and other forms of alternative care, state and private, and implement any necessary improvements.
New Zealand research
Recent New Zealand research shows ideas about parenting are changing.
A 1993 poll of 1000 people aged 15 and over found that 49% supported corporal punishment for girls, and 54% supported its use for boys. 3 This was a signifi cant decline from the 1980s. It appears to follow the 1990 abolition of corporal punishment in schools.
In 2001 a Ministry of Justice survey 4 found that:
* 80% of parents believed smacks with an open hand should be permissible
* 95% were against the use of a wooden spoon or belt
* 98.7% believed hits to the head and neck area should be outlawed
* force that involves bruising was unacceptable to almost all respondents.
1. United Nations Convention on the Rights of the Child (UNCROC).
Preamble, 1993, at: www.unicef.org.nz/page/114/UNCROC.html
2. Ibid. Article 19
3. The New Zealand Listener/ Heylen Poll, Survey of Attitudes on Corporal Punishment, 1993
4. Carswell, S. Survey on public attitudes towards the physical discipline of children, Wellington: Ministry of Justice, 2001
7
8
The Children's Commissioner commissioned a report that found, while many parents do hit children, they do not like doing it. Many parents are not particularly happy with the effectiveness of physical punishment or with the distress it causes, and say that they used it because they did not know what else to do. 5
In this same report, researchers exposed fallacies about cultural beliefs:
'There is no evidence to support the often expressed view that M¯aori or Pacifi c people are more accepting of physical punishment. In fact one recent study 6 showed that European New Zealanders were more likely than M¯aori or Pacifi c people to think that physical punishment of children should continue to be legally sanctioned.'
A 2005 Ministry of Justice report 7 supports this fi nding. Its researchers found that while Pacifi c people are more likely to agree that objects such as wooden spoons should be allowed by law to physically punish children, they were less likely than European and M¯aori 'to condone the use of physical discipline of children aged 10 years or younger'.
There is a difference between what parents and caregivers believe and what they do. Of 1,151 parents and caregivers interviewed in 2004, 51% of parents and 21% of caregivers reported using physical discipline. Parents with the lowest levels of education and highest numbers of children were most likely to use physical discipline. The indicators for caregivers were low household income and age – the older caregivers were, the more likely they were to hit. The most common form of physical discipline used by parents and caregivers was smacking on the bottom 8 (45% parents, 32% caregivers).
Factors most strongly associated with the use of corporal punishment by parents and caregivers 9 are:
* approval of corporal punishment
* experience of physical punishment as a child
* angry reactions to confl ict with the child
* attributions of the child's behaviour to willful defi ance
* marital and parenting stress
* belief that the Bible says you should.
Further research shows that children who experience violence in families and other institutions are more likely than children who do not experience any form of violence, to develop severe cognitive and behavioural problems, to become violent as adolescents, and to continue the cycle of violence and abuse.
Corporal punishment of children has been found to be a threat to the healthy development and welfare of children and their societies, and while it may stop children's unwanted behaviour immediately, in the long term it is an ineffective form of discipline or control. Corporal punishment does not teach children how to behave well, and it does not help to build the warm, respectful relationships that children need.
5. Anne Smith, Megan Gollop, Nicola Taylor and Kate Marshall (Eds), The Discipline and Guidance of Children – Messages from the Research, Children's Issues Centre, University of Otago, 2005, p.336
6. Anne Smith, Megan Gollop, Nicola Taylor, & Kate Marshall. The Discipline and Guidance of Children: A Summary of Research, Children's Issues Centre, University of Otago, 2004, p.7
7. Judy Paulin with Liz Tanielu, Pacifi c Edge, Pacifi c Crime & Safety Profi le for the Wellington Region, Wellington: Crime Prevention Unit of the Ministry of Justice, 2005, p. 19
8. Kanewa Stokes and Nancy Sheehan, Research Report – Gravitas Research and Strategy, SKIP/ Ministry of Social Development, 2004
9. Laurie A. Couture, '10 Pro-Corporal Punishment Arguments & 10 Commonsense Answers' 2000–2003, at: www.childadvocate.org
The Bible and corporal punishment
The main biblically-based arguments for corporal punishment are 'God is a god of justice' and that the Bible says 'spare the rod and spoil the child'.
'God is a god of justice'
Many parents physically punish their children as a demonstration of God's justice. They assume God gives them the right to correct and direct children.
It is true that God is a god of justice. The Bible teaches that people should act justly (Micah 6:8). But God's justice is subject to His love. Scripture tells us that the greatest of the spiritual gifts – of which justice is one – is love. The Bible says:
'Love is patient; love is kind. It does not envy, it does not boast, it is not proud. It is not rude, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. Love does not delight in evil, but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres. And now these three remain: faith, hope and love. But the greatest of these is love.' (1 Corinthians 13:4–7, 13)
God, who is love, judges through love. Jesus Christ's life models how to love – being meek, humble, ever patient, yet unwavering. He died to reconcile people to God and each other. God's desire is to restore harmony and love after mistakes have been made. It is not to punish. We call this restorative justice.
The parable of the Prodigal Son (Luke 15:11–32) demonstrates restorative justice. The father forgives his son without recrimination or punishment. He accepts his son back even before his son confesses. The only 'good' thing the Prodigal Son did was to return home. This was symbolic of his repentance. The father did not demand an apology or punish the son for wrongdoing.
The Bible recommends that parents and caregivers exercise justice with wisdom and love. It calls on Christians to not be administrators of justice, but to embody love.
'Do not judge, or you too will be judged.' 'Love one another as I have loved you.'
This is the kind of love that produces healthy children and adults.
'Spare the rod and spoil the child'
'Spare the rod and spoil the child' is the most quoted biblical endorsement for physical punishment. Yet these words do not appear in any Bible. They are from an anti-Puritan poem 10 by Samuel Butler. The poem is about sex, not child discipline.
There are biblical quotations that appear to advocate physical punishment of children. For example Proverbs 13:24 says 'he who spares the rod hates his son, but he who loves him is careful to discipline him'; Proverbs 22:15 says 'folly is bound up in the heart of a child; but the rod of discipline will drive it far from him'.
10. The poem, called Hudibras, was written between 1663 and 1678. According to theological researcher Robert Gillogly it 'was an anti-Puritan tract, portraying the Puritans as obnoxious nuisances whose hypocrisy and stupidity needed to be exposed'.
9
There are several reasons why these proverbs should not be taken literally.
First, they were written by King Solomon and presumably refl ected his own beliefs about parenting. The Bible itself records the negative effect of Solomon's parenting style on his son, Rehoboam. He became a widely hated ruler after his father's death (2 Chronicles:10–12) and had to leave to avoid assassination by his own people.
Second, the word rod in Proverbs 13:24 is a translation of the Hebrew word shebet. This is more accurately translated as scepter or staff. Muwcar is the Hebrew word for a rod for beating. Shebet refers to the shepherd's staff. It is a sign of authority and a tool to shepherd the sheep. According to Easton's Bible Dictionary, 'the sceptre originated in the idea that the ruler was a shepherd of his people'.
What does being a shepherd entail? The earliest reference in the Bible is that a shepherd is one who cares for his/her sheep: 'But he brought his people out like a fl ock; he led them like sheep through the desert. He guided them safely, so they were unafraid; but the sea engulfed their enemies.' (Psalm 78:52–53)
In this sense, the rod is used metaphorically. Further biblical references to the rod shed more light on how to interpret this term. Psalm 23 refers to a rod that brings comfort in times of uncertainty:
'Thy rod and Thy staff they comfort me.'
The rod may also be understood fi guratively as referring to the Torah, the Law, which guides the people within the boundaries of God's will, honouring the relationship between God and His people.
Parents are the shepherds of their children. By applying the rod of protection, guidance, care, comfort and nurturance, they guide them into adulthood. Children need parents to provide them with a set of values, including integrity and respect for others. Beating them does not achieve this. A shepherd who beats his/her sheep, will have no fl ock. The sheep will run from his/her voice and fl ee from his/her calling.
A third reason for not reading these or other biblical quotes selectively is that they were written in a very different context to today's world. For example, the Bible refers to:
* the buying and selling of human beings (Genesis 17:13)
* slavery (Ephesians 6:5)
* the beating of fools (Proverbs 10:13, 26:3)
* the suppression of women (I Corinthians 14:34, Ephesians 5:22)
* sanctions against marriage (I Corinthians 7:25–38)
* incest (Genesis 19:30–36)
* infanticide (Psalm 137:9).
None of these activities are acceptable in today's world.
Fourthly, it is hard to conceive of Jesus ever hitting a child for any reason. The very suggestion is contradictory both to what He taught and the way He lived. When anxious adults wanted to shoo the children away, Jesus rebuked the adults and welcomed the children. 'Of such,' He said, 'is the kingdom of heaven.' A popular question these days is 'What would Jesus do?' This becomes the most reliable biblical authority for Christians when it comes to hitting children. Jesus just wouldn't do it. Why, then, should we?
PART TWO
The Bible on children and parents
We have found that the Bible does not support corporal punishment. Two questions remain. What does the Bible tell us about children? And what guidance does the Bible give parents on raising children?
What the Bible tells us about children
Children are created in the image of God
Like everyone else, children are created in the image of God (Genesis 1:27, James 3:9). According to Psalm 127:3 they are a reward from God.
Valuing children begins at conception. Psalm 139:13 says, 'For you created my inmost being, you knit me together in my mother's womb'. And Job 31:15 says, 'Did not He who made me in the womb make them? Did not the same one form us both within our mothers?'
God is honoured when persons created in His image are treated with honour, respect and love. Jesus pointed this out when He rebuked His disciples because they tried to prevent children from touching Him (Mark 10:13–16).
11
All children are God's children
In Mark 9:33–37, Jesus states that in order to welcome Him, one must welcome God's children. Then He took a little child and put it among them; and taking it in His arms, He said to them, 'Whoever welcomes one of these little children in my name welcomes me, and whoever welcomes me does not welcome me but the One who sent me.'
This suggests that caring for children is a privilege which God entrusted to all adults, not just parents.
Children are an important part of all our lives
Numerous stories in the Bible provide evidence of the importance of children. It is through the child Isaac, and the subsequent generations, that the making and blessing of a nation occurs. The deliverance of enslaved people is foreshadowed in the rescue of a baby found in the bulrushes. The guidance of Eli and the faithful response of young Samuel witness to a pattern of call and response that servants of God still aspire to.
The contributions that the young can make to the Kingdom of God are modelled in the youthful David and his senior Goliath; the girl, Esther, who became a Queen to protect her people; and the prophetic voice of the boy Jeremiah.
Children are developing
'When I was a child, I talked like a child; I thought like a child, I reasoned like a child. When I became a man, I put childish ways away.' (1 Corinthians13:11)
This and many other Biblical texts demonstrate the immaturity of children. Children develop not just physically, but intellectually, emotionally and morally as they grow older.
The intellectual differences between adults and children are pointed out in Ephesians 4:14. This says that when we are adults, 'we will no longer be infants, tossed back and forth by the waves, and blown here and there by every wind of teaching and by the cunning and craftiness of men in their deceitful scheming'.
And 1 Corinthians 14:20 says 'stop thinking like children. In regards to evil, be infants, but in your thinking be adults'. These quotes also point to the emotional and moral immaturity of children. This is more explicit in Hebrews 5:12–13:
'In fact, though by this time you ought to be teachers, you need someone to teach you elementary truths of God's word all over again. You need milk, not solid food! Anyone who lives on milk, being still an infant, is not acquainted with the teaching about righteousness.'
These texts show us that children are in the formative stages of thinking, reasoning and making moral judgment. They lack experience in knowing what is right and are easily swayed by different morals.
Children are dependent
Jesus said, 'I tell you the truth, unless you change and become like little children, you will never enter the kingdom of Heaven' (Matthew 18:3–4). This means that children are utterly dependent on their parents to meet their needs. They are happy to trust their parents to protect them and provide for them.
Jesus is not naive about the self-centredness of children. When He says, 'for the Kingdom of God belongs to such as these' (Mark 10:14), the likeness He is commending is the free and natural dependence and trust of children.
Children become accountable for their actions over time
To know what is right, children need a mind that is physically developed enough to perceive the world and process moral thoughts. They also need information from which truth and right can be inferred.
A very young child does not have a suffi ciently developed brain to learn not to touch an electric socket. They will not understand a parent's order to not touch the socket. They are therefore not accountable for their actions at this stage of development.
As the brain develops children become more able to be accountable for their actions. This is when they need information that helps them learn right from wrong.
Jesus used word and deed to teach us about children. By taking them in His arms, He pronounced them full members of the family of God. When placing them in the midst of the disciples, He declared them exemplars of what it meant to be the 'greatest'. In welcoming them, He said 'we welcome not just Jesus but the God who sent him'. Children, Jesus taught, are among the most cherished of God's cherished.
Parental Responsibilities
God as a parental model
The Bible describes God as father and mother to all human beings. This role is one of love and guidance. The prophet Hosea (11:1) describes this love in relation to the nation of Israel:
'When Israel was a child I loved him, out of Egypt I called my son… It was I who taught Ephraim to walk, taking them by the arms; but they did not realize it was I who healed them. I led them with cords of human kindness, with ties of love; I lifted the yoke from their neck and bent down to feed them.'
Responsibility to pass on a positive legacy
'Tell it to your children, and let your children tell it to their children, and their children to the next generation.' (Joel 1:3)
Parents always leave their children a legacy. Children take in both the good and bad. The quote from Joel suggests that parents do this consciously in order to pass on the best possible legacy.
A spiritual, emotional and social legacy is like a three-stranded cord. Individually, each strand cannot hold much weight. But woven together, they are strong. Passing on a positive and affi rming legacy to our children can be our greatest contribution. A negative legacy can be destructive to the entire life of a child – and their children.
Passing on a spiritual legacy involves presenting our faith to our children.
'And when your children ask you, 'What does this ceremony mean to you?' then tell them…' (Exodus 12:26, 27)
13
'Only be careful, and watch yourself closely so that you do not forget the things your eyes have seen or let them slip from your heart as long as you live, but make them known to your sons and grandsons…' (Deuteronomy 4:9,10).
Responsibility to teach God's children
God's plan is for families to lead the development of their children. Churches and communities have a role in that process, but it is parents who will be held accountable by God for the proper growth of their offspring.
'These commandments that I give you today are to be upon your hearts. Teach them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up.' Deuteronomy 6:6,7
The word for teaching in this verse is shahnan. It literally means 'sharpen, point, or penetrate'. This does not mean 'hammer'. It is the type of teaching that occurs in the everyday affairs of life.
'Fix these words of mine in your hearts and minds; tie them as symbols on your hands and bind them on your foreheads. Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up.' Deuteronomy 11:18,19
Instructions to teach our children are summed up in Psalm 78:3–4, 6–7:
'What we have heard and known, what our fathers have told us; we will not hide them from their children; we will tell the next generation the praiseworthy deeds of the Lord, His power, and the wonders He has done; so the next generation would know them, even the children yet to be born, and they in turn would tell their children. Then they would put their trust in God, and would not forget His deeds but would keep His commands…'
Responsibility to model a godly lifestyle
The example set by the lifestyle of parents has a profound and lasting impact on children. The Bible tells us to avoid anger and give lots of love:
'The Lord is slow to anger and abundant in love, and forgiving sin and rebellion.' (Numbers 14:18)
It tells us to obey the commandments:
'Keep His degrees and commandments, which I am giving you today, so that it may go well with you and your children after you and that you may live long in the land the Lord your God gives you for all time.' (Deuteronomy 4:40)
'Oh, that their hearts would be inclined to fear me and keep all my commandments always, so that it might go well with them and their children forever!' (Deuteronomy 5:29)
Setting a good example is summarised in Proverbs 20:7:
'A righteous man leads a blameless life; blessed are his children after him.'
Responsibility to show compassion and gentleness
Loving children is the main job of parents. This is stated over and over again in the Bible. Two ways to do this are to show compassion and gentleness:
'As a father has compassion on his children, so the Lord has compassion on those who fear Him.' (Psalm 103:13)
'Can a woman forget the baby at her breast and have no compassion on the child she has borne?' (Isaiah 49:15)
'Fathers, do not embitter your children, or they will become discouraged.' (Colossians 3:21)
Responsibility to guide, reproof, and discipline
Effective parents refuse to leave their children at the mercy of their own folly. Exerting every effort to prepare their children for successful living, they teach them the skills of self-control, respect for authority, consideration for others, and submission to God.
The word discipline derives from the Greek word which means 'to teach'. When disciplining, the parent/child relationship is a teacher/student relationship.
Punishment's main goal is to stop the occurrence of inappropriate behaviour now. It is less concerned with the future than with, 'Stop that right now!' Literally, punishment means 'to cause to undergo pain'. This is a police/suspect relationship.
Punishment tends to assume that children are bent toward evil (or at least no good) and are out to manipulate their parents (the police). Discipline's main objective is to teach the offender what to do rather than merely stopping the offence. Tools for achieving this include stories, following through with logical consequences, real life examples, personal sharing, redirecting, practice, and giving information in respectful, repeated and varied ways.
Discipline is concerned with teaching how to have deeper, more respectful and loving relationships rather than compliance with the law. It recognises that 'love does no wrong to a neighbour' (Romans 13:10).
Discipline which is concerned only with removing evil can make a child good, but good for nothing! More useful discipline is that which teaches a child not only what not to do but also what to do.
'Train a child in the way he should go, and when he is old he will not turn from it.' (Proverbs 22:6)
Children are human beings. They are God's gift to parents and to the community at large. As human beings created in the image of God they have rights to be treated with dignity.
15
PART THREE
Cultural Ideas about Children and Parents - A Samoan Perspective
All cultures have values and perceptions about human relationships. Each generation learns from its past and brings fresh understanding and new insights to the way we care for and raise our children. Each culture has its own ideas and its own way of making changes. These are refl ected in the words we use, our spirituality and our proverbs. This is demonstrated in this section with the use of Samoan words, spirituality and proverbs.
Words
The Samoan word atalii (son) is a combination of two words – ata, meaning picture, refl ection, likeness, image, and the word alii, meaning man, father, male, chief, lord. The word for daughter is afafi ne. This also combines two words – a meaning of the, and fafi ne meaning woman. So afafi ne defi nes a daughter as the refl ection and likeness of her mother.
Atalii and afafi ne convey the Samoan perception of the intimate relationship between children and parents. The Samoan proverb O Au o Matua Fanau means 'children are the precious offspring of the parents'.
The eldest son born to a family is called the alii-o-aiga, meaning the man of the family, or the heir to the family. A daughter born to a family is called the feagaiga (covenant), signifying the mutual relationship and responsibility between brothers and sisters. Hence the Samoan proverb, O le tuafafi ne o le mea uliuli i le mata o le tuagane. This translates as 'the sister is the pupil in the eye of a brother'.
These terms defi ne the importance of maintaining healthy and humane relationships in the cultural ethos of the Samoan people. It is the hope for harmonious relationships, and the trust expected within the family network, that enhances love and care between people. Samoans recognise that the emotions and values of love and compassion begin in the microcosm of the home, in the relationship between parent and child.
Atalii is also used to describe the son-father (Atalii o le Atua) relationship between God and Jesus Christ in the Samoan translation of the Bible. Alii is the accepted translation of the word Jehovah in the latest translation of the Samoan Bible, as a name for God. Fafi ne is also the Samoan translation of women, which in Hebrew is Eve.
Indigenous Spirituality
Pregnancy and childbearing fi gure strongly in the indigenous religions of the Samoan people. There are tapu (taboos) that govern both the security of the mother and the safety of the baby during the pregnancy 11 . Obedience to the rules of tapu brings an easy process of giving birth. Disobedience results in extreme pain, excessive blood fl ow during labour and diffi culty in giving birth. It could result in the death of either the baby and/or the mother.
The word fanau means giving birth. It also means children. The word fanua, means the placenta. It also means land. Samoan indigenous spirituality holds strong beliefs about where a baby's placenta and umbilical cord should be buried, 12 not only as a close connection between a human being (symbolized by the fanua, placenta and umbilical cord), and the land (fanua), but also in relation to one's identity, belonging and ownership.
The word alo is the term of respect for child, son or daughter. It is also the word for stomach, womb, or front part of a person. It is the root word of alofa (love) and faa-alo-alo, respect, which literally means 'face to face', or 'front to front'. The word alo is commonly used in the Samoan translation of the biblical term Alo o le Atua, Son of God.
11 Childbearing Beliefs & Traditions of the Samoan Culture, at: www.hawcc.hawaii.edu/nursing/RNSamoa03.html
12 ibid
17
The word tagata (human) is a combination of two words. The word taga is derived from the spiritual understanding of the deity Tagaloa, the all embracing god. 13 The word ta is a verb meaning to carve, or to create. So the tagata, human being, is the creation, or image, of the all embracing god, Tagaloa. The birth of a healthy human being, tagata, is a blessing from Tagaloa.
The sacredness of pregnancy and childbearing in Samoan indigenous knowledge portrays the need for the baby to be well protected and cared for from conception to birth. The rituals employed and the literal terms formulated in this process refl ect the spiritual and covenantal relationship between the child and the cosmos, the child and the land, the child and the older generation (tua'a, matua) or parents (matua), and the child and herself/himself. 14
The sustenance of these relationships depends on the degree to which one party respects (faaaloalo) and honours (ava) the human dignity and the integrity of the other party. Samoan wisdom calls this type of mutual respect and reciprocity between people the ava fatafata (fatafata means one's chest) or the va fealoaloa'i, meaning 'the space for face to face'. Without this mutual acceptance of reciprocal honour and respect, human relationships will sever.
Proverbs
The following proverbs are mainly used in relation to parenting.
'O au o matua fanau.'
'Children are the parents' liver (precious).'
This proverb likens children to an internal organ, the liver, a vital part of a human being's system. The word au means the liver of an animal or human being. Just as a person needs to protect and care for his/her liver, so the parents are to care for and protect their children.
'O fanau a manu e fafaga i fuga o laau, a o tama a tagata e fafaga i upu.'
'The young ones of birds are fed with nectar; the children of people are fed with words.'
This proverb recommends that parents teach their children with words (upu), which implies face to face conversation; not through smacking. The comparison to the feeding of young birds with nectar suggests teaching children with warm words, encouraging the development of wisdom and strength.
Beliefs about parenting expressed in Samoan language are consistent with biblical teachings. Similar analysis of other cultural traditions will reveal similarities and differences from Samoan beliefs. It is appropriate for each culture to examine their own roots.
13 The Origin of Samoa including Manua, at: http://www.samoa.co.uk/
14 Tui Atua Tupua Tamasese Taisi Tupuola Tufuga Efi , In Search of Harmony: Peace in the Samoan Indigenous Religion, 2005, at: http://www.samoaobserver.ws
PART FOUR
The Churches' Role with Children
The role of churches in relation to children is to promote a society in which every child is valued and all children have the opportunity 'to grow up as competent and confi dent learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to the society'. 15
This is a theological imperative. As the Body of Christ, and the Family of God in the world, the church's responsibility for children is sealed in such concepts as baptism, the promise of blessing, and the gift of creation. As God has nurtured the church, so too the church communities are called to provide for children, and to nurture them in the love of God.
The church is in a unique position to proclaim and execute God's blessing and justice for children. Charged with a theological imperative and grounded with a biblical mandate, the church is the voice of the voiceless as it calls a people and a nation to care for children within the church and beyond.
.
15 Ministry of Education. Te Wh¯ariki: Early childhood curriculum Wellington: Learning Media (1996). P.9
19
Churches can achieve this by:
1. Including children as full members and participants in the common life of worship, prayer, witness and service
In detail, this means to:
* receive, nurture and treasure each child as a gift from God
* nurture the spiritual life of children and teach them of the love, grace and fellowship of God
* ensure, through leader development and assignment of resources, that faith communities are places of joy, nurture and safety for children
* give high priority to the quality of planning for children and the preparation and support of those who minister them
* foster community beyond the family unit, in which children, youth and adults know each other by name, minister to each other, and are partners together in serving Christ in the world
* appreciate children's abilities and readiness to represent Christ and his church, to bear witness to God's grace wherever that may be, and according to gifts given them, to carry on the faithful work of reconciliation in the world, and to take their place in the life, worship, and ministry of the community of faith.
2. Creating loving and safe families
All segments of society share responsibility for supporting families in raising their children and future generations. To contribute to this aim, churches can:
* respect and preserve the child's bond and covenant with parents, family and community
* support families to recognise and appreciate their children's abilities and their gifts for ministry
* support families to attend to the spiritual development of their children
* ensure that families have the skills, knowledge and resources to develop, support and sustain loving homes
* protect the dignity and value the diversity of every family
* provide families with resources and systems that enable them to balance the demands of parenting, work and education and make time for recreation
* encourage parents to be active in their communities, in the democratic process, and in the promotion of the interests of children and families
* be intentional in providing church and community support in those kinship care situations when children are being cared for by relatives other than their parents
* encourage congregations to become caring partners with institutions and systems that provide care for children, and engage in advocacy for children in those settings.
3. Promoting quality public education
All children have a right to quality public education that fosters their intellectual, social, emotional, physical, cultural and creative development. To contribute to achieving this, churches can:
* respect and support parents as fi rst teachers, recognising that learning begins at birth
* support an education system that is a partnership between families, communities and schools
* respect and provide for each child's differences and capacities to learn, recognising the needs of those children with special needs and with special gifts
* ensure the availability of remedial education for children and their adult caregivers who need special help to be ready for further education and eventually to become employable
* ensure that communities are provided with safe, excellent, well-funded public schools for all children
* encourage the use of schools and community resources during and beyond school hours for study support activities
* teach children to understand, respect and celebrate diversity, multiple cultures and languages, and a global perspective.
4. Promoting physically and emotionally safe environments
Every child has a right to live in a physically and emotionally safe environment that cultivates acceptance and peace. To promote this, churches can:
* provide child protection policies, church-based positive parenting training and offer resources that promote and ensure safe, non-violent family and community environments
* teach and practice healthy confl ict resolution
* promote social justice through the elimination of prejudice and discrimination
* promote non-violent, positive images and language that respect the dignity of every human being
* advocate for reducing violence on TV, in movies, video games and on the Internet
* ensure equal protection and due process of law for all children and youth in a system, which recognises their differing capacities.
5. Celebrating arts, recreation, and culture
All children have a right to express and celebrate their souls and spirits through arts, literature and recreation. Children need to have open time to dream, play and create. To contribute to this aim, churches can:
* advocate for the integration of arts, culture and recreation into the core curriculum of education
* provide access to a wide variety of affordable, quality arts, cultural and recreational programs for children of all ages
* promote an increase in safe indoor and outdoor neighbourhood recreational activities
* create ongoing opportunities in congregations, schools, and before-and-after-school programs to discover, recover, preserve and celebrate traditions across cultures
* ensure that museums, libraries, parks and diverse cultural resources are supported as vital parts of our communities.
6. Seek economic security and justice
All children have a right to adequate food, clothing, transportation and safe, affordable housing. To achieve this, churches can:
* continue to strengthen the commitment to overcome poverty
* promote family-friendly policies in the workplace
* actively pursue just tax policies
* cultivate marketable job skills through providing congregational and community models of training and education
* provide accessible, affordable, high-quality child care
* promote corporate partnerships that strengthen communities
* provide economic security through government initiatives for children whose parents cannot support them.
7. Promote quality accommodation and healthcare
All children deserve to live in a healthy environment that allows them to thrive. Churches can:
* ensure quality accommodation is available to families and children
* ensure quality pre-natal care is available for all
* focus on prevention as a key to preserving the health and well-being of children
* ensure that no children go hungry
* implement effective health and nutrition education programmes for children
* support publicly funded, integrated, accessible and high quality health care.
Conclusion
Fundamentally, all parents seek to do the best they can as parents, and ultimately seek the best possible outcomes for their children.
Corporal punishment of children breaches children's fundamental human rights. It has been found to be a threat to the healthy development and welfare of children and their societies, and an ineffective form of discipline or control. Constructive, non-violent child discipline is needed. When discipline is formulated and applied in a manner that respects the human dignity and rights of the child and is based on an understanding of child development, children thrive.
Research shows that loving and non-violent ways of child rearing promote healthy children, adults and healthy relationships. The Bible promotes this. Collaborative ecumenical actions can enhance the well being of our children.
'Good children do not just happen. They are the result of careful cultivation.' (Isaiah 54:13)
Caregivers, the bearers and nurturers of the sons and daughters, and we the parents are honoured with the opportunity and privilege to prepare them for 'life's longing for itself'.
Tabua
The tabua is a polished sperm whale tooth and is an important cultural item in Fijian society. A tabua is traditionally given as a gift for atonement and is important in negotiations between rival parties.
'Ie Toga (Fine Mat)
The 'ie toga is the highest-ranking item in the Samoan exchange system and greatly valued. For example, in Samoan marriage ceremonies, 'ie toga are presented to the husband's family by the bride's family, and are viewed in much the same way as dowry property. In funerals, the use and display of 'ie toga shows social status, genealogical connections, and human relationships between people, families, villages and districts. 'Ie toga are also sometimes presented by the offending party in a ceremonial apology known as an ifoga. The presence or use of a particularly old and fi ne 'ie toga brings great dignity to a ceremony or an event.
Tanoa Fai'ava (Kava Bowl)
Symbolically, the tanoa fai'ava portrays the importance of welcome, hospitality, care and protection towards a visiting party. The sharing of drinks between a visiting party and a hosting party out of one cup drawn out of the kava bowl shows unity and oneness for the two parties.
Fale (House)
Like many cultural characterisations for a house, Pacifi c cultures also associate it with home, family, and community. It is where nurturing and human development is practised. It is also the foundation and platform for cultural education and knowledge, human relationships and spiritual enrichment. Many Pacifi c houses are open and circular, representing openness and inclusiveness, without boundaries. | <urn:uuid:de4a0932-298b-43e3-bc44-7393e89d12d2> | CC-MAIN-2017-30 | http://churchesfornon-violence.org/wp/wp-content/uploads/2012/10/theology_of_children-Copy.pdf | 2017-07-27T00:35:14Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00095.warc.gz | 62,272,013 | 10,072 | eng_Latn | eng_Latn | 0.995157 | eng_Latn | 0.996967 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
12,
668,
810,
3464,
5550,
6434,
9073,
12648,
15571,
18632,
19585,
22500,
25259,
28036,
30226,
30741,
33880,
36547,
37725,
41195,
43323,
45220,
46822
] | [
1.5703125,
2.640625
] | 3 | 7 |
Children Diagnosed With Cancer: What to Expect From the Health Care System
When a child or teen is diagnosed with cancer, families and parents will face and need to cope with many problems. Here are ideas for navigating the health care system after your child's diagnosis. This is one in a series for parents and loved ones of a child with cancer. The other pieces cover how to cope with the cancer diagnosis, returning to school, dealing with the late effects of treatment, and financial and insurance matters.
When a young person is diagnosed and treated for cancer, both the patient and the family enter the complex, and often frightening world of modern medicine. Hospitals and medical centers can be big, confusing places. Hospital rooms can be scary. Professionals and staff members have questions to ask, tests to do, and information to share. But medical terms can sound like a foreign language. There are endless forms to fill out. Insurance or managed care providers need to be called to check coverage, try to get approval for tests and procedures, or question payment for care.
But you can learn to deal with all these changes! With time and experience, you and your child will get to know the medical centers and other places treatment is given. You'll learn the routes and figure out all the shortcuts from home to the hospital. You'll find the cafeteria and spots that offer needed privacy. The staff members will become real people and some key relationships will form.
Where are children and teens with cancer treated?
Most children with cancer are treated at large pediatric cancer centers. And most take part in clinical trials sponsored by the National Cancer Institute (NCI) through the Children's Oncology Group (COG). Several medical facilities in the United States and abroad are members of COG and treat pediatric cancer patients. These treatment centers must follow strict guidelines to ensure that patients and families are fully informed about the potential value and risk of each clinical trial. Still, families do not have to enroll their child in a clinical trial and can choose instead to get the standard treatment. You can learn more about this in Clinical Trials: What You Need to Know, and you can learn how to find a COG hospital near you in Pediatric Cancer Centers. You can read these online or call us for copies.
When hospitalized, children and teens are treated in inpatient oncology units. Outpatient treatment (when the child is not in the hospital) may take place in hospital clinics, doctor's offices, or even at home. When they are treated at home, patients usually get services from a home health agency.
These services can include checking vital signs, giving chemo or medicines by vein, and other types of care. Home care staff may also teach family members to give drugs, manage equipment, and handle certain health problems.
Local pediatricians or family practice doctors may be involved in giving chemo, too. They may also take part in evaluating and treating symptoms, with guidance from the pediatric oncologist who is managing the child's cancer treatment. This helps avoid long stays in the hospital. Every effort is made to have children go to school and continue their normal activities as much as possible while they are being treated.
How are children and teens with cancer treated?
Treatment depends on the type of cancer the child has, the stage of the cancer, the child's age, overall health, and other factors. Cancer can be treated with chemo, radiation, surgery, or some combination of these. The doctor and other members of the cancer team will explain the treatments they recommend and answer questions before treatment starts. Treating childhood cancer often means consulting with medical specialists, especially if problems come up. Social, emotional, educational, and spiritual issues are also part of childhood cancer, and there are other specialists who can help patients and family with them. This is often called comprehensive care, and it's discussed in the next section.
Keep in mind that the parent(s) or guardians must consent for the child's treatment, which is why they usually want to learn all they can about the child's cancer. If you'd like to know more about the type of cancer your child has, and about the treatments used, please call us. Or, you can find this information and more on our website at www.cancer.org.
What is comprehensive health care?
Comprehensive care is an approach that cares for the whole patient and all his or her needs, not just the medical and physical ones. Comprehensive care – using the services of many professionals working together – is the standard approach at all major medical centers that treat young people with cancer. Some key aspects of well-designed comprehensive care are:
* State-of-the-art medical diagnosis and treatment, including the chance to take part in clinical trials
* A team of professionals who are experts in treating childhood cancer
* A wide range of services for patients and families, including education, counseling, support groups, advocacy, and other special programs to help improve the quality of life of patients and their families
* Referral to available local resources to help meet basic needs, such as meals, a place to stay during treatment, and transportation
* Patient and family education programs with up-to-date materials (written, audio, DVD, or computer programs)
* School programs, including contact with classroom teachers, teachers who work with homebound or hospitalized students, and help with going back to the student's neighborhood school
* Organized efforts to help patients cope with treatment, tests, and procedures
* Advocacy programs to help with families' financial concerns about treatment and related costs
* Consultation with community health care professionals (those near the child's home)
* Ongoing research that looks at and evaluates the results of all treatments and services
Who are the members of the comprehensive health care team?
Experts from different disciplines (medicine, nursing, social work, and many others) are part of the cancer care team that helps patients and families. Some are involved before diagnosis, and many stay involved for months and even years after treatment.
Team members offer different services and programs. They work together to figure out what each patient and family needs in order to best cope with cancer and its treatment. They design and coordinate a personal plan for care. While in the hospital, patients and families will see some team members every day. Others will only come when their help is needed with certain issues. During clinic visits the same or even more team members may be available. When patients are at home, team members generally stay in touch. They might offer help by phone or arrange community care.
Every treatment center is unique, so teams will have different members in different settings. Just before or just after diagnosis, parents are usually told about, or introduced to, all members of the cancer care team. All teams have doctors, nurses, and social workers. Teams may also include psychologists or psychiatrists, recreation therapists or child life workers, teachers, and chaplains. Most teams think of parents as team members and want them to have an active role in caring for their child. The patients, whether they are children or teens, also are part of the team if they are mature enough.
Next are some lists of team members you might meet. Those most commonly seen are at the top of the lists.
Types of doctors who help care for children with cancer
Pediatric oncologist: A doctor who specializes in cancers of children. (Pediatric means dealing with the health of children. Oncology means cancer.) They generally are board-certified, which means they've passed written national exams. They plan and direct cancer treatment. In a teaching hospital they serve as the doctor in charge. There might be more than one on the team, in which case they might rotate or switch places from one day to the next. They often work closely with nurse practitioners (discussed in the next section).
Pediatric hematologist: A doctor who specializes in diseases of the blood and blood-forming tissues of children (Hematology means blood disease.)
Pediatric hematology or oncology fellow: A pediatrician training to become a hematologist or oncologist
Pediatric resident: A doctor training to become a pediatrician. They are in teaching hospitals, usually spending a certain length of time on the hematology or oncology service
Medical students: Although not yet doctors, third and fourth year medical students in teaching hospitals are assigned monthly rotations on the hematology or oncology services and help care for patients
Radiologist: A doctor with special training in diagnosing diseases by reading x-rays and other types of imaging studies, like CT scans and MRIs
Pediatric surgeon: A doctor who treats medical problems in children with surgery
Thoracic surgeon: A doctor who operates on the chest cavity
Neurosurgeon: A doctor who specializes in operations on the brain, spine, or other parts of the nervous system
Neurologist: A doctor who treats problems of the nervous system
Ophthalmologist: A medical doctor who specializes in eye diseases
Orthopedic surgeon: A surgeon who specializes in diseases and injuries of the bones
Pathologist: A doctor who specializes in diagnosing and classifying diseases by lab tests, such as looking at tissue and cells under a microscope. The pathologist decides whether a tumor is cancer, and, if it is, the exact cell type.
Psychiatrist: A medical doctor who specializes in mental health and behavioral disorders. Psychiatrists prescribe medicines and can also provide counseling.
Urologist: A doctor who specializes in treating problems of the urinary tract in both sexes, and of the genital area in males
Endocrinologist: A doctor who specializes in diseases related to the glands of the endocrine system, such as the thyroid, pancreas, and adrenal glands
Gynecologist: A doctor who specializes in women's health and the female reproductive system
Anesthesiologist: A doctor who specializes in giving medicines or other agents that prevent or relieve pain, especially during surgery
Other doctors in the medical center and its clinics may play a part in caring for children and teens with cancer, depending on the diagnosis, treatment plan, or symptoms that develop during the course of treatment. All work closely with the basic cancer care team to coordinate care.
Other professionals who may help care for a child or teen with cancer
There are many professionals and specialists other than doctors who may work with your child or family. Here are just a few more you may meet.
Nurses: like doctors, nurses have different roles and titles based on their education and training. Nurses help care for and treat children and teens with cancer. They play an important part in teaching the patient and family about cancer and its physical and emotional effects. They also help set up care for the patient in his or her home community when referrals are made to home health agencies.
Teams of nurses may include:
Pediatric Nurse Practitioner or Family Nurse Practitioner (PNP or FNP; also called Advanced Practice Registered Nurses or APRNs): Registered nurses with a master's or doctoral degree, special training, and certification in caring for children; they work closely with the doctor in planning care. The nurse practitioner may perform medical tests such as spinal taps and often works closely with the family to teach about the child's cancer. Nurse practitioners are authorized by their states to perform expanded functions which may include writing prescriptions, diagnostic testing, and prescribing treatment.
Certified Oncology Clinical Nurse Specialists (OCNS): Registered nurses with a master's degree and certification in oncology nursing who specialize in the care of cancer patients. Oncology clinical nurse specialists may prepare and give treatments, monitor patients, prescribe and provide supportive care, and teach and counsel patients and their families.
Certified Pediatric Oncology Nurses (CPONs): Registered nurses who specialize in working with pediatric cancer patients, and who have passed national certification exams
Registered nurses (RN): Nurses with associate or bachelor degrees who are licensed by their states to practice nursing. They give medicines (often including chemo), start and monitor IV medicines, take vital signs, and provide other hospital and clinical care. They also provide patient and family education. NPs, OCNSs, and CPONs are also RNs.
Licensed practical nurses (LPN): Nurses who have completed training in a vocational school or community college program and have passed a state licensing exam. They do many skilled tasks for patients at the bedside or in clinics.
Oncology social worker: This person has a master's degree in social work and is an expert in coordinating and providing non-medical care to people with cancer. The oncology social worker provides counseling and assistance to patients and their families. They can help you and your child talk with the cancer care team and they can speak up about issues that are important to you. They can also help with issues like financial problems, housing (when treatments must be given at a facility away from home), and finding child care.
Recreational therapists or child life workers: These team members encourage children and teens to take part in play activities designed to maintain and improve physical and mental health. Such activities also provide distraction and help relieve stress and anxiety during treatment, tests, and procedures. These experts work closely with social workers, team psychologists, and psychiatrists. They generally have advanced college degrees.
School teachers: Teachers often are part of comprehensive care teams and must have the same training, credentials, and state licenses as public school teachers. They bridge the gap between the hospital and school, and teach students based on plans outlined by the patients' teachers in their regular schools. They are usually available in both inpatient and outpatient settings.
Dietitians: Experts in the area of food, nutrition, and diet. A registered dietitian (RD) has at least a bachelor's degree and has passed a national exam
Radiation therapists: Professionals with special training to work the equipment that delivers radiation treatment
Pharmacologists: Professionals trained in understanding the properties, dosing, and uses of drugs. They may consult with the cancer team about the uses, reactions, and interactions of drugs used to treat cancer and manage symptoms.
Pediatric psychologists: Psychologists generally have doctoral degrees and are licensed to practice after passing a written exam. Some psychologists specialize in oncology. They are also part of many comprehensive care teams. They help patients understand and talk about their cancer. They are skilled in helping young people use a variety of techniques to get through surgery, radiation treatment, chemo, nausea, pain, IVs, shots (injections), procedures, scans, and other tests. The psychologist also may work with patients, parents, and other team members to look at educational needs and help with school issues. They evaluate a child's mental and emotional state and provide counseling to children and teens to help them cope with their illness. They often refer patients to mental health providers and services in the family's home community. There usually is a fee associated with their professional services, but insurance may cover at least part of it.
Chaplains or pastoral counselors: These counselors help care for the spiritual needs of the patient and family and are available in most medical centers. They often coordinate their efforts with a family's pastor or spiritual caregiver. Along with a divinity degree and other advanced degrees, chaplains often have had special training in working with the ill and dying. Pastoral counselors have special training in counseling, as well as in divinity or theology. In teaching hospitals, they may be involved in teaching and training.
Talking with the health care team
Good communication among patients, families, and health care team members is very important. Cancer treatment and follow-up care are intense and complex. Everyone involved must have confidence and trust in one another and be able to work well together.
Most of the time, children with cancer and their families develop a bond with the doctors, nurses, and other team members. But sometimes, personalities and styles may clash, and all may not go smoothly. Still, patients and parents usually find that there are certain team members with whom they can communicate well and form helpful relationships.
Trust and confidence
Confidence comes with knowing that all team members are well trained and experienced in treating cancer in young people, and that the facility meets the highest standards. Information about the education and credentials of all team members should be readily available. The institution's status and reputation can be researched quickly. (See the "To learn more" section.) But trust in the treatment team will only come with time and experience.
Two-way communication
Parents are the experts when it comes to their children. It's important for them to have that expertise recognized, just as it's important for professionals to have their knowledge and skills recognized. Parents can help team members learn how best to deal with their children. On the other hand, health professionals who've worked with many children with cancer can often give parents new ideas to try when the old ones don't work. Good communication comes from mutual respect for what each person brings to the joint effort to give the child with cancer the best possible care.
Communication should be clear, direct, and honest. Team members should give complete information, and use words that patients and families can understand. In the same way, the patient and family members need to state their thoughts, opinions, and feelings clearly and ask their questions directly. They also need to feel certain that they are being heard. Because of the emotional impact of a cancer diagnosis, it's often necessary to repeat things and ask questions more than once. This is normal, and it's better to do this than have misunderstandings.
Tips for good communication with the health care team
* Become a partner and actively take part in your child's care.
* Keep a notebook or log of hospitalizations, tests, and treatments. This will be very helpful if team members change, and when dealing with things like referrals to specialists and medical bills. Many doctors and treatment centers give a printed summary of each visit. Read it and make sure you understand happened at each visit. This printout often lists the medicines your child was prescribed, too.
* Sign a release of information if you want certain family members (besides the parents) to be able to talk to the health care team to find out about tests and treatments.
* Develop and expect an attitude of mutual respect and cooperation.
* Give accurate information about your child's and the family's health history.
* Keep a list of questions for doctors or other team members. Remember that there are no dumb questions. Ask for explanations of medical or technical terms you don't understand.
* Take notes or take someone with you to take notes when having important talks with your child's cancer team members.
* Let team members know about your doubts or concerns about information given or about requests made of your child.
* Have reasonable expectations about how much time team members can spend with each patient and family. Let them know when you need more time.
* Let team members know what the family and patient prefer when there's more than one way to give care.
* Develop positive relationships with team members.
* Help children and teens develop trust in team members.
* Make sure both parents have direct and equal access to doctors and other team members.
* Expect to sometimes have lapses in communication and other problems because of the many experts involved in caring for patients.
* Address confusion, frustrations, or disagreements directly with the team member involved.
* Get help from other team members only if your first efforts to resolve conflicts directly do not work.
Using psychosocial support services
Childhood cancer affects all aspects of family life. For this reason, care is focused not only on the child, but also the child's family and other key parts of the child's life. Most centers have a broad range of services and programs to support children and family members through the entire cancer experience. This includes diagnosis through treatment and even the months and years after treatment.
Having a child with cancer is usually a new experience for all family members. It can be very stressful, so it's no surprise that families need education, support, and counseling to cope with it. All support services are optional, but parents are more likely to be more satisfied with their child's overall care if they take advantage of what's available.
Psychosocial help from the cancer team
Some of the common types of services available from psychosocial professionals on the team are:
Advocacy (including financial advocacy): Patient advocates can help children and families understand and manage the complex health care system and identify and make use of programs, financial help, policies, and laws
Education: Helps children and families learn about the normal social and emotional effects of a cancer diagnosis and treatment, healthy ways to cope, stress management, and other helpful ways to get through this time
Supportive counseling: Provides listening, empathy, and a way for children, parents, siblings, and other family members to express the feelings that result from the stress of cancer
Psychotherapeutic and behavioral interventions: Help children and family members manage anxiety, fear, anger, guilt, feelings of depression, and other emotions. Sometimes they can help with even physical problems, for instance, the nausea that can happen before treatment medicines are given (called anticipatory nausea)
Resource provision or referral: Helps families get meals, lodging, transportation, and/or emergency assistance
Consultation: Provides children and families with community-based professionals for illnessrelated mental health services
Programs in communities and medical centers
Many different types of programs are available for children, teens, and families. Some of these are provided in the hospital, some are online, and some are found in your local community. Team social workers, psychologists, and nurses usually can help you find them. You can also call your American Cancer Society to find programs or support groups near you. Examples of the kinds of programs commonly offered are listed here:
Support groups
These groups can be for parents, siblings, or children with cancer. They may be only for certain groups of patients, such as teens or patients with a certain kind of cancer. Some are offered in hospitals and clinics, and others through organizations like the American Cancer Society, the Leukemia & Lymphoma Society, or the American Childhood Cancer Organization.
School programs
Medical centers may have organized school programs, planned school re-entry programs, education programs for staff members at the child's or sibling's school, and contact with classroom teachers or teachers who teach homebound or hospitalized students. Some use volunteers for tutoring.
Patient and parent visitation programs
Where available, these programs help parents meet other parents with common issues – such as children's ages, diagnoses, or the area in which they live. There are also programs that help patients meet peers with cancer and other people who can help support them through this time.
Buddy programs
These programs use volunteers (sometimes college or medical students) to play with or befriend patients.
Summer camps
Many medical centers, communities, or groups sponsor summer camps for children with cancer and sometimes their siblings, too. The focus is on the fun aspects of the camping experience, rather than on having cancer.
Special events
Medical centers often develop special programs to meet fundraising, recreational, or educational needs of children with cancer and their families, such as conferences on certain diagnoses, parent weekends, picnics, and survivors' days.
Wish fulfillment organizations
Many agencies are set up to grant the wishes of seriously ill children, including cancer patients. Some accept parental referral, but most ask for referrals from a doctor or other team member.
Ronald McDonald Houses
These houses originally were created to be a home away from home for children with cancer and their families. Now they often serve children with other serious illnesses, too. They give parents and children who are outpatients a place to get away and relax, offer another option besides staying in the hospital, and have low or no-cost housing for families during treatment. They also help provide parent-to-parent connections and support.
Medical records
It's a good idea to get and keep copies of your child's treatment records as treatment progresses. Records like these are usually destroyed at some point, and you won't be able to get them more than a few years after treatment. There are certain pieces of information that you and your child should have and keep for the rest of your child's life. If you aren't sure where to start, check with your treatment team about how to go about getting each of these reports:
* Copies of all pathology reports from biopsies and surgeries.
* If there was surgery, a copy of the operative report (or reports, if there was more than one surgery).
* If there were hospitalizations, copies of the discharge summaries doctors prepare when patients are discharged from the hospital.
* If the child had chemo, a list of the total dose of each drug used. Certain drugs may have specific long-term side effects. If you can get a list of drugs from the pediatric oncologist, it can help any new doctors your child has should one of these effects surface.
* If radiation was given, a final summary of the dose and field.
* If your child had a transplant, you need to know the exact type of transplant and whether your child had chronic graft versus host disease, or any complications.
* Any problems or complications (serious enough to require hospitalization or other treatment) your child had during or shortly after cancer treatment.
Treatments that are used to beat cancer can cause delayed effects that may lead to problems later on. While these result from life-saving treatment, your child and your child's future doctors need to know about them. So be sure your adult child knows the details of their childhood cancer and its treatment.
Researchers are looking for ways to reduce long-term effects, but right now, children who have been cured of cancer may have to deal with some of these effects for the rest of their lives. For more information, see our document called Childhood Cancer: Late Effects of Cancer Treatment.
To learn more
More information from your American Cancer Society
We have selected some related information that may also be helpful to you. These materials may be ordered from our toll-free number, 1-800-227-2345, and most can be read on our website, www.cancer.org.
Pediatric Cancer Centers
Talking With Your Doctor (also in Spanish)
Health Professionals Associated With Cancer Care
Clinical Trials: What You Need to Know (also in Spanish)
Cancer Information on the Internet
We also have detailed information available about most types of childhood cancer. Call us or check our website.
Books from your American Cancer Society
The following books are available from the American Cancer Society. Call us to ask about costs or to place your order.
Angels & Monsters: A Child's Eye View of Cancer(for adults and teens)
Jacob Has Cancer: His Friends Want to Help (coloring book for an elementary school child whose friend has cancer)
Imagine What’s Possible: Use the Power of Your Mind to Take Control of Your Life During Cancer (visualization techniques for children with cancer in grades 4 through 7)
Caregiving: A to Z (for adults taking care of someone with cancer at home)
National organizations and websites*
Along with the American Cancer Society, other sources of information and support include:
For more on treatment centers
The Joint Commission
Website: http://jointcommission.org
Toll-free number: 1-800-994-6610
Evaluates and accredits more than 15,000 health care organizations and programs in the United States; the website provides "Quality Check," a comprehensive guide to health care organizations in the United States, including Joint Commission accredited or certified organizations, and includes "Quality Reports," which provide the public with information about the quality and safety of accredited organizations. These may also be found at www.qualitycheck.org, or by calling 630-792-5800
The Children's Oncology Group (COG)
Website: www.childrensoncologygroup.org
Has a list of COG-approved treatment centers that can be searched to find the location closest to you
Support and information for adults
American Childhood Cancer Organization (ACCO)
Toll-free number: 1-855-858-2226
Website: acco.org
Website offers support for families with cancer, as well as parent support groups, insurance and legal advice, and long-term/follow-up information. Also has books for children, caregivers, and teachers.
CureSearch for Children's Cancer
Toll-free number: 1-800-458-6223
Website: www.curesearch.org
Provides resources and information so no child faces a cancer diagnosis without a fully equipped support team behind them.
Leukemia & Lymphoma Society
Website: www.lls.org
Toll-free number: 1-800-955-4572
Offers family support groups for children with blood cancers and their parents. Also has free educational publications and Webcasts.
Ronald McDonald House Charities (RMHC)
Website: www.rmhc.org/
Telephone: 630-623-7048
Provides low-cost or no-cost temporary lodging for families of seriously ill children being treated away from home; must be referred by medical staff or social workers from the child's treatment center.
Websites to help teens and children learn about and cope with cancer treatment
Starlight Children's Foundation
Website: www.starlight.org
Toll-free number: 1-310-479-1212
Website has animated stories and interactive programs to teach kids about chemo and procedures that may be done in the hospital; provides a safe, monitored online support group for teens with cancer.
Teens Living with Cancer
Website: www.teenslivingwithcancer.org/
An online-only resource dedicated to teens coping with a cancer diagnosis and treatment. It focuses on teen issues and provides resources to support teens, their families, and friends.
*Inclusion on these lists does not imply endorsement by the American Cancer Society.
No matter who you are, we can help. Contact us anytime, day or night, for information and support. Call us at 1-800-227-2345 or visit www.cancer.org.
References
Bleyer WA. The impact of childhood cancer in the United States and the world. CA Cancer Journal for Clinicians. 1990;40:355−367.
Bracken JM. Children with Cancer: A Comprehensive Reference Guide for Parents. New York: Oxford University Press, 1986.
Fromer MJ. Surviving Childhood Cancer: A Guide for Families. Oakland, Ca, New Harbinger Publications, 1998.
Kupst MJ, Patenaude AF. Coping with pediatric cancer. In Wiener LS, Pao M, Kazak AE, et al (Eds.). Quick Reference for Pediatric Oncology Clinicians: The Psychiatric and Psychological Dimensions of Pediatric Cancer Symptom Management. Charlottesville, VA, 2009: IPOS Press: 130−139.
Janes-Hodder H, Keene N, Hodder HJ. Childhood Cancer: A Parent's Guide to Solid Tumor Cancer. Sebastopol, Ca, O'Reilly & Associates, 1999.
Keene N. Childhood Leukemia: A Guide for Families, Friends & Caregivers. Cambridge, Mass: O'Reilly & Associates, 1997.
Keene N, Prentice R. Your Child in the Hospital: A Practical Guide for Parents. Cambridge, Mass: O'Reilly & Associates, 1997.
Lauria MM, Hockenberry-Eaton M, Pawletko TM, Mauer A. Psychosocial protocol for childhood cancer: A conceptual model. Cancer. 1996;78.
Lozowski-Sullivan S. Know Before You Go: The Childhood Cancer Journey. Bethesda, Md: The Candlelighters Childhood Cancer Foundation, 1998.
Morra M, Potts E. Choices. New York: Avon Books, 1994.
National Cancer Institute. Fact Sheet: Care for Children and Adolescents with Cancer. Accessed at www.cancer.gov/cancertopics/factsheet/NCI/children-adolescents on May 31, 2012.
National Cancer Institute. Pediatric supportive care (PDQ ® ). 9/3/2014. Accessed at www.cancer.gov/cancertopics/pdq/supportivecare/pediatric/HealthProfessional on December 8, 2014.
Steen RG, Mirro J (editors). Childhood Cancer: A Handbook from St. Jude Children's Research Hospital. Cambridge, Mass. Perseus Publishing, 2000.
Last Medical Review: 12/17/2014
Last Revised: 3/11/2015
2014 Copyright American Cancer Society | <urn:uuid:de07311d-bf0d-40d6-a82b-b9c2760dfba0> | CC-MAIN-2015-35 | http://www.cancer.org/acs/groups/cid/documents/webcontent/002596-pdf.pdf | 2015-08-31T02:36:14Z | crawl-data/CC-MAIN-2015-35/segments/1440644065488.33/warc/CC-MAIN-20150827025425-00290-ip-10-171-96-226.ec2.internal.warc.gz | 350,953,259 | 6,616 | eng_Latn | eng_Latn | 0.964566 | eng_Latn | 0.998883 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2658,
5978,
8321,
10824,
14477,
18032,
20617,
23198,
25501,
27981,
29985,
31956,
33565
] | [
2.265625,
1.3984375
] | 6 | 3 |
11+ (Year 7) Examinations – Guidance for Parents and Teachers Guidance for English
What is in the examination?
* The English examination is 1hr 20m long.
* It is in two sections, Reading and Writing. The two sections carry equal marks.
* In the Reading section, candidates are required to read a short passage, normally about a page long, and answer short questions about the passage in order to demonstrate how well they have understood the passage.
* In the Writing section, girls are set two writing tasks which may be based in some way on the passage in the Reading section. One will be of a creative nature, the other requiring opinion or discussion.
* Sample questions are available on each school's website as an example of the format used.
What are we looking for?
We are looking for evidence that a candidate:
* can read with discernment and understanding, with a firm grasp of both implicit and explicit meaning
* can express her understanding clearly and accurately in writing
* both understands and can use a wide and varied vocabulary
* can express herself in writing with facility, fluency, range and imagination
- can express personal opinion in a reasoned and structured way
* has a good understanding of the effects created by language, both in others' writing and in her own.
How can candidates prepare for the examination?
While it is sensible for girls to be familiar with the format of the examination, we would emphasise strongly that in our experience a repetitive drilling of examination tasks and / or the teaching of a formulaic approach to writing are neither desirable nor effective forms of preparation, either for the examination or for our schools. Indeed, recent papers show this intervention can be detrimental. The best possible form of preparation is:
* to encourage girls to read as widely and ambitiously as possible
* to encourage girls to respond to what they read in an independent, fresh and personal way
* to nurture in them a genuine love of books
- to engage with them in discussion about a character's motivation, a story's ethical issues and moral dilemmas, and to develop their own independent opinions
* to give them the opportunity and encouragement to write in as wide a variety of
genres, styles and contexts as possible
* to encourage them to develop their own individual and distinctive voice in their writing.
Above all, we must point out that the Writing section of the examination is designed to assess how well girls can write in an unprepared context. The insertion of pre-prepared pieces of writing which are not relevant to the task set will be severely penalised in the marking.
Reviewed May 2017 | <urn:uuid:6f8ee4bd-890c-4531-b428-ad6e926c145b> | CC-MAIN-2017-30 | http://fhs-sw1.org.uk/userfiles/francishollandmvc/Documents/Admissions/Admissions11/Guidance%20for%20parents%20-%20English%20-%202018%20reviewed%20May%202017.pdf | 2017-07-27T00:50:55Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00102.warc.gz | 112,393,049 | 530 | eng_Latn | eng_Latn | 0.998453 | eng_Latn | 0.998453 | [
"eng_Latn"
] | false | docling | [
2668
] | [
2.59375
] | 4 | 2 |
My lunchbox ideas to try:
Step 1- Starchy Starter: _______________________
Step 2- Fabulous Fillings: ______________________
Step 3 - Delicious Dairy: ________________________
Step 4 - 5 a day: _____________________________
Step 5 - Quench your thirst: ____________________
Added Extras: _______________________________
Contact Details
5 Steps to a Healthy Lunchbox
'Taste a Rainbow'
Follow these 5 easy steps to make a fun and healthy lunch
Step 1 Starchy Starters
Sandwiches and salads made from pasta or rice give you plenty of energy and help to fill you up. To make your lunch more exciting try to have different sandwiches or salads each day.
Why not try the following to make sandwiches more interesting
Or use one of the following as a base for a salad
Potato
Rice
Pasta
Couscous
Lunchbox Tips
- Eat fun fruit: Choose quick and easy fruit to eat. Chop up some fruit into bite-sized pieces or take grapes and berries.
- Cut down salt: Try not to eat too many processed foods.
- Try new foods: This will add variety and make your lunch more interesting.
- Save time: make some of your lunch the night before and store in the fridge overnight
- Keep your food cool: Try putting a frozen drink/yoghurt/ice pack in your lunchbox to keep your food cool.
- Freshen up: To keep vegetables fresh after they are cut, wrap them in damp kitchen towel, put them in a bag or little box to stop them drying out.
- Have fun with your food: Try to get involved with making your lunch every now and then.
Step 3 Delicious Dairy
Milk and dairy foods contain calcium which keep your teeth healthy and help your bones grow strong. Try to include one of the following in your lunchbox each day if not already included as sandwich filling.
Step 4 5-a-day
Fruits and vegetables contain good sources of vitamins and minerals as well as fibre. Try to include at least 1 portion of fruit and 1 portion of vegetable in your lunch box each day.
Step 5 Quench your thirst
Make sure you include a drink in your lunchbox
A carton of fruit juice (max 1 per day)
Sugar free squash
Water
Milk
Added Extras
If you are hungry you can add extra food to your lunchbox but try to choose from 5 healthy steps most of the time.
As a treat once or twice a week you could include one of the following
Crisps
Plain pop corn
A fun sized chocolate bar
A fairy cake
A cereal bar
Plain biscuits
Fruit or malt loaf
Yoghurt covered raisins
Step 2 Fabulous Fillings
Once you have chosen your base choose something yummy to put in your sandwich or salad.
Meat, fish, eggs and beans are good sources of protein and iron. Try to include one portion a day in your lunch box. This could be
Lean ham, beef, chicken or turkey
Thin slices of cheese
Tuna, salmon or mackerel Low fat cream cheese or
cheese spread
Egg
Use different beans and lentils in salads | <urn:uuid:3e3d0a72-bdcd-44c8-9706-f17c62596f14> | CC-MAIN-2017-30 | http://alfredstreetjunior.org/index.php?option=com_phocadownload&view=category&download=143:5-steps-to-a-healthy-lunchbox&id=1:newsletters&Itemid=96 | 2017-07-27T00:28:19Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00099.warc.gz | 9,982,886 | 673 | eng_Latn | eng_Latn | 0.92184 | eng_Latn | 0.999276 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
392,
1517,
1956,
2869
] | [
2.890625
] | 2 | 0 |
Ways Kids Can Help!!
Organize a Fundraiser
Since Rancho Coastal Humane Society relies on private donations to operate the Shelter, money is always a welcomed gift! Organize a fund-raiser at your school or in your neighborhood, and donate the money you raise to RCHS. It's easy to get started. Follow these simple steps.
1. Pick a Fundraiser you want to plan:
* Have a bake sale or lemonade stand
* Organize a dog or car wash
* Have a dog treat sale
* Organize a dog walk/run event
* Organize a yard sale
* Organize a read-a-thon. (Ask people you know to donate money for each page or each book you and your friends read.)
2. Make flyers to promote the fundraiser
3. Hand out the flyers in your neighborhood, local stores, your church, or at your school, etc.
4. Tell people you know that you are doing a fundraiser and get them involved (family members, friends, neighbors, teachers, etc.)
5. Remember to say "Thank You!" to those who helped you.
6. Remember to always ask permission from parents and teachers before starting any fundraising event. Always work with friends and be safe!
Recycling
Collect any type of recyclable items (aluminum, glass, plastic, printer ink cartridges, etc.) which can then be turned in for money to be donated to the Rancho Coastal Humane Society. If your school or group is already involved in a recycling program, perhaps you could choose a specific month or two to donate funds to the Shelter. How about May? Its first week is officially designated as "Be Kind To Animals Week."
Wish List
Collect items from our wish list and donate them to the shelter to directly help the animals.
Coin Drive
Hold a coin drive with a clever name such as Pennies for Pets, Dimes for Dogs or Cash for Cats. Place canisters (with your teacher's permission) in your classroom to collect money for the animals.
Birthday Parties
Birthdays only come once a year, so it's important to make sure they are special. Celebrate your birthday at Rancho Coastal Humane Society. We have three different birthday packages to choose from. You can also choose to ask your friends to bring donations for RCHS to your birthday party instead of bringing gifts. It's a great way to help the animals and have a memorable and meaningful birthday party.
Be A Responsible Pet Owner
One of the biggest ways in which kids can help is by being responsible pet owners! Spay and neuter your pets – this will cut down on pet over-population and the amount of homeless and unwanted dogs and cats that go to shelters every single day. Take proper care of your pet. Feed them healthy food, take them to the vet and be sure to treat them like they are part of the family.
Spread the Word
Consider doing your next research paper, speech in class or article in your school newspaper about an animal-related topic. There are many animal welfare issues that deserve discussion such as spay/neuter, responsible animal care, humane treatment of wildlife, wildlife habitat and treating all animals with respect and kindness. There are lots of books, websites and magazines devoted to the subject. Promote an adoptable pet every week or month in your classroom or on a local community board in a store. Post a picture of one of our animals that we have available for adoption at our shelter.
Sponsor a Pet
Use your fundraising money to sponsor a pet in need. For as little as $15.00 per week or $50.00 per month, you can help us house, feed, and care for a homeless animal. In return we will keep you updated on "your" chosen animal, and if she or he finds a home during your sponsorship, you will hear the happy news from us! Visit our sponsorship page on our website for more information.
Be sure to check out our Children's Spotlight page to see all the kids that have helped us recently. Thank you for supporting the programs and animals of Rancho Coastal Humane Society. | <urn:uuid:423625a5-ce08-458b-ab06-8482a90d556c> | CC-MAIN-2017-30 | http://rchumanesociety.org/wp-content/uploads/2013/02/ways-kids-can-help.pdf | 2017-07-27T00:34:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00099.warc.gz | 266,929,968 | 848 | eng_Latn | eng_Latn | 0.99825 | eng_Latn | 0.998228 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1837,
3877
] | [
3.4375
] | 1 | 5 |
THE POTATO
The potato is an edible tuber of the Potato plant Solanum tuberosum. A tuber is the swollen region of an underground stem or root. It is enlarged to store nutrients and allows plants to re-grow the following season.
As they are a good source of carbohydrates potatoes are a great source of energy. Potatoes also contain every vital nutrient apart from Vitamin A, D and calcium. In the past people have in fact lived on just potatoes and milk.
Potatoes originally come from high in the Andes Mountain range of South America. Here on the borders of Peru and Bolivia potatoes have been cultivated by people as a food for around 8000 years. A staggering 5000 different varieties are still grown there today, sometimes hundreds of types in a single valley.
Various South American civilisations, including the Incas, used the potato as a staple food. Invading Spanish Conquistadors first brought some back to Spain in 1597 and their cultivation quickly spread throughout Europe. Firstly grown only as animal feed, it took Europeans about a hundred years to start growing them to cook and eat themselves. Potatoes arrived Down Under on the First Fleet in 1788 and have been successfully grown and enjoyed in Australia ever since.
Many millions of people rely on the potato as a food. Potatoes are the fourth largest fresh food crop in the world after rice, wheat and maize (corn). China is the world's biggest producer of potatoes. Potatoes are Australia's largest vegetable crop. We produce about 1.31 million tons a year.
The potato is such a versatile food and can be cooked and eaten in an amazing variety of ways – boiled, fried, roasted, grilled. It can be eaten whole, chipped, chopped, grated, mashed, hot or cold. They are most famously deep fried and eaten as French fries or chips. Millions of tons are consumed every year, and they are still used as an animal feed, especially for pigs and cattle.
Different varieties of potato have subtle differences in flavour, texture and appearance. Some are good eaten young and small (new potatoes), others when older and larger. Some popular varieties in Australia include: Ruby Lou, Desiree, Kipfler.
It is easy to grow your own potatoes. Simply plant a potato (preferably one that has already produced sprouts) in a mound of soil and keep it well watered. After about 150 days you should have a crop of around 10 to 20 potatoes.
The United Nations have declared 2008 as the "Year of the Potato" to increase awareness of the importance of the potato as a food in developing nations. | <urn:uuid:01a0e6d3-9616-4f88-a8da-a17746657d14> | CC-MAIN-2017-30 | https://www.animalark.com.au/pdfs/Potato.pdf | 2017-07-27T00:27:44Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00098.warc.gz | 733,791,572 | 539 | eng_Latn | eng_Latn | 0.998609 | eng_Latn | 0.998609 | [
"eng_Latn"
] | false | docling | [
2550
] | [
3.140625
] | 1 | 5 |
Pixl Maths
There are several areas a student may find useful, the first being design a test. The design a test option allows students to select as many topics as they want to within that session and then provides the students with questions on each. It is important to note the numbers used within the questions will change every time a student attempts a test.
When a student has completed a test and they need to remember to press mark all, this will then tell students which questions they got correct or incorrect. From this, a student may wish to watch the therapy videos if they made any mistakes. These therapy videos are also accessible to students when they are completing the tests. This allows a student to watch the 2 minute therapy video and then answer the question. The therapy video button is in the top left corner on each test underneath the logo.
Alongside this method of students testing themselves, there is also the take a challenge option. Here students can choose what grade challenge they need to take. This then randomly selects the skills tests appropriate to the grade. Students can resume these tests at any point by pressing the resume button.
After completing an activity, the software tells the students which skills they were good at and what they need to improve on. If a student forgets though, they can click on Skills Overview and either see their success lines move towards 100% for each topic area or look at the RAG (Red, Amber, Green) analysis for each skill. Therapy videos are accessible for each of these skills by pressing the little video icon.
Students can access any homework tasks set by their teacher by clicking the homework tasks button and then selecting begin homework. The students are unable to select the order they complete the tasks in though as they just load up in assigned order.
In the homework tasks area it is important to note there is a WTM (Walking Talking Mocks) and WTMa (Walking Talking Maths) section located in this area of the app. Here students can download either a past paper in the WTM area, or a topic related question in the WTMa section, attempt it and then watch the video which guides them through how to answer the exam or question.
The last section to note is the GAP Analysis. This is where students can upload their scores for each question on past exam papers and gain a RAG (Red, Amber, Green) colour rating per question. It also provides the students with the topic the question was on, as well as providing feed forward questions. Feed forward questions are simple questions in which the students attempt an answer after practising the skill, and then they can quickly reveal the answer to see if they got this right.
Parents can also easily log on and see what their child has been doing and view their areas of weakness. | <urn:uuid:f1a3ae29-bcae-4fee-bec9-a9cef519d6d4> | CC-MAIN-2017-30 | http://kingrichardschool.net/wp-content/uploads/2015/02/Pixl-Maths-Navigating-the-App.pdf | 2017-07-27T00:31:03Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00098.warc.gz | 171,592,078 | 560 | eng_Latn | eng_Latn | 0.999327 | eng_Latn | 0.999361 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1595,
2822
] | [
2.953125
] | 1 | 4 |
Improperly Pruned
Azalea Pruning Done Right
Properly Pruned
Photos: By Beth Weidner
Beth Weidner is the Park Manager at Maclay Gardens State Park and a member of the University of Florida IFAS Leon County Extension Advisory Committee, http://leon.ifas.ufl.edu/
We're just past that time of year that our town is transformed into an enchantment of springtime blooms. Azaleas are a large part of that magnificent springtime show. If your azaleas have grown a little too large, now is the time of year to prune them so that they will be ready for next year's display. Here are tips for pruning the right way.
Tip #1: Put away the hedge shears! Azaleas should never be sheared with hedge trimmers. While this may be fast, it results in undesirable effects, both in plant growth and in display of next year's flowers.
Azaleas have growth buds all along their stems. Pruning along a stem stimulates a growth response, usually resulting in five or six new branches arising a few inches below the cut. Shearing causes this response at the same point on all stems, resulting in a condition called "whiffle cut." Flowers look as though they're stuck all over the outside of the plant in a most unnatural way.
Tip # 2: The correct tool to use is hand pruners, freshly sharpened. Grasp a group of branches and begin cutting one stem at a time, about a foot below where you are holding. It is not necessary to cut back to another branch as azaleas have growth buds all along the stem. But you should stagger cuts so they're made at differing heights. Leave foliage to hide cut stems rather than leaving stubs sticking up above the leaves. About every third to fifth cut should be made more deeply, stimulating new growth near the plant's center. Over years, this results in gradual rejuvenation, keeping plants healthier.
It's okay if deep cuts create holes as they'll quickly fill in with new growth. And it's okay to prune lower than you might think, as plants will quickly grow back to size. Azaleas should only be pruned once a year, so cut off enough to make it last.
Tip #3: The time is now! Azalea pruning must be completed before the fourth of July, as that's when next year's flower buds begin to form. Later pruning would cut off next year's flowers – ouch!
Tip #4: Rejuvenation of old, overgrown plants can be done in 2 ways – the quick and dirty method or the careful and pretty method. Quick and dirty may be the option if you have a great many plants. This method involves cutting all stems back to about knee high or slightly lower, shaping somewhat so that the center stems are a bit higher than the outer stems. Some plants won't survive such severe pruning, and all may take several years to completely recover.
The preferred method is to carefully follow large stems back into the heart of the plant, cutting off at the junction with another large branch and taking out about one third of the main stems. Remaining branches are pruned as in tip #2. This work goes quickly, as much is removed with the first few cuts, making it easy to see how to do the remaining work. Over a period of three years this results in a gradual reduction in the size of the plant, while maintaining health.
### | <urn:uuid:4a75b1fc-6a09-4b66-a825-d7d720f8586e> | CC-MAIN-2017-30 | http://leon.ifas.ufl.edu/News_Columns/2008/050808g.pdf | 2017-07-27T00:52:03Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00101.warc.gz | 192,540,031 | 735 | eng_Latn | eng_Latn | 0.998875 | eng_Latn | 0.998985 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2082,
3232
] | [
2.234375
] | 1 | 10 |
Cribbing: Dangers & Prevention
Drs. Foster & Smith Educational Staff
Nothing is more disconcerting to horse owners than a horse behavior that is both repetitive and harmful. A stall vice is one such behavior; it is a repetitive bad habit a horse can acquire for a variety of reasons. Stall vices can affect your horse's dependability and/or health, and once a vice is set, it is a very difficult habit to break. Boredom is by far the most common cause of vices, and the most common vice is cribbing.
Cribbing may arise for many reasons:
Boredom
Stress
Nervousness
Curiosity
Excessive energy
Nutritional deficiencies
What is cribbing?
Cribbing occurs when the horse grabs on to something solid and wooden (like a fence post or barn door), sets his incisors into it, arches his neck, and pulls backwards, sucking air through his teeth into his stomach. This creates a pleasurable "head rush" for the horse that can become addictive. A cribbing horse can experience a variety of problems resulting from the vice, ranging from digestive conditions to severe wear of
the upper incisor teeth. Cribbing can also cause malocclusions, an undesirable positioning of the upper and lower teeth when the jaw is closed.
A horse can become so addicted to this behavior that it would rather perform the cribbing action than eat. Many severe cribbers lose weight, which can further affect health and/or performance.
Interestingly, horses that are stalled together may tend to exhibit many of the same vices, including cribbing. This is believed to be caused by exposure to the same stressors in the environment, rather than being a learned behavior.
It can be extremely difficult to stop this behavior once it is established, and although there are cures, they can be expensive, such as covering all wood surfaces with rounded metal edges. Other methods for halting cribbing activity include subjecting your horse to expensive surgery or harsh mechanical cribbing collars or straps. In short, it is much easier to prevent the behavior than to correct it after it is set. "Cures" such as cribbing straps, shock collars, or surgery are considered unkind and do not address the underlying factors that cause the behavior.
Prevention
The best way to prevent cribbing is to avoid confining your horses for long periods of time. Turn out your horses more often to give them more freedom and opportunities to burn off excess energy. Do whatever you can to optimize your pasture land for your horse. Another way to tackle your horse's excess energy is through a feed change. Many owners opt to feed more roughage instead of grain; their horse still gets good vitamins and minerals, but not the excess carbohydrate energy to burn (some studies have shown that a horse fed a high-grain diet, especially a premium grain, has more energy to burn).
Relieve Stress
Whenever possible, reduce stress by allowing your horse (a social animal) interaction with other horses in the stable. Owners report that even having a goat, or a rooster, for a horse to interact with, helps provide a social outlet that can relieve the stress of confinement.
Regular exercise will also help reduce stress and provide sensory stimulation. Ride him in different environments, so his brain can be even more stimulated. Enroll your horse in a training session. Provide stimulation through toys, like Pony Pops or a Jolly Ball to play with and combat boredom. Play the radio when your horse is stalled. Other owners rely on massage therapy to reduce their horse's stress.
Deter cribbing through avoidance
Make the surfaces your horse cribs upon less desirable. Coat the surface with cayenne pepper, or an anti-chew spray. These products provide a very strong taste deterrent that may stop your horse from grabbing and cribbing objects such as stall doors. Some owners go through the expense of installing rounded metal edges on cribbing surfaces
to deter cribbing.
Cribbing is an unfortunate, and usually preventable, habit. Instead of scrambling for a cure after it is long established, be proactive in prevention. Give your horses plenty of exercise outside the stall in good pasture land, plenty of environmental stimulation, socialization with other horses or animals, a healthy diet void of nutritional gaps, and your personal affection and attention. | <urn:uuid:a85bb13f-7aef-4ec0-a26e-ad85ae02a1a2> | CC-MAIN-2017-30 | http://www.drsfostersmith.com/pic/article_pdf.cfm?aid=1589 | 2017-07-27T01:22:42Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00098.warc.gz | 415,204,435 | 885 | eng_Latn | eng_Latn | 0.998053 | eng_Latn | 0.999002 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1067,
3908,
4321
] | [
3.484375
] | 4 | 2 |
048 Library Media
TABLE OF CONTENTS
Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright law.
Copyright © 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved. Evaluation Systems, P.O. Box 226, Amherst, MA 01004
PART 1: General Information About the MTTC Program and Test Preparation
The first section of the study guide is available in a separate PDF file. Click the link below to view or print this section.
General Information About the MTTC Program and Test Preparation
PART 2: Test Objectives and Sample Test Questions
INTRODUCTION
This section includes a list of the test objectives, immediately followed by sample test questions and an answer key for the field covered by this study guide.
Test Objectives
As noted, the test objectives are broad, conceptual statements that reflect the knowledge, skills, and understanding an entry-level teacher needs in order to teach effectively in a Michigan classroom. Each field's list of test objectives represents the only source of information about what a specific test will cover and, therefore, should be studied carefully.
The test objectives are organized into groups known as "subareas." These subareas define the major content areas of the test. You will find a list of subareas at the beginning of the test objective list. The percentages shown in the list of subareas indicate the approximate weighting of the subareas on the test.
Sample Multiple-Choice Test Questions
The sample multiple-choice test questions included in this section are designed to give the test-taker an introduction to the nature of the test questions included on the MTTC test for each field. The sample test questions represent the various types of test questions you may expect to see on an actual test; however, they are not designed to provide diagnostic information to help you identify specific areas of individual strengths and weaknesses or predict your performance on the test as a whole. Use the answer key that follows the sample test questions to check your answers.
To help you identify which test objective is being assessed, the objective statement to which the question corresponds is listed in the answer key. When you are finished with the sample test questions, you may wish to go back and review the entire list of test objectives and descriptive statements once again.
TEST OBJECTIVES
TEACHING FOR LEARNING
001 Demonstrate knowledge of learning styles, stages of human growth and development, and cultural influences on learning.
Includes:
* demonstrating knowledge of how to assess learner needs and design instruction that reflects educational best practice
* applying the ability to support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities, and needs
* demonstrating knowledge of theories of learning styles and human development
* applying the ability to base twenty-first-century skills instruction on students' interests and learning needs and linking it to the assessment of student achievement
002 Apply knowledge of the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.
Includes:
* recognizing strategies for engaging students in active, inquiry-based learning
* applying knowledge of a variety of instructional strategies to design and develop digitalage learning experiences in partnership with classroom teachers
* demonstrating knowledge of a range of assessment tools to advance students' knowledge and understanding in conjunction with access of information
* demonstrating knowledge of methods for documenting and communicating the impact of collaborative instruction on student achievement
003 Understand the teacher of library media's role as an instructional partner.
Includes:
* demonstrating knowledge of appropriate strategies for modeling, sharing, and promoting effective principles of teaching and learning as collaborative partners with other educators
* identifying strategies for participating in curriculum development and engaging in school improvement processes
* offering professional development to other educators as it relates to areas such as library and information use, data analysis, and technology integration
* identifying strategies for providing support for diverse student information needs
004 Demonstrate knowledge of methods for the integration of twenty-first-century skills and learning standards.
Includes:
* demonstrating knowledge of strategies for collaborating with other teachers to plan and implement instruction of the American Association of School Librarians (AASL) Standards for the 21st-Century Learner, the Michigan Merit Curriculum (MMC), and the International Society for Technology in Education (ISTE)
* applying knowledge of strategies for integrating multiple literacies with content curriculum
* demonstrating knowledge of strategies for integrating the use of emerging technologies as a means for effective and creative teaching and for supporting P–12 students' conceptual understanding, critical thinking, and creative processes
LITERACY AND READING
005 Demonstrate knowledge of literature for children and young adults and professional literature.
Includes:
* demonstrating knowledge of a wide range of literature for children and young adults and professional literature to support reading for information, pleasure, and lifelong learning
* keeping abreast of major trends in literature for children and young adults and professional literature and identifying the place of these trends in both the library collection and student instruction
* demonstrating knowledge of the ability to work with literature appropriate to the learning community in multiple formats and languages
006 Respect the need for diversity in literature.
Includes:
* demonstrating the ability to develop a collection of reading and informational materials in multiple formats that support the diverse developmental, cultural, social, and linguistic needs of P–12 students and their communities
* applying knowledge of the diversity of the learning community itself and its interests to the library program as well as the library collection
* demonstrating the ability to support and promote multicultural literature as a tool to develop global awareness and diverse perspectives in students and teachers
007 Demonstrate knowledge of strategies for promoting reading.
Includes:
* demonstrating knowledge of approaches for collaborating with classroom teachers to reinforce a wide variety of reading instructional strategies
* applying knowledge of a range of methods for promoting reading for multiple purposes and modeling personal enjoyment of reading in order to promote habits of creative expression and lifelong reading to individuals as well as groups
INFORMATION AND KNOWLEDGE
008 Demonstrate knowledge of methods for ensuring equitable and ethical access to and use of resources.
Includes:
* demonstrating knowledge of methods for modeling, teaching, and promoting equitable and ethical access to and use of information and resources
* recognizing the need for students' equitable, physical, intellectual, and economic access to information and resources
* demonstrating knowledge of the legal and ethical codes of the profession and applying strategies for modeling and communicating these codes to the learning community
* demonstrating knowledge of ensuring flexible and equitable access to and use of resources that support students' academic and personal learning and meet their diverse learning needs
009 Demonstrate knowledge of efficient and ethical information-seeking behavior.
Includes:
* demonstrating knowledge of promoting, teaching, and modeling digital citizenship and responsibility and educating the school community on the ethical use of information and ideas
* demonstrating knowledge of how to model multiple strategies for students, other teachers, and administrators to locate, evaluate, and use information ethically for specific purposes
* applying knowledge of strategies for collaborating with students, other teachers, and administrators to access, interpret, and communicate information efficiently
010 Apply knowledge of information sources and use of research strategies.
Includes:
* applying knowledge of strategies for supporting flexible, open access for library services for all members of the learning community
* demonstrating the ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of a broad range of appropriate tools and resources
* demonstrating knowledge of strategies for modeling, teaching, and facilitating the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society
ADVOCACY AND LEADERSHIP
011 Understand the teacher of library media's role as a school program leader.
Includes:
* demonstrating the ability to communicate ways in which the library program can enhance school improvement efforts
* demonstrating knowledge of professional growth and leadership opportunities available to teachers of library media through membership in library associations, attendance at professional conferences, subscriptions to professional publications, and access to online resources as well as ways to plan for ongoing professional growth
012 Understand the teacher of library media's role as an educational leader.
Includes:
* demonstrating the ability to articulate the role of the school library program and its impact on student academic achievement within the context of current educational initiatives and priorities
* applying knowledge of methods for utilizing evidence-based practice and information from education and library research
013 Understand the teacher of library media's advocacy role.
Includes:
* demonstrating knowledge of methods for identifying and working with stakeholders within and outside the school community
* applying knowledge of strategies for developing a plan to advocate for school library programs, resources, services, and intellectual freedom and privacy
* demonstrating knowledge of strategies for establishing connections with other libraries and strengthening cooperation among library colleagues for resource sharing, networking, collaborating, and facilitating access to information
PROGRAM MANAGEMENT AND ADMINISTRATION
014 Apply knowledge of methods for evaluating and selecting print, nonprint, and digital resources in the library collection.
Includes:
* applying knowledge of strategies and methods for using professional selection tools and evaluation criteria to develop and manage a high-quality collection designed to meet the diverse curricular, personal, and professional needs of the school community
* demonstrating knowledge of methods for organizing school library collections according to current library cataloging and classification principles and standards
015 Demonstrate knowledge of the ability to model professional ethics in all aspects of the library program.
Includes:
* recognizing the need for upholding intellectual freedom and the freedom of access to information as well as the need to resist efforts to censor library resources
* demonstrating knowledge of how to provide the highest level of service to all library users through appropriate and well-organized resources; equitable service policies; equitable access; and accurate, unbiased responses
* respecting intellectual property rights and advocating balance between the interests of information users and rights holders
* demonstrating the ability to distinguish between personal convictions and professional duties
016 Demonstrate knowledge of methods for the management of personnel, funding, and facilities of the library program.
Includes:
* applying knowledge of best practices related to planning, budgeting, and evaluating human, information, and physical resources
* demonstrating knowledge of methods for organizing library facilities to enhance the use of information resources and services and ensure equitable access to all resources for all users
* applying knowledge of ways to develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries
017 Apply knowledge of best practices for strategic planning and assessment.
Includes:
* demonstrating knowledge of best practices for communicating and collaborating with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission and current educational initiatives and priorities
* demonstrating knowledge of best practices for making effective use of data and information to assess how the library program impacts student achievement and addresses the needs of diverse communities
SAMPLE MULTIPLE-CHOICE TEST QUESTIONS
1. Which of the following strategies is the most effective way for a teacher of library media to differentiate the process for students involved in information gathering?
A. posting lists of project-specific materials available for student use
3. Elementary school teachers plan a number of interdisciplinary units each year. This year, they ask the teacher of library media to help them incorporate literature into these units as well. Which of the following is likely to be the most effective first step for the teacher of library media to take in achieving this goal?
B. providing specific instruction for each project assigned by teachers
C. ensuring that the library collection contains print, nonprint, and digital resources at a variety of levels
D. creating a checklist of the steps necessary to complete academic research to hand out to students as they come into the library
2. An elementary school teacher of library media is planning to conduct a series of book talks for students. Which of the following is likely to be the most important outcome of this series?
A. boosting students' use of the library print collection
B. promoting students' selection of age-appropriate reading materials
C. inspiring students to expand their selections for recreational reading
D. educating students about the types of resources in the library
For tests taken May 1, 2017, or after
A. providing the teachers with annotated bibliographies of literature related to the theme of each unit so they can select one of the titles to read with students
B. purchasing several literature-based instructional units for the teachers to use in order to integrate literature into the units they are planning for this year
C. giving the teachers a variety of resources with tips about how to infuse literature into the curriculum
D. creating a display of a selection of thematic literature from the library collection so the teachers can browse the titles informally before or after school and make their choices
LIBRARY MEDIA
4. The teacher of library media and the other teachers in a school are joining together to help students master important information literacy skills. This instructional effort is likely to be most effective if the teacher of library media and the other teachers take which of the following steps first?
A. creating joint assessments to verify that all students have mastered the skills
B. identifying an authentic context in which students can practice and learn the skills
C. estimating the number of joint lessons in the library needed to learn the skills
D. selecting materials that are likely to enhance students' interest in learning the skills
5. Which of the following twenty-firstcentury tools and resources is likely to have the greatest positive impact on students' level of engagement with content when used in a collaborative unit by the teacher of library media?
A. online communication and social networking
B. slide sharing and presentation software
C. digital, Web-based school curriculum
6. A teacher of library media wants to stay abreast of major trends in children's literature. Which of the following methods of obtaining current information would be most likely to effectively achieve this goal?
A. accessing resources from professional organizations
B. signing up for booksellers' catalog mailing lists
C. collaborating with other professionals to share ideas
D. performing Internet Web searches and bookmarking helpful pages
7. What would be the most effective way that the teacher of library media could work with members of the school community and their families to help familiarize them with the library's resources?
A. sending home to families a map and a list of available library items by category
B. inviting family members to accompany their children to their scheduled library time
C. having students write a letter home explaining to their family what the library offers
D. organizing a library family night so interested people can take a tour and ask questions
D. e-books, audiobooks, and DVDs
8. A teacher of library media makes it a point to read a variety of children's books and book synopses. When students come to the library, the teacher of library media makes book recommendations to individuals and groups on the basis of these readings. These practices best reflect which of the following principles?
A. gauging students' interest in the suggested books for reordering purposes
B. closely monitoring current circulation trends and figures
C. establishing close personal connections with students
D. sharing personal enjoyment of reading with students
9. In order to best promote diversity and ensure equitable access to all learners, teachers of library media should:
A. encourage students to discuss their differences.
B. plan programs and activities to support all students.
C. educate themselves about all types of cultures.
D. attend professional workshops to gather ideas.
10. A biology teacher asks a teacher of library media for assistance in obtaining copies of a chapter from an out-of-print library book to distribute to students. Which of the following is the most appropriate initial response for the teacher of library media to make to this request?
A. offering to help the teacher determine whether copyright permission is needed for copying the chapter
B. offering to copy the chapter for the teacher, providing the copies are destroyed after use
C. refusing to make any copies of the chapter because of the restrictions of copyright law
D. suggesting that the teacher use a commercial copy center to reproduce the chapter
11. Teaching students to look for words such as "apparently" and "likely" when reading for information is most likely to promote their ability to:
A. recognize conclusions stated by the author.
B. distinguish unsupported information from confirmed facts.
C. make inferences about what the author wants them to understand.
D. identify an author's use of faulty reasoning.
LIBRARY MEDIA
12. A student is having trouble locating pertinent information for a social studies research project. For the past week or so, the student has spent one hour per day looking through several sources without finding much useful information. The student asks the teacher of library media for help in deciding how to proceed. Which of the following adjustments to the student's search strategy should the teacher of library media suggest first?
A. devoting at least another hour each day to research
B. reassessing the original topic or thesis
C. revising the preliminary outline for the project
D. rereading carefully the sources already examined
13. Which of the following activities would be most effective in keeping a teacher of library media current about emerging technologies, learning theories, and teaching techniques?
A. using new technologies as they emerge
B. providing professional development in the school
C. informing teachers about opportunities to use various technologies
14. A teacher of library media wants to align the program goals for the library with the curricular needs of the school. To reach this goal, which of the following steps should the teacher of library media take first?
A. discussing discrepancies between the curriculum goals and available resources with library staff
B. obtaining input from the principal about objectives and planning for the library
C. discussing instructional and research needs with teachers and administrators
D. evaluating the budget for the upcoming year to determine what will be available for new acquisitions
15. Which of the following strategies by a teacher of library media is likely to prove most effective when attempting to gain the principal's support for the library's budget proposal?
A. relating requested expenditures for the library to curriculum objectives and the school improvement plan
B. describing the range of activities sponsored by the library
C. comparing requested expenditures for the library to the amounts being requested in other sections of the school budget
D. keeping up with professional literature in teaching and library science
D. demonstrating how many students used the library during the previous year
16. A teacher of library media conducts a survey that asks teachers to evaluate the materials in the library. The results indicate that teachers think that more fiction should be available for students. Which of the following steps should the teacher of library media take next?
A. adjusting the budget to use money that was designated for acquiring new reference materials to instead expand the fiction collection
B. meeting with administrators to discuss the merit of the teachers' recommendation
C. consulting with the teachers to learn what types of fiction would best address curricular and student needs
D. polling the library staff to determine whether they agree with the teachers' assessment of the collection
17. A teacher of library media can best develop ethical information behavior in students by taking which of the following actions?
A. utilizing Internet resources to develop lessons on digital law
B. teaching students how to use information to create a bibliography
C. creating a presentation explaining copyright and fair use policies
18. Teachers of library media have an ethical responsibility to preserve the confidentiality of which of the following types of library records?
A. records that contain cost data relating to the theft and loss of library resources
B. records that link specific individuals with specific library resources
C. records that reveal the frequency with which a specific library resource is used
D. records that connect specific school courses with specific library resources
19. A school library program's reconsideration process for challenged materials should include which of the following procedures?
A. including a note on the bibliographic record of the material that is has been challenged
B. notifying both the learning community and community at large as soon as a resource is challenged
C. providing resource selection information and criteria used by the school to the challenging party
D. requiring permission from home for a student to access the resource until the challenge has been resolved
D. modeling responsible behavior regarding use of information
LIBRARY MEDIA
20. Which of the following best describes the main reason for a school library program to formulate a mission statement?
A. to establish criteria for evaluating the costs and benefits of specific library services and activities
B. to promote understanding of program objectives among both library personnel and members of the learning community
C. to provide a basis for the efficient division of labor among library personnel
D. to distinguish the responsibilities of library personnel from the duties of other educational professionals in the learning community
ANSWER KEY FOR THE SAMPLE MULTIPLE-CHOICE TEST QUESTIONS | <urn:uuid:64d543d7-3060-4ea8-bfd5-042a5c9a7350> | CC-MAIN-2017-30 | http://mttc.nesinc.com/PDFs/MI_Field048_SG.pdf | 2017-07-27T00:42:21Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00101.warc.gz | 222,604,861 | 4,229 | eng_Latn | eng_Latn | 0.99048 | eng_Latn | 0.996048 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
17,
36,
307,
572,
2433,
3848,
5903,
8346,
10595,
13104,
15146,
17195,
19122,
21345,
23465,
24045,
24103
] | [
1.7890625,
3.484375
] | 2 | 1 |
Horticulture/Garden
2012
This year, I plan to focus on growing flowers in the garden to help promote the flower exhibits at the fair. We will continue to grow crops to be donated to the food bank and other groups in the community. I also plan on Trying to help start gardens at some of the elementary schools in the county. I also plan on having several Workshops o n how to grow different types of flowers, so any 4-H’er or other member of the community can Learn how to grow some of the flowers we will be growing in the community garden.
I will achieve theses goals by attending workshops and learning experiences provided by my local UT Extension Agent, so I will have a better understanding of how to grow the types of flowers we will grow and the Environment needed to grow them successfully. I will also increase my knowledge by reading different articles And talking with different community experts on flowers, so I will have a better understanding of how the flowers Grow and techniques they may have learned that help the flowers grow.
I plan to reach my goals by utilizing local florists, community members that have successfully grown different Flowers over the years, my 4-H agent, the local Fair Board, county 4-H’ers, and adult volunteers. I also plan on Applying for different grants, so we will be able to fund the project at the community garden.
During this year, I learned techniques that can be used to successfully grow different types of flowers, including: Marigolds, zinnias, and pansies. I also learned non-harmful techniques that can be used to keep rabbits And deer from eating crops in our garden. Another skill I gained was the ability to successfully remove and Transplant delicate plants including blackberry briars. Along with agricultural skills, I learned how to script, shoot, And edit videos that can be used to chronicle and promote our work not only in the garden but across the county.
I feel that I met my goals. I was successful in teaching members of our community how to successfully care for And grow different species of flowers, and this year, the floral exhibits at our county fair reached record numbers. I was also instrumental in helping groups of special ed. Students start, care for, and harvest gardens at their School. In addition, we also grew and donated many crops, including: okra, collard greens, carrots, and peppers.
I used money from the United Health Care grant to acquire the materials needed to grow the garden. I networked With Local florists and professional growers to learn how to successfully grow different types of flowers. I utilized The Local 4-H Honor club to help grow and care for the garden. Parents, adult volunteers and leaders, and fair Board members helped secure supplies and advised us as we grew our garden.
In the future, I would like to begin to teach younger 4-H members how to successfully manage and grow the Community garden as I am coming closer to leaving for college. I would also like to design and implement a Irrigation system to help increase productivity and decrease the amount of water wasted while watering the Garden. | <urn:uuid:2e034598-4b32-4892-92da-22c59ca35597> | CC-MAIN-2017-30 | http://4hhcarchery.weebly.com/uploads/2/7/7/5/2775560/project_plan_hort_garden__a_1.pdf | 2017-07-27T00:50:50Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00105.warc.gz | 1,996,649 | 631 | eng_Latn | eng_Latn | 0.999077 | eng_Latn | 0.999118 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1369,
3130
] | [
2.4375
] | 1 | 0 |
The Last Feather
Once, not so long ago, people everywhere became very annoyed with birds all over the world.
"These nasty birds are pooping all over our cars," said some.
Others chimed in, "They are so noisy!"
"And their nests are so messy," said a woman with a broom.
When a lot more people said a lot more things like this, the birds got pretty fed up that no one seemed to appreciate them. So, on a sunny Sunday afternoon, the birds all thought the same thought at once. If no one appreciates us, we'll just leave!
The power of this gigantic thought opened up a crack in the sky, like a jagged window made of light, and all the birds of the world left by the crack that closed itself as soon as they had made it through.
Only a small boy living in a valley saw the birds leave. He was confused, and sad, because he liked to hear the orioles sing and the doves coo. And he liked watching birds take baths in puddles.
Not long after the birds left, insects began to overrun the earth, since there were no birds to eat them.
Snakes and small rodents also ran rampant because they were no longer caught as food by hawks and other large birds.
Birdbaths everywhere became lonely, and wept even more than usual.
Squirrels, whose antics were usually kept in check by birds such as jays and mockingbirds, became bolder and more mischievous than ever. Chasing and chattering, they roamed in packs, harassing dogs, cats, rabbits, and even people.
There were no more feathers for feather collectors or ticklers to pick up.
Many people had trouble sleeping because down-stuffed pillows and comforters could no longer be found. And those who lived in colder climates mourned the loss of warm, down-filled vests and jackets.
Beauty was lost to many areas of the world, and nature lovers and bird watchers became very depressed. Bird photographers, with absolutely nothing to do, twiddled their thumbs.
The numbers of fishes in lakes and seas grew horribly off-balanced because there were no osprey, eagles, and seagulls to help keep the populations in check.
Dead animals lay everywhere, since there were no vultures or turkey buzzards to clean them up.
Since there were no eggs to eat, people could no longer enjoy breakfast, or make birthday cakes! They ate birthday taffy instead, which was not nearly as special, even though it was chewy and tasty.
People were often late to work because there were no roosters to wake them.
Foxes and bobcats grew very tired of eating nothing but rodents. So they stopped eating rats and field mice and went hungry most of the time, which made them very cranky.
Trash piles and dumps became even more messy and nasty without birds to help clean them up.
People couldn't enjoy fried-chicken picnics or fancy quail dinners, so they ate more cows and pigs instead, and that didn't make the cows and pigs very happy.
A certain society on a remote island who had worshiped the purple-crested kraleybird entirely gave up their religion, and their dreams, hopes, and ideals along with it.
All over the world, pictures and symbols of state and national birds were taken down, and many people missed the decorations, and the meaning.
People also missed the wisdom of owls and the happiness of bluebirds.
This went on for nearly a year, and things just continued to get worse and worse.
"This is terrible!" people said. "Where have all of the birds gone? And why don't they come back?"
Only the small boy in the valley knew what had happened. But he didn't know what to do to get the birds to come back. And he had never told anyone about what he had seen the year before.
One day, as the boy was coming home from a birthday party (with no cake), he had to dodge a swarm of wasps, and run from a pack of squirrels. He ran inside a small cave to get away from the buzzing, chattering, and chasing.
When his eyes adjusted to the light in the cave, he looked around. Tucked into a quiet corner, he found a small feather unlike any he had ever seen before. "I haven't seen any feathers at all for nearly a year," the boy said aloud. "This must be the Last Feather." The tiny feather had many colors and looked as though it could have been worn by many birds at once.
The boy also noticed a drawing on the cave wall of a bird with small wings and a very long tail. Though the drawing was faded, the boy could see that the bird had multicolored feathers just like the one he had found. Smiling, he pocketed the treasure as he bravely left the cave to dodge wasps and run from squirrels on his way home.
The next day, the boy went to see the wise man of his town. The wise man lived in the smallest house, but he had the biggest thoughts, so all of the people in town liked to talk to him. The boy told the man about the crack in the sky. Then he showed him the feather he had found in the cave
The wise man was very interested. "You have found a feather of a hawgino gull," he said. "They don't exist anymore. People used to hunt them for their pretty feathers, so they became extinct."
The boy understood what this meant. He had learned about extinction in school, and he had been sad to discover that the carelessness of human beings throughout the years had caused many animals, plants, fishes, and birds to become lost to the world forever.
"This might be the key to getting the birds to return," the wise man said thoughtfully. "Even though hawgino gulls are gone, many people believe the spirits of those birds remain. If you go back to the cave, you could ask the spirit of this one to help us."
The boy wanted the birds to come back, but he didn't quite understand what to do. So the wise man told him, "After you ask the spirit in the cave for help, go back to the place where you saw the crack open in the sky. While you are holding the feather, make a wish for the birds to return. Hopefully, the spirit from the cave will have followed you, and will help send a message to the other birds."
The boy left the wise man's small house with the precious feather. He had to jump over a dead rabbit and walk around a big pile of snakes, but he finally made it to the cave.
Inside, he took a deep breath, and said, "Spirit of the hawgino gull, please help me send a message to the birds of the world, so they will come back and make things right again."
There was no answer to this request. However, a soft, cool breeze that felt like the gentle tickle of feathers passed through the cave and blew on every part of the boy.
Next, the boy left the cave to make his way to the place where he had seen the crack in the sky. He had to walk very fast because he was being followed by a pack of rats.
When he reached the spot, the boy held the Last Feather tightly in his hand, as he took another deep breath. Then he silently made his wish. Please let the birds return. We miss them terribly, and we need them to come back and make things right.
At first, nothing happened. Then the sun smiled brightly, and the boy felt the cool breeze again; and suddenly, the Last Feather loosed itself from his hand and soared up into the air. The breeze carried it very high, and the feather disappeared quickly into the smooth blue sky.
The boy was sad to have lost his treasure, but he couldn't stay sad for long because exactly at the point in the sky where the feather had vanished, a crack of light appeared. As it opened wider, birds began pouring through the crack like someone was dumping an enormous bucket of birds into the valley. The streams of birds swooped down nearly to the valley floor before rising up in different directions, like a splash, to soar high and far away.
The boy no longer thought about the loss of the multicolored feather because feathers of many kinds were now showering down upon him, shed by the flapping flocks.
He ran here and there, and back and forth. Stuffing them deep into his pockets, he gathered bluebird, cardinal, peafowl, dove, and hawk feathers. Then he added owl, sparrow, drake, snowbird, bunting, tern, guinea, and swan feathers.
This went on and on until his pockets were stuffed so full of feathers he could not fit even one more.
But the boy didn't keep the treasure he had just collected. Instead, he ran to the cave. Kneeling in front of the drawing of the hawgino gull, he emptied his pockets into a great pile on the floor. "Thank you for bringing the birds back," he said to the bird.
As he stood up, a cool breeze passed over him, tossing many of the feathers into the air. And the boy told the hawgino gull's spirit, "I am sorry that you were hunted into extinction. I wish you could come back too."
At the moment he finished saying this, the pile of feathers in front of him suddenly sprang to life in the form of a whirlwind. The swirl of feathers soon became so swift and powerful, the boy had to close his eyes and turn away.
But the flurry didn't last long. In less than a minute, an eerie and still silence filled the cave.
When the boy turned back and opened his eyes, he found that the whirlwind and all of the feathers of the pile had completely disappeared. And a single hawgino gull feather was floating down from the ceiling to land by his feet.
Smiling, the boy picked up the multicolored feather. But he didn't keep the treasure. Instead, he tucked it into a quiet corner of the cave, as he said, "I'll leave this here for someone else to find in a time of need."
As he was turning to go, the boy thought he heard a soft, warbling, chirp of agreement from the tiny feather.
About a year later, the world was completely set to right again. And when a few of the birds accidentally pooped on cars, and even on some people, the people didn't complain.
©2004 by J.H. Sweet All rights reserved | <urn:uuid:84241883-83fd-45fb-ac33-8c397761181c> | CC-MAIN-2017-30 | http://www.jhsweet.com/Books/zzlastfeather.pdf | 2017-07-27T00:34:36Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00106.warc.gz | 461,422,811 | 2,247 | eng_Latn | eng_Latn | 0.999574 | eng_Latn | 0.999608 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2068,
4225,
6509,
8886,
9771
] | [
2.671875
] | 1 | 3 |
SPECIALITIES
DISEASE PREVENTION - One inch of compost mulch is the best plant disease prevention known to exist. No chemical fungicide can conquer disease better.
CONTINUOUS FERTILIZER – Locate pile near a favorite tree or scrub. The compost will slowly feed the roots.
COMPOST POULTICE – Dampen compost slightly and lay it on a tree wound. Wrap the compost with a biodegradable material. Remove the wrap when a callus has formed. The microbial content of compost has disease-fighting capabilities.
AS A MULCH
- Reduces soil compaction and erosion. Maintains soil moisture and temperature.
- Reduces weed germination and growth.
TREES - 10-20cm starting 30cm from trunk to drip line (The imaginary circle that you would draw on the soil around a tree directly under the outermost branch tips where the rain drips).
SHRUBS - 7.5cm starting 5cm from stem to drip line.
PLANTS - Side dressing (edge bed with 15cm layer compost) or in the rows. Leave 2.5cm of space between the compost and the base of plant stems to avoid burning the plants.
COMPOST TEA
REGULAR - Fill an old pillowcase or burlap bag with compost and sink it into a large bucket or barrel of water. The longer you steep, the stronger it will be. The final 'brew' can used as a light liquid feed, diluted to 10 parts water to 1 part tea. Diluted concentrate can be sprayed directly on leaves to increase nutrient absorption.
FERMENTED - Stir 1 part aged compost into 5 parts water. Ferment 10 to 14 days. Strain and spray thoroughly on diseased leaves to control botrytis molds, downy or powdery mildew and late blight.
Fermented Tea makes plants more disease resistant. Repeat every two weeks.
R.E.A.P.S.
Location: 1950 Gorse St.
Prince George, B.C.
Mailing Address: PO Box 444,
Prince George, B.C.
V2L 4S6
Website: www.reaps.org
Phone: 250-561-7327
Fax: 250-561-7324
Email: firstname.lastname@example.org
Information from www.recycle-guide.com
July 2012
Harvesting & Using your Finished Compost
HARVESTING
1. Assemble a ½" wire screen over a wheelbarrow, preferably with a tarp underneath.
2. Slowly shovel the compost onto the screen, sifting through the finished compost, removing sticks, rocks, etc.
3. When the wheelbarrow is full, remove your screen and unfinished compost, and empty your compost into your storage area. Place unfinished compost into a nearby bucket or tarp for now.
4. Continue until you have emptied your compost bin. Return the unfinished compost to the bin for the next round of composting!
CAUTION - Be aware of "Organic Dust Toxic Syndrome." If you are prone to allergies, wear a mask when handling. Compost and mulch contain tiny plant materials and are filled with bacteria and
FINISHED COMPOST may be used as soon as the temperature of the pile has lowered and stabilized. Finished compost has a pleasant earthy smell, few recognizable pieces of the original organic materials, and has a dark brown or black color. You can test if the compost is ready by putting some in an airtight plastic bag for a couple of days. If when you open the bag the compost smells like sweet dirt and is relatively unchanged, it is safe to use on your plants. If it smells rotten or like ammonia, it still has active decomposers in it and needs to be cured longer. Return the compost to the pile and test again in a week. In the meantime, cure your compost!
CURING
If your compost is too hot, then make sure to cure your compost, essentially leaving it alone to stabilize.
Cure compost for 1 to 6 months in a protected spot with a cover. Nutrients will stabilize and be ready for plant use.
NOTE: Though weed seeds should not be composted (as they will not break down in a backyard composter), sometimes they find their way into your bin. Storing the compost also has the advantage of finding them– when you see the seedlings, remove them.
...then put it on your plants!!!
AS A FERTILIZER
Compost has a NPK (nitrogen-phosphoruspotassium) value of 1-1-1. Even with its low NPK, compost releases nutrients slowly throughout the growing season. Compost also adds air spaces to soil, and improves soil drainage.
GENERAL SOIL MAINTENANCE: 1. DIGGING IN
- FALL—Add unfinished compost to
- decompose over Winter.
- SPRING—Add aged compost at least two weeks before planting.
- VEGETABLE SEEDS are vulnerable to decomposers; if you don't wait for 2 weeks before planting, wait until the seedlings are established before adding compost as a side-dressing
2. IMPROVE YOUR SOIL
- CLAY or SANDY — Dig 5-8cm of
- compost in 15cm of topsoil annually.
- LOAM — Dig 2.5cm of compost in 15cm of topsoil annually.
- ANNUALLY— Add a 1.25cm layer of compost annually to help maintain soil fertility.
- IN NEW GARDENS, mix a 2.5cm layer of compost 7.5-10cm deep into your soil.
- LAWN CARE– top dress lawn, use rake to spread out 0.5cm compost each season. | <urn:uuid:7d1ede86-05c8-4d17-b754-18ade9ac1ede> | CC-MAIN-2017-30 | http://reaps.org/brochures_nav/usingcompost12.pdf | 2017-07-27T00:35:52Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00103.warc.gz | 256,934,026 | 1,201 | eng_Latn | eng_Latn | 0.994515 | eng_Latn | 0.997088 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1972,
4840
] | [
2.9375
] | 2 | 4 |
Hunter College School of Education, Department of Curriculum and Teaching Thursdays, 1:10-3:40 pm, 704W, Fall 2011, Dr. Sandra Wilde CEDC 704: Teaching Developmental Reading Office and Phone: Hunter West 1122, 212-772-4678; Email: email@example.com Office Hours: Tuesdays, 1-3pm, Wednesdays 5-6 pm
Course Description (from Hunter catalog)
704.00: The theoretical and practical aspects of literacy will be presented with particular emphasis on teaching literacy to diverse populations. In addition, the role of family involvement and community involvement and the use of technology for literacy development will be stressed. Instructional approaches and materials for teaching literacy will be explored. 10 hours of observation in an elementary school (5 hours in lower grades, 1–3; 5 hours in upper grades, 4–6) are required. See Pre- or co-requisite: CEDF 709
Course Goals and Objectives
Students in this course will learn:
1. How to set up a classroom literacy program that will help all children learn to read and write.
2. How classroom literacy programs differ in early childhood (initial learning to read and write) and upper elementary grades (greater independence in reading and writing).
3. How to choose and use books and other materials for literacy acquisition.
4. The role of active teaching in children's literacy learning, and how to plan for that teaching.
5. What teachers need to know about letter/sound relationships and their role in helping children to read (i.e, phonics) and spell.
6. How to respect and take into account differences between children: academic, developmental, cultural, and linguistic.
7. How to assess children's literacy development and the effectiveness of your teaching.
Required readings
The books are available at Shakespeare & Co. Bookstore on the SE corner of Lexington and 69 th St. For full bibliographic information about the books, see http://www.librarything.com/catalog/cedc704. Please note that four books are required for everyone, one is completely optional, and there's a choice between two different books on early writing. I'll also be asking you to read material on BlackBoard, as well as some children's books.
Weekly Schedule
| Date | Topic |
|---|---|
| Sept. 1 | Introduction to the teaching of reading |
| Sept. 8 | Conferences and working with individual children |
| Sept. 15 | The role of teaching in the reading program |
| Sept. 21 | Assessing and working with struggling readers. |
| Sept. 28 | No class; religious holiday |
| Oct. 6 | The teaching of writing, Part 1: The writers’ workshop |
| Oct. 13 | The teaching of writing, Part 2: The role of teaching in the writing workshop |
| Oct. 20 | The teaching of literature: Picture books |
| Oct. 27 | The teaching of literature: Fiction |
| Nov. 3 | The teaching of literature: Other genres |
| Nov. 10 | Early reading |
| Nov. 17 | Early reading |
| Nov. 22 | This is a Tuesday with Hunter on a Thursday schedule. Phonics |
| Dec. 1 | Early writing |
|---|---|
| Dec. 8 | Understanding and teaching spelling: From invented to conventional spelling |
Course Requirements
1. Attendance and participation – 10 points. One absence: full 10 points. Second absence: read 100 pages from a professional book (I'll provide suggestions) or receive only 5 points. Three absences: you must meet with me to discuss the absences. I reserve the right to lower your grade further in the case of excessive absences.
2. Participation – 10 points. Doing the assigned readings so that you can fully participate in small-group discussions, and making notes of discussion points.
3. Individual learner assessment and planning – 35 points. Instructions to be posted on Blackboard.
4. Learning and teaching about literature– 35 points. Instructions to be posted on Blackboard.
Note: These two major assessments will be given letter grades.
5. Response to field experiences – 10 points. Due May 13.
Grading: see Hunter College catalog for relationship of points to letter grades
Please turn in all assignments in hard-copy (paper) format. E-mail can be used if you're absent on the due date. Acceptance of late assignments is contingent on your having a good reason.
There are an additional three pages of the syllabus in the version posted on Blackboard, which include important standards and Hunter College information.
Professional Standards Addressed in this course (from Association for Childhood Education International)
Standard 2.1. English language arts
Candidates demonstrate a high level of competence in use of the English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Supporting explanation
Candidates are adept at teaching the fundamentals of the English Language Arts. They model effective use of English, including its syntax, lexicon, history, varieties, literature, and oral and written composing processes. Candidates understand how elementary children develop and learn to read, write, speak, view, and listen effectively. They use their knowledge and understanding of language, first and second language development, and the language arts to design instructional programs and strategies that build on students' experiences and existing language skills and result in their students becoming competent, effective users of language.
They teach students to read competently and encourage students' enjoyment of reading through multiple instructional strategies, technologies, and a variety of language activities. Candidates teach children to read with a balanced instructional program that includes an emphasis on use of letter/sound relationships (phonics), context (semantic and syntactic), and text that has meaning for students. In addition, candidates teach students a variety of strategies to monitor their own reading comprehension. They are also familiar with, able to use, and recommend to students many reading materials based on different topics, themes, and a variety of situations and consisting of different types, including stories, poems, biography, non-fiction, many categories of literature written for children, and texts from various subject areas. As a part of teaching students how to read, candidates encourage elementary students' understanding of their individual responses to what they read and sharing those responses. They help students think critically about what they read.
Candidates provide both instruction in and opportunities for elementary students to develop effective writing and speaking skills so that they can communicate their knowledge, ideas, understanding, insights, feelings, and experiences to other students and to parents, teachers, and other adults. They provide their students with many different writing and speaking experiences in order to teach the skills of writing and speaking. They enable students to explore the uses of different types of writing and speaking with different audiences and in different situations. Candidates help students develop their capacities to listen so that they understand, consider, respond to, and discuss spoken material, including non-fiction, stories, and poems.
Candidates know what preconceptions, error patterns, and misconceptions they may expect to find in students' understanding of how language functions in communication, and they are able to help students correct their misunderstandings of the development and uses of language. Candidates use formative and summative assessment to determine the level of students' competence in their understanding of and use of language. They use the results of such assessment to plan further instruction.
Hunter College School of Education Conceptual Framework
School of Education Mission
The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable and highly effective teachers, administrators and counselors. Our commitment is to educating these candidates — future professionals who will make a significant impact on the academic achievement, as well as the intellectual, social and emotional development of their students.
Vision Statement
We envision a School of Education in which candidates are immersed in research-based, clinically grounded, culturally competent and technology-rich programs. We are focused on enabling these candidates to achieve substantive learning gains for the students and schools they will serve.
Goal
Our goal is to prepare candidates who will demonstrate, through their professional commitments and practices, those multiple competencies that promote effective learning.
Spheres of Conceptual Framework
Preparation of reflective, knowledgeable and highly effective teachers, counselors, and administrators
Evidence–Based Practices The School of Education grounds its course content in the best field-based research and practice.
Integrated Clinical Experiences The School of Education ensures that its candidates understand and experience the realities of school contexts.
Educating a Diverse Student Population The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge.
Use of Technology to Enhance Learning The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners.
Academic Honesty: Hunter College Policy on Academic Integrity
Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.
Plagiarism
"Any deliberate borrowing of the ideas, terms, statements or knowledge of others without clear and specific acknowledgement of the course is plagiarism. Plagiarism will result in disciplinary proceedings…It is not, of course, plagiarism to borrow the ideas, terms, statements or knowledge of others if the source is clearly and specifically acknowledged" (HC 2004 – 2007 Undergraduate Catalog, p. 61).
For this course, please cite the work of others according to the standards published by the American Psychological Association (APA). You may consult the following source for assistance on using the APA referencing styles (http://rwc.hunter.cuny.edu/readingwriting/on-line/apa-citation-and-bibliography-form.pdf). I encourage you to visit the Hunter College Reading/Writing Center and ask a consultant for assistance.
Access and Accommodations for Students with Disabilities
HC students with disabilities are encouraged to register with the Office for Access and Accommodations in E1124 (212-772-4857, or TYY 212-650-3230) (http://studentservices.hunter.cuny.edu/DSMAIN.html) for information and assistance. HC students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided with equal access to education and reasonable accommodations.
Expectations for Written Proficiency
All students must demonstrate consistently satisfactory written English in their coursework. "The Hunter College Reading/Writing Center (212-772-4212) is a comprehensive service for the entire college community, offering tutorial and computerassisted instruction to students and technical support and development to faculty and staff.
Registered students can receive tutoring in reading and writing skills, critical reading, and the writing process. Students can apply for a weekly appointment with a tutor, use drop-in services during scheduled hours, or send a question to e-tutor, the Center's online tutorial service. Students may also attend Workshops offered at the Center throughout the academic year" (http://rwc.hunter.cuny.edu/writing/). | <urn:uuid:3a2da364-60fd-429e-bf24-e285d16f8904> | CC-MAIN-2017-30 | http://childrensliteratureassembly.org/docs/Wilde-CEDC-704.pdf | 2017-07-27T00:40:05Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00106.warc.gz | 58,110,319 | 2,406 | eng_Latn | eng_Latn | 0.994777 | eng_Latn | 0.995736 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2192,
2970,
4350,
7357,
9800,
12332
] | [
2.171875
] | 3 | 4 |
National Center
For Earth and Space Science Education
Becoming a Voyage Community Useful Links of Interest
Contact: Dr. Jeff Goldstein, Center Director
email@example.com; cell: 301-395-0770
Revised: January 20, 2009
Introduction:
On a visit to the National Mall in Washington, DC, one can see monuments of a nation— Memorials to Lincoln, Jefferson, and WWII, the Vietnam Veterans Memorial Wall, and the Washington Monument. Standing among them is Voyage—a one to 10-billion scale model of our Solar System—spanning 2,000 feet from the National Air and Space Museum to the Smithsonian Castle (visit http://voyagesolarsystem.org.)
The Voyage scale model Solar System on the National Mall in Washington, DC. The National Center for Earth and Space Science Education is making replicas available for permanent installation in communities world-wide.
Voyage celebrates what we know about Earth's place in space and our ability to know it. It reveals the true nature of humanity's existence—six billion souls occupying a tiny, fragile, beautiful world in a vast space. It uses the remarkable power of models to develop a deep conceptual understanding of our world and the greater Universe (http://voyagesolarsystem.org/DC/DC_models_power.html.)
A seamless fusion of sculpture and science education, Voyage was created in partnership with the Challenger Center for Space Science Education, the Smithsonian Institution, and NASA, and was approved by the U.S. Commission of Fine Arts and the National Capital Planning Commission for permanent placement on the National Mall.
Voyage is an exhibition that speaks to all humanity. The National Center for Earth and Space Science Education (NCESSE; http://ncesse.org/overview) is therefore making replicas of Voyage available for permanent installation in communities world-wide.
The Learning Community Model:
The Voyage exhibition was designed to be embedded in community-wide programming for grade K-12 students, teachers, families, and the general public, and supported by a suite of educational materials. The programming and educational materials are assets of NCESSE's Journey through the Universe program. Some of these assets are provided with the exhibition at no additional cost, e.g., the grade K-12 lessons, and the two programs associated with opening event activities—a professional development workshop for educators and a family/public program. The Voyage community can also supplement the assets provided with the exhibition with other Journey through the Universe programs and educational materials on a cost recovery basis.
1
Specific Links of Interest:
The list of specific links below allows a prospective Voyage Community to understand the capabilities of both the Voyage exhibition and the community-wide programming that can be implemented. The URLs below reflect very specific topics of interest. These URLs are just some of the pages at the Voyage National Program website http://voyagesolarsystem.org, and the Journey through the Universe program web site at http://journeythroughtheuniverse.org.
These links will provide ideas for putting the exhibition to work with programming, and provide content connections to not just space science but to science education paradigms, e.g., the use of models for learning.
Using this Document:
Open this PDF document on your computer and the links below will be active. You can then selectively explore any area of interest by clicking on the relevant link and you will be automatically routed to that web page. If your document does not allow active linking, let us know.
LINKS TO EVERYTHING VOYAGE
I. Overviews
1. The Voyage National Program http://voyagesolarsystem.org/program/program_defaul
t.html
2. Discover the Universe: The Content Focus for the Exhibition and Programming
READ THIS TO BE BOTH HUMBLED AND INSPIRED
http://voyagesolarsystem.org/DC/DC_story_home.html
3. The National Mall, and National Air and Space Museum—the site of Voyage in DC SOME MAGICAL INSIGHT INTO WHY PEOPLE VISIT THE NATION'S CAPITAL http://voyagesolarsystem.org/DC/DC_story_mall.html
4. The Exhibition http://voyagesolarsystem.org/exhibition/ex_default.html
Explore the sub-pages in the navigation column at the left for descriptions of: the experience, design, storyboards, and sample storylines and imagery.
5. Exhibition Testimonials http://voyagesolarsystem.org/community/community_ te st im onia l s.ht ml
6. An Overview of Community-wide Journey through the Universe Programming http://journeythroughtheuniverse.org/home/home_default.html
7. Programming Testimonials
FROM SCHOOL DISTRICT SUPERINTENDENTS, SCIENCE CURRICULUM
SUPERVISORS, AND OTHER COMMUNITY LEADERS
http://journeythroughtheuniverse.org/testimonials/te_default.html
8. How Voyage and Journey Address National Need in STEM Education, Standards, and NCLB http://journeythroughtheuniverse.org/program_overview/po_nago.html
9. National Center for Earth and Space Science Education http://ncesse.org/overview
II. Ideas for Putting the Exhibition to Work in Your Community
1. Case for Siting the Exhibition Near a Museum or Science Center, lots of programming ideas: http://voyagesolarsystem.org/rallying/rallying_museum.html
2. Also likely useful—Case for Siting the Exhibition on a University Campus, lots of other programming ideas: http://voyagesolarsystem.org/rallying/rallying_university.html
III. Important Exhibition and Program Learning Models and Design Approaches
1. The Learning Community Model Embraced by the Exhibition and the Related Programming http://journeythroughtheuniverse.org/lc_model/lcm_default.html
2. The Use of Modeling Across the Exhibition and Educational Materials http://voyagesolarsystem.org/DC/DC_models.html
3. The Deeper Educational Paradigm—the Power of Models in Science and Science Education SOMETHING EVERY TEACHER OF SCIENCE SHOULD READ http://voyagesolarsystem.org/DC/DC_models_power.html
4. Programming Pedagogy: the nature of science, scientist as hero, inspire…then educate SOMETHING EVERY TEACHER OF SCIENCE SHOULD READ http://journeythroughtheuniverse.org/program_overview/po_pe.html
IV. Programs and Educational Materials
1. Overview of Voyage Exhibition Education Materials http://voyagesolarsystem.org/education/ed_pedagogy.htm
l
2. Complete Package of Downloadable Grade K-12 Lessons, and Assembling a Notebook PLACES AN EXHIBITION TOUR WITHIN A MULTI-WEEK CLASSROOM EXPERIENCE GEARED TO YOUR CURRICULUM
http://voyagesolarsystem.org/lessons
3. Outdoor Exploration Guide (tour brochure), providing visitor orientation, touring, and other relevant information; and facilitating use of the exhibition as a laboratory for inquiry-based exploration as part of a tour, whether it is self-guided or led by a teacher or docent.
The Guide for the National Mall:
http://voyagesolarsystem.org/downloads/voyage_guide.pdf
Guides for other
Voyage Communities are available on request.
4. The Professional Development Workshop: objectives, roles and responsibilities http://journeythroughtheuniverse.org/program_overview/po_pr.html
5. Assessment data for Professional Development Workshops http://journeythroughtheuniverse.org/program_overview/po_as_ew.html
6. The Family/Public Program: objectives, roles and responsibilities http://journeythroughtheuniverse.org/program_overview/po_fpp.html
7. Assessment Data for Family/Public Programs http://journeythroughtheuniverse.org/program_overview/po_as_fapp.html
8. Student Programs by National Teams of Scientists and Engineers http://journeythroughtheuniverse.org/program_overview/po_cv.html
9. Assessment Data for Student Programs http://journeythroughtheuniverse.org/program_overview/po_as_cv.html | <urn:uuid:23ddfeac-6a44-4074-9eb6-5de2ad2b5ed2> | CC-MAIN-2017-30 | http://blogontheuniverse.org/wp-content/uploads/2009/04/links-list-for-prospective-voyage-community.pdf | 2017-07-27T00:52:01Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00106.warc.gz | 41,790,757 | 1,649 | eng_Latn | eng_Latn | 0.940024 | eng_Latn | 0.970914 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2610,
4784,
6517,
7715
] | [
2.984375
] | 2 | 3 |
_________________________________________________________________________________ Beef
Name of 4-H Project
Member’s Name ____ ________________ _________________ Year ______ School Grade ( on Jan. 1 ) ______ David Walker 2007 7th
1. Size and scope. List the highlights of your project for this year, including the size, scope and growth of the project. Show size with numbers; show scope by the variety of activities conducted. Include expenses, income, losses, savings to your family, etc. when appropriate.
| MANAGEMENT PRACTICES | | SHOW RELATED |
|---|---|---|
| STEERS OWNED TIMES WALKED | 2 14 | REGISTRATION PAPERS FOR SHOW (TIMES) TIMES PRACTICED SHOWMANSHIP (HOURS) |
| EQUIPMENT CLEANED (TIMES) TRAILERS BEDDED | 12 3 | SHOW STEERS EARTAGGED SHOW STEERS TATTOOED |
| TRAILERS CLEANED TIMES FED | 3 430 | TIMES GROOMED TIMES CLIPPED |
| TIMES WATERED TIMES DEWORMED | 220 4 | TIMES BATHED TIMES BRUSHED |
| TIMES TREATED FOR EXTERNAL PARASITES TIMES DOCTORED | 2 3 | TIE AREAS BEDDED AT SHOW TIE AREAS CLEANED AT SHOW |
| FEED TROUGHS CLEANED (TIMES) TIMES DRENCHED | 6 4 | TIMES SHOWED IN CLASS TIMES SHOWED IN SHOWMANSHIP |
| PENS BEDDED TIMES VACCINATED (SHOW STEERS) | 5 2 | HOURS PRACTICED FOR SKILLATHON COLLECTIONS MADE FOR SKILLATHON |
| PEN AREA SPRINKLED TO PREVENT DUST TIMES MEASURE TAPED (TO EST WGT) | 5 14 | SKILLATHONS ENTERED SEARCHED WEB FOR SKILLATHON MATERIAL |
| TIMES FIGURED AVERAGE DAILY GAIN STEERS SOLD | 4 1 | SUPPLIES BOUGHT FOR SHOW: ROPE HALTERS |
| EARTAGGED CATTLE (FEEDER CALVES) (X’S) CATTLE CASTRATED (FEEDER CALVES) (X’S) | 25 13 | SHOW HALTERS SHOW STICKS |
| WORKED CATTLE (FEEDER CALVES) (TIMES) COWHERD CHECKED | 120 52 | SPRAY ADHESIVE FINISH SPRAY |
| BUSTED FROZEN WATER TROUGHS FED ROUND BALES OF HAY | 15 3 | SCOTCH COMBS SHOW BRUSHES |
| HAULED SQAURE BALES (TIMES) BALED ROUND BALES (TIMES) | 2 1 | |
2. Project participation. Indicate the level of participation with the appropriate letters - local (L), county (C), regional (R), state (S), national (N) - followed by the number of times for each level, such as L3, S1.
a. Public presentations related to this project. Include speeches, demonstrations, interactive exhibits, interviews, oral reasons, illustrated talks, media presentations, etc. given this year.
b. Exhibits related to this project. List the items prepared for display at 4-H meetings, fairs, shows, contests, etc. during this year.
c. Participation in educational activities related to this project
. Include tours, conferences, workshops, judging events, project groups, camps, knowledge bowls, etc. you have attended during this year.
3. Awards and recognition received in this project. List the awards, trips, medals, plaques, trophies, ribbons, scholarships and other recognition received this year. Indicate the level on which the recognition was receive | <urn:uuid:92d17c43-2414-4030-b956-2f1e620088c5> | CC-MAIN-2017-30 | http://4hhcarchery.weebly.com/uploads/2/7/7/5/2775560/animal_science_-_beef_1.pdf | 2017-07-27T00:50:47Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00103.warc.gz | 2,817,480 | 802 | eng_Latn | eng_Latn | 0.997285 | eng_Latn | 0.997697 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2275,
2844
] | [
2.0625
] | 1 | 0 |
It's Raining Cats...and Cats!
By Jeanne Prevost Illustrated by Amelia Hansen
Teacher's Guide and Lesson Plans Connected to the Common Core
Written by Jeanne Prevost, M.A.T.
READING
LEARNING GOALS
We ask and answer questions about our reading to increase our understanding. We refer to the text to support our answers.
COMMON CORE STANDARD
Reading Literature 3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
MATERIALS
Line drawing of a cat
Question paper
A document camera and projector, optional
Multiple choice and open response assessment
VOCABULARY
Calico
Operation
Veterinarian
ESSENTIAL QUESTION
Why is it important to control the population of pet cats?
PROCEDURE
ACTIVATOR
1. Color the picture and label the parts of a cat.
2. Share pictures. Discuss briefly and list: What are the characteristics of cats?
READ
a. Read aloud to class, or
b. Read with a partner or small group.
3. Invite volunteers to ask questions about the story. Let the questions hang unanswered for a short while.
4. Distribute question papers.
5. Instruct students to write a very good thinking question on the paper while you reread the story aloud. As students listen to the story again, they may stop at any point to write down their question. Discuss how questions beginning with "Why...?" or "How...?" usually provide for interesting discussion.
SUMMARIZER
1. If available, use a document camera and projector for this summarizing activity. If unavailable, simply read student questions out loud, then point out and read aloud the part of the text that supports the answer to the question.
2. You may choose student questions to discuss ahead of time, or choose volunteers' questions on the spot.
3. Project and read each selected question to the class.
4. Discuss the question. On the camera/projector, show and read the part of the text that supports students' answers and opinions.
5. End with the essential question: Why is it important to control the population of pet cats? List student ideas on the board, chart, or projector and provide guidance to elicit any reasons the students don't bring up on their own. Reasons for controlling the population of pet cats include:
a. There are more cats in the world than homes for them
b. Every cat is an individual personality with feelings and needs, not just a number
c. Taking care of a cat requires a commitment of time and money
d. Cats without a home may suffer neglect
e. If you own too many cats, you cannot care for them adequately
ASSESSMENT – It's Raining Cats...and Cats! READING
NAME _______________________________________
1. What is the main problem in this story?
a. Jim wants to sell lemonade.
b. Jim wants to get more cats.
c. The family has too many cats.
d. The veterinarian cannot help the family's cats
2. Why is Jim upset at the beginning of the story?
a. His cat Molly has stitches.
b. His cat Molly is sick.
c. His cat is about to have kittens.
d. It is about to rain.
3. Why does the family have too many cats?
a. People drop off kittens at their house.
b. It is raining cats.
c. The family's cats have many litters of kittens.
d. Molly had kittens.
4. What is the solution to the problem of too many cats?
a. Make sure you take your cat to the veterinarian for an operation.
b. Drop off all your kittens at an animal shelter before they breed.
c. Give the cats and kittens away to everyone you know.
d. The problem has no solution.
DATE ______________
5. Why is it important to control the population of pet cats? Use examples from the story to support your answer.
_____________________________________________________________ _____________________________________________________________ ____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ____________________________________________________________
ANSWER KEY FOR ASSESSMENT – It's Raining Cats...and Cats! READING
NAME ______KEY___________________________
DATE ______________
1. What is the main problem in this story?
a.
Jim wants to sell lemonade.
b. Jim wants to get more cats.
c. √The family has too many cats.
d. The veterinarian cannot help the family’s cats
2. Why is Jim upset at the beginning of the story?
a. √His cat Molly has stitches.
b. His cat Molly is sick.
c. His cat is about to have kittens.
d. It is about to rain.
3. Why does the family have too many cats?
a. People drop off kittens at their house.
b. It is raining cats.
c. √ The family’s cats have many litters of kittens.
d. Molly had kittens.
4. What is the solution to the problem of too many cats?
a. √Make sure you take your cat to the veterinarian for an operation.
b. Drop off all your kittens at an animal shelter before they breed.
c. Give the cats and kittens away to everyone you know.
d. The problem has no solution.
5. Why is it important to control the population of pet cats? Use examples from the story to support your answer.
Students should state a reason from the list generated by the class when discussing the essential question. Students should give an example from the story to support the reason such as: Jim could not play with Molly when there were too many cats.
____________________________________________________________
BLACKLINE MASTERS Line drawing of a cat
WORD BANK
head
paws
mouth
eyelashes
chest
nose
shoulder
tail
front legs hind legs
whiskers
ears
eyes
BLACKLINE MASTER
Student question forms. Copy two-sided and cut in threes. Give one or more to each student.
My question about It’s Raining Cats...and Cats!
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
My question about It’s Raining Cats...and Cats!
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
My question about It’s Raining Cats...and Cats!
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
LANGUAGE
LEARNING GOALS
Nouns name a person, place, thing, or idea.
Verbs name an action or being.
COMMON CORE STANDARD
Language 3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
MATERIALS
It's Raining Cats...and Cats!
Chart or board
Noun and Verb paper, pencils
VOCABULARY
Noun
Verb
ESSENTIAL QUESTION
What is the difference between a noun and a verb?
PROCEDURE
ACTIVATOR
Connect to a previous lesson. Or, Ask students to guess the answer to the question above.
TEACH
1. Divide a chart paper or board in half. Write "Jim, hospital, cat carrier" in one section. Then write "arrived, unlatched, tumbled" in the other section.
2. Ask students to guess why you grouped the words that way. What is the function of each set of words? What do the words in the same group have in common? Students should realize that nouns name places, people or things; verbs name actions.
3. Do a few more examples together. Read the sentence: "Mommy, look." Have students indicate in which group each word belongs.
4. Instruct students to work with a partner at their desks, picking out nouns and verbs from It's Raining Cats...and Cats! and listing them in groups on the paper provided.
SUMMARIZER
Check and discuss student work.
Summarizing statement: "In a story, the nouns are the pictures and the verbs move the pictures."
NAMES: _____________________________________________________________________
NOUNS AND VERBS
| PUT NOUNS HERE: | PUT VERBS HERE: what the people, |
|---|---|
| people, places, things | places, things DO. |
LIFE SCIENCE
LEARNING GOALS
Cats belong to the class of animals known as mammals. Cats, like all mammals, have a predictable life cycle. Cats, like all animals, need food, water, and shelter to thrive.
COMMON CORE STANDARD
Reading Informational Text 3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
MATERIALS
Pictures of cats in four stages of the life cycle: suckling, kitten, adult, pregnant adult
Graphic organizer for cycles
Word bank for life cycle stages
Scissors, crayons, glue
Optional: Internet and projector. Depending on age and maturity of children this pleasant and not too graphic video shows a mother cat before, during, and after giving
birth. http://www.youtube.com/watch?v=CaSpFPrWyxU
Multiple choice and open response assessment
VOCABULARY
Life Cycle
Mammal
Reproduction
Pregnant
Suckling
Characteristic
ESSENTIAL QUESTION
What are the stages in the life cycle of a mammal?
PROCEDURE
ACTIVATOR
1. Project the YouTube video showing a cat giving birth. Emphasize that people should not let their cats have kittens. This video provides an alternative experience for parents who would like to show their children the cycle of life.
2. If not using above video, the class can have a brief discussion about students' experiences and questions about kittens.
DISCOVERY ACTIVITY
1. Cut out the pictures and words and place them in the correct areas of the life cycle diagram.
2. Check with a partner or a teacher before gluing in place.
SUMMARIZER
Display one student's correctly completed life cycle diagram so students can check and discuss their work. If available, use a document camera and projector for this summarizing activity.
ACTIVITY MASTER – The Life Cycle of Cats
NAME ___________________________________DATE___________________
Picture
Picture
Picture
Picture
ADULT
PREGNANT ADULT
KITTEN
SUCKLING
ADDITIONAL INFORMATION: CHARACTERISTICS OF MAMMALS
There are five groups of vertebrates (animals with backbones). These are
* Birds
* Mammals
* Reptiles
* Fish
* Amphibians
Questions for discussion:
What do all of the above classes of animals have in common? (ans. They all have backbones)
What are some of the differences between the above types of animals? (Encourage students to name some of the obvious differences between the classes of animals above.)
These differences are called characteristics.
What are some of the characteristics of mammals? (Encourage students to put forth their own thinking on this.)
The characteristics of mammals are:
* Have hair or fur
* Breathe air with lungs
* Are warm-blooded (they maintain their body temperature)
* Babies are born alive
* Babies drink milk from the mother
Cats are mammals because they have all of the characteristics listed above. What other animals are mammals?
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
ASSESSMENT – It’s Raining Cats...and Cats! LIFE SCIENCE
NAME ______________________________________ DATE _____________________
Directions: Write T if the statement is true. Write F if the statement is false.
1. A life cycle is the repeated pattern of birth, growth, and reproduction. _______
2. Mother cats feed their young milk. _______
3. A suckling is a baby animal that drinks milk from its mother. _______
4. Newborn kittens are able to go hunting on their own. _______
5. All mammals breathe air with lungs. _______
6. All mammals lay eggs. _______
7. Baby mammals drink milk from their mothers’ bodies. _______
8. Mammals can have fur, scales, or feathers. _______
9. A cat’s life cycle stages include: suckling, kitten, adult, pregnant adult. _______
10. A cat’s life cycle stages include: suckling, kitten, adult, death. _______
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
ASSESSMENT ANSWER KEY – It’s Raining Cats...and Cats! LIFE SCIENCE
NAME ______________________________________ DATE _____________________
Directions: Write T if the statement is true. Write F if the statement is false.
1. A life cycle is the repeated pattern of birth, growth, and reproduction. __T__
2. Mother cats feed their young milk. ___T____
3. A suckling is a baby animal that drinks milk from its mother. ___T____
4. Newborn kittens are able to go hunting on their own. ___F____
5. All mammals breathe air with lungs. ___T____
6. All mammals lay eggs. __F_____
7. Baby mammals drink milk from their mothers’ bodies. ___T____
8. Mammals can have fur, scales, or feathers. ___F____
9. A cat’s life cycle stages include: suckling, kitten, adult, pregnant adult. ___T____
10. A cat’s life cycle stages include: suckling, kitten, adult, death. ___F____
WRITING
LEARNING GOALS
We write our opinions. We introduce the topic and we state our opinion.
We write reasons to support our opinion.
COMMON CORE STANDARD
Writing 3.1.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
MATERIALS
Model of an opinion piece: Cats Are Cool
Nonfiction section of It’s Raining Cats...and Cats!
Chart or board
Paper and pencils
VOCABULARY
Opinion
Supporting reasons
WRITING PROMPT
Write a newspaper editorial stating why animals should be spayed or neutered.
PROCEDURE
ACTIVATOR
Project or show to students the double page spread with cats all over the house and invite comments.
TEACH
1. Read aloud and project the model opinion piece Cats Are Cool. Highlight statement and each reason.
2. On chart paper or board, create a list together of reasons that support the opinion that pet animals must be neutered or spayed. Use the nonfiction section at the back of the book for guidance.
3. Instruct students to write an opinion explaining why pets should be neutered. Students must include a statement and three reasons. Cats Are Cool may be used as a structure model, and the list of reasons on the chart or board may be used to help students give three reasons.
4. Refer to the essential question from the reading lesson: Why is it important to control the population of pet cats? Reasons for controlling the population of pet cats include:
a. There are more cats in the world than homes for them
b. Every cat is an individual personality with feelings and needs, not just a number
c. Taking care of a cat requires a commitment of time and money
d. Cats without a home may suffer neglect
e. If you own too many cats, you cannot care for them adequately
5. SUMMARIZER
6. Students may share their opinion pieces in small groups. A few volunteers may share with the whole class. Early finishers may make illustrations to accompany their writing.
OPINION ASSESSMENT RUBRIC
WRITING
| TRAIT | 4 ADVANCED | 3 GRADE LEVEL | 2 DEVELOPING |
|---|---|---|---|
| IDEAS | I wrote a clear, focused opinion with many interesting details and more than three reasons. | I wrote a clear opinion with three reasons. | I wrote an opinion but I need to add more reasons to make it clear. |
| ORGANIZATION | I wrote an inviting introduction, an impressive conclusion, and the reasons are in an order that makes sense. | I wrote an introduction, a conclusion, and three reasons in an order that makes sense. | I need to add an introduction, or a conclusion, or put my paragraph in order so my meaning is clear. |
| VOICE | My writing shows my feelings and personality, and shows that I care very much about the topic. | Most of my writing shows my feelings and personality. | Some parts of my writing show my feelings and personality. |
| WORD CHOICE | I chose interesting, unusual, and “sparkling” words that fit my meaning. | I chose some interesting words that fit my meaning. | I used words that are simple and/or repeated the same words more than twice. |
| SENTENCE FLUENCY | My sentences are all different and expressive. They are smooth and interesting to read. | My sentences are easy to read and they sound interesting. | My sentences need to be clearer, smoother, and interesting. |
| CONVENTIONS | I used correct grammar, punctuation, spelling, and paragraphing throughout. | I made 4 or fewer mistakes per page in grammar, punctuation, spelling, or paragraphing. | I made more than 4 errors per page in grammar, punctuation, spelling, and paragraphing. |
OPINION WRITING MODEL
Cats Are Cool
I believe that cats are the best pet animals in the world. Cats are so terrific because they are clean, they can be as quiet as a mouse, and they give you love.
The first reason why cats are excellent is that they are clean. They do potty in their litter box. They wash themselves and don't need baths. Cats don't roll in the mud like dogs. Cats don't get smelly and dirty.
Another reason cats are cool is that they are quiet in the house. They don't bark when people come over. When cats feel calm they make their people relaxed also. Cats are world experts on relaxation.
The third thing I really like about cats is that they cuddle with you. Cats enjoy being rubbed and scratched. They sit in your lap and purr. Cats give you love and affection and make you feel content.
Cats are cool. A cat is the best pet a kid could ever have.
MATHEMATICS
LEARNING GOALS
Create number sentences using a letter to represent an unknown quantity. Solve multistep word problems using addition, subtraction, or multiplication.
COMMON CORE STANDARD
3.Operations and Algebraic Thinking.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MATERIALS
Funny word problems about cats
A document camera and projector, optional
Open response assessment
VOCABULARY
Multi-step problem
Number sentence
Equation
ESSENTIAL QUESTION
How do I tell if a problem requires one step or more than one step?
PROCEDURE
ACTIVATOR
1. As a warm up, have students solve the simple one-step problem in the box.
TEACH
2. Model how to solve multi-step problems using problems #1 and #2.
3. Probe, question, and check with students to ascertain understanding.
4. Have students work on the remainder of the word problems independently or with a partner. Circulate and assist, or form a small focus group.
SUMMARIZER
5. Students may check their work by having a "math meeting." A math meeting means small groups of students share their answers and strategies. If there are disagreements, students rethink and rework the problem to see which solution is correct.
6. Discuss the essential question: How do I tell if a problem requires one or two steps?
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
WORD PROBLEMS – It's Raining Cats...and Cats! MATHEMATICS
NAME ______________________________________ DATE _____________________
Warm up:
Lady had 3 litters of 5 kittens each this year. How many kittens did she have in all?
Number sentence: ____________________________
Answer with label: ____________________________
1. Madison and Koala each gave birth to 7 kittens. Four of the kittens unrolled toilet paper. How many of the kittens were better behaved?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________
2. One year, Lady had 3 litters of 5 kittens each. The next year, she had two litters, and each litter had 8 kittens. How many kittens did Lady have in two years?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Step 3 number sentence: ____________________________
Answer with label: _____________________________________________
3. Jim had 134 tiger-striped cats, 76 orange cats, 34 Siamese cats, and 40 black and white cats. 196 cats climbed the drapes. The rest jumped on the furniture. How many cats jumped on the furniture?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________ _________________________________________________________
4. Jim had 134 tiger-striped cats, 176 orange cats, 89 Siamese cats, and 40 black and white cats. If 264 were girls, how many of Jim’s cats were boys?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________ _________________________________________________________
5. Molly gave birth to 13 kittens every year for 6 years. 56 of her kittens played on the roof and the rest played inside. How many stayed inside?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________
6. Four-step problem:
a. Ivan, Jack, and Lenny eat canned cat food. Ivan eats 5 ounces a day. Big Jack eats 6 ounces a day, and little Lenny needs only 4 ounces a day. At the end of one week, how many ounces of canned cat food will all three cats have eaten?
Step 1 number sentence: ____________________________
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
Step 2 number sentence: ____________________________
Step 3 number sentence: ____________________________
Step 4 number sentence: ____________________________
Answer with label: _____________________________________________
6b. In 4 weeks, how many ounces will Jack alone eat?
Number sentence: ____________________________
Answer with label: ____________________________
CHALLENGE:
6c. In 4 weeks, how many pounds of food will all three cats consume?
(1 pound=16 ounces.)
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________
WORD PROBLEMS ANSWER KEY – It’s Raining Cats...and Cats! MATHEMATICS
NAME ____________KEY__________________ DATE _____________________
Warm up:
Lady had 3 litters of 5 kittens each this year. How many kittens did she have in all?
Number sentence: 15 X 3 = K K=15
Answer with label: 15 kittens_______________
1. Madison and Koala each gave birth to 7 kittens. Four of the kittens unrolled toilet paper. How many of the kittens were better behaved?
Step 1 number sentence: 7+7=k or 7x2=k k=14
Step 2 number sentence: 14-4=n n=10
Answer with label: 10 kittens were better behaved. ____________________
2. One year, Lady had 3 litters of 6 kittens each. The next year, she had two litters, and each litter had 8 kittens. How many kittens did Lady have in two years?
Step 1 number sentence: 3x6=a a=18____________
Step 2 number sentence: 2x8=b b=16_______________
Step 3 number sentence: 18+16=c____c=34______
Answer with label: _34 kittens_________________________________
3. Jim had 134 tiger-striped cats, 76 orange cats, 34 Siamese cats, and 40 black and white cats. 196 cats climbed the drapes. The rest jumped on the furniture. How many cats jumped on the furniture?
Step 1 number sentence: __134+76+34+40=c c=284
Step 2 number sentence: ___196 + j = 284 j=88 OR 284-196=j j=88
Answer with label: ___88 cats jumped on the furniture__________________
_________________________________________________________
4. Jim had 134 tiger-striped cats, 176 orange cats, 89 Siamese cats, and 40 black and white cats. If 164 were girls, how many of Jim’s cats were boys?
Step 1 number sentence: _____134+76+34+40=c c=284
Step 2 number sentence: ___164 + b = 284 OR 284-164=b b=120
Answer with label: ___120 boy cats________________
_________________________________________________________
5. Molly gave birth to 13 kittens every year for 6 years. 56 of her kittens played on the roof and the rest played inside. How many stayed inside?
Step 1 number sentence: __13x6=k k=78________
Step 2 number sentence: __78-56=i i=22__________
Answer with label: ____22 kittens stayed inside______________
6. Four-step problem:
a. Ivan, Jack, and Lenny eat canned cat food. Ivan eats 5 ounces a day. Big Jack eats 6 ounces a day, and little Lenny needs only 4 ounces a day. At the end of one week, how many ounces of canned cat food will all three cats have eaten?
Step 1 number sentence: ___5x7=I I=35______
Step 2 number sentence: ___6x7=J J=42______
Step 3 number sentence: ___4x7=L L=28______
Step 4 number sentence: ___35+42+28=F F=105______
Answer with label: ____105 ounces of food in all______________________
6b. In 4 weeks, how many ounces will Jack alone eat?
Number sentence: ___42x4=z z=168_____________
Answer with label: ___168 ounces of food____________
CHALLENGE:
6c. In 4 weeks, how many pounds of food will all three cats consume?
(1 pound=16 ounces.)
Step 1 number sentence: ___105x4=f f=420_________
Step 2 number sentence: __420 / 16 = p p=26 pounds, 4 ounces__________
Answer with label: ________26 pounds, 4 ounces______________________
WORD PROBLEMS DIFFERENTIATION SHEET MATHEMATICS
Teachers may choose numbers to make the problems more or less challenging.
NAME ______________________________________ DATE _____________________
Warm up:
Lady had ____ litters of ____ kittens each this year. How many kittens did she have in
all?
Number sentence: ____________________________
Answer with label: ____________________________
6. Madison and Koala each gave birth to ____ kittens. ____ of the kittens unrolled toilet paper. How many of the kittens were better behaved?
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________
7. One year, Lady had ____ litters of ____ kittens each. The next year, she had ____
litters, and each litter had ____ kittens. How many kittens did Lady have in two years?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Step 3 number sentence: ____________________________
Answer with label: _____________________________________________
8. Jim had ____ tiger-striped cats, ____ orange cats, ____ Siamese cats, and ____ black and white cats. ____ cats climbed the drapes. The rest jumped on the furniture. How many cats jumped on the furniture?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________ _________________________________________________________
9. Jim had ____ tiger-striped cats, ____ orange cats, ____ Siamese cats, and ____ black and white cats. If 264 were girls, how many of Jim’s cats were boys?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
Answer with label: _____________________________________________ _________________________________________________________
10. Molly gave birth to ____ kittens every year for ____ years. ____ of her kittens played on the roof and the rest played inside. How many stayed inside?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________
6. Four-step problem:
b. Ivan, Jack, and Lenny eat canned cat food. Ivan eats ____ ounces a day. Big Jack eats ____ ounces a day, and little Lenny needs only ____ ounces a day. At the end of one week, how many ounces of canned cat food will all three cats have eaten?
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Step 3 number sentence: ____________________________
Step 4 number sentence: ____________________________
Answer with label: _____________________________________________
6b. In ____ weeks, how many ounces will Jack alone eat?
Number sentence: ____________________________
Answer with label: ____________________________
It's Raining Cats...and Cats! Teacher's Guide and Lesson Plans for the Common Core
CHALLENGE:
6c. In ____ weeks, how many pounds of food will all three cats consume?
(1 pound=16 ounces.)
Step 1 number sentence: ____________________________
Step 2 number sentence: ____________________________
Answer with label: _____________________________________________ | <urn:uuid:5d3504a0-fd77-4ee0-b4c6-5b9bef99f9d1> | CC-MAIN-2017-30 | http://thegryphonpress.com/pdf/guide_raining-cats-and-cats.pdf | 2017-07-27T00:30:34Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00106.warc.gz | 312,469,406 | 6,341 | eng_Latn | eng_Latn | 0.928402 | eng_Latn | 0.998809 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"hau_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"hau_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
175,
992,
2585,
3527,
4013,
4992,
5417,
5572,
6544,
7215,
8064,
8273,
9349,
10110,
10250,
10291,
11223,
12159,
13113,
13905,
15172,
16777,
17655,
18512,
19151,
20466,
21719,
22776,
24055,
25131,
26136,
27503,
28746,
29111
] | [
4.65625,
4.3125
] | 3 | 3 |
Introduced Rats
Introduced rat species have amazing abilities to detect humans trying to harm them. Rats by nature have survived by being suspicious of new objects like traps or baits.
Brown Rat (Rattus norvegicus)
The Brown Rat is very common in Sydney, probably arriving with the First Fleet. It can be an aggresive animal. Unlike the Black Rat which will cower if caught, this rat will stand its ground, squealing loudly and can ferociously attack.
They do well living on human sewerage and rubbish. They can cause damage to gardens and will eat shellfish, bird eggs, seeds and some insects. Given the opportunity, they are a successful predator of small mammals and birds.
It is a prolific breeder capable of producing 150 young per year. The Brown Rat is rarely seen above ground level, making a maze or burrow under ground or living in basements, under houses or in sewers.
The Black Rat is not usually black in colour as the name suggests but is a grey-brown. It is a highly adaptable species that arrived in Australia with European settlement. It lives close to human habitation but likes wetter areas near creeks, drains and streams. The Black Rat will live in roofs, walls, trees, sheds, machinery and dark corners. It eats almost anything we or our animals will eat. It builds nests out of rubbish and plastics such as paper, insulation and other debris. They are very good climbers and swimmers, so they can access most areas. The Black Rat climbs trees and eats small birds or eggs out of their nests, as well as fruit and vegetables.
They often cause damage by gnawing pipes, telephone cords and hoses. They are unhygienic and the carrier of disease. This Rat can have up to 60 young in a year and at three months, are sexually mature.
The Black Rat is commonly sighted in the Rockdale area by day or night. Common sightings are around most of our waterways and beach areas. This is the rat seen by most people. Most people wrongly call them Water Rats; nothing could be further from the truth.
For more information on COUNCIL'S RODENT CONTROL PROGRAMME please contact Council's Waste Education Officer on 9562 1533.
2 Bryant Street Rockdale NSW 2216 Australia PO Box 21 Rockdale NSW 2216 Australia Telephone 02 9562 1666 Fax 02 9562 1777 Email email@example.com www.rockdale.nsw.gov.au
This brochure has been produced as part of Council's Rodent Control Programme in a partnership between Environmental Health and Cleansing Services. Special thanks to Bethany Meehan of The University of Western Sydney. Illustrations by Leonie Worthington 9528 3067. Graphic Design produced by The Design Garden 9540 5740.
Unwanted Visitors?
Have you had a rat visit your home ?
If you did, it was most probably an introduced rat of which there are two species. Both are pests. But not all rats are bad.We have a small, significant group of native rats which Council is doing its best to protect.
What does Council intend to do?
Council understand rats have a bad reputation. None of the native rodents deserve this reputation. We want our residents to understand the difference between native and non-native rats.
As another action, Council will embark on trapping rats in bushland areas. Baiting is not an option as we may destroy native animals. Native rats will be set free and introduced rats will be humanely euthanised.
What Can I do to keep rats out of my yard/house?
To control the impact of introduced rodents, the simplest method is to reduce or destroy their habitat and food source. Early action is important. Around your home, traps and rat baits can be effective (see Fact Sheet on Rat Eradication At Home). Rats only need a 12mm hole to gain entry into your home.
Rats found in the Rockdale area…
Native Rats
All native rats are protected by the NSW National Parks and Wildlife Act 1974. Most of the habitats of the native rat in the Rockdale Local Govenment Area have been heavily altered or destroyed. However, enough remnant vegetation still exists in our wildlife corridors and wetlands to sustain a small but valuable colony of native rats. Indiscriminate baiting in bushlands can kill these animals.
The native Bush Rat occurs in most of the Rockdale bushland areas. It likes to live near streams, preferring areas with thick groundcover. This makes most of our wildlife corridors an ideal home for them. Although the Bush Rat is common in our area, it is rarely seen. This is because of its nocturnal lifestyle. Our Bush Rats, being extremely shy, will never enter your house. This rat almost entirely lives on insects, but when food is short, it will eat various fungii such as mushrooms.
If you are living in a bushland area, with a creek nearby, you may be lucky enough to have one of these timid creatures in your area. The Bush Rat can sometimes be mistaken for the Black Rat or Brown Rat. The differences are that the Black Rat has a tail longer than its body and the Brown Rat has smaller ears and a thicker tail.
Swamp Rat (Rattus lutreolus)
Also known as the Velvet-Furred Rat, this species is quite common, although no sightings were made in Council's 2003 rodent survey. But it is possible that it lives in the area because the Swamp Rat often co-exists with the Bush Rat.The Swamp Rat occurs in a variety of habitats ranging from reeds to grasslands and coastal heath.
It forms extensive systems of runways beneath dense vegetation.
Its main diet is comprised of grasses and reeds, although insects are an occasional delicacy. They can be seen during the day in densly grassed areas. It is unlikely that a Swamp Rat would enter a typical suburban backyard.
It has large, webbed back feet and water-repellent fur. Like the platypus, it is highly specialised for an aquatic environment. Their beautiful thick fur has a golden-orange base, with dark brown tips. Because of this they were hunted for their skins during the 1930s and 40s. Following a huge decrease in their numbers, they became a protected species. The white tipped tail of the Water Rat is large and bushy and used as a rudder.
Although primarily nocturnal, this delightful animal may be seen during the dusk diving for food, surfacing only temporarily for air. The Water Rat is most active around sunset and may forage during the day. Unlike most rodents, the Water Rat is a predator, its diet consisting mainly of aquatic insects, fish and crustaceans. It can be recognised by its small round ears. This rat will not enter a suburban backyard unless it contains a natural broad water course. | <urn:uuid:fc44e0c7-00c7-4760-964d-f4ffdefb6801> | CC-MAIN-2017-30 | http://www.rockdale.nsw.gov.au/animals/Pages/pdf/Animals/a_rat_brochure.pdf | 2017-07-27T00:27:20Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00108.warc.gz | 543,249,607 | 1,425 | eng_Latn | eng_Latn | 0.99813 | eng_Latn | 0.998286 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2658,
6526
] | [
2.9375
] | 1 | 11 |
Undergraduate International Children's and Adolescent Literature
A stand-alone children's literature class offered by a College of Education
* for all undergraduates as the "International" general education requirement,
* for all honors college students as a honors elective,
* and required for elementary education majors
Syllabus (Regular and Honors)
Please see your copy of the sample syllabus (with honors syllabus supplement) for a detailed list of readings and assignments.
Key Topics Explored: Issues and Genres
Below are the key topics explored in the course, with the "reading/thinking" purposes given to the students each week as they prepare for the class session. Under each topic is a short note on an activity that is particularly useful during class for helping students better understand the topic.
Issues in International Children's Literature:
History of International Children's Literature. What are some important terms in international children's literature? Why is it important to include international literature in our classrooms/lives?
In-class reading and discussion of two editorials: What Hath Harry Wrought? and Books Brought Freedom of Mind.
Awards and Reviews of International Children's Literature. How do we select quality international literature? What are some important considerations when using awardwinning books?
"Newbery" Bingo followed by evaluation of three Horn Book reviews.
Cultural Authenticity. How do we evaluate literature for cultural authenticity? Why is cultural authenticity important?
Discussion of quotes on cultural authenticity from a variety of editors, authors and researchers, followed by a private naming of "personal culture" and requirements to have an "outsider" write about it.
Translation, Marketing and Availability. Reading/Thinking Purpose: What are some important issues concerning cultural authenticity, translation, and availability of international children's literature?
Attempt to identify tricky things to translate in When You Reach Me.
Connecting Children and International Children's and Adolescent Literature. How can teachers integrate international children's literature into thematic units? How can teachers use international children's literature within the Common Core Standards? How can we apply what we've learned about international children's and adolescent literature into our classrooms and our lives?
Major projects for class (Hans Christian Anderson author study and Special Topics Annotated Bibliography.) Real classroom samples via video clips, work samples and transcripts (snippets from Larry Sipe's Storytime are useful here.)
Genres ("Trends") in International Children's Literature:
Picture Books. What are picture books? What criteria do we use to evaluate the quality of international and domestic picture books? What criteria do we use to evaluate the illustrations, specifically, in picture books? How can teachers use international picture books in the classroom? How do you write a quality annotation?
Introduction with Garmann's Summer and Silly Mammo.
Folklore. What is folklore? What criteria can we use to evaluate the quality of international and domestic folklore? What should we consider regarding cultural authenticity and folklore? How can teachers use folklore in their classrooms? Practice activity evaluating Too Much Talk for cultural authenticity.
Contemporary Realistic Fiction. What is contemporary realistic fiction? What criteria can we use to evaluate the quality of international and domestic contemporary realistic fiction? How can teachers use contemporary realistic fiction in the classroom? How do issues of censorship affect the classroom? How is censorship different or the same when considering international literature and domestic literature, within the United States and without?
Review and discussion of ALA's Office of Intellectual Freedom website with discussion of local censorship cases and issues of bans in other countries.
Nonfiction.
What is nonfiction? How can we evaluate the quality of international and domestic nonfiction? How can teachers use nonfiction in the classroom? How do the
Common Core State Standards fit in with our evaluation of quality nonfiction?
Discussion of text types, particularly explaining categories used by NAEP. Exploration of the several types used inside just one book.
Fantasy and Science Fiction. What is science fiction and fantasy? What are the different types of science fiction and fantasy? How can we evaluate the quality of international and domestic science fiction and fantasy? How can teachers use international and domestic science fiction and fantasy in the classroom?
Group writing of an international children's science fiction mini-plot. Biography. What is biography? How can we evaluate the quality of international and domestic biography? How can teachers use biography in the classroom? How can international literature be incorporated into content areas?
"Puppet Pals" retelling of main character, followed by "Puppet Pals" meetings of multiple main characters.
Historical Fiction. What is historical fiction? How can teachers evaluate the quality of international and domestic historical fiction? How can teachers use historical fiction in the classroom? How does historical fiction differ because of perspective (both country and author's lived experience)?
Self re-grouping of initial book groups according to larger social themes. Poetry and Verse. What is poetry and verse? What are different types of poetry and verse? What criteria can we use to evaluate the quality of international and domestic poetry and verse? How can teachers use poetry and verse in their classrooms? What are issues with translation and international poetry?
Poetry readings in the original language followed by the English translated version of several international children's poetry selections. Discussion of differences led by reader. (Volunteer graduate students from the languages departments are helpful for this.) | <urn:uuid:8aeba384-31f8-458e-84e7-d47ec0251ac3> | CC-MAIN-2017-30 | http://childrensliteratureassembly.org/docs/Liang-CLA-Master-Class-handout.pdf | 2017-07-27T00:39:28Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00109.warc.gz | 59,688,762 | 1,064 | eng_Latn | eng_Latn | 0.997113 | eng_Latn | 0.997204 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2641,
6032
] | [
2.203125
] | 1 | 9 |
Use this toolkit to improve IAQ at work
Toolkit Overview
This toolkit offers ways for you and your office co-workers to address workplace indoor air quality (IAQ), in partnership with owners of your business and your building, and with maintenance and cleaning staff. The toolkit will help you:
Learn about the causes of IAQ problems.
Gather information on IAQ issues.
Understanding some common causes of problematic IAQ can help you begin to target solutions. Educated co-workers can most effectively work with outside experts when such help is necessary.
Team up to improve IAQ.
Start a new Green Team or expand existing activities – such as those of a recycling Green Team – to tackle IAQ.
Organize to educate co-workers and motivate participation in workplace IAQ improvements.
Conduct IAQ research and organize information.
Green Team IAQ survey results will help track down causes of IAQ complaints.
Use LEED ® to understand IAQ issues and options.
LEED® green building guidelines set standards for a healthy workplace.
Become familiar with IAQ criteria
Most of the indoor air pollution causes identified by the U.S. EPA are addressed by the U.S. Green Building Council's LEED® (Leadership in Energy and Environmental Design) standards.
LEED is used to formally certify green building projects. Even more importantly, LEED standards can be adapted as Best Practices to improve the physical working environment in any building.
defined by LEED. These national green building standards promote building performance, occupant comfort, health factors, individual and group productivity, economic savings, protection of natural resources and overall sustainability. LEED incorporates the concerns, interests and expertise of public and private sector business leadership. Recommendations for IAQ improvements based on LEED will have the weight of research by leading building professionals. Let LEED work for you!
This toolkit will give you basic background information on IAQ problems and problemsolving guidance from the U.S.
Environmental Protection Agency (EPA) and other sources. More detailed information is available in the Resources section.
Educate your building's operational or facility managers.
Valuable resources for technical IAQ improvements are readily available from U.S. EPA and other agencies, including titles listed in this toolkit's Resources section.
You Can Improve IAQ
* Learn about the issues
* Team up to address problems
* Apply resources from the Green Building Industry
www.LungsAtWork.org
3
4
U.S. EPA Reports
* Americans today spend 90% of their time indoors
* Most adults spend a third or more of most days indoors in a workplace
www.LungsAtWork.org
How are you feeling?
Many people are concerned about outdoor air pollution. But are you aware of how IAQ affects the overall quality of our lives?
Have you ever caught a cold from someone on an airplane? Has your child gotten the flu from a classmate? Have you felt lightheaded or nauseous when using strong cleaning products? Have you experienced headache or congestion in a freshly painted or carpeted room?
IAQ is a factor in all these situations, where germs or pollutants transmitted through the air cause various kinds of physical distress.
Air pollutants generally affect the respiratory system first, but they may also irritate the eyes or be absorbed through the skin and affect other organs. Some pollutants are even stored in body tissues, creating the potential for adverse health effects over time.
Symptoms can include:
* Eye, nose or throat irritation
* A sensation of dry mucous membranes
* Dry skin or rashes
* Mental fatigue
* Headaches
* Nausea
* Dizziness
* Coughing
* Hoarseness
* Wheezing
* Itching
* Other hypersensitivity reactions
According to the U.S. EPA, health effects that have clearly been related to building occupancy include:
* Infectious diseases such as measles or flu
People who work in buildings with poor IAQ frequently experience health problems that the World Health Organization broadly defines as "Sick Building Syndrome."
* Toxic syndromes resulting from exposure to carbon monoxide, pesticides or microbial toxins
* Hypersensitivity conditions like asthma, in which the body reacts severely to low levels of pollutants
* Specific diseases directly attributed to a building, such as Legionnaire's Disease
As air moves through an office…
Pollutants circulated through heating, cooling and ventilation (HVAC) systems can contaminate working spaces. Contaminants introduced through outdoor air circulation can become a problem when they are concentrated indoors.
maintenance and remodeling, are often contracted and overseen by property managers, so they are typically also out of office space occupants' immediate control.
Tenants in leased industrial and retail settings may be able to control ventilation in their workspaces to accommodate safety, operational and utility billing needs, but occupants in multi-tenant office buildings typically have minimal control over centralized HVAC operations, except for regulating some temperature zones.
Likewise, services that heavily impact IAQ in office buildings, such as cleaning,
Facility managers can accomplish a great deal to improve IAQ problems, but even skilled individuals may not have specialized training needed to address IAQ. In situations where an IAQ issue is persistent and aggravating, occupants may ultimately need to request that their building owner or property management firm hire a qualified environmental or HVAC consultant to evaluate and monitor IAQ complaint conditions, or deal with remediation.
What's in the air where you work?
If inside and outside pollution sources are not controlled, IAQ problems can result even if your building's HVAC systems are properly designed and maintained.
How old is the building you work in? The energy crunch of the early 1970s prompted widespread changes in building design and construction. For example, levels of air exchange were reduced from 20 to 5 cubic feet per minute per person.
Tighter structures began to make better use of energy for heating and cooling. However, they also trapped indoors many pollutants associated with building materials, furnishings, cleaning products and everyday work.
This happens in buildings we live in, too. A study conducted by the Walter Reed Army Institute of Research in Washington, D.C., found up to 50 percent higher incidence of upper-respiratory problems in recruits housed in newer, more energyefficient buildings, compared with soldiers living in older, less air-tight structures. Details were reported in the Journal of the American Medical Association in 1988.
Air moves through a building from areas of higher pressure to lower pressure through any available openings. A building's HVAC system is generally the main pathway and driving force for movement of air through interior spaces. Airborne pollutants get around the same way! All of a building's components – including walls, ceilings, floors, doors and windows, HVAC equipment and even occupants – interact to affect the distribution of air, and airborne contaminants.
The U.S. EPA's excellent resource Building Air Quality – A Guide for Building Owners and Facility Managers (1991) defines many pollutants that commonly enter working environments as outdoor air is circulated. EPA also lists substances that can contaminate indoor air from inside.
Visit the Tox Town website (see Resources, page 41) where interactive graphics show where pollutants can occur in an office building, as well as other settings.
Indoor air can contain multiple types of contaminants at concentrations that are far below any standards or guidelines for occupational exposure. With so many variables possible in a situation of poor IAQ, it's often difficult to relate specific health complaints to a specific pollutant, since such exposures may be to low levels of a pollutant or to pollutant mixtures.
Continual exposure to combined-pollutant problems can be detrimental even to very healthy people. Workplace IAQ problems can be especially hazardous for individuals with compromised respiratory health or chemical sensitivity.
You'll find a listing of Sources of Indoor Air Pollutants on page 43. Which ones could be affecting your workplace?
Maintain Healthy Indoor Air Quality
* Identify and remove obstructions to office airflow, such as boxes or desks placed over vents or in front of air return grilles
* Insist on professional maintenance of your building's HVAC system!
www.LungsAtWork.org
Air pollution affects us all: hourly, salaried, service and professional workers. | <urn:uuid:5113c9e4-bce8-4ed6-86c4-6e748ac96e8e> | CC-MAIN-2020-50 | http://lungsatwork.net/pdfs/overview_3-5.pdf | 2020-11-30T11:11:29+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00587.warc.gz | 57,762,782 | 1,665 | eng_Latn | eng_Latn | 0.99706 | eng_Latn | 0.99725 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2547,
5644,
8668
] | [
2.25
] | 2 | 2 |
We all need a Clean Earth, A Green world, with clean Oceans, clean air ----
A wishful thinking or a necessity for our existence?
A joyous and peaceful environment in the world we live in, our children will live in, have to be in harmony and well synchronized with nature.
This is our collective existential environmental responsibility.
And that's our vision- to begin with The vision of Litter free India. Zero Waste, Total Recycling.
We have a plan,
Starting with Plastic Waste Management – Total Recycling.
The plastic industry, in partnership with the Government, develop and establish an integrated system of litter collection, waste collection through the plastic waste collection centers on space provided by municipal corporations; segregate, and recycle, Develop state-of-the-art demonstration recycling plants – one in each state across India, and get the populace participate in this plan through an aggressive Information and Education Campaign (IEC).
Also develop systems for other plastic centric wastes, including house hold WEEE, sterilized biomedical waste, community based green /organic waste disposal, waste dump site remediation, waste to energy projects, besides systems and technology innovations like IT based O&M., and resources' management of this reverse supply chain network.
*Basic Plan: Components
1. The plastic industry to work in partnership with the state government and Municipal corporations.
2. House to house waste collection through the plastic waste collection centers in space provided by municipal corporations, collect, segregate, and send for recycle
3. Develop and establish a system of litter collection, after the routine road cleaning work is done by municipality.
4. implement state-of-the-art, demonstration recycling plants – one in each state across India
5. And get the populace participate in this system through an aggressive Information and Education Campaign (IEC).
6. Then the rest: processing of other plastic centric house hold waste, and technology innovations, like IT based O&M., Financial resources' management of this reverse supply chain network.
The first component ;
. The plastic industry, in partnership with the central/state Governments
- Government is one with one integrated network-CPCB, SPCBs
- One legal network and guidelines -Gazette notifications by state and central government.
- Countrywide campaign against plastic bags- perceived by public that plastics are culprit, therefore affecting the industry.
- Other plastic centric waste management laws are not being implemented correctly.
- Therefore for India, one action plan, one system, for possibly one unified industry with, one nodal agency of the Government is envisaged.
The Second component ;
Plastic waste collection centers on space provided by municipal corporations,
-Uniform standard operating protocols of arrangement with our industry partners, to collect, segregate, and send for recycling.
- Dry waste collection from households as authorized agency of a fixed area.
- IT-based monitoring and co-ordination for eventual management of waste supply chain network
- Equipments like baling, weighing and transportation is part of responsibility
- Litter free program supervision and accountability
- local awareness campaign .
- Till the time the municipalities give the space, The work can start on shed based authorized plastic waste collection centers along with litter free campaign and IEC.
The Third component ; An integrated system of litter collection,
- special manpower to be deployed with performance accountability, because the litter picking during the day is not in the routine scope of work of existing sanitation workers, including under the PPP arrangements.
- Tools like litter picker, bags & bicycles will be needed for the supervisory and managerial staff.
- Good HR management practices with right socio-economic support will be required.
-Once in place, these people will be integrated in the formal system of recycling supply chain network .
- In a replicable project developed for a 30 sq. km. urban area, the cost of 1 sq. km. urban area comes around `800/- per day , which is equivalent to the value of 80kg. of plastic waste at ` 10 a kg. The Project establishment cost for this is approximately ` 80 lacs. .
The Fourth component ;
Develop State-of-the-art, RECYCLING FACILITIES, at least one in each state.
-
Primarily for waste plastic including from MSW, metalized wrappers, bags etc.
- Land requirement approximately 1 Acre to be procured from the Govt.
- Basic processes to be set up i.e. washing, shredding, agglomeration, extrusion and granulation.
--R & D centers to be designed and funds from DST to be explored.
--. Specialized recycling systems for other variety of wastes will also be explored like lumber making and processing's of WEEE, BMW, IHZW etc ---Support for sales of the items produced like lumber, benches for the parks etc
- Project estimated costs are `25 cr, for a capacity 50 Tpd mixed plastics as per the details worked out.
The fifth component;
INFORMATION, EDUCATION AND COMMUNICATION (IEC) CAMPAIGN
- Mobilizing people and making program participatory through advocacy
- Transferring information, skills and techniques to the people
- Bringing transparency in implementation of the programs.
- Promoting the concept of accountability and social audit.
All the mediums- mobile network, news papers and magazines, Radio, TV and Cinemas, Web and web based social networks, posters and hoardings, education mediums for children, meetings and workshops, and other mediums will be put to use.
There will be two distinct IEC programs – national and local. Both will be integrated with the rest of the plan,. Needed consistently for 5 years.
The fifth component; An aggressive Information and Education (IEC) Campaign:
A cost components can be as in three components:
1. School Education campaign Country wide.
2. National campaign in electronics and print media .
3. Local awareness campaign in synergy with litter free infrastructure has to be done with the executing agency.
A budgetary provision of Rs, 50 cr, PA should meet the objective in five years. Details to be worked out.
Opportunities for associates
- Collection of MSW from homes with the user charges, if not done.
- Local processing of organic waste,
- Community composting and biogas plants,
- Household hazardous wastes like glass, batteries, mercury etc also collected for proper processing,
- Construction debris, green waste collected for a payment,
- Landfill remediation, zero waste systems concept development.
-Technology innovations, Research and development,
- IT-based Operations and Management,
-Financial resources' management for this reverse supply chain network.
Litter free India , we will make it happen
A glimpse in
Plan Execution
Synopsis:
1. This is a basic conceptualization of nationwide project to address the plastic litter and plastic waste management issues.
2. This has to be as a extended producers responsibility project for industry as envisaged in the law.
3. It has to be a project of the government to address the issue correctly and to put in a proper perspective before the public.
4. We seek approval of this project from the industry and from the government with requisite financial and administrative support.
The PLAN EXECUTION will need segmentation from one integrated project to four distinctively separate sub projects, in view of their financial structures, stakeholders' contributions and operational management.
The segments are:
1. Plastic waste collection centers -Waste exchange India
2.Litter free project - Cycle and recycle .
3.State of the art recycling plants at least one in each state – SHHOONYA Recycling
4.Integrated and well synchronized Information and Education Campaign with ICPE – JAN LO, PEHCHAN LO
Separate system protocols are being put in place, with details well enumerated. Individual project design documents will be made after approvals.
1.
Plastic waste collection centers;
Waste exchange India
1 . Even one year after PWM Rules of February 4, 2011, municipalities have not asked, neither the industry has approached them for putting up the collection centers.
2. Industry should take a proactive initiative and exploit this opportunity for an advantage to all.
3. The waste collection net work partners for this reverse supply chain network needs to define:
-Qualifying criteria of this network partner
-Terms and conditions for this network partner
-Scope of work of this network partner
-Commercial arrangement of this network partner
- Co-ordination and monitoring with the network partner
they will be evolved separately.
1. Plastic waste collection centers;
Waste exchange India
We will set up Waste Exchange Centers( ESRF WECs) in the space provided, which will be of uniform designs, porta cabins, with all the necessary displays and equipment. They will be operated by Waste Exchange center Operators ( WECOPs),.
Each WECs will have a number of house to house waste collectors, who will periodically or on call visit households, give them free bags for dry plastic waste collection and collect/buy plastic waste and any other waste. They will be termed as WEC-GUIDES , as they will also impart information of recycling potential of waste and segregation necessities.
Each WECs will have a number of waste picker working in that area with a proper attendance system and an arrangement to ensure their proper livelihood, which could be contractual or regular employment in the system. They make a living out of the waste we throw, and hence will be called WEC – ANGELS.
Litter free Project– Cycle and recycle.
Manpower for collection: one picker is required for 1 square Km urban area,
-We will need one supervisors for every 15 persons employed and 1 manager for every 10 supervisors.
Area in square KM x minimum wages = labor cost per day Area in SQ.KM x 15 = one supervisor = minimum wages x 2 per day Area in( sq KM x 5 ) x 10 = One manager= minimum wages x 4 per day.
+ 20% for ESI, PF, gratuity, bonus, etc.
+ 10 % Administrative expenses
+ Equipments and Tools
2. Litter free Project– Cycle and recycle.
For example in a town of 30 Sq. Km , with minimum wages of Rs. 250, the cost of operating will be
Waste collectors 30x250
= 7500.00
Supervisors 2x500
= 1000.00
Manager 1x1000
= 1000.00
Fuel/tools/maintenance
= 4500.00
Rs. 14000.00 per day
Monthly manpower expenses 14000x31 = 434000.00
ESI, PF, Gratuity, Bonus etc. 20% = 86800.00
Bags and collection tools = 80000.00
Total = 600800.00
Admin & office etc 10%
= 60000.00
------------------------------------------------------------------------------------
Total ` 660,800/- pm or say ` 80 lacs per year.
Litter free Project– Cycle and recycle.
This model will work in urban and semi urban areas, however in rural setups, the area can be increased between 5 to 10 kms. per person for keeping it completely litter free. The tools will be a bicycle for the waste pickers and supervisors, and a motorcycle for a manager besides bags, hand picking equipment and a uniforms .
Other costs
- Survey and documentation: A survey defining the area of bin placement and manpower deployment as well as preparing the project design document will take a month
Litter free Project– Cycle and recycle.
Bins: A litter free project has to have an infrastructure, in place with the necessary support mechanism. So when we ask people to stop littering, we have to provide bins or containers for litter. It is observed that the people on their private premises, shops and residences keeps the waste collection containers, however it is in public places, specially market area, that we need to provide bins at close distances.
The objective is to place a bin at every 50 meters distance on average. The distance may vary at residential colonies, slum clusters or shopping areas. The plastic bins will cost approximately ` 2000/- each. These bins will be provided with bag holders optionally.. .
We estimate 1200 places for bins in an area of 30 sq.Km. and to develop a good segregation system- twin bin system should be adopted.
1Litter free Project– Cycle and recycle.
Total cost estimate for a 30sq.km project area:
Project establishment cost
Survey and PDD:
= ` 500000
Plastic Bins 1200
= ` 2400000
Bicycles 32
= ` 400000
Office space
= ` 600000
Variable costs 10% = ` 60000
furniture, computers = ` 300000
Total project establishment cost= `4260,000/-
3. State of the art recycling plants at least one in each state.
SHHOONYA RECYCLING
for making fuel or Lumber
1. Mixed waste plastics can be converted to fuel of acceptable grade for use in the industry Or the lumber to be used for benches of the parks etc.
2.there are three modules are available in the market , and their commercial sustainability is being evaluated.
3. We plan to develop centers for 10TPD capacities in the beginning and enhance capacities later on.
4. A good segregation system will be installed , where the industry can have dependability.
5. We will ask a 15 acre land with availability of power and water with easy accessibility by roads from state governments .
6. The sale of finished products will need government participation.
3. State of the art recycling plants at least one in each state.
SHHOONYA RECYCLING
- since zero waste is the objective of this project – shhoonya is a good name for this sub-project.
- the basic system of segregation and recycling to be established first .
- two major costs – Land, plant and machinery, which can be shared equally between the Govt. and industry.
- At least one in every state will serve the objective of this mission to be developed in one year, subject to availability of resources.
- Project is being assessed , And details can then be standardized for two modules: for making fuel or for making lumber.
4.Integrated and well synchronized Information and Education Campaign (IEC) – JAN LO , PEHCHAN LO
- Well integrated and synchronized with our waste collection system and recycling services,
- -The campaign will have three components: School Education, electronics and print media and the local awareness campaign.
- School education project has been assimilated by ICPE and is enclosed.
-Electronic and print media integrated campaign should be done nationally .
- local awareness campaign should be done with litter free campaign and waste exchange centers.
-Once finalized, a uniform collective action will be more effective
So let's begin,
Litter free India, We can make it happen…………
Rakesh Solanki may 1, 2012 www.rakeshsolanki.com
Litter free India ! We can make it happen.
because The Commitment makes the competency subservient,
Thank you!
And now let's see the questions before the other implementation details…………..
So… | <urn:uuid:084110d6-570b-4135-af56-ac83ee133fe9> | CC-MAIN-2020-50 | http://esrfindia.com/files/litterfreeindia-we-can-make-it-happen.pdf | 2020-11-30T10:11:54+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00585.warc.gz | 35,976,046 | 3,227 | eng_Latn | eng_Latn | 0.936242 | eng_Latn | 0.994882 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
441,
1322,
2134,
2734,
3472,
4324,
5082,
5800,
6246,
6812,
6886,
7387,
8057,
8761,
9716,
10221,
10910,
11458,
12326,
12690,
13468,
14101,
14738,
14851,
14953,
15049
] | [
2.265625
] | 2 | 1 |
Evolution By Natural Selection Worksheet Answer Key
Getting the books evolution by natural selection worksheet answer key now is not type of inspiring means. You could not unaccompanied going later books buildup or library or borrowing from your contacts to edit them. This is an agreed easy means to specifically get lead by on-line. This online statement evolution by natural selection worksheet answer key can be one of the options to accompany you bearing in mind having other time.
It will not waste your time. take me, the e-book will extremely ventilate you extra concern to read. Just invest little epoch to edit this on-line pronouncement evolution by natural selection worksheet answer key as with ease as review them wherever you are now.
Self publishing services to help professionals and entrepreneurs write, publish and sell non-fiction books on Amazon & bookstores (CreateSpace, Ingram, etc).
Evolution By Natural Selection Worksheet
Evolution by natural selection takes place over many, manygenerations. Evolution by natural selection leads to adaptation within a population. The term evolution by natural selection does not refer to individuals changing, only to changes in the frequency of adaptive characteristics in the population as a whole.
Evolution by Natural Selection
Natural Selection And Evolution Practice - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Chapter 10 the theory of evolution work, Tcss biology unit 4 evolution information, Evolution by natural selection, Natural selection teacher handout, Natural selection work answers, Vocabulary work name, Engage natural selection scenario, Types of evolution work.
Natural Selection And Evolution Practice Worksheets ...
A clear and concise 2-page study sheet on evolution and natural selection which covers all major topics typically taught in an upper middle school or lower high school biology course on this topic. Specifically, this product covers the the nature of adaptations, types of adaptations, Charles Darwin.
Evolution And Natural Selection Worksheets & Teaching ...
Natural Selection And Evidence Of Evolution. Natural Selection And Evidence Of Evolution - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Darwin 2009 natural selection, Natural selection evidence ws, Evolution by natural selection, Work the theory of natural selection, Part 1 evidence of evolution, Evidence for evolution cloze work, Apologetics ...
Natural Selection And Evidence Of Evolution Worksheets ...
Skillfully Created Evolution By Natural Selection Worksheet Answers Issue Our team with imaginative internet writers possess extraordinary capabilities within spoken plus published conversation, which usually turn in order to the species of content you simply won't discover just about anywhere else.
Evolution By Natural Selection Worksheet Answers ...
Evolution Natural Selection. Displaying all worksheets related to - Evolution Natural Selection. Worksheets are Evolution by natural selection work, Work the theory of natural selection, Natural selection work answers, Evolution by natural selection, Tcss biology unit 4 evolution information, Investigating natural selection, Vocabulary work name, Darwin 2009 natural selection.
Evolution Natural Selection Worksheets - Lesson Worksheets
Worksheets are Evolution by natural selection work, Tcss biology unit 4 evolution information, Evolution unit review work, Patterns of evolution, Types of evolution work, Patterns of evolution and selection answer key, Evolutionary patt e rns and proc e 22 selection evolution, Chapter 15 evolution. Click on pop-out icon or print icon to worksheet to print or download.
Patterns Of Evolution And Selection Worksheets - Lesson ...
in Evolution on Biology. Actions. Ms. Knight attached natural selection application worksheet.doc to Natural selection worksheet
Natural selection worksheet on Biology - Trello
___natural selection_____ - A . process. of evolution in which traits that result in better fitness of an individual survives to the next generation. Survival of the fittest! ___natural selection_____ - is defined as the . process. whereby organisms with the best genetic adaptations will survive and reproduce. __evolution_____ - Theory
NATURAL SELECTION WORKSHEET Name__________________________
Theory of Evolution by Natural Selection. A. Charles Darwin. 1. Charles Darwin was a(n) naturalist, a person who studies plants and animals by observing them. 2. Darwin was not the first to develop a theory of evolution, but his theory is the one best supported by evidence today. 3.
Lesson 2 | Theory of Evolution by Natural Selection
You can save 30% by purchasing my Natural Selection Bundle. Below, you will see an outline of what you will get with your purchase. Included in this Bundle:★ Evolution by Natural Selection Foldable★ Natural Selection - Color by Number Worksheet★ Natural Selection Project - Comic Strip•••••••••••••••
Natural Selection Color By Number - Fun Worksheet ...
Worksheet: Natural Selection. Terms in this set (10) It was not Darwin himself who thought of it first. Edward Blyth, a Chemist/zoologist, had already written about it in 1835, before Darwin. Natural selection, also known as the survival of the fittest, is seen by Charles Darwin as the reason for biological evolution.
Worksheet: Natural Selection Flashcards | Quizlet
Introduction to evolution and natural selection. Ape clarification. Natural selection and the owl butterfly. Variation in a species. Evolution and natural selection review. This is the currently selected item. Practice: Page 1/2
Copyright : americanlibrarieslive.org
Evolution and natural selection. Next lesson. Evidence of evolution. Sort by: Top Voted.
Evolution and natural selection review (article) | Khan ...
A fully-resourced lesson which is designed for GCSE students and includes an informative lesson presentation (29 slides) and question worksheets. This lesson explores the theory of evolution by natural selection. The lesson begins with a fun challenge which gets students to come up with the name Charles Darwin but also the phrase "survival of the fittest".
Natural selection | Teaching Resources
Natural selection is a process by which a species evolves over time in response to changes in the environment, or competition between organisms, in order for the species to survive. If a species is...
Evolution - Natural selection – Homeschool lessons in ...
Evolution by natural selection is not progressive, it does not change the characteristics of the individuals that are selected, it changes only the characteristics of the population. Animals do not do things for the good of the species, and not all traits are adaptive. All adaptations are constrained by trade-offs and genetic and historical ...
Evolution by Natural Selection Flashcards | Quizlet
Natural selection is a key feature of adaptive evolution, or the emergence and propagation of beneficial traits in populations. Over very long periods of time, the beneficial alleles will accumulate in the population. Evolutionis the change in allele frequencies over time.
Natural Selection Teacher Handout
Introduction to evolution and natural selection. Ape clarification. Natural selection and the owl butterfly. Darwin, evolution, & natural selection. This is the currently selected item. Variation in a species. Practice: Natural selection and Darwin. Evidence for evolution. Evidence for evolution.
Darwin, evolution, & natural selection (article) | Khan ...
For those who are curious about this evolutionary theory, the latest Evolution by Natural Selection Worksheet is an easy and fun way to keep track of what you've learned and what you still need to learn. This worksheet is a must-have for anyone interested in the subject matter.
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
Page 2/2 | <urn:uuid:a58eaddd-3b12-4c01-9841-87855beb7ee3> | CC-MAIN-2020-50 | http://americanlibrarieslive.org/evolution_by_natural_selection_worksheet_answer_key.pdf | 2020-11-30T10:30:09+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00587.warc.gz | 7,610,212 | 1,501 | eng_Latn | eng_Latn | 0.9883 | eng_Latn | 0.98753 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
5689,
7952
] | [
2.140625
] | 3 | 0 |
Sea & Sage Audubon UNB Monthly Boat Trip/Bird Count
from aboard the Newport Sea Base Pontoon Boat
Date: 4/20/11 Trip Leader: Nancy Kenyon Skipper: Tom Weiss Tide: Fairly low; incoming Birders who helped with the census: Sally Menzel, Darrel Wilson, Nancy Kenyon, Chris Johnson, Pat Vranicar, Deana Collins. Comments: The trip began under heavy clouds & a light rain mist which ceased around 9:20. The water became absolutely still and we watched a solitary Snowy Egret stalking its prey at the water's edge, perfectly reflected in the quiet water. This was ideal birding weather with soft light, no glare from the sun, and still water. A huge gathering of Black Skimmers was on a mud flat along with large numbers of Caspian, Elegant and Forster's Terns. When a low jet passed overhead, all the skimmers and terns became airborne; it was quite a sight! Fortunately, they settled back down again and we were able to finish our count. Some of the birds were in breeding plumage: an Eared Grebe with golden "ear" feathers, American Avocets with cinnamon-colored heads & necks, one of the Black-bellied Plovers with a black belly, striking coloration on the flanks and tail of a male Blue-winged Teal, a rich brown speckled pattern on the backs of the Long-billed Curlews, and. . . the Willets which looked so different from the way we normally see them, that we didn't even recognize them at first! (The Willets we normally see are plain grey, but these birds were speckled with a warm brownish hue, and they didn't look like the Willets we knew at all, until they flew.) We saw a female Mallard followed closely by 6 fuzzy ducklings and, at the Back Bay Science Center, we were thrilled to see 2 Osprey chicks on the nesting platform with one of the Osprey parents. Further on, we saw a brightly colored male Hooded Oriole perched high in a palm tree and in the top of another palm tree, there was a Red-tailed Hawk being harassed by 2 crows. It was a wonderful morning to be out birding!
| 15 | Mallard |
|---|---|
| 3 | Blue-winged Teal |
| 1 | Ruddy Duck |
| Grebes | |
| 2 | Eared Grebe |
| 6 | Western Grebe |
| Cormorants | |
| 17 | Double-crested Cormorant |
| Herons & Egrets | |
| 4 | Great Blue Heron |
| 1 | Great Egret |
| 11 | Snowy Egret |
| Diurnal Birds of Prey | |
| 13 | Turkey Vulture |
| 4 | Osprey (+ 2 chicks in nest) |
| 1 | Red-tailed Hawk |
| Coots | |
| 35 | American Coot |
| Plovers | |
| 5 | Black-bellied Plover |
| 5 | Semipalmated Plover |
| 2 | Killdeer |
| Avocets | |
| 26 | American Avocet |
| Sandpipers | |
| 132 | Willet |
| 2 | Spotted Sandpiper |
| 1 | Whimbrel |
| 4 | Long-billed Curlew |
| 29 | Marbled Godwit |
| 366 | Western Sandpiper | | <urn:uuid:fd7db5db-c331-41f3-b1fe-954d0a0acf3a> | CC-MAIN-2017-30 | http://seaandsageaudubon.org/BirdInfo/BirdCounts/UNBcensus/Monthly/UNBApr2011.pdf | 2017-07-27T00:31:25Z | crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00107.warc.gz | 277,243,480 | 776 | eng_Latn | eng_Latn | 0.998475 | eng_Latn | 0.998475 | [
"eng_Latn"
] | false | docling | [
2699
] | [
2.046875
] | 2 | 3 |
2021 DCLA Native Tree and Shrub Sale
Plant Descriptions and Ideal environments
Hints for the most success: Plant shrubs and trees so the root collar rests just above the soil, similar to how it was grown as a seedling. Fill the hole with topsoil, tamp as you proceed. Water after installation. Suppress all weed growth by mulching within a yard of seedling. Water throughout 1 st year.
Shrubs
High Bush Cranberry Viburnum trilobum
Recommended for shoreline planting. Grows 6-12' tall, pretty white blossoms in late spring, clusters of red berries in summer, and plenty of fall colour. Can be found in wet areas along shorelines, swamps and forest edges. In a garden setting, moist, well-drained soil is best. Prefers sun, to partial shade. For wildlife, this is an important survival food as winter progresses.
Nannyberry Viburnum lentago
6-9' metres tall, white flowers in spring, purple fruit in fall. Suitable for shoreline planting, as well as wood edges and roadsides. An important species for wildlife.
Red Osier Dogwood Cornus stolonifera
Recommended for shoreline planting. A member of the dogwood family, showy white flowers in spring, berries in the fall, with distinctive red bark. Prefers wet areas. Up to 6' in height.
Black Elderberry Sambucus nigra
Height to 6', prefers fields, moist meadows and open areas. Showy white flowers in the spring and fall berries, which make excellent pies and juice. Important wildlife habitat.
Deciduous/hardwood Trees
Red Oak Quercus rubra
Height 60-80', can tolerate a variety of moisture levels and soil types. Will tolerate shade when young, prefers full sun. Acorns an important food source for birds and forest mammals.
Sugar Maple Acer Saccharum
This is the famous tree renowned for its syrup and pictured on our flag. Habitat is forests and open areas. Planting these, and the Oak is an investment for your grandchildren.
White Birch Betula papyrifera
Smaller tree with distinctive papery white bark at maturity. Habitat is forest but could be planted as a landscape enhancement in clumps.
Tamarack Larix Laricina
One of the only conifers that drops its needles in the fall after turning brilliant yellow. Habitat is wet areas but can tolerate fields. The fine needles make an overall soft appearance, almost filmy.
Evergreen/softwood Trees
White Cedar Thuja occidentalis
Small, hardy, slow growing tree that can live up to 200 years! Likes cool, moist, nutrient rich sites. Valuable habitat for wildlife, especially deer during severe winters. Called arborvitae by Jacques Cartier as he learned from the Indigenous people how to treat scurvy with the foliage! Just in case…
White Pine Pinus strobus
Prefers well drained, sandy soil. Provides food and shelter for forest animals. Mature trees are often 200-250 years old. Is considered to be the tallest tree species in eastern N America, up to 230'.
Thoreau stated, "There is no finer tree".
"I think that I shall never see A poem as lovely as a tree."
From "Trees" by Joyce Kilmer | <urn:uuid:564a65b1-3b54-4950-a8ca-e52ba9fe7092> | CC-MAIN-2020-50 | https://www.doglakeassociation.ca/file/document-page/2190992813/menneNR6t1YfI27f.pdf | 2020-11-30T10:39:45+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00587.warc.gz | 629,861,737 | 696 | eng_Latn | eng_Latn | 0.99256 | eng_Latn | 0.992206 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1898,
3023
] | [
2.328125
] | 1 | 0 |
Surface Area And Volume Worksheets With Answers
pdf free surface area and volume worksheets with answers manual pdf pdf file
Surface Area And Volume Worksheets These Surface Area and Volume Worksheets will produce problems for calculating volume for prisms and cylinders. You may select the units of measurement for each problem. These worksheets are a great resources for the 5th, 6th Grade, 7th Grade, 8th Grade, 9th Grade, and 10th Grade. Prisms and Pyramids Surface Area Worksheets Geometry Worksheets | Surface Area & Volume Worksheets Volume and Surface Area Worksheets. Some of the worksheets below are Volume and Surface Area Worksheets – Surface Area : Objectives – To find the surface of a cube, to find the
surface of a cuboid, …, Volume and Surface Area of Rectangular Prisms and Cylinders, Solid Geometry : Calculate the Volume of Prisms and Cylinders, Calculate the Volume of Pyramids, Cones, and Spheres, Calculate the Surface Area of Prisms and Cylinders, …. Volume and Surface Area Worksheets DSoftSchools Here are some more worksheets about volume and surface area (in html format). Find the volume of a prism when its dimensions are given or edge length of a cube when its volume is given (grade 5; easy); Find the volume or surface area of rectangular prisms (includes decimal numbers; grades 5-6); Find the volume of a rectangular prism with fractional edge lengths (halves, thirds, and fourths
... Free worksheets for the volume and surface area of cubes ... Find the volume and surface area of rectangular prisms and cylinders, worksheet #1. Word Doc PDF Find the volume and surface area of rectangular prisms and cylinders, worksheet #2. Volume and Surface Area - McNabbs Given below are the Class 9 Maths Worksheets for Surface area and volume a) Concepts questions b) Calculation problems c) Multiple choice questions d) Long answer questions e) Fill in the blank's. Question 1) A cube and cuboids have the same volume. The dimensions of cuboids are in ratio 1 : 2 : 4. Class 9 Maths Worksheets for Surface area and volume Displaying 8 worksheets for Grade 8 Measuremnt Surface Area And Volume. Worksheets are
Unit 8 syllabus surface area volume, Unit 7 grade 8 surface... New Look! Math by Grade. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8. Math by Concept. Grade 8 Measuremnt Surface Area And Volume Worksheets ... Worksheets > Math > Grade 6 > Geometry > Volume & surface area of rectangular prisms. Geometry worksheets: Volume & surface area of rectangular prisms. Below are six versions of our grade 6 math worksheet on finding the volume and surface areas of rectangular prisms. Standard units of measurement are used and students should express their answer in the correct units. Grade 6 Worksheets: Volume & surface area of rectangular ... Surface area worksheets comprise an enormous collection of exercises on different solid figures. The large chunk of exercises is categorized based on a step-by-step approach involving counting unit squares to determine the SA, finding the surface area of nets, and then computing the surface area of geometrical shapes like cubes, cones, cylinders, rectangular prisms, L-shaped prisms, spheres ... Surface Area Worksheets - Math Worksheets 4 Kids This humongous collection of printable volume worksheets is sure to walk middle and high school students step-by-step through a variety of exercises beginning with counting cubes, moving on to finding the volume of solid shapes such as cubes, cones, rectangular and triangular prisms and pyramids, cylinders, spheres and hemispheres, L-blocks, and mixed shapes. Volume Worksheets Surface Area and Volume Mixed Word Problems. Directions: (1) Choose & write whether the problem is asking you to find . SURFACE AREA. or . VOLUME (2) Write the formula which you would use to solve the problem (3) Do STEPS 1 & 2 for all problems before you start solving so we can make sure everyone has the correct formulas to . Surface Area and Volume Mixed Word Problems Volume and Surface Area Coloring Activity (Prisms, Pyramids, Cylinders, Cones) This is a fun way for students to practice finding both volume and surface area of 3D figures. There are 12 problems total, 6 volume and 6 surface area. This includes rectangular prisms, cylinders, cones, and pyramids. Surface Area And Volume Worksheets & Teaching Resources | TpT Geometry worksheets: Volume & surface area of 3D shapes Below are six versions of our grade 6 math worksheet on volume and surface areas of 3D shapes including rectangular prisms and cylinders. Students should express their answers in the correct units of measurement. These worksheets are pdf files. Grade 6 Geometry Worksheets: Volume and surface area of 3D ... Area Perimeter And Volume. Displaying all worksheets related to - Area Perimeter And Volume. Worksheets are Formulas for perimeter area surface volume, Chapter 9 practice test perimeter area volume and, Lesson 12 length area and volume, Even more
area and perimeter word problems question, Perimeter and area, Perimeter area volume, Area and perimeter 3rd, Math work 1. Area Perimeter And Volume Worksheets - Lesson Worksheets To know that total cost of painting, first we have to know the Surface area of the jewelry box. Find surface area of the box. Step 1 : Identify a base, and find its area and perimeter. Any pair of opposite faces can be the bases. For example, we can choose the bottom and top of the box as the bases. Find base area. B = l x w. B = 12 x 15 Surface Area and Volume Word Problems Worksheet Finding Volume And Surface Area. Displaying all worksheets related to - Finding Volume And Surface Area. Worksheets are Volume and surface area work, Surface area, Surface area of solids, Surface areas of prisms, Surface area and volume mcas work 1 name, Spheres date period, Volume of triangular prism es1, Surface area and volume. Finding Volume And Surface Area Lesson Worksheets Surface Area 7th. Displaying top 8 worksheets found for - Surface Area 7th. Some of the worksheets for this concept are Surface area of solids, Unit b combined grade 7 and 8 surface area of right prisms, Surface areas of prisms, Surface area, Rectangular prism, Seventh math review surface area and volume name, Perimeter circumference volume and surface area, Surface area. Surface Area 7th Worksheets - Learny Kids Welcome to The Calculating Surface Area and Volume of Cylinders (A) Math
Worksheet from the Measurement Worksheets Page at Math-Drills.com. This math worksheet was created on 2015-10-20 and has been viewed 13 times this week and 75 times this month. It may be printed, downloaded or saved and used in your classroom, home school, or other educational environment to help someone learn math. Calculating Surface Area and Volume of Cylinders (A) Updated 2015 10 28 Calculating Surface Area and Volume of Cylinders from surface area and volume worksheets grade 10 , source:pinterest.com. You need to comprehend how to project cash flow. Regardless of what your business planning objectives, cash flow remains the most essential resource in the company, and cash is the
business function. Surface area and Volume Worksheets Grade 10 Unit 7 - Area of Polygons; Unit 8 Surface Area and Volume of Solids; Unit 9 - Similar Figures; Unit 10 - Transformations; Unit 11 - Circles; Unit 12- Probability ; Extra; Final Review; My Slide Shows; Algebra 1 So, look no further as here we have a selection of best websites to download free eBooks for all those book avid readers.
.
inspiring the brain to think better and faster can be undergone by some ways. Experiencing, listening to the new experience, adventuring, studying, training, and more practical events may help you to improve. But here, if you reach not have tolerable grow old to acquire the issue directly, you can undertake a certainly easy way. Reading is the easiest activity that can be curtains everywhere you want. Reading a photo album is afterward kind of enlarged solution like you have no sufficient keep or become old to get your own adventure. This is one of the reasons we produce a result the surface area and volume worksheets with answers as your pal in spending the time. For more representative collections, this photograph album not only offers it is gainfully autograph album resource. It can be a good friend, in reality good friend with much knowledge. As known, to finish this book, you may not habit to acquire it at similar to in a day. pretend the events along the day may make you setting appropriately bored. If you attempt to force reading, you may select to pull off supplementary entertaining activities. But, one of concepts we want you to have this collection is that it will not make you vibes bored. Feeling bored considering reading will be deserted unless you get not later the book. surface area and volume worksheets with answers truly offers what everybody wants. The choices of the words, dictions, and how the author conveys the revelation and lesson to the readers are unconditionally easy to understand. So, subsequent to you quality bad, you may not think correspondingly hard very nearly this book. You can enjoy and take on some of the lesson gives. The daily language usage makes the surface area and volume worksheets with answers leading in experience. You can locate out the quirk of you to make proper verification of reading style. Well, it is not an easy challenging if you in point of fact reach not similar to reading. It will be worse. But, this wedding album will lead you to quality substitute of what you can environment so.
ROMANCE ACTION & ADVENTURE MYSTERY &
Copyright : e13components.com
THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:effe344d-65c9-4a64-9fce-d0921ba91c69> | CC-MAIN-2020-50 | http://e13components.com/surface_area_and_volume_worksheets_with_answers.pdf | 2020-11-30T11:33:38+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00589.warc.gz | 27,816,373 | 2,086 | eng_Latn | eng_Latn | 0.916747 | eng_Latn | 0.994347 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | docling | [
126,
720,
1419,
2140,
4984,
6426,
7120,
7520,
9590,
9628,
9793
] | [
3.609375
] | 1 | 0 |
Kindergarten Mathematics Curriculum Guide
Eventually, you will agreed discover a further experience and triumph by spending more cash. yet when? do you agree to that you require to get those all needs subsequently having significantly cash? Why don't you try to get something basic in the beginning? That's something that will guide you to comprehend even more not far off from the globe, experience, some places, taking into consideration history, amusement, and a lot more?
It is your agreed own era to fake reviewing habit. accompanied by guides you could enjoy now is kindergarten mathematics curriculum guide below.
A keyword search for book titles, authors, or quotes. Search by type of work published; i.e., essays, fiction, non-fiction, plays, etc. View the top books to read online as per the Read Print community. Browse the alphabetical author index. Check out the top 250 most famous authors on Read Print. For example, if you're searching for books by William Shakespeare, a simple search will turn up all his works, in a single location.
Kindergarten Mathematics Curriculum Guide
Kindergarten Math Sort and classify objects using one or more attributes Recognize and write numbers to 30 Count orally by ones, five, and tens Name ordinal numbers first through tenth Add and subtract using manipulatives (Cheerios, candy or other objects that can be picked up) Understand spatial ...
Kindergarten Curriculum Guide - Moms Who Think This CURRICULUM GUIDE is the lead document for planning, Page 2/10
assessment, and curriculum work. NAVIGATING THE LCPS MATHEMATICS CURRICULUM GUIDE The Curriculum Guide is created to link different components of the guide to related information from the Virginia Department of Education, resources created by Loudoun County Public Schools, as well as vetted outside resources.
KINDERGARTEN MATHEMATICS CURRICULUM GUIDE
Kindergarten Mathematics In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-KGrade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
Kindergarten Mathematics | EngageNY
4MATHEMATICS KINDERGARTEN CURRICULUM GUIDE 1 MATHEMATICAL PROCESSES Communication [C]Students need Page 3/10
opportunities to read about, represent, view, write about, listen to and discuss mathematical ideas. These opportunities allow students to create links between their own language and ideas, and the formal language and symbols of mathematics.
Mathematics Kindergarten - Newfoundland and Labrador For example, an elementary school might have curriculum guides for math, science, social studies, and language arts for each grade level from kindergarten up. Within each subject, the guide outlines objectives, or standards, that students are expected to meet by the end of a set time frame, usually the school year.
Curriculum Guides (CG) for Grade 1-12 (SY 2019-2020) Kindergarten Curriculum Framework (KCF) The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the Page 4/10
general principles of the National Early Learning Framework (NELF).
2019 DepEd Kindergarten Curriculum Guide - TeacherPH Latest Posts. Proposal for Incorporating Covid-19 Outcomes in the 2020-2021 National Instructional Plan; Approved School's Booklist for 2018 – 2019
Mathematics Curriculum Guides | Camdu St. Lucia Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City August 2016 K to 12 Curriculum Guide MATHEMATICS
K to 12 Curriculum Guide - Department of Education Daily kindergarten math activities include learning numbers, counting, addition and subtraction, and learning concepts of time, measurement, and categorization. What's more, playing Page 5/10
with puzzles, building toys, blocks, and games allows kindergarteners to practice and build math skills in a fun, engaging way.
The Guide to Kindergarten | Scholastic | Parents
News & Announcements Coronavirus (COVID-19) - Learning in Place Mathematics Resources On March 23, 2020, Governor Ralph Northam extended his order that all public and private K-12 schools in Virginia close in response to the continued spread of COVID-19 for the remainder of the school year.The Virginia Department of Education's Mathematics Team has compiled several Learning in Place ...
VDOE :: Mathematics Standards of Learning Resources If you need a good, hands-on yet gentle approach to teaching your kindergartener math concepts, Math-U-See is a great option. It starts off with the Universal Primer set. It comes with a Page 6/10
teacher's guide (complete with an answer key), a student workbook, a supplemental DVD (where the author, Steve Demme, actually teaches your child short lessons), and manipulatives.
Top Kindergarten Curriculum Choices - The Relaxed Homeschool
3.4 Establishing Mechanisms for Curriculum Review and Monitoring 41 1.1 Position of Pre-primary Education 6 1.2 Core Value of Pre-primary Education – Child-centredness 8 1.3 Aims of the Guide 10 1.4 Basic Principles of the Pre-primary Education Curriculum 10 1.5 Directions and Strategies for Curriculum Development 13
Guide to the Pre-primary Curriculum - Education Bureau http://assets.alsde.edu/sites/graphics/ALSDE%20Graphics/SCIEN CE-ACTIVITIES-COVER16.jpg: 2016 Draft Science Curriculum Page 7/10
Guide.pdf: Curriculum Guide: Science
Curriculum Guides - ALSDE
The math curriculum for kindergarteners includes teaching them to sort objects based on one or more attributes, recognizing and writing numbers from 0 to 30, telling time to the nearest hour, and recognizing patterns and shapes.
Kindergarten Curriculum – Kids Resource Activity – JumpStart
Arts Education Curriculum-Grades K-5; Healthful Living Curriculum; Kindergarten/First Grade Word Lists; North Carolina Read to Achieve; Quick Reference Curriculum Guides; Science Curriculum; Social Studies Curriculum
Quick Reference Curriculum Guides : Cumberland County Schools
Page 8/10
The daily activities prescribed in the Kindergarten Curriculum Guide (KCG) or the Teacher's Guide is designed as learner centered, inclusive, and developmentally appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2.
Standards and Competencies
Math is Fun Curriculum for Kindergarten. Show Ads. Hide Ads About Ads. Kindergarten Curriculum. ... Important: this is a guide only. Check with your local education authority to find out their requirements. Kindergarten | Counting ☐ Count the items in a collection and know the last counting word tells how many items are in the collection (1 ...
Kindergarten Curriculum - MATH
Below is the K to 12 Program curriculum guide (PDF format) for Kindergarten as of 2017. These files are fetched from Page 9/10
Copyright : nikolainnovation.com
Access Free Kindergarten Mathematics Curriculum Guide
Department of Education last May 2017 and uploaded to Google Drive. This post covers the curriculum for Kindergarten students in the Philippines. K to 12: Kindergarten Curriculum Guide (CG) PDF Download
K to 12: Kindergarten Curriculum Guide (CG) 2017 Education and Early Childhood Development P.O. Box 8700 St. John's, NL A1B 4J6 Tel: 1.709.729.5097 firstname.lastname@example.org
Copyright code: d41d8cd98f00b204e9800998ecf8427e. | <urn:uuid:6225081c-4872-48d1-b8a0-0331d86b7051> | CC-MAIN-2020-50 | http://nikolainnovation.com/kindergarten_mathematics_curriculum_guide.pdf | 2020-11-30T11:08:21+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00588.warc.gz | 74,313,585 | 1,589 | eng_Latn | eng_Latn | 0.944072 | eng_Latn | 0.988497 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
622,
1515,
2305,
3166,
3872,
4692,
5441,
6090,
6924,
7437
] | [
2.890625
] | 1 | 0 |
ENGLISH/LANGUAGE ARTS – GRADE 4
Grade: 4
Academic Standard: 4.1
Academic Standard Indicator
Core Standard: Yes
: 4.1.1
Grade: 4
Academic Standard: 4.2
Academic Standard Indicator: 4.2.1
Core Standard: Yes
Standard Description (Academic or
Indicator): Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression.
Suggestion for Integrating International
Content: In small groups, have students read aloud books about various cultures, such as My Father's Shop by Satomi Ichikawa (Kane Miller Book Publishers, 2006).
Grade: 4
Academic Standard: 4.1
Academic Standard Indicator
Core Standard: Yes
: 4.1.3
Standard Description (Academic or
Indicator): Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage.
Suggestion for Integrating International
Content: Have students learn about the different origins of words to find connections between similar or related words in different languages and to trace their roots back to Greek or Latin origins. Example: The English word cent meaning "a penny" comes from the Latin word centum meaning the number "one hundred." Have students brainstorm words containing this root. Point out that other languages also have words built on this root. In French, cent is the word for the number "one hundred" but centime means "a penny." Suggested resource: Word Roots Beginning by Cherie A. Plant and Stephanie Stevens (2008) from The Critical Thinking Co. at http://www.criticalthinking.com, available as a book or software program.
Differentiated Instruction- Special Needs
Accommodations: Provide visuals to help students make connections between the original older roots and the newer vocabulary.
Standard Description (Academic or
Indicator): Structural Features of Informational and Technical Materials: Use the organization of informational text to strengthen comprehension.
Suggestion for Integrating International
Content: Have students use Material World: A Global Family Portrait by Peter Menzel and Charles Mann (Sierra Club Books, 1995) to compare different communities around the world. Have them use the tables and photographs to make Venn diagrams comparing the communities. Use the contents page to discuss how the book organizes communities by continents.
Grade: 4
Academic Standard: 4.2
Academic Standard Indicator: 4.2.2
Core Standard: No
Standard Description (Academic or
Indicator): Analysis of Grade-LevelAppropriate Nonfiction and Informational Text: Use appropriate strategies when reading for different purposes.
Suggestion for Integrating International
Content: Have students compare their lives to the lives of children around the world. Students can focus on education, food, and play, and create "I am" poems to share information about children from different global communities. Have students discuss possible advantages and disadvantages of living in these communities. Suggested resources: A Life Like Mine: How Children Live Around the World by DK Publishing (DK Publishing, 2002); Children Just Like Me by Anabel Kindersley and Barnabas Kindersley (DK Publishing, 1995).
Grade: 4
Academic Standard: 4.2
Academic Standard Indicator: 4.2.8
Core Standard: Yes
Standard Description (Academic or
Indicator): Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology.
Suggestion for Integrating International
Content: Have students use TIME For Kids Around the World magazine to learn about countries around the world. Use the "History Timelines" and "Day in the Life" sections of the magazine.
Grade: 4
Academic Standard: 4.3
Academic Standard Indicator: 4.3.2
Core Standard: Yes
Standard Description (Academic or
Indicator): Analysis of Grade-LevelAppropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action.
Suggestion for Integrating International
Content: Use a book, such as Erandi's Braids by Tomie dePaola and Antonio Hernandez Madrigal (Putnam Juvenile, 2001) to explore themes such as personal sacrifice and the "power of one." This book is set in Mexico in the 1950s. Erandi has to decide whether or not to cut her braids and sell them to wigmakers for the good of her family. Have students identify the cause and effect of Erandi's decision, as well as make connections to the present-day Locks of Love non-profit organization at http://www.locksoflove.org.
Grade: 4
Academic Standard: 4.3
Academic Standard Indicator
Core Standard: Yes
: 4.3.3
Standard Description (Academic or
Indicator): Use knowledge of the situation, setting, and a character's traits, motivations, and feelings to determine the causes for that character's actions.
Suggestion for Integrating International
Content: Have students explore different global settings with books such as Three Cups of Tea: One Man's Journey to Change the World…One Child at a Time by Greg Mortenson and David Oliver Relin (Young Reader's Edition; Puffin Books, 2009) and Listen To The Wind: The Story of Dr. Greg and Three Cups of Tea by Greg Mortenson and Susan Roth (Dial Books for Young Readers, 2009). With these books, have students explain how the different communities in the foothills of the Himalaya Mountains have influenced the long-term actions of American mountaineer Greg Mortenson, as well as how he has influenced them.
Grade: 4
Academic Standard: 4.3
Academic Standard Indicator: 4.3.4
Core Standard: No
Standard Description (Academic or
Indicator): Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures.
Suggestion for Integrating International
Content: Have students compare tales from different cultures and tell why there are similar tales in various cultures which teach hard work, honesty, trustworthiness, and other life skills.
Grade: 4
Academic Standard: 4.3
Academic Standard Indicator: 4.3.7
Core Standard: Yes
Standard Description (Academic or
Indicator): Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story.
Suggestion for Integrating International
Content: Use a book such as The Circuit by Francisco Jimenez (Houghton Mifflin Books for Children, 1999) about life as a migrant worker from Mexico. Have students discuss the involvement of Francisco in the farming circuit in California. This book is an autobiography and
told from Francisco's perspective. This novel can be paired with the picture book, Amelia's Roadby Linda Jacobs Altman (Lee and Low Books, 1995), which also focuses on the life of a migrant farm worker. This story, however, is told from the perspective of a narrator.
Grade: 4
Academic Standard: 4.4
Academic Standard Indicator: --
Core Standard: No
Standard Description (Academic or
Indicator): Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
Suggestion for Integrating International
Content: Have each student research a location outside the U.S. and plan a "Fantasy Field Trip." Then have them write persuasive essays to convince the teacher or the principal of the educational and entertainment value of a class trip to their chosen locations.
Grade: 4
Academic Standard: 4.4
Academic Standard Indicator: 4.4.3
Core Standard: Yes
Standard Description (Academic or
Indicator): Write informational pieces with multiple paragraphs that: (1) provide an introductory paragraph; (2) establish and support a central idea with a topic sentence at or near the beginning of the first paragraph; (3) include supporting paragraphs with simple facts, details, and explanations; (4) present important ideas or events in sequence or in chronological order; (5) provide details and transitions to link paragraphs; (6) conclude with a paragraph that summarizes the points; (7) use correct indention at the beginning of paragraphs.
Suggestion for Integrating International
Content: Select a topic for the class, such as migrant workers and have students read related texts. Examples: Amelia's Road by Linda Jacobs Altman (Lee and Low Books, 1995); The Circuit by Francisco Jimenez (Houghton Mifflin Books for Children, 1999); magazine articles such as
"Too Young to Work" by Dina El Nabli in TIME For Kids, vol. 10 (1 April 2005). Then have them write an informational essay about the life of a migrant worker. Extension: Students can focus on child labor in the context of migrant workers' lives. Have students read The Carpet Boy's Gift by Pegi Deitz Shea (Tilbury House, 2003), then write about Iqbal Masih and his crusade against child labor.
Grade: 4
Academic Standard: 4.5
Academic Standard Indicator: 4.5.3
Core Standard: Yes
Standard Description (Academic or
Indicator): Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: (1) includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors); (2) demonstrates that information that has been gathered has been summarized; (3) organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.
Suggestion for Integrating International
Content: Have students each research food traditions from a chosen country, including information about the typical diet, food staples, dining customs, etc. Have them also research the impact that these food traditions have on people's health. Example: Many attribute the long life expectancies of the Japanese to their diet, which is rich in fresh, seasonal food and served in small portions. After students have completed their research, hold a "Passport on a Plate" celebration in class featuring visual displays and a sample of authentic dishes from the countries researched. Suggested resources: Let's Eat: What Children Eat Around the World by Beatrice Hollyer (Henry Holt, 2004); What the World Eats by Faith D'Aluisio and Peter Menzel (Tricycle Press, 2008); Hungry Planet: What the World Eats by Peter Menzel and Faith D'Aluisio (Random House/Material World, 2007). | <urn:uuid:68c1e3ac-3874-41e3-87a9-8e8380c6b660> | CC-MAIN-2020-50 | https://www.lotusfest.org/wp-content/uploads/2010/06/E-ES-ENGLISH-Grade-4.pdf | 2020-11-30T10:22:13+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00587.warc.gz | 732,815,796 | 2,310 | eng_Latn | eng_Latn | 0.981918 | eng_Latn | 0.983897 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3260,
6696,
10663
] | [
4.625
] | 3 | 1 |
Coloured Glasses
Colour is the light that transmits through or reflects off an object. The colour in glass comes from one, or a combination of factors or materials. Colour is rarely a constant produced by a particular oxide in isolation. The arrangement of electrons surrounding the atoms of a particular colouing material are affected by the light energy and by the magnetic energy of adjacent atoms. The remainder of the batch can have significant effect i.e. NiO in a Soda-Lime batch (or lead or barium) will create brown/grey colours – in a Potash Batch (potassium Carbonate) the nickel will create a violet glass.
The oxidising or reducing atmosphere (furnace conditions) can have a significant effect as some of the colours can exist in the glass in more than one valent state. Iron oxide can reduce to ferrous oxide and produce blue-green or it can oxidise to ferric oxide to produce yellow-greens and browns of bottle glass. Copper oxide is bluegreen in oxidised alkaline glass but can be reduced to reds or even to produce a thin metallic layer on the glass surface. Glasses coloured by copper, gold, selenium and silver often need to be reheated to enable the colour to strike. The correct temperature and time required for them to strike varies considerably and will only be right for that furnace, or glory hole, at exactly those conditions, at that humidity, etc. It should be repeatable but over confidence beware. Selenium is a major problem when instead of red-orange a black, brown, green or yellow may appear due to its different valent states depending if oxidised or reduced.
Sometimes several "colouring oxides" are added to create an overall colour i.e. "black" is made up of oxides each affecting light transmission at different wavelengths:- blue, purple, grey, green, red etc. Sometimes two different materials are added which combine together i.e. Cadmium Sulphide and Selenium create Cadmium Selenide which creates a ruby red.
| Colour | Colour Variation | Material (combination) |
|---|---|---|
| Blues | Blue | CuO & CoO |
| | Blue (Violet tint) | CoO |
| | Sky Blue | CuO |
| | Blue Green | Fe2O3 + CoO, CuO + Cr2O3, FeO |
| Browns | Red to Yellow Brown | MnO2 + Fe2O3 |
| | Carbon Amber | C + Na2SO4 + (FeS2) |
| | Brown Orange | Se (red) + Fe2O3 |
| | Brown / Grey | NiO |
| Grey | Grey | MnO2 + Fe2O3 + CuO |
| | Grey | NiO + above in Soda-Lime glasses |
| Green | Antique Green | Fe2O3 +(C + Cr2O3) |
| | Emerald Green | Cr2O3 |
| | Grass Green | Cr2O3 + CuO |
| | Yellow Green | Cr2O3 |
| | | Pr6O11 |
| | | K2Cr2O7 |
| | | U3O8 (fluorescent) |
| | | FeO |
|---|---|---|
| | Green Blue | FeO |
| | | Cr2O3 + CuO |
| | Moss Green | Cr2O3 + CoO |
| | | Cr2O3 + NiO2 |
| | Olive Green | Fe2O3 + CrO3 |
| | | Cr2O3 + MnO2 |
| Yellow | Yellow / Green tint | CdS |
| | Intense Yellow | U3O8 + Pr6O11 |
| | Gold Yellow | Se + MnO2 in PbO glasses |
| | Canary Yellow | TiO2 + Ce2O3 |
| | Yellow / green fluorescence | U3O8 |
| | Amber Yellow | MnO2 + FeO |
| | | Se in PbO glasses |
| Orange | Orange Red | CdS + Se |
| | Orange Brown | Se |
| Rose | Rose / Pink | Se not in PbO glasses |
| Red | Ruby | Se + CdS not in PbO glasses |
| | | Au |
| | Copper Ruby or Antique Ruby | Cu2O |
| | Red Violet | MnO2 + Se |
| | Wine Red | Nd2O3 + Se |
| Black | Black | FeS |
| | | MnO2+Fe2O3+NiO+CoO+CuO |
| | | Se +CoO |
| Violet | Red Violet | MnO2 in Soda Lime Glasses |
| | Blue Violet | MnO2 in Potash Glasses |
| | Violet | NiO in PbO + in Potash Glasses |
| | Rose Violet | Nd2O3 |
| | | MnO2 + CoO | | <urn:uuid:d80e63f8-ecba-49d7-a891-f3c6ca9579de> | CC-MAIN-2020-50 | http://www.glassworksservices.co.uk/Coloured%20Glasses.pdf | 2020-11-30T11:09:35+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00591.warc.gz | 128,039,070 | 1,091 | eng_Latn | eng_Latn | 0.997594 | eng_Latn | 0.997594 | [
"eng_Latn",
"unknown"
] | false | docling | [
2610,
3591
] | [
2.859375
] | 1 | 2 |
Tree Squirrels
Prepared by the National Wildlife Control Training Program. http://WildlifeControlTraining.com Research-based, certified wildlife control training programs to solve human – wildlife conflicts. One source for training, animal handling and control methods, and wildlife species information.
Species Overview Conflicts Squirrels cause conflicts when they damage structures, gnaw wires, and raid bird feeders and gardens.
Legal Status Fox and gray squirrels usually are classified as game animals. Red squirrels may be unprotected in some states. Flying squirrels often are fully protected as non-game wildlife. Check with your state wildlife agency to determine the legal status of squirrels in your area.
Identification In this chapter, tree squirrels are divided into three groups:
1. large tree squirrels, namely the eastern gray squirrel (Sciurus carolinensis) and fox squirrel (Sciurus niger);
2. small tree squirrels, such as the red squirrel (Tamiasciurus hudsonicus); and
3. the southern flying squirrel (Glaucomys volans).
Physical Description Eastern gray squirrels (Figure 1) typically are gray, but have some variation in color. Black individuals are common in northern parts of their range. Fox squirrels typically are orangebrown, but color varies greatly from all black to silver gray.
Red squirrels are red-brown above with white under parts. They have small ear tufts and often have a black stripe separating the dark upper color from the light belly.
Flying squirrels have broad webs of skin connecting the fore and hind legs at the wrists. They have large black eyes, and a distinctly flattened tail.
Eastern gray squirrels are 16 to 20 inches long and weigh 1¼ to 1¾ pounds. Red squirrels are considerably smaller. They are 10 to 15 inches long and weigh ⅓ to ⅔ pounds. Flying squirrels are 8 to 12 inches long.
Page 1
Species Range Gray and flying squirrels are found throughout the state. Fox squirrels occur in the northwestern and south-central areas of the state and red squirrels occur in the western end.
Health and Safety Concerns Squirrels chew on electrical wires, which can cause building fires. In addition, squirrels can create a fire hazard by nesting in chimneys. If left long enough, squirrels can weaken rafters due to their gnawing.
Gray and fox squirrels are vulnerable to ticks, mange, fleas, and internal parasites. Squirrel hunters often notice bot fly larvae, called "wolves" or "warbles," protruding from the squirrel's skin, especially before frosts. The larvae do not impair the quality of the meat, and are not known to harbor diseases dangerous to humans. The droppings of flying squirrels have been associated with murine typhus.
General Biology, Reproduction, and Behavior
Reproduction Most squirrels mate twice a year, but fox squirrels usually mate only once per year.
During the breeding season, noisy mating chases take place when one or more males pursue a female through the trees. Very little is known about flying squirrel mating behavior. Gray squirrels average three young per litter and fox squirrels have two to three. Red and flying squirrels average four young per litter.
At birth, young are hairless, blind, and their ears are closed.
Nesting/Denning Cover Tree squirrels rear young in leaf nests and tree cavities, and may use chimneys, attics, or soffits.
Behavior All squirrels except flying squirrels are diurnal. Home ranges vary depending on the season and availability of food. They often seek fruit- and nut-bearing trees and cornfields in the fall. Tender buds of maple trees are favored in the spring. Populations of squirrels fluctuate regularly.
Food Habits Gray and fox squirrels scatter cache, which means they store individual acorns or other seeds in different areas around their home range. Red squirrels store food in one place. It is not uncommon to find trash bag-sized piles of conifer cones stored by red squirrels inside attics or gutters, or in piles at the base of a tree.
Habitat Gray squirrels typically occupy any woodlot with hardwoods that produce mast. They also are common in cities, especially in and around parks. Red squirrels prefer mixed-hardwood and conifer forests. Flying squirrels, being more arboreal (tree-dwelling), are most common in areas with large, mature hardwoods.
Gray and fox squirrels typically feed on mast in fall and early winter. Acorns, hickory nuts, walnuts, and a variety of fruits are favorite fall foods. Nuts often are cached for later use. In late winter and early spring, they prefer tree buds. In summer, they eat fruits, berries, fungi, corn, and cultivated fruits when available. Squirrels may chew bark from a variety of trees in early spring.
Flying squirrels have similar diets, except they are the most carnivorous of all tree squirrels. They eat bird eggs and nestlings, insects, and other animal matter when available.
Voice, Sounds, Tracks, and Signs Squirrels emit a variety of sounds including churrs, barks, and squeals. Churrs express anger, barks act as warnings, and squeals occur when a squirrel is terrorized or in pain.
Damage Identification Damage to Landscapes Squirrels may damage lawns or planting beds by burying or digging up nuts. They chew bark and clip twigs on ornamental trees or shrubs planted in yards (especially maples). Squirrels often take seed at feeders intended for birds.
Squirrels do not pose a threat to pets, but will consume bird eggs and nestlings. Flying squirrels are small enough to enter most birdhouses and are likely to eat nestling birds.
Damage to Structures Gray and fox squirrels typically gnaw holes the size of a baseball in wooden structures. Holes of red squirrels are golf ball-sized, and those of flying squirrels are the size of a quarter.
Damage to Crops and Livestock Squirrels may eat planted seeds, mature fruits, corn, and grains. Squirrels can severely curtail nut production by eating nuts prematurely and by carrying off mature nuts. In fruit orchards, squirrels may eat blossoms and destroy ripening fruit. Red and gray squirrels chew the bark of various orchard trees. Squirrels do not pose a threat to livestock.
Squirrels often travel on power lines and can short out transformers. They gnaw on wires, enter buildings, and build nests in attics. Feces of flying squirrels mixed with urine can stain.
Squirrels may enter buildings through uncapped chimneys and cause substantial damage. A squirrel trapped in a seasonal cabin during winter may chew window framing and panes trying to escape.
Damage Prevention and Control Methods
Habitat Modification Trim limbs and trees 10 feet away from buildings to prevent squirrels from jumping onto roofs. Modify bird feeders with baffles to prevent foraging by squirrels. Add a hopper to collect spilled seed and prevent feeding on the ground.
Exclusion Prevent squirrels from traveling on wires by installing 2-foot sections of lightweight 2- to 3inch diameter plastic pipe. Slit the pipe lengthwise, spread it open, and place it over the wire. The pipe will rotate on the wire and cause traveling squirrels to tumble. Critter Guard® has created a device to stop squirrels from crossing wires. NEVER install wire guards on or near electrical lines. Only professional electricians and employees of power companies should work on or near power lines.
Prevent squirrels from climbing isolated trees by encircling the tree with a 2-foot-wide collar of sheet metal 6 feet above the ground (Figure 2). Consult the local power company before installing anything on a power pole. Attach metal bands using encircling wires held together with springs to allow for tree growth.
Close openings to buildings with heavy-gauge, ½-inch wire mesh or aluminum flashing. Wiremesh fences topped with electrified wires may keep squirrels out of gardens or small orchards.
Frightening Devices No frightening devices have been proven effective, although strobe lights in attics have shown some promise.
Repellents We do not recommend the use of moth balls (naphthalene or para-dichlorobenzene) to repel squirrels because the chemical can cause severe distress to people. This is an off-label use, and it is illegal in many states.
Ro-pel® is a taste repellent that can be applied to seeds, bulbs, flowers, trees, shrubs, poles, fences, siding, and outdoor furniture.
Effectiveness varies greatly, as rodents typically are not deterred by bitter tastes. Capsaicin is registered for use on tubing and equipment used to collect maple sap.
Polybutenes are sticky materials that can be applied to buildings, railings, downspouts, and other areas to keep squirrels from climbing. Polybutenes can be messy, and can stain building finishes. A pre-application of masking tape is recommended.
Shooting Shooting with a high-powered pellet rifle, .22caliber rifle, or shotgun with No. 6 shot is very effective. Firearms cannot be discharged in many urban areas due to discharge regulations.
Toxicants No toxicants are registered for the control of tree squirrels.
Trapping Gray and fox squirrels are classified as game species in most states, so trapping permits may be required. Place traps near den holes or on travel routes baited with peanut butter or nuts. Most traps will be placed off the ground, so make sure they are secured to something solid. Use at least three traps for gray and fox squirrels, and five or more for smaller squirrels. Remove competing food sources such as bird feeders.
Disposition Relocation In rescue situations, such as from chimneys or basements, consider on-site release of squirrels, provided the entrance to the structure has been secured.
Euthanasia Carbon dioxide is the preferred method of euthanasia for tree squirrels. Squirrels expire relatively quickly in carbon dioxide chambers. Shooting is also a good method for larger squirrels if it is safe and legal in your area.
Translocation Avoid translocation of tree squirrels because of the stress placed on both transported and resident squirrels, and concerns regarding disease transmission. Many states do not allow the translocation of squirrels. Check with your state wildlife agency.
Web Resources
http://wildlifecontroltraining.com http://icwdm.org/
http://wildlifecontrol.info http://Critterguard.org
Prepared by the National Wildlife Control Training Program. WildlifeControlTraining.com Certified wildlife control training programs to solve human – wildlife conflicts. The only research-based source for training, animal handling and control methods, and wildlife species information | <urn:uuid:2d9e54d3-ad94-4e14-a337-59fa6077a720> | CC-MAIN-2020-50 | https://www.dnr.sc.gov/wildlife/publications/nuisance/treesquirrels.pdf | 2020-11-30T10:52:13+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00594.warc.gz | 642,878,213 | 2,231 | eng_Latn | eng_Latn | 0.998016 | eng_Latn | 0.998305 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1860,
5105,
7843,
10556
] | [
3.4375
] | 1 | 3 |
Copyright : aussievapers.com
Chapter 19 Section 1 World War I Begins Guided Reading
Right here, we have countless ebook chapter 19 section 1 world war i begins guided reading and collections to check out. We additionally meet the expense of variant types and as well as type of the books to browse. The good enough book, fiction, history, novel, scientific research, as well as various extra sorts of books are readily reachable here.
As this chapter 19 section 1 world war i begins guided reading, it ends going on bodily one of the favored books chapter 19 section 1 world war i begins guided reading collections that we have. This is why you remain in the best website to look the amazing book to have.
Once you find something you're interested in, click on the book title and you'll be taken to that book's specific page. You can choose to read chapters within your browser (easiest) or print pages out for later.
Chapter 19 Section 1 World
Start studying World History: Chapter 19 Section 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
World History: Chapter 19 Section 1 Flashcards | Quizlet
Chapter 19 Section 1: World War 1. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. PTCHighSchool. History: World War 1. Terms in this set (43) How did nationalism and imperialism lead to conflict in europe? What encouraged each nation in Europe to pursue its own interest and compete for power?
Chapter 19 Section 1: World War 1 - Quizlet
SECTION 19.1: WORLD WAR I BEGINS LEARNING TARGET 1. Identify the long-term causes and the immediate circumstances that led to World War I. FOUR FACTORS (CAUSES) OF WWI. Militarism – development of armed forces and their use as a tool of diplomacy. Imperialism – extending a nation's authority over other countries by economic, political, or military means. Nationalism – devotion to the interests and culture of one's nation. Alliances – provided a degree of international security ...
Chapter 19: World War I Chapter 19 Section 1 America and the World Click on a hyperlink to view the corresponding slides. Click the Speaker button to listen to the audio again. Why It Matters After World War I, Europe was unstable. Fascists led by Benito Mussolini seized power in Italy, and Adolf Hitler and the
Chapter 19 Section 1 America and the World Chapter 19 Section 1 609 Solutions for All Learners Teach Europe but today includes many more. Life Changes/Agriculture Instruct Introduce: Vocabulary Builder Have students read the Vocabulary Builder term and definition. Ask What kinds of statistics might reflect the changes that occurred in the Industrial Revolution? (statistics on
wh07 se ch19 s01 s.fm Page 608 Monday, November 20, 2006 ...
Section 1: North American Societies. Section 2: Maya Kings and Cities. ... Chapter 18: The Muslim World Expands. Section 1: The Ottomans Build a Vast Empire. Section 2: Cultural Blending. Section 3: The Mughal Empire in India . Chapter 19: An Age of Exploration and Isolation. Section 1: Europeans Explore the East. Section 2: ...
World History Textbook - Commack Schools
Chapter 19: A World in Flames, 1931-1941. 580. 1931–1960. American soldier in World War II. Global Struggles. The rise of dictatorships in the 1930s led to World War II, the most destructive war in the history of the world. After the war, the fragile alliance between the United States and the Soviet Union collapsed into the Cold War—a period of intense political, economic, and mili- tary competition.
Chapter 19: A World in Flames, 1931-1941 GUIDED READING World War I Begins Section 1 A. As you read this section, take notes to answer questions about the international ... 52 Unit 5, Chapter 19 Name Date 19CHAPTER asan-0519ir 12/7/01 9:48 AM Page 52. RETEACHING ACTIVITY World War I Begins Section 1 Summarizing
19 CHAPTER GUIDED READING World War I Begins
1. Chapter 19 Section 1 World War II Begins. 2. I. The German Path to War A. Adolf Hitler believed that Germany could build a great civilization. 1. To do this, Germany needed more land to support more German people. 2. He wanted lands in the east in the Soviet Union and prepared for war. a.
Chapter 19 section 1 powerpoint - LinkedIn SlideShare As World War I intensified, the United States was forced to abandon its neutrality. The United States remains involved in European and ... 580 CHAPTER 19 p0578-586aspe-0519s1 10/17/02 8:57 AM Page 580. Tannenberg Gallipoli E a s t e r n F r o n t O c t. 1 9 1 7 B l o c kade B r it sh Sarajevo Rome Paris Constantinople (Istanbul) London
World War I Begins - Montgomery Township School District
Chapter 19 1. Human Geography of Africa: From Human Beginnings to New Nations Africa is the "cradle of humanity" and has been home to numerous empires. But today, its people's lives are most affected by Africa's colonial history. NEXT 2.
Chapter 19 Nationalism Alliance system Militarism Imperialism Megan Steinberg November 2, 2015 Period 8/9 Mr. Nash Chapter 19-Section 1: World War I Begins 1) Terms and Names nationalism - a devotion to the interests and culture of one's nation militarism-the policy of building up armed forces in aggressive preparedness for war and their use as a tool of diplomacy Allies - in World War I, the group of nations-originally consisting of Great Britain, France, and Russia and later joined by the United ...
Chapter 19 Section 1 Homework.docx - Megan Steinberg ...
Chapter 19, Sections 1 & 2 (World War I) Answer the following questions on your own piece on notebook paper. Be sure to use complete sentences! 1. What were the four long-term causes of World War I? Briefly explain each. 2. How did so many European nations get pulled into the War? 3. What was "no man's land”?
Chapter 19, Sections 1 & 2 (World War I) \ World History B Chapter 19 Section 1-3. World History B Chapter 19 Section 1-3. What were the three social classes in France called under the ancien regime? What groups composed each class? The First Estate (clergy), the Second Estate (nobility), and the Third Estate (vast majority).
World History B Chapter 19 Section 1-3 Free Essays ...
Chapter 6 World History Enlightenment & Revolution; Chapter 7 World History: French Revolution; Chapter 9 & 12 Industrial Revolution; Italy, Germany, & Russia Chapters 12, 13, & 14; World War I Chapter 16; Chapter 17 World History: Between World Wars; Chapter 19 World History World War II ; Career Tech. Department. STEPHENS, JAMES
Chapter 19 World History World War II - Glencoe High School
Chapter 19 audio summaries: Section 1, Section 2, Section 3, & Section 4. Chapter 20: The New Frontier and the Great Society, 1960-1968 Outline of Chapter 20 for Notes Chapter 20 audio summaries: Section 1, Section 2, & Section 3. Chapter 21: Civil Rights, 1954-1968 Outline of Chapter 21 for Notes Chapter 21 audio summaries: Section 1, Section ...
U.S. History Textbook Resources » iComets.org
CHAPTER 19 SECTION 1 World War I Begins Guided Reading Activity How did the following help to ignite the war in Europe? Nationalism: • Made various ethnic groups want to establish independent nations of their own. How did the following help to ignite the war in Europe?
Chapter 19 Sec 1&2 Class Notes - CHAPTER 19 SECTION 1 ...
Chapter 20 Section 1: The First World War Sara Anderson. Loading... Unsubscribe from Sara Anderson? ... 19:28. Sara Anderson 2,489 views. 19:28. Chapter 20 Section 2: ...
Chapter 20 Section 1: The First World War
1. Chapter 19 – Section #1 – QUIZ – ADOBE Document 1C. 2. Chapter 19 – Section #2 – Study Guide – ADOBE Document 2A. 3. Chapter 19 – Section #2 – QUIZ – ADOBE Document 2B. 4. Chapter 19 – Section #3 – Quiz – ADOBE Document 3A. 5. Chapter 19 – Section #4 – Quiz – ADOBE Document 4A. 6.
World History UNIT 4 Chapters 17-20 - appleabc123.com
Still, the majority of American involvement in the Middle East prior to World War I came not in the form of trade but in education, science, and humanitarian aid. American missionaries led the way. The first Protestant missionaries had arrived in 1819.
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
Page 1/1 | <urn:uuid:39bcc707-ef8e-4687-9687-c08f10994aff> | CC-MAIN-2020-50 | http://aussievapers.com/chapter_19_section_1_world_war_i_begins_guided_reading.pdf | 2020-11-30T10:03:20+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00593.warc.gz | 7,657,948 | 2,047 | eng_Latn | eng_Latn | 0.966311 | eng_Latn | 0.966311 | [
"eng_Latn"
] | false | docling | [
8134
] | [
2.203125
] | 2 | 0 |
Narrative
Incl topic links
Grammar
Links to lessons
Non-fiction
Incl topic links
Grammar
Links to lessons
Poetry
Incl topic links
Grammar
Links to lessons
| Term 1 | | Term 2 | | |
|---|---|---|---|---|
| Character, setting descriptions and atmospheric writing. (range of texts) (3 weeks) Some excerpts to use: The Hobbit, Lord of the Rings, Alice in Wonderland, Charlotte’s Web, Escape from Tenochtitlan, The Sad Night, BFG... Aztec and Mayan Folklore and Legends (2-3 weeks) | The Boy at the Back of the Class by Onjali Q. Rauf | Viking folklore (1-2 weeks) Thor and his hammer, Freya and the Goblins Playscript (3 sessions) How to train your Dragon by Cressida Cowell Myths and Legends by Anthony Horowitz | How to Train Your Dragon By Cressida Cowell (link to Vikings) And other short stories | Playscripts- school play (ongoing) TBD Adventure stories- mountain adventures, Lord of the Rings, The Voyage of the Dawntreader, The Lion, the witch and the wardrobe (2 weeks) Science Fiction- Day of the Triffids, John Wyndham (1 week) |
| Figurative language and all word classes- determiners and prepositions emphasis Antonyms and synonyms to build vocabulary Pronouns to avoid repetition Full range of punctuation- focus on paired punctuation for parenthesis Sentence structures and types Adverb types Semi colons to list | | Language/ word classes- focus on adverbs of time and manner Speech/ dialogue accuracy and effect Passive/Active Subordinating conjunctions General effect of sentence structure and punctuation on the reader Different tenses- perfect, progressive Dashes for repetition or drama | | Sentence structures for drama and suspense Flashbacks Narrative voice General revision of SPAG |
| Discussion text (1 week) Explanation (1 week) Science- heart, games played by Mayans Non-chronological (1 week) Recount- personal and impersonal (2-3 weeks) Menu writing (1 week) Persuasive and argumentative letters (1 week) D/T/ Science linked about products made, leadership letters/ CVs (2 weeks) | | Autobiography, biography- linked to artists through 20th century (1 week) Persuasive (1 week) Recounts- personal (1 week) - Impersonal Viking battles (1 wk) Instructions- D/T/ History- Viking Stew (1 week) Group poster involving all writing types- choosing best to present information. Explanation/ non chronological- science topic on microbes (3 sessions) | | Explanation- Science topic on adaptation (1 week) Non-chronological report- animals from different environments (1 week) Recounts- river trip (1-2 weeks) Persuasive/ informative leaflets (1 week) Selecting writing types- choosing the best one to present a piece of work. (2 weeks) |
| Conjunction types and adverbials Paragraphing and structure Colons, semi colons in formal writing Formal/ informal language, Standard English Subjunctive mood | | Hyphens to avoid ambiguity Moving object/ sentence around Modal verbs Paragraphing links- conjunctions | | Direct/ reported speech Paragraph links/ transitions Parenthesis Layout devices |
| Autumn poetry- haiku, cinquain, tanka (syllable poems) (1 week) Prayers- Spanish attack ( 1 week) Emotive, figurative poetry | | Imagery poetry based on art topic (1 week) Performance poetry- Benjamin Zephaniah ‘We are Britain’ ( 2 sessions) Poetry for a different audience about microbes- for a child (rhyme etc) and an adult (imagery, vocab) | | Poetry; mountain, environment and water themed eg Cataract of Lodore (1-2 weeks) |
| Word classes- focus on choosing ambitious vocabulary Effect of punctuation on reader Figurative language- personification, metaphor | | Effect of line length and punctuation on reader Figurative language, synonyms, ambitious vocabulary | | Effect of line length and punctuation on reader Imagery- figurative language |
School play- story/ playscript | <urn:uuid:ba85f605-0335-4e3d-9dc2-d76be8ac3fde> | CC-MAIN-2020-50 | http://stpauls909.herts.sch.uk/download/year-6-english-overview/ | 2020-11-30T11:19:14+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00597.warc.gz | 89,790,831 | 908 | eng_Latn | eng_Latn | 0.994982 | eng_Latn | 0.994982 | [
"eng_Latn"
] | false | docling | [
3819
] | [
2.390625
] | 1 | 0 |
Research 1
The BIG Idea
3
What companies might be interested in someone with my talents • and skills, and how can I find out more about them?
AGENDA
MATERIALS
Approx. 45 minutes
I. Warm Up: Contact Call Evalu ation (5 minutes)
II. Who's Hiring? (10 minutes)
III. Company Research (20 minutes)
IV. Wrap Up: Cold Calls and Job Lead Follow Up (10 minutes)
OBJECTIVES
During this lesson, the student(s) will:
Research to find companies in their fields of interest. •
Research a specific company in preparation for an initial phone call. •
Prepare to make a cold call to a company of interest. •
❑ STUDENT HANDBOOK PAGES:
Student Handbook page 47, Networking • Call Evaluation
Student Handbook page 48, Who's • Hiring
Student Handbook pages 49-51, • Research Questionnaire
Student Handbook page 52, Cold Call • Script
Student Handbook page 53, Job Lead • Worksheet
❑ Laptop and LCD projector
❑ Overhead projector (optional)
❑ Phone book
❑ Computers with Internet access
OVERVIEW
............................................................................................
The lesson begins with students reflecting on the previous week's assignment of calling a contact in their personal network. Next, students learn why and how to research companies, and discuss the advantages of using the phone book and the Internet. Using the Internet, students find five companies where they might like to work, and conduct research on one of them. The lesson concludes with practicing cold calls and reviewing how to use a job lead chart to keep track of job-hunting information and activity.
PREPARATION
.....................................................................................
❑ Make arrangements for students to use the computer lab.
❑ Familiarize yourself with the Madison Square Boys and Girls Club's website, www.madisonsquare.org, or choose a local example as described in the IMPLEMENTATION OPTIONS below.
❑ List the day's BIG IDEA and activities on the board.
❑ Make the following handouts into overhead transparencies or copy onto chart paper:
Student Handbook pages 49-51, Research Questionnaire •
Student Handbook page 53, Job Lead Worksheet •
Make a transparency or a scanned document of a relevant page from the phone book • for Activity III, Company Research.
BACKGROUND INFORMATION
........................................................
The hidden job market refers to jobs that are not advertised publicly. Statistics estimate that as many as 80% of jobs are not advertised.* Among the various strategies for tapping into the hidden job market, one of the most effective is contacting an employee directly, or "cold calling" and selling yourself to them. According to career expert Richard Bolles, the strategy of direct employer contact (calling listings from the Yellow Pages) has a 69% success rate. **
Making a cold call at precisely the right time sometimes results in landing an interview before a vacancy for a position is even advertised. For cold calls to be successful, however, there are preliminary steps that job seekers need to take. First, they should identify companies where they want to work, and that have the types of jobs that match their skills and interests. The next step is to research the targeted companies more deeply and identify how their skills are relevant to each company they will call. Job seekers can use this research to market themselves most effectively.
Making cold calls is not easy even for a seasoned employee. Calling a company where you don't know anyone can be nerve-wracking and intimidating. The best way to get better at it is to practice.
*SOURCE: http://www.careerperfect.com/content/job-search-tips-hidden-job-market-strate gy/, "Hidden Job Market," © 1996 - 2009 CareerPerfect.com.
**SOURCE: http://www.jobhuntersbible.com/articles/article.php?art_item=024, "14 Ways to Look for a Job," ©1996-2009 by Richard N. Bolles.
IMPLEMENTATION OPTIONS
............................................................
For Activity II, one facilitator used the Yellow Pages, challenging students to quickly find five businesses that might hire a lifeguard. An incorrect answer (companies that sell swimming pools) provided a teachable moment re: entrepreneurship, and a potential opportunity to distribute business cards.
For Activity III, you may wish to replace the Madison Square Boys and Girls Club with a local example. One facilitator provided informational materials from a nearby state park, asking students to list summer jobs that might be available. Students completed the remaining activities based on the job that most appealed to them.
For Activity IV, if you are short on time, student may do individual company research as home work.
ACTIVITY STEPS
...................................................................................
I. Warm Up: Contact Call Evaluation (5 minutes)
1. [Once students are settled in their seats, have them open to Student Handbook page 47, Networking Call Evaluation. Encourage them to think about the network calls they made this past week, and evaluate the experience by completing the checklist and answering the questions.]
2. [After students complete their evaluations, prompt a class discussion about their experi ences. Encourage students to explain their responses. For example, if a student had a good call, encourage him or her to say how the contact was helpful. Alternatively, if a student had a negative experience, have him or her explain what made it that way.]
II. Who's Hiring? (10 minutes)
1. SAY SOMETHING LIKE: If your networking call was successful, it may have led to a new idea about where to look for work. Toward the end of class, we'll talk about how to follow up on this lead. Remember, networking is one of the top two job-hunting strat egies. Right now, I'd like to direct your attention to the other top job-hunting strategy. Who remembers what that is?
[Students respond. If needed, remind them that the other "best" strategy is calling companies directly to see who is hiring.]
SAY SOMETHING LIKE: In today's lesson, we are going to discuss this strategy: where you can find lists of potential employers, what you might want to know about them before you make your call, and what to say when you reach them.
2. SAY SOMETHING LIKE: Let's start with an example. Imagine that Chris, a high school senior, wants a summer job working with children. He's already calling everybody he knows for job leads, but he read the Richard Bolles article and knows that the most successful job candidates use more than one method. His next strategy is making direct phone calls to summer camps that might be hiring.
Where might Chris find the names of camps or youth organizations where he could work? [Give students a chance to respond.] That's right! The phone book and the Inter net are two excellent resources.
3. [Project the phone book page transparency on the overhead, or if you scanned the page, use your laptop to display the page on your LCD projector. Ask students how phone books are organized. Point out that the Yellow Pages organize companies by category. Ask students to identify the categories on the projected page.]
4. SAY SOMETHING LIKE: The phone book and the Internet are both helpful tools for researching companies. What are the advantages of using the phone book? [Let students respond. If they need help, point out that the phone book is organized alpha betically by category, making research easy. Yellow pages are local, so you know the companies are nearby.] What are the advantages of using the Internet? [Let students respond. If they need help, point out that using the Internet allows them to cast a wide net, enabling them to see many and varied options. They can also get more informa tion about companies using the Internet.]
5. [Have students open to Student Handbook page 48, Who's Hiring? Now, using your laptop, project the Google home page on your LCD projector. Ask what key words Chris might use to find possible places to work this summer. If students suggest "Summer Camps" or "Day Camps" guide them to also include the city to narrow the list to local places. For today, use "the Bronx." Then click "Search" for a list of results. Let students know that they should not begin work on identifying five companies of their own until you explain the next step.]
III. Company Research (20 minutes)
1. SAY SOMETHING LIKE: Let's suppose Chris has at least one company where he'd like to work. The idea could have come from one of his networking contacts, which he needs to follow up on. Or it could have come from a list like the one you're about to create. Let's suppose he's learned that the Madison Square Boys and Girls Club in the Bronx runs a summer camp, and may be hiring counselors. What do you think Chris should do next?
[After students respond, explain that before Chris calls the Boys and Girls Club, it would be helpful to learn more about their summer program. Ask students why knowing about the company might be an advantage, making sure the following reasons are included:
* Researching the organization helps you determine whether it is a place that you want to work, and a place that would be interested in your skills.
* You can find a phone number and contact information if you don't already have it.
* Gaining information allows you to speak knowledgeably about the organization when you do make contact, and it gives you confidence for making the call in the first place.
Research makes the job of cold-calling easier, like a study guide helps you prepare for a big test.
2. [Use your laptop and LCD projector to model locating the Madison Square Boys and Girls Club of the Bronx online (or other local program you may be using as a substi tute). Information on Camp Madison can be found at www.madisonsquare.org, under "Programs." Direct the class to Student Handbook pages 49-51, Research Question naire, and briefly discuss the 5 questions located in Part I. Note that these questions provide enough detail for students to call a company for the first time, whether the lead comes from their list of companies or somebody in their network. Next week, students will use the questions on Part II to find the type of information they'll need before going on an interview.]
3. [Give students 15 minutes to create their list of five companies on Student Handbook page 48, Who's Hiring, and answer the first 5 questions in Part II on Student Hand book page 50, Research Questionnaire, about one of these companies. When they're finished, they'll have a chance to rehearse the conversation they might have when they call this company. Allow students to work for ten minutes, warning them when five min utes remain.]
IV. Wrap Up: Cold Calls and Job Lead Follow Up (10 minutes)
1. SAY SOMETHING LIKE: Now that you've identified five companies where you might consider working, how do you find out if they are hiring? Calling a company where you don't know anyone is known as "cold calling." This is different from calling a con tact from your network—presumably someone who knows and likes you. Cold calling makes many job-hunters really nervous. But for the bravest job-hunters, this technique can lead to leads nobody else knows about. You will get better at this with practice. Before you know it, you will be turning your cold calls into hot leads!
Last week we reviewed how to call a contact you know. Today we'll practice how to make a call to someone you don't know, or a "cold call."
2. [Have students open to Student Handbook page 52, Cold Call Script. Have them fill in the blanks with their information. Then invite volunteers to use the script to model mak ing cold calls in front of the class.]
3. [Now project Student Handbook page 53, Job Lead Worksheet, on the overhead and walk through it, pointing to each section as you speak about it.]
4. SAY SOMETHING LIKE: A Job Lead Worksheet is one way to keep track of informa tion about each company you contact. [Make the point that it is not the ONLY way; there are other organizational methods]. It looks like the Networking Log from last week, but it is different. The Networking Log is for listing referrals, or new people to call, as provided by your contacts. The Job Lead Worksheet is for keeping track of each company you contact. A contact name is a person with whom you speak. Often, when you make cold calls, companies will transfer you from one person or department to another. You can begin to build relationships with people at the company by writ ing down the names of the people you speak to. That way, the next time you call, you can ask for a specific person. Writing down phone numbers, email addresses, and fax numbers is also important so that you do not need to rummage through old notes to find what you are looking for, and it reduces the risk of losing important contact infor mation.
In the Position section, list any jobs you know or learn about and identify how you learned about it. Lastly, Response is where you write information concerning how you follow up. For example, if you emailed or sent a resume or cover letter in response to the call, you note the date you sent it here. If you are to call back or receive a call from a contact, note when this will happen and with whom. You may also want to put dates and times of calls and meetings in your personal calendar.
5. [Spend the last couple of minutes assigning the homework for next week. Instruct stu dents to contact the company they identified in the previous activity. Remind them to use the Cold Call Script to practice what to say before they call. And, remind them to record all information on the Job Lead Worksheet.]
Networking Call Evaluation
Congratulations on making your first job-hunt call! How did it go? Check the box that best de scribes your experience and then answer the questions below.
❑ Very comfortable
❑ Sort of comfortable
❑ Uncomfortable
❑ Worst think I ever had to do
❑ Didn't make the call
1. What did you learn about making networking calls from this experience?
______________________________________________________________________________ ______________________________________________________________________________
2. What do you think is the next step in your job hunt?
______________________________________________________________________________ ______________________________________________________________________________
Who's Hiring?
Use a search engine like Google to find places you might be interested in working. Be sure to include keywords that describe what type of work you're looking for (examples: summer camp, clothing store, restaurant) and the area where you're looking for work (examples: Bronx, Westchester NY, Parkersburg WV).
What?
Keywords (describe type of work):
______________________________________________________________________________
Where?
Keywords (city, state, or area in which you want to work):
______________________________________________________________________________
Based on your Internet search, list five companies where you might be interested in working.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Research Questionnaire
Choose a company to research. Use the company's website to answer the following questions.
Name of company: ___________________________________________________________
PART 1 (GET THIS INFO BEFORE A COLD CALL.)
1. What is the website address?
_____________________________________________________________
2. Why are you interested in working here?
_____________________________________________________________ _____________________________________________________________
3. What skills or experiences do you have to offer this company?
_____________________________________________________________ _____________________________________________________________
4. What kind of job would you like to do at this company?
_____________________________________________________________ _____________________________________________________________
5. What more do you want to know that is not on the site?
_____________________________________________________________ _____________________________________________________________
PART 2 (GET THIS INFO BEFORE YOU WRITE A COVER LETTER OR GO ON AN INTERVIEW.)
1. What is the company's mission?
_____________________________________________________________ _____________________________________________________________
2. What products does the company make or what services does it offer?
_____________________________________________________________ _____________________________________________________________
3. Who are the company's customers or clients?
_____________________________________________________________ _____________________________________________________________
4. What is the company's history? (Include recent news.)
_____________________________________________________________ _____________________________________________________________
5. What is the company's environment or culture like?
_____________________________________________________________ _____________________________________________________________
6. Who is the company's CEO, President, or Executive Director?
_____________________________________________________________ _____________________________________________________________
Extra for Experts
7. Who are the company's biggest competitors?
_____________________________________________________________ _____________________________________________________________
8. List two facts about the department you would like to work for.
_____________________________________________________________ _____________________________________________________________
Cold Call Script
To the person who answers the phone:
(Ask whom you're talking to, so you can address the person by name if you need to call back. Write down the person's name on Job Lead Worksheet.)
My name is _________. I'm graduating from _____________ High School in June, and I am interested in working in ___________ (type of work). Who do you recommend I speak to in that department to find out about hiring needs?
Once you are on the phone with the person you need to talk to, say the following:
My name is ________________. I'm graduating from _________ High School in June, and I am interested in working in _________________ (type of work). I have experience in _________________. Do you know of any opportunities where I would be a good addition to your organization?
Job Lead Worksheet
Use this page to keep track of information for each company you contact.
Employer
Company Name:
Contact Person:
Address:
Phone:
E-mail:
Fax:
Position
Job:
How did I find out about this job?
Response
Date Sent, Emailed, or Faxed Resume/Cover Letter:
Follow-Up Date:
Results and Other Useful Information:
SOURCE: Creative Job Search Guide, © 1994 - 2009 by Minnesota Department of Employment and Economic Devel opment: www.deed.state.mn.us/cjs/cjsbook/prep1.htm | <urn:uuid:21f26401-86c5-4400-a7af-ec5551b74fbf> | CC-MAIN-2020-50 | https://cfwv.com/images/wv/pdfs/rts/Facilitators_Guides/grade_12/G12_FindingAJob3.pdf | 2020-11-30T10:50:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00598.warc.gz | 238,515,146 | 3,768 | eng_Latn | eng_Latn | 0.925816 | eng_Latn | 0.999473 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
977,
2849,
4747,
6886,
9342,
11542,
13733,
14484,
15572,
16634,
17795,
18179,
18965,
19462
] | [
4.5
] | 2 | 1 |
VAR MS Home Learning - Structure of Daily Activities
7th
| Zoom Link | Primary Resource | Day 1 | Day 2 |
|---|---|---|---|
| 7th grade Zoom meetings Wednesday 12-1 | Amplify Log into Amplify using your clever id | 1. Comment on at least 3 students’ essays offering advice and/or giving constructive criticism 2. Revise your essay for final turn in (turn in is just updating your google doc) *Access other student essays through shared essay folder “Class View - Homeroom” | 1. Gold Rush Unit, sub-unit 2, lesson 1 cards 2, 3, 4, 5 2. Gold Rush Unit, sub-unit 2, lesson 3 cards 2, 3, 4 |
| 7th grade Zoom meeting Tuesdays 11-12 | GreatMinds Knowledge on the Go ALEKS | 1. Watch Video: Module 4 Lesson 16 (38 min) 2.. Module 4 Lesson 16 Independent Practice (10 min) 3. ALEKS (30 min) | 1. Watch Video: Module 4 Lesson 17 (39 min) 2.. Module 4 Lesson 17 Independent Practice (10 min) 3. ALEKS (30 min) |
| Science 1 hour | 7th Grade Science Zoom Class Tuesday, May 19, 2020 12:00 -1:00 PM | Discovery *Login using your Clever account *Click on your assignments *You must log on through Clever and hit the ‘Mark as Complete’ button to submit your work | Unit 6 (Human Systems) Concept 6.3: (Immune Systems) Engage 1. Complete reading passages on the tab 2. Watch the assigned video 3. Answer the questions at the bottom 4. Check your answers and submit for a grade. | Unit 6 (Human Systems) Concept 6.3: (Immune Systems) Explore (Tabs 1 & 2) 1. Complete reading passages on the tab 2. Watch the assigned video 3. Answer the questions at the bottom 4. Check your answers and submit for a grade. |
|---|---|---|---|---|
| Social Studies 1 hour | Thursday 12:00pm | IXL | Complete Skill: The Mongol Empire Quick Search: BEQ | Complete Skill: Medieval Japan Quick Search: TMC |
| Related Arts 30 min | Art: Learn about the history of photography: https://youtu.be/SGncepmrckE OR Technology: Go to https://www.nitrotype.com/ Race as a guest/sign in/create an account. Race against other online typists while improving your accuracy and speed. I might suggest contacting a classmate/school friend to get online at the same time and race together. OR PE | Art: Learn about a camera obscura https://youtu.be/lP7xdux5hII Here are instructions for creating your own pinhole camera: https://www.jpl.nasa.gov/edu /learn/project/how-to-make-a -pinhole-camera/: OR Technology: Login to www.code.org Click on course catalog across the top, scroll down to view more. Find “Intro to App Lab”. This coding activity will walk you through creating an app. |
|---|---|---|
| 9:00-10:30 | Language Arts |
|---|---|
| 10:30-11:30 | Math |
| 11:30-12:00 | Break |
| 12:00-12:30 | Lunch |
| 12:30-1:30 | Science |
| 1:30-2:30 | Social Studies |
| 2:30-3:00 | Related Arts |
Tuesday Zoom Meetings
Wednesday Zoom Meetings
Thursday Zoom Meetings
| 7th Grade Math - Mrs. Husted 11:00am - 12:00pm | 7th Grade ELA - Mrs. Abbott 12:00pm - 1:00pm |
|---|---|
| 7th Grade Science - Ms. Sowell 12:00pm - 1:00pm | 8th Grade ELA - Mrs. Abbott 1:00pm - 2:00pm |
| 8th Grade Math - Mrs. Husted 12:00pm - 1:00pm | |
| 8th Grade Science - Ms. Sowell 1:00pm - 2:00pm | |
| Teacher Name | Teacher Email | Google Voice Number |
|---|---|---|
| Ms. Sowell 7/8 Science U of L Homeroom | email@example.com | 317-426-8737 |
| Mrs. Husted 7/8 Math NYU Homeroom | firstname.lastname@example.org | 317-661-1891 |
| Mrs. Hoock 7/8 Social Studies Mo State Homeroom | email@example.com | 317-296-4341 |
| Mrs. Abbott 7/8 ELA UNCW Homeroom | firstname.lastname@example.org | 317-798-0559 |
| Mrs. Gaskins 7/8 Resource | email@example.com | 317-563-1754 |
| Mrs. Harger K-8 ELL | firstname.lastname@example.org | 317-883-7259 |
| Mrs. Mulugeta, Principal | email@example.com | 317-662-0105 |
| Mr. Kemps, Dean of Academic | firstname.lastname@example.org | 215-688-6082 |
| Mr. Nelson, Dean of Culture | email@example.com | 619-940-6386 |
|---|---|---|
| Ms. Buchta, Social Worker | firstname.lastname@example.org | 317-662-0211 |
* Office Hours : Students may call a teacher during these times to receive one on one support for their work. We recommend that students e-mail their teachers to schedule a set time that they can talk to their teachers during this time.
* Zoom Meetings : These are times that teachers will instruct students via video conferencing. Students are expected to attend the Zoom Conferences for each subject taught in their grade level. Teachers will share meeting codes with families the week of April 6 th .
7 th Grade
Module 4 Lesson 16
Independent Practice
1. One container is filled with a mixture that is 30% acid. A second container is filled with a mixture that is 50% acid. The second container is 50% larger than the first, and the two containers are emptied into a third container. What percent of acid is the third container?
2. The store’s markup on a wholesale item is 40%. The store is currently having a sale, and the item sells for 25% off the retail price. What is the percent of profit made by the store?
3. An ice cream shop sells 75% less ice cream in December than in June. Twenty percent more ice cream is sold in July than in June. By what percent did ice cream sales increase from December to July?
7 th Grade
Module 4 Lesson 17
Independent Practice
1. A container is filled with 100 grams of bird feed that is 80% seed. How many grams of bird feed containing 5% seed must be added to get bird feed that is 40% seed?
2. Anna wants to make 30 mL of a 60% salt solution by mixing together a 72% salt solution and a 54% salt solution. How much of each solution must she use?
3. A mixed bag of candy is 25% chocolate bars and 75% other filler candy. Of the chocolate bars, 50% of them contains caramel. Of the other filler candy, 10% of them contain caramel. What percent of candy contains caramel?
7 th Grade
Module 4 Lesson 18
Independent Practice
1. A six-sided die (singular for dice) is thrown twice. The different rolls are as follows:
a. What is the percent that both throws will be even numbers?
b. What is the percent that the second throw is a 5?
c. What is the percent that the first throw is lower than a 6?
2. Fridays are selected to show your school pride. The colors of your school are orange, blue, and white, and you can show your spirit by wearing a top, a bottom, and an accessory with the colors of your school. During lunch, 11 students are chosen to play for a prize on stage. The table charts what the students wore.
a. What is the percent of outfits that are one color?
b. What is the percent of outfits that include orange accessories?
```
1 and 1, 1 and 2, 1 and 3, 1 and 4, 1 and 5, 1 and 6, 2 and 1, 2 and 2, 2 and 3, 2 and 4, 2 and 5, 2 and 6, 3 and 1, 3 and 2, 3 and 3, 3 and 4, 3 and 5, 3 and 6, 4 and 1, 4 and 2, 4 and 3, 4 and 4, 4 and 5, 4 and 6, 5 and 1, 5 and 2, 5 and 3, 5 and 4, 5 and 5, 5 and 6, 6 and 1, 6 and 2, 6 and 3, 6 and 4, 6 and 5, 6 and 6.
``` | <urn:uuid:5c14e54e-2182-4bc7-85bb-2fa6e6536dea> | CC-MAIN-2020-50 | https://visionacademy-riverside.org/wp-content/uploads/2020/05/7th-Grade_5.18_VAR-MS-Student-Syllabus-Schedule.pdf | 2020-11-30T10:58:06+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00598.warc.gz | 556,552,527 | 2,231 | eng_Latn | eng_Latn | 0.998173 | eng_Latn | 0.998882 | [
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
943,
1825,
2616,
2619,
2889,
3984,
4680,
5400,
6000,
7099
] | [
3.25
] | 1 | 0 |
When is Ice Safe?
Information from Ve r m o n t A g r A b i l i t y P r o j e c t
The simple answer is never; no ice is safe ice. This is the message that the Coast Guard advocates. The reality is that people will be on the ice for a variety of recreations. We at Vermont AgrAbility would like to provide you with information to make you safer when venturing out on the ice.
Below are the published guidelines for ice thickness and strength. These are for clear, blue ice on lakes and ponds. There are other factors to take into account along with the Ice Thickness Guidelines:
Ice seldom freezes uniformly; ice may be a foot thick in one location and only an inch or two thick a few feet away.
The insulating effect of snow slows down the freezing process. The extra weight of the snow also reduces how much weight the ice sheet can support.
The movements of schools of fish can bring warm water up from the bottom of the lake, adversely affecting the safety of the ice. Many lakes and ponds have springs, inlets, outlets and other types of currents that may create dangerous thin spots.
Cattail stands and tree roots near the water's edge can weaken ice and slow the formation of ice. Avoid these areas when possible.
General Ice Thickness Guidelines
For new, clear ice only 4" or less – STAY OFF 4"-6" – Ice fishing, foot travel in single-file lines 6"-10" – Snowmobiles and ATV* 10" – 16" – Small cars and pickups* 16+" medium sized cars or mid-sized pick-up* *It is best to avoid driving on the ice whenever possible.
So, after taking this information into account, you've made the decision to be on the ice; please learn and use this safety advice:
Alcohol and ice don't mix. Even "just a couple of beers" is enough to cause an error in judgment that could cost your life. Contrary to common belief, alcohol actually makes you colder instead of warming you up. Alcohol also slows your reaction time.
If you must drive a vehicle on the ice, be prepared to leave it in a hurry. Keep the windows down, unbuckle your seat belt; the best time to escape a vehicle is before it sinks, not after. If it is dark or snowing, be aware the decrease in vision increases the hazard of being on the ice.
If you are on a snowmobile, don't "over drive" your headlight. It can take a much longer distance to stop on ice than your headlight shines.
Use the buddy system. It's best to never venture on the ice alone. Walk single file, with a distance of several feet between you. Make sure someone on shore knows where you will be.
Life jackets aren't just for summer anymore. By wearing a personal flotation device (PFD) underneath a coat or coveralls, your buoyancy is increased, keeping your head and shoulders above water if you break through the ice. Cold water shocks the system and a loss of breath often occurs; with less air in the lungs, the body is less apt to float. The PFD's added buoyancy helps with escape.
University of Vermont, VT AgrAbility Project 655 Spear Street #105 Burlington, VT 05405-0107 802-656-5420 or 1-800-571-0668, Fax:802-656-5422
Make and carry ice safety picks looped around your neck; they could save your life if you do break through the ice.
Get two 4" pieces of wooden doweling the size of a broom handle or a little larger. Whatever material you select, it should float in case you drop the claws while struggling.
Drive a stout nail into one end of each dowel. This should be a hardened 16-penny or larger concrete nail.
Use a file to sharpen the nail heads to a point.
Drill a hole into the dowels (in the end opposite the nail) and tie a length of strong cord through the hole so a pick is
on each end "jump-rope" fashion. You may also drill a hole in
Minnesota Department of Natural Resources, used with permission
the ends alongside the nails so the nail on the other pick can nest in the hole, keeping both points covered. Or you can buy ice safety picks at a tackle shop.
Carry a 50-foot rope; keep a lifeline handy for you and your buddy. By attaching a block of wood to one end, the rope can be thrown out and floated to a person that is struggling in the water.
Carry a portable radio while you're out on the ice, you can keep up with any changing weather patterns.
Each of you should have a cell phone handy in case 9-1-1 needs to be contacted.
Have a set of warm clothes on shore in your car to change into to prevent hypothermia.
What if you fall in? First, try not to panic, which will be easier if you are familiar with these survival steps. Don't remove your winter clothing. Heavy clothes won't drag you down, but instead can trap air to provide warmth and some buoyancy.
Turn toward the direction you came. That is probably the strongest ice.
Place your hands and arms on the unbroken surface. This is where the ice rescue picks will provide traction to pull yourself up onto the ice.
Kick your feet and dig in your ice rescue claws to work your way back onto the solid ice surface. If your clothes have trapped a lot of water, you may have to lift yourself partially out of the water on your elbows to let the water drain before starting forward.
Lie flat on the ice once you are out and roll away from the hole to keep your weight spread out. This will help prevent you from breaking through again.
Get to a warm, dry, sheltered area and re-warm yourself immediately. In moderate to severe cases of cold water hypothermia, you must seek medical attention. Cold blood trapped in your extremities can come rushing back to your heart after you begin to re-warm; the shock of the chilled blood can cause a heart attack.
What if someone else falls in? First, call 9-1-1 for help. Resist the urge to run up to the edge of the hole to help. This would most likely result in two persons in the water needing rescue. Heroics by well-meaning but untrained rescuers sometimes results in two deaths.
Preach. Shout to the victim to encourage them to fight to survive and reassure them that help is on the way.
Reach. If you can safely reach the victim from shore, extend an object such as a rope, ladder, or jumper cables to the victim. If the person starts to pull you in, release your grip and start over.
Throw. Toss one end of a rope or something that will float to the victim. Have them tie the rope around themselves before they are too weakened by the cold to grasp it.
By preparing properly, keeping your head, knowing these safety tips and respecting the ice, tragedy can be prevented and you can enjoy your winter in the outdoors.
Compiled from: Minnesota Department of Natural Resources
VT Outdoor Guide Association
Massachusetts Division of Fisheries and Wildlife
Nodak Outdoors
United States Coast Guard, Burlington, VT | <urn:uuid:b6fe5bd9-66d9-4d95-a6d2-85f639524367> | CC-MAIN-2021-39 | https://www.uvm.edu/sites/default/files/whenIsIceSafe_feb2011.pdf | 2021-09-16T10:57:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00367.warc.gz | 1,047,061,846 | 1,542 | eng_Latn | eng_Latn | 0.998823 | eng_Latn | 0.999094 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3084,
6731
] | [
2.203125
] | 1 | 0 |
Patterns Of Evolution And Selection Answer Key
Molecular Evolution and Selection Patterns of Plant F-Box ...
Patterns of Selection - Evolution and Natural Selection ...
Different Patterns of Evolution - dummies
Patterns Of Evolution And Selection Worksheets - Kiddy Math
Evolution and Natural Selection - The Global Change ...
Biology Chapter 15: Patterns of Evolution Flashcards | Quizlet
Patterns of Evolution Lesson Plans & Worksheets | Lesson ...
local.brookings.k12.sd.us
Patterns Of Evolution And Selection
Name- Wilmot Evolution Review
Descent with modification - Evolution
SparkNotes: Patterns of Evolution: Introduction
REVIEW-Practice Test_ANSWERS.doc - ANSWER KEY NAME_ANSWER ...
SparkNotes: Patterns of Evolution: Types of Evolution
Patterns of Evolution and Selection Worksheet for 9th ...
Contrasting Rates of Molecular Evolution and Patterns of ...
Patterns Of Evolution And Selection Worksheets - Teacher ...
Patterns of Evolution Flashcards | Quizlet
Natural selection - Evolution
Molecular Evolution and Selection Patterns of Plant F-Box ...
Hank guides us through the process of natural selection, the key mechanism of evolution. Crash Course Biology is now available on DVD! http://dftba.com/produ...
Patterns of Selection - Evolution and Natural Selection ...
Patterns Of Evolution And Selection. Patterns Of Evolution And Selection - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Evolution by natural selection work, Tcss biology unit 4 evolution information, Evolution unit review work, Patterns of evolution, Types of evolution work, Patterns of evolution and selection answer key, Evolutionary patt e ...
Different Patterns of Evolution - dummies
Patterns of Selection Understanding the nature of the environment is key to determining how natural selection will affect how a species will change. In general, three forms of selection have been identified: stabilizing selection, directional selection, and disruptive selection (figure 13.10).
Patterns Of Evolution And Selection Worksheets - Kiddy Math
This Patterns of Evolution and Selection Worksheet is suitable for 9th - 12th Grade. Can your young biologists interpret population graphs, match macroevolution patterns and descriptions, and answer multiple choice questions about evolution? Find out with a comprehensive three-page quiz covering some specific examples of natural selection and adaptation. To help you collect academic data, you ...
Evolution and Natural Selection - The Global Change ...
Start studying Biology Chapter 15: Patterns of Evolution. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Biology Chapter 15: Patterns of Evolution Flashcards | Quizlet
Natural selection. Natural selection is one of the basic mechanisms of evolution, along with mutation, migration, and genetic drift. Darwin's grand idea of evolution by natural selection is relatively simple but often misunderstood. To find out how it works, imagine a population of beetles:
Patterns of Evolution Lesson Plans & Worksheets | Lesson ...
View Homework Help - REVIEW-Practice Test_ANSWERS.doc from SCIENCE 215 at Plymouth South High. ANSWER KEY NAME _ANSWER KEY_ PATTERNS OF EVOLUTION AND SELECTION MULTIPLE CHOICE: Circle all that are local.brookings.k12.sd.us
Descent with modification. We've defined evolution as descent with modification from a common ancestor, but exactly what has been modified? Evolution only occurs when there is a change in gene frequency within a population over time. These genetic differences are heritable and can be passed on to the next generation — which is what really ...
Patterns Of Evolution And Selection
Different Patterns of Evolution Convergent evolution. Convergent evolution is the process in which species... Divergent evolution. Divergent evolution is the process in which a trait held by a common ancestor... Parallel evolution. Parallel evolution is sometimes difficult to distinguish from convergent... Coevolution. Coevolution occurs when closely...
Page 1/2
Copyright : wakati.co
Name- Wilmot Evolution Review
The F-box protein superfamily represents one of the largest families in the plant kingdom. F-box proteins phylogenetically organize into numerous subfamilies characterized by their carboxyl (C)-terminal protein-protein interaction domain. Among the largest F-box protein subfamilies in plant genomes are those with C-terminal kelch repeats. In this study, we analyzed the phylogeny and evolution ...
Descent with modification - Evolution
Name-_____ Wilmot Evolution Review 1. Define species- group of organisms that can interbreed and produce fertile offspring 2. What was Jean Baptiste de Lamark's contribution to evolution? Theory of Acquired Inheritance. Thought that acquired traits could be passed on to offspring. Proven False. a.
SparkNotes: Patterns of Evolution: Introduction
Start studying Patterns of Evolution. Learn vocabulary, terms, and more with flashcards, games, and other study tools. ... Pattern of evolution in which long stable periods are interrupted by brief periods of more rapid change ... form of natural selection in which individuals near the center of a distribution curve have higher fitness than ...
REVIEW-Practice Test_ANSWERS.doc - ANSWER KEY NAME_ANSWER ...
PATTERNS OF EVOLUTION AND SELECTION. Chapter 16-1, 16-2, & 17-4 . MULTIPLE CHOICE: Circle all that are true. There may be MORE THAN ONE right answer. Darwin believed in the idea that evolution happened slowly over a long period of time called _____ A. punctuated equilibrium.
SparkNotes: Patterns of Evolution: Types of Evolution
Patterns Of Evolution And Selection. Showing top 8 worksheets in the category - Patterns Of Evolution And Selection. Some of the worksheets displayed are Evolution by natural selection work, Tcss biology unit 4 evolution information, Evolution unit review work, Patterns of evolution, Types of evolution work, Patterns of evolution and selection answer key, Evolutionary patt e rns and proc e 22 ...
Patterns of Evolution and Selection Worksheet for 9th ...
A summary of Types of Evolution in 's Patterns of Evolution. Learn exactly what happened in this chapter, scene, or section of Patterns of Evolution and what it means. Perfect for acing essays, tests, and quizzes, as well as for writing lesson plans.
Contrasting Rates of Molecular Evolution and Patterns of ...
Patterns of evolution lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning.
Patterns Of Evolution And Selection Worksheets - Teacher ...
In this SparkNote on the patterns of evolution, we will focus on patterns that affect a smaller unit of evolution, the species. Understanding these patterns on a small scale can help in determining the relatedness of species over longer periods of time. There are three main patterns of species evolution.
Patterns of Evolution Flashcards | Quizlet
Natural selection can only work on existing variation within a population. Such variations arise by mutation, a change in some part of the genetic code for a trait. Mutations arise by chance and without foresight for the potential advantage or disadvantage of the mutation.
Natural selection - Evolution
The pattern of slower rates of molecular evolution is consistent when grouping species according to their life forms, with gymnosperms showing lower dS and μ than angiosperms herbs and angiosperms shrubs and trees. This level of evolutionary conservation (which probably help explain the high levels of macrosynteny previously observed in some ...
Copyright code : 09d0b65aab8a71b143bd85c5a3718f89.
Page 2/2 | <urn:uuid:d9169b9e-36a6-422f-8942-f30beae72cdf> | CC-MAIN-2020-50 | http://wakati.co/patterns_of_evolution_and_selection_answer_key.pdf | 2020-11-30T10:24:19+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141213431.41/warc/CC-MAIN-20201130100208-20201130130208-00600.warc.gz | 104,427,352 | 1,517 | eng_Latn | eng_Latn | 0.964274 | eng_Latn | 0.969668 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4094,
7719
] | [
3.125
] | 1 | 0 |
Frogs from the Mount Lofty Ranges
Painted Frog Neobatrachus pictus
Spotted Marsh Frog Limnodynastes tasmaniensis
Eastern Banjo Frog
Limnodynastes dumerilii
Brown Tree Frog Litoria ewingi
The Eastern Banjo Frog is a common inhabitant of dams, wetlands and rivers. It is a medium to large burrowing frog with a broad, rounded head and short, thick limbs. Large glands are present on the tibia and the edge of the mouth. The body is rough and warty, varying from a pale grey to dark brown or black. The sides are commonly marked with bronze, purple or black. Females have flanges (flaps of skin) on the first two fingers which aid in construction of the foam nest.
Size: Males 52-90 mm; Females 52-83 mm.
Habitat: Burrows in loamy soils and emerges to feed and breed after rains. Commonly seen crossing roads on rainy nights.
Breeding: A large foam nest containing up to 4000 eggs is laid in water, attached to vegetation. Females have flanges on their fingers that are used during mating to carry air bubbles from the surface of the water into the foam nest to oxygenate the eggs.
Mating call: A single musical 'bonk'.
The Spotted Marsh Frog is the most common frog in Australia. It has olive, green or brown spots on a pale background which may change over the course of the day. The ventral (lower) surface of the body is smooth and white. Breeding males have a dark yellow/green throat. Many specimens have a middorsal stripe that may be white, yellow or cream. Females have flanges (flaps of skin) on the first two fingers which aid in construction of the foam nest.
Size: Males 31-42 mm; Females 32-47 mm.
Habitat: A widespread species, habitat includes marshy country, creek edges and wetlands.
Breeding: Males call from the edge of shallow water, often hidden in vegetation. A foam nest of 90-1300 eggs is laid floating in water attached to vegetation
Mating call: A rapid, soft 'uk..uk..uk..uk', like a toy machine gun.
Living in woodland, mallee, open and disturbed areas, the burrowing Painted Frog has no obvious site preferences. The species is moderately sized, stockily built with short limbs and is generally deep olive with darker markings on the head and body. The eye is prominent and has a vertical pupil. The tympanum (ear) is not visible. The fingers are cylindrical and lack webbing. The toes are extensively webbed. The Painted Frog's skin is smooth, except during the mating season when the male will develop tiny black thorns. It also has a black horn-like 'shovel' on the foot.
Size: Males 46-58 mm; Females 41-55 mm.
Habitat: Mostly open grassland and woodland.
Breeding: About 1000 yellow eggs are laid in a chain entwined with submerged vegetation.
Mating call: A long, rapidly pulsed, musical trill.
Common Froglet Crinia signifera
Bibron's Toadlet Pseudophryne bibroni
Although the most abundant and widespread of its genus, Bibron's Toadlet is believed to have become less abundant in recent times. It is generally found singularly or in low numbers under rocks and logs. Bibron's Toadlet is slate, dark brown or grey above with a scattering of darker flecks and orange or reddish spots and may have a yellow or orange area around the region of the anus. The belly is marbled black and white. Its skin can be smooth or granular and is usually scattered with a few warts.
Size: Males 22-30 mm; Females 25-32 mm. Habitat: Found in damp areas with some cover such as logs and stones. Breeding: Calling begins in February and continues until August. Eggs are deposited in damp leaf litter under logs and stones. Hatching of welldeveloped tadpoles occurs after rains flood the area. Mating call: A short, grating, upwardly inflected 'ark'.
The Brown Tree Frog is the only tree frog native to the Mount Lofty Ranges and surrounding area. It is often found clinging to windows and is a common visitor to bathrooms. It is slender and medium sized with a broad head and rounded snout. A wide and undivided band runs along its back. It is generally pale brown with a narrow, black or brown stripe from the snout to the shoulder and a pale stripe beneath the eye. The thighs are orange and may have black spots. The fingers are unwebbed and the toes are half webbed. The ear is distinct.
Size: Males 22-40 mm; Females 32-46 mm.
Habitat: It can be found on the ground, in vegetation, or under rocks near permanent streams or pools.
Breeding: Occurs anytime during the year. Eggs are deposited in small clumps attached to submerged vegetation.
Mating call: A loud, distinctive, high pitched 'weep-eep-eep' of 10 to 20 notes.
The Common Froglet is the most commonly found frog in South Australia. It has highly variable skin colour and texture, even within populations. The skin may be plain, striped or spotted, smooth, warty or ridged. The belly is usually white with black splotches.
Size: Males 18-25 mm; Females 19-29 mm.
Habitat: Found beneath rocks, vegetation and debris at the edge of creeks, ponds, wetlands and areas of seepage. During dry periods the frog may be found away from water sources.
Breeding: Breeds throughout the year except in mid summer. Eggs are laid in small bunches of 100-150 in shallow water.
Mating call: A single or rapidly repeated 'crick'.
Introduced into the region
Peron's Tree Frog was found throughout the swamps of the Murray Valley and the South East but it has now become established in the Mount Lofty Ranges, probably as a result of the pet trade. Characterised by a cross-shaped pupil, emerald spots and bright yellow and black markings in the groin and armpits. It has a black along the edge of the ear drum. It has large pads on the fingers and toes. The fingers are not webbed, but the toes are almost fully webbed.
Size: Males 44-53 mm; Females 46-65 mm.
Habitat: In the Mount Lofty Ranges it has been found around ponds, dams and wetlands, and in well-vegetated garden areas.
Breeding: Male frogs commonly call from the ground or in vegetation which may be two metres or more above the water. The tadpoles are yellow with dark brown lateral stripes.
Mating call: A series of separated rattling notes resembling laughter.
Commonly described as a 'maniacal cackle'. | <urn:uuid:05207f2a-1b0e-4ab2-90ce-1b4b267a3b68> | CC-MAIN-2021-39 | https://www.landscape.sa.gov.au/files/sharedassets/adelaide_and_mt_lofty_ranges/monitoring_and_evaluation/schools/frog-identification-incl-species-fact.pdf | 2021-09-16T11:30:43+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00370.warc.gz | 902,227,849 | 1,490 | eng_Latn | eng_Latn | 0.998892 | eng_Latn | 0.998892 | [
"eng_Latn"
] | false | docling | [
6170
] | [
3.046875
] | 1 | 0 |
Year 3 Newsletter
Dear Parents,
Welcome to the new school year and to the Juniors! I hope everyone had a great summer break and that, like me, you are enthusiastic and eager to begin this year's learning journey with the 'New Norm'. I would like to take this opportunity to say how excited Mrs Clarke and I are about getting to know your child and we aim to make this year full of successful learning experiences.
Here is a summary of the work we will be covering in Terms 1 and 2.
In Literacy, we will be studying texts such as; Feargal Fly, Leon and the Place Between by Angela McAllister, Gregory Cool by Caroline Binch, The True Story of the Three Little Pigs by Jon Scieszka, and George's Marvellous Medicine by Roald Dahl, plus many more. I understand that many children are eager to read the upcoming text before we read them in class, however, please refrain from doing so, where possible, to avoid diminishing the curiosity, anticipation and predicting when we study them in class. We will be using texts, such as these, to inspire written work after having the opportunity to explore them using spoken language, hot seating and drama. The written task will focus on developing spelling, punctuation and grammar within writing genres that include recounts, narratives, diaries, letters, newspaper reports, non-fiction reports, information texts and poems, along with a variety of comprehension activities.
In Mathematics, we will be developing concepts to embed and revise learning from Key Stage 1, as well as learning new and challenging concepts.
It is imperative that children know all their times tables by heart along with the corresponding division facts. For example; 3 x 4 = 12 so 12 ÷ 3 = 4. We will initially begin by revising and rapidly recalling the 2, 5 and 10 times tables before moving on to the 3, 4 & 8 times tables (up to 12 times). We will be focusing on times tables daily in the class, but this is something that with your support, regularly practising at home, would be beneficial to your child's success and confidence in many mathematical concepts.
In Science this term we will be learning about light. We will consolidate our prior learning about light and light sources, investigating how shadows are made and if all materials create the same shadows. The key vocabulary of transparent, translucent and opaque will be used to categorise materials and help us to explain the difference between shadows. Pattern finding and explaining reasoning for this will help us to explore how and why shadows caused by the sun change throughout the day.
Science in Term 2 will continue with a focus on Rocks. During this unit, the children will learn where different types of rocks can be found, the different characteristics that they have and how igneous, sedimentary and metamorphic rock are formed. They will also identify and classify different types of soil.
In History, we will be learning about the Stone, Bronze and Iron Age. Within our topic, we will learn about chronology, changes that occurred during this period of time and study artefacts to learn how our knowledge of the past is constructed from a range of sources.
Term 2 will begin our exciting Geography learning, locating continents and countries around the weather around the world. We will focus particularly on Europe, North America and Asia where we will learn about their location, and geographical and human features. We will also learn about climate zones and develop an understanding of different weather conditions and how they are caused.
In Computing we will be consolidating and improving upon our existing skills. We will be learning to create animations using the Scratch application.
In Design and Technology we will begin our learning of how pneumatic systems work and can be used within objects to create movement. We will develop processes and techniques to create a model with a moving part.
During Term 2, our Art and Design topic of printing will involve us exploring block prints and patterns from different cultures around the world. We will use patterns and the work of various artists to design and carve our own pattern onto lino tiles that will be printed onto fabric. I cannot wait to see the finished products!
In Music, we will be developing our understanding of pitch, along with beginning to learn about other musical elements such as tempo, dynamics and timbre. We will explore the work of the composer Saint-Saens in the Carnival of the Animals.
In PSHE/SMSC will be looking at 'Relationships' and the importance of perseverance, how to work to the best of our abilities and how to overcome the barriers to learning we all face from time to time. Their 'Learning to Learn' project will be part of their homework this term, where they will be setting themselves small goals to work towards.
Now we are in the juniors, we will begin our fun and interactive French learning, following the Tout le Monde programme. During Term 1 and 2 we will be focusing on Level 1, Modules 1 and 2, which includes learning about greetings, counting to 20, parts of the body and responding to questions.
In Religious Education we will be focussing on 'What does it mean to be a Christian in Britain today?'. We will find out what Christians do to show their faith in how they help their local community. Explore what Christians do to show their faith within their church communities and also find out about some ways in which Christians make a difference in the worldwide community.
At present, Physical Education will be on Wednesdays and Fridays include an outdoor session, so please ensure that your child has a suitable kit for when it is cold – tracksuit bottoms and sweatshirt, ideally navy or grey. Come rain or shine we do go outside so please ensure during these colder terms that your child has appropriate outdoor clothing. A pair of shorts will also be needed for indoor PE of dance or gym.
PE KIT WILL GO HOME ON FRIDAY AND NEEDS TO BE BACK IN SCHOOL MONDAY.
Homework
| Day Given | Activity |
|---|---|
| Every Day | • Read for at least 15 minutes to an adult and have their Reading Record Book signed. |
| Monday | • A short maths task reviewing concepts or A Foundation Subject / Literacy based task or Extra reading |
| Monday | • Children to complete their spelling investigation work and practise their individual spellings |
Reading, handwriting and spelling still remain a huge priority in Year 3. The children must read daily, and I will hear everyone at least once a week. Please ensure you do the same as the children love reading to someone else. If extra reading is given as homework this will include time to ask questions about the text and discuss what they have read in more depth.
The children are given a piece of homework on a Monday which is due in on the following Monday, to consolidate their previous weeks learning and revise previously learnt topics.
PSHE will form the other piece of homework, this term, where they will need to complete a diary about the progress towards their goal. I expect the children to tackle the homework with 100% effort and with a 'have a go' attitude. I will award house points for a good standard of work, if it has been completed and handed in on time. Please encourage the children, as part of their learning in organisation and self-reliance, to inform me of problems with homework, and I will happily spend time with them again.
Rewards
Good work and behaviour will result in house points, star of the week, star of the day, class golden time, table points and weekly certificates in Achiever's Assembly. I believe in having a positive approach with the children and will praise them regularly and wherever I can.
Time to discuss any issues
Please email me (firstname.lastname@example.org) if you have any queries regarding your child, but I would also encourage the children to come and speak to me themselves. This might be to relieve a worry before going home, or after having discussed it with you. I think it is important for the children to start to think for themselves and work out how to solve problems independently if they can. Obviously, any larger issues should be dealt with me directly and if needed we can arrange a face-to-face meeting.
In conclusion, I look forward to a great year, meeting and working with you, to strive and achieve the potential of your child.
Kind regards, Mr Burns | <urn:uuid:3f442b0a-f7d7-490f-920a-90536c87b5c3> | CC-MAIN-2021-39 | https://cobham.kent.sch.uk/wp-content/uploads/2020/09/Year-3-Autumn-Newsletter-2020-21.pdf | 2021-09-16T11:13:27+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00370.warc.gz | 230,095,243 | 1,733 | eng_Latn | eng_Latn | 0.998555 | eng_Latn | 0.998645 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3169,
6005,
8418
] | [
2.9375
] | 1 | 0 |
McCulloch v. Maryland / Background •
As you read the background summary of the case below, look for the important vocabulary terms. You can find definitions for these terms on the separate vocabulary handout.
In 1791, the U.S. government created the first national bank. The national bank was controversial. Some people believed that the national government had the power to create a national bank, and others believed it did not have this power. When Thomas Jefferson was president, he did not renew the national bank's charter. Jefferson believed in placing greater limits on the power of the national government. However, when James Madison became president, he asked Congress to create a Second Bank of the United States in 1816.
Many branches of the Bank of the United States were opened throughout the country. Some states did not like these branches. There were several reasons why the states did not want these national banks: 1) they competed with the state banks, 2) many national bank managers were thought to be corrupt, and 3) the states believed that the national government was getting too powerful.
The state of Maryland tried to close a branch of the Bank of the United States by making that branch pay $15,000 in taxes. James McCulloch, who worked at the Baltimore branch of the Bank of the United States, did not pay the tax. The state of Maryland took him to court.
The state of Maryland argued that if the national government could regulate state banks, the state could make rules for the national bank. Maryland also said that the Constitution did not allow the national government to create a national bank. Article I, Section 8 of the Constitution lists the powers of Congress. Creating a national bank is not on the list.
On the other hand, McCulloch's attorney argued that the power to create a national bank was a "necessary and proper" power of Congress. Article I, Section 8, Clause 18 of the U.S. Constitution states that Congress has the power "To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers and all other Powers vested by this Constitution in the Government of the United States." He said that while it was true that there is nothing in the Constitution about a national bank, there are many things that the government must do that would be helped by a national bank. Therefore, creating a national bank was an implied power of Congress.
McCulloch was convicted of violating Maryland's tax law. McCulloch then appealed the lower court's decision to the Maryland Court of Appeals. After the Maryland Court of Appeals agreed with the lower court's decision, McCulloch appealed to the Supreme Court of the United States.
Last updated: 08/11/2020
Questions to Consider
1. Why did states not like the idea of a national bank?
2. What are the advantages of having a national bank? Review Article I, Section 8 of the Constitution (see page 3). Which powers of Congress could be helped by a national bank?
3. Do you think the powers listed in Article I, Section 8 of the U.S. Constitution (see page 3) allow the government to create a national bank?
4. Should a state be able to tax a national bank? Why or why not?
5. Why do you think the Supreme Court of the United States heard the case? What made the case important?
Article I, Section 8 of the U.S. Constitution
The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States;
To borrow Money on the credit of the United States;
To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;
To establish an uniform Rule of Naturalization, and uniform Laws on the subject of Bankruptcies throughout the United States;
To coin Money, regulate the Value thereof, and of foreign Coin, and fix the Standard of Weights and Measures;
To provide for the Punishment of counterfeiting the Securities and current Coin of the United States;
To establish Post Offices and post Roads;
To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;
To constitute Tribunals inferior to the supreme Court;
To define and punish Piracies and Felonies committed on the high Seas, and Offences against the Law of Nations;
To declare War, grant Letters of Marque and Reprisal, and make Rules concerning Captures on Land and Water;
To raise and support Armies, but no Appropriation of Money to that Use shall be for a longer Term than two Years;
To provide and maintain a Navy;
To make Rules for the Government and Regulation of the land and naval Forces;
To provide for calling forth the Militia to execute the Laws of the Union, suppress Insurrections and repel Invasions;
To provide for organizing, arming, and disciplining, the Militia, and for governing such Part of them as may be employed in the Service of the United States, reserving to the States respectively, the Appointment of the Officers, and the Authority of training the Militia according to the discipline prescribed by Congress;
To exercise exclusive Legislation in all Cases whatsoever, over such District (not exceeding ten Miles square) as may, by Cession of Particular States, and the Acceptance of Congress, become the Seat of the Government of the United States, and to exercise like Authority over all Places purchased by the Consent of the Legislature of the State in which the Same shall be, for the Erection of Forts, Magazines, Arsenals, dock-Yards and other needful Buildings;--And
To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof. | <urn:uuid:c76407d1-7465-40d4-9e19-1ea4b2f0b2f6> | CC-MAIN-2021-39 | https://www.landmarkcases.org/assets/site_18/files/mcculloch_v_maryland/student/background_level_1_mcculloch_student.pdf | 2021-09-16T10:37:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00372.warc.gz | 861,822,919 | 1,243 | eng_Latn | eng_Latn | 0.99081 | eng_Latn | 0.996728 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2737,
3313,
5984
] | [
3.015625
] | 1 | 3 |
Eggs, a HEALTHY food for your baby
HEALTH CANADA HAS NEW INFANT FEEDING GUIDELINES
Your baby can now eat the WHOLE EGG at 6 months!
New scientific evidence shows that you can introduce the whole egg at 6 months of age. This includes infants with or without a family history of food allergies. 1 If there is a family history of an egg allergy, it's suggested that you speak to your health care provider for more information on the introduction of eggs into your baby's diet.
Eggs are a nutrient-rich food that can be added to your baby's diet at the same time as meat purees and other meat alternatives. Ensure that your baby enjoys eggs that are well cooked as the immune system continues to develop at this stage of life.
Reference
1. Koplin, J.J., et al. Can early introduction of egg prevent egg allergy in infants? A population based study. Journal of Allergy and Clinical Immunology. 2010;126: 807-13.
Good nutrition for a HEALTHY start
It's recommended that healthy term infants are exclusively breastfed for the first 6 months with the introduction of first foods at around 6 months of age. If you choose not to breast-feed, an iron fortified infant formula is the next best choice.
A baby's iron stores begin to diminish at around 6 months of age. Iron-rich foods are recommended as first foods and should be offered 2 or more times a day to help meet their increased need of iron. This can include well-cooked meat, poultry, whole eggs, legumes, and iron-fortified infant cereals.
Introduce ONE food at a time and start with single foods, not mixed.
If your baby shows signs of an allergy or intolerance, this makes it easier to know which food is causing the problem. Signs of allergy may take up to 3 days to appear, so give the same food for 2 to 4 consecutive days before you try a new one.
The consistency and variety of foods given to your baby will increase as they get older, starting with pureed and mashed foods at 6 months, and progressing to finger foods at 8 months. By 1 year of age, eating a variety of foods from the four food groups in Canada's Food Guide in addition to breast milk or formula is desirable.
Eggs in a BABY'S diet…
* are a nutritious source of protein, fat, vitamins A, D, E, and B 12 , folate, and iron.
* have a delicate taste that most children enjoy.
* have a protein quality that is second only to breast milk. 2
* are versatile and economical.
Reference
* require little chewing and are easily digested.
2. Watson, R. R. Eggs and Health Promotion. 1st ed. Ames: Iowa State Press, A Blackwell Publishing Company, 2002
Mom, did you KNOW…
Eggs are an excellent source of the nutrient choline? Studies show that choline plays an important role in brain development and function. 3 Experts recommend that pregnant and lactating women eat eggs to ensure adequate choline intake.
Health Canada also recommends an adequate intake of essential fats such as omega-3 fats during pregnancy for proper neural and visual development of the baby. Omega-3 eggs are a good source of omega-3 fats.
Reference
3. Zeisel SH. Choline: needed for normal development of memory. J Am Coll Nutr. 2000;19(Suppl):528S-531S.
COOKING eggs for baby at 6 months
Hard-cooked: Place cold eggs in a single layer in a saucepan. Cover with at least 1 inch (2.5 cm) cold water over top of the eggs. Cover saucepan and bring quickly to a boil over a high heat. Immediately remove pan from heat to stop boiling. Let eggs stand in water for 18 to 23 minutes. Drain water and immediately run cold water over eggs until cooled. Feed baby or refrigerate immediately and use within 1 week.
Microwave: In a microwaveable container, whisk an egg with 1 tbsp (15 mL) breast milk, infant formula or water. Cover with plastic wrap leaving a small steam vent. Microwave on Medium-High (70% power) for 1 minute and 30 seconds to 1 minute and 45 seconds, stirring several times during cooking. Cover and let stand for 30 seconds to 1 minute before feeding.
Looking for recipes for your baby one year of age or older? Visit eggs.ca
Egg allergy: Some babies may have an allergy to the protein found in the egg white. However, evidence now indicates that there is no need to delay or avoid introducing potentially allergenic foods to prevent food allergies.
A doctor, preferably an allergist who is a member of the Canadian Society of Allergy and Clinical Immunology, is the best person to diagnose an allergy and assess its seriousness.
For more information, contact your doctor or the Allergy/Asthma Information Association at 1.800.611.7011 aaia.ca or firstname.lastname@example.org
2013 | <urn:uuid:b72abf82-c6e1-4bba-b9df-8656eb09e408> | CC-MAIN-2021-39 | https://eggs.ab.ca/wp-content/uploads/2021/04/Eggs_For_Baby.pdf | 2021-09-16T12:09:44+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00373.warc.gz | 277,768,331 | 1,067 | eng_Latn | eng_Latn | 0.998063 | eng_Latn | 0.998435 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2144,
4596
] | [
2.953125
] | 1 | 0 |
Works Cited Page – MLA Guidelines
Based on MLA Handbook, 8 th ed.
MLA Formatting Basics
- Begin the list of works cited on a new page at the end of your research paper.
- Title the page Works Cited Center the title 1" from the top of the page.
- Include your last name and the page number at the upper right corner of the page, continuing the page numbers of the text.
- Double-space, within and between, entries.
- List entries in alphabetical order by the last name of each author. If the author's name is unknown, alphabetize by the title, ignoring any initial A, An or The.
- Place the first line of each entry at the left margin. Additional lines are indented ½ inch. This is called a "hanging indent."
This is an example of what the top of your Works Cited page should look like:
All citations are made up of a few basic elements presented in a specific order. Not all resources have all elements. Omit any element your resource doesn't have.
Author. Title of Document. Title of Source, Other Contributors, Version, Number, Publisher, Publication Date, Location.
Following are some examples of appropriately formatted citations. The citations are grouped by format for convenience. Follow your instructor's requirements first. Beyond that, these examples can act as models for clear and consistent MLA citations
Print Resources
BOOKS
SPECIALIZED ENYCLOPEDIA ARTICLES (encyclopedias focusing on a single topic)
MAGAZINES & NEWSPAPERS
INTERVIEWS
Citing Sources in the Text (Parenthetical Citation)
-Print Sources-
In MLA style, your sources are acknowledged by adding brief parenthetical references within your text. This coincides with your Works Cited page at the end of your paper. Generally, the author's last name and a page number are enough to identify the source. The following are some examples of parenthetical documentation:
General In-text reference
In-text reference when the author's name appears in the text of your paper
Corresponding MLA Works Cited reference
Google's founders "were certainly armed with a healthy disregard for the impossible" (Vise 11).
David Vise captures the essence of Google when he states that the founders "were certainly armed with a healthy disregard for the impossible" (11).
Vise, David A. The Google Story. Random House, 2005.
Internet and Multimedia Sources
Some of the most common Internet and multimedia sources are listed below.
- Remember, your entire list should be in alphabetical order. These have been grouped by format for convenience only.
- DOIs (Digital Object Identifiers), Permalinks or Bookmarks from the databases are preferable to URLs from your browser.
Citing Sources in the Text (Parenthetical Citation)
-Internet, Multimedia & Other Non-print Sources-
In MLA style, your sources are acknowledged by adding brief parenthetical references within your text. This coincides with your Works Cited page at the end of your paper. Generally, the author's last name, or title (when the author's name is unknown), are enough to identify the source. The following are some examples of parenthetical documentation:
If you need help, please ask a reference librarian for assistance:
email@example.com (408) 848-4806
You can find more information about formatting Works Cited in the Library Research Guide – Research
Paper Formatting: Tips & Tricks at http://gavilan.libguides.com/researchpaperformatting. | <urn:uuid:d67e0fba-cd20-494a-a50f-f24ace280c82> | CC-MAIN-2021-39 | https://www.gavilan.edu/library/documents/mlaguide_8thed_2-26-20a.pdf | 2021-09-16T10:23:08+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00373.warc.gz | 813,173,800 | 727 | eng_Latn | eng_Latn | 0.994773 | eng_Latn | 0.996293 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1348,
2298,
2647,
3399
] | [
2.265625
] | 2 | 1 |
Name that Line
Match each quote to the Christmas movie it comes from
___ 1. White Christmas
a. "You'll shoot your eye out, kid."
___ 2. It's a Wonderful Life
___ 3. While You Were Sleeping
___ 4. Holiday Inn
___ 5. A Christmas Story
___ 6. The Nutcracker & the Four Realms
___ 7. Elf
___ 8. A Charlie Brown Christmas
___ 9. Daddy's Home 2
___10. Home Alone
___11. The Nativity Story
___12. How the Grinch Stole Christmas
___13. Rudolph the Red-Nosed Reindeer
___14. The Santa Clause
___15. Frosty the Snowman
___16. A Christmas Carol
___17. Jingle All the Way
___18. Christmas in Connecticut
___19. The Family Man
___20. Prancer
___21. The Man Who Invented Christmas
___22. Miracle on 34th Street
___23. Santa Claus is Coming to Town
___24. The Star
b. "I have broken no vow."
c. "The best way to spread Christmas cheer is singing loud for all to hear."
d. "I carry a pencil. I'm a lawyer. I do that, okay?"
e. "Keep the change, ya filthy animal."
f. " If there's anybody I don't want advice from right now, it's Turbo Man!"
g. "Maybe I have been spending too much time in the attic."
h. "If something should happen to me, put on my suit; the reindeer will know what to do."
i. "If you're gonna eat like an animal, take your food out to the barn."
j. "Mutual, I'm sure."
k. "How can you… look at me like you haven't seen me every day for the last 13 years?"
l. "I tell you, Forster, my lamp's gone out. I've run out of ideas. I'm old."
m. "I know nobody likes me. Why do we have to have a holiday season to emphasize it?"
n. "Faith is believing in things when common sense tells you not to."
o. "Hermey doesn't like to make toys."
p. "God bless us, every one."
q. "The only person that can ruin your Christmas is looking back at you from that mirror."
r. "Now you go home and write "I am very sorry for what I did…" a hundred zillion times. And then maybe - just maybe, mind you - you'll find something in your stocking tomorrow morning."
s. "I hate toys! And toys hate me! Either they are going or I am going and I definitely am not going!"
t. "I said why don't you kiss her instead of talking her to death?"
u. " John, when you're kissing me, don't talk about plumbing."
v. "Maybe Christmas, he thought... doesn't come from a store. Maybe Christmas, perhaps... means a little bit more!"
w. "You stay here and guard Mary. If anything happens, warn us."
x. "You could melt her heart right down to butter, if you'd only turn on the heat."
© 2018 by Jennifer Flanders. For more free printables, please visit www.flandersfamily.info
Name that Line
——————
——————
___ 1. White Christmas j
___ 3. While You Were Sleeping d
___ 2. It's a Wonderful Life t
___ 4. Holiday Inn x
___ 6. The Nutcracker & the Four Realms g
___ 5. A Christmas Story a
___ 7. Elf c
___ 9. Daddy's Home 2 q
___ 8. A Charlie Brown Christmas m
___10. Home Alone e
___12. How the Grinch Stole Christmas v
___11. The Nativity Story b
___13. Rudolph the Red-Nosed Reindeer o
___15. Frosty the Snowman r
___14. The Santa Clause h
___16. A Christmas Carol p
___18. Christmas in Connecticut u
___17. Jingle All the Way f
___19. The Family Man k
___21. The Man Who Invented Christmas l
___20. Prancer i
___22. Miracle on 34th Street n
___24. The Star w
___23. Santa Claus is Coming to Town s
Answer Key
a. "You'll shoot your eye out, kid."
b. "I have broken no vow."
c. "The best way to spread Christmas cheer is singing loud for all to hear."
d. "I carry a pencil. I'm a lawyer. I do that, okay?"
e. "Keep the change, ya filthy animal."
f. " If there's anybody I don't want advice from right now, it's Turbo Man!"
g. "Maybe I have been spending too much time in the attic."
h. "If something should happen to me, put on my suit; the reindeer will know what to do.
i. "If you're gonna eat like an animal, take your food out to the barn."
j. "Mutual, I'm sure."
k. "How can you… look at me like you haven't seen me every day for the last 13 years?"
l. "I tell you, Forster, my lamp's gone out. I've run out of ideas. I'm old."
m. "I know nobody likes me. Why do we have to have a holiday season to emphasize it?"
n. "Faith is believing in things when common sense tells you not to."
o. "Hermey doesn't like to make toys."
p. "God bless us, every one."
q. "The only person that can ruin your Christmas is looking back at you from that mirror."
r. "Now you go home and write "I am very sorry for what I did…" a hundred zillion times. And then maybe - just maybe, mind you - you'll find something in your stocking tomorrow morning."
s. "I hate toys! And toys hate me! Either they are going or I am going and I definitely am not going!"
t. "I said why don't you kiss her instead of talking her to death?"
u. " John, when you're kissing me, don't talk about plumbing."
v. "Maybe Christmas, he thought... doesn't come from a store. Maybe Christmas, perhaps... means a little bit more!"
w. "You stay here and guard Mary. If anything happens, warn us."
x. "You could melt her heart right down to butter, if you'd only turn on the heat."
© 2018 by Jennifer Flanders. For more free printables, please visit www.flandersfamily.info | <urn:uuid:4886aae3-ebf4-472d-b0d6-aa30af9e22b8> | CC-MAIN-2021-39 | https://www.flandersfamily.info/web/wp-content/uploads/2018/12/Print-Name-that-Line.pdf | 2021-09-16T12:01:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00377.warc.gz | 808,623,684 | 1,462 | eng_Latn | eng_Latn | 0.998531 | eng_Latn | 0.998518 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2540,
5101
] | [
2.484375
] | 2 | 1 |
Definitions
A graph is a set of vertices in which each pair of vertices either is or is not connected by an edge. (We will not consider graphs where there can be edges from a vertex to itself, or several distinct edges between two vertices.)
A planar graph is a graph that can be drawn in a plane without edge crossings. We say that a planar graph is properly drawn if it is drawn in this fashion. When properly drawn, a planar graph divides the plane into several regions (including the outside!), which we call faces.
A walk (from v to w) is a sequence of vertices and edges (v =)v0, e1, v1, e2, . . . , en, vn(= w), where vi−1, vi are vertices connected by the edged ei.
A path is a walk v0, e1, v1, e2, . . . , en, vn where the vertices v1, v2, . . . vn are all distinct.
Two distinct vertices u, v are adjacent if there is an edge with ends u and v. In this case we let uv denote such an edge.
The degree of a vertex v is the number of edges connected to v.
A vertex is odd if its degree is odd, and even if its degree is even.
A graph is connected if for every pair of vertices v, w there is a walk from v to w.
A cycle is a walk from a vertex to itself which contains at least one edge.
A tree is a connected graph without cycles. A forest is a graph without cycles (which is not assumed to be connected).
The complete graph on n vertices is the graph which has n vertices, with every pair of vertices connected by an edge.
Graph (In-)Equalities
Euler's Formula: For any connected planar graph, V − E + F = 2.
Each of the following problems gives an equation or inequality relating the number of vertices, edges, and faces (V , E, and F ) of various types of graphs. Prove each statement. For each inequality, when does equality hold?
1. For any graph, E ≤ 1 2 ( V 2 − V ).
2. The sum of the degrees of all vertices is 2E.
3. For a planar graph, the sum of the number of sides or all faces is 2E.
4. For a planar graph with at least two edges, 3F ≤ 2E.
5. For a planar graph in which none of the faces are triangles 2F ≤ E
6. For any planar graph, E ≤ 3V − 6.
The Graph Reaper
Euler's formula and the other relationships above have some interesting consequences.
1. The number of odd vertices is even.
2. If a graph has 10 vertices, all of degree 5, then it is not planar.
3. The complete graph on 5 vertices is not planar.
4. One cannot hook up three houses to three utilities by lines without two lines crossing.
5. A planar graph must have some vertex whose degree is at most 5.
6. The vertices of any planar graph can be colored with five colors in such a way that no two vertices connected by an edge are the same color.
Word Problems
1. There are 7 lakes in Lakeland, with some of the lakes connected by canals. If there are 10 canals and no two canals cross, how many islands are there?
2. There are 20 points inside a square, connected with straight lines to each other and to the vertices of the square in such a way that the square is divided into triangles. How many triangles are there?
. | <urn:uuid:3d42f0c3-ac7d-42e0-932d-f4c98c57a85b> | CC-MAIN-2021-39 | https://circles.math.ucla.edu/circles/lib/data/Handout-151-108.pdf | 2021-09-16T11:10:28+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00377.warc.gz | 228,415,695 | 776 | eng_Latn | eng_Latn | 0.998109 | eng_Latn | 0.998267 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1440,
3026
] | [
2.609375
] | 2 | 1 |
Tips for Parents by Susie Kohl
Why Follow the Rules?
RE RULES MEANT to be broken? Regulations and guidelines can certainly seem inconvenient, and we can witness flagrant disregard for them without looking far. The 2010 Academy Award-winning documentary Inside Job, an analysis of the recession, reveals the moral uncertainty professionals can experience when their colleagues rationalize throwing rules to the prevailing winds. Children need to learn that abiding by rules benefits everyone and gives rise to good feeling. A study by Kristin H. Languttata, Ph.D. at UC Davis shows children over the age of four ascribe positive feelings to following rules when they have learned that others find satisfaction in "doing the right thing." A
Adults need to establish the habit of following rules, according to this study, by talking about the rewards they experience through following regulations and laws. The UC Davis study also shows that children are more apt to choose conformity to rules when they remember the guidelines themselves rather than getting reminders. Teachers also know that children buy into rules more readily when they have helped establish or agree with the reasoning behind them.
It's easy to say that children "should be taught to go by the rules." However, reflecting on our own tendencies to skirt around guidelines when it's convenient is more complicated. A friend told me recently that as a teen she lied to her mother constantly because she heard her mother lying to her friends about social engagements—so she thought lack of honesty was the norm.
Our rationalizations for rule breaking make sense because they are based on maintaining our own well-being in the moment: "I have to park in this spot because I'm in such a hurry," "I have to speed or we won't get there on time." Yet we want to raise children with the courage to ask themselves if their actions are for the greater good. For example, it can feel fun to run in the school hallways, even though it's against the rules.
But what would the school be like if when the bell rang, every classroom released a jostling crowd of runners like a crowd of impatient shoppers running full force when the doors finally open? It's our job to explain that rules may not always suit our individual desires, but they are necessary to create environments in which everyone can feel safe and flourish.
That doesn't mean we need to make rules to cover every situation. The best guidelines express the thinking and feeling that a rule is based on, such as "Speak kindly and respectfully to others," "Take care of classroom materials." Rules give children a sense of security and belonging. When we talk about the reasons behind them plus the responsible feeling we get by following them, we teach children to gradually learn the hard work of putting aside self-interest and reaping the rewards of their blossoming highest knowing.
April 13, 2011 | <urn:uuid:a6fdf68a-360b-4400-af6b-97255f6965e8> | CC-MAIN-2021-39 | https://www.meherschoolsparents.org/uploads/2/3/5/4/23544478/tips_110413.pdf | 2021-09-16T09:57:39+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00375.warc.gz | 922,667,379 | 572 | eng_Latn | eng_Latn | 0.997935 | eng_Latn | 0.997935 | [
"eng_Latn"
] | false | docling | [
2924
] | [
3.015625
] | 1 | 0 |
PARENT SPEAKER SERIES | VARSANETWORK.ORG
Sex Drugs and Rock+Roll
...And other things that go bump in the night
with JULIE METZGER RN, MN.
Tasks of Adolescence:
* Emotional – Control
* Physical – Confidence
* Cognitive – Competence
* Social – Community
Female Puberty
Between the ages of 8-15 girls will:
* Grow from 2-10 inches
* Gain 15-55 pounds
* Grow breasts
* Develop body odor and pimples
* Grow underarm and pubic hair
* Start their periods
Male Puberty
Between the ages of 8-18 Boys will:
* Grow an average of 4 inches a year
* Gain 15-75 pounds,
* Have testicle and penis growth
* Develop body odor and pimples
* Grow facial, underarm and pubic hair
* Have voice changes
Brains are wired to:
* Seek Pleasure/Avoid Pain
* Seek Approval/Avoid Disapproval
* Seek Connection/Avoid Disconnection
* Under stress – Fight-Flight-Freeze
Mature decision-maker:
* Autonomy in a Group
* Perspective of Time and Others
* Impulse Control
Girls:
* Girls often use words to define relationships.
* Sometimes girls choose relationships over feelings – controlling emotions to preserve friendships.
Boys:
* Behind boys' arguments and putdowns is a complicated social system in which friendships are deeply valued.
Empathy, Experiences, Example:
* We learn through Experiences and by Example. Offering Empathy sends the message that your child is Heard, Understood, and Valued.
Emotion Coaching:
* Empathetic response – define emotion Goal: To be heard
* Opportunity to come up with an action plan Goal: Pause before you act
* Visualize the consequence of their actions Goal: Anticipate the outcome
Emotion Coaching Toolkit:
* It is hard to come up with an Action Plan until your Feeling has been acknowledged
* Kids who can come up with their own Action Plan are building skills – you are the Coach
* Strong decision-makers are pretty accurate at predicting the consequences of their Actions
A Compliment Sandwich:
* Observation that is authentic and attached to your child's emotion or effort or shared goal
* The MEAT of the sandwich – a truth tied to the conflict or a place of improvement
* Reaffirm an authentic effort or observation relevant to this moment
For more information:
* www.varsanetwork.org
* www.greatconversations.com
Sex Drugs and Rock+Roll ...And other things that go bump in the night with JULIE METZGER RN, MN.
Books for Parents
* Ackerman, Mary Alice. Conversations on the Go - Clever Questions to Keep Teens and Grown-Ups Talking. Search Institute, 2004.
* Gottman Phd, John, and Joan Declaire. The Relationship Cure: a 5 Step Guide to Strengthening Your Marriage Family and Friendships. Three Rivers Press, 2001.
* Hemmen, Lucie. Parenting a Teen Girl. New Harbinger Pub. 2012.
* Kastner, Laura PhD and Jennifer Wyatt. Getting to Calm. Parent Map, 2009.
* Roffman, Deborah M. Sex and Sensibility: the Thinking Parent's Guide to Talking Sense About Sex. Perseus, 2001.
* Walsh Phd, David. Why Do They Act That Way? a Survival Guide to the Adolescent Brain for You and Your Teen. Free P, 2005.
* Wiseman, Rosalind. Masterminds and Wingmen – helping our boys cope with schoolyard power, locker room test, girlfriends, and the new rules of boy world. Harmony Books, 2013.
Websites and Blogs:
* Center for Young Women's Health – Boston Children's Hospital http://youngwomenshealth.org
* Center for Young Men's Health – Boston Children's Hospital
* http://youngmenshealth.org
* Talking to teens about alcohol and marijuana http://starttalkingnow.org/parents
* Developmental approaches to conversations about sexuality, sex,
* http://www.siecus.org/_data/global/images/guidelines.pdf
* Marijuana http://www.drugfree.org/MJTalkKit/
* Alcohol http://starttalkingnow.org/parents/resources/alcohol
* Mind Positive Parenting http://drdavewalsh.com
* Lisa Damour https://www.drlisadamour.com
* Girls Leadership http://girlsleadership.org | <urn:uuid:3fd2dd00-bb01-44a9-8c4d-05bdf5d58167> | CC-MAIN-2021-39 | https://varsanetwork.org/wp-content/uploads/2016/05/Julie-Metzger-Handout.pdf | 2021-09-16T10:00:34+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00375.warc.gz | 650,710,536 | 961 | eng_Latn | eng_Latn | 0.958278 | eng_Latn | 0.979512 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2259,
3894
] | [
2.703125
] | 2 | 3 |
GCSE Triple Science – Biology Curriculum Overview 2020-2021
Core aims of the subject at Key Stage 4
The complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas in biology. These key ideas are of universal application, and we have embedded them throughout the subject content. They underpin many aspects of the science assessment. These ideas include: • life processes depend on molecules whose structure is related to their function • the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling living processes to be performed effectively • living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways • living organisms are interdependent and show adaptations to their environment • life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen • organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life • the chemicals in ecosystems are continually cycling through the natural world • the characteristics of a living organism are influenced by its genome and its interaction with the environment • evolution occurs by a process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees.
Science has changed our lives and is vital to the world's future prosperity in such a technological age. Our students learn the essential knowledge, methods, processes and uses of science in order to be prepared for life in the modern world. Through building up a body of key knowledge and concepts, pupils will be encouraged to recognise the power of rational explanation and to inspire curiosity and a sense of excitement about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Students be used to challenge, and will become future prepared, critical thinkers. We aim to inspire and produce motivated, highly skilled scientists who are independent life- long learners and who can accurately relate complex concepts to local and world- wide contexts.
At Brine Leas School we provide a balanced science curriculum with breadth and depth in order to help students achieve. Science does not stand alone and many of the concepts taught will help support a student's understanding of other subjects such as PE, Geography, History, Phsycology and Maths. At KS4 we follow the national curriculum using Kerboodle as a starting point for our lessons. This is an excellent, resource rich scheme, which we adapt to suit our students and our local context. In order to provide further breadth and depth, all students care encouraged to opt for Triple Science should they wish.
Periodic review and evaluation of the Science schemes of work continue to develop and respond to our intent to develop and embed challenge, metacognition, long-term retention and scientific literacy into our curriculum. The course aims to equip our young learners with the independent study skills they need to develop to be successful in their future pathways. Lesson powerpoints provide the basis for consistent of delivery of our curriculum and structured homeworks are set to support students in their independent learning to foster a culture of hard work that leads to achievement and encourages life-long learning. Knowledge organisers and glossaries are provided at the start of topics to embed third tier vocabulary and to provide clarity of learning intent.
The main aim of our curriculum is to provide students with the key knowledge and skills to achieve well and become good scientists, with a clear understanding of the importance of science as a STEM subject in the modern world. Science is also vital for the personal development of well-rounded, informed, healthy individuals. Our curriculum supports students social, moral, spiritual and cultural development by facilitating a sense of enjoyment and fascination in learning about themselves, others and the world around them, use of imagination and creativity in their learning and encouraging a willingness to reflect on their experiences. Many topics such as genetic screening, human impact on the world, our changing atmosphere, generating electricity etc. provide the opportunity to create an interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues. Students are also encouraged to develop and use a range of social skills particularly during practical activities and project work. Science provides a platform to teach the fundamentally important biological knowledge that contributes to relationship and sex education and health and wellbeing. Throughout ks3 and 4 we explore key ideas address topics such as physical health and fitness, the effect of drugs, tobacco and alcohol, healthy eating, prevention of disease and adolescent bodies, sexual relationships, sexual health and contraception. A significant focus is placed upon developing our students as accomplished practical scientists. Using the core principles of good investigative techniques and the associated maths skills. Students will experience what makes a strong and valid investigation and know how to develop their own method and carry out an investigation safely and efficiently. Building these practical skills throughout the course will enable all students to progress to A- level or science apprenticeships with a well-developed knowledge and wide experience of working scientifically. In addition to planning and carrying out an investigation the students will have to learn how to interpret and use the data or observations that they have generated. The skills that the students acquire in data analysis are invaluable as a transferable life skill. Also the ability to use calculations and determine the validity and significance of the data are wider skills that could be employed across many employment sectors. In the process of analysis they will learn to spot patterns and link that to scientific theory, again these skills are very transferable beyond a science setting.
Science at Brine Leas should be challenging, fascinating, and provide the knowledge and transferrable skills that are invaluable in preparing students for their life ahead. We aim for a large proportion of students to go on to study science further and to have science- based careers.
Trips and visits
Ecological sampling
Assessment
Termly exams in Biology consisting of a mixture of long and short answer and multiple choice questions- 15% of questions relate to practical skills, 20% of marks available will test maths skills. Hinge questions for each lesson.
Homework
exam style questions, revision (learning organisers and flashcards), required practical write-ups
Clubs and/or intervention
Revision sessions and homework support
Parental/Carer support
VLE resources/ parent fact sheet and email communication
Helpful sources of information
VLE, AQA, GCSE Bitesize, Kerboodle.com and Seneca learning
Year 10 Overview
Autumn 2
Cell Structure and transport
The world of the microscope
Animal and plant cells
Eukaryotic and prokaryotic cells
Specialisation in animal cells
Specialisation in plant cells
Diffusion
Osmosis
Active transport
Exchanging materials
Cell division
Growth and differentiation
Stem cells
Stem cell dilemmas
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Unit 1 exam at the end of term
End of year 10 exam and mock exam
In lesson retrieval quiz and multiple choice hinge questions
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Unit 1 exam at the end of term
End of year 10 exam and mock exam
In lesson retrieval quiz and multiple choice hinge questions
Careers
Dietitian, sports nutritionist, physiotherapy, doctor, nurse, etc.
Industrial chemist, environmental chemistry, Pharmacist, lab technician,
Pathologist, Forensics, Botanists, Jewellers, Endocrinologists, Wildlife biologists, Biologists
Research physicist, electrician, and engineer, Plumber, Nuclear Physicist.
Future learning
Biology A level- health and social care, Biology/Biochemistry degree/biomedical science degree
Chemistry A level, Forensic science, Chemistry, Btec National in applied science Biochemistry degree, Particle scientist
Physics A level, engineering A level or equivalent, Physics degree, engineering apprenticeships
Organisation, scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both
KS3- food and nutrition, cells tissues and organs ,unicellular organisms, the particle model, Breathing and Respiration, Plant growth
KS4 bioenergetics and disease, biological responses
KS3 – cells, tissues and organs, reproduction, plant growth and reproduction
KS4 – genetics and reproduction
SMSC 2 The Moral Development of pupils (B,C)
HE 3 – physical health and fitness - C
Spring 1
mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
In this section we will learn about the human digestive system which provides the body with nutrients and the respiratory system that provides it with oxygen and removes carbon dioxide. In each case they provide dissolved materials that need to be moved quickly around the body in the blood by the circulatory system. Damage to any of these systems can be debilitating if not fatal. Although there has been huge progress in surgical techniques, especially with regard to coronary heart disease, many interventions would not be necessary if individuals reduced their risks through improved diet and lifestyle. We will also learn how the plant's transport system is dependent on environmental conditions to ensure that leaf cells are provided with the water and carbon dioxide that they need for photosynthesis.
Organisation and the digestive system
Careers
Tissues and organs
The human digestive system
KS3 cells, tissues and organs, food and nutrition, organisation plants and photosynthesis, the particle model
The chemistry of food
Catalysts and enzymes
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Factors effecting enzymes
How digestions works
Making digestion efficient
Unit 1 exam at the end of term
End of year 10 exam and mock exam
KS4 disease and bioenergetics, biological responses
HE 3 – physical health and fitness – A,B,C
HE 4 – health eating (all)
In lesson retrieval quiz and multiple choice hinge questions
Organisation, scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in
Dietitian, sports nutritionist, physiotherapy, doctor, nurse, etc.
Future learning
Biology A level- health and social care, Biology/Biochemistry degree/biomedical science degree
science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
In this section we will learn about the human digestive system which provides the body with nutrients and the respiratory system that provides it with oxygen and removes carbon dioxide. In each case they provide dissolved materials that need to be moved quickly around the body in the blood by the circulatory system. Damage to any of these systems can be debilitating if not fatal. Although there has been huge progress in surgical techniques, especially with regard to coronary heart disease, many interventions would not be necessary if individuals reduced their risks through improved diet and lifestyle. We will also learn how the plant's transport system is dependent on environmental conditions to ensure that leaf cells are provided with the water and carbon dioxide that they need
Organising plants and animals
Careers
The blood
The blood vessels
KS3 – cells, tissues and organs. Food and nutrition, breathing and respiration, plant growth and reproduction
The heart
Helping the heart
Breathing and gas exchange
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Tissues and Organs
Transport systems in plants
Evaporation and transpiration
Factors effecting transpiration
Unit 1 exam at the end of term
End of year 10 exam and mock exam
In lesson retrieval quiz and multiple choice hinge questions
KS4 Bioenergetics Biodiversity and ecosystems and environmental chemistry
SMSC 2 The Moral Development of pupils (B,C)
HE 3 – physical health and fitness – A,B,C
HE 7 Basic first aid - C
Doctor, nurse, physiotherapist, radiographer Cardiologist, etc. Horticulture, agriculture Arborist, Bioprocessing Engineer, Environmental Scientist, Forestry Consultant, Forest Scientist, Forestry Technician, Horticultural Scientist, Irrigation Engineer.
Future learning
Applied science, Biology A level Forensic science, , Btec National in applied science, Environmental science, Biochemistry degree
Infection and response, scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
Pathogens are microorganisms such as viruses and bacteria that cause infectious diseases in animals and plants. They depend on their host to provide the conditions and nutrients that they need to grow and reproduce. They frequently produce toxins that damage tissues and make us feel ill. This section will explore how we can avoid diseases by reducing contact with them, as well as how the body uses barriers against pathogens. Once inside the body our immune system is triggered which is usually strong enough to destroy the pathogen and prevent disease. When at risk from unusual or dangerous diseases our body's natural system can be enhanced by the use of vaccination. Since the 1940s a range of antibiotics have been developed which have proved successful against a number of lethal diseases caused by bacteria. Unfortunately many groups of bacteria have now become resistant to these antibiotics. The race is now on to develop a new set of antibiotics.
Communicable diseases
Careers
Health and disease
Pathogens and disease
Preventing infections
Viral diseases
Bacterial diseases
Diseases caused by fungi and protists
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
KS4 health and disease, vaccines, muscles and bones, non-communicable disease and antibiotic resistance, C and L cell cycle, drugs testing, and preventing disease, Radioactivity
Human defence responses
More about plant diseases
Plant defence responses
Aqa end of year 10 exam- term 2 and mock exams
In lesson retrieval quiz and multiple choice hinge questions
KS3 unicellular organisms, muscles and bones plant growth and reproduction
HE 4 (all) physical health and fitness
Doctor, nurse, research scientist, pharmacist, agriculture, horticulture
Future learning
Biology A level- health and social care, Biology/Biochemistry degree/biomedical science degree, medical degree, dentistry, agriculture, horticulture
Preventing and treating disease
Vaccination
Antibiotics and painkillers
Discovering drugs
Developing drugs
Making Monoclonal antibodies
Use of monoclonal antibodies
Non-communicable diseases
Cancer
Smoking and the risk of disease
Diet exercise and disease
Alcohol and other carcinogens
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Aqa end of year 10 exam- term 2 and mock exams
In lesson retrieval quiz and multiple choice hinge questions
HE 5 (all) Drugs, alcohol and tobacco
HE 6 - health and prevention(all)
RSE Intimate sexual relationships, including sexual health (I,J)
KS4 health and disease, vaccines, muscles and bones, non-communicable disease and antibiotic resistance, C and L cell cycle, drugs testing, and preventing disease, Radioactivity
KS3 unicellular organisms, muscles and bones
HE 3 – physical health and fitness – A,B,C
HE 4 (all) physical health and fitness
HE 5 (all) Drugs, alcohol and tobacco
HE 6– Health and prevention (all)
RSE Intimate sexual relationships, including sexual health (I,J)
Careers
Doctor, nurse, research scientist, pharmacist, agriculture, horticulture, immunologist, Laboratory technician, Biochemist, Antibody formulation scientist, Analytical scientist, Global health researcher, Dietitian, Public Health project manager. Radiation therapist, Oncologist, Oncology nurse, Medical Scientist, Dosimetrist, Nutritionist, Sports and Exercise Nutrition, Physiotherapist, Sports therapist, Wellness coach, Psychiatrist, Psychologist, Clinical Social Worker, Counsellor.
Future learning
Biology A level- health and social care, Biology/Biochemistry degree/biomedical science degree, medical degree, dentistry, agriculture,
horticulture, Biopharmaceuticals, Social Sciences, Human nutrition degree, Fitness and nutrition, Drug and alcohol studies.
Bioenergetics scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it b investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so importan that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the us of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
In this section we will explore how plants harness the Sun's energy in photosynthesis in order to make food. This process liberates oxygen which has built up over millions of years in the Earth's atmosphere. Both animals and plants use this oxygen to oxidise food in a process called aerobic respiration which transfers the energy that the organism needs to perform its functions. Conversely, anaerobic respiration does not require oxygen to transfer energy. During vigorous exercise the human body is unable to supply the cells with sufficient oxygen and it switches to anaerobic respiration. This process will supply energy but also causes the build-up of lactic acid in muscles which causes fatigue.
Photosynthesis
Careers
The rate of photosynthesis
How plants use glucose
KS3 cells and life processes, plant growth, photosynthesis and respiration, chemical change, ecology
Making the most of photosynthesis
Respiration
Exam style question (Multiple choice, structured, closed short answer, and open response) homework and required practical write ups
Aerobic respiration
The response to exercise
Anaerobic respiration
Metabolism and the liver
Aqa end of year 10 exam- term 2 and mock exams
KS4 Ecology, chemical changes, energy changes, homeostasis.
HE 3 physical health and fitness
(all)
HE 4 (a) Healthy eating
Horticulturalist, Farming, Doctor, nurse, research scientist, Forestry, Food Science Technician, Plant Biochemist,
Respiratory therapist, Athletic trainer, Exercise physiologist, Physical therapist, Neonatal/Paediatric Respiratory Care Specialist.
Future learning
In lesson retrieval quiz and multiple choice hinge questions
HE 6 Health and prevention (A,D)
Biology A level- health and social care, Biology/Biochemistry degree/biomedical science degree, medical degree, dentistry, Horticultural degree, Plant Science, Botany, Respiratory therapy.
Summer 2
Complete topics from last term, mock exam, ecology, scientific and maths skills, homeostasis and response
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
Suitable habitats for ecological sampling at this time of year. Paper 1 content complete in time for mock exams
Cells in the body can only survive within narrow physical and chemical limits. They require a constant temperature and pH as well as a constant supply of dissolved food and water. In order to do this the body requires control systems that constantly monitor and adjust the composition of the blood and tissues. These control systems include receptors which sense changes and effectors that bring about changes. In this section we will explore the structure and function of the nervous system and how it can bring about fast responses. We will also explore the hormonal system which usually brings about much slower changes. Hormonal coordination is particularly important in reproduction since it controls the menstrual cycle. An understanding of the role of hormones in reproduction has allowed scientists to develop not only contraceptive drugs but also drugs which can increase fertility.
ecological sampling
required practical sheet KS3 ecosystems maths skills, Careers
care, Biology/Biochemistry environmental science degree, Horticultural degree,
Year 11 Overview
| Term | Knowledge | Assessment | Connections to learning |
|---|---|---|---|
| Autumn 1 | | | |
| | Hormonal coordination Principles of hormonal control, glands and hormones | Exam style questions (Multiple choice, structured, closed short answer, and open | KS3 –reproduction, cells tissues and organs, plants and their reproduction and growth, |
Autumn 2
control of blood glucose
treating diabetes
the role of negative feedback
human reproduction
hormones and the menstrual cycle
the artificial control of fertility
infertility treatments
plant hormones and responses
using plant hormones
response) / mock paper 2 exam/ hinge questions/ retrieval quiz, required practical sheets
muscles and bones, breathing and respiration
KS4 – cells and organisation
HE8 Changing adolescent bodies (all)
SMSC 2 The Moral Development of pupils (B,C)
RSE Intimate sexual relationships, including sexual health (I,J)
agriculture, Endocrinology Specialist Nurse, Diabetologist, Gastroenterologist, Urologist, Research Assistant, Dietitian, Research Endocrinologist, Clinical Endocrinologists, Paediatric Endocrinologist, Doctor, Nurse, Gynaecologist, Public health practitioners, Pharmacists, Embryologists, Andrologist, Infertility counsellor/Support Advisor.
Future learning
Biology A level- health and social
care, Biology/Biochemistry environmental science degree, Horticultural degree, agriculture, Human anatomy and Physiology, Medical Physiology and Therapeutics. Clinical Endocrinology.
Homeostasis and response, Inheritance, variation and evolution, scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused.
These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
Cells in the body can only survive within narrow physical and chemical limits. They require a constant temperature and pH as well as a constant supply of dissolved food and water. In order to do this the body requires control systems that constantly monitor and adjust the composition of the blood and tissues. These control systems include receptors which sense changes and effectors that bring about changes. In this section we will explore the structure and function of the nervous system and how it can bring about fast responses. We will also explore the hormonal system which usually brings about much slower changes. Hormonal coordination is particularly important in reproduction since it controls the menstrual cycle. An understanding of the role of hormones in reproduction has allowed scientists to develop not only contraceptive drugs but also drugs which can increase fertility.
Homeostasis in action
Careers
Controlling body temperature
Removing waste products
The human kidney
Dialysis – an artificial Kidney
Kidney transplants
Reproduction and variation and evolution
Types of reproduction
Cell division in sexual reproduction
The best of both worlds
DNA and the genome
DNA structure and protein synthesis
Gene expression and mutation
Inheritance in action
Doctor, Nurse, renal specialist, kidney dialysis nurse, medical technician/engineer, urologist
Future learning
Biology A level- health and social
exam style questions (Multiple choice, structured, closed short answer, and open response) / mock paper 2 exam/ hinge questions/ retrieval quiz, required practical sheets
care, Biology/Biochemistry environmental science degree, Horticultural degree,
Careers
Genetic counsellor, research scientist, Horticulture, Agriculture, Geneticist, Cytogeneticist, Genetic technologist, Environmental geneticist, Research assistant, Bioethicist, Botanist, Gardeners, Future learning
Biology A level- health and social
KS3 - cells tissues and organs, systems, breathing and respiration, muscles and bones, food and nutrition
KS4- cells and organisation
HE 6– Health and prevention (all)
KS4 B3 Organisation and the digestive system, B9 Respiration, B18 Biodiversity and ecosystems
KS3 reproduction, cells, tissues and organs, genetics and variation, health and disease.
KS4 cells and organisation, biological responses
SMSC 2 The Moral Development of pupils (B,C)
exam style questions (Multiple choice, structured, closed short answer, and open response) / mock paper 2 exam/ hinge questions/ retrieval quiz, required practical sheets
Inheritance, variation and evolution, scientific and maths skills
Spring 1
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
In this section we will discover how the number of chromosomes are halved during meiosis and then combined with new genes from the sexual partner to produce unique offspring. Gene mutations occur continuously and on rare occasions can affect the functioning of the animal or plant. These mutations may be damaging and lead to a number of genetic disorders or death. Very rarely a new mutation can be beneficial and consequently, lead to increased fitness in the individual. Variation generated by mutations and sexual reproduction is the basis for natural selection; this is how species evolve. An understanding of these processes has allowed scientists to intervene through selective breeding to produce livestock with favoured characteristics. Once new varieties of plants or animals have been produced it is possible to clone individuals to produce larger numbers of identical individuals all carrying the favourable characteristic. Scientists have now discovered how to take genes from one species and introduce them in to the genome of another by a process called genetic engineering. In spite of the huge potential benefits that this technology can offer, genetic modification still remains highly controversial.
Genetics and evolution
Careers
The history of genetics
Theories of evolution
Accepting Darwin's ideas
KS3, genetics and evolution, ecology, plant growth, unicellular organisms, reproduction
Evolution and speciation
Evidence for evolution
Fossils and extinction
Antibiotic resistance
Classification
exam style questions (Multiple choice, structured, closed short answer, and open response) / mock paper 2 exam/ hinge questions/ retrieval quiz, required practical sheets
New classification systems
Ecology
The importance of Communities (review)
Organisms in their environment(review)
Abundance and distribution (review)
Competition in plants and animals
Adaptations in plants and animals
Organising and ecosystem
Feeding relationships
Materials cycling
Carbon cycle
Rates of decomposition
KS4 cells and organisation, biological responses
SMSC 2 The Moral Development of pupils (B,C)
Genetic counsellor, research scientist, Naturalist, ecologist, environmental scientist, Ecologist, Farmer, agricultural scientist. Palaeontologist, Paleobiologist, Pharmacist, Microbiologist, Botanist, Zoologist. Astrobiologist, Conservation Biologist, Environmental Planner, Conservation and Environmental protection, Botanist, Zoologist.
Future learning
Biology A level- health and social care, Biology/Biochemistry environmental science degree, Genetics degree, Zoology, horticulture, agriculture, Palaeontology degree. Paleobiology degree, Microbiology degree, Taxonomy degree, Botany degree, Environmental Engineering, Conservation
Biodiversity and ecosystems
The human population explosion
Land and water pollution
Air pollution
Deforestation and peat destruction
Global warming
The impact of change
Maintaining biodiversity
Trophic levels and biomass
Biomass transfers
Factors affecting food security
Making food production more efficient
Sustainable food production
Biology, Environmental Management, Ecological Restoration.
Spring 2
Inheritance, variation and evolution, scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations.
In this section we will discover how the number of chromosomes are halved during meiosis and then combined with new genes from the sexual partner to produce unique offspring. Gene mutations occur continuously and on rare occasions can affect the functioning of the animal or plant. These mutations may be damaging and lead to a number of genetic disorders or death. Very rarely a new mutation can be beneficial and consequently, lead to increased fitness in the individual. Variation generated by mutations and sexual reproduction is the basis for natural selection; this is how species evolve. An understanding of these processes has allowed scientists to intervene through selective breeding to produce livestock with favoured characteristics. Once new varieties of plants or animals have been produced it is possible to clone individuals to produce larger numbers of identical individuals all carrying the favourable characteristic. Scientists have now discovered how to take genes from one species and introduce them in to the genome of another by a process called genetic engineering. In spite of the huge potential benefits that this technology can offer, genetic modification still remains highly controversial.
Scientific and maths skills
Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do and threads throughout the whole course.
Using a light microscope (review)
Investigating the effect of antiseptics/antibiotics (review)
Review all mock/unit/end of year exams
Review required practicals
KS3 – ecosystems, food and nutrition, plant reproduction and growth, respiration and breathing, muscles and bones, reproduction, the
Practice maths skills
exam style questions (Multiple choice, structured, closed short answer, and open response) / mock paper 2 exam/ hinge questions/ retrieval quiz, required practical sheets
KS3 ecosystems, unicellular organisms, combustion, energy resources, plants and their reproduction and growth
KS4 the Earth's resources, organic chemistry (chemistry)
SMSC 2 The Moral Development of pupils (B,C)
Careers
Horticulturalist, Farming, ecologist, environmental scientist, environmental Health officer, fishing, utilities, forestry, dairy
Future learning
Biology A level- health and social care, Biology/Biochemistry environmental science degree, Horticultural degree | <urn:uuid:51bddde3-9083-4e3a-a5b7-cfe9e7c65fd8> | CC-MAIN-2021-39 | http://brineleas.cheshire.sch.uk/Docs/Curriculum/GCSETripleScienceBiology.pdf | 2021-09-16T10:14:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00377.warc.gz | 10,341,335 | 8,324 | eng_Latn | eng_Latn | 0.931049 | eng_Latn | 0.994562 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3866,
7282,
7474,
9924,
13009,
15571,
19942,
20594,
23556,
26160,
26244,
26700,
28978,
31719,
34210,
36109,
40483
] | [
3.921875,
3.15625
] | 1 | 0 |
Isaac & Rebekah
This week we see a beautiful example of faith and obedience. God promises He will bless us when we choose to obey Him (Luke 11:28). God ALWAYS keeps His promises.
God Will Provide
When Abraham was 75 years old, the Lord had told him to leave his homeland. God guided him to live in the land of Canaan. God promised to give the land of Canaan to Abraham's family.
When Abraham was 140 years old, he knew it was time to find a wife for his son, Isaac. Remember, Abraham was 100 years old when Isaac was born, so how old was Isaac at this time? (40 years old) God did not want anyone in Abraham's family to marry anyone from the land of Canaan, because the Canaanites worshipped false gods (Deuteronomy 7:1-4). Abraham knew that Isaac's wife should come from his homeland. But Abraham also knew that God did not want him or Isaac to go back to that land. It may have seemed like a difficult task to find a wife in a land they could not go to, but God would provide a way.
Wisely, Abraham called for his most trusted servant. He asked the servant to go to Abraham's relatives in his homeland to find a wife for Isaac, and bring her to Canaan. He made his servant promise two things. First, he would not get Isaac's wife from Canaan. Secondly, he would never take Isaac out of Canaan. The servant was glad to help Abraham, but he wondered what would happen if the woman he found did not want to come to Canaan to marry Isaac.
Abraham reminded his servant about God's promises. Then he said:
The Lord will send his angel ahead of you. So you will be able to get a wife for my son from there. - Genesis 24:7b
Again, Abraham showed that he had faith in God's promises. He wanted to obey God in every way, and he was certain that God would bless him with a wife for Isaac.
Whenever we choose to follow God's plan, He will provide a way for us. Nothing is too difficult for Him! (Genesis 18:14, Jeremiah 32:27)
Genesis 24
Praying God's Will
What do you think you would do if someone asked you to find a wife for his son? How would you find the unmarried women in a town you had never been to?
Abraham's servant took ten camels and precious gifts with him when he set out on his journey. He rode almost 500 miles to Abraham's homeland. When he came to the right town, it was early evening. The servant made his camels rest near the town well. The servant did not start asking people where the unmarried women were. He didn't set out a sign that said, "Single women, line up here." This faithful servant had a much better plan than that! He asked the One who knows all things.
Then he prayed, "Lord, you are the God of my master Abraham. Give me success today. Be kind to my master Abraham." - Genesis 24:12
As the women of the town came to the well to get water, the servant told God that he would ask a young woman for water. He asked God to let him know which woman was right for Isaac by having that woman offer to get water for his camels.
Even before the servant finished praying, a beautiful young woman named Rebekah came out to get water. Rebekah was Abraham's great-niece, and she was not married. Notice how eager God is to bless those who follow Him! God sent the answer to the servant's prayer even before he was finished praying!
The servant had prayed according to God's will. He asked for a wife for Isaac from among Abraham's relatives. This would fulfill God's promise that Isaac would have many children, and would obey God's command that Isaac not marry a woman from Canaan.
Before you pray, search God's word to find His promises and know His plan. Then ask for what is in keeping with His will.
There is one thing we can be sure of when we come to God in prayer. If we ask anything in keeping with what He wants, He hears us. If we know that God hears what we ask for, we know that we have it. - 1 John 14-15
Discuss the difference between asking for what we want and asking for what God wants.
A Godly Example
When the beautiful young woman, Rebekah, came near the well, Abraham's servant rushed over to meet her. He asked her for some water.
After she had given him a drink, she said, "I'll get water
Day #3 continued:
for your camels too. I'll keep doing it until they finish drinking." - Genesis 24:19
Ten camels can drink a lot of water after crossing the desert! Not just any woman would make such an offer. This was the sign that the servant had asked for from the Lord. After all of his camels were finished drinking, the servant gave Rebekah some gold jewelry.
He asked Rebekah who she was. When he found out that she was a relative of Abraham's, he was overwhelmed with joy.
Then the man bowed down and worshiped the Lord. He said, "I praise the Lord, the God of my master Abraham. He hasn't stopped being kind and faithful to my master. The Lord has led me on this journey. He has brought me to the house of my master's relatives." - Genesis 24:2627
Because this servant was very close to Abraham, he knew a great deal about God. More than likely, this servant was one of the servants Abraham took with him when he went to sacrifice Isaac (Genesis 22:3). By watching Abraham, the servant learned that God hears the prayers of His people and provides what they need (Proverbs 15:29, Genesis 22:14). Because of Abraham, the servant knew how to praise and worship the Lord. This servant put his trust in God because of Abraham's example, and he, too, became a part of God's plan.
Who do you influence? List people in your life who may be watching your example. Do they see your faith in action, as Abraham's servant did? Abide in God and ask Him to make Himself known to others through your example.
The Right One
Have you ever had some really exciting news? Maybe it was a great grade at school, or maybe you got a new pet. How did you feel when you had to wait to tell someone your great news? Abraham's servant had some awesome news!
Rebekah invited the servant to stay with her family. Rebekah's family welcomed Abraham's servant into their home.
Then food was placed in front of him. But he said, "I won't eat until I've told you what I have to say." - Genesis 24: 33
Abraham's servant was bursting with excitement by the time he arrived at Rebekah's house. He had traveled 500 miles across the desert, and God had been with him every step of the way. God had answered his prayers and led him right to the perfect girl for Isaac. He couldn't wait to tell Rebekah and her family the reason he had come. Rebekah's family would soon find out that they had been chosen to be a part of God's plan to bless the entire world (Genesis 12:3).
Starting from the beginning, the servant told the family all about Abraham and God's blessings on him. He told
Day #4 continued:
them how the Lord led him to Rebekah. Then he asked if they would allow Rebekah to marry Isaac. Rebekah's father and brother said, "The Lord has done all of this." (Genesis 24:50) They knew it was the Lord's plan, so they would not stand in the way.
God had chosen Rebekah to be Isaac's wife. It was through her that Isaac would have children, and the family line would continue for centuries. Into this family line, God's Son, Jesus, would be given. Abraham and his servant were both faithful to pray for God to lead them to the right wife for Isaac.
Parents, take the time to pray with your child for the person he or she will one day marry. Pray for God to lead your child to just the right person at just the right time in his or her life. A godly marriage is a blessing from God (Proverbs 31:10-12). A godly family brings glory to the Lord, and affects countless people (Psalm 127:3-5).
Obey Right Away
Has this situation ever happened in your home? Your mom tells you to do your homework right after school. You know you should obey, but you think, "I'll do it in a little while." Then you start to play in your room or watch television. Before you know it, it is time to eat dinner. After dinner, your mom asks to see your homework and you realize you never got around to it! You might get in trouble, or you might even miss out on something fun that your family was planning to do after dinner.
There is a phrase that says, "Delayed obedience = disobedience." This means if you wait to obey, it is the same as disobeying. Rebekah's family knew what the Lord wanted them to do. Next, they were faced with the choice to obey or delay.
After Rebekah's family gave their permission for their daughter to marry Isaac, the servant praised the lord once again. He handed out gifts to celebrate.
The next morning the servant asked if they could leave right away, but Rebekah's family hesitated. After all, Canaan was a long way from them. They might not see their daughter again for many, many years. The servant begged them to let her leave right away. They asked Rebekah what she wanted to do.
And she replied, "Yes, I will go." - Genesis 24:58b NLT
Literally overnight, Rebekah's life changed completely. She left her mother, father, brother, and all of her friends. She left everything that was familiar to her to marry a man she had never met. She TRUSTED God enough to go with the servant He had sent for her. She believed that God's way was the BEST way. Rebekah chose to obey right away, and God blessed her with a husband who loved her (Genesis 24:67).
Do not get in the habit of putting off or delaying your obedience. It leaves the door open for distractions. The Lord has perfect timing! You can be sure that if He has instructed you to do something, you will be blessed if you obey right away. | <urn:uuid:da36b57a-c531-4e32-b857-23c36ae3d951> | CC-MAIN-2021-39 | http://biblelessons4kidz.com/BL4K%20Database/FIT%20Devotions/FIT%20-%20Isaac%20&%20Rebekah.pdf | 2021-09-16T09:55:34+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00375.warc.gz | 8,280,032 | 2,250 | eng_Latn | eng_Latn | 0.999117 | eng_Latn | 0.999155 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4151,
9556
] | [
2.421875
] | 1 | 3 |
PRESS RELEASE
Science Film Festival Goes Online for its 11 th Edition with the Theme "Sustainable Development Goals"
© Goethe-Institut
Goethe-Institut's annual Science Film Festival returns to Indonesia for its 11 th edition and will be held online for the first time amid the pandemic and will run from 20 October to 6 November 2020 in 24 cities. Under the theme "Sustainable Development Goals", this year's festival aims to invite students aged 9 to 14 to explore the diverse issues behind the Sustainable Development Goals (SDGs) through films accompanied by various fun demonstrations of scientific experiments.
In September 2015, 193 nations decided to jointly implement 17 goals and 169 subgoals by 2030 to make our world a better one. The vision is ambitious—a world in which a good life is possible for all people, in which our planet has sufficient resources that are accessible to all and are used fairly, and one in which the preservation of nature is a matter of crucial importance. The implementation of the goals is intended to ensure that our planet is still worth living on for future generations.
"In cooperation with the United Nations Environment Programme (UNEP), the Science Film Festival aims to explore the diverse issues behind the Sustainable Development Goals (SDGs). Through an international selection of entertaining films on science, technology and the environment, the festival helps expand the conversation on the issues central to the SDGs. Through this conversation, it helps to inspire action for the betterment of people and the planet," says Dr. Stefan Dreyer, Regional Director of Goethe-Institut for Southeast Asia, Australia and New Zealand during the virtual press conference, Tuesday (20 Oct. 2020).
Supported by a number of its long-standing partners, including the Embassy of the Federal Republic of Germany, the initiative "Schools: Partners for the Future" (PASCH), Atma Jaya Catholic University of Indonesia and Paramadina University, the 2020 Science Film Festival in Indonesia will screen 15 films from Chile, Germany, Indonesia, Myanmar, Spain and Thailand that are dubbed in Indonesian. The festival has provided suggested teaching materials for learning activities connected to this year's theme of SDGs which complement the films.
The selected films are scheduled to be screened consecutively via an online platform to students across the archipelago, including: Ambon, Denpasar, Bandung, Bogor, Bondowoso, Jakarta, Jayapura, Kupang, Malang, Manado, Mataram, Matauli Pandan, Maumere, Medan, Pontianak, Salatiga, Sidoarjo, Sorong, Supiori, Surabaya, Tangerang, Tomohon, Waingapu and Yogyakarta.
Dr. Peter Schoof, Extraordinary and Plenipotentiary Ambassador of the Federal Republic of Germany to Indonesia, ASEAN and Timor-Leste, explains, "Germany is deeply committed to the SDGs and played a key role during the negotiating process. Both Indonesia and Germany have made notable improvements since the agreements,
Goethe-Institut
Jl. Sam Ratulangi 9-15 Jakarta 10350
Contact
Ryan Rinaldy Public Relations Manager Goethe-Institut Indonesien firstname.lastname@example.org T +62 21 391 4042 – ext. 145 M / WA +62 878 9835 0125 www.goethe.de/indonesia
particularly in regards to improving equality and quality of life. But to achieve the SDGs, we still have further to go. We believe in the importance of dialogue and sharing successful strategies. The SDGs are united goals created by the United Nations—they are impossible to achieve alone."
Inger Andersen, Executive Director of the UN Environment Programme, separately conveyed that to achieve this collective ambition we must use all tools at our disposal to create awareness of the goals. She added, "Only with understanding of these goals and what they mean for humanity and future generations will we find the political pressure needed for change. The UN Environment Programme is proud to have partnered with the Goethe-Institut on the 2020 Science Film Festival, whose theme will help foster this understanding."
Since its inception in Thailand in 2005, the Science Film Festival has consistently promoted scientific literacy to young people in Southeast Asia, South Asia, North Africa, Latin America, Sub-Saharan Africa, and the Middle East via entertaining, knowledge-based communication. The Science Film Festival was introduced and held in Indonesia in 2010 as the festival continued its regional expansion at the time.
Over the years, the festival has established itself as the largest event of its kind worldwide, with over a million visitors in 23 countries during its 2019 installment, including more than 122,000 visitors in Indonesia alone. This year's festival runs internationally in 30 countries.
For more information, please access www.sciencefilmfestival.org.
For press inquiries:
Ryan Rinaldy Public Relations Manager Goethe-Institut Jakarta email@example.com
WA +62 878 9835 0125
VISUAL AND PHOTOS
| Visual Peta Kota Peserta Science Film Festival di Indonesia_© Goethe-Institut Indonesien.jpg | Copyright: Goethe-Institut Indonesien | Visual of the cities participating in the 2020 Science Film Festival in Indonesia. This year, the Science Film Festival takes place online and will screen 15 international films in 24 cities in Indonesia. |
|---|---|---|
| Foto Science Film Festival_Eksperimen Save the Life_© Goethe-Institut Indonesien.png | Copyright: Goethe-Institut Indonesien | The Science Film Festival team demonstrates a science experiment entitled “Save the Life”. |
| Foto Science Film Festival_Eksperimen Gravitasi_© Goethe-Institut Indonesien.png | Copyright: Goethe-Institut Indonesien | The Science Film Festival team demonstrates a science experiment entitled “Gravitasi”. |
| Foto Science Film Festival_Eksperimen Kapal Selam_© Goethe-Institut Indonesien.png | Copyright: Goethe-Institut Indonesien | The Science Film Festival team demonstrates a science experiment entitled “Kapal Selam”. | | <urn:uuid:ebf16021-aae9-4386-b309-788c501a3284> | CC-MAIN-2021-39 | https://www.goethe.de/resources/files/pdf209/press-release_science-film-festival-2020_en1.pdf | 2021-09-16T10:35:01+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00377.warc.gz | 827,071,989 | 1,299 | eng_Latn | eng_Latn | 0.990281 | eng_Latn | 0.991107 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
3204,
4921,
5953
] | [
2.234375
] | 1 | 1 |
4 th Grade April 27 – May 1 Alternate Learning Plan
If you have questions about the assignments, call the teacher Office hours of 9am-11am and 1:00-3:00pm. (Monday – Friday)
Mrs. Hillestad or email: email@example.com (742-2207)
Mrs. Hansen or email firstname.lastname@example.org (742-2206)
Mrs. M. Moen or email: email@example.com (742-2205)
Mrs. Wegehaupt or email: firstname.lastname@example.org (742-2219)
School Office Phone (605) 698-7613 ext. 1
Specific Directions for each day will be presented through Class Dojo/Zoom Student Attendance and Learning Progress is expected through daily check in with your child's teacher (Dojo-Online Learning Progress)
Click the following link to join our Zoom Meeting each day at 10 am:
https://zoom.us/j/243115213?pwd=UDRsRjV0bC9waGVoWTcyLzRGTHUzZz09
| Standard | Instructional Activities | Evidence of Learning |
|---|---|---|
| | | (Assignment) |
| | Monday Reading: Greek Mythology Week Readworks.org *Read the Book of Knowledge Articles: “Ancient Greek Civiliation” (RI.1 & RI.2) Join us on Zoom at 10:00 Monday and you may ask questions about this article, and/or view the teacher made video on Dojo Class story or student email for a review of how to complete a “Book of Knowledge Page” IXL: Level F: Writing Strategies for this week S – 1 Distinguish facts from opinions Writing: Journal Prompt: Magical Monday! If you could have any magical power, what would it be? | |
I can use key ideas from a text to determin e the main idea.
RL.4.10 RI.4.10
I can read and compreh end gr. level Lit. and info texts.
W.4.10
I can write for personal enjoym ent and for different tasks and purpose s.
*Readworks: Finish the Book of Knowledge Articles: Ancient Greek Civilization ". Look for teacher feedback and revise your answers if necessary. (RI.4.1 & RI.4.2)
*Go to
https://www.myon.com/library/browse.html Login information:
*School Name: Read at Home
*Username: readnow
*Password: myon
*Search for and read the story: The Battle of the Olympians and Titans by Cari Meister (RL.1 &RL.2) *take the AR test for this book.
https://hosted27.renlearn.com/165458/Public/RPM/Login/Lo gin.aspx?srcID=t
(I will provide support on how to find this on Zoom and/or video posted to Dojo and email.)
IXL: Level F: Writing Strategies for this week S – 2 Identify the authors statement of opinion
Writing: Journal Prompt: Tasty Tuesday!: Describe the ultimate dessert using lots of details. (W.4.10)
Wednesday
Reading: Greek Mythology Week
*Read independently or with audio at least one of these Greek Mythology short Stories from the Myon website. (Details are listed on Monday assignment.)
*The Wooden Horse of Troy by Cari Meister
*Odysseus and the Cyclops by Cari Meister
*Medusa's Stony Stare by Jessica Gunderson
*Jason and the Argonauts by Jessica Gunderson Take an AR quiz after you read a book.
IXL: Level F: Writing Strategies for this week
S – 3 Choose Reasons to Support an opinion.
Writing: Journal Prompt: "Wild Wednesday": If you could be any wild animal, what animal would you want to be? (W.4.10)
of the best things you can do for yourselves as learners. During school you easily spent at least 30 minutes a day on independent reading. To keep your stamina for reading strong and growing stronger, please continue to read something daily.
https://www.getepic.com/app/
Class code: mrn3266
NEW:
https://www.myon.com/library/br owse.html
Login information:
*School Name: Read at Home
*Username: readnow
*Password: myon
(There is no online record for what books you read here, but you may read for enjoyment and take AR qiuizzes.
*Online results may be viewed on EPIC and Accelerated Reader. (You may also have found some of your own resources to read.) *Students may share out about the books they read during Zoom or respond to teacher questions asked through student email or dojo. (teacher checklist)
IXL
Students will work on individual action plans as generated by their diagnostic pretest. Teacher will send the action plan through dojo or school email.
Online results are also available for parents and teachers to view on the IXL website.
Specific teacher feedback will be provided through teacher student contact each day through email.
KIDS, I will help you with some direct modeling on Zoom or through videos shared on email or Dojo. You may also call or email me for support on any of the skills you are working. I have the ability to login from my computer
| Thursday Reading: * Greek Mythology Week Complete your Wed. assignment of choosing 1 or more Greek Mythology Stories from the list provided. *Read independently your “Just Right” books (RI.10 & RL.10) Take an AR quiz after you read a book. IXL: Work on finishing this week’s assignments: Level F Writing Strategies: S-1; S-2; S-3 If you have completed your assignments and have time, you may work on your Diagnostic Recommendations. Writing: Journal Prompt: “I Think I Can Thursday!: What is one goal you hope to accomplish by the end of the school year? (W.4.10) |
|---|
| Friday Reading: * Complete your Wed. assignment of choosing 1 or more Greek Mythology Stories from the list provided. *Read independently your “Just Right” books (RI.10 & RL.10) Take an AR quiz after you read a book. IXL: Work on finishing this week’s assignments: Level F Writing Strategies: S-1; S-2; S-3 If you have completed your assignments and have time, you may work on your Diagnostic Recommendations. Writing: Journal Prompt: Feeling’ Good Friday! What did you accomplish this week in school that is worth celebrating? (W.4.10) |
| | Standard | | Instructional Activities | Evidence of Learning (Assignment) |
|---|---|---|---|---|
| 4.NF.2 | | Monday | | |
I can compare two fractions, using <, >, or =, and reason about their comparison.
Zearn - Complete one lesson and Exit Ticket
IXL - Math Level F - Q.14 - Add and subtract mixed numbers with like denominators.
Xtra Math - Complete one lesson if you have time. This helps students practice math facts.
Tuesday
Zearn - Complete one lesson and Exit Ticket
IXL - Math Level F – S.1 - Multiply unit fractions by whole numbers using number lines.
Xtra Math - Complete one lesson if you have time. This helps students practice math facts.
Wednesday
Zearn - Complete one lesson and Exit Ticket
IXL - Math Level F – S.2 - Multiply unit fractions by whole numbers using models.
Exit tickets completed - if possible, send a picture of your completed exit ticket to Mrs. Hillestad.
*Use any of the following options to submit your picture:
* dojo message
* Email to email@example.com
* text to 1(605)-868 8252
IXL, Math Level F (Smart Score of 90 or higher)
Specific teacher feedback will be provided through teacher student contact each day.
Xtra Math - Complete one lesson if you have time. This helps students practice math facts.
Thursday
Zearn - Complete Zearn lesson and Exit Tickets, if you have not already completed 3 lessons this week.
IXL- Math Level F – S.12 - Multiply fractions by whole numbers.
Xtra Math - Complete one lesson if you have time. This helps students practice math facts.
Friday
IXL - Update your diagnostic score
-Click on Diagnostic, click step into the arena
-Click on the arrows in top right corner and choose mathematics.
-Please work until all math is updated.
**This may take awhile if you have not updated this since leaving the school building.
Zearn/IXL/XtramathWork on any work you have not been able to finish from this week or last. (IXL SKILLS, Zearn lessons, xtra math lesson) | <urn:uuid:71b23161-26e4-4292-ad1d-3116f11979a7> | CC-MAIN-2021-39 | https://www.sisseton.k12.sd.us/cms/lib/SD50000464/Centricity/domain/124/04272020/HillestadAmanda042720.pdf | 2021-09-16T11:45:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00377.warc.gz | 1,016,360,883 | 1,920 | eng_Latn | eng_Latn | 0.970838 | eng_Latn | 0.993246 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1442,
4481,
5731,
6792,
7583
] | [
3.203125
] | 2 | 0 |
Year 6 Maths Reasoning Algebra For Papers 2 And 3 2018 Tests Collins Ks2 Sats Smashers
When people should go to the books stores, search initiation by shop, shelf by shelf, it is in reality problematic. This is why we give the ebook compilations in this website. It will categorically ease you to look guide year 6 maths reasoning algebra for papers 2 and 3 2018 tests collins ks2 sats smashers as you such as.
By searching the title, publisher, or authors of guide you in fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be every best place within net connections. If you take aim to download and install the year 6 maths reasoning algebra for papers 2 and 3 2018 tests collins ks2 sats smashers, it is extremely easy then, back currently we extend the member to purchase and create bargains to download and install year 6 maths reasoning algebra for papers 2 and 3 2018 tests collins ks2 sats smashers appropriately simple!
Year 6 SATs revision - Reasoning with Area Algebra - Logical Reasoning
What is Quantitative Reasoning? (Lesson 1)Top 5 Reasoning Questions For - RAILWAY GROUP-D, RAILWAY NTPC, JE \u0026 all other exams Year 6 Maths Algebra for SATs guide. How to do Algebra.
Basic Algebra [Year 6][11+]
Year 6 Problem Solving - Number ACCUPLACER Next-Generation Quantitative Reasoning, Algebra, and Statistics (QAS) Math Practice Algebra Basics: What Is Algebra? - Math Antics Algebra Worked Examples [Year 6][11+] Algebra Basics: What Are Functions? - Math Antics Math Antics - Order Of Operations 9 Math Riddles That'll Stump Even Your Smartest Friends Algebra - Basic Algebra Lessons for Beginners / Dummies (P1) - Pass any Math Test Easily Algebra for Beginners | Basics of Algebra Year 6 adding fractions Math Antics - The Pythagorean Theorem Algebra Shortcut Trick - how to solve equations instantly
(2) Percentages made easy - fast shortcut trick!
Algebra Basics: Solving 2-Step Equations - Math Antics
Simple Math Tricks You Weren't Taught at SchoolMath Antics - Long Division with 2-Digit Divisors
Year 6 SATs Maths Paper 2 Reasoning 2017 guideGrade 6 Math #1.9, How to simplify algebraic expressions Math Antics - Ratios And Rates KS2 Maths SATS 2019 | Paper 2 Reasoning | Complete Walkthrough (Year 6) 2018 Year 6 SATs Maths Arithmetic paper 1 walkthrough guide Age Word Problems - MathHelp.com Algebra Help Algebra Trick to save you time (Algebra Tricks) Finishing SAT Practice Test 6 No Calculator Section (w/ Explanations) in 7 MINUTES Year 6 Maths Reasoning Algebra
For Year 6, maths reasoning questions are usually the toughest SATs questions they encounter across the 6 KS2 SATs papers. Practice really helps, both in terms of the types of SATs reasoning questions that can come up, and in the skills needed to answer them. And we know you're always looking for practice SATs questions.
35 Maths Reasoning Questions For Year 6 SATs Practice [FREE]
Maths reasoning involves thinking through problems logically, deciding what information in a problem is important and coming up with a solution that can be explained. This collection of maths reasoning resources for Year 6 includes assessments, resource packs, PowerPoints and more. Designed to help children prepare for national tests, these maths reasoning resources cover a wide range of topics to assess and help improve children's logic, problemsolving and visualisation skills.
Maths Reasoning Year 6 - KS2 Maths - Twinkl Resources
Algebra allows you to use equations to find the unknown. Algebra in year 6 involves introducing children to the symbols and letters that represent variables and unknowns. They might be asked to find a missing number in length, angles or co-ordinates puzzles, bring algebra into a familiar learning situation for them.
Algebra - Year 6 Primary Resources - Twinkl
Reasoning/Problem Solving Maths Worksheets for Year 6 (age 10-11) Plenty of problem solving to do in Year 6, together with explaining why particular methods have been chosen. Recognising patterns in number and predicting sequences are both important steps towards using algebra at High School.
Reasoning/Problem Solving Maths Worksheets for Year 6 (age ...
This fantastic collection of Year 6 Reasoning papers and assessment resource packs covers everything you need to help your pupils prepare for SATs questions about Reasoning. Choose from a variety of practice booklets, resource packs, practice tests, word problem questions and other resources that will provide lots of opportunities for children to master the topic of Reasoning for their ...
Page 1/3
Year 6 Reasoning Papers & Assessment Packs | KS2 Maths
Year 4 (age 8-9) Year 5 (age 9-10) Year 6 (age 10-11) MTC and Times Tables Free Maths Worksheets Free A selection of our very best maths resources entirely free, updated each month. ... KS2 Maths SATs Reasoning: Algebra Arithmetic Paper Practice Reasoning Paper: Calculations Reasoning: Number and ...
Reasoning: Algebra - URBrainy.com - URBrainy - Maths and ...
Year 6 SATS revision ... (with answers) Reasoning Paper 1b (with answers) Multiplication of decimals practice Maths Revision Poster Algebra Revision Rounding Revision Spag Paper 1 (with answers) Spag Paper 2 (with answers) Long division practice (with answers) Long multiplication practice (with answers) Exam Ninja Arithmetic Exam Ninja Maths ...
Ashdene Primary School: Year 6 SATS revision
Week 6 – Number: Addition, Subtraction, Multiplication & Division Week 7 – Number: Addition, Subtraction, Multiplication & Division Week 8 – Number: Fractions
Year 6 | White Rose Maths
A flip chart and SATS style question paper based on both reasoning papers (paper 2 and paper 3) . Created by a year six teacher (97% maths at and above expected pass rate last year), maths coordinator and deputy head. Used on the afternoon before the 2018 maths SATS tests and updated in 2019. ...
KS2 Maths Tests and Revision | Year 6 Sats | Tes
I used this resource to ensure my year 6's got to complete a SATs question at the beginning of every Maths lesson. I used this resource to ensure my year 6's got to complete a SATs question at the beginning of every Maths lesson. ... Maths Working Wall - Focus - reasoning KS2
Maths Starters based on year 6 SATs Questions | Teaching ...
Algebra teaching resources for Key Stage 2 - Year 3, 4, 5, 6. Created for teachers, by teachers! Professional Year 6 teaching resources.
Year 6 Algebra - Maths Year 6 Primary Resources ...
Maths Reasoning Worksheet and Explanation. We've structured this information to help children with their education. It is targeted at children in years 5 and 6 and the questions for the worksheet have been stripped from past papers. Having an understanding of maths reasoning is part of the primary school curriculum and children will deal with maths reasoning in both KS1 and KS2.
Maths Reasoning Explanation and Worksheet
Use these Algebra Maths Mats to teach algebra to KS2 children and to monitor their progress against the main programmes of study from the Maths curriculum for Year 6. The age-related expectations have been broken down by Twinkl into Working Towards the Expected Standard, Working at the Expected Standard and Working at Greater Depth for Year 6.
KS2 - Algebra Differentiated Maths Mats - Primary Resource
2018 key stage 2 mathematics Paper 3: reasoning Ref: ISBN: 978-1-78644-648-0, STA/18/7975/e PDF , 641KB , 24 pages This file may not be suitable for users of assistive technology.
Key stage 2 tests: 2018 mathematics test materials - GOV.UK
This feature brings together rich activities that support early algebraic thinking, and one or two that support the more formal algebra in year 6. Balancing and the equals sign. Anne describes the importance of ensuring that = does not signify a calculating instruction ('makes') but does mean 'equivalent to'.
Making Algebra Rich - Millennium Mathematics Project
15 June - Learn how to form and solve two-step equations to find missing numbers.
Algebra: Forming and solving two step-equations ...
This is a free sample of my primary maths assessments - Year 6 Autumn Term - please follow the links for all assessment for all year groups (maths & science)… Year 6 Maths Assessments and Tracking Year 5 Maths Assessments and Tracking Year 4 Maths Assessments and Tracking Year 3 Maths Assessments and
Page 2/3
Copyright : maldenobserver.com
Download Ebook Year 6 Maths Reasoning Algebra For Papers 2 And 3 2018 Tests Collins Ks2 Sats Smashers
Tracking Year 2 Maths Assessments and ...
Year 6 Maths Assessment and Tracking (AUTUMN) | Teaching ... Test your class' algebra knowledge with these Year 6 Maths algebra questions.This comprehensive assessment contains a range of Year 6 Maths algebra questions, from simple equations to word problems to number sequence questions. Use it with your Y6 class as a pre-SATs refresher, or send it home with your pupils as some SATs revision.
Year 6 Maths | Algebra Assessment Questions | Term 3 Welcome to IXL's year 6 maths page. Practise maths online with unlimited questions in more than 200 year 6 maths skills.
Copyright code : 7728403c08a00a482994bcad2463c885
Page 3/3 | <urn:uuid:397a9f4c-67ef-453a-b70c-fdd4607c8870> | CC-MAIN-2021-39 | http://maldenobserver.com/cgi-bin/content/view.php?data=year_6_maths_reasoning_algebra_for_papers_2_and_3_2018_tests_collins_ks2_sats_smashers&filetype=pdf&id=7728403c08a00a482994bcad2463c885 | 2021-09-16T11:12:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00379.warc.gz | 37,556,629 | 2,094 | eng_Latn | eng_Latn | 0.984925 | eng_Latn | 0.98833 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4600,
8373,
9184
] | [
2.3125
] | 9 | 0 |
McCulloch v. Maryland (1819)
Argued: February 28–March 3, 1819
Decided: March 6, 1819
Background and Facts
In 1791, Congress created the First Bank of the United States to serve as a central, national bank for the country. A central bank can help the government manage its economy. At the time, the government was still very new and there was a lot of debate over how much power the national government should have. Many people pointed out that the Constitution did not expressly give Congress the power to create banks. However, they thought that they could interpret the Constitution as giving the federal government an "implied" power. This is because it gave Congress the power to regulate trade, coin money, impose taxes, and spend money. This implied power would allow the national government to create a central bank. The idea of implied powers worried many people who feared that the federal government might become too powerful. They worried that it would take power away from state governments.
The national bank had branches throughout the United States. Many states did not want branches of the bank within their borders for several reasons. First, the Bank of the United States competed with their own banks. Second, the states found many of the managers of the bank to be untrustworthy. Third, the states felt that the federal government was exerting too much power over them.
Maryland attempted to close the Baltimore branch of the national bank. The state passed a law that required all banks created outside of the state to pay a large tax. James McCulloch, the manager of the Baltimore branch, refused to pay the tax. The state of Maryland sued McCulloch. They said that Maryland had the power to tax any business in its state. They also said that the Constitution does not give Congress the power to create a national bank. McCulloch lost the case, but then appealed the decision until it eventually reached the Supreme Court of the United States.
Constitutional Question
Does the Constitution allow Congress to create a national bank? If so, does Maryland have the power to tax a branch of the national bank within the state borders?
Arguments for McCulloch (petitioner)
− The Necessary and Proper Clause allows Congress to make laws that are needed to carry out their Constitutional powers. The Constitution gives Congress the power to make taxes and borrow or spend money. Creating a national bank is needed to help carry out all those other powers.
− The Constitution does not say that Congress has the power to create a national bank. However, there is also nothing in the Constitution limiting the powers of Congress to those listed.
− If Congress passed a law within its powers under the Constitution, a state cannot interfere with that law. Maryland is interfering with Congress's powers by trying to tax the bank so heavily that that it would not be able to exist. The Supremacy Clause prohibits that.
Arguments for Maryland (respondent)
− The Constitution never says that Congress can create a national bank. The Constitution does say that Congress can borrow money, coin money, spend money, and collect taxes. It can do all this without a national bank.
− The Constitution says that the powers not given to the United States belong to the states.
− The federal government shares the power to make taxes with the states. Maryland has the power under the Constitution to tax businesses within its borders.
Decision
In a unanimous decision, the Supreme Court ruled in favor of McCulloch. The Supreme Court decided that Congress did have the power to create a national bank and that the states did not have the power to tax it.
The opinion was written by Chief Justice John Marshall. He wrote that it is true that the Constitution did not directly give Congress the power to create a national bank. However, there is nothing in the Constitution that limits Congress's powers to those listed. The Necessary and Proper Clause gives Congress the power to make laws needed to carry out the powers that are listed. The creation of a national bank is needed to carry out its other powers.
The Supreme Court also said that Maryland could not tax the national bank because the Constitution and federal laws relating to constitutional powers are supreme, so it was unconstitutional for Maryland to pass a law that conflicted with that power.
Impact of the Case
This case was important because it explained how federalism works in the United States. Federalism is the division of powers between the national and state governments. Although both levels of government have certain powers, there is still a strong national government and federal law has authority over state law. This means that states can't just ignore federal laws.
This case also shows that the federal government has implied powers that are not listed in the Constitution. Therefore, McCulloch v. Maryland increased the power of the federal government.
Source Information: This is a secondary source written by the non-profit organization Street Law, Inc. It has been reviewed by Constitutional law experts and teachers.
McCulloch v. Maryland / Glossary
* Appealed: applied to a higher court for a reversal of the decision of a lower court.
* Coin money: to create money.
* Economy: the way a country manages its money and resources to produce, buy, and sell goods and services.
* Expressly: specifically listed in the text of the Constitution.
* Federal: the level of government that controls the United States as a whole rather than just a single state.
* Federalism: the division of powers between the national and state governments.
* Implied powers: powers that are not specifically listed in the Constitution. Instead, they are permitted by the "Necessary and Proper Clause" and inferred from other expressly stated powers.
* Necessary and Proper Clause: the part of the Constitution that grants Congress the power to pass laws that are needed to carry out the powers specifically given to them in the Constitution.
* Supremacy Clause: the part of the Constitution that says that the Constitution and federal law are the supreme law of the land and superior to state law.
* Unanimous: agreed upon by everyone.
* Unconstitutional: not allowed by or contained in the Constitution. If a law is found to be unconstitutional, it will be struck down, meaning it is no longer a law.
McCulloch v. Maryland / Primary Source #1*
Excerpted transcription: "This Constitution, and the laws of the United States which shall be made in pursuance thereof…under the authority of the United States, shall be the supreme law of the land…"
Source Information: This is an excerpt from the Constitution known as the "Supremacy Clause." It was cited in the McCulloch v. Maryland decision.
Questions to Consider
1. Source: What type of document is this source? When was it written? Why was this source created? Based on the source information, I understand this document differently because…
2. Context: How might the circumstances in which the document was created affect its content?
3. Claim Development: What does this document say about the federal government's supremacy over state governments? Based on this evidence, I think the federal government should/shouldn't be supreme over state governments in all matters because…
* Source: United States, United States Constitutional Convention, John Carter, and Constitutional Convention Broadside Collection. We, the people of the United States, in order to form a more perfect union. [Providence: Printed by John Carter, 1787] Pdf. https://www.loc.gov/item/90898138/.
McCulloch v. Maryland / Primary Source #2 †
Excerpted transcription: "…the first and most natural attachment of the people will be to the governments of their respective states."
Source Information: This is an excerpt from an essay by James Madison, one of the Framers (or writers of the Constitution). It was first published in 1788, as the Framers were drafting the Constitution to convince people to support their state's ratification (approval).
Questions to Consider
1. Source: Who wrote this essay? When was this essay written? What do we know about the author's perspective and how might it impact the information provided in the essay? The author probably believes…
2. Context: Who was the audience for this essay? What else was going on at the time of this essay? The author may have been influenced by…
3. Claim Development: What claims does the author make about the federal government's supremacy over state governments? Based on this evidence, I think the federal government should/shouldn't be supreme over state governments in all matters because…
† Source: Alexander Hamilton, James Madison, John Jay, Samuel Chase, Elizabeth Schuyler Hamilton, Angelica Schuyler Church, Thomas Jefferson, Thomas Jefferson Library Collection, American Imprint Collection, and John Davis Batchelder Collection. The federalist: a collection of essays, written in favour of the new Constitution, as agreed upon by the Federal Convention,: in two volumes. [New-York: Printed and sold by J. and A. M'Lean ..., MDCCLXXXVIII, 1788] Pdf. https://www.loc.gov/item/09021562/.
McCulloch v. Maryland / Primary Source #3 ‡
"… it will be found that the power retained by individual states, small as it is, will be a clog upon the wheels of the government of the United States; the latter therefore will be naturally inclined to remove it out of the way. Besides, it is a truth confirmed by the unerring experience of ages, that every man, and every body of men, invested with power, are ever disposed to increase it, and to acquire a superiority over every thing that stands in their way. This disposition, which is implanted in human nature, will operate in the federal legislature to lessen and ultimately to subvert the state authority, and having such advantages, will most certainly succeed, if the federal government succeeds at all."
subvert: undermine or lessen the power of
Source Information: This is an excerpt from an essay by an anonymous author who published using the name "Brutus." Brutus was from New York and wrote multiple essays arguing against ratification of the new Constitution. This essay was first published in 1787, as the Framers were drafting the Constitution. While no image of the original text exists, Brutus' words live on.
Questions to Consider
1. Source: Who wrote this essay? When was this essay written? What do we know about the author's perspective and how might it impact the information provided in the essay? The author probably believes…
2. Context: Who was the audience for this essay? What else was going on at the time of this essay? The author may have been influenced by…
3. Claim Development: What claims does the author make about the federal government's supremacy over state governments? Based on this evidence, I think the federal government should/shouldn't be supreme over state governments in all matters because…
‡ Source: Brutus, Brutus 1, (October 18, 1878), excerpted in Teaching American History Core Document Library, https://teachingamericanhistory.org/library/document/brutus-i/.
McCulloch v. Maryland / Essential Question
Should the federal government be supreme over the states in all matters?
Use the case summary, source information, and the sources themselves to support your answer.
* Develop a claim that responds to the question.
* Use another source to support your claim OR explain how another source does not support your claim.
* Explain how one source supports your claim.
* Use details and examples from the selected sources to support your response.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
McCulloch v. Maryland / Suggested Resources
* Landmark Cases: McCulloch v. Maryland
LandmarkCases.org includes leveled readings, definitions of legal concepts, and teaching activities. The materials and activities are geared toward middle and high school students.
(https://www.landmarkcases.org/cases/mcculloch-v-maryland): Street Law's
* State and Local Government Lesson Plans and Resources (https://www.icivics.org/curriculum/state-and-local-government): This set of lesson plans, online games, and resources from iCivics helps students learn about the powers of the federal government and state governments.
* McCulloch v. Maryland Video (https://www.annenbergclassroom.org/resource/supremacyclause-mcculloch-v-maryland/): This 24-minute downloadable video from Annenberg Classroom provides detailed information about the Supremacy Clause, its history, and its connection to McCulloch v. Maryland.
*
"To Sign or Not to Sign" Lesson Plan
(https://constitutioncenter.org/media/files/ConDayKit.pdf): This lesson plan from the National Constitution Center can help students understand some of the conflicts between Federalists and Anti-Federalists in the signing of the Constitution. | <urn:uuid:ea9a61ce-0b7c-4870-97c2-e6acb315c800> | CC-MAIN-2021-39 | https://www.landmarkcases.org/assets/site_18/files/mcculloch_v_maryland/student/activity_ms_case_pack_mcculloch_student.pdf | 2021-09-16T09:56:25+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780053493.41/warc/CC-MAIN-20210916094919-20210916124919-00378.warc.gz | 867,170,389 | 2,671 | eng_Latn | eng_Latn | 0.927851 | eng_Latn | 0.999296 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2668,
5125,
6388,
7616,
9187,
11158,
12638,
13831
] | [
3
] | 2 | 1 |
Name: ____________________________
CS 210 – Fundamentals of Programming I Fall 2019 – Inclass Exercise 4 for 09/10/2019
(10 points) The following inclass exercise has two parts, a written part and a programming part. The purpose of this exercise is to work with loops. Write the answers to the written part in this assignment sheet. Hand in this sheet and submit the program electronically when you are done. AnemptyCodeBlocks project should be created for this exercise and the program filepatterns.cshould be downloaded from the course website to the project folder, then the file added to the project. DO NOT CHANGE the name of the file!
Problem Statement
Write a program that creates different patterns in annxngrid, wherenis the pattern grid size input by the user.
Analysis & Design
Main program analysis and design is given in the accompanying code. Each of the main program design steps will be implemented using a function. The analyses and designs of the functions will be covered during lecture as we build this program. The assignment assumes that two of the functions you write during class are named scriptanddraw_vertical_line.
Assignment
0. (2 points) Complete thescriptfunction and the functions that draw the patterns covered in the lecture.
1. (1 point) What are the (formal) parameters of thescriptfunction when it is used in function draw_vertical_line, w?
2. (1 points) With respect to its use in functiondraw_vertical_line, what are the (actual) arguments to the scriptfunction?
3. (2 points) Answer the following questions regarding the loop in functiondraw_vertical_line.
a. What is the loop control variable?
b. What is the loop condition?
c. What is the initialization statement of this loop?
d. What is the update statement of this loop?
(Note: Exercise 4 is on the back page and is a programming exercise.)
4. (4 points)
a. Add a functiondraw_right_diagonalthat receives a pattern grid size and displays a right diagonal of asterisks across thenxngrid. E.g., ifnis 5, then the output would be:
```
* * * * *
```
You should use a whileloop or a forloop and thescriptfunction to draw this pattern in a similar manner to the previous ones designed in class. You are not required to comment inclass exercise code, but you can if you want to.
b. Add a call to this function where indicated in the main program.
When you have completed this exercise, zip up yourpatterns.cfile and submit it electronically under assignment 05IN4.The submission system will compile, but NOT run your program, so you should get a result of success unless you submit something other than a zipfile containingpatterns.c. Turn in this exercise sheet with your answers to the questions. REMINDER: once you have finished this exercise, you are expected to work on Programming Project 2 and/or Homework 3 unless you have completed them. | <urn:uuid:4b93c25a-8896-488f-ab1e-a69a0d835ae3> | CC-MAIN-2019-43 | https://csserver.evansville.edu/~hwang/f19-courses/cs210/inclass04-09-10.pdf | 2019-10-19T15:18:16Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00250.warc.gz | 443,856,002 | 1,029 | eng_Latn | eng_Latn | 0.996848 | eng_Latn | 0.997143 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1863,
2878
] | [
2.96875
] | 2 | 0 |
Child and Youth Care Program Standard
The approved program standard for Child and Youth Care program of instruction leading to an Ontario College Advanced Diploma delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 60701)
Permission to Reproduce
Permission is hereby granted to the following institutions to reproduce this document, in whole or in part, in print or by electronic means, for the following specific purposes, subject to the conditions that follow:
1. By an Ontario college of applied arts and technology for the purposes of implementation of the program standard within a college program, including for the purpose of informing students, potential students, program advisory committees or others about programs of study.
2. By an educational institution or school, for the purpose of informing prospective college students about programs of study at Ontario colleges of applied arts and technology.
Conditions:
1. Every reproduction must be marked "© 2014, Queen's Printer for Ontario" at the beginning of the document or any part of it that is reproduced.
3. The document may not be reproduced for sale.
2. No other uses may be made of the document.
4. The Ministry may revoke the permission to reproduce at any time.
For permission to copy this document, in whole or in part, for other purposes or by other institutions, please contact
Ministry of Training, Colleges and Universities Programs Branch, Program Standards and Evaluation Unit 23rd floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2
E-mail: email@example.com
Inquiries regarding specific Child and Youth Care programs offered by colleges of applied arts and technology in Ontario should be directed to the relevant college.
This publication is available online on the Ministry's Website.
© 2014, Queen's Printer for Ontario
ISBN 978-1-4606-4752-3
Acknowledgements
The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the development of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of
* all individuals and organizations who participated in the consultations;
* the co-ordinators of Child and Youth Care Programs for their assistance throughout the project, the project officer who led the development of the vocational standard, Christine Foster from Algonquin College and Louise Campagna from La Cité collégiale.
Table of Contents
I. Introduction
This document is the Program Standard for the Child and Youth Care program of instruction leading to an Ontario College Advanced Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 60701).
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs.
The Program Standards and Evaluation Unit of the Ministry of Training, Colleges and Universities have responsibility for the development, review and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.
Program Standards
Program standards apply to all similar programs of instruction offered by colleges across the province. Each program standard for a postsecondary program includes the following elements:
* Vocational standard (the vocationally specific learning outcomes which apply to the program of instruction in question),
* General education requirement (the requirement for general education in postsecondary programs of instruction).
* Essential employability skills (the essential employability skills learning outcomes which apply to all programs of instruction); and
Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.
Individual colleges of applied arts and technology offering the program of instruction determine the specific program structure, delivery methods and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests.
The Expression of Program Standards as Vocational Learning Outcomes
Vocational learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, vocational learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.
Expressing standards as vocational learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.
The Presentation of the Vocational Learning Outcomes
The vocational learning outcome statements set out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.
The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the vocational learning outcome. However, it is the performance of the vocational learning outcome itself on which students are evaluated. The elements of performance are indicators of the means by which the student may proceed to satisfactory performance of the vocational learning outcome. The elements of performance do not stand alone but rather in reference to the vocational learning outcome of which they form a part.
The Development of a Program Standard
In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.
A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools and program graduates working in the field, in addition to students, faculty and administrators at the colleges themselves. It represents a consensus of
participating stakeholders on the essential learning that all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Child and Youth Care Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, please contact the Ministry of Training, Colleges and Universities at the address or email address noted on the inside cover page.
II. Vocational Standard
All graduates of Child and Youth Care (Ontario College Advanced Diploma) programs have achieved the eight (8) vocational learning outcomes (VLOs) listed in the following pages, in addition to achieving the essential employability skills (EES) learning outcomes and meeting the general education (GE) requirement.
Preamble
Graduates of the Child and Youth Care program engage with children, youth and their families in their everyday lives, building on their strengths and capacities to promote optimal development and to facilitate positive changes. Many of the children and youth receiving care, and their families, experience complex challenges associated with multiple factors such as, socioeconomic factors, mental health or cognitive issues, developmental challenges and/or are youth involved in the justice system.
Child and youth care practitioners engage and work with children, youth and their families across a wide variety of settings including community-based child and youth development programs, parent education and family support, school-based programs, community mental health, group homes, residential centres, day and residential treatment programs, early intervention, home-based care and treatment, private practice, psychiatric centres, rehabilitation programs, pediatric health care, child protection and youth justice programs. 1
Child and youth care practitioners work collaboratively with children, youth and their families from child and youth-centred, developmental and ecological perspectives* which emphasize and value the interaction between individuals and their physical, cultural and social environments including family, community and social services, as well as the educational and justice systems. Child and youth care practitioners assess and respond to the strengths and needs of children, youth and their families considering their interaction within and between these inter-related systems. Child and youth care practitioners maintain an anti-oppression perspective* in their work and demonstrate cultural competence in diverse cultural contexts.
Child and youth care practitioners form relationships with children, youth and families within their life space* using in-the-moment, daily life events as opportunities to promote and facilitate positive change. Practitioners plan, implement and evaluate evidence-based* and strengthbased* interventions in the areas of therapeutic milieu* and programming, group work and advocacy*, with the aim to capture the learning opportunities in the daily life of children, youth and their families. Additionally, practitioners seek out and connect children, youth and their families with relevant, culturally specific and appropriate community resources that support development, self-advocacy* and promote resiliency*.
As valuable members of the interprofessional team, child and youth care practitioners apply team dynamics, leadership and organizational skills to support the delivery of quality child, youth
1 Settings adapted from the Association for Child and Youth Care Practice and Child and Youth Care Certification Board (2010), "Competencies for Professional Child and Youth Work Practitioner".
and family care in a wide variety of settings.
Self is seen as foundational to child and youth care practice. Child and youth care practitioners value self-inquiry as an essential component of professional practice and integrate reflection, self-awareness and self-care strategies into daily practice.
Child and youth care practitioners adhere to professional codes of ethics and all relevant legislation governing child and youth care services. Practitioners are committed to evidencebased* research and evidence-informed practice* and engage in continuing professional education to support ongoing professional growth and competence in child and youth care practice.
There are opportunities for graduates to pursue further educational qualifications and degree completion. Graduates should contact individual colleges and universities for further details.
Endnote: The Ontario Council on Articulation and Transfer (ONCAT) maintains the provincial postsecondary credit transfer portal, ONTransfer.
Synopsis of the Vocational Learning Outcomes
Child and Youth Care (Ontario Advanced College Diploma)
The graduate has reliably demonstrated the ability to
1. develop and maintain relationships with children, youth and their families applying principles of relational practice* and respecting their unique life space*, cultural and human diversity.
2. assess and respond to the strengths and needs of children and youth, including complex responses impacted by developmental, environmental, physical, emotional, social and mental health challenges in order to promote positive change.
3. analyze and evaluate the impact of the inter-relationship among family, social service, justice and community systems on children, youth and their families and use this information in the planning of holistic care and in the reduction of systemic barriers.
4. plan, implement and evaluate interventions using evidenceinformed practices* in the areas of therapeutic milieu*and programming, and group work to promote resiliency* and to enhance development in children, youth and their families.
5. advocate* for the rights of children, youth and their families and maintain an anti-oppression perspective* and cultural competence in diverse cultural contexts.
6. apply communication, teamwork and organizational skills within the interprofessional team and with community partners to enhance the quality of service in child and youth care practice.
7. develop and implement self-care strategies using self-inquiry and reflection processes to promote self-awareness and to enhance practice as a child and youth care practitioner.
8. use evidence-based* research, professional development resources and supervision models to support professional growth and lifelong learning.
*See Glossary
Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
develop and maintain relationships with children, youth and their families applying principles of relational practice* and respecting their unique life space*, cultural and human diversity.
Elements of the Performance
* Use communication skills and engagement strategies to promote positive relationships, understanding and trust with the children, youth and their families
* Select and use strategies of relational practice* to support changes for children's and youth interpersonal patterns using a strength-based* focus within their day-to-day environment
* Apply principles of relational practice* including consideration, safety, trust, presence and empathy
* Establish and adapt professional boundaries with children, youth and their families while accepting the diverse needs, composition and dynamics of contemporary families
* Use empowerment strategies to support the development of decisionmaking and independence
* Promote resiliency* in children, youth and their families by assisting them to identify strengths and needs
* Increase capacity of children, youth, families and their supporters to seek out and make use of services and promote the development of selfadvocacy* skills
* Evaluate interactions and progress with children, youth and their families, on an ongoing basis, making adaptations where necessary
* Interact in a professional manner as guided by the professional code of ethics, current legislation affecting services, and organizational policies and procedures
* Adapt strategies of relational practice* to a variety of settings including centre based and community-based therapeutic programs
* Maintain the privacy and confidentiality of child, youth and family information in accordance with all legislative requirements and agency policies*
* support children, youth and their families to develop the personal capacity to bring about positive changes within themselves
See Glossary
2. The graduate has reliably demonstrated the ability to
assess and respond to the strengths and needs of children and youth, including complex responses impacted by developmental, environmental, physical, emotional, social and mental health challenges in order to promote positive change.
Elements of the Performance
* Assess developmental domains (cognitive, physical, emotional and social) in children, youth and their families applying theories of growth and development, and attachment
* Analyze observed responses considering biological, psychological, sociological and environmental strengths along with challenges (i.e., substance abuse, neglect, abuse, pregnancy, family disruptions and trauma)
* Support children's, youth's and their families' participation in the identification of their strengths and needs
* Assess and analyze the environmental context (i.e., family life/home, school, recreation) of children and youth to identify opportunities to change patterns of behaviour learned in those environments
* Assess children, youth and their families' readiness to change applying current evidence-based* research in patterns of growth and development and change theories
* Identify and communicate strengths and challenges to ensure that service plans reflect the needs of children and youth and their families
* Incorporate culturally specific developmental norms into child and youth care practice
* Promote psychological flexibility in children and youth by assisting them in developing effective, prosocial coping strategies
* Apply learning theories to promote the learning of new behaviour in children, youth and their families
* Identify and describe behavioural manifestations in children and youth commonly associated with disorders described in the Diagnostic and Statistical Manual of Mental Disorders - DSM-5 (i.e., Attention Deficit Disorder, Conduct Disorder, Eating Disorders, Mood Disorders, Autism Spectrum Disorders and Anxiety Disorders)
* Promote mental health wellness in children, youth and their families
* Explain pathological and/or symptomatic behaviour using theories of development, attachment and knowledge of mental health disorders
* Use and adapt strength-based* techniques to prevent, de-escalate, and manage identified behaviours in children and youths in a variety of settings including school and community-based, pediatric health care and residential settings.
* Identify commonly prescribed psychopharmacological medications and describe their indications and side effects
* Assist with the administration and documentation of medication under supervision and in accordance with prescribed directions and agency policies
* Identify drugs used for recreational use/misuse and behavioural manifestations in children and youth
* Observe responses to medication and provide feedback for the evaluation of prescribed medication in children and youth
* See Glossary
3. The graduate has reliably demonstrated the ability to
analyze and evaluate the impact of the inter-relationship among family, social service, justice and community systems on children, youth and their families and use this information in the planning of holistic care and in the reduction of systemic barriers.
Elements of the Performance
* Identify relevant institutional systems and components, including social, justice, education, recreation and health services, and analyze how these systems interact to meet the needs of children, youth and their families
* Support children, youth and their families in their understanding of the roles of the systems and services with which they interact to facilitate their access to relevant resources
* Evaluate, in collaboration with their families and members of the interprofessional team, the impact of the environment, including the cultural, economic, physical, emotional, social, spiritual, and or psychosocial contexts in which children, youth and their families live and function
* Identify, in collaboration with children, youth and their families, their strengths and support them in using areas of strength to promote positive change
* Act in accordance with all relevant legislation and regulations related to the practice of child and youth care including the Child and Family Services Act, 1990; Child Care Modernization Act, 2014; Ministry of Community and Social Services Act, 1990; Family Law Act, 1990; Ministry of Correctional Services Act, 1990; Personal Health Information Protection Act, 2004; Accessibility for Ontarians with Disabilities Act, 2005; Mental Health Act, 1990 and the Youth Criminal Justice Act, 2002.
* Assess the family system and incorporate information into the service plan using a variety of models and tools
* Identify and discuss the role of various child welfare agencies and their legislated authority
* Determine reasonable grounds to suspect when a child is at risk for abuse or neglect and may be in need of protection, and take appropriate action in reporting these incidences in accordance with the Ontario Child and Family Services Act, 1990.
4. The graduate has reliably demonstrated the ability to
plan, implement and evaluate interventions using evidence-informed* practices in the areas of therapeutic milieu*and programming, and group work to promote resiliency* and to enhance development in children, youth and their families..
Elements of the Performance
* Identify and discuss the theoretical/empirical basis for interventions selected
* Plan, implement and adapt activities of daily living consistent with the interests, developmental level and the cultural practices of children and youth.
* Select and apply evidence-informed* interventions consistent with the assessed development level, identified strengths, needs and goals
* Plan, implement and evaluate moment-to-moment interventions such as life space* interviewing and use of daily activities to create positive change
* Apply an interactive approach (i.e., work with and play with) to activities of daily living within the therapeutic milieu* to develop relationships and promote involvement in programming activities
* Promote children's, youth's and their families' engagement and participation in determining appropriate interventions.
* Coach children and youth in age appropriate life skills and model prosocial behaviour
* Apply principles of crisis management to de-escalate a crisis situation, to promote safety and to maintain dignity and integrity for children, youth and their families
* Employ behavioural management strategies necessary to promote positive behaviour
* Create and modify the therapeutic milieu* to maximize learning and to promote change in children, youth and their families in a variety of situations and surroundings
* Identify, locate and evaluate community resources for programs and activities and as appropriate, connect children, youth and their families to them.
* Plan, implement and evaluate strength-based* therapeutic activities and programs that account for age, developmental status, cultural and/ or ethnic background as well as the unique objectives of children and youth in care
* Support children, youth and families to recognize the value of and to access relevant, culturally appropriate community resources
* Create opportunities that encourage children, youth and their families to
* Collaborate with other professionals to plan, implement and adapt therapeutic programs, approaches and resources that respond to identified areas of need and strengths for children, youth and their families
contribute to the planning and evaluation of programs and services
* Access and manage resources for the attainment of goals and identify the need for additional resources
* Collaborate in the development of realistic goals with, and for, children, youth, and their families
* Lead and facilitate group work in both formal and informal settings, applying knowledge of group process, negotiation and conflict resolution skills.
* See Glossary
5. The graduate has reliably demonstrated the ability to
advocate* for the rights of children, youth and their families and maintain an anti-oppression perspective* and cultural competence in diverse cultural contexts.
Elements of the Performance
* Identify and access information on the rights of children, youth and their families including the United Nations Charter on the Rights of the Child
* Advocate* for safeguards for the protection of children and youth from systemic injustices, abuse, mistreatment and exploitation
* Advocate* for the rights of children, youth and their families to have quality services, programs and care
* Promote self-advocacy* in children, youth and their families
* Identify and describe the role of the Office of the Provincial Advocate for Children and Youth and it's legislated authority
* Plan and implement youth advocacy*/engagement strategies
* Identify individuals' biases that may contribute to oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.
* Support children, youth and their families in overcoming system-based barriers to care and services
* Identify system barriers including political, social and economic factors that may contribute to stereotyping, bias, discrimination and social inequalities
* Promote equity and inclusion through the application of anti-oppression* frameworks at the individual, group and systems level
* Engage with all children, youth and their families, articulating an understanding of differences, suspending judgment and showing support and empathy
* See Glossary
6. The graduate has reliably demonstrated the ability to
apply communication, teamwork and organizational skills within the interprofessional team and with community partners to enhance the quality of service in child and youth care practice.
Elements of the Performance
* Establish and maintain positive relationships within a team environment that reflect cooperation and professionalism as determined by ethical standards, organizational policies, and current legislation
* Identify roles and responsibilities of all members of a team providing service to children, youth and their families
* Work in partnership with children, youth and their families and include them within the interprofessional team
* Collaborate with professionals, service providers and community stakeholders to improve the quality of services for children, youth and their families
* Consult with relevant others to gain an holistic understanding regarding services for children, youth and their families
* Establish and maintain appropriate boundaries with professional colleagues, children, youth and their families
* Coach others (e.g., teachers, parents) regarding strategies and tools to support psychosocial development and positive change in children and youth
* Coordinate activities and facilitate efficient use of resources (i.e., fiscal, human) that will provide quality service
* Lead interprofessional team members in the integration of individualized, culturally relevant and developmentally appropriate intervention strategies into the service plan
* Develop and apply organizational and time management skills
* Plan and implement, clear, concise written, oral and electronic communications for diverse individuals, families and groups using antioppression* language
* Protect and maintain confidentiality as governed by agency policy, legislation, and professional codes of ethics
* Identify and use communication technologies, including social media and adaptive technologies when appropriate, to promote professional communication and person-centred care
* Comply with documentation and reporting requirements including those related to the Child and Family Services Act, 1990, youth justice requirements and other applicable legislation
* Select and use technologies to document all relevant information related to professional role and responsibility (i.e., completing written reports, taking meeting notes/minutes, preparing presentations, completing electronic forms, etc.)
* Evaluate the results of the communication and adapt communication as necessary to promote understanding
* Explain complex concepts in ways that are understandable for and respectful of diverse individuals and groups
* See Glossary
7. The graduate has reliably demonstrated the ability to
develop and implement self-care strategies using self-inquiry and reflection processes to promote self-awareness and to enhance practice as a child and youth care practitioner.
Elements of the Performance
* Assess professional skills, knowledge and personal well-being in an ongoing manner and reflect on the impact of these factors on one's own practice
* Examine the impact of self on others and ensure that interactions are consistent, constructive and positive
* Use reflective tools to learn from and gain insight from interaction with children, youth, families and colleagues
* Identify and consider how personal values, beliefs, opinions and one's own social location and experiences may impact interactions with children, youth, families and colleagues
* Value self-care practices and integrate mindfulness, self-regulation and managing emotions and stress into one's own practice
* Access and utilize appropriate resources and self-care strategies ( i.e., cognitive/intellectual, physical, social, emotional, spiritual and financial) to enhance personal growth and professional practice
* Identify and use strategies to prevent and/or combat compassion fatigue, vicarious trauma, stress reactions and other occupational stressors associated with child and youth care practice.
8. The graduate has reliably demonstrated the ability to
use evidence-based* research, professional development resources and supervision models to support professional growth and lifelong learning.
Elements of the Performance
* Seek and use formal and informal supervision opportunities and ongoing feedback to enhance professional growth and competence
* Establish reasonable, measurable and realistic personal and professional goals to enhance work performance and evaluate progress towards goals
* Determine current skills and knowledge through self-assessment, reflection and collaboration with peers and supervisor
* Develop and implement strategies to guide ongoing professional growth and learning
* Distinguish between legal and ethical issues and apply an ethical decision-making process
* Act in accordance with professional codes of ethics and professional standards
* Develop a professional identity as a child and youth care practitioner
* Transfer and adapt knowledge and skills to other related contexts
* Establish a professional support network
* Access and apply professional literature, particularly in the area of evidence-based* research and evidence-informed practice*
* Analyze and discuss current professional issues, future trends and challenges in the field of child and youth care
* Explore career choices and employment opportunities in the child and youth care field
* See Glossary
Glossary
Advocate/advocacy - Actions taken to ensure that all children's, youth's and their families' views are heard and considered integral to the decision-making process that directly affects them. Advocacy leads to child, youth and family empowerment and affords them the dignity of self-determination within the context of their capabilities and culture. Advocacy means building the capacity for children, youth and their families to know about, seek out and to use community services and resources. Through advocacy within the community and the broader society, child and youth care practitioners promote education and increased awareness of issues affecting children, youth and their families (Adapted from Stuart, Carol, 2008. Child and Youth Care Practitioners Contributions to Evidence-based Practice in Group Care).
Anti-oppression perspective - An approach to child and youth care practice that acknowledges oppression and power differentials that exist within society, the economy, cultures, groups and individuals and uses social-justice approaches to remove or mitigate these inequalities.
Ecological perspective - Interactions between individuals and their physical and social environments including cultural and political settings. This approach to child and youth care practice includes interactions among institutional settings i.e., justice, mental health, child welfare and education systems (Adapted from Stuart, Carol, 2008. Child and Youth Care Practitioners Contributions to Evidence-based Practice in Group Care).
Evidence-based - An approach, treatment and/or program that has research evidence to support its effectiveness.
Evidence-informed practice – A process that involves critical thinking and evaluation of information to determine the most effective and efficient responses for children, youth and their families. Evidence-informed practice takes into consideration children's, youth's and their families' values and expectations along with current research and best practices in child and youth care practice.
Life space - The social environment where young people learn to manage life. It is a single unified space that includes physical, mental, relational, spiritual and virtual dimensions. By exploring young people's experience of life space one can help them develop agency and control over that space. (Adapted from Gharabaghi, K. and Stuart, C. 2013.Right Here, Right Now: Exploring Life Space Intervention for Children, Youth and Families).
Relational practice – A mindful approach to practice where the child and youth care practitioner provides co-created, child-centred and responsive care that meets the needs of children, youth and their families and leads to moments of growth and development. Through the development of relationships, relational practice is characterized by being present with others, sharing emotional involvement, considering cultural, psychosocial development and being sensitive to and managing power differentials within relationships.
Resiliency - A child's, youth or family's/caregiver's ability to recover and/or adapt effectively from disruptive change, trauma, illness or misfortune without being overwhelmed or acting in dysfunctional ways. Resilient children, youth and families/caregivers possess the skills to cope with life's challenges. Children and youth have a naturally resilient nature but it must be nurtured, strengthened and taught, particularly in the face of one or more risk factors (Adapted from the Ontario Ministry of Children and Youth Services, 2006, A Shared Responsibility for Child and Youth Mental Health).
Strength-based - An approach to child and youth care practice that focuses on the abilities, skills, resources and cultural and life experiences of children, youth and their families and acknowledges their inherent resiliency. Child and Youth Care practitioners collaborate with children, youth and their families in the planning, intervention and evaluation of relevant strength-based strategies and programs with the goal to promote individual and family capacity building.
Therapeutic milieu - The context within which child and youth care practice occurs. The therapeutic milieu includes physical, social, emotional, cultural and ideological factors. All of these factors must be positive, affirming and nonoppressive in order to create a safe, healthy and positive space for children, youth and their families to develop and facilitate positive change (Adapted from Burns, Michael, 2006. Healing Spaces: Therapeutic Milieu in Child and Youth Work).
19
III. Essential Employability Skills
All graduates of the Child and Youth Care (Ontario College Advanced Diploma) program of instruction must have reliably demonstrated the essential employability skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education requirement.
Context
Essential Employability Skills (EES) are skills that, regardless of a student's program or discipline, are critical for success in the workplace, in day-to-day living and for lifelong learning.
The teaching and attainment of these EES for students in, and graduates from, Ontario's colleges of applied arts and technology are anchored in a set of three fundamental assumptions:
* these skills are important for every adult to function successfully in society today;
* these skills are equally valuable for all graduates, regardless of the level of their credential, whether they pursue a career path, or they pursue further education.
* our colleges are well equipped and well positioned to prepare graduates with these skills;
Skill Categories
To capture these skills, the following six categories define the essential areas where graduates must demonstrate skills and knowledge.
* Communication
* Critical Thinking & Problem Solving
* Numeracy
* Information Management
* Personal
* Interpersonal
Application and Implementation
In each of the six skill categories, there are a number of defining skills, or sub skills, identified to further articulate the requisite skills identified in the main skill categories. The following chart illustrates the relationship between the skill categories, the defining skills within the categories and learning outcomes to be achieved by graduates from all postsecondary programs of instruction that lead to an Ontario College credential.
EES may be embedded in General Education or vocational courses, or developed through discrete courses. However these skills are developed, all graduates with Ontario College credentials must be able to reliably demonstrate the essential skills required in each of the six categories.
| SKILL CATEGORY | DEFINING SKILLS: Skill areas to be demonstrated by graduates: | LEARNING OUTCOMES: The |
|---|---|---|
| | | levels of achievement required by |
| | | graduates. |
| | | The graduate has reliably |
| | | demonstrated the ability to: |
| COMMUNICATION | • Reading • Writing • Speaking • Listening • Presenting • Visual literacy | |
| NUMERACY | • Understanding and applying mathematical concepts and reasoning • Analyzing and using numerical data • Conceptualizing | |
| CRITICAL THINKING & PROBLEM SOLVING | • Analyzing • Synthesizing • Evaluating • Decision making • Creative and innovative thinking | |
| SKILL CATEGORY | DEFINING SKILLS: Skill areas to be demonstrated by graduates: | LEARNING OUTCOMES: The |
|---|---|---|
| | | levels of achievement required by |
| | | graduates. |
| | | The graduate has reliably |
| | | demonstrated the ability to: |
| INFORMATION MANAGEMENT | • Gathering and managing information • Selecting and using appropriate tools and technology for a task or a project • Computer literacy • Internet skills | |
| INTERPERSONAL | • Teamwork • Relationship management • Conflict resolution • Leadership • Networking | |
| PERSONAL | • Managing self • Managing change and being flexible and adaptable • Engaging in reflective practices • Demonstrating personal responsibility | |
IV. General Education Requirement
All graduates of the Child and Youth Care (Ontario College Advanced Diploma) program must have met the general education requirement described on the following pages, in addition to achieving the vocational and essential employability skills learning outcomes.
Requirement
The General Education Requirement for programs of instruction is stipulated in the Credentials Framework (Appendix A in the Minister's Binding Policy Directive Framework for Programs of Instruction).
In programs of instruction leading to either an Ontario College Diploma or an Ontario College Advanced Diploma, it is required that graduates have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically be accomplished by students taking 3 to 5 courses (or the equivalent) designed discretely and separately from vocational learning opportunities.
This general education learning would normally be delivered using a combination of required and elective processes.
Purpose
The purpose of General Education in the Ontario college system is to contribute to the development of citizens who are conscious of the diversity, complexity and richness of the human experience; who are able to establish meaning through this consciousness; and who, as a result, are able to contribute thoughtfully, creatively and positively to the society in which they live and work.
General Education strengthens students' essential employability skills, such as critical analysis, problem solving and communication, in the context of an exploration of topics with broad-based personal and/or societal importance.
Themes
The themes listed below will be used to provide direction to colleges in the development and identification of courses that are designed to fulfill the General Education Requirement for programs of instructions.
Each theme provides a statement of Rationale and offers suggestions related to more specific topic areas that could be explored within each area. These suggestions are neither prescriptive nor exhaustive. They are included to provide guidance regarding the nature and scope of content that would be judged as meeting the intent and overall goals of General Education.
1. Arts in Society:
Rationale:
The capacity of a person to recognize and evaluate artistic and creative achievements is useful in many aspects of his/her life. Since artistic expression is a fundamentally human activity, which both reflects and anticipates developments in the larger culture, its study will enhance the student's cultural and self-awareness.
Content:
Courses in this area should provide students with an understanding of the importance of visual and creative arts in human affairs, of the artist's and writer's perceptions of the world and the means by which those perceptions are translated into the language of literature and artistic expression. They will also provide an appreciation of the aesthetic values used in examining works of art and possibly, a direct experience in expressing perceptions in an artistic medium.
2. Civic Life:
Rationale:
In order for individuals to live responsibly and to reach their potential as individuals and as citizens of society, they need to understand the patterns of human relationships that underlie the orderly interactions of a society's various structural units. Informed people will have knowledge of the meaning of civic life in relation to diverse communities at the local, national and global level and an awareness of international issues and the effects of these on Canada, as well as Canada's place in the international community.
Content:
Courses in this area should provide students with an understanding of the meaning of freedoms, rights and participation in community and public life, in addition to a working knowledge of the structure and function of various levels of government (municipal, provincial, national) in a Canadian and/or in an international context. They may also provide an historical understanding of major political issues affecting relations between the various levels of government in Canada and their constituents.
3. Social and Cultural Understanding:
Rationale:
Knowledge of the patterns and precedents of the past provide the means for a person to gain an awareness of his or her place in contemporary culture and society. In addition to this awareness, students will acquire a sense of the main currents of their culture and that of other cultures over an extended period of time in order to link personal history to the broader study of culture.
Content:
Courses in this area are those that deal broadly with major social and cultural themes. These courses may also stress the nature and validity of historical evidence and the variety of historical interpretation of events. Courses will provide the students with a view and understanding of the impact of cultural, social, ethnic or linguistic characteristics.
4. Personal Understanding:
Rationale:
Educated people are equipped for life-long understanding and development of themselves as integrated physiological and psychological entities. They are aware of the ideal need to be fully functioning persons: mentally, physically, emotionally, socially, spiritually and vocationally.
Content:
Courses in this area will focus on understanding the individual: his or her evolution; situation; relationship with others; place in the environment and universe; achievements and problems; and his or her meaning and purpose. They will also allow students the opportunity to study institutionalized human social behaviour in a systematic way. Courses fulfilling this requirement may be oriented to the study of the individual within a variety of contexts.
5. Science and Technology:
Rationale:
Matter and energy are universal concepts in science, forming a basis for understanding the interactions that occur in living and non-living systems in our universe. Study in this area provides an understanding of the behaviour of matter that provides a foundation for further scientific study and the creation of broader understanding about natural phenomena
Similarly, the various applications and developments in the area of technology have an increasing impact on all aspects of human endeavour and have numerous social, economic and philosophical implications. For example, the operation of computers to process data at high speed has invoked an interaction between machines and the human mind that is unique in human history. This and other technological developments have a powerful impact on how we deal with many of the complex questions in our society.
Content:
Courses in this area should stress scientific inquiry and deal with basic or fundamental questions of science rather than applied ones. They may be formulated from traditional basic courses in such areas of study as biology, chemistry, physics, astronomy, geology or agriculture. As well, courses related to understanding the role and functions of computers (e.g., data management and information processing) and assorted computer-related technologies should be offered in a non-applied manner to provide students with an opportunity to explore the impact of these concepts and practices on their lives. | <urn:uuid:2656bfe5-0e71-43f3-bbdf-e90792817f1a> | CC-MAIN-2019-43 | http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/humserv/60701e.pdf | 2019-10-19T15:11:51Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00249.warc.gz | 309,460,049 | 8,182 | eng_Latn | eng_Latn | 0.983989 | eng_Latn | 0.991437 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
250,
1872,
2548,
2567,
4668,
7127,
7752,
10971,
11975,
13910,
15923,
18453,
18842,
20990,
23464,
23908,
25637,
28116,
28351,
29698,
31115,
34133,
35695,
37067,
38469,
39186,
40946,
42945,
45058,
46577
] | [
1.1484375,
2.484375
] | 3 | 2 |
Section D
* This section has five questions
* You must answer only four out of the five questions
* This section is marked out of 100
* The marks achieved in this section account for 50% of your final exam result
Instructions:
Answer four out of the five questions. Question 1 is compulsory. Answer three out of the remaining four questions (Questions 2, 3, 4, 5). All questions carry equal marks. Remember always to explain how you reached your conclusion. Calculators are permitted.
Question 1
(a) A curve F has equation x 2 + y 2 =u where u is a positive constant. Sketch the curve in the positive quadrant of the (x,y)-plane. Make sure you explain your reasoning.
(6)
(b) A curve C has equation x 3 5 y 2 5 =u where u is a positive constant.
Find an expression for d 2 y d x 2 .
(c) In the positive quadrant of the (x,y)-plane, sketch the curve x 3 5 y 2 5 =u for some positive value of u . Make sure you explain your reasoning.
(6)
(d) Find the solutions to the simultaneous equations
where p , s and m are positive constants.
Question 2
(a) A group of students were questioned for an education survey and 3 4 were found to attend lectures regularly. When questioned about their exam results at the end of the year, 5 8 said they were satisfied with their marks and, of those who were satisfied, 19 20 regularly attended lectures during the year.
Find the probability that a randomly selected member of the group
(i) attended lectures and was satisfied with their result,
(5)
(ii) did not attend lectures and was not satisfied with the result.
(5)
(b) Find the exact solution(s) to the following equations:
(i) 2 x −2 x−2 =48
(5)
(ii) ln( y )+ln (3)=2ln(9)
(5)
(iii) e z +6 e−z =7
(a) Amrit inherited a large sum of money that he keeps in a savings account. The yearly interest rate is 5% and he withdraws the interest at the end of each year, just after it is paid. Amrit's only income is the interest he gets on this money and there is a 40% income tax rate.
(i) If Amrit gets £14,400 in interest (after tax), how much money does he have in his savings account?
(3)
(ii) Assume the government changes its tax policy: instead of taxing the returns to savings, wealth itself is taxed. Which tax rate would generate the same yearly revenue for the government, assuming that wealth is taxed immediately after interest payments are realised? Assuming Amrit continues to withdraw the amount of money every year that leaves his wealth constant – are there any changes to his income due to the change in the tax policy?
(7)
(b) Sarah wants to buy a car for £28,000 and has made the following plan to finance it: Every month, she deposits an amount Y into a savings account that has a monthly interest rate of 7%. She intends to choose Y such that she will have the necessary £28,000 in exactly 2 years.
(i) Clearly explain why the monthly deposits will satisfy the following equation:
28,000=Y+Y(1.07)+Y(1.07)
2
+... +Y(1.07)
23
(ii) Calculate the value of Y to two decimal places.
(5)
(iii) If Sarah were to increase the monthly deposits to £700, after how many months would she have enough money to buy the car?
(5)
Question 4
The production of quantity x (for x≥0 ) of a widget generates a revenue given by R( x )= px and
(a) For x >0 , find the profit function π( x)=R(x )−C ( x) and the value of x that maximises profits. Explain your reason for choosing this value carefully.
(7)
(b) For x≥0 , explain carefully why it is the case that:
If p>√12−3, then the maximum value of π(x) occurs when x=p+3;
if 0≤ p<√12−3 , then the maximum value of π( x) is zero.
(c) For p=√12−3 , find the value of x that maximises π( x) and give your reason for choosing this value of x .
(13)
(a) Consider the function g ( x)=ax 2 −4x+b , a ,b∈ℝ.
(i) For what values of a and b does g ( x) have a stationary point?
(ii) For what values of a and b does it have a maximum?
(iii) For what values of a and b does it have a minimum?
(b) Consider the function f ( x )=ln [(2−e x ) 5 ]
(i)Find the first and
(ii) second derivative of f (x ) . Simplify your answers as far as possible.
(c) Consider the function f ( x )=exp[− ( x − 5 ) 2 10 ]
(i) For what values of x is f ( x ) positive? For what values of x is it negative?
(ii) For what values of x is f ( x ) increasing? For what values of x is it decreasing?
(iii) Find and classify any stationary points of f ( x )
(4)
(2)
(2)
(4)
(2)
(2)
(5) | <urn:uuid:ab05087b-f105-4e18-b1f8-948b3c6e2fa5> | CC-MAIN-2019-43 | http://www.lse.ac.uk/study-at-lse/Undergraduate/Assets/PDF/Section-D-2013.pdf | 2019-10-19T16:06:02Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00256.warc.gz | 273,477,727 | 1,197 | eng_Latn | eng_Latn | 0.979839 | eng_Latn | 0.997742 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
803,
1056,
1723,
3167,
3736,
4443
] | [
3.234375
] | 1 | 0 |
COMPUTER SCIENCE
ATAR COURSE
Year 11 syllabus
IMPORTANT INFORMATION
This syllabus is effective from 1 January 2015.
Users of this syllabus are responsible for checking its currency.
Syllabuses are formally reviewed by the School Curriculum and Standards Authority on a cyclical basis, typically every five years.
Copyright
© School Curriculum and Standards Authority, 2014.
This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority's moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution-NonCommercial 3.0 Australia licence
Content
Rationale
The Computer Science ATAR course focuses on the fundamental principles, concepts and skills within the field of computing and provides students with opportunities to develop flexibility and adaptability in the application of these, in the roles of developers and users. The underpinning knowledge and skills in computer science are practically applied to the development of computer systems and software, and the connectivity between computers, peripheral devices and software used in the home, workplace and in education is examined. Students develop problem-solving abilities and technical skills as they learn how to diagnose and solve problems in the course of understanding the building blocks of computing.
In this course, the impact of technological developments on the personal, social and professional lives of individuals, businesses and communities is investigated. The ethical, moral and legal factors that influence developments in computing are explored so that students recognise the consequences of decisions made by developers and users in respect to the development and use of technology.
This course provides students with practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society. It provides a sound understanding of computing to support students pursuing further studies in related fields.
Course outcomes
The Computer Science ATAR course is designed to facilitate achievement of the following outcomes.
Outcome 1 – Technology process
Students apply a technology process to develop computer-based systems.
In achieving this outcome, students:
* investigate ideas and generate proposals
* develop solutions that meet specifications and recognised standards
* evaluate computer-based solutions.
Outcome 2 – Knowledge and understanding of computer-based systems
Students understand the design, application and interactions of hardware and software in computer-based systems.
In achieving this outcome, students:
* understand the appropriate selection and application of computer-based system components
* understand the nature of the interactions between the elements of computer-based systems
* understand the concepts associated with computer-based systems.
Outcome 3 – Skills for computer-based systems
Students apply skills to maintain, adapt or develop computer-based systems.
In achieving this outcome, students:
* apply a range of problem-solving techniques when maintaining or developing computer-based systems
* apply a range of conventions and standards when implementing a maintenance or development solution
* apply organisational skills to identify and use appropriate hardware and software resources when maintaining or developing a computer-based system.
Outcome 4 – Computer-based systems in society
Students understand the interrelationships between the development and use of computer-based systems, the individual and society.
In achieving this outcome, students:
* understand that developers' attitudes and values affect the development of computer-based systems
* understand that users' attitudes and values affect the development and use of computer-based systems
* understand there are legal, societal and ethical impacts when computer-based systems are developed and adopted.
Organisation
This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12.
Structure of the syllabus
The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.
Unit 1 – Developing computer-based systems and producing spreadsheet and database solutions
The focus for this unit is developing computer-based systems and producing spreadsheet and database solutions. Students are introduced to the internal, interrelating components of computer-based systems in an industry context. They examine a variety of systems, build on their spreadsheet and database skills and gain an appreciation of how these concepts and technologies are used in industry.
Unit 2 – Developing computer-based systems solutions and communications
The focus for this unit is developing computer-based systems solutions and communications. Students are introduced to networking concepts, as applied to industry. Through the use of algorithms, students develop programming skills. They create solutions exploring the ethical, legal and societal implications of industrybased applications.
Each unit includes:
* a unit description – a short description of the purpose of the unit
* unit content – the content to be taught and learned.
Organisation of content
The unit content includes both theoretical aspects (Knowledge) and practical aspects (Skills).
The course is divided into five content areas.
Unit 1 is divided into two content areas:
* Systems analysis and development
* Managing data.
Unit 2 is divided into three content areas:
* Developing software
* Programming
* Networks and communications.
Systems analysis and development
The functions and technical capabilities of systems, how components are configured to form a computer system, and factors which affect the design of an information system, are explored. The compatibility of components, output, bandwidth considerations, and usability, security, health and safety considerations are explored. Evaluations of systems, devices or components are conducted while acquiring computer hardware knowledge and skills.
Managing data
The distinction between data and information, including the different types of data (including text and number) and the varied representation of data within a computer is addressed. The representation of data types, the graphical representation of data, how data is stored into separate entities using a relational database and the process of normalisation are examined.
Developing software
A Systems Development Cycle (SDC) that includes some basic systems engineering and the application of standards is applied. How a developer's interactions with users affect the development and use of the system is investigated. Various methods of developing software systems and the problems associated with connecting systems in an increasingly global environment are addressed. The different perspectives of users and developers to the development and use of computer-based systems are explored.
Programming
The different types of programming languages (first, second, third and fourth generation, procedural, non-procedural, object-oriented and scripting languages) are investigated. The basic constructs of sequence, selection and iteration are examined. The analysing and breaking down of problems into small, self-contained units for which procedures or functions are created in a programming language is addressed. The passing of parameters to procedures, functions and modules are explored. This includes the means by which records, files and databases in an application are accessed and an understanding of the operation of compilers and interpreters is developed.
Networks and communications
The various structures and components of a network, including the communication media used to combine them are examined. The convergence of technologies, which involves the integration of computers and communication hardware, is investigated. Similarly, the design and creation of networks of various configurations, as well as connecting networks of different types, are investigated. The application of connectivity standards, relating to networks and the internet is addressed. Communication software models, and standards; the types, purpose and use of protocols, servers and operating systems in communications; and software and the aspects to consider in network security are explored.
Resources
It is recommended that for delivery of the Computer Science ATAR course, students have access to the following resources:
* computers with access to the internet
* peripheral devices, including:
[x] scanner/photocopier/printer (multi-function device)
[x] printers
* applications software
[x] spreadsheet software
[x] word processing software
[x] presentation software
[x] multimedia software
[x] personal communication software
[x] collaborative management software
[x] browser software
[x] web-authoring software
Programming language
There is no prescribed programming language for the Computer Science ATAR course. However, to meet the assessment requirements for this syllabus, it is required that students use a programming language that enables the:
* development of a purpose-designed software solution
* design, creation, modification, testing, evaluation and documentation of programs
* writing, compiling, interpretation, testing and debugging of code
* use and development of a user interface.
For this course, the programming language should provide the student with opportunity to:
* use control structures, including sequence, selection and iteration
* construct and use data structures, including arrays and records
* design and implement data validation techniques
* apply modularised and structured programming methods using modularisation and parameter passing.
There is no requirement within the Computer Science ATAR course to create a user interface, unless required for a particular programming language (e.g. PHP).
The suggested programming languages for the Computer Science ATAR course are:
* Visual Basic
* Pascal
* Python
* PHP
* Java
* C#
* Javascript.
Database management systems
There is no prescribed database management system for the Computer Science ATAR course. However, to meet the assessment requirements for this syllabus, it is required that students use a database management system that enables the:
* development of a purpose-designed database solution
* design, creation, modification, testing and evaluation of a database solution
* creation of tables, queries, forms and reports
* use and development of a user interface.
The database management systems should provide the student with opportunity to:
* create a working relational database
* construct simple queries using SQL within one or two tables
* construct queries across multiple tables using a database tool
* apply programmed control structures
* develop and use a user interface.
The suggested database management system software for the Computer Science ATAR course are:
* Microsoft Access
* MySQL
* FileMaker
* FoxPro
* Paradox.
Progression from the Year 7–10 curriculum
This syllabus continues to develop student learning around the knowledge, understandings and skills within the Year 7–10 Digital Technologies curriculum and focuses on the components of digital systems (software, hardware and networks) and their use; the representation of data; and how data are represented and structured symbolically.
This syllabus also continues to develop the students' skills with the production of digital solutions through; collecting, managing and analysing data, defining problems, designing solutions, implementing and evaluating solutions, and communicating, collaborating and managing projects.
Representation of the general capabilities
The general capabilities encompass the knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the twenty-first century. Teachers may find opportunities to incorporate the capabilities into the teaching and learning program for the Computer Science ATAR course. The general capabilities are not assessed unless they are identified within the specified unit content.
Literacy
Students become literate as they develop the knowledge, skills and dispositions to use and interpret language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.
In the Computer Science ATAR course, students develop literacy capability as they learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; recognise how language can be used to manipulate meaning; and read and interpret detailed written instructions. They learn to understand and use language to discuss and communicate information, concepts and ideas related to the course.
By learning the literacy of computer science, students understand that language varies according to context and they increase their ability to use language flexibly. Computer science vocabulary is often technical and includes specific terms for concepts, processes and production. Students learn to understand that much technological information is presented in the form of drawings, diagrams, flow charts, models, tables and graphs. They also learn the importance of listening and talking when learning about technologies processes, especially in articulating, questioning and evaluating ideas.
Numeracy
Students become numerate as they develop the knowledge and skills to use mathematics confidently across other learning areas at school and in their lives more broadly. Numeracy involves students in recognising and understanding the role of mathematics in the world, and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
In the Computer Science ATAR course, students work with the concepts of number, geometry, scale and proportion. They use models, create accurate technical drawings, work with digital models and use computational thinking in decision-making processes when designing and creating best-fit solutions.
Information and communication technology capability
Students develop information and communication technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them. They adapt to new ways of doing things as technologies evolve, and limit the risks to themselves and others in a digital environment.
In the Computer Science ATAR course, students create solutions that consider social and environmental factors when operating digital systems with digital information. They develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking. They apply this when they investigate, communicate and create purpose-designed digital solutions. Students learn to formulate problems, logically organise and analyse data, and represent it in abstract forms. They automate solutions through algorithmic logic. Students decide the best combinations of data, procedures and human and physical resources to generate efficient and effective digital solutions.
Critical and creative thinking
Students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions, such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
In the Computer Science ATAR course, students develop capability in critical and creative thinking as they imagine, generate, develop, produce and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking. They identify, explore and clarify technologies, information and use that knowledge in a range of situations. In the Computer Science ATAR course, students think critically and creatively. They consider how data and information systems impact on our lives, and how these elements might be better designed and managed.
Personal and social capability
Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students in a range of practices, including recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.
In the Computer Science ATAR course, students develop personal and social capability as they engage in project management and development in a collaborative workspace. They direct their own learning, plan and carry out investigations, and become independent learners who can apply design thinking, technologies understanding and skills when making decisions. Students develop social and employability skills through working cooperatively in teams, sharing resources, tools, equipment and processes, making group decisions, resolving conflict and showing leadership. Designing and innovation involve a degree of risk-taking and as students work with the uncertainty of sharing new ideas they develop resilience.
The Computer Science ATAR course enhances students' personal and social capability by developing their social awareness. Students develop understanding of diversity by researching and identifying user needs. They develop social responsibility through the understanding of empathy with and respect for others.
Ethical understanding
Students develop ethical understanding as they identify and investigate concepts, values, character traits and principles, and understand how reasoning can help ethical judgement. Ethical understanding involves students in building a strong personal, socially oriented, and ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.
In the Computer Science ATAR course, students develop the capacity to understand and apply ethical and socially responsible principles when collaborating with others and when creating, sharing and using technologies data, processes, tools and equipment. In the Computer Science ATAR course, students consider their own roles and responsibilities as discerning citizens, and learn to detect bias and inaccuracies. Understanding the protection of data, intellectual property and individual privacy in the school environment helps students to be ethical digital citizens.
Intercultural understanding
Students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about, and engaging with, diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
In the Computer Science ATAR course, students consider how technologies are used in diverse communities at local, national, regional and global levels, including their impact and potential to transform people's lives. They explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries.
Representation of the cross-curriculum priorities
The cross-curriculum priorities address the contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Computer Science ATAR course. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content.
Aboriginal and Torres Strait Islander histories and cultures
The Computer Science ATAR course may provide opportunities for students to explore creative, engaging and diverse learning contexts for students to value and appreciate the contribution by the world's oldest continuous living cultures to past, present and emerging technologies.
Asia and Australia's engagement with Asia
The Computer Science ATAR course may provide opportunities for students to explore contemporary and emerging technological achievements that the Asia region and Pacific region have made, and continue to make, to global technological advances, including; innovation in hardware and software design and development; the regions' role in outsourcing of information and communications technology (ICT) services; and globalisation. Students could also consider the contribution of Australia's contemporary and emerging technological achievements to Asia and Pacific regions.
Sustainability
The Computer Science ATAR course may provide opportunities for students, within authentic contexts, to choose and evaluate digital technologies and information systems with regard to risks and opportunities they present. They may also evaluate the extent to which digital solutions can embrace and promote sustainable practices.
Unit 1 – Developing computer-based systems and producing spreadsheet and database solutions
Unit description
The focus for this unit is developing computer-based systems and producing spreadsheet and database solutions. Students are introduced to the internal, interrelating components of computer-based systems in an industry context. They examine a variety of systems, build on spreadsheet and database skills and gain an appreciation of how these concepts and technologies are used in industry.
Unit content
This unit includes the knowledge, understandings and skills described below.
The unit content includes theoretical aspects (Knowledge) and practical aspects (Skills) organised into two content areas:
* Systems analysis and development
* Managing data
Typically, approximately 60 percent of class time would be allocated for the Managing data content and approximately 40 percent would be allocated for Systems analysis and development content.
Systems analysis and development
Knowledge
* concept of project management, including:
[x] planning
[x] scheduling
[x] budgeting
[x] tracking
* types of system development methodologies
[x] prototyping
[x] system development life cycle (SDLC)
* stages of the SDLC
[x] preliminary analysis
[x] analysis
[x] design
[x] development
[x] implementation
[x] evaluation and maintenance
* systems development documentation as a part of the SDLC
[x] context diagrams using Yourdon/DeMarco notation
[x] data flow diagrams (DFD) using Yourdon/DeMarco notation
Skills
* analyse context diagrams and data flow diagrams
* apply context and data flow diagrams using Yourdon/DeMarco notation, as a part of the SDLC
[x] create context diagrams
[x] create Level 0 DFD's (maximum four processes), applying correct symbols and rules and defining system boundaries
Knowledge
* types of primary and secondary storage, including:
[x] random access memory (RAM)
[x] read only memory (ROM)
[x] cache
[x] mechanical disk
[x] solid state drive (SSD)
* concept of boot process (power up to OS booting, including POST)
* storage capacities, including:
[x] bit
[x] byte
[x] kilobyte
[x] megabyte
[x] gigabyte
[x] terabyte
* hardware and software components for a computer system designed for a specific purpose, including:
[x] input
[x]
output
[x] processing
[x] storage (primary and secondary)
* role of standard operating environment (SOE)
* role of components in the central processing unit (CPU)
[x] arithmetic logic unit (ALU)
[x] control unit (CU)
[x] registers
[x] program counter
[x] system clock
[x] data, address and control bus
* concept of the fetch-execute cycle
* troubleshooting strategies, including:
[x] diagnosis of fault
[x] implement a solution
[x] document troubleshooting procedure
* appropriate physical preventative maintenance measures
* purpose of an ICT code of conduct
* ethics in the development and use of ICT systems
* piracy considerations in the development and use of ICT systems
* digital communications etiquette when using ICT systems
Managing data
Knowledge
* spreadsheet terms, including:
[x] cell
[x] formula
[x] label
[x] functions (sum, average, max, min, count, countif)
[x] worksheet
[x] lookup tables (hlookup, vlookup)
Skills
* create solutions using a spreadsheet application using:
[x] functions
[x] charts
[x] lookup table
[x] sorting
Knowledge
* hierarchical structure of data
[x] character/byte
[x] field/attribute
[x] record/tuple
[x] table/entity/relation
* data protection methods, including:
[x] encryption
o private key
o public key
[x] authentication
o passwords
o biometrics
o digital signature
* data types, including:
[x] number
[x] date/time
[x] currency
[x] text (string)
[x] Boolean (true/false)
* database terms
[x] data, field, record, relation, atomicity
[x] data integrity
[x] data redundancy
* ethical and legal issues relating to the personal use and storage of data
* legal requirement and implication of information kept by various organisations about individuals
* design considerations for visual interfaces and navigation systems within database systems
* purpose of database documentation for the user
*
data modelling using Chen's notation entity relationships diagrams
Skills
* resolve simple many to many (M:N) relationship in a multi-table relational database system (maximum three entities)
* create using Chen's notation entity relationship (ER) diagrams for a simple database solution (maximum three entities)
* create a working relational multi-table database using:
[x] data types
[x] relations
[x] primary and foreign keys
[x] relationships
[x] cardinality (1:1, 1:M, M:1, M:N)
[x] validation rules
[x] forms
[x] reports
[x] queries
* create a visual interface for a database
* create database documentation
Unit 2 – Developing computer-based systems solutions and communications
Unit description
The focus for this unit is developing computer-based systems solutions and communications. Students are introduced to networking concepts, as applied to industry. Through the use of algorithms, students develop programming skills. They create solutions exploring the ethical, legal and societal implications of industrybased applications.
Unit content
This unit includes knowledge, understandings and skills to the degree of complexity described below. The unit content includes theoretical aspects (Knowledge) and practical aspects (Skills) organised into three content areas:
* Developing software
* Programming
* Networks and communications
Typically, approximately 60 percent of class time would be allocated for the Programming content, approximately 20 percent would be allocated for Developing software content, and approximately 20 percent would be allocated for Networks and communications content.
Developing software
Knowledge
* evolution of programming languages
[x] machine
[x] assembler
[x] procedural
[x] non-procedural
[x] object-oriented
* purpose and function of software to operate a computer system
[x] operating systems
[x]
utility software
o file compression
o defragmenter
o anti-virus
o anti-malware
[x]
application software
* requirements for software licensing, including:
[x] freeware
[x] open source
[x] shareware
* stages of the software development cycle (SDC)
[x] state the problem
[x] plan and design
[x] develop
[x] test
[x] evaluate
* factors affecting the development of software, including:
[x] user needs
[x]
user interface
Skills
* create a system solution using the SDC
* apply software development requirements
Programming
Knowledge
* characteristics of data types
[x] integer
[x] real (floating point number)
[x] Boolean
[x] character
* appropriate naming conventions for variables
* types of code, including:
[x] source
[x] executable
* types of control structures, including:
[x] sequence
[x] selection
o one-way (if then)
o two-way (if then else)
o multi-way (case, nested if)
[x] iteration
o test first (while)
o test last (repeat until)
o fixed (for)
* types of program or code errors, including:
[x] syntax errors
[x] run-time errors
[x] logical errors
* modelling of an algorithm using trace tables to test for logic
* purpose of internal and external documentation
* modelling of an algorithm using flow charts
Skills
* create flow charts to represent a programming solution
* use pseudocode to represent a programming solution
* apply, using pseudocode and a programming language, the following programming concepts:
[x] constants
[x] variables
* apply, using pseudocode and a programming language, the following control structures:
[x] sequence
[x] selection
o one-way (if then)
o two-way (if then else)
o
multi-way (case, nested if)
[x] iteration
o test first (while)
o test last (repeat until)
o fixed (for)
* apply, using pseudocode and a programming language, the following techniques:
[x] develop internal and external documentation
[x] select and apply suitable test data for checking the solution
[x] use trace tables to test for and debug logic errors
* apply the SDC to create digital solutions
* use of the following number systems within a computer
[x] binary
[x] decimal
[x] hexadecimal
Networks and communications
Knowledge
* functions of the following computer hardware components required for industry networks:
[x] router
[x] switch
[x] firewall
[x] modem
[x] network interface card (NIC)
[x] wireless access point (WAP)
[x] bridge
* types of communication networks
[x] personal area network (PAN)
[x] local area network (LAN)
[x] wide area network (WAN)
[x] worldwide interoperability for microwave access (WiMAX)
[x] wireless (PAN, LAN, WAN)
* technologies appropriate for the implementation of a client/server and peer-to-peer network
* star network topology
* diagrammatic representation of network topologies for LAN and WAN
* characteristics of transmission media, including:
[x] twisted pair (unshielded twisted pair [UTP] and shielded twisted pair [STP])
[x] fibre optic
[x]
satellite
[x] microwave
[x] cellular
[x] wireless
* communication terms
[x] protocols
[x] digital
[x] analogue
[x] ethernet
[x] bandwidth
* types of communication protocols, including:
[x] file transfer protocol (FTP)
[x] hypertext transfer protocol (HTTP)
[x] hypertext transfer protocol secure (HTTPS)
[x] simple mail transfer protocol (SMTP)
[x] wireless access protocol (WAP)
* methods used to ensure security of information over the internet, including:
[x] authentication
[x] encryption
[x] firewalls
* types of malware, including:
[x] viruses
[x] worms
[x] trojans
[x] spyware
Skills
* create network diagrams using CISCO network diagram conventions to represent network topologies for LAN and WAN
School-based assessment
The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school-based assessment that needs to be read in conjunction with this syllabus. Teachers design school-based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the Computer Science ATAR Year 11 syllabus and the weighting for each assessment type.
Assessment table – Year 11
| | Type of assessment | Weighting |
|---|---|---|
| Project The student is required to develop a spreadsheet and/or database and/or software system by using the system development life cycle and/or software development cycle. Students are provided with stimulus material on which the project is based. Stimulus material can include: diagrams; extracts from newspaper and/or journal articles; flow charts; trace tables; algorithms and/or algorithm segments (in pseudocode); and/or screen captures or representations of spreadsheets, databases and/or programs. Diagrams can include: entity relationship diagrams, computer system diagrams, network diagrams, context diagrams and/or Level 0 logical data flow diagrams. The student is required to research ideas; implement a database and/or software system using a database management system and programming language, to develop and evaluate solutions; and manage processes throughout production. | | |
| Theory test Tests typically consist of a combination of questions requiring short and extended answers. Short answer questions can be a mix of closed and open items that can be scaffolded or sectionalised. The student can be required to explain concepts, apply knowledge, analyse and/or interpret data and/or refer to stimulus material. Stimulus material can include: diagrams; extracts from newspaper and/or journal articles; flow charts; trace tables; algorithms and/or algorithm segments (in pseudocode); and/or screen captures or representations of spreadsheets, databases and/or programs. Diagrams can include: entity relationship diagrams, computer system diagrams, network diagrams, context diagrams and/or Level 0 logical data flow diagrams. Extended answer questions can be a mix of closed and open items that can be scaffolded or sectionalised typically with an increasing level of complexity. The student can be required to apply knowledge and/or critical thinking skills; analyse and/or interpret data, extended algorithms, relational databases, spreadsheets, tables and/or diagrams; devise labelled diagrams, and/or solutions (or parts of solutions). Some questions can require the student to refer to stimulus material. Stimulus material can include: diagrams; extracts from newspaper and/or journal articles; flow charts; trace tables; algorithms and/or algorithm segments (in pseudocode); and/or screen captures or representations of spreadsheets, databases and/or programs. Diagrams can include: entity relationship diagrams, computer system diagrams, network diagrams, context diagrams and/or Level 0 logical data flow diagrams. | | |
| Practical test Tests typically consist of a set of questions requiring the use of spreadsheet software, a programming language and/or a relational database management system. Spreadsheet skills assessed include creating spreadsheets that include functions, charts, lookup tables and sorting data. Programming skills assessed include: writing code; and/or compiling, testing and/or debugging program code. Database skills assessed include: creating fields, data types, keys for tables, queries, forms and/or reports. | | |
| Examination Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course. | | |
Teachers are required to use the assessment table to develop an assessment outline for the pair of units (or for a single unit where only one is being studied).
The assessment outline must:
* include a set of assessment tasks
* include a general description of each task
* indicate the unit content to be assessed
* indicate a weighting for each task and each assessment type
* include the approximate timing of each task (for example, the week the task is conducted, or the issue and submission dates for an extended task).
In the assessment outline for the pair of units, each assessment type must be included at least twice. In the assessment outline where a single unit is being studied, each assessment type must be included at least once, with the exception of Project, which could be a combined task based on both units.
The set of assessment tasks must provide a representative sampling of the content for Unit 1 and Unit 2. At least one practical programming task and one practical database task must be conducted under test conditions across the year.
Assessment tasks not administered under test/controlled conditions require appropriate validation/authentication processes.
Grading
Schools report student achievement in terms of the following grades:
| | Grade | | Interpretation |
|---|---|---|---|
| A | | Excellent achievement | |
| B | | High achievement | |
| C | | Satisfactory achievement | |
| D | | Limited achievement | |
| E | | Very low achievement | |
The teacher prepares a ranked list and assigns the student a grade for the pair of units (or for a unit where only one unit is being studied). The grade is based on the student's overall performance as judged by reference to a set of pre-determined standards. These standards are defined by grade descriptions and annotated work samples. The grade descriptions for the Computer Science ATAR Year 11 syllabus are provided in Appendix 1. They can also be accessed, together with annotated work samples, through the Guide to Grades link on the course page of the Authority website at www.scsa.wa.edu.au
To be assigned a grade, a student must have had the opportunity to complete the education program, including the assessment program (unless the school accepts that there are exceptional and justifiable circumstances).
Refer to the WACE Manual for further information about the use of a ranked list in the process of assigning grades.
Appendix 1 – Grade descriptions Year 11
Knowledge and understanding
Accurately uses computer science terminology, and describes processes and concepts in context and with justifications.
Systems development processes
Conducts a detailed analysis of an information system using an appropriate methodology, uses system requirements to recommend and justify a digital solution and presents alternative solutions where relevant.
Compares systems development methodologies and justifies an appropriate method for developing a system.
Accurately represents information systems using context and Level 0 data flow diagrams.
Data management skills
Consistently constructs efficient and appropriate multi-table relational databases accurately reflecting system requirements and uses a range of appropriate query techniques to extract relevant data. Consistently constructs accurate spreadsheet solutions reflecting system requirements, using appropriate functions, charts, lookup tables and sorting.
Consistently constructs appropriate entity relationship diagrams accurately reflecting system requirements, including relevant use of diagrammatic conventions, relationships, cardinality, attributes and primary and foreign keys.
Programming skills
Accurately applies appropriate programming control structures in pseudocode and a programming language accurately reflecting system requirements.
Designs and creates flowcharts and pseudocode to represent complex algorithms with appropriate use of standards and conventions.
Successfully designs, creates and applies appropriate test data and trace tables to accurately and efficiently validate data and resolve algorithmic logic.
Consistently and successfully applies the software development cycle to create an effective software solution that accurately reflects system requirements.
Knowledge and understanding
Accurately uses computer science terminology, and describes processes and concepts in context.
Systems development processes
Conducts an analysis of an information system using an appropriate methodology, and recommends and justifies a digital solution based on relevant system requirements.
Compares systems development methodologies and attempts to justify an appropriate method for developing a system.
Appropriately represents information systems using context and Level 0 data flow diagrams.
Data management skills
Constructs functional spreadsheets solutions reflecting system requirements, using functions, charts lookup tables and sorting.
Constructs appropriate entity relationship diagrams, reflecting system requirements including relevant use of diagrammatic conventions, relationships, cardinality, attributes and primary and foreign keys. Constructs appropriate multi-table relational databases accurately reflecting system requirements and using appropriate queries to extract relevant data.
Programming skills
Designs, creates and applies appropriate test data and trace tables to accurately validate data and resolve algorithmic logic.
Designs and creates flowcharts and pseudocode with appropriate use of standards and conventions. Applies appropriate programming control structures in pseudocode and a programming language to reflect system requirements.
Successfully applies the software development cycle to create an appropriate software solution that reflects system requirements.
A
B
C
D
E
Knowledge and understanding
Uses computer science terminology, and describes processes and concepts.
Systems development processes
Represents information systems using context and Level 0 data flow diagrams with minimal logic and
Describes the types of systems development methodologies and applies a method to create a system. Conducts an analysis of an information system using an appropriate methodology, and recommends a digital solution based on limited system requirements.
convention errors.
Correctly interprets context and data flow diagrams.
Data management skills
Correctly interprets entity relationship diagrams.
Constructs entity relationship diagrams, reflecting system requirements, including use of diagrammatic conventions, relationships, cardinality, attributes and primary and foreign keys.
Constructs a multi-table relational database, reflecting system requirements and using simple queries to extract data.
Constructs spreadsheet solutions, reflecting system requirements, using a limited range of functions, charts, lookup tables and/or sorting.
Programming skills
Applies programming control structures in pseudocode and a programming language, including minor errors in logic, code and/or convention, reflecting a limited range of system requirements.
Designs and creates flowcharts and pseudocode with appropriate use of standards and conventions.
Designs, creates and applies test data and trace tables to validate data and resolve algorithmic logic. Applies the software development cycle to create an appropriate software solution that reflects system requirements.
Knowledge and understanding
Attempts to describe computer science terminology, processes and concepts.
Systems development processes
Develops planning and presentation which is brief or incomplete and indicates limited understanding of the information system or system requirements.
Correctly lists stages in the Systems Development Life Cycle.
Conducts analysis of an information system which is incomplete and recommendations that are brief.
Attempts to represent information systems, using context diagrams with logic and convention errors. Attempts to interpret context diagrams.
Data management skills
Inaccurately interprets entity relationship diagrams.
Constructs inaccurate entity relationship diagrams with significant logic and convention errors.
Constructs an incomplete database with limited functionality.
Constructs an incomplete spreadsheet with limited functionality.
Programming skills
Develops algorithms and programs which are incomplete and inaccurate demonstrating little understanding of programming control structures.
Attempts to design and create flowcharts and represents incomplete algorithms using pseudocode with standard and convention errors.
Creates trace tables which are incomplete, inaccurate or unable to test algorithmic logic.
With guidance, applies the software development cycle, partially creating a software solution that reflects a minimum set of system requirements.
Creates test data which is incomplete, inaccurate or unable to test program functionality.
Does not meet the requirements of a D grade and/or has completed insufficient assessment tasks to be assigned a higher grade.
Appendix 2 – Glossary
This glossary is provided to enable a common understanding of the key terms in this syllabus.
| Algorithm | Instructions that specify the logic of a program. |
|---|---|
| Atomicity | Field contents which cannot be further logically divided into other fields. |
| Attribute | A name which defines a field in a database table. |
| Authentication | A system entry security measure based on user input, such as a digital signature, |
| | username and password, or forms of biometrics. |
| Bandwidth | Architecture: rate of data transfer in bits per second. |
| | Communication: range of frequencies analogue signals can be carried over |
| | (measured in hertz). |
| Benchmarking | Software or hardware performance evaluated against standardised criteria. |
| Boolean | Database: data type exhibiting only two possible conditions – true or false |
| | Programming: an expression capable of generating only two possible |
| | outcomes – true or false. |
| | Operator: AND, OR, NOT used to combine or exclude keywords in a condition |
| Byte code | Object code run on a virtual machine allowing portability across multiple |
| | platforms. |
| Cardinality | The relationship defined between two relational database entities. |
| Character | Data type, that is one byte in size, able to hold a single alphanumeric entry. |
| Computer-aided software | Software tools use to assist in the development of software during the SDC, |
| engineering (CASE) | including code generation, and the creation of Gantt and PERT charts. |
| Condition | A statement or expression for which there can only be a true or false outcome. |
| Constant | Name of a memory location whose literal content does not change during the |
| | execution of the program. |
| Context diagram | Top level diagram that graphically defines the system boundary and the flow of |
| | data between the system and external entities. |
| Control structures | Constructs that control the flow of a program’s execution; specifically, sequence, |
| | selection and iteration. |
| Convergence | Process of interlinking different technologies into a single device, |
| | for example, smart phones. |
| Data | Raw facts that represent real-world items which become information when |
| | organised. Singular – datum. |
| Data anomaly | Data inconsistencies (update, deletion and insertion) that affect the integrity of |
| | the database. |
| Data dictionary | Metadata that describes the attributes of data to be stored in a database. |
| Data duplication | Data that is physically duplicated across a database. |
| Data flow diagram (DFD) | Visual representation describing the flow of data through a system. |
| Data redundancy | Duplication of the same attributes in a table; attribute data that can be derived |
| | from other existing data. |
| Data type | The characteristics of data that can be stored in a cell, such as integer, real, |
| | Boolean and string. |
| | queried for patterns, and produce reports and charts. |
|---|---|
| Documentation | Written text that accompanies software describing attributes, characteristics |
| | and/or qualities of the program, including the code, data dictionary, user manual. |
| Domain name server (DNS) | The DNS translates host addresses (URL) into internet protocol (IP) addresses. |
| Dynamic host configuration | A protocol that automatically assigns a unique (IP) address and/or subnet mask to |
| protocol (DHCP) | a communication device joining a network. |
| Encryption | Process of encoding data via the implementation of an encryption key. |
| Entity | Database: an entity represents a table in a relational database. |
| | System: the source or sink of the data which flows into or out of a system and over |
| | which the system has no control. |
| Entity relationship (ER) | A data modelling technique allowing the graphical representation of the |
| diagram | relationships between the entities in the database. |
| Error | Syntax: an error in the source code that does not meet the requirements of the |
| | specific programming grammar structure. |
| | Logical: an error in the logic of an algorithm. |
| | Run-time: an error occurring during the running of a program. |
| Executable code | Code which has been compiled into a low-level language program; |
| | for example, .exe, .com. |
| File transfer protocol (FTP) | Standard for transferring programs and data across a network. |
| Flow chart | Graphical representation of the sequence, selection and iteration flow within an |
| | algorithm. |
| Form | User interface for data entry, modification and query. |
| Function | User defined function is a sub routine designed for a specific task which receives |
| | data via parameters and returns a single value via the function name. |
| Gantt chart | A bar chart, emphasising time, used for scheduling projects. |
| Hypertext transfer protocol | Rules (protocols) governing the transfer of files (text, media, audio, video) across |
| (HTTP) | the Internet. |
| Identifier | User defined name of a program element, including, variables, constants and |
| | arrays. |
| Integrity | Relates to the accuracy and consistency of the data. Primary areas include |
| | referential, entity and domain. |
| Keys | Primary key: an attribute which uniquely identifies a record in a table. |
| | Foreign key: an attribute in a table which refers back to a primary key in a related |
| | table. |
| | Composite key: a primary key consisting of two or more attributes. |
| Malware | Malicious software designed to covertly access a system and cause harm. |
| Module | A block of code which can exist and run alone or can call other modules. Examples |
| | may include the main module, functions, or procedures. |
| Normalisation | The process of identifying and eliminating data anomalies, duplication and |
| | redundancies, thereby improving data integrity and storage in a relational |
| | database. |
| Open source software | Collaboratively created software which is licensed to include modifiable source |
| Parameter | An argument which can be passed by value or by reference to a function or |
|---|---|
| | procedure or module. |
| Procedure | A sub routine designed to perform a specific task which does not return a value. |
| Project | Stimuli in the format of a case study or narrative presented to students |
| | undertaking a task, assignment or exam. |
| Project management | The management of a temporary task with defined start and end parameters that |
| | includes planning, budgeting, quality control, and/or human resources. |
| Protocol | Agreed formal descriptions of rules and formats used when |
| | communication/network devices exchange data. |
| Prototype | A model of a system produced using the iterative method involving design, create, |
| | and evaluate. Used in contrast to a formal SDLC method. |
| Pseudocode | Human readable description of the steps within a program, based on the |
| | algorithm. |
| Query | A method of interrogating a database to extract information. Examples include |
| | QBE and SQL. |
| Radio frequency | Low cost self-powered RF tags designed to track items, such as animals on a farm |
| identification (RFID) | or products in a shop or factory. |
| Redundant array of | Storage technology that divides and replicates data among multiple device drives. |
| inexpensive devices (RAID) | |
| Relation | A table within a (relational) database. |
| Relationship | In a relational database, the relationship describes how two tables are related to |
| | each other via the use of primary and foreign keys. |
| Report | The result of a query provided in a formalised format. |
| Resolving | The process of converting a M:N cardinality into a 1:M and M:1 set of cardinalities. |
| Simple mail transfer protocol | Internet standard protocol for transmitting (sending) email. |
| (SMTP) | |
| Software development cycle | The formalised development structure imposed upon the creation of software. |
| (SDC) | |
| Software licence | A legal instrument governing the intellectual property rights of a software creator. |
| Source code | The original readable code created by the programmer before compilation. |
| Standard operating | The specification of hardware, operating systems and application software to be |
| environment (SOE) | holistically applied across an office or organisation. |
| Statement | A line of source code. |
| String | A sequence of characters (often in quotation marks) normally consisting of |
| | alpha-numerics, symbols and/or spaces. |
| Structure chart | Graphical representation of the flow of parameters between modules and |
| | functions. |
| Structured query language | A (command line) database language that allows interrogation and manipulation |
| (SQL) | of data using the following format: |
| | Select: specifies names of fields to be used in the query |
| | From: specifies the tables the data is contained in |
| Stub | A simple program routine that stands in for a more complex routine to be written |
|---|---|
| | at a later date. |
| Syntax | The keywords and rules relating to a specific program language. |
| System | A set of elements or components that interact to accomplish a required outcome. |
| System boundary | An imaginary line separating the internal system from the outside elements. |
| Systems development life | A linear system of defined stages each of which requires completion before |
| cycle (SDLC) | commencement of the following stage. The SDLC is costly, time consuming, highly |
| | documented and with little to no user input. |
| Topology | The physical or logical configuration of a network system. |
| Trace table | The manual testing of the logic of an algorithm. |
| Transmission control | TCP: a set of rules (protocols) used to transmit data packages across a network. |
| protocol/Internet protocol | IP: a set of rules which allows the routing of data packages across a network. |
| (TCP/IP) | |
| Transmission media | The physical resources used to transmit data across a network, including cables or |
| | wi-fi. |
| Universal resource locator | The reference address to a web page (resource) on the internet. |
| (URL) | |
| Variable | Named memory location whose literal contents can change while the program is |
| | executed. | | <urn:uuid:606c5635-04ae-426c-aa67-7eba85e51c95> | CC-MAIN-2019-43 | https://wass.edu.vn/wp-content/uploads/2019/04/Computer-Science-Y11-Syllabus-ATAR-2016-GD_pdf.pdf | 2019-10-19T14:47:09Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00252.warc.gz | 759,887,262 | 10,514 | eng_Latn | eng_Latn | 0.937072 | eng_Latn | 0.990099 | [
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown"
] | false | docling | [
47,
1271,
1280,
2723,
4648,
6454,
9412,
10939,
12572,
16416,
20328,
22897,
24412,
25701,
26607,
27644,
29088,
30114,
31470,
32520,
36388,
38823,
42215,
45484,
48443,
51562,
54478,
55848
] | [
2.9375,
1.328125
] | 1 | 1 |
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE & MANAGEMENT 1 ST SEMESTER EXAMINATION 2009/2010
COURSE CODE:
HSM 441
COURSE TITLE:
ADMINISTRATION AND PROGRAMME PLANNING IN
EXTENSION
TIME ALLOWED:
TWO HOURS
INSTRUCTION:
Answer any 4 (four) questions
1. Draw an organisation depicting line of administration of an extension organisation.
2. Describe the administrative position and duties of personnel in an extension organisation
3. Discuss five points very crucial in selection of extension programmes content appropriate to rural women.
4. In analysis of Target group of an extension programme. Explain category of information such analysis should elicit.
5. Extension method effective for a programme in determined by which criteria? Discuss them.
6. What are the functions of goal in programme planning?
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT SECOND SEMESTER EXAMINATION 2009/2010
Course Title:
NIGERIAN COTTAGE INDUSTRY
Course Code HSM 404
Time Allowed: 2hrs
Instruction: Answer any 4 questions (all questions carry equal marks)
1. What are the principles in cottage industry? Classify the types of cottage industries in Nigeria Name 10 cottage industries in Abeokuta. Mention their products.
2. What are the problems militating against cottage industries in Nigeria.
3. Identify traditional financial intermediaries in the development of cottage industries in Nigeria and discuss their importance
4. What is Project Evaluation?
List types of evaluation and discuss what each constitute
Discuss the criteria for judging a competitive cottage industry.
5. Discuss the potentials of SMEs in Nigeria.
6. Explain the composition of
i. Managerial feasibility report
ii. Economic feasibility report.
SECOND SEMESTER EXAMINATION 2009/2010
COURSE TITLE: DESIGN OF UTILITY AREAS IN THE HOME
COURSE CODE: HSM 422
TIME ALLOWED: 2 hours
INSTRUCTION: Answer any 4 (four) questions. All questions carry equal marks
1. Identify and discuss the important utility areas in the home
2. What are lighting fixtures in the home?
Name 5 and discuss their use and classification.
3. What important purposes does home lighting perform? Discuss.
4. Identify the particular areas that require designed and functional lighting in the home.
5. In House Cleaning
a. Discuss the importance of hygiene
b. Discuss cleaning methods for critical breeding areas of pests and germs in the home.
6. Discuss the importance of storages in the home.
List storage devices in the home
Discuss relevance of storage to space creation in the home.
UNIVERSITY OF AGRRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT SECOND SEMESTER EXAMINATION 2009/2010 SESSION
Level:
400
Course Title:
Nursery School Laboratory
Course Code: HSM 432
Course Unit: 3 Units
Time Allowed: 21/2 Hours
Instruction: Answer all questions.
1. (a) State the fundamental needs of children
(b) With annotated diagram, make a classroom plan showing the differentlearning areas (list the areas and corners).
2. (a) In the nursery school, where you observed, use the checklist to distinguish a good school for children to evaluate the school.
(b) In what respects is the school adequate?
3. Explain curriculum for preschool in relation to the five major categories of experiences.
4. (a) List the traditional African educational objectives.
(b) State the Recommendation for nursery education as a result of harmonization of N.U.T. (Nigeria Union of Teachers) and Fafunwa submission.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 407
CORSE TITLE: TEXTILE PRODUCTION 1
TIME ALLOWED: 3 HOURS
INSTRUCTION: ANSWER ALL QUESTIONS. HALF IMPERIAL CATRIDGE PAPER AND TRACING PAPER SHOULD BE SUPPLIED, STUDENTS SHOULD BE INFORMED TO COME TO THE EXAM HALL WITH THEIR ART MATERIALS AND DRAWING BOARD
(1) Write a step by step note on how designs are generated. State the characteristics of a good design. Possibly illustrate with a diagram.
(2) State the different types of design arrangements and illustrate five of them with diagram.
(3) Prepare a design that will be suitable either for stencil printing or eleko pattern on a fabric. The filter size 30/20cm, two colours minus the black background and indicate if your design is for dress or furnishing. Use the principles guiding question 1 and 2 to source your design.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATIONS 2007/2008 SESSION
COURSE CODE: HSM 423
COURSE TITLE: FAMILY AND COMMUNITY COUNSELLING
TIME ALLOWED: 2 HOURS
INSTRUCTION:
ANSWER QUESTION NUMBER ONE AND ANY OTHER TWO QUESTIONS
1. a. What are the functions of ideal family in the community?
b Why do we need counsellor(s) in the community?
c What are the benefits of having an ideal family in the society and nation as a whole.
2. a. Define counselling and mention the characteristics of a good counsellor
b. State the types of clinic in which counsellor(s) can operate and outline the basic states in the counselling process
c. List the various counselling skills and techniques
d. Explain in details two counselling skills and one counselling techniques.
3. a. List and explain all that a THEORY must have
b. Of what importance is theory in Community Counselling?
4. a. Mention counselling theory that you have
b. Explain the theories founded or postulated by Sigmund Frend and The Behaviourist in relation to view of human nature with counselling methods.
FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 435
COURSE TITLE: ORGANISATION OF FAMILY AND CHILD WELFARE PROGRAMME
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER QUESTION (1) AND ANY OTHER TWO QUESTIONS
1. The escalating problem of poverty in Nigeria has negatively affected the hope and aspiration of many families and children for respectable standard of living. Many of them lack the basic necessities of life, and suffer involuntary escalating from certain social amenities.
In view of the above statement, outline the purpose(s) of family and child welfare programme and also discuss how such programme could meet children's basic necessities of life.
2. The Ogun State House of Assembly has since 2004 passed into law a bill on ''The Rights of the Child''. Itemise the rights of the child and attempt to advise the Ogun State Government on how to implement the Child Right law.
3. Examine the problems associated with the coordination and delivery of welfare service to families.
4. A stable and balanced family is ideal for any community but the fortunes and complexities of human nature do upset the balance. Examine and discuss the factors that undermined the family stability.
5. Mention at least 'five qualities' of social workers and expanciate on each quality.
FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 441
COURSE TITLE: ADMINISTRATION AND PROGRAMME PLANNING IN EXTENSION
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER ANY 4 QUESTIONS
1. What if administration? Give 5 principles guiding extension administration and discuss.
2. What are the basic elements to consider in administration of extension service?
3. What is an organisation? Describe the 5 types of organisational structure in extension
4. What are the problems hindering administration of extension service in Nigeria.
5. What are the involvements of strategic planning? Discuss them.
6. Discuss the logical sequence followed in extension administration.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Advanced Resource Management
COURSE CODE: HSM 409
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer any five (5) questions. All questions carry equal marks
1a. What is composite income?
b. Describe the aspects making up the composite income.
c. What are the benefits in knowing one's composite income?.
2a. Why do you think time is a resource?.
b. Explain what time sense means.
c. Differentiate between Biological time and historical time.
3. Discuss the role played by the following in time measurements:
(i) Work time
(ii) Volunteer work
(iii) Sleep
(iv) Leisure
4. Explain the factors to which a manager should give considerations in order to have a realistic time plan.
5. What are the roles played by:
(i) Goals
(ii) Values
(iii) Resources
(iv) Supervisory skills, during implementation of time plans.
6. Identify 3 classes in which energy demanding tasks could be grouped. Give at least (6) examples under each.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT 2005/2006 SECOND SEMESTER EXAMINATION
COURSE CODE: HSM 404
COURSE TITLE:
COMMUNITY NUTRITION II
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER QUESTION 1 COMPULSORY, AND ANY TWO OTHER.
1a. Give a detail justification for the introduction of school feeding programme in Nigeria.
b. Explain the steps and framework in the formulation of food and nutrition police in Nigeria.
c. What is nutritional vulnerability? Who are those normally refers to as vulnerable groups of the community? Explain why they are vulnerable.
2a. Explain the steps you would like in planning a nutrition education in a rural areas
2b. Discuss the activities of international organizations in nutrition in Nigeria
3a. Discuss the different methods of using anthropometry as a measure of nutritional status..
b. Write short note on the following:
(i) 24 – hours recall
(ii) Food balance sheet
4a. What is food fortification?
b. What information do you need and what precautions would you take in choosing a food fortification with iron and vitamin A in Nigeria.
c. Highlight the roles of kitchen, gardens, poultry and fisheries in improving community nutrition.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT 2005/2006 SECOND SEMESTER EXAMINATION
OURSE CODE: HSM 432
COURSE TITLE:
NURSERY SCHOOL LABORATORY
TIME ALLOWED: ONE AND HALF HOURS
INSTRUCTION: ANSWER NO. 1, AND ANY OTHER TWO NUMBERS.
1a. Define Nursery School Laboratory. Give examples to support your definition.
1b. The years before primary school is to be used in all aspects for the betterment of children. Explain in detail the educational purposes of Nursery School Laboratory in our society today.
1c. Name any ten characteristics of children the nursery school teacher identifies in Nursery School Laboratory.
1c (ii). What are the characteristics of speech handicapped children.
2a. At what Age should a child enter a Nursery Group or School? Explain your answer.
2b. Should the Exceptional Child go to Pre School Group? Justify your statement.
3a. What are the values of the Pre – school group as a laboratory toward professional preparation for under- graduate students and post-graduate students.
3b. Of what value is a pre-school laboratory situation in a college course for experienced pre-school teachers?
4. Describe the ways children in a pre-school group can develop as:
(a) A person
(b) Social development
(c) Intellectual development
(d) Emotional development
5a. Describe the class project you have made for the pre-nursery school play equipment.
5b. Of what importance is this project to:
(i) Intellectual development
(ii) Social development
(iii) Physical development of the pre-school children.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Advance Weavings
COURSE CODE: HSM 405
TIME ALLOWED: 3 HOURS
INSTRUCTION: Answer ALL Questions in part A and any other in part B.
1. Define the following terms and back them up with illustrations.
(i) Simple weave
(ii) Twill weave and
(iii) Basket weave
2. Write briefly on the following:
(i) Warp
(ii) Weft
(iii) Warp beam
(iv) Shuttle
(v) Heddles
(vi) Beater
3. Name the different types of looms and weave type. Indicate their planning and listing order.
4. A common saying in weaving 'That the more the harnesses the more meticulous and beautiful the design'. Explain and state reason for this.
5. Write a short note on the origin and history of weaving.
PART II
1. Prepare a magnified punch paper (Graph paper) of 30/30cm to design for a loom weaving.
The loom features are as follows:
Lifting order for 4 pedals
Drafting in Design (DID) not more than 8 harnesses
Planning order - use your discretion.
The design should be in black colour
The square should be 0.5cm
2. Make a comprehensive drawing of a loom and label all parts.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Family Dynamics and Change
COURSE CODE: HSM 413
TIME ALLOWED: 1 Hour 30 mins
INSTRUCTION: Attempt Questions NO. 1 with any two others .
1. Some experts challenge the conventional wisdom that the family today is worse off than the past. Defend or refute this.
2. Globalization is an inevitable factor in the life of societies today. How has it influenced the ability of the family to remain united?
3. There is no doubt that women are better educated and are " snake easing" into the workforce and the public sphere. How does this influence the female gender and the ability to perform the required roles (marriage and parenting?)
4. Family has a universal application. With above in mind, address the following questions:
(i) Does the family have the same meaning in all societies? Explain
(ii) Does the role of the family remain the same in all societies?
(iii) What variations, if any, exist in the structural (make- up) of the family, what are the implications for the survival of what we consider as the traditional family?
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Children's Literature
COURSE CODE: HSM 431
TIME ALLOWED: 2 HOURS
INSTRUCTIONS: Answer ALL Questions
SECTION 1A Fill in the Gaps
1. My mother contains --------------------------------------------- stanzas
2. When ………………………………………… and sickness made me cry.
3. And I will …………………………………….. thy pain away.
4. Adia's only ………………………………….. as a well as her husband were dead.
5. The baby Adia found had red …………………………………. on his body and 6.
……………………………. all over his body
7. Kemi's mother is called ………………………………………….
8.
Kemi's mother gave the boy the helped her the name ………………………………………….
9. Sanu's mother is called …………………………………………………..
10. Soldier, Won't you marry me?
With your musket ………………………………………… and drum.
11. How can I marry such a pretty girl as you? With a wife and …………………………………….. at home?
12. What is this life, full of care?
We have no time to …………………………………………..
13. What passes the King's palace but refuses to greet? ………………………………………..
14. Who helped Tortoise to fix his broken shell?
15. Lizard attempted to drink hot pap because ………………………………...
SECTION 1B Answer True or False
1. Tortoise challenge lion to a fight. ---------------------------------------------
2.
Tortoise and Lizard contested over a farm.…………………………………..
3. Monkey was the herbalist Tortoise consulted over his wife’s bareness …………………………
4. Monkey was wicked …………………………………..
5. Tortoise was generally greedy, cunning and hardworking ………………………………….
6. Tortoise borrowed money from Pig for a funeral ………………………………………….
7. Pig repeated his visit to recover his money from Tortoise about six times ……………………
8. Tortoises girlfriend refused to pay attention to Pig the last time he came ……………………
9. Leisure” suggests that” All work and no play makes Jack a dull boy” …………………………….
10. The lady in “ Soldier, Soldier” loved the soldier and would marry him irrespective of his marital status. ---------------------------------------
11.
The second thing the soldier requested for was a coat. …………………………….
12. Who taught my infant lips to play?. ………………………………………..
13. The traveler could not see which way to go because the star was small.
14. Tortoise is friendly and reliable. ………………………………
15. Children’s stories are meaningful only to children. …………………………………..
SECTION 2
1a Differentiate between myth and legend.
1b. Write out any children’s song.
2. What are the duties of a mother to her child as reflected in Ann Taylor’s”My Mother” (2 pages).
3. Narrate the story of “The Pig and Tortoise’s Grindstone” as you would tell it to your child.
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT
UNIVERSITY OF AGRICULTURE, ABEOKUTA FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Institutional Food Production and Management
COURSE CODE: HSM 437
TIME ALLOWED: 2 Hours
INSTRUCTIONS: Answer four (4onl) Questions only
1a. What is portion control? Discuss three (3) important considerations in portion control
1b. Skilful purchasing with good receiving can do much to maximize the results of a good menu. Discuss!
2a. What is the Quantity Adjustment Phase in recipe standardization.
2b. Compare the advantages and disadvantages of four of the several methods that can be used to adjust a recipe.
3. The use of standardization recipes provides positive benefits to the foodservice operations. Discuss these benefits.
4. Discuss the factors which affect the good of a kitchen and why they are necessary to enable efficiency.
5. Write short notes on three (3) methods of cooking and their effects on the quality of food items.
6. State the d1fferent categories of equipment, giving four (4)
examples of each.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization of family and Child Welfare Programme
COURSE CODE: HSM 435
TIME ALLOWED: 1Hour 45 mins
INSTRUCTIONS: Answerthree (3) Questions
1a. Attempt the definition of Social Welfare.
1b. Outline the main Components of Social Welfare and discuss Five objectives of Welfare Programme as articulated in the Social Development Policy for Nigeria.
c. Mention Five Welfare Rights of the Child under the United Nations Convention and OAU Charter.
2. To be properly equipped for effective case work, a social worker must recognize a number of conditions which could predispose marital life to impairment. Examine the potential factor that could impair marital life.
3a. Enumerate five qualities of social workers and expatiate on each Quality.
b. Examine the social Workers Responsibilities.
4. What does it means to grant Custody of a child to one party.
b. Examine the vital steps a Social Worker having this case at hand should take.
5. Briefly discuss the problems associated with the Coordination and Delivery of Welfare Services to Family.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Family Health
COURSE CODE: HSM 429
TIME ALLOWED: 2Hours
INSTRUCTION : Answer all Questions in section A and any one in section B.
1. Explain the following terms as they relate to family health:
(i) Prevalence
(ii) Sanitation
(iii)
Primary Case
(v)
Virulence
(iv) Reservoir
(vi) Sporadic
(vii) Epidemic
(viii) Infectivity
(ix) Sewer (x) Sewage
2. What is refuse?
b. List the major components of refuse
c. Mention ways of refuse disposal
3. Describe a sanitary house.
4a. What is a vector?
b. Mention three water based vector.
c. Give five examples of water borne diseases.
5. What is HIV?
b. Mention different ways of contacting HIV.
C. Outline the various activities that can be used to reduced sexually transmitted diseases.
6a. List the types and sources of water in the community.
b. Outline the importance of water to the family.
c. Give characteristics of pure water.
7. Identify major pollutants in the community.
b. Mention the effect of pollutants to man.
c. In what ways can pollution be reduced in the community?
SECTION B
Answer only one question
1. Elaborate on faecal-borne diseases. Discuss their route of transmission and prevention.
2. Write short note on any of the following:
- Food Hygiene
-
Immunization
- Importance of NGO'S to family health.
3. How are diseases transmitted in the family?
b. Explain host/agent relationship.
c. Describe in details a water-based vector transmitted disease.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization and Management of Child Development Centre
COURSE CODE: HSM 417
TIME ALLOWED: 2Hours
INSTRUCTIONS: Answer number one and any other two (2) Questions
1a. Justify the statement, which states that "Anyone working in an educational programme for children, needs to be learning as well as teaching".
1b. Explain any three principles of the following philosophy of early Childhood Education Programme.
(i) Every individual is unique
(ii) Growth brings change.
(iii) Growth takes place in orderly sequences.
(iv) The genetic construction and environment together determine the course of development in an individual.
2a. Young children are educated in many different ways. Some early childhood education programmes are play oriented, others are academically oriented. Discuss what is expected of Child- Centered Kindergarten.
2b. Discuss Maria Montessory perspective of early child-hood education.
3. Specify the characteristics and organization and functions of two of the following centres for children:
(i) Child Care Centre
(ii) Private Nursery School
(iii) School Affiliated Centre
(iv) Back-yard Play groups
4. Explain the following abbreviations:
(i) NECCDEC
(ii) ECCDEC
(iii) NERDC
(iv) ECE
(v) NAEYC
4b. State five approved of ECCDEC a programme initiated by the NERDC for Nursery Schools in Nigeria
4c. State five approved rules governing the establishment of Day-care/ Nursery School by any group or community ( i. e requirements or regulations governing the establishment).
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization of family and Child Welfare Programme
COURSE CODE: HSM 435
TIME ALLOWED: 1Hour 45 minutes
INSTRUCTIONS: Answer three (3) Questions
1a. Attempt the definition of Social Welfare. (5marks)
1b. Outline the main Components of Social Welfare and discuss Five objectives of Welfare Programme as articulated in the Social Development Policy for Nigeria. (10marks)
c. Mention Five Welfare Rights of the Child under the United Nations Convention and OAU Charter. (5marks)
2. To be properly equipped for effective case work, a social worker must recognize a number of conditions which could predispose marital life to impairment. Examine the potential factor that could impair marital life. (20marks)
3a. Enumerate five qualities of social workers and expatiate on each Quality. (10marks)
b. Examine the social Workers Responsibilities. (10marks)
4. What does it means to grant Custody of a child to one party. (5marks)
b. Examine the vital steps a Social Worker having this case at hand should take. (15marks)
5. Briefly discuss the problems associated with the Coordination and Delivery of Welfare Services to Family. (20marks)
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Children's Literature
COURSE CODE: HSM 431
TIME ALLOWED: 2 HOURS
INSTRUCTIONS: Answer ALL Questions
SECTION 1A Fill in the Gaps
1. My mother contains --------------------------------------------- stanzas
2. When ………………………………………… and sickness made me cry.
3. And I will …………………………………….. thy pain away.
4. Adia's only ………………………………….. as a well as her husband were dead.
5. The baby Adia found had red …………………………………. on his body and 6.
……………………………. all over his body
7. Kemi's mother is called ………………………………………….
8. Kemi's mother gave the boy the helped her the name ………………………………………….
9. Sanu's mother is called …………………………………………………..
10. Soldier, Won't you marry me?
With your musket ………………………………………… and drum.
11. How can I marry such a pretty girl as you?
With a wife and …………………………………….. at home?
12. What is this life, full of care?
We have no time to …………………………………………..
13. What passes the King's palace but refuses to greet? ………………………………………..
14. Who helped Tortoise to fix his broken shell?
15. Lizard attempted to drink hot pap because ………………………………...
SECTION 1B
Answer True or False
1.
Tortoise challenge lion to a fight. ---------------------------------------------
2. Tortoise and Lizard contested over a farm.…………………………………..
3. Monkey was the herbalist Tortoise consulted over his wife’s bareness …………………………
4.
Monkey was wicked …………………………………..
5.
Tortoise was generally greedy, cunning and hardworking ………………………………….
6. Tortoise borrowed money from Pig for a funeral ………………………………………….
7. Pig repeated his visit to recover his money from Tortoise about six times ……………………
8. Tortoises girlfriend refused to pay attention to Pig the last time he came ……………………
9. Leisure” suggests that” All work and no play makes Jack a dull boy” …………………………….
10. The lady in “ Soldier, Soldier” loved the soldier and would marry him irrespective of his marital status. ---------------------------------------
11.
The second thing the soldier requested for was a coat. …………………………….
12. Who taught my infant lips to play?. ………………………………………..
13. The traveler could not see which way to go because the star was small.
14. Tortoise is friendly and reliable. ………………………………
15.
Children's stories are meaningful only to children. …………………………………..
SECTION 2
1a Differentiate between myth and legend.
1b. Write out any children's song.
2. What are the duties of a mother to her child as reflected in Ann Taylor's "My Mother" (2 pages).
3. Narrate the story of "The Pig and Tortoise's Grindstone" as you would tell it to your child.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE & MANAGEMENT ST
1 SEMESTER EXAMINATION 2009/2010
COURSE CODE:
HSM 441
COURSE TITLE:
ADMINISTRATION AND PROGRAMME PLANNING IN
EXTENSION
TIME ALLOWED:
TWO HOURS
INSTRUCTION:
Answer any 4 (four) questions
7. Draw an organisation depicting line of administration of an extension organisation.
8. Describe the administrative position and duties of personnel in an extension organisation
9. Discuss five points very crucial in selection of extension programmes content appropriate to rural women.
10. In analysis of Target group of an extension programme. Explain category of information such analysis should elicit.
11. Extension method effective for a programme in determined by which criteria? Discuss them.
12. What are the functions of goal in programme planning?
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT SECOND SEMESTER EXAMINATION 2009/2010
Course Title:
NIGERIAN COTTAGE INDUSTRY
Course Code HSM 404
Time Allowed: 2hrs
Instruction: Answer any 4 questions (all questions carry equal marks)
1. What are the principles in cottage industry?
Classify the types of cottage industries in Nigeria
Name 10 cottage industries in Abeokuta. Mention their products.
2. What are the problems militating against cottage industries in Nigeria.
3. Identify traditional financial intermediaries in the development of cottage industries in Nigeria and discuss their importance
4. What is Project Evaluation?
List types of evaluation and discuss what each constitute Discuss the criteria for judging a competitive cottage industry.
5. Discuss the potentials of SMEs in Nigeria.
6. Explain the composition of
i. Managerial feasibility report
ii. Economic feasibility report.
SECOND SEMESTER EXAMINATION 2009/2010
COURSE TITLE: DESIGN OF UTILITY AREAS IN THE HOME
COURSE CODE: HSM 422
TIME ALLOWED: 2 hours
INSTRUCTION: Answer any 4 (four) questions. All questions carry equal marks
6. Identify and discuss the important utility areas in the home
7.
What are lighting fixtures in the home? Name 5 and discuss their use and classification.
8. What important purposes does home lighting perform? Discuss.
9. Identify the particular areas that require designed and functional lighting in the home.
10. In House Cleaning
a. Discuss the importance of hygiene
b. Discuss cleaning methods for critical breeding areas of pests and germs in the home.
6. Discuss the importance of storages in the home.
List storage devices in the home
Discuss relevance of storage to space creation in the home.
UNIVERSITY OF AGRRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT SECOND SEMESTER EXAMINATION 2009/2010 SESSION
Level:
400
Course Title:
Nursery School Laboratory
Course Code: HSM 432
Course Unit: 3 Units
Time Allowed: 21/2 Hours
Instruction: Answer all questions.
1. (a) State the fundamental needs of children
(b) With annotated diagram, make a classroom plan showing the differentlearning areas (list the areas and corners).
2. (a) In the nursery school, where you observed, use the checklist to distinguish a good school for children to evaluate the school.
(c) In what respects is the school adequate?
3. Explain curriculum for preschool in relation to the five major categories of experiences.
4. (a) List the traditional African educational objectives.
(b) State the Recommendation for nursery education as a result of harmonization of N.U.T. (Nigeria Union of Teachers) and Fafunwa submission.
FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 407
CORSE TITLE: TEXTILE PRODUCTION 1
TIME ALLOWED: 3 HOURS
INSTRUCTION: ANSWER ALL QUESTIONS. HALF IMPERIAL CATRIDGE PAPER AND TRACING PAPER SHOULD BE SUPPLIED, STUDENTS SHOULD BE INFORMED TO COME TO THE EXAM HALL WITH THEIR ART MATERIALS AND DRAWING BOARD
(4) Write a step by step note on how designs are generated. State the characteristics of a good design. Possibly illustrate with a diagram.
(5) State the different types of design arrangements and illustrate five of them with diagram.
(6) Prepare a design that will be suitable either for stencil printing or eleko pattern on a fabric. The filter size 30/20cm, two colours minus the black background and indicate if your design is for dress or furnishing. Use the principles guiding question 1 and 2 to source your design.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATIONS 2007/2008 SESSION
COURSE CODE: HSM 423
COURSE TITLE: FAMILY AND COMMUNITY COUNSELLING
TIME ALLOWED: 2 HOURS
INSTRUCTION:
ANSWER QUESTION NUMBER ONE AND ANY OTHER TWO QUESTIONS
5. a. What are the functions of ideal family in the community?
b Why do we need counsellor(s) in the community?
c What are the benefits of having an ideal family in the society and nation
as a whole.
6. a. Define counselling and mention the characteristics of a good counsellor
b. State the types of clinic in which counsellor(s) can operate and outline the basic states in the counselling process
c. List the various counselling skills and techniques
d. Explain in details two counselling skills and one counselling techniques.
7. a. List and explain all that a THEORY must have
b. Of what importance is theory in Community Counselling?
8. a. Mention counselling theory that you have
b. Explain the theories founded or postulated by Sigmund Frend and The Behaviourist in relation to view of human nature with counselling methods.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 435
COURSE TITLE: ORGANISATION OF FAMILY AND CHILD WELFARE PROGRAMME
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER QUESTION (1) AND ANY OTHER TWO QUESTIONS
2. The escalating problem of poverty in Nigeria has negatively affected the hope and aspiration of many families and children for respectable standard of living. Many of them lack the basic necessities of life, and suffer involuntary escalating from certain social amenities.
In view of the above statement, outline the purpose(s) of family and child welfare programme and also discuss how such programme could meet children's basic necessities of life.
2. The Ogun State House of Assembly has since 2004 passed into law a bill on ''The Rights of the Child''. Itemise the rights of the child and attempt to advise the Ogun State Government on how to implement the Child Right law.
3. Examine the problems associated with the coordination and delivery of welfare service to families.
4. A stable and balanced family is ideal for any community but the fortunes and complexities of human nature do upset the balance. Examine and discuss the factors that undermined the family stability.
5. Mention at least 'five qualities' of social workers and expanciate on each quality.
FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 441
COURSE TITLE: ADMINISTRATION AND PROGRAMME PLANNING IN EXTENSION
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER ANY 4 QUESTIONS
7. What if administration? Give 5 principles guiding extension administration and discuss.
8. What are the basic elements to consider in administration of extension service?
9. What is an organisation? Describe the 5 types of organisational structure in extension
10. What are the problems hindering administration of extension service in Nigeria.
11. What are the involvements of strategic planning? Discuss them.
12. Discuss the logical sequence followed in extension administration.
UNIVERISTY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT
FIRST SEMESTER EXAMINTIONS 2007/2008
COURSE CODE: HSM 409
COURSE TITLE: ADVANCED RESOURCE MANAGEMENT
TIME ALLOWED: 2 HOURS
INSTRUCTION: Answerany 4 questions.
Question I is compulsory
1. a. State 2 reasons why we need to manage our energy
b. State ten (10) guidelines for work simplification.
c. What is fatigue.
d. Describe any 4 work simplification measures you can apply in sewing or mending clothes or entertainment
2. a. What are the advantages of savings?
c. Describe the three types of savings which banks in Nigeria operate.
3. Differentiate between the primary and secondary needs of the family, Which set of needs should first be met and why.
4. Describe all the steps involved in making a family budget.
5. Explain the importance of the following in energy and work place management.
i. Rate or Pace
ii. Sequence of activities
iii. Synchronization.
6. Describe the relationship that exists between time and energy.
FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 407
COURSE TITLE: TEXTILE PRODUCTION I
TIME ALLOWED: 3 HOURS
INSTRUCTION:
ANSWER ALL QUESTIONS. HALF IMPERIAL CATRIDGE PAPER AND TRACING PAPER SHOULD BE SUPPLIED, STUDENTS SHOULD BE INFORMED TO COME TO THE EXAMINATION WITH THEIR ART MATERIALS AND DRAWING BOARD
(1) Write a step by step note on how designs are generated. State the characteristics of a good design. Possibly illustrate with a diagram.
(2) State the different types of design arrangements and illustrate five of them with diagram.
(3) Prepare a design that will be suitable either for stencil printing or eleko pattern or a fabric. The filler size 30/20cm,, two colours minus the black background and indicate if your design is for dress or furnishing. Use the principles guiding question 1 and 2 to source your design.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT 2007/2008 SECOND SEMESTER EXAMINATIONS
COURSE CODE: HSM 422
COURSE TITLE: Design of Utility Areas in the Home
TIME ALLOWED: 11/2
INSTRUCTION: ANSWER ANY FIVE QUESTIONS. All Questions Carry Equal Marks
Q1 Identify the functional areas in the home. List the basic requirements for each. Differentiate between furniture and fixtures.
Q2 Discuss the guidelines necessary in furniture arrangement.
Q3 Describe the basic utilities in a home. Discuss the importance of each.
Q4(a) Describe the basic sources of electricity.
(b) What is an electric circuit
© Of what importance is the knowledge of electricity to a home maker
Q5 Describe any ten guidelines underlying the safe use of electricity in the home.
Q6 Describe four ways of lighting in the home.
Q7 List and explain five guideline for the effective use of cooking gas in the home.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Advanced Resource Management
COURSE CODE: HSM 409
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer any five (5) questions. All questions carry equal marks
1a. What is composite income?
b. Describe the aspects making up the composite income.
c. What are the benefits in knowing one's composite income?.
2a. Why do you think time is a resource?.
b. Explain what time sense means.
c. Differentiate between Biological time and historical time.
3. Discuss the role played by the following in time measurements:
(i) Work time
(ii) Volunteer work
(iii) Sleep
(iv) Leisure
4. Explain the factors to which a manager should give considerations in order to have a realistic time plan.
5. What are the roles played by:
(i) Goals
(ii) Values
(iii) Resources
(iv) Supervisory skills, during implementation of time plans.
6. Identify 3 classes in which energy demanding tasks could be grouped. Give at least (6) examples under each.
2005/2006 SECOND SEMESTER EXAMINATION
COURSE CODE: HSM 404
COURSE TITLE:
COMMUNITY NUTRITION II
TIME ALLOWED: 2 HOURS
INSTRUCTION: ANSWER QUESTION 1 COMPULSORY, AND ANY TWO OTHER.
1a. Give a detail justification for the introduction of school feeding programme in Nigeria.
b. Explain the steps and framework in the formulation of food and nutrition police in Nigeria.
c. What is nutritional vulnerability? Who are those normally refers to as vulnerable groups of the community? Explain why they are vulnerable.
2a. Explain the steps you would like in planning a nutrition education in a rural areas
2b. Discuss the activities of international organizations in nutrition in Nigeria
3a. Discuss the different methods of using anthropometry as a measure of nutritional status..
b. Write short note on the following:
(i) 24 – hours recall
(ii) Food balance sheet
4a. What is food fortification?
b. What information do you need and what precautions would you take in choosing a food fortification with iron and vitamin A in Nigeria.
c. Highlight the roles of kitchen, gardens, poultry and fisheries in improving community nutrition.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT 2005/2006 SECOND SEMESTER EXAMINATION
OURSE CODE: HSM 432
COURSE TITLE:
NURSERY SCHOOL LABORATORY
TIME ALLOWED: ONE AND HALF HOURS
INSTRUCTION: ANSWER NO. 1, AND ANY OTHER TWO NUMBERS.
1a. Define Nursery School Laboratory. Give examples to support your definition.
1b. The years before primary school is to be used in all aspects for the betterment of children. Explain in detail the educational purposes of Nursery School Laboratory in our society today.
1c. Name any ten characteristics of children the nursery school teacher identifies in Nursery School Laboratory.
1c (ii). What are the characteristics of speech handicapped children.
2a. At what Age should a child enter a Nursery Group or School? Explain your answer.
2b. Should the Exceptional Child go to Pre School Group? Justify your statement.
3a. What are the values of the Pre – school group as a laboratory toward professional preparation for under- graduate students and post-graduate students.
3b. Of what value is a pre-school laboratory situation in a college course for experienced pre-school teachers?
4. Describe the ways children in a pre-school group can develop as:
(a) A person
(b) Social development
(c) Intellectual development
(d) Emotional development
5a. Describe the class project you have made for the pre-nursery school play equipment.
5b. Of what importance is this project to:
(i) Intellectual development
(ii) Social development
(iii) Physical development of the pre-school children.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Advance Weavings
COURSE CODE: HSM 405
TIME ALLOWED: 3 HOURS
INSTRUCTION: Answer ALL Questions in part A and any other in part B.
1. Define the following terms and back them up with illustrations.
(i) Simple weave
(ii) Twill weave and
(iii) Basket weave
2. Write briefly on the following:
(i) Warp
(ii) Weft
(iii) Warp beam
(iv) Shuttle
(v) Heddles
(vi) Beater
3. Name the different types of looms and weave type. Indicate their planning and listing order.
4. A common saying in weaving 'That the more the harnesses the more meticulous and beautiful the design'. Explain and state reason for this.
5. Write a short note on the origin and history of weaving.
PART II
1. Prepare a magnified punch paper (Graph paper) of 30/30cm to design for a loom weaving.
The loom features are as follows:
Lifting order for 4 pedals
Drafting in Design (DID) not more than 8 harnesses
Planning order - use your discretion.
The design should be in black colour
The square should be 0.5cm
2. Make a comprehensive drawing of a loom and label all parts.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Family Dynamics and Change
COURSE CODE: HSM 413
TIME ALLOWED: 1 Hour 30 mins
INSTRUCTION: Attempt Questions NO. 1 with any two others .
1. Some experts challenge the conventional wisdom that the family today is worse off than the past. Defend or refute this.
2. Globalization is an inevitable factor in the life of societies today. How has it influenced the ability of the family to remain united?
3. There is no doubt that women are better educated and are " snake easing" into the workforce and the public sphere. How does this influence the female gender and the ability to perform the required roles (marriage and parenting?)
4. Family has a universal application. With above in mind, address the following questions:
(iv) Does the family have the same meaning in all societies? Explain
(v) Does the role of the family remain the same in all societies?
(vi) What variations, if any, exist in the structural (make- up) of the family, what are the implications for the survival of what we consider as the traditional family?
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Children's Literature
COURSE CODE: HSM 431
TIME ALLOWED: 2 HOURS
INSTRUCTIONS: Answer ALL Questions
SECTION 1A Fill in the Gaps
1. My mother contains --------------------------------------------- stanzas
2. When ………………………………………… and sickness made me cry.
3. And I will …………………………………….. thy pain away.
4. Adia's only ………………………………….. as a well as her husband were dead.
The baby Adia found had red …………………………………. on his body and 6.
5. ……………………………. all over his body
7. Kemi's mother is called ………………………………………….
8. Kemi's mother gave the boy the helped her the name ………………………………………….
9. Sanu's mother is called …………………………………………………..
10. Soldier, Won't you marry me? With your musket ………………………………………… and drum.
11. How can I marry such a pretty girl as you?
With a wife and …………………………………….. at home?
12. What is this life, full of care?
We have no time to …………………………………………..
13. What passes the King’s palace but refuses to greet? ………………………………………..
14. Who helped Tortoise to fix his broken shell?
15. Lizard attempted to drink hot pap because ………………………………...
SECTION 1B
Answer True or False
1. Tortoise challenge lion to a fight. ---------------------------------------------
2.
Tortoise and Lizard contested over a farm.…………………………………..
3.
Monkey was the herbalist Tortoise consulted over his wife's bareness …………………………
4. Monkey was wicked …………………………………..
5. Tortoise was generally greedy, cunning and hardworking ………………………………….
6. Tortoise borrowed money from Pig for a funeral ………………………………………….
7. Pig repeated his visit to recover his money from Tortoise about six times ……………………
8.
Tortoises girlfriend refused to pay attention to Pig the last time he came ……………………
9. Leisure” suggests that” All work and no play makes Jack a dull boy” …………………………….
10. The lady in “ Soldier, Soldier” loved the soldier and would marry him irrespective of his marital status. ---------------------------------------
11. The second thing the soldier requested for was a coat. …………………………….
12. Who taught my infant lips to play?. ………………………………………..
13. The traveler could not see which way to go because the star was small.
14. Tortoise is friendly and reliable. ………………………………
15. Children’s stories are meaningful only to children. …………………………………..
1a Differentiate between myth and legend.
1b. Write out any children's song.
2. What are the duties of a mother to her child as reflected in Ann Taylor's"My Mother" (2 pages).
3. Narrate the story of "The Pig and Tortoise's Grindstone" as you would tell it to your child.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Institutional Food Production and Management
COURSE CODE: HSM 437
TIME ALLOWED: 2 Hours
INSTRUCTIONS: Answer four (4onl) Questions only
1a. What is portion control? Discuss three (3) important considerations in portion control
1b. Skilful purchasing with good receiving can do much to maximize the results of a good menu. Discuss!
2a. What is the Quantity Adjustment Phase in recipe standardization.
2b. Compare the advantages and disadvantages of four of the several methods that can be used to adjust a recipe.
3. The use of standardization recipes provides positive benefits to the foodservice operations. Discuss these benefits.
4. Discuss the factors which affect the good of a kitchen and why they are necessary to enable efficiency.
5. Write short notes on three (3) methods of cooking and their effects on the quality of food items.
6. State the d1fferent categories of equipment, giving four (4) examples of each.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization of family and Child Welfare Programme
COURSE CODE: HSM 435
TIME ALLOWED: 1Hour 45 mins
INSTRUCTIONS: Answer three (3) Questions
1a. Attempt the definition of Social Welfare.
1b. Outline the main Components of Social Welfare and discuss Five objectives of Welfare Programme as articulated in the Social Development Policy for Nigeria.
c. Mention Five Welfare Rights of the Child under the United Nations Convention and OAU Charter.
2. To be properly equipped for effective case work, a social worker must recognize a number of conditions which could predispose marital life to impairment. Examine the potential factor that could impair marital life.
3a. Enumerate five qualities of social workers and expatiate on each Quality.
b. Examine the social Workers Responsibilities.
4. What does it means to grant Custody of a child to one party.
b. Examine the vital steps a Social Worker having this case at hand should take.
5. Briefly discuss the problems associated with the Coordination and Delivery of Welfare Services to Family.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Family Health
COURSE CODE: HSM 429
TIME ALLOWED: 2Hours
INSTRUCTION : Answer all Questions in section A and any one in section B.
1. Explain the following terms as they relate to family health:
2. What is refuse?
b. List the major components of refuse
c. Mention ways of refuse disposal
3. Describe a sanitary house.
4a. What is a vector?
b. Mention three water based vector.
c. Give five examples of water borne diseases.
5. What is HIV?
b. Mention different ways of contacting HIV.
C. Outline the various activities that can be used to reduced sexually transmitted diseases.
6a.
List the types and sources of water in the community.
b. Outline the importance of water to the family.
c. Give characteristics of pure water.
7. Identify major pollutants in the community.
b. Mention the effect of pollutants to man.
c. In what ways can pollution be reduced in the community?
SECTION B
Answer only one question
1. Elaborate on faecal-borne diseases. Discuss their route of transmission and prevention.
2. Write short note on any of the following:
- Food Hygiene
- Immunization
- Importance of NGO'S to family health.
3. How are diseases transmitted in the family?
b. Explain host/agent relationship.
c. Describe in details a water-based vector transmitted disease.
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization and Management of Child Development Centre
COURSE CODE: HSM 417
TIME ALLOWED: 2Hours
INSTRUCTIONS: Answer number one and any other two (2) Questions
1a. Justify the statement, which states that "Anyone working in an educational programme for children, needs to be learning as well as teaching".
1b. Explain any three principles of the following philosophy of early Childhood Education Programme.
(i) Every individual is unique
(ii) Growth brings change.
(iii) Growth takes place in orderly sequences.
(iv) The genetic construction and environment together determine the course of development in an individual.
2a. Young children are educated in many different ways. Some early childhood education programmes are play oriented, others are academically oriented. Discuss what is expected of Child- Centered Kindergarten.
2b. Discuss Maria Montessory perspective of early child-hood education.
3. Specify the characteristics and organization and functions of two of the following centres for children:
(i) Child Care Centre
(ii) Private Nursery School
(iii) School Affiliated Centre
(iv) Back-yard Play groups
4. Explain the following abbreviations:
(i) NECCDEC
(ii) ECCDEC
(iii) NERDC
(iv) ECE
(v) NAEYC
4b. State five approved of ECCDEC a programme initiated by the NERDC for Nursery Schools in Nigeria
4c. State five approved rules governing the establishment of Day-care/ Nursery School by any group or community ( i. e requirements or regulations governing the establishment).
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Organization of family and Child Welfare Programme
COURSE CODE: HSM 435
TIME ALLOWED: 1Hour 45 minutes
INSTRUCTIONS: Answer three (3) Questions
1a. Attempt the definition of Social Welfare. (5marks)
1b. Outline the main Components of Social Welfare and discuss Five objectives of Welfare Programme as articulated in the Social Development Policy for Nigeria. (10marks)
c. Mention Five Welfare Rights of the Child under the United Nations Convention and OAU Charter. (5marks)
2. To be properly equipped for effective case work, a social worker must recognize a number of conditions which could predispose marital life to impairment. Examine the potential factor that could impair marital life. (20marks)
3a. Enumerate five qualities of social workers and expatiate on each Quality. (10marks)
b. Examine the social Workers Responsibilities. (10marks)
4. What does it means to grant Custody of a child to one party. (5marks)
b. Examine the vital steps a Social Worker having this case at hand should take. (15marks)
5. Briefly discuss the problems associated with the Coordination and Delivery of Welfare Services to Family. (20marks)
FIRST SEMESTER EXAMINATION2005/2006
LEVEL:
400
COURSE TITLE:
Children's Literature
COURSE CODE: HSM 431
TIME ALLOWED: 2 HOURS
INSTRUCTIONS: Answer ALL Questions
SECTION 1A Fill in the Gaps
1. My mother contains --------------------------------------------- stanzas
2. When ………………………………………… and sickness made me cry.
3. And I will …………………………………….. thy pain away.
4. Adia's only ………………………………….. as a well as her husband were dead.
5. The baby Adia found had red …………………………………. on his body and 6.
……………………………. all over his body
7. Kemi's mother is called ………………………………………….
8. Kemi's mother gave the boy the helped her the name ………………………………………….
9. Sanu's mother is called …………………………………………………..
10. Soldier, Won't you marry me?
With your musket ………………………………………… and drum.
11. How can I marry such a pretty girl as you?
With a wife and …………………………………….. at home?
12. What is this life, full of care?
We have no time to …………………………………………..
13. What passes the King's palace but refuses to greet? ………………………………………..
14. Who helped Tortoise to fix his broken shell?
15. Lizard attempted to drink hot pap because ………………………………...
SECTION 1B
Answer True or False
1. Tortoise challenge lion to a fight. ---------------------------------------------
2.
Tortoise and Lizard contested over a farm.…………………………………..
3. Monkey was the herbalist Tortoise consulted over his wife’s bareness …………………………
4.
Monkey was wicked …………………………………..
5. Tortoise was generally greedy, cunning and hardworking ………………………………….
6. Tortoise borrowed money from Pig for a funeral ………………………………………….
7. Pig repeated his visit to recover his money from Tortoise about six times ……………………
8. Tortoises girlfriend refused to pay attention to Pig the last time he came ……………………
9. Leisure” suggests that” All work and no play makes Jack a dull boy” …………………………….
10. The lady in “ Soldier, Soldier” loved the soldier and would marry him irrespective of his marital status. ---------------------------------------
11. The second thing the soldier requested for was a coat. …………………………….
12. Who taught my infant lips to play?. ………………………………………..
13. The traveler could not see which way to go because the star was small.
14.
Tortoise is friendly and reliable. ………………………………
15. Children’s stories are meaningful only to children. …………………………………..
SECTION 2
1a Differentiate between myth and legend.
1b. Write out any children's song.
2. What are the duties of a mother to her child as reflected in Ann Taylor's "My Mother" (2 pages).
3. Narrate the story of "The Pig and Tortoise's Grindstone" as you would tell it to your child.
UNIVERISTY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINTIONS 2007/2008
COURSE CODE: HSM 409
COURSE TITLE: ADVANCED RESOURCE MANAGEMENT
TIME ALLOWED: 2 HOURS
INSTRUCTION:
Answer any 4 questions. Question I is compulsory
2. a. State 2 reasons why we need to manage our energy
b. State ten (10) guidelines for work simplification.
c. What is fatigue.
d. Describe any 4 work simplification measures you can apply in sewing or mending clothes or entertainment
2. a. What are the advantages of savings?
d. Describe the three types of savings which banks in Nigeria operate.
3. Differentiate between the primary and secondary needs of the family, Which set of needs should first be met and why.
4. Describe all the steps involved in making a family budget.
5. Explain the importance of the following in energy and work place management.
j. Rate or Pace
ii. Sequence of activities
iii. Synchronization.
6. Describe the relationship that exists between time and energy.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATIONS 2007/2008
COURSE CODE: HSM 407
COURSE TITLE: TEXTILE PRODUCTION I
TIME ALLOWED: 3 HOURS
INSTRUCTION:
ANSWER ALL QUESTIONS. HALF IMPERIAL CATRIDGE PAPER AND TRACING PAPER SHOULD BE SUPPLIED, STUDENTS SHOULD BE INFORMED TO COME TO THE EXAMINATION WITH THEIR ART MATERIALS AND DRAWING BOARD
(4) Write a step by step note on how designs are generated. State the characteristics of a good design. Possibly illustrate with a diagram.
(5) State the different types of design arrangements and illustrate five of them with diagram.
(6) Prepare a design that will be suitable either for stencil printing or eleko pattern or a fabric. The filler size 30/20cm,, two colours minus the black background and indicate if your design is for dress or furnishing. Use the principles guiding question 1 and 2 to source your design.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT 2007/2008 SECOND SEMESTER EXAMINATIONS
COURSE CODE: HSM 422
COURSE TITLE: Design of Utility Areas in the Home
TIME ALLOWED: 11/2
INSTRUCTION: ANSWER ANY FIVE QUESTIONS. All Questions Carry Equal Marks
Q1 Identify the functional areas in the home. List the basic requirements for each. Differentiate between furniture and fixtures.
Q2 Discuss the guidelines necessary in furniture arrangement.
Q3 Describe the basic utilities in a home. Discuss the importance of each.
Q4(a) Describe the basic sources of electricity.
(b) What is an electric circuit
© Of what importance is the knowledge of electricity to a home maker
Q5 Describe any ten guidelines underlying the safe use of electricity in the home.
Q6 Describe four ways of lighting in the home.
Q7 List and explain five guideline for the effective use of cooking gas in the home.
UNIVERSITY OF AGRICULTURE, ABEOKUTA
DEPARTMENT OF HOME SCIENCE AND MANAGEMENT
FIRST SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 441
COURSE TITLE:
Administration and Planning in Extension
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer any four (4) questions all questions carry equal marks.
1. Define the term administration. Explain in full the task of managing an extension organization
2. In detail, analyse what is involved in manpower management in an extension organization.
3. Explain what roles these play in decision making by management.
a. Staff
b. Rules
c. Supply of information
4. In the T & V system of extension, identify the levels of management and discuss t he roles played by each.
5. Name the kinds of leadership styles you know. Describe the kind of influence they command on their followers.
6. In planning extension programme, identify the key features or element an extension programme must contain and discuss each briefly.
FIRST SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 409
COURSE TITLE:
Advance Resource Management
TIME ALLOWED: 1 Hour 30 minutes
INSTRUCTION: Answer all questions in section A and any 2 in section B.
Section A
1. Enumerate all that constitute income in the home.
2. Specify 10 points that should be considered in the use of time.
3. Specify 10 activities families can engage in at leisure time.
4. When implementing time plan, mention important resources that come to play.
5. Mention four (4) important uses of durable goods.
Section B
1. Explain how rate or pace affects performance or work in the home.
2. Activity sequence affects energy use. Discuss
3.(a) What you understand by synchronization.
(b) How is it involved in human energy use?
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT SECOND SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 432
COURSE TITLE:
Nursery School Laboratory
TIME ALLOWED: 2Hours
Course unit: 3 Units
INSTRUCTION: Answer any three questions.
1. (a) What is Curriculum?
(b) Make a plan of curriculum for pre-primary education and reflect the five major categories of learning experiences.
2. (a) Write the government guidelines and policies on establishment of pre-primary education.
(b) Write out the five (5) basic components of the guidelines.
(c) Explain the specification stated in the guidelines in setting up pre-primary schools.
3. (a) State the various needs of the young child.
(b) Mention and explain things to be considered in planning school time table for pre-primary education.
4. (a) Which of the developmental theories will be of importance to agents of s ocialization when raising children of pre-primary education phase (stage)?
(b) Mention and explain the relevance of the theory to child development in school settings.
SECOND SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 404
COURSE TITLE:
Nigerian cottage Industry
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer any four (4) questions all questions carry equal marks.
1. Identify the cottage industries in Abeokuta, what do they do produce?
2. In what ways are local industries relevant to the community they are located.
3. Discuss the relevance of Cottage Industries to (1) Local Economy (2) National Economy
4. How would you determine the profitability of a project?
5. Identify the constraints inhabiting the establishment of Cottage Industry.
6. Explain the growth prospects of Cottage Industries in Nigeria.
UNIVERSITY OF AGRICULTURE, ABEOKUTA DEPARTMENT OF HOME SCIENCE AND MANAGEMENT FIRST SEMESTER EXAMINATION 2008/2009
COURSE TITLE:
Family Dynamics and Change
COURSE CODE: HSM 413
TIME ALLOWED: 2 HOURS
INSTRUCTIONS: Attempt ALL Questions
1(a) Fill in the Gaps
(i) A nuclear family is made up of -------------------------------, …………………………………. and ………………………. (3 marks)
(ii) The terms “family” has …………………….. Aspects, namely ………………………………… and …………………………………… aspects (3 marks)
(iii) Marital ………………………. Is maintained by …………………………….. process that preserve the ………………………………….. and …………………………. of the family system
b. Describe 5 major functions of the family (10 marks)
2. Marital conflicts constitute a major source of instability in marriages.
(a) Identity the major causes of marital conflicts in the contemporary Nigeria society (8 marks)
(b) As a potential marriage counselor, discuss 6 techniques you would recommend to prevent conflicts in marriage (12 marks)
3. (a) What is family dynamics? (2 marks)
(b) Using a tabular representation describe the developmental tasks responsible for change in the family structure. (18 marks)
4. Using the S- M – C – R model of communication, describe how effective communication could be facilitated in the family (10 marks)
FIRST SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 429
COURSE TITLE:
Family and Community Health
TIME ALLOWED: 2 Hours
INSTRUCTION: Attempt All Questions
1. (a) What is First Aid (1 mark)
(b) Explain the major aims of first aid. (6 marks)
(c) Describe recommended priority approach to first aid. (3 marks)
2. (a) By the standard of the World Health Organization (WHO), what does health means? (2 marks)
(b) What is the purpose of health promotion? (2 marks)
(c) Briefly describe 3 major causes of disease and illness. (3 marks)
(d) Describe the components of Health promotion. (6 marks)
(e) "In order to attain one's highest potential for well being, an individual requires planning the components of wellness" Explain. (4 marks)
3. "How different people response to challenging situation reflects their level of coping and emotional health status.
(a) What is emotional health (2 marks?)
(b) List 10 characteristic associated with mental health (5marks)
(c) What are the health/ illness implications on the family? (3 marks)
(d) Identify 5 traits that enhance coping of family members under stress. (5 marks)
(e) What are the major factors that influence an individual's coping ability? (5 marks)
4. (a) Discuss the ABCDEF approach to HIV/ AIDS prevention and control. (5 marks)
(b) Differentiate between communicable and non- communicable disease (5marks)
(c) Identify the major modes of transmission of communicable disease. (5 marks)
(d) Mention 4 illnesses that could be transmitted through the feaco-oral and the respective organisms.
FIRST SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 439
COURSE TITLE:
Institutional Equipment and Management
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer Questions in all the Sections.
Section A (Answer all)
1. The institutional equipment in relation to extension and Rural Development cannot be overemphasized in teaching and learning skills new ideas and innovation.
2. Research have shown that we learn approximately 75% by seeing, 10% by hearing, 9% by touching, 3% by tasting and 3% by smelling
3. Children's play and learning equipment originated from less obsolete materials
4. There are hazards with all equipment and the suitability of any solution is totally depend on the society.
5. Equipment must be safe to operated and handle
6. Peeling of damaged paint as plaster shall be repaired promptly to protect children from possible hazards.
7. Supervision of the children should be ensured to avoid injuries.
8. Spaces should be reduced around equipments to check the movement of children
9. Play equipment motivates and sustains interest of children in playing
10. Children are more sensitive to poisonous substance equipment and may develop cholera
11. News papers are adequate for an illiterate population.
12. Message are pass in rural communities through the town cries with the help of the gong to draw the attention of people.
13. Through recent development, rural people can learn innovations through audio aids, visual aids and audio- visual aids.
14. Visual aid is any instructional material, device or equipments that can be seen and hear
15. Local materials are materials which are designed for relatively homogenous learners.
16. Commercial materials are designed for relatively heterogeneous audience and can be used for multiple purposes.
17. Instructural materials that appeal to the organ of hearing are Audio aid.
18. Real objects are the most effective aid in teaching and learning.
19. Demonstrations made use of real object, abstract and models in teaching.
20. Models are replicates of real objects and sealed representation of things along with specimen and exhibits.
21. Art products that ate designed specifically for children should be used only.
22. Children are tempted to eat art material with artificial fruit or food scents.
23. Materials must be used when and where feasible
24. In time pas fabric has be polished to smoothen out wrinkles from it.
25. Thomas Saint (1790) a was the first to design a sewing machine meant for making stitches on leather and canvas.
26. Measuring tape was invented by Fellows (1809)
27. The measuring tape is calibrated to different size as long as 60" (5 feet)
28. Weaving of fabric was manually done by crocheting with crochet pin ans knitting with knitting needle.
29. The Jacquard loom are manually that make complex pattern
30. Spinning wheel is a wooden tool that is used in arranging thread for weaving
31. Raffia is used to prevent certain areas on fabric from dye in the dye bath.
32. The polymeriser is good for enhancing design on fabrics.
33. In the olden days, sand paper (Ewe epin) was used to smoothen rough surfaces of furniture.
34. The early man uses sharp objects line bones and stone to make hole into the wood which was replaced with chisel now.
35. Programs in the computer like AUTOCAD and COREL DRAW can be used in designing patterns on cloths and cloth dying.
36. Sewing machine joins pieces of fabric together to make garment.
37. Mesh is a tool on which design to be transferred to the fabric is exposed.
38. Saw Blade is used in cutting PVC and PMB.
39. Always rub oil on the metal parts to prevent rusting.
40. The LOCKSTICH Machine is used in making stitches on fabric that are 100% cotton.
SECTION B (Answer all)
1. In a diagrammatic farm, classify with examples audio visual aids.
2. List five (5) rules governing institutional equipment in extension and rural development.
3. State five (5) relevance of institutional equipment in child growth and development.
4. List (10) examples of clothing construction equipment.
(ii) State three (3) advantages and (2) disadvantages of Industrial sowing machines.
FIRST SEMESTER EXAMINATION 2008/2009
COURSE CODE: HSM 423
COURSE TITLE:
Institutional Equipment and Management
TIME ALLOWED: 2 Hours
INSTRUCTION: Answer Questions in all the Sections.
Section A
Indicate T or F to indicate whether the following statement is True or False
1. Remling and minnet (1997) describe family as a socially sanctioned group
2. A group of parent and children makes up a family.
3. Family is the basic unit of society.
4. Counseling is the heart of guidance.
5. Counseling is a process of interpersonal interactions and communication.
6. The role of a counsellor is to tell people how to run their lives.
7. Community is the total population of different species living in a given habitat.
8. The counselor should hold conferences with parents or guardians about student's growth and development
9. the school counselor should be silent about school polices and programmes.
10. The parents/guardians should be actively involved in the guardian activities within the school.
11. Counsellor should contribute to curriculum development.
12. Counsellor should not give nor interpret information to students' parents and professional staff.
13. Counsellor deals with the development of the cognitive, affective and psychomotor domains of human skill.
14. Counsellor must play the vital role of teaching the youths in the society mutual respect for each other and societal values.
15. The discussion phase in counseling process is that in which the client is allowed to discuss his concerns and fate.
16. Counsellor should not talk in counseling process.
17. Counsellor minimize discussion and at he same time gather information as much as possible.
18. Family is a fundamental social group in the society.
19. Institution of marriage leads to formation of the society.
20. Marriage is over when one of the spouses dies.
21. ………. Defined family as a group of people of various ages usually related by birth, marriage or adoption.
22. The knots that hold family together which makes it most stable of all human societies are:
I………………………………………………………..
ii……………………………………………………….
iii……………………………………………………….
iv……………………………………………………….
v……………………………………………………….
ii……………………………………………………….
iii……………………………………………………….
iv……………………………………………………….
v……………………………………………………….
23. …………………..defined counseling as “the process in which one person assists another person in a person to person encounter” (a) Olayinka (1972) (b) Biocher (1974) (c) Idowu (1980) (d) Makinde
24. The assistance given in counseling can take these forms
i…………………………………………………………..
ii…………………………………………………………… iii………………………………………………………….
iv………………………………………………………….
v………………………………………………………….
25. A situation where a counselor meet with people or members of a family to talk through issues that are of concern on one to one basis is (a) Group counselling (b) Individual counselling (c) Self counselling (d) Family counselling
26. One of the rights of counsellor is to be
A Treated with kind, oration and empathy
B Treated with love, exposition and honour
C Treated with warmth, explanation and respect
D Treated with care, consideration and dignity
27. If client is unhappy about any aspect of counseling, such can raise
(a) Objections (b) Concerns © Rejection (d) Opinions
28. CASSON means
(a) Christian Association of Nigeria
(b) Counselling Association of Nigeria
(c) Crime Association of Nigeria
(d) Counsel Association of Nigeria
29. ……………….. feels that marriage and family counseling should be more emphasized in Nigerian Universities. (a) Nweke (1996) (b) Olayinka (1972 (c) Idowu (1986) (d) Makinde (1983)
30. Counselling begin a continous process has (a) Steps) (b) Methods (c) Stages (d) Models
31. …………………….. lays the foundation for the consequent interactions. (a) Discussion
Phase (b) Problem resolution Phase (c) Open Phase) (d) Taking action Phase
32. Relationship phase makes it possible for the counselor to beging to open the …………………… in the client situation.
33. Establishment of rapport by counselor makes client to ……………………………………. Himself or herself (a) Disclose (b) Reveal (c) Empty (d) Open
34. The unconditional positive regard is a situation whereby a client is respected for his (a) Style (b) Mood (c) Worth (d) Opinion
35. Empathic understanding means that the counselor should learn to understand hi client the way he (a) Passives (b) Feels (c) Reasons (d) Judges | <urn:uuid:13fa7b7b-9c91-43df-b55d-2138ca4ef2bf> | CC-MAIN-2019-43 | http://unaab.edu.ng/wp-content/uploads/2011/02/3116_hsm400levelpq.pdf | 2019-10-19T15:52:46Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00262.warc.gz | 196,860,562 | 16,616 | eng_Latn | eng_Latn | 0.967587 | eng_Latn | 0.98486 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
833,
1774,
2607,
3540,
4464,
5588,
6876,
7547,
8528,
9742,
11298,
12407,
13505,
14654,
16197,
17269,
18458,
19636,
20031,
21593,
22795,
24042,
25490,
26329,
27270,
28102,
29035,
29881,
31007,
32374,
33048,
34061,
34913,
35834,
36895,
38031,
39588,
40637,
41876,
42779,
44282,
45626,
46816,
47760,
48152,
49714,
50994,
52163,
53609,
54622,
55552,
56474,
57431,
58456,
59255,
59905,
61178,
62729,
66431,
66849,
68898,
71246
] | [
2.375,
2.640625
] | 1 | 0 |
A Threat to Casco Bay's Fisheries
The European green crab, Carcinus maenas, an invasives species, has been present in Casco Bay for over 100 years (League-Pike and Shulman 2009). However, green crab populations have recently grown dramatically along Maine's coast, resulting in serious impacts to marine ecosystems and coastal fisheries. Green crabs are voracious predators and consume a variety of marine species, including soft-shell clams, eels, scallops and blue mussels, posing a significant threat to these commercial fisheries. Officials estimate that green crabs are the most significant threat in decades to Maine's $15.6 million soft-shell clam industry. Even Maine's lobster fishery may be affected. Young lobsters have been found in the stomachs of green crabs and studies have shown that green crabs can outcompete lobsters for food (Williams et al. 2009).
Damage to Eelgrass Beds and Tidal Marshes
Eelgrass beds are critical habitat for many commercially valued species, providing nesting, refugia, mating and feeding areas. Other important functions of eelgrass beds include nutrient absorption and water quality preservation (USGS 2013), and the economic value of eelgrass beds has been estimated elsewhere at $7,690/acre/year (Davis et al. 2002). Evidence is growing that green crabs are responsible for a more than 50% decline in Casco Bay's eelgrass beds in the last few years. Green crabs snip eelgrass off at the base in an effort to more easily access their prey (Klassen and Locke 2007). Eelgrass blades with characteristic green crab damage have been widely observed washing up on shores around the bay. Studies completed in 2013 found that eelgrass survival was higher in the absence of green crabs.
Salt marshes, which naturally evolve over time to accommodate rising seas, alterations to hydrology, and other factors, may also be impacted by green crabs. Green crabs have been observed using cavities in the banks of some salt marsh creek channels. Questions remain about the degree to which green crabs are using existing cavities, as opposed to burrowing new ones, but utilization of these spaces is likely to undermine salt marsh vegetation, accelerate creek channel erosion, and reduce salt marsh area as salt marsh creek channels expand.
A Threat to Water Quality?
By impacting shellfish, eelgrass, and salt marsh, green crabs could pose a threat to Casco Bay's water quality. Eelgrass beds absorb wave energy and reduce re-suspension of sediments on windy days. Soft-shell clams, mussels and other bivalves filter the water, trapping pollutants. Where eelgrass is gone, and shellfish populations have been reduced, and salt marshes are eroding, water clarity is likely to decline. Informal observations from around the Bay suggest that may already be happening.
Casco Bay Estuary Partnership | European Green Crab | 2013
FACTSHEET
History and Temperature Effects
The European green crab is on the IUCN's list of the world's 100 most invasive species (Lowe et al. 2000). They have been present on the east coast of the United States since the mid-1800s and first arrived in Casco Bay around 1900 (League-Pike and Shulman 2009). The population of green crabs along Maine's coast spiked in the early 1950's during a period of warmer-than-average winters. When more typical cold winters returned in the 1960's, the population of green crabs decreased once again (Klassen and Locke 2007). Historically, scientists believed that cold water temperatures limit green crab populations due to increased mortality and reduced reproduction (Welch 1968). Warmer winters could be part of the reason for the recent explosion in green crabs.
Biology
Green crabs grow to be approximately 4 inches in diameter and can be distinguished from other crabs by the presence of two sets of five spikes on the front of the carapace. Despite their name, coloration can be a mottled mix of green, red and brown. They commonly live in the intertidal zone, but have been observed in deeper waters as well (Klassen and Locke 2007). Green crabs can survive in low oxygen environments and are tolerant of salinities ranging from 4 - 52‰. They can spawn up to 185,000 eggs at a time and, larvae can travel long distances in the water column. A single female can produce one or two clutches of eggs each year. Along the mid-coast of Maine, females typically release their eggs in May or June but this can also occur earlier or later (League-Pike and Shulman 2009). Green crabs are omnivores, eating both plants and animals. Their prey include bivalve shellfish, juvenile lobsters, other green crabs, periwinkles and juvenile winter flounder, as well as other small fish (Taylor 2005). Their few natural predators include large fin fish, birds, and larger crustaceans like lobsters and other crabs.
Genetics
Two different genetic strains of green crabs have been observed in Casco Bay. One variety has been in the region for over a century, and was transported to mid-Atlantic ports via shipping from southern Europe as early as the middle of the 1800's. A new genetic variety, moving south and west from the Canadian Maritimes, was introduced to Canadian ports from Iceland or Scandinavia in the 1980's (Roman 2006). The northern variety is
thought to be both more cold tolerant and more aggressive than the southern strain. Recent increases in green crab numbers in Casco Bay may reflect the presence of the northern variety. Genetic studies are underway now to determine the presence and distribution.
Green Crab Management
Clammers were the first to raise the alarm about increased green crabs populations, and public concern surged in 2013 and early 2014. Numerous efforts are now underway to study the impact of green crabs on marine ecosystems, and look for ways to reduce their impact on commercial fisheries.
European Green Crab Fact Sheet
Green Crab Management (continued)
Identifying the scope of the Problem: The Maine Department of Marine Resources led a one-day statewide green crab trapping survey in August 2013. Twenty-eight towns participated. Methods varied from place to place, making quantitative comparisons difficult, but large green crab populations were documented statewide. Catches were high (hundreds of crabs per trap) in several Casco Bay towns (Webber, 2013).
Scientific Research: Scientists are studying green crabs up and down the coast. Studies include investigation of the effects of green crab predation on juvenile clams, investigation of green crab effects on eelgrass, and efforts to understand green crab population size and structure.
Protecting Shellfish Resources: The Town of Freeport funded work in 2012 and 2013 to test approaches to reducing green crab damage to soft-shell clam populations. The Town, with participation of clammers, conducted studies to exclude crabs from tidal flats using fencing, or reduce populations by trapping. Intensive management efforts appear to have a beneficial effect. Additional studies are planned for 2014 in several Casco Bay towns (Beal, 2014).
Reducing Green Crab Populations: Canadian management strategies have shown that green crab populations can be reduced (at least locally) by intensive trapping efforts. Where populations are reduced, partial recovery of eelgrass and shellfish can occur. Green crabs are so abundant that reducing populations by trapping produces huge harvests of crabs, which for now, have little economic value (McCarthy, 2013).
Developing a Market: Efforts are underway to develop markets for the green crabs. The University of Maine at Orono is looking into whether valueadded products such as food additive paste, lobster bait, aquaculture feed and compost can be developed (University of Maine at Orono, 2014). Soft shell green crabs are a delicacy in Spain and Portugal (where they are native) so there is potential to create a fishery in North America as well.
Next Steps:
The increased population of invasive European green crabs in Casco Bay, and the full extent of green crab impacts to the Bay's ecosystem, is not well understood and cannot be ignored. Research on green crab abundance, genotype, behavior and ecosystem impacts, as well as water quality impacts, are needed. The potential market for a green crab fishery presents an opportunity to incentivize trapping. Regional approaches to manage green crabs are likely necessary to have a meaningful impact on the overall population. A collaborative approach to research and management is already underway, and vital to countering the impacts of the aggressive invasive species.
Learn more at www.cascobayestuary.org
CBEP established the following goal and objectives to protect habitats in Casco Bay and can be applied.
Goal: Habitat Conservation
Objectives:
1. No net loss of aquatic and island habitats
2. Habitats in Casco Bay should be of quality that does not have an adverse effect on the structure and function of the biological community
End Notes:
Beal, Brian F. Jan 24 2014. Green Crab, Carcinus maenas, Trapping Studies in the Harraseeket River, and Manipulative Field Tri als to Determine Effects of Green Crabs on the Fate and Growth of Wild and Cultured Individuals of Soft-Shell Clams, Mya arenaria (May to November 2013). University of Maine at Machias. Available on-line at http://freeportmaine.com/ department.detail.php?page_id=96.
Davis, Ryan, Frederick T. Short and David M. Burdick. Jan. 5, 2002. Quantifying the Effects of Green Crab Damage to Eelgrass Transplants. Restoration Ecology. Vol. 6(3):297-302.
Klassen, Greg and Andrea Locke. 2007. A Biological Synopsis of the European Green Crab, Carcinus Maenas. Candian Manu-
script Report of Fisheries and Aquatic Sciences No. 2818. Fisheries and Oceans Canada.
League-Pike, Paloma and Myra Shulman. Jan. 14, 2009. Intraguild Predators: Behavior Changes and Mortality of the Green Crab (Carcinus maenas) During Interactions with the American Lobsters (Homarus americanus) and Jonah Crab (Cancer borealis). J. Crustac. Biol. Vol. 29(3):350-355.
Lowe S., Browne M., Boudjelas S., De Poorter M. (2000) 100 of the World's Worst Invasive Alien Species: A selection from the Global Invasive Species Database. Published by The Invasive Species Specialist Group (ISSG ) a specialist group of the Species Survival Commission (SSC) of the World Conservation Union (IUCN), 12pp. First published as special lift-out in Aliens 12, Dec. 2000. Updated and reprinted version: Nov. 2004. Available on-line at www.issg.org/booklet.pdf.
McCarthy, Chris. Dec 16, 2013. Estuary Therapy—Advances in Coastal Restoration at Kejimkujik National Park Seaside. Maine Green Crab Summit. Available on-line at http://www.seagrant.umaine.edu/files/2013MGCS/McCarthy%20MGCS% 202013.pdf.
Roman, J. 2006. Diluting the founder effect: cryptic invasions expand a marine invader's range. Proc. R. Soc. B. 273: 2453-2459.
Taylor, David. Nov. 10, 2005. Predatory impact of the green crab (Carcinus maenas Linnaeus) on post-settlement winter flounder (Pseudopleuronectes americanus Walbaum) as revealed by immunological dietary analysis. J. Exp. Mar. Biol. Ecol. Vol. 324(2): Pp 112-126.
United States Geological Survey. Jan. 30, 2013. Green Crab – Maquoit Bay. Hilary Neckles. U.S. Department of the Interior. University of Maine at Orono. You Want a Piece of Me? University of Maine at Orono—Research. Available on-line at https:// umaine.edu/ research/home/you-want-a-piece-of-me/. Web accessed April 9, 2014.
Webber, Michelle Mason. Dec 13, 2013. Results of the One-Day Green Crab Trapping Survey Conducted Along the Maine Coast from August 27 to 28, 2013. Maine Department of Marine Resources. Available on-line at http://www.maine.gov/dmr/ msf/greencrabsurveyreport.pdf.
Welch, W. R. 1968. Changes in abundance of the green crab, Carcinus maenas (L.) in relation to the recent temperature changes. Fish. Bull. Vol. 67:337–345.
Williams, P.J., C. MacSween and M. Rossong. 2009. Competition between invasive green crab (Carcinus maenas) and American lobster (Homarus americanus). New Zealand J. Mar. Freshw. Res. Vol. 43(1), 2009. | <urn:uuid:83c81330-c006-49b9-9f60-8d799ec0df3e> | CC-MAIN-2019-43 | http://www.cascobayestuary.org/wp-content/uploads/2014/08/2013-CBEP-Factsheet-Green-Crabs-for-web.pdf | 2019-10-19T14:30:25Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00257.warc.gz | 229,697,615 | 2,845 | eng_Latn | eng_Latn | 0.934971 | eng_Latn | 0.990054 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2885,
5890,
8659,
12119
] | [
3.046875
] | 2 | 1 |
Snack Foods and Beverages In Iowa Schools
At a glance
* 28 percent of children in Iowa are overweight or obese, 1 compared to one-third nationwide.
* Iowa's snack food and beverage policies have been in place since 2009.
* Providing students with access to healthy foods and beverages throughout the school day can improve the health of the state's 500,000 schoolchildren. 2
Children who are overweight or obese—one-third of all children in the United States—are at greater risk for heart disease, Type 2 diabetes, and other chronic diseases. 3 To support children's health, school districts across the nation are beginning to implement nutrition standards set by the U.S. Department of Agriculture for snack foods and beverages sold outside of school meal programs, such as in vending machines, school stores, and cafeteria a la carte lines.
Recognizing that what children eat affects their health and ability to learn, many states have been working to improve the nutritional quality of snacks for several years. For example, 43 states have some level of policy in place regarding the types of snacks schools may sell to students. Of these, seven have suggested guidelines; schools in those states are not required to follow them. Very few of the policies in the remaining 36 states are as strong as the Smart Snacks in Schools nutrition standards from USDA.
Since 2009, Iowa schools have been required to meet nutritional guidelines for snack foods and beverages. * Among other things, these standards place limits on calories, fat, and salt in all snacks and beverages available to students on campus. Iowa should consider aligning its current policy with the USDA standards, while also working to preserve any components of its existing policy that may be stronger. Additionally, the state child nutrition agency should adopt policies and procedures that ensure effective implementation of the standards, such as providing:
* • Technical assistance and training to schools and districts.
* • Opportunities for collaboration and sharing of best practices with other districts in the state.
* In some municipalities, there may be local policies that have additional requirements that go beyond the state standards. These local policies are not covered in this analysis.
* • Clear guidance on the number of fundraisers per year that each school may exempt from the standards.
* • A plan for addressing how schools will be held accountable for meeting USDA's Smart Snacks in Schools nutrition standards.
According to recent research, school-age children living in states with strong restrictions on the sale of unhealthy snack foods and beverages in school gained less weight than those in states with no such policies. 4 For the majority of the nation's children, less-healthy snack food choices still far outnumber healthier options such as fruits and vegetables. 5 Having a national policy in place will serve as a baseline to ensure that the healthy choice is the easy choice for all students, no matter where they live.
Updating nutrition standards for snack foods and beverages sold in schools is not only a healthy option, but a fiscally sound one as well. Research shows that having nutrition standards in place for snacks and beverages results in more students purchasing USDA-reimbursable school meals, which in turn increases the revenue of school food service departments. 6
What children eat and drink at school matters. Every state should fully implement USDA's Smart Snacks in Schools nutrition standards and make sure existing state school food policies align with or exceed the national nutrition standards. This will put all of the nation's schools on an even footing, regardless of their current state policies, and ensure that all kids, no matter what school they attend, have access to healthier snack foods and beverages throughout the school day.
Endnotes
1 Child and Adolescent Health Measurement Initiative, "Data Resource Center for Child & Adolescent Health" (2011), accessed July 29, 2014, http://www.childhealthdata.org/browse/allstates?q=2415.
2 National Center for Education Statistics, "State Education Data Profiles," accessed July 29, 2014, http://nces.ed.gov/programs/stateprofiles.
3 Joan C. Han, Debbie A. Lawlor, and Sue Y.S. Kimm, "Childhood Obesity," Lancet 375, no. 9727 (2010): 1737–48; David S. Freedman et al., "Cardiovascular Risk Factors and Excess Adiposity Among Overweight Children and Adolescents: The Bogalusa Heart Study," Journal of Pediatrics 150, no. 1 (2007): 12–17; Evelyn P. Whitlock et al., "Screening and Interventions for Childhood Overweight: A Summary of Evidence for the U.S. Preventive Services Task Force," Pediatrics 116, no. 1 (2005): e125–44; E. Rand Sutherland, "Obesity and Asthma," Immunology and Allergy Clinics of North America 28, no. 3 (2008): 589–602; E.D. Taylor et al., "Orthopedic Complications of Overweight in Children and Adolescents," Pediatrics 117, no. 6 (2006): 2167–74; and W.H. Dietz, "Health Consequences of Obesity in Youth: Childhood Predictors of Adult Disease," Pediatrics 101, suppl. 2 (1998): 518–25.
4 Daniel R. Taber et al., "Weight Status Among Adolescents in States That Govern Competitive Food Nutrition Content," Pediatrics 130, no. 3 (2012), doi:10.1542/peds.2011-3353.
5 The Pew Charitable Trusts, "Out of Balance" (2012), http://www.pewtrusts.org/~/media/Assets/2014/08/ KSHFOutofBalanceWebFINAL102612pdf.pdf.
6 The Pew Charitable Trusts, "Health Impact Assessment" (2012), http://www.pewtrusts.org/en/research-and-analysis/ reports/2012/06/01/hia-national-nutrition-standards-for-snack-and-a-la-carte-foods-and-beverages-sold-in-schools.
Contact: Michelle Mendes, associate, communicationsEmail: firstname.lastname@example.org website: healthyschoolfoodsnow.org
The Kids' Safe and Healthful Foods Project, a collaboration between The Pew Charitable Trusts and the Robert Wood Johnson Foundation, provides nonpartisan analysis and evidence-based recommendations to make sure that all foods and beverages sold in U.S. schools are safe and healthful. | <urn:uuid:7560452d-d473-412b-98fb-6071e618514c> | CC-MAIN-2019-43 | https://www.pewtrusts.org/-/media/assets/2015/01/state-fact-sheets/kshf_mandatory_iowa_v3.pdf?la=en&hash=BF2C09051CA05FADD58ADBC526B40597CEA9EE38 | 2019-10-19T14:47:50Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00265.warc.gz | 1,013,562,051 | 1,333 | eng_Latn | eng_Latn | 0.984124 | eng_Latn | 0.991463 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2278,
6067
] | [
2.578125
] | 53 | 2 |
Jairus' Daughter/The Woman Who Touched Jesus
Matthew 9:18-26
Learn that Jesus wants us to come to Him with our needs Recognize the bold faith that Jairus and the woman had
So let's come near to God with pure hearts.
Hebrews 10:22
So let’s come near to God with pure hearts and a confidence that comes from having faith. Hebrews 10:22
Ask: Have you ever been too embarrassed to ask for help? As you listen to today’s story, think about what would have happened if the people had not come to Jesus and asked for His help.
Please note: This portion of the lesson is given to help in teaching the lesson. Please read through the story and read it in the Bible before teaching it. Do NOT read from this piece of paper. Instead, make a note sheet and place it next to the story in the Bible.
Welcome Time
Bible Story
Lesson Goals
Younger Verse
Older Verse
Jairus was an important man. He was the leader of the synagogue. The synagogue was the place where the Jewish people worshipped God. Many of the Jewish leaders didn't like Jesus or believe He was the Son of God. But Jairus was different.
Jairus actually knelt down at Jesus' feet! When a person kneels before someone, it shows that they respect and worship them. So Jairus showed by this act that He believed in Jesus. That took courage!
Then Jairus told Jesus that his daughter had just died. But Jairus showed great faith by telling Jesus that he KNEW Jesus could bring his daughter back to life if He would go to his house and touch her. Wow! Jairus really believed. He didn't say "I hope" or "Maybe you could try." He had complete faith that Jesus had the power to do miracles.
As Jesus and His disciples were on their way to Jairus' house, a lot of people were around them. In the crowd was a woman who had been sick for twelve years. She had spent all her money on many different doctors. No one was able to make her well.
This woman had heard about Jesus, and she kept telling herself, "If only I could touch His clothes I would be well." She walked up behind Jesus and touched the edge of His clothes. Jesus stopped in the middle of the crowd, turned to her and said, "Daughter, be encouraged! Your faith has made you well." Immediately, the woman's sickness was gone—Jesus had healed her!
Jesus continued to walk to Jairus' house. When they got to the house, they saw lots of crying people and others playing sad music. Jesus told them, "Go
1
away. The girl is not dead. She is only asleep." The people laughed at Jesus when He said this.
After the crowd went outside, Jesus went into the bedroom and took the girl by her hand. The girl got up and began to walk around the room! Her family was happy and excited that she was alive again.
News spread everywhere about what Jesus had done. Later, Jesus would know what it was like to be dead and come back to life. He died on a cross and 3 days later God raised him from the dead. Like in the story of the little girl, many people did not believe that Jesus was alive. Some people wouldn't believe until they touched Jesus. When they did, they saw that He was alive!
Jesus died for us. He knew that there was no other way we could get to Heaven unless He took our sins (wrongs) away by dying on a cross. So He did! We can go to Heaven by believing in Jesus and asking Him to come into our lives. Jesus stays with us and shows us how to live and follow Him.
Review Questions
1. What is a synagogue? (A place where Jewish people wor- shipped God)
2. What did Jairus do to show Jesus that he respected and worshipped Him? (bowed down at Jesus' feet)
3. What did the woman do to be healed by Jesus? (touched the edge of His clothing)
4. What did Jesus tell the people at Jairus' house? (to go away; that she wasn't dead but sleeping)
Thank God that He wants to answer our prayers. Ask God to have the kind of faith that Jairus and the woman had, knowing Jesus would answer their prayers.
Prayer Time
Life Application
Both Jairus and the woman who touched Jesus showed bold faith. Jairus risked being rejected by the Jewish leaders by going to Jesus and bowing down to Him. The woman knew that Jesus would heal her if she just touched His clothing.
Ask: Is it sometimes hard to have faith in God? When is it especially difficult? In today's memory verse, we are told to come to God with pure hearts and confidence that comes from having faith. A pure heart is one that has been forgiven by God. And we can come to God with confidence—not in ourselves, but in God. God loves us, cares about us, and wants to hear us when we pray.
Planning for Next Lesson Jesus' Friends Tell Others About Him Matthew 10:1-14
2
Preschool Lesson for Jairus' Daughter and the Woman Who Touched Jesus
Jesus came to a town. When He got there, a man named Jairus came to Jesus. He was crying (make crying noises), and he begged Jesus (get down on your knees and pretend to beg) to come to his house because his little girl had died. Jairus showed he believed in Jesus by saying, "Will you come and put your hands on her so she will live?"
Jesus began to walk to Jairus' house. (Make walking movements with fingers). A large group of people were all around Jesus and His friends (Have everyone come close together). In the crowd was a woman who had been sick for twelve years. She had spent all her money on many different doctors. No one was able to make her well.
This woman had heard about Jesus, and she kept telling herself, "If only I could touch His clothes, I would be well." So she touched the edge of His clothes. Jesus knew she had touched Him and He stopped in the middle of the crowd and said to her, " Because you believe, you are well." As soon as Jesus said these words, she became well.
Jesus continued to walk to Jairus' house (walking movements). When they got to the home, they saw lots of crying people and others playing sad music (Make crying sounds). Jesus told them, "Go away. The girl is not dead. She is asleep." The people laughed at Him when He said this (laugh).
After the crowd went outside, Jesus went into the bedroom and took the girl by her hand. The little girl got up and began to walk around the room. Everyone was overjoyed. (Say,"Yea!")
News spread everywhere about what Jesus had done. It was a miracle!
Sing this little song to the tune of "Are you Sleeping?"
Are you sleeping, are you sleeping (Make motion like you are asleep) little girl, little girl? Jesus is coming, He will help you. (move two fingers like Jesus is walking) Now, you're well. Now, you're well. (Smile)
3
Hands-on Activities
for Jairus' daughter and the woman who was healed
Bring a long robe. Choose a volunteer to put on the robe and be blindfolded. Then have another student touch the edge of the robe. Allow the child to guess which student touched the robe. Tell students that unlike us, Jesus did not have to guess who touched Him. He already knew the lady and what she needed.
To remind the kids of the woman who touched Jesus, make a "touch bag". Fill a large paper sack with things with different textures like cotton balls, orange, golf ball, balloon, sponge, small candle, etc. Let the kids try to identify the objects without looking into the bag.
Play a game called "Heads Up 7-UP." You will begin by choosing someone to be it. Make sure that no one else knows who it is. Everyone will cover their eyes with their hands, leaving their thumbs up. The person who is it will very slyly tag someone by touching their thumb. When the person has returned to their seat, You call "Heads Up 7-UP." The person who was tagged must try to guess who touched them. After having fun, talk about how Jesus knew who touched Him and let the kids share what happened to the woman. (If this game does not seem to fit your kids, play a tag game instead.)
For younger students, bring a doll that has eyes that open and shut. Lay the doll down and watch the eyes close. Then lift the doll up and watch the eyes open. Remind children that Jesus helped a girl "open her eyes" by touching her. He raised her to life!
Sing the song "Come and Go With Me to My Father's House" or "Come, Now is the Time to Worship." Remind students that both people in today's story came to Jesus for help. Jesus wants us to come to Him, too!
During prayer time, have everyone kneel down. Remind students that kneeling shows God that we respect Him and worship Him.
4 | <urn:uuid:3ed074b1-39df-4f4d-a4fa-e139baea5173> | CC-MAIN-2019-43 | https://secureservercdn.net/184.168.47.225/580.1b4.myftpupload.com/wp-content/uploads/curriculums/LOC_MATT_2007-L17-EN.PDF?time=1565708295 | 2019-10-19T15:43:19Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00264.warc.gz | 692,974,996 | 2,044 | eng_Latn | eng_Latn | 0.999207 | eng_Latn | 0.999297 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2447,
4694,
6610,
8473
] | [
3.8125
] | 1 | 0 |
Collect & Re-use Rainwater
During a moderate rainfall, hundreds of gallons of water run off a typical residential roof and into the gutters, often discharging to the driveway and then into the street. Other hard surfaces such as sidewalks and patios also prevent water from soaking into the ground. As the water flows along the ground, this storm water picks up contaminants such as fertilizers, pesticides, automotive fluids, dirt and debris. Storm water is not treated and it can carry these pollutants straight into the nearest waterway. There are simple practices that can help capture and filter rain water back into the ground, stopping the water's rush into the storm sewers.
Channel water flow to areas where water will remain long enough to filter into the soil. Move downspouts to they run away from paved areas to relatively flat, grassy or well-vegetated areas.
Another way to reduce runoff is to use rain water for washing cars or watering lawns and gardens. Simple rain barrels allow you to re-use rainwater for non-potable uses.
Questions?
If you have any questions, please feel free to contact the City of Rockford Water Division – Water Quality Section 1111 Cedar St Rockford, IL 61102 (779) 348-7151
For more information, visit our website at www.rockfordil.gov
Water
Information
Bulletin
No.
Groundwater Protection
10
What Can I Do?
Groundwater protection is not just a concern for farmers, water system operators, or private well owners. We all have a stake in protecting the amount and quality of our water. Many people are already trying to be "groundwater smart".
Keep this bulletin as a handy reference. Try some of the ideas, then have a glass of cool, fresh water and take pride in the fact that you're helping to make batter homes and groundwater.
Fertilizers
Fertilizer usually contains nitrogen, Phosphorus (as P2O5) and potassium (as K2O). The numbers on a fertilizer bag indicate the percentages of these three plant nutrients. For example, a fertilizer labeled 10-1-4 contains 10% nitrogen, 1% P2O5 and 4% K2O. Nitrogen is the most important lawn nutrient but it can contaminate groundwater with nitrate. Phosphorus can contaminate rivers, lakes and ponds causing excessive weed and algae growth. In many cases phosphorus levels in soils are more that sufficient to maintain a healthy lawn and additional phosphorus is not needed.
If you think your yard is in need of fertilizer, choose a fertilizer high in Water Insoluble Nitrogen (WIN). WIN is released slowly and helps prevent "lawn burn" and groundwater contamination. WIN fertilizers cost more but they're worth it.
If your soil needs potassium, apply it with your fall fertilization. Fall fertilizing promotes deep and healthy roots. Use a fertilizer with high potassium content.
Unless your soil is deficient in phosphorus, ask for a fertilizer with zero for the middle number.
Weed Control
Control weeds by following good mowing, watering and fertilizing practices. If you must use chemicals, spray individual weeds rather than applying a fertilizer/herbicide blend to the entire lawn.
Dandelions: Dig them out. Digging 4 – 5 inches of the root will kill most dandelions. You may have to dig a second or third time.
Crabgrass: Keep your lawn tall – at least 3 inches – to shade out crabgrass. Apply crabgrass killer only is you have noticeable crabgrass problems. Also, don't apply fertilizer in July and August – this tends to grow crabgrass better than it does lawn.
Natural Weed Killer: Try this safe, easy and effective way to get rid of your weeds.
1 tablespoon of apple cider vinegar 1 tablespoon baby shampoo 1 tablespoon gin 1 quart of warm water
Combine all of these ingredients into a bucket and then pour into a hand held sprayer. Drench the weeds to the point that the solution will run off of them.
Gardens
Don't spray just because you see insects eating your plants. Insecticides kill good bugs as well as pests. Identify the problem insect. Wait and see if it gets worse – good insects like ladybugs might keep the problem under control. First, pick them off by hand; if you must spray, use a product that is approved for your crop and will kill the insect in question. Consider using insecticidal soaps and microbial sprays. If you decide to spray, read and follow all label directions exactly.
Lawn Alternatives & Natural Plantings
Many homeowners find that a beautiful yard is not necessarily a carpet of grass. Try replacing parts of your lawn with low maintenance ground covers, shrubs and perennial flowers that require little or no fertilizer. Most native plants do not need fertilizer. | <urn:uuid:399a6f6e-6d2c-429a-a37a-395cb929aa51> | CC-MAIN-2019-43 | https://rockfordil.gov/wp-content/uploads/2017/03/RKFD_Water_No10_Groundwater-Protection-In-The-Yard-And-Garden.pdf | 2019-10-19T15:29:39Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00266.warc.gz | 677,286,275 | 1,021 | eng_Latn | eng_Latn | 0.997669 | eng_Latn | 0.997814 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1353,
4658
] | [
3.5625
] | 2 | 2 |
คําศัพทจากขาว
A
```
a great deal - a lot มาก abandon - to stop doing an activity before you have finished it, to leave a place, especially because it is difficult or dangerous to stay there ละทิ้ง, เลิก abandoned - left by someone ที่ถูกละทิ้ง abandonment - the act of leaving a person, thing or place with no intention of returning การทอดทิ้ง, การละทิ้ง abbey - a large church together with a group of buildings in which monks or nuns live or lived in the past มหาวิหาร, โบสถใหญ, วัด abbot - the head monk at a temple เจาอาวาส abdication - the process of giving up the position of being king or queen การสละราชสมบัติ abdomen - the lower part of a person's or animal's body, which contains the stomach, bowels and other organs ทอง, ชองทอง abide by - to follow a rule, law or instruction ทําตามกฎหมาย abnormal - not usual or typical ผิดปกติ ไมธรรมดา abound - to be present in large numbers or amounts มีมากมาย abroad - in or to a foreign country ในตางประเทศ abrupt - sudden and unexpected, and often unpleasant อยางกะทันหัน absolute monarchy - a system in which a king or queen has unlimited powers ระบอบสม บูรณาญาสิทธิราช absolutely - completely โดยสิ้นเชิง, อยางแนนอน, อยางแทจริง absolve - to state formally that somebody is not guilty or responsible for something ปลด เปลื้อง, อภัยโทษ absorb - to take in a liquid, gas or other substance form the surface or space around ซึม ซับ ดูดกลืน abundant - more than enough มากมาย abuse - the use of something in a bad, dishonest, or harmful way การใชในทางที่ผิด academic - someone who teaches at a college, or who studies as part of their job นักวิชาการ academic year - school year ปการศึกษา accept - to admit that you are responsible or to blame for something ยอมรับการตําหนิ, รับผิดชอบ
access - having the opportunity to have or use something, the ability to enter a building
```
or place การเขาสู มีโอกาสในการใช access road - a road that connects with a highway accessible - easy to talk to and to get to know ที่สนิทไดงาย accommodate - is able to accept (here: able to accept gasohol as fuel to make the car work) accompanied - went with ติดตาม, รวมทาง, เดินทางไปดวย accompany - to happen or appear with something else มากับ, รวมกับ accomplishment - something that is successful, or that is achieved after a lot of work or effort, to finish something successfully or to achieve something ทําสําเร็จ ความสําเร็จ, การ บรรลุผล accusation - a statement that someone has done something wrong or illegal even though this has not been proved ขอกลาวหา accused - to be said to have done something wrong or committed a crime ถูกกลาวหา acknowledge - to accept or admit that something exists, is true or is real ยอมรับ acquit - to state officially that someone is not guilty of the crime they were accused of ตัดสินใหพนโทษ Act - a law passed by a country's government พ.ร.บ. พระราชบัญญัติ activist - someone who takes part in activities that are intended to achieve political or social change, especially someone who is a member of an organisation นักกิจกรรม ad-hoc - done only when needed for a specific purpose, without planning or preparation เกี่ยวกับสิ่งนี้โดยเฉพาะ adapt - to change something to suit different conditions or uses ทําใหเหมาะ, ทําใหเขากับ, ปรับ adaptation - a film/movie, book or play that is based on a particular piece of work but that has been changed for a new situation การดัดแปลง, การปรับใช addicted - unable to stop using or doing something ซึ่งติดนิสัยในบางอยาง address - to speak publicly to a group of people, a formal speech, to try to deal with a problem or question จัดการกับปญหา คําปราศรัย กลาวปราศรัย adequate - good enough or large enough for a particular purpose พอเพียง adjacent - very near, next to, or touching ติดกัน adjoining - next to and connected to adjust - to get used to a new situation by changing your ideas or the way you do things, to change something slightly, especially to make it more correct, effective, or suitable ปรับ, ปรับตัว administration - government, the government of a country รัฐบาล
administrative - of the process or act of organising the way that something is done การ บริหาร Administrative Court - the court which deals with disputes between the private sector and government agencies ศาลปกครอง admire - to respect somebody for what they are or for what they have done ชมเชย,ยก ยองสรรเสริญ admirer - someone who has a feeling of great respect for someone or something ผูชมเชย admit - to agree that something is true, especially when you are unhappy, sorry or surprised about it, to put someone into hospital or prison เปดรับ, ยอมรับ adopt - to accept or to start using something new นํามาใช adoptive - of someone who has legally adopted a child ที่เกี่ยวกับการรับเลี้ยงบุตรบุญธรรม adulation - admiration and praise การยกยอ, การประจบประแจง adult - a fully grown person who is legally responsible for their actions ผูใหญ advance - moving forward การเคลื่อนไปขางหนา advances - attempts to start a romantic or sexual relationship with somebody แทะโลม adverse - having a negative or harmful effect on something ในทางลบ, เปนผลราย advice - an opinion or a suggestion about what somebody should do in a particular situation คําแนะนํา adviser - a person who gives advice, especially somebody who knows a lot about a particular subject ที่ปรึกษา aerial - (of a photograph) from a plane ภาพถายทางอากาศ affair - a sexual relationship between two people, especially when one of them is married to someone else ความสัมพันธเชิงชูสาว affairs - events affecting a government, military, organisation, etc. กรณียกิจ, กิจธุระ affiliated - a connection with a political party or religion, or with a larger organisation ที่ ผูกพัน affiliation - a connection with a political party or religion, or with a larger organisation การผูกพัน affirm - to say or show that something is true ยืนยัน, รับรอง afford - to not have to worry or think about something สามารถทําได after all - despite what has been said or expected อยางไรก็ตาม, ไมวาอยางไรก็ตาม aftermath - the effects and results of something bad or important ผลที่ตามมา agriculture - the science or practice of farming เกษตรกรรม, การเกษตร aid - help; assistance ความชวยเหลือ aide - someone whose job is to help another person in their work ผูชวย ailment - an illness อาการปวย, โรคทางกาย
aim - to have as your purpose or goal มีเปาหมาย มีจุดมุงหมาย, to point a weapon at something that you want to hit เล็ง
airlift - to carry out an operation to take people, soldiers, food, etc. to or from an area by aircraft, especially in an emergency or when roads are closed or dangerous ขนสง (คน หรือสินคา)ทางเครื่องบิน aisle - a long narrow space between rows of seats in a church, aircraft, or cinema ทางเดิน ระหวางที่นั่ง (ในโบสถ, โรงภาพยนตร, เครื่องบิน) alert - to warn people to be prepared to deal with something dangerous; to tell someone in authority about a danger or problem so that they can take action to deal with it เตือนใหระวัง, แจงใหทราบ, บอก alias - used when a person is known by two names; used before a different name that someone uses instead of their real name ฉายา, สมญานาม alienate - to make somebody less friendly or sympathetic towards you; to make somebody feel that they do not belong in a particular group ทําใหเหินหาง, ทําใหแตกแยก, เมินหมาง, ไมเปนมิตร all but - almost completely allegation - an accusation; a statement that someone has done something wrong or illegal even though this has not been proved ขอกลาวหา alleged - claimed to be true although not yet proven ที่ถูกกลาวหา allegedly - claimed to have done something wrong, but not yet proven ที่กลาวหา alliance - a coalition; an arrangement to work together, a group of people, political parties, etc. who work together in order to achieve something that they all want พันธมิตร allocate - to officially give out an amount of or share of something แบงสวน allocation - an amount of or share of something, in this case, the national budget การ แบงสวน alms - food, money, and other items that are given to Buddhist monks; money, clothes and food that are given to poor people ของทําบุญ ของบริจาค alter - to change เปลี่ยนแปลง alternative - something that you can choose instead of something else ทางเลือก ambassador - a senior official who lives in a foreign country and represents his or her own country there เอกอัครราชทูต ambition - the desire or determination to be successful, rich, powerful, etc; something that you want to do or achieve very much ความทะเยอทะยาน, ความปรารถนาอันแรงกลา ambitious - needing a great amount of skill and effort to be successful or be achieved ใฝสูง, มักใหญใฝสูง, ทะเยอทะยาน - in the middle of; at the same time as, during the time when something else is amid happening ทามกลาง, ระหวาง
ammunition - information that can be used against another person ขอมูล amnesty - a situation in which a government agrees not to punish people who have committed a crime การนิรโทษกรรม amplify - to increase something in strength, especially sound ขยาย, ทําใหเพิ่มขึ้น analysis - the detailed study or examination of something in order to understand more about it; the result of the study การวิเคราะห ancient - very old ที่เกาแก ที่โบราณ angle - point of view; perspective; a particular way of considering or understanding something ทัศนคติ anguish - painful emotions ความทรมานทางจิตใจ ankle - the part at the bottom of your leg where your foot joins your leg ขอเทา anniversary - a date when you celebrate something that happened in a previous year that is important to you วันครบรอบ annoyance - something that makes you feel slightly angry สิ่งที่รบกวน, ความรําคาญ annoyed - feeling slightly angry or impatient รูสึกรําคาญใจ annual - for one year, happening once a year ประจําป anonymous - not known or famous, not named ไมระบุชื่อ ซึ่งไมมีลักษณะเดน anticipate - to guess or expect that something will happen คาดการณ antiques - old and valuable things that are usually looked at but not used โบราณวัตถุ, ของโบราณ anxious - wanting something very much กระตือรือรน, กระสับกระสาย, รอนใจ apologise - to say you are sorry for doing something wrong or for cause a problem ขอ โทษ apology - an act of saying sorry คําขอโทษ apparent - clear; able to be seen or understood, seeming to be something although it may not be real ดูเหมือนวา, ตามที่เห็นภายนอก ซึ่งเห็นไดชัดวา apparently - based only on what you have heard or think, not on what you are certain is true; seemingly ตามที่ไดรูมา Appeal Court (Court of Appeal) - a court that decides requests that a decision made by a lower court be changed ศาลอุทธรณ appeal to - to cause someone to like or want something ดึงดูดใจ ทําใหสนใจ appeals court - a court that decides requests that a decision made by a lower court be changed ศาลอุทธรณ Appeals Court (Court of Appeal) - a court that decides requests that a decision made by a lower court be changed ศาลอุทธรณ appear - to seem ดูเหมือนจะ, ดูเหมือนวา, to go somewhere officially because you are involved in something, such as a trial or inquiry ปรากฏตัวอยางเปนทางการ
appearance - the way that somebody/something looks on the outside ลักษณะภายนอก appease - to say or do something in order to make someone feel less angry ปลอบใจ หรือ ทําใหเปนที่พอใจ application - a formal request for permission to do or have something การขอ appoint - to choose someone officially for a job or responsibility แตงตั้ง,ตั้งใหเปน appointment - when someone is officially chosen for a job การแตงตั้ง appraise - to give a judgment about how much money something might be sold for ประเมินคุณคา appreciate - to be grateful for something, i.e., feeling you want to thank someone for something they have done for you สํานึกในบุญคุณ appreciation - pleasure in understanding something that is good or beautiful ความชอบ, ความชื่นชอบ, ความชื่นชม apprehension - a feeling of worry about something that might happen ความสงสัย,ความ กลัว, ความหวาดหวั่น approach - to start to speak or write to someone when you are asking for something or making an offer เขาหา approachable - friendly and easy to talk to; easy to understand, to move closer to someone or something, in this case, closer in time, a way of doing or dealing with something; a particular way of doing something or thinking about something การจัดการกับ ปญหา วิธีการทําใหถึงจุดหมาย เขาใกล ที่เขาถึงไดงาย, ที่เปนมิตร, ที่สนิทไดงาย appropriate - suitable or right for a particular situation or purpose ที่เหมาะสม approval - official permission การอนุมัติ approve - to give official permission อนุมัติ approximately - almost, but not completely, accurate or correct โดยประมาณ arch - a curved structure at the top of a door, window, or gate โครงสรางที่มีรูปโคง argue - to give reasons why you think that something is right/wrong, true/not true, etc, especially to persuade people that you are right หเหตุผล, อางเหตุผล arise - to happen as a result of a particular situation เกิดขึ้น armlet - a band, usually made of metal, worn around the top of the arm ปลอกแขน, กําไล แขน armoured vehicle - a military vehicle that is heavily protected by a metal covering รถหุม เกราะ arms - weapons อาวุธ around the clock - at all times; twenty-four hours a day arrangement - a plan or preparation that you make so that something can happen; an agreement that you make with somebody that you can both accept การจัดการ, ขอตกลง
arrest - (of the police) to take someone to a police station because they are believed to have committed a crime, (of the police or, in this case, soldiers) to take someone under control because they are believed to have committed a crime จับกุม arrest warrant - a document signed by a judge allowing police to arrest someone หมายจับ arrested - caught by the police and taken to a police station because you are believed to have committed a crime ถูกจับกุม arson - the illegal use of fire to destroy a house, building, or property; an arsonist is a person who commits arson การลอบวางเพลิง artillery - large powerful guns that are used by an army and are moved on wheels or fixed in one place ปนใหญ aspect - one part of a situation, problem, subject, etc ดาน,มุม assault - to attack someone violently ทํารายรางกาย assessment - the process of making a judgment or forming an opinion, after considering something or someone carefully, a judgment or opinion การประเมิน การประเมินสถานการณ assets - things owned by a person, company etc., particularly money and property ทรัพยสิน assign - to give someone a job to do, to give a person a particular task or position มอบหมาย, สั่งงาน associated with - connected with in some way ที่เชื่อมโยงกัน association - an official group of people who have joined together for a particular purpose สมาคม assume - to accept something to likely be true ทึกทักเอา, คิดวาเปนจริง, assurance - a promise; a guarantee การรับประกัน, การรับรอง assure - to tell something that something is true or will definitely happen ใหความมั่นใจ, ยืนยัน astrologer - someone who studies the movements and positions of the sun, moon, planets and stars and describes the expected effect that they believe these have on the character and behaviour of humans – โหราจารย, โหร, นักโหราศาสตร at risk - in danger ตกอยูในความเสี่ยง attend to - to take care of somebody/something ชวยดูแล attendance - the number of people who go to a place or an event จํานวนหรือผูคนที่ไปเขา รวม attendee - a person who attends a meeting, etc. ผูเขารวม (ในการประชุม, งานตาง) attention - interest, especially interest that the public has in a person, event, situation etc ความสนใจ
attitude - someone's opinions or feelings about something, especially as shown by their behaviour ทัศนคติ, ลักษณะทาทาง attorney - a lawyer ทนาย attorney-general - the top legal officer in some countries, who advises the leader of the government อัยการสูงสุด attract - to cause someone to be interested in something ดึงดูดความสนใจ attractive - pleasant to look at มีเสนหดึงดูด attribute - give as a reason; to believe that something is the result of a particular situation, event, or person's actions ใหเหตุผลวาเปน, ถือวาเปนของ audience - the people who watch an event happen, the group of people gathered in one place to watch or listen to a play, film, someone speaking, etc. ผูชม, audit - to officially examine the financial records of a company, organization, or person to see that they are accurate สอบบัญชี auspicious - suggesting a positive and successful future ที่มีฤกษดี authorise - to give official permission for something, or to give someone official permission to do something ใหอํานาจ, มอบอํานาจ, ใหสิทธิ authorities - people who have the power to make decisions or enforce the law เจาหนาที่ ผูมีอํานาจ authority - the power to make decisions or tell people what to do อํานาจ, อํานาจในการสั่ง การ avalanche - a mass of snow, ice, mud or rock that falls down the side of a mountain กอนหิมะ (น้ําแข็ง,ดิน,หิน) ที่พังทลายลงมา,สิ่งที่พังทลายลงมา average - an amount calculated by adding several amounts together, finding a total, and dividing the total by the number of amounts เฉลี่ย, คาเฉลี่ย avert - to prevent something bad or harmful from happening ปองกันไมใหเกิด aviation - the flying of aircraft การบิน avoid - to try to prevent something from happening หลีกเลี่ยง await - to wait for somebody/something รอคอย award - to give something to somebody as a prize, payment, etc มอบให aware - knowing that something exists, or having knowledge or experience of a particular thing ทราบ awareness - the state of knowing about something การรับรู, การทราบ awesome - extremely good ดีเยี่ยม awful (lot) - a large amount or too much of something มากมาย awkward - difficult to deal with; causing problems กระอักกระอวน
B
babysitter - a person who takes care of babies or children while their parents are away from home and is usually paid to do this พี่เลี้ยงเด็ก
baccarat - a card game in which players hold two or three cards each and bet on whose cards will have the highest number left highest number left การเลนไพแบ็กคาระ
bachelor - a man who is not yet married โสด
back - to support ใหการสนับสนุน
back down - to take back or remove a demand, an opinion, etc. that other people are strongly opposed to ยอมตาม
back off - to stop or become less threatening or annoying somebody ถอย
background- the type of career, training, or education that someone has had ประวัติ
backing - support การสนับสนุน
backstage - in the area behind the stage in a theatre, including the rooms where the actors get dressed หลังเวที
backwards - towards a place or position that is behind you ไปขางหลัง
bail - money that is given to a court when someone is allowed to stay out of prison until their trial. If they do not return for the trial, the court keeps the money เงินประกัน; การประกันตัว
balance - the ability to keep steady with an equal amount of weight on each side ความ สมดุล, การทรงตัว
balance a budget - to make sure spending is not more than money received ทําให งบประมาณใหสมดุล
balcony - a place where you can stand just outside an upper window. It sticks out from the wall of a building ระเบียง
ballot paper - the piece of paper on which someone marks who they are voting for บัตร เลือกตั้ง
ban - to officially say that someone is not allowed to do something, an official statement ordering people not to do, sell or use something การหาม, หามอยางเปนทางการ band together - to gather; to come together in a group รวมกลุม, รวมตัวกันimprovised – invented or made at the time when it is needed without already having planned it กระทํา หรือประพันธอยางไมไดมีการตระเตรียมมากอน หรืออยางทันทีทันควัน, to gather; to come together in a group รวมกลุม, รวมตัวกัน
Bangkok Metropolitan Administration (BMA) - the local government of Bangkok กรุงเทพมหานคร
bank - a raised area of land along the side of a river ริมฝงแมน้ํา banks - the raised areas of land along the side of a river ริมฝงแมน้ํา, ตลิ่ง
banned - officially not allowed, officially not allowed to do something ถูกหาม ถูกหาม อยางเปนทางการ bar - a long straight piece of metal or wood ทอน bare hands - empty or uncovered hands มือเปลา barge - a long flat boat used on rivers and barges เรือทองแบน barrel - a large round container, usually made of wood or metal, with flat ends and, usually, curved sides, an object shaped like a wide tube; a metal container for gas or liquid กระบอก ถังใสของเหลว base - a place where an army, a navy, etc. operates from ฐานทัพ, ฐานที่มั่น bash - a party or celebration basin - a large area of land whose surface water all flows into a particular river or lake ลุมน้ํา bastion; stronghold - an area where there is a lot of support for a political party ฐาน เสียง, ฐานที่มั่น, ขุมกําลัง batter - to hit repeatedly with great force ทุบตีติดตอกัน battle - to try very hard to achieve something difficult or to deal with something unpleasant or dangerous, to fight against ตอสู, ดิ้นรนตอสู, มุงมั่นฝาฟน battle-scarred - injured or damaged in a war ไดรับความเสียหายจากสงคราม bazaar - a street or an area of a town where there are many small shops ตลาดที่ขายของ หลากหลายชนิด beaming - smiling widely and happily ยิ้มแยมแจมใส bear a load - carry or holding up something heavy bearing - a mechanical part that separates moving parts and is able to bear a load (See Wikipedia) beat - to hit someone violently several times ตี, เคาะ, ตบ beauty contest / pageant - a competition in which women are judged on how physically attractive they are ประกวดนางงาม beckon - to signal to someone to come towards you สงสัญญาณเรียกโดยการใชมือหรือศีรษะ bed - the bottom of a river, the sea, etc พื้นดินกนทะเล แมน้ําหรือทะเลสาบ bed of roses - a happy life without problems ชีวิตที่สุขสบาย beefs up - makes greater, strengthens behaviour - the way that someone acts or behaves พฤติกรรม, การกระทําตัว beige - a pale creamy brown colour สีน้ําตาลออน belong to - to be owned by somebody เปนของ belongings - the things you own ขาวของเครื่องใช
```
beloved - a person who is loved very much by somebody ผูเปนที่รัก
benefit - an advantage you get from a situation; a helpful or good effect, or something intended to help, (verb) - when an activity does good things for someone, to help someone มีประโยชนตอ ผลประโยชน benefit of the doubt - accepting that somebody has told the truth or has not done something wrong because you cannot prove that they have not beset - to cause someone difficulty or danger over a period of time รุมเราดวยปญหา besiege - to cause worry or distress to someone รบกวน, กอกวน bet - to risk money on a race or an event by trying to predict the result พนัน bias - an attitude that you have that makes you treat someone or something in a way that if unfair — อคติ, ลําเอียง, เดียดฉันท biceps - the main muscle at the front of the top part of the arm กลามเนื้อดานหนาของแขน สวนบน bid - an attempt to do something ความพยายาม bid farewell - to say goodbye ล่ําลา, กลาวลา, ลาจาก bilateral - involving two groups or countries สองขาง, เกี่ยวกับกลุมทางการเมืองสองกลุม bill - a proposal for a law รางกฎหมาย bitchy - rude or cruel about or towards someone else; often talking unkindly about other people ซึ่งพูดใหรายคนอื่น bitter - involving very angry feelings ความขมขื่น blackjack - a card game in which players try to collect cards with a total value of 21 and no more แบล็กแจ็ค, เกมไพชนิดหนึ่ง blackout - a loss of electrical power ไฟดับ blare - to make a loud and unpleasant noise honk สงเสียงดัง blessing - God's help and protection, or a prayer asking for this การใหพร, การสวดใหพร blindfold - to put something over somebody's eyes so they cannot see เอาผาปดตา, เอา ผาผูกตา block - to use your power to stop something from being done or from succeeding, to stop someone or something from moving through or along something else ปดกั้น, กีดขวาง bloodshed - a situation in which people are killed or injured, especially during fighting การนองเลือด bloom - a flower (usually one on a plant that people admire for its flowers) ดอกไม blouse - a shirt for a woman or girl เสื้อครึ่งตัวของสตรี blow - an event that damages your chances of success สิ่งที่ทําใหเกิดความเสียหาย blunder - a careless or embarrassing mistake ความผิดพลาดจากความสะเพรา body - a group of people who work or act together, often for an official purpose, or who are connected in some other way กลุมคน, นิติบุคคล bold - very bright, clear, or strong in colour and therefore easy to notice เดน ชัดเจน
bonds - close connections joining two or more people ความผูกพัน
booed - given expressions of strong disapproval or disagreement คําอุทานแสดงการเหยียด หยามการไมเห็นดวย, โหฮิ้ว
bookmaker - a person whose job is to take bets and pay out money to people who win
,เจามือรับแทง(มา)
boost - an action or event that helps something to increase, improve, or become more successful, to increase เพิ่ม การสงเสริม
border - the official line separating two areas, regions or countries เขตแดน อาณาเขต bore - to cause you to feel impatient or dissatisfied, because you are not interested in something or because you have nothing to do ทําใหรูสึกเบื่อหนาย ทําใหรูสึกเหนื่อยหนาย bounce back - to become healthy, happy, or successful again after something bad has happened to you กลับสูสภาพปกติ
boundary - a real or imagined line that marks the edge or limit of something เขตแดน,เสน แบงเขต
bountiful - large in amount อุดมสมบูรณ
bout - a boxing or wrestling match การแขงขัน, a short period of great activity; a short period during which there is a lot of a particular thing, usually something unpleasant ระยะหนึ่ง, พักหนึ่ง
bow to - to agree to do what someone wants you to do even though you do not want to ยอมทําตาม
brace for - to get ready for something unpleasant เตรียมพรอม
brain - the organ inside the head that controls movement, thought, memory and feeling สมอง
brand - a product or group of products that has its own name and is made by one particular company. ตราสินคา
brand - (noun) - a type of product made by a particular company ตรา, ยี่หอ
brand - (verb) - create a name for some product (so people can start identifying it and thinking about it)
brave - to deal with an unpleasant or difficult situation in order to achieve something กลาที่จะเผชิญกับ
breach - a failure to follow a law or rule, to break through something ทําใหแตก, การละเมิด กฎหมาย
breadwinner - a person who supports their family with the money they earn ผูที่เปนหลัก ในการหาเงินเลี้ยงครอบครัว
break into tears - to suddenly start crying รองไห
breakthrough - an achievement that comes after a lot of hard work การพัฒนาหรือการ คนพบที่ยิ่งใหญ
breathtaking - very exciting or impressive (usually in a pleasant way); very surprising ทํา ใหยินดีตื่นเตนหรือนากลัวมาก breed - to be the cause of something, a particular type of animal that has been developed by people in a controlled way, especially a type of dog, cat or farm animal พันธุ ทําใหเกิด bribe - money or a present given to someone so that they will help you doing something dishonest or illegal, to give money or presents to someone so that they will help you by doing something dishonest or illegal ติดสินบน, สินบน bribery - the crime of giving money or presents to someone so that they will help you by doing something dishonest or illegal (the verb form is bribe) การใหสินบน bride - the woman at a wedding who is getting married เจาสาว bridge bearing - (civil engineering) "The support at a bridge pier carrying the weight of the bridge; may be fixed or seated on expansion rollers" (Source: Answers.com) bright outlook - people think the future will be good brilliant - very skilful, impressive, or successful ฉลาดหลักแหลม broadcast - to send out a programme on television or radio กระจายเสียง,กระจายขาว broadcast live - to send out or transmit at the same time it was happening, not delayed using video tape ถายทอดสด, รายการสด brutal - extremely violent and unpleasant โหดราย budget - an amount of money able to be spent on something งบประมาณ bulldozer - a large vehicle with a broad metal blade at the front, which is used for moving large amounts of earth or knocking down buildings รถปราบดิน,รถเกลี่ยดิน bullet - a small, metal object that is shot from a gun กระสุนปน bullying - using your influence or status to threaten or frighten someone รังแก bump into - to meet unexpectedly; to cross paths พบโดยบังเอิญ bumper - a bar fixed to the front and back of a car, etc. to reduce the effect if it hits anything เครื่องกันชน bungled - done in a careless or stupid way ผิดพลาด bunker - a strongly built shelter for soldiers or guns, usually underground หลุมหลบภัย, ที่ กําบัง Bureau of the Royal Household - an agency of the Monarchy of Thailand, responsible for the upkeep of the royal palaces, royal ceremonies, public relations and the management of the royal finances สํานักพระราชวัง bureaucrats - people who work in government departments ขาราชการ buried - covered completely by something ฝง burst into tears - to suddenly start to cry burst its banks (of a river) - to flood; to have water go over the sides ลนตลิ่ง
bury the hatchet - to stop being unfriendly and become friends again หยุดตอสู, เลิก โตเถียง
buttonhole - a hole on a piece of clothing for a button to be put through รังดุม by contrast - different from ตรงขามกับ
C
cabinet - the group of government ministers who make and approve government policy คณะรัฐมนตรี cabinet minister - a member of the group of government ministers who make and approve government policy รัฐมนตรี cabinet portfolio - control over a ministry; all the responsibilities of a government minister ตําแหนงรัฐมนตรี cabinet seat - the position of a minister, i.e., a member of the cabinet, the group of government ministers who make and approve government policy รัฐมนตรี cage - a container made of wire or metal bars and used for keeping birds or animals in กรง calculator - a small electronic device for calculating with numbers เครื่องคิดเลข calm - peaceful and quiet; without anxiety ใจเย็น,ไมตื่นเตน, สงบ camaraderie - a feeling of friendship and trust among people who work or spend a lot of time together ความเปนมิตร, ความสัมพันธที่ดี camp out - to sleep outside, with or without a tent or other shelter, to stay in a place without the furniture and equipment that you normally have ตั้งคายพัก, พักแรม campaign - a series of actions intended to produce political or social change, to take part in a planned series of activities (a campaign) designed to persuade voters to vote for a particular candidate or political party รณรงคหาเสียง การรณรงค campaign trail - the events and activities that are part of an election campaign กิจกรรม ในการรณรงคหาสียง campaigner - a person who is campaigning or is helping someone to campaign campus - the buildings of a university or college and the land around them พื้นที่ที่เปน ที่ตั้งของมหาวิทยาลัย candidacy - the fact of being a candidate (= a person competing for a position) in an election การเปนผูสมัคร,การเสนอตัว candidate - a person who is trying to be elected, a person who is trying to win an elected position, one of the people being considered for a job ตัวแทนที่สงเขารับตําแหนง
ผูสมัคร ผูสมัครรับเลือกตั้ง
canned - prepared beforehand; used again and again; not original เตรียมลวงหนา canvas - a strong heavy rough material used for making tents, sails, etc., or, in this case, the floor of a boxing ring ผาใบ,เต็นท, พื้นเวทีมวย capability - the ability to do something ความสามารถ capable - able to do something มีความสามารถ capacity - the total amount or number that can be contained, the ability to do a particular thing ความสามารถ,สมรรถภาพ, ปริมาณสูงสุดที่จะรับได cape - a loose piece of clothing without sleeves that hangs from your shoulders เสื้อคลุม ไมมีแขน capital - money invested in a business, the most important town or city of a country, usually where the central government operates from เมืองหลวง capsize - (of a boat or other object) to turn over in the water คว่ํา, พลิกคว่ํา capsule - a pod; a small roundish-shaped container แคปซูลพองตัว, เพิ่มขึ้น capture - to take control of a place, building, etc. using force เขาครอบครองที่ดิน careen - to move forward very quickly especially in a way that is dangerous or uncontrolled เคลื่อนที่อยางเอียงไปเอียงมาและควบคุมไมได caretaker - in charge for a short time, until a new leader or government is chosen รักษาการ cargo - things that are being sent by ship, plane, train or truck สินคาที่บรรทุกและจัดสงโดย เรือ เครื่องบินหรือรถไฟ carjacker - a person who hijacks a car carnival - an outdoor entertainment at which people can play games to win prizes, buy food and drink, etc, usually arranged to make money for a special purpose; a public festival, usually one that happens at a regular time each year, that involves music and dancing in the streets, for which people wear brightly coloured clothes งานรื่นเริง, งานเฉลิม ฉลองของมวลชน, เทศกาลสนุกสนาน carpet - a thick woven material made of wool, etc. for covering floors or stairs พรม carriage - a road vehicle, usually with four wheels, that is pulled by one or more horses and was used in the past to carry people รถมา case - a matter that is being officially investigated or heard by a court คดี cassava - a tropical plant with roots that can be cooked and eaten or made into flour มันสําปะหลัง casual - without paying attention to detail, relaxed and seemingly not worried about anything ไมเปนทางการ,ธรรมดา ๆ cat-and-mouse - a situation involving chasing, near captures and escapes
catch with their pants down - to embarrass someone by proving they have done ready, especially when they are in an embarrassing situation character person, groups of people, and places different from others; strong personal qualities
something wrong; to arrive or do something when somebody is not expecting it and not catchment - the process of collecting water การเก็บกักน้ํา, สิ่งที่ใชเก็บกักน้ํา เชน อางเก็บน้ํา catwalk - runway; the raised area at a fashion show that the models walk along พื้นที่ยก สูงขึ้นเปนทางยาวและแคบ (สําหรับนางแบบเดินแบบ) caught off guard - to be surprised by something unexpected เผลอ cause - movement; an aim, idea, or organisation that you support or work for วัตถุประสงค อุดมการณ caution - careful thought and lack of hurry in order to try to avoid risks or danger ความ ระมัดระวัง cavity - a hole or empty space inside something solid หลุม, ชอง ceiling - an upper limit เพดาน ขีดจํากัด celebrate - to do something enjoyable in order to show that an occasion or event is special ฉลอง celebration - a special event at which you celebrate something, a party or special event at which you celebrate something such as a birthday or a religious holiday การฉลอง celebrity - a famous person, or in this case an animal, especially in entertainment or sports ผูมีชื่อเสียง, ผูโดงดัง ceremony - a formal public event งานพิธี certificate - an official document or record stating that particular facts are true ประกาศนียบัตร เกียรติบัตร certify - to give somebody an official document proving that they are qualified to work in a particular profession รับรอง, ลงนามเปนพยาน chair - to be the person in charge of a meeting, committee, company, etc. ดํารงตําแหนง ประธาน, ทําหนาที่ในฐานะประธาน, the person in charge of a meeting, committee, or company ประธาน challenge - something that needs a lot of skill, energy, and determination to deal with or achieve, to question whether something is true, accurate, or legal, to compete for something แขงขัน คัดคาน สิ่งที่ทาทาย, การทาทาย challenging - difficult, in a way that tests your ability or determination ที่ทาทาย ความสามารถ channel - to cause water to flow in a particular direction to a particular place ทําใหไหลไป ตามชอง chaos - a situation in which everything is confused and in a mess การจราจล - a person in a book, play, film etc, all the qualities and features that make a
such as the ability to deal with difficult or dangerous situations ลักษณะพิเศษ, ผูสวมบทบาท, ตัวแสดง characteristic - a typical feature or quality that something/somebody has ลักษณะนิสัย, ลักษณะพิเศษ charge - an official statement accusing someone of committing a crime, to accuse someone officially of committing a crime ตั้งขอกลาวหา ขอหา charged - full of or causing strong feelings or opinions ตื่นเตนอยางมาก cheat - to have a secret sexual relationship with somebody else นอกใจ, มีชู check dam - a small dam, which can be either temporary or permanent, built across a small waterway เขื่อนเล็ก cherish - to think that something is very important and to wish to keep it รักและเทิดทูน บูชา chest - the upper front part of the body of humans and some animals, between the stomach and the neck, containing the heart and lungs หนาอก childless - having no children ไมมีบุตร chit-chat - informal, non-serious conversation chunk - a part of something circumstances - facts or conditions that affect a situation เหตุการณแวดลอม cited - mentioned as an example, explanation or proof of something else อาง, กลาวอาง citizen - someone who has the right to live permanently in a particular country พลเมือง civil aviation - non-military aviation การบินพลเรือน civil lawsuit - a case filed with a court that deals with non-criminal matters, especially complaints made by people against other people or organisations คดีที่ยื่นฟองตอศาลแพง civil war - a war fought by different groups of people living in the same country สงคราม กลางเมือง civilian - of someone who does not belong to the armed forces or the police พลเรือน claim - to say that something is true although it has not been proved and other people may not believe it, saying that something is true although it has not been proved and other people may not believe it ขออาง ขอกลาวหา, อาง claim lives - to kill people clan - a very large family a group of families who are related to each other, in this case, a group of fashion designers ตระกูล clarify - to make clear, to explain something more clearly so that it is easier to understand แจกแจง ชี้แจง, ทําใหชัดแจง clash - a fight between groups of people การปะทะกันสองฝาย classic - with all the features you would expect to find; very typical เปนแบบอยาง
clean sweep - to win all parts of a competition; to win all the seats in a particular area in an election clear - to prove that somebody is innocent, i.e., that someone is not guilty of what they have been accused of พิสูจนวาไมมีความผิด client - a customer or someone who receives services of a lawyer ลูกความ, a customer or someone who receives services ลูกคา climate - the general weather conditions usually found in a particular place สภาพอากาศ climax - the most exciting or important event or point in time จุดสําคัญสูงสุดของเหตุการณ cling - to hold on to something tightly ติดแนน cloak - a loose outer piece of clothing without sleeves, which fastens at the neck เสื้อ คลุมหลวม ๆ clone - a person or thing that seems to be an exact copy of another โคลน, สําเนา closed circuit (TV) - a television system that works within a limited area, for example a public building, to protect it from crime โทรทัศนวงจรปด (ซีซีทีวี) closed-circuit video (TV) - a television system that works within a limited area, for example a public building, to protect it from crime โทรทัศนวงจรปด (ซีซีทีวี) closure - the shutting down of a school, factory or other business or service การปด clout - the power to influence events กลุมอิทธิพล coalition - a temporary union of different political parties that agree to form a government together พรรครวมรัฐบาล coalition government - a government formed by two or more political parties working together รัฐบาลผสม coalition parties - the political parties making up the government พรรครวมรัฐบาล coast - an area of land beside the sea ชายฝง coerce - to persuade someone forcefully to do something which they are unwilling to do บีบบังคับ collapse - to suddenly fall down; to fail suddenly; to suddenly be unable to continue or work correctly ลมลง, ลม collateral - property that you agree to give to a bank if you fail to pay back money that you have borrowed หลักทรัพยค้ําประกัน colleague - someone who works in the same organisation or department as you do เพื่อนรวมงาน collision - an accident in which a vehicle or person that is moving crashes into something การชนประสานงา collude - to act together secretly or illegally in order to deceive or cheat someone สมรู รวมคิด collusion - secretly working together to do something dishonest การสมรูรวมคิด
colony - a country or an area that is governed by people from another, more powerful, country ประเทศอาณานิคม, เมืองขึ้น combination - the mixture you get when two or more things are combined การรวมกัน combined - mixed or put together รวมกัน come to nought - to be unsuccessful ไมประสบความสําเร็จ, ลมเหลว, ฝนสลาย comfort - to make somebody who is worried or unhappy feel better by being kind and sympathetic towards them ปลอบประโลม, ปลอบใจ command - an order คําสั่ง commander - the head of an army or army unit, the head of an army or army unit or a high-ranking police officer, a police offer of high rank ผูบังคับบัญชา commando - a soldier trained to attack in areas controlled by an enemy สมาชิกของหนวย จูโจม comment - expressing an opinion แสดงความคิดเห็น commentary - a newspaper article that discusses a subject and gives opinions about it บทความแสดงขอคิดเห็น, คําวิจารณ commentator - someone whose job is to write about a particular subject or discuss it on television or radio ผูวิจารณ,ผูออกความเห็น, ผูบรรยายขาว commercial - for business purposes เกี่ยวกับการคา commission - a group of people who have been formally chosen to discover information about a problem or examine the reasons why the problem exists คณะกรรมการ, คณะกรรมาธิการ commissioner - a member of a commission, a group of people who have been formally chosen to discover information about a problem or examine the reasons why the problem exists กรรมาธิการ ผูไดรับมอบหมายอํานาจหนาที่ commit - to do something wrong or illegal ทําความผิด committed - loyal and willing to give your time and energy to something that you believe in common - done or shared by two or more people ที่รวมกัน commotion - a sudden short period of noise, confusion or excited movement ความสับสน วุนวาย community - the people living in one particular area ชุมชน commute (a punishment) - to change a punishment to one that is less severe ลดโทษ (รุนแรงใหนอยลง) commuters - people who regularly travel between work and home คนเดินทางระหวางบาน และที่ทํางาน comparison - the process of comparing two or more people or things การเปรียบเทียบ
compensate - to pay money to someone because something bad has happened to
```
them ชดเชย compensation - money that someone receives because something bad has happened to them เงินชดเชย competency - competence; the ability to do something well ความสามารถ competition - an organised event in which people try to win something การแขงขัน competitiveness - the ability to compete ความสามารถในการแขงขัน competitor - a person, team or company that is competing against others ผูแขงขัน, คูแขง compile - to collect information from different places and arrange it in a book, report or list รวบรวม complaint - when someone says that something is wrong or not satisfactory การรองเรียน complement - to add to something in a way that improves it or makes it more attractive สงเสริม complex - an area that has several parts, a large building with various connected rooms or a related group of buildings พื้นที่ประกอบดวยสวนตาง ๆ compliance - the practice of obeying a law, rule, or request การยอมทําตาม comply - to obey a rule or law or do what someone asks you to do ปฏิบัติตามกฎหมาย comply with - to obey a rule or law or do what someone asks you to do ปฏิบัติตาม compose - to arrange the parts of something such as a photograph or a painting in order to get a particular effect แตง(รูปถาย) composition - a piece of music or art, or a poem การแตงเพลง, การประพันธ compound - an area in which a group of buildings stands บริเวณ compromise - a way of solving a problem or ending an argument in which both people or groups accept that they cannot have everything they want ประนีประนอม concentration - the amount of a substance in a liquid or in another substance สารที่มี ความเขมขน concept - a principle or idea ความคิด concern - a worry ความกังวล concerned - involved in something, or affected by something, worried about something มีความกังวล ที่สัมพันธกับ concerning - about เกี่ยวกับ concerns - worries ความกังวล conclude - to finish จบ condition - something that must be done before another thing can happen เงื่อนไข conducive - creating a situation that helps something to happen ที่นําไปสู, ที่ทําใหเกิดขึ้น conduct - to do something in an organised way; to carry out — ลงมือทํา, ดําเนิน, ปฏิบัติ
confession - admitting that you have done something wrong or illegal, to admit that you have done something wrong สารภาพผิด การสารภาพผิด confidence - the quality of being certain of your abilities ความมั่นใจ confident - being certain of your abilities or of having trust in people, plans, or the future มั่นใจ confined - limited จํากัดในวง ในกลุม conflict - angry disagreement between people or groups การตอสู, ความขัดแยง confront - to stand in front of someone in a frightening way เผชิญหนา confused - unable to understand something or think clearly about it สับสน confusion - a feeling that you do not understand something or cannot decide what to do ความสับสน congregation - a group of people who are gathered together in a church to worship or attend a ceremony คริสตศาสนิกชนที่ชุมนุมกันในโบสถ consciousness - awareness ความมีสติ, ความตระหนักรู consecutive - following one after another in order ติดตอกัน consent - to give permission to do something ยอมใหทํา, อนุญาต conservation - the protection of plants and animals, natural areas, and interesting and important structures and buildings, especially from the damaging effects of human activity การอนุรักษธรรมชาติ, การปองกันความสูญเสีย, การสงวนไว consider - to regard as; to think of as ถือวา considerable - large in size, amount, or degree คอนขางมาก consideration - giving careful thought to something before making a decision การคิด พิจารณา console - to try to make someone feel better when they are unhappy or disappointed ปลอดประโลม conspiracy - a secret plan by a group of people to do something bad or illegal การ วางแผนอยางลับๆ การสมรูรวมคิด conspire - to plan secretly with other people to do something bad, illegal or against someone's wishes วางแผนรายรวมกัน constant - continuous; all the time ตอเนื่อง constantly - continuously; all the time อยางตอเนื่อง constituency - a district that elects its own representative to parliament เขตเลือกตั้ง constitution - the set of laws and basic principles that a country in governed by รัฐธรรมนูญ Constitution Court - a court which decides whether a government law, action, political party, etc., is correct according to the constitution ศาลรัฐธรรมนูญ
constitutional monarchy - a system in which a country is governed by a king or queen whose are limited to those given under the constitution and laws of the country ระบอบ ประชาธิปไตยที่มีพระมหากษัตริยเปนประมุข constitutional right - something that you are legally allowed to do or have under the constitution สิทธิตามรัฐธรรมนูญ construction - the work of building or making something, especially buildings, bridges, etc. การกอสราง construction boom - time when many buildings are being built construction materials - building materials, materials such as cement, concrete and iron bars, rods and girders used to build buildings consular affairs - matters involving government officials who represent their country in a foreign city or country กรณียกิจเกี่ยวกับกงสุล consult - to ask for information or advice from someone หารือ consultant - a person who knows a lot about a particular subject and is employed to give advice about it to other people ผูใหคําปรึกษา consultation - the act of discussing something with somebody or with a group of people before making a decision about it การปรึกษาหารือ contender - someone or something who competes with other people or things for a prize คูตอสู, คูแขง content - the subject, ideas, or story that a piece of writing or a radio or television programme deals with เนื้อหา,สาระ contestant - someone who competes in a contest ผูแขงขัน ผูเขาประกวด contract - to become infected with a disease ติดเชื้อ contractor - a person or company whose job is to do work for another person, organisation, company, etc. ผูรับเหมา contravene - to do something that is not allowed by a rule, law, or agreement ฝาฝน contribute - when one person among many gives things (resources) to a project contribute a significant chunk - give many important things (resources) to a project contribute to - to help cause an event or situation ชวยกอใหเกิด contribution - something that you do or give to help make something successful, a regular payment การลงทุนหรือชวยเหลือ, การชวยเหลือ controversial - causing disagreement ซึ่งกอใหเกิดการโตแยง controversy - a strong disagreement, especially about a public policy or moral issue, a disagreement, especially about a public policy or a moral issue that a lot of people have strong feelings about ความขัดแยง ประเด็นขอขัดแยง convene - to call a meeting เรียกประชุม convenient - easy to do, or not causing problems or difficulties สะดวก
converge - to come from different directions to reach the same point ไปยังจุดหมาย เดียวกัน convey - to communicate something; to express a thought, feeling or idea so that it is understood by other people สื่อไปถึง, สื่อสาร convicted - proven in a court of law to have committed a crime, having been proven guilty of a crime by a court of law ไดรับการพิสูจนวามีความผิดจริง, การกระทําผิดกฎหมาย conviction - when someone is officially found to be guilty of a particular crime การพิสูจน วากระทําผิด convince - to make somebody/yourself believe that something is true; to persuade somebody to do something ทําใหเชื่อ, ทําใหแนใจ, ชักจูง cooperate - to work with other people to achieve a result that is good for everyone involved รวมมือกัน cooperative - willing to work with others to do something; willing to do what is asked of them ใหความรวมมือ cooperatives - a farm or business owned and run by the people involved, with the profits shared by them สมาคมสหกรณ coordinate - to organise the different parts of a job or plan so that the people involved work together effectively ประสานงานกัน cop - (informal) a police officer ตํารวจ (คําสแลง) cope - to deal successfully with a difficult situation รับมือกับ cope with - to deal successfully with a difficult situation or job จัดการกับปญหา แกปญหา core leader(s) - the most active or most important members of a group แกนนํา core member - one of the most active or most important members of a group แกนนํา corniche - a road on the side of a cliff or mountain or a body of water with the ground rising on one side of the road and falling away on the other ถนนที่วกเวียนตามหนาผาหรือ ภูเขา corporate - involving large companies บริษัทใหญ Corrections Department - the government department in charge of running prisons กรม ราชทัณฑ counsel - a lawyer who gives someone legal advice and represents them in a court of law ทนายความ counterpart - someone who has the same job or purpose as another person or thing, but in a different country, time, situation, or organisation ผูที่ทํางานประเภทเดียวกัน; ผูที่อยูใน ตําแหนงเสมอกัน countrywide - throughout a whole country ทั่วทั้งประเทศ coup (d'etat) - the seizure of power in a country by a group of people, usually members of the armed forces รัฐประหาร
couple - two people who are married or are involved in a romantic relationship คุรัก course - the way something develops or should develop เสนทาง, แนวทาง cousin - a child of your uncle or aunt; someone who is related to you through a brother, sister, uncle, or aunt of one of your parents ลูกพี่ลูกนอง, ญาติหางๆ cover - to report news and sport in newspapers and on the radio and television รายงาน ขาว coverage - the reporting of news and sport in newspapers and on the radio and television การรายงานขาว cower - to bend low and/or move backwards because you are frightened ทําตัวงอ (ดวย ความกลัว) crack - a line on a surface where something is beginning to break apart รอยแตก รอยราว crackdown - strong action that someone in authority takes to stop a particular activity การใชกําลังเขาปราบปรามของเจาหนาที่, การใชกําลังสลายผูประทวง crafted - done with great skill ประดิษฐโดยใชฝมือ crammed - completely filled with people or things คับคั่ง crate - a large wooden, metal or plastic box used for moving or storing goods กลองขนาด ใหญ creative - involving a lot of imagination and new ideas ซึ่งมีความคิดริเริ่ม, ซึ่งมีความคิด สรางสรรค creativity - the ability to create new ideas or things using your imagination ความสามารถใน การสรางสรรค, ความคิดสรางสรรค credibility - the degree to which someone or something can be believed or trusted ความ นาเชื่อถือ,ความนาไววางใจ cremation - the burning of a dead body, usually as a part of a ceremony การเผาศพ crew - a group of people who work together to do a job กลุมคนที่ทํางานรวมกัน crew member - a people who work on a ship, aircraft, etc. ลูกเรือ criminal - relating to illegal acts, someone who has committed a crime, i.e., someone who has carried out an illegal activity or action ผูที่ทําผิดกฎหมาย, เกี่ยวกับอาชญากรรม Criminal Court - a court which hears criminal cases, i.e., cases where people are accused of breaking a law and where punishment involves possible going to jail. ศาล อาญา crippled - damaged and prevented from working properly ที่พัง ที่ใชการ crisis - an urgent, difficult or dangerous situation วิกฤตการณ, a situation that has reached and extremely difficult or dangerous point ชวงวิกฤต criteria - a standard that is used for judging something or for making a decision about something บรรทัดฐาน
critical (condition) - very seriously ill or injured and might die, very serious วิกฤต, อาการ หนัก
criticism - comments that show that you think something is wrong or bad การวิจารณ critics - people who don't like something and who state their opinion about it นักวิจารณ crop - a plant grown for food, usually on a farm พืชผล
cross-examination - (in court) asking a witness questions during a trial after another lawyer has already asked them questions crown - to put a crown on the head of a new king or queen as a sign of royal power มอบ ตําแหนงสูงสุดให, ครองตําแหนง
crucial - extremely important because it effects the result of something สําคัญยิ่ง
cue- evidence or information that helps to solve or understand a problem สัญญาณ
cuisine- a style of cooking ประเภทอาหาร
culprit - someone who has done something wrong ผูกระทําความผิด
curl up- to form a curved or round shape ขดตัว
currency - the system of money that a country uses เงินตรา
current - of the present time, a strong movement of water in one direction กระแสน้ํา ปจจุบัน
current affairs - issues and subjects that are in the news now current(s) - the steady flowing motions of the water in rivers, lakes or the sea กระแสน้ํา currently - at this time; now ในปจจุบัน
curriculum- the group of subjects studied in a school, college, etc หลักสูตร
curtain- a long piece of cloth that hangs down or covers a window มาน
cushion a blow
- reducing the force of one thing hitting another thing (example: the rubber bumpers on the front and rear of the bus reduce damage if the bus hits
something)
custody - under the control of the police, usually in a jail อยูใตการคุมครอง custom - an accepted way of behaving or of doing things in a society or a community ขนบธรรมเนียม
custom-made - specially made for a particular purpose ซึ่งสรางตามคําสั่งเฉพาะของลูกคาคน เดียว
cut it - to be satisfying; to be effective ทําใหพึงพอใจ
D
dam - a wall built across a river to stop the water from flowing, especially in order to create a lake or to help to produce electric power เขื่อน
damaged- harmed physically making something less attractive, useful or valuable
เสียหาย, ชํารุด
dare - to be brave enough to do something กลา daredevil - a person who enjoys doing dangerous things, in a way that other people may think is stupid คนที่กลาทําในสิ่งที่เสี่ยงมาก dash dreams - to make it impossible for someone to do what they hoped to do ทําใหไม สมหวัง, ทําใหผิดหวัง, ทําใหเสียกําลังใจ date - to have a romantic relationship with somebody นัดพบ daub - to spread a wet substance such as paint on a surface in a careless way เปรอะ เปอน, ละเลง, สาด dawn - the beginning of the day, when it begins to get light รุงอรุณ, เชาตรู de facto - in reality; in fact อยางแทจริง, อันที่จริง, ตามความจริง dead end - a road or path that ends and you can go no further ทางตัน deal - a formal agreement, especially in business or politics การตกลงซื้อขาย, ขอตกลง, การ ซื้อขาย deal with - to take action to solve a problem, to take appropriate action in a particular situation or according to who you are talking to, managing, etc. รับมือ, จัดการปญหา dean - a senior official at a college or university, often the head of a faculty or department คณบดี death toll - the number of people killed ยอดผูเสียชีวิต debate - a discussion in which people or groups state different opinions about a subject การอภิปราย, การโตวาที, การถกเถียง debris - broken pieces that are left when something large has been destroyed เศษ ซาก ปรักหักพัง ซากสิ่งของที่ถูกทําลาย, the broken pieces that are left when something large has been destroyed ซากปรักหักพัง debt - an amount of money that you owe หนี้ debut - performing for the first time การเปดตัว decades - periods of ten years เปนสิบๆป decisive - making the final result of a situation completely certain ซึ่งมีลักษณะชี้ขาด,แนวแน ,ซึ่งตัดสินใจแลว declaration - an official announcement that something is true or is happening การ ประกาศ declare - to announce officially that something is true or happening ประกาศ decoration - a thing that makes something look more attractive on special occasions เครื่องประดับ decrease - to become less ลดลง, นอยลง decree - an official decision or order made by a leader or government พระราชกฤษฎีกา decry - to strongly criticise somebody/something, especially publicly วิพากษวิจารณอยาง
```
```
รุนแรง
dedicated to - used only for one specific thing ที่กําหนดใชในทางใดทางหนึ่งโดยเฉพาะ deemed - considered เห็นวา ถือวา defamation (adjective form: defamatory; verb form: - the offence of writing or saying something bad about someone that is not true and makes people have a bad opinion of them การใสราย default - failure to repay a debt การไมยอมชําระหนี้ การผิดสัญญา defeat - a loss ความพายแพ defence - all the things that are said and shown in a court case to prove that someone is not guilty การสูคดี defend - to say things to support someone or something ปกปอง defendant - someone who has been accused of a crime and is on trial จําเลย defending champion - a player or team who won a competition the previous time it was held ผูชนะเลิศครั้งกอน deferment - delay; making something happen at a later time than originally planned or expected การเลื่อน defiant - refusing to obey or respect a person or rule แสดงการทาทาย, ไมยอมทําตาม, ไมเชื่อ ฟง deforestation - the act of cutting down or burning the trees in an area การตัดไมทําลายปา defunct - no longer existing, operating or being used ถูกยุบ, หยุดทํางาน defy gravity - to seemingly be able to go up into the air without being pulled back by gravity สามารถตอตานแรงโนมถวง deity - a god delay - to make something happen at a later time than originally planned or expected เลื่อน deliberately - done intentionally; done on purpose จงใจ ตั้งใจ deliberation - considering or discussing something การปรึกษาหารือ delight - to give somebody a lot of pleasure and enjoyment ทําใหดีใจ, ทําใหปลื้มปติ delighted - very happy or satisfied about something ยินดีมาก,สุขใจ deluge - a sudden, very heavy rainfall or a sudden flow of a large amount of water ฝนตก หนัก น้ําปริมาณมาก demand - the need and desire to buy goods and services by households and businesses, a very firm request for something ขอเรียกรอง, การเรียกรอง, the amount of a product or service that people want, to ask for something very firmly เรียกรอง, ตองการ ความตองการ demonstrate - to show something and explain how it works สาธิต demonstration - an occasion when a large group of people protest about something, showing something and explaining how it works การสาธิต การชุมนุมประทวง
demonstrators - people who march with other people in public to show that they support or oppose something ผูชุมนุมประทวง den - a place where people meet in secret, especially for some illegal or immoral activity บอน denial - a refusal to allow somebody to have something, a statement that something is not true or did not happen การปฎิเสธ, การไมยอมรับ deny - to say that something is not true or does not exist ปฏิเสธ departure - leaving การออกจาก dependence - the state of needing the help and support of somebody/something in order to survive or be successful การพึ่งพาอาศัย dependency - needing somebody/something in order to survive or be successful การ พึ่งพาอาศัย depict - to represent or show something in a picture or story พรรณนา, บรรยายใหเห็นภาพ deploy - (of police or soldiers) to put in place ready for action สง (ทหารตํารวจ) ประจําการ deposed - forced from a position of power ที่ถูกปลด ไลออกจากตําแหนง deposit - to put money into a bank account ฝากเงิน (ทางการธนาคาร) depression - an area where the air pressure is low, often causing heavy rain พายุดีเปรสชัน deprive - to prevent someone from having something ทําใหไมไดรับ depth - the distance down below the top surface of something ความลึก deputy - a person whose rank is immediately below that of the leader of an organisation, a person who is given the power to do something instead of another person, or the person whose rank is immediately below that of the leader of an organisation รอง, ตัวแทน,ผูรักษาการแทน derive from - to get something from something else ไดมาจาก descend - to go down ลงมา deserve - of something that you earn or are given because of your behavior or qualities สมควรไดรับ designated - marked, separated, or given a name for a particular purpose ถูกกําหนด desire - a strong wish to have or do something ความอยาก, ความประสงค, ความตองการ despair - the feeling that there is no hope and that you can do nothing to improve a difficult or worrying situation สิ้นหวัง, ความรูสึกสิ้นหวัง, ความหมดหวัง desperate - in an extreme or worried way, very worried or confused because you do not know how to deal with an unpleasant or dangerous situation อยางสิ้นหวัง อยางหมดหวัง อยางเต็มที่ dessert - sweet food eaten at the end of a meal ของหวาน, ขนมหวาน destination - the place where someone or something is going, a place where tourists go
```
จุดหมายปลายทาง
detail - to give a list of facts or all the available information about something อธิบายโดย ละเอียด, ชี้แจงรายละเอียด details - small facts or pieces of information relating to a situation รายละเอียด detain - to keep someone in a police station or prison and not allow them to leave กัก ตัว ควบคุมตัวหรือฝากขัง detained - kept in a place and not allowed to leave กักตัว ควบคุมตัวหรือฝากขัง detective - a person employed by somebody to find out information about somebody/something; a person, especially a police officer, whose job is to examine crimes and catch criminals นักสืบ; ผูสืบสวน determine - to decide what will be done or happen กําหนด determined - having made a firm decision to do something and to not let anyone prevent you, wanting to do something very much and not letting anyone or any difficulties stop you แนนอน,ซึ่งตัดสินใจแลว, ตั้งใจจริง, ซึ่งมุงมั่น devastated - badly damaged or destroyed, upset and shocked หมดหวัง, ตกตะลึง, สะเทือน ใจ, ถูกทําลายลาง devastation - damage or destruction affecting a large area or a lot of people การทําลาย ลาง, การทําใหเสียหายอยางรุนแรง development - the process of using an area of land, especially to make a profit by building on it, etc การพัฒนา diabetes - a serious medical condition in which your body does not produce enough insulin to reduce the amount of sugar in the blood โรคเบาหวาน dialogue - conversations in a book, play, or film/movie, a formal talk between people, groups, etc. การสนทนา, บทสนทนา, บทพูด diarrhoea - having a lot of liquid faeces coming out of the body because of illness อาการ ทองรวง dictatorial - using power in an unreasonable way by telling people what to do and not listening to their views or wishes อยางเผด็จการ die-hard - very loyal; hard core จงรักภักดี diet - the food and drink usually taken by a person or group อาหาร dig - a remark that is intended to annoy or upset somebody คําพูดที่ตั้งใจจะรบกวน dignitary - a person who has an important official position บุคคลที่มีตําแหนงสูง, ผูมีฐานะ สูงสง dilution - making a liquid weaker by adding water or another liquid to it การละลาย diplomatic - relating to relations between countries เกี่ยวกับการทูต dire - very serious or extreme เลวรายมาก disabled - having a condition, especially a physical one, that limits your activities in
```
some way พิการ
disadvantage - something that makes someone or something less effective, successful or attractive ขอเสียเปรียบ ขอดอย
disappear - to no longer exist; to no longer be in use หายไป, สาบสูญ, สูญหาย
disappearance
- moving something or someone somewhere where they can no longer be seen การหายไป, การสาบสูญ, การสูญหาย
disappointed - unhappy because someone or something was not as good as you hoped or expected, or because something did not happen ผิดหวัง
disaster - an unexpected event, such as a very bad accident, a flood or a fire, that kills a lot of people or causes a lot of damage ความหายนะ ความลมจม ความโชคราย, something very bad that happens and causes a lot of damage or kills a lot of people ความหายนะ ภัย พิบัติ
Disaster Prevention and Mitigation Department - the government department in charge of preparing country to prevent and deal with disasters กรมปองกันและบรรเทาสา ธารณภัย
disastrous- extremely bad or unsuccessful ซึ่งทําใหเกิด (ภัยพิบัติ, ความหายนะ, ความโชคราย)
disband- (of a group) to end; to stop working together ยุบ, เลิก,ทําใหสลาย
disbanded- (of a group) dissolved; ended; stopped working together ถูกยุบ
disburse - to pay money to someone from a large amount that has been collected for a purpose เบิกจาย
discharge- to let a liquid flow out ปลอยออก, ขับออก
disciplinary punishment - punishment of people who do not obey the rules การลงโทษ เนื่องจากการฝาฝนวินัย หรือระเบียบ
discipline- the ability to control your actions วินัย
disclose - to give information to people เปดเผย
disembark - to leave a vehicle, especially a ship or an aircraft, at the end of a journey ออกจากพาหนะ
disguise - to change the way something appears so that people will not recognise what it is ปลอมแปลง
disheartened - a feeling of disappointment, i.e., that you have lost hope and energy หมดกําลังใจ,ทอใจ
dismantle - to take something apart รื้อ
dismiss - to refuse to accept that something might be true or important ไมสนใจ,แยงกลับ disoriented - to make somebody unable to recognize where they are or where they should go สับสนและไมเขาใจวาอะไรเกิดขึ้นรอบตัวเอง
dispersal - (of a crowd of people) the process of causing to separate and leave in different directions การสลายฝูงชน
disperse - (of a crowd) to cause to separate and move in different directions, i.e., to end being a crowd สลายฝูงชน สลาย (การชุมนุม)
display - to put something in a particular place so that people can see it easily โชว, แสดง disposal - the process of throwing something away or getting rid of it การกําจัด dispute - a serious disagreement การโตเถียง, ความขัดแยง disqualify - to not allow someone to do something because they have committed an offence ทําใหหมดสภาพ disrupt - to interrupt something and prevent it from continuing by creating a problem, to prevent something from continuing as usual or as expected ทําใหยุงเหยิง, ทําใหยุงยาก ไดรับ การกระทบกระเทือน ถูกทําใหหยุดชะงัก disrupted - interrupted and prevented from continuing smoothly by creating problems ขัดขวาง dissolution - the process of officially ending the existence of a group of organisation การ ยุบ (พรรค สภา) dissolution of the House - formally ending the House of Representatives, usually leading to a general election การยุบสภา dissolve - (of a group) to end, to be absorbed by a liquid, especially when mixed ละลาย ยุบ (พรรค) distract - to take your attention away from something ทําใหไขวเขว เสียสมาธิ distraught - extremely upset, worried or confused จิตวาวุน, วาวุนใจ, สับสน distribute - to give out information to many different places แจกจาย distribution - the process of giving something out, the process of giving something out to many different places การแจกจาย disturb - to interrupt somebody or cause them to stop when they are trying to work, sleep, etc รบกวน disunity - a situation in which people are not in agreement or are not working together to achieve an aim, a lack of agreement between people การขาดความสามัคคี,การแตกแยก ditch - a long narrow open channel dug into the ground usually at the side of a road or field, which is used especially for supplying or removing water, or for dividing land คูน้ํา dive - to jump into the water ดําน้ํา diver - a person who works underwater, usually with special equipment นักดําน้ํา diverse - including people from many different backgrounds; very different from each other หลากหลาย divert - to cause something to change direction เบนเสนทางเดินน้ํา, เปลี่ยนเสนทางเดินน้ํา divorce - a legal way of ending a marriage การหยา domestic - ในประเทศ within the country domesticated - (of wild animals) used to living with or working for humans เชื่อง
dominate - to control, to be the most important thing ครอบคลุม ควบคุม donation - money or goods that you give to an organisation, especially one that helps people เงินหรือสิ่งของบริจาค dosage - an amount of drug that you take at a single time ปริมาณยาที่ใหตอครั้ง double - to become twice as big, twice as much or twice as many เพิ่มเปนสองเทา downfall - a sudden loss of power, status, or success ความตกต่ํา,การตกลงมาอยางแรงหรือ อยางกะทันหัน downplay - to make something seem less important or less bad than it really is แสดงหรือ อธิบายถึงสิ่งใดสิ่งหนึ่งโดยแสรงวาไมสําคัญหรือไมแยนัก downpour - a lot of rain in a short time ฝนตกหนักมาก, พายุฝน downstream - in the direction that a river or stream is flowing ตามกระแสน้ํา drab - not colourful or interesting สีไมสดใส, สีน้ําตาลอมเหลือง drain - to cause water or fluid to flow out ระบายออก drainage - the system of water or waste liquids flowing away from somewhere into the ground or down pipes การระบายน้ํา drama - an event or situation, especially an unexpected one, in which there is worry or excitement and usually a lot of action, something exciting or unusual that happens พฤติกรรมเกินจริง, เรื่องเราใจ dramatic - exciting and impressive ตื่นเตนเราใจ draping - cloth or a piece of clothing fitting loosely over something ประดับดวยผาคลุม drastic - having a very big effect มีผลกระทบอยางใหญหลวง draw - to attract or interest somebody, to choose a card or ticket, without seeing what is on it จับ (ฉลาก) ดึงดูดความสนใจ dredge - to remove unwanted things from the bottom of a river, lake, etc. using a sucking or other device ขุดลอก drive - to force something to go in a particular direction or into a particular position by pushing it, hitting it, etc ตี, ผลัก,ผลักดัน drop by - to pay an informal visit to a person or a place เยี่ยมเยียนอยางไมเปนทางการ drown - to sink under water and die จมน้ํา drunk - having had too much alcohol to drink, i.e., drunk or intoxicated, a person who has had too much alcohol to drink, i.e., drunk or intoxicated คนเมา, มึนเมา dubbed - given a name ตั้งฉายา, ตั้งชื่อเลนให dud - someone or something that is very disappointing สิ่งที่ไมไดผล due - expected to happen or should happen มีกําหนด due to - because of เนื่องจาก dusk - the time before night when it is not yet dark เวลาเย็นกอนค่ํา dwindle - to become gradually less or smaller over a period of time ลดลงไปทีละนอย
dyke - a wall built to prevent the sea or a river from covering an area, or a channel dug to take water away from an area เขื่อนกั้นน้ํา
E E20 - 20% ethanol mixed with 80% gasoline E85 - an ethanol fuel mixture of around 85% ethanol and 15% gasoline, widely used as a fuel in Brazil and Sweden, becoming increasingly common in the United States, mainly in the Midwest where corn is a major crop, there are about 1500 gasoline stations selling E85 to the public in the US eco fuel, alternative fuels, biofuels, biofuel substitutes for gasoline - gasoline substitutes such as ethanol from agricultural crops such as sugar, corn, cassava, or palm oil (See Wikipedia on biofuels,biodiesel, and list of energy crops) eager - wanting to do or get something very much or enthusiastic about something that will happen กระตือรือรน earmark - to keep or intend something for a particular purpose earthquake - a sudden shaking movement of the ground แผนดินไหว ease - to make a problem, situation or pain less severe or serious บรรเทา ecclesiastical - of a high-ranking Buddhist monk ราชาคณะ echo - to repeat a noise because the sound hits a surface and returns; the sound this makes สะทอน, เสียงสะทอน economic recovery - when the economy gets better (more jobs, higher incomes) การ ฟนฟูสภาพ ecosystem - all the plants and animals in a particular area, considered as a system with parts that depend on one another ระบบที่เกิดจากความสัมพันธระหวางสิ่งมีชีวิตและสิ่งแวดลอม editor - a person who is in charge of a newspaper, magazine, etc, or part of one, and who decides what should be included บรรณาธิการ editorial - a newspaper article in which the editor gives their opinion on an issue in the news บทบรรณาธิการ efficient - effective and well organised มีประสิทธิภาพ effort - an attempt to do something ความพยายาม El Nino - unusually warm ocean temperatures in the Equatorial Pacific elaborate - containing a lot of careful detail or many detailed parts ที่ประณีต, ซับซอน, ละเอียด,ที่บรรจง elastic - a material that stretches easily and returns to its original shape quickly elder - an old person, older ที่อายุมากกวา ผูสูงวัย, ผูอาวุโส, ผูอายุมาก elderly - (of people) old สูงวัย, อาวุโส, อายุมาก elect - of someone who has been elected to a position but has not yet taken power วา ที่
Election Commission - the independent government agency that oversees elections คณะกรรมการเลือกตั้ง electoral base - an area where there is a lot of support for a political party ฐานเสียง, ฐาน ที่มั่น electorate - all the people in a country or area who are allowed to vote ผูที่มีสิทธิเลือกตั้ง ทั้งหมดในทองที่หรือเขตหนึ่งๆ electrocute - to kill or injure someone with electricity ฆาหรือทํารายดวยกระแสไฟฟา elevated - raised above the ground, or higher than the surrounding area ซึ่งอยูในระดับที่สูง กวาสิ่งอื่น eligible - allowed by rules or laws to do something or to receive something มีสิทธิ elsewhere - another place or other places ที่อื่น elusive - difficult to describe, find, achieve or remember ซึ่งหลบหลีก, ยากที่จะหา, ยากที่จะ เขาใจ emaciated - very thin and weak, usually because of illness or extreme hunger ผอมแหง (เนื่องจากขาดอาหารหรือปวยเปนโรค) embankment - thick walls of earth or sandbags intended to prevent water from a river or the sea from flooding the area เขื่อน,มูลดิน,ตลิ่งทาง,การสรางเขื่อนกั้น embarrassed - feeling ashamed, nervous, worried or uncomfortable รูสึกอาย embassy - a building where a group of officials work who represent their government in a foreign country, a group of officials who represent their government in a foreign country สถานทูต embezzle - to secretly take money that is in your care or that belongs to an organisation or business you work for ยักยอกเงิน, ฉอโกงเงิน embroiled - involved in a difficult situation พัวพันอยูใน emerge - to come out of ออกจาก emerged - became known เปนที่ประจักษตอ emotion - strong feeling such as anger or love, or strong feelings in general อารมณ employ - to use, to have someone work or do a job for you and pay them for it วาจาง, จาง, ใช en route - on the way; while travelling from/to a particular place ระหวางทางไปถึงจุดหมาย ปลายทาง encourage - to cause someone to want to do something, to make someone more likely to do something, or to make something more likely to happen ปลุกใจ กระตุน ใหการ สนับสนุน encouragement - words or actions that give someone confidence or hope คําใหกําลังใจ
encroachment - gradually covering more and more of an area of land การบุกรุก endangered - at risk or in danger of being harmed, damaged or destroyed เปนอันตราย endorse - to express support for something, to officially approve รับรอง, แสดงความ
เห็นชอบ endorsed - officially approved, to express support for something แสดงความเห็นชอบ, รับรอง endure - to suffer something difficult or unpleasant in a patient way over a long period of time อดทนเพื่อใหผานเวลาหรือเหตุการณที่เลวราย engage in - to take part in a particular activity มีสวนรวมใน engaged - involved, paying close attention, trying to understand ใสใจ, สนใจ engagement - an agreement to marry somebody; the period during which two people are engaged การหมั้น enormous - extremely large มหาศาล enrol - register, sign up, to put yourself onto the official list of members of a course or college ลงทะเบียน, สมัคร ensure - to make certain that something happens or is done ใหการยืนยัน, รับรอง, ใหความ มั่นใจ enthusiast - a person who is very interested in something and spends a lot of time doing it คนที่กระตือรือรน enthusiastic - very interested in something or excited about it อยางสนใจ กระตือรือรน environmental - involving the place in which people live and work, including all the physical conditions that affect them, the place in which people live and work, including all the physical conditions that affect them สภาพแวดลอม, เกี่ยวกับสภาพแวดลอม, สิ่งแวดลอม envoy - someone who is sent as a representative from one government or organization to another ทูต episode - one of the single parts into which a story is divided, especially when it is broadcast on the television or radio, an event or set of events that forms part of a longer series but is considered separately กรณี, ตอน,ฉาก, ตอน equally - evenly; the same for all อยางเทากัน eradicate - to get rid of completely or destroy something bad กําจัดจนหมดสิ้น erase - to remove something completely ลบ erect - to put the parts of something together so that it stands upright ตั้งขึ้น erosion - gradually destroying the surface of something through the action of wind, rain, etc; to be gradually destroyed in this way การกัดกรอน,การเซาะ escalate - to become much worse or more serious, or to make something do this, to become much more serious or much worse ทําใหเพิ่มขึ้น, ทําใหมากขึ้น ทําใหเลวรายลง escape - getting away from a place where you are in danger การหนี escort - to go with someone คุม
essence - the most important part of something, usually the part that gives it its general character แกน essential - necessary ที่จําเปน essentially - the true, important or basic nature of somebody/something เปนหลัก, อยาง ตามความจริง establish - to discover, prove, or decide that something is true, to start having a relationship, to start something กอตั้ง, จัดตั้ง, ตั้งความสัมพันธ, พิสูจน, แสดงใหเห็น established - be in a successful position over a long period of time มีตําแหนงที่มั่นคง establishment - the process of starting or creating something, an organisation, an institution or a hotel สถานประกอบการ, การสถาปนา, การกอตั้ง, การจัดตั้ง estimate - to say what you think an amount or value is or will be, either by using available information or by guessing, an amount that you guess or calculate using the information available ประมาณการ คาดคะเน estimated - thought to be a particular amount, size, etc. based on a guess or the best information available ประมาณการ ethanol - "the most widely used renewable biofuel today. Ethanol is made by converting starch crops into sugars, the sugars are fermented into ethanol which is then distilled into its final form" ethics - a set of principles people use to decide what is right and what is wrong จริยธรรม ethnicity - belonging to a particular ethnic group ลักษณะของเชื้อชาติหรือกลุมชนที่เหมือนกัน หรือตางกัน euthanise - to kill a sick or injured animal or person in a way in which they feel no pain, usually by giving them drugs ฆาอยางไมเจ็บปวด, ฆาหรือชวยใหบุคคลที่ทุกขทรมานจากโรคหรือ อาการบาดเจ็บที่รักษาไมหาย ตายอยางไมเจ็บปวด evacuate - to cause to leave a place because it is not safe เคลื่อนยายออกจาก evacuation - moving people from a place of danger to a safer place การอพยพ evacuee - a person who leaves a place of danger ผูอพยพ eventually - at the end of a period of time or at the end of a process ในที่สุด evidence - facts statements or objects that help to prove whether or not someone has committed a crime หลักฐาน evil - a force that causes bad things to happen; morally bad behaviour สิ่งที่ชั่วราย evoke - to bring a feeling, a memory or an image into your mind ทําใหระลึกความหลัง, ทําให ระลึกถึง exact - to make something bad happen to somebody exactly - precisely อยางเที่ยงตรง,อยางถูกตอง,อยางแมนยํา,อยางแนนอน,อยางละเอียด exceed - to be more than something; to go beyond a limit เกินกวาที่กําหนด excerpt - a part of a longer speech, song, text, etc. บทคัดยอ
excess - greater than is usual; too much of something มากเกินปริมาณที่พอดี excessive - much greater than is usual; too much of something มากเกินปริมาณที่พอดี exclusive - limited to only one person or group of people แตผูเดียว excuse - a reason that you give to explain why you have done something bad, or why you have not done something that you should have done ขอแกตัว, ขออาง executive - a senior manager in a business or other organisation ผูบริหาร exhausted - extremely tired เหน็ดเหนื่อย exhibition - a public show where art or other interesting things are put so that people can go and look at them นิทรรศการ งานแสดง exist - to be real; to be present in a place or situation มีอยู existing - used now ที่มีอยู exit - to leave ออกจาก expansion - when something increases in size, number or importance การขยายออก expedite - to make something happen quickly or easily เรง expenses - money spent for a particular purpose คาใชจาย expertise - a high level of knowledge or skill, someone who has a particular skill or who knows a lot about a particular subject ผูเชี่ยวชาญ, ทักษะความรู, ความคิดเห็นของผูเชี่ยวชาญ expire - to come to an end or stop being in use หมดอายุ export - to sell and send to another country สงออก expose - to make something publicly known because you believe it is illegal or dishonest ตีแผ เปดเผย exposed - open, uncovered or unprotected ซึ่งเปดออก exposure - the state of being put into a situation in which something harmful or dangerous might affect you การสัมผัส, การเปดรับ extended - made longer or larger ซึ่งยาวออกไป, ซึ่งกวางออกไป, ซึ่งยืดออกไป extended family - a family group with a close relationship among the members that includes not only parents and children but also uncles, aunts, grandparents, etc ครอบครัว ขยาย, ครอบครัวใหญ extension - an increase in the power of effect of something ขยายขอบเขตออกไป extension lines - extra train lines to go to more places farther away extent - size; the degree to which something happens or is likely to happen ขนาด ขอบเขต extinction - a situation in which a plant, an animal, a way of life, etc. stops existing การ สูญพันธุ extortion - the crime of trying to obtain something by force or threat การขูกรรโชก รีดไถ extortionist - a person who commits the crime of extortion ผูรายคดีขูกรรโชก โจรรีดไถ
extra-judicial killing- a killing (normally carried out by police and often in self defence)
that has not been officially approved by a court วิสามัญฆาตกรรม
extradition - sending someone accused of a crime back to the country where the crime was committed for trial or punishment การสงผูรายขามแดน
extramarital affair - a sexual relation outside of marriage, involving someone who is already married extraordinary
- very unusual and surprising เกินธรรมดา, ผิดธรรมดา
extreme - very great in degree, much more severe or serious than usual ที่รุนแรงที่สุด, ที่สุด extricate - to free somebody/something or yourself from a place where they/it or you are trapped ชวยใหหลุดพน (อยางยากลําบาก)
exult - to feel and show that you are very excited and happy because of something that has happened ดีใจ, ยินดี
F
fabric - cloth, especially when it is used for making things such as clothes or curtains fabulous - extremely good เยี่ยม
face - to (likely or possibly) have to deal with a problem เผชิญ, พบ, เจอ
face (a problem or danger) - to (likely) have to deal with a problem เผชิญ, พบ, เจอ
facilitate- to make it possible or easier for something to happen ทําใหสะดวกขึ้น
facility
- a building used for a particular purpose factor - a fact or situation which influences the result of something ปจจัย
fad - something that is popular or fashionable only for a short time กระแสนิยม แฟชั่นสมัย นิยม
faeces- solid waste from your body อุจจาระ
faint - to suddenly become unconscious for a short time, and usually fall to the ground เปนลม
fair - quite large in number, size or amount มากพอประมาณ, มากพอสมควร
fairytale- like a traditional children's story in which magic things happen เทพนิยาย
fake- made to look or seem like something real to trick people ปลอม, เทียม, เก
fall victim to- to be harmed by something เปนเหยื่อ
famed - famous; well known ที่มีชื่อเสียง
fantastic- extremely good เยี่ยมยอด, วิเศษ
fare- to do, especially how well or how bad ทํา, เปนไป
fashionista - someone who is very interested in fashion or who works in the fashion industry fate - the things that happen to someone, especially unpleasant things ชะตากรรม fatigue - a condition of being very tired เหน็ดเหนื่อย
fault - the responsibility for something wrong that has happened or been done ขอผิดพลาด, ขอบกพรอง favour - to give an advantage to someone or something, often in an unfair way, a thing that you do to help somebody ความชวยเหลือ ความเอื้อเฟอ ชวยเหลือ favourable - good for something and making it likely to be successful or have an advantage ซึ่งอํานวยประโยชน favourite - a person or team who is expected to win a competition, something you like the best of all similar things ที่ชอบมาก,ที่โปรดปราน ผูแขงขันที่มีหวังชนะมากที่สุด feature - to include someone or something as an important part, (in newspapers, on television, etc.) a special article or programme about somebody/something สารคดีพิเศษ มี บทบาทสําคัญใน ทําใหเดน federal - relating to the central government, and not to the government of a region, of some countries such as the United States เกี่ยวกับสหพันธรัฐ federation - a large organisation made up of several smaller organisations or groups that share similar aims สหพันธ, สมาคม fee - an amount of money that you pay to be allowed to do something คาธรรมเนียม feeble-minded - having less than usual intelligence; weak and unable to make decisions ปญญาออน, โง, งี่เงา feisty - active, forceful and full of determination คลองแคลว, กระฉับกระเฉง female - being a woman or a girl สตรี, ผูหญิง, เพศหญิง feminine - having the qualities or appearance considered to be typical of women; connected with women เปนผูหญิง,ของผูหญิง, เกี่ยวกับลักษณะของผูหญิง femininity - the qualities that are considered to be typical of women; the fact of being a woman ความเปนผูหญิง festive - connected with a festival or celebration รื่นเริง, เกี่ยวกับเทศกาล fever - an abnormally high body temperature ไข fiancé e - the woman that a man is engaged to, i.e., the woman he has promised to marry คูหมั้นหญิง fierce - very strong รุนแรง, ดุเดือด fight back tears - to try not to cry figure - someone who is important in some way, a number representing a particular amount, especially one given in official information ตัวเลข, จํานวนเลข บุคคลสําคัญ figurine - a small statue or model of a person or an animal รูปแกะสลักเล็ก ๆ , รูปประดับเล็ก ๆ file - to take official action like making a complaint ยื่นคํารอง file a complaint - to make an official statement that someone has done something wrong ยื่นคํารอง
file a petition - to ask someone in authority to do something ยื่นคํารอง file a report - to send in a report, in this case to a news organisation สงตนฉบับไป(ที่สํานัก ขาว) financial - involving money เกี่ยวกับเงิน, ทางการเงิน financial assistance - help with money ความชวยเหลือทางการเงิน financially - involving money ทางการเงิน find guilty - to prove in a court of law that someone has committed a crime พิสูจนวามี ความผิด fine - to be required to pay an amount of money because you have broken the law ปรับ เปนเงิน, คาปรับ fine quality rubber - high quality rubber fire - to shoot a weapon ยิง fire extinguishers - a can of chemicals used to spray on a fire, to end (put out) the fire firm - a business or company บริษัท fishery - an area of water where fish are caught so they can be sold พื้นที่ในการจับปลา fit - suitable; of the right quality; with the right qualities or skills ที่เหมาะสม fixed - staying the same; not changing or able to be changed ที่ไมเปลี่ยน fixing - dishonestly arranging something so that it has the result you want ใชวิธีการอันมิ ชอบ, เลหเหลี่ยมเขาคุม flash flood - a flood that happens suddenly without warning น้ําที่เกิดทวมในที่ต่ําโดยฉับพลัน ทันทีและไหลลดลงอยางรวดเร็ว flattered - to be pleased because somebody has made you feel important or special รูสึกไดรับการยกยอ flattering - making someone look or seem better or more attractive than usual fled (past of flee) - escaped; left an area very quickly because of a danger there หนีไป flee - to leave a place or person quickly because you are afraid of possible danger หนี อพยพ flee (past form: fled) - to leave a place or person quickly because you are afraid of possible danger หนี อพยพ flee for your life - to escape a very dangerous situation หนีไป flexible - able to change to suit new conditions or situations เปลี่ยนแปลงได,แกได float - to be lighter than air, and to move slowly through it, to rest or move slowly on the surface of a liquid and not sink; to be lighter than air, and to move slowly through it ลอยบนผิวน้ําหรือในอากาศ ลอย flock - to go someone in large numbers; to gather together in large numbers แหกันไป flood - to do in large numbers เขามาอยางทวมทน
flora - the plants of a particular area, type of environment or period of time พืชที่ขึ้นใน เฉพาะพื้นที่ flourish - to grow or develop successfully เจริญรุงเรือง, เจริญเติบโต flow - a movement of water การไหล fluid - a liquid (a subtance that can flow, has no fixed shape and not a solid or gas (น้ํา but not just "water")ของเหลว, ของไหล fly in the face of - to be the opposite of what is usual or accepted ตรงกันขาม focal point - the most important, interesting, or attractive part of something, that you concentrate on or pay particular attention to จุดโฟกัส, จุดสนใจ focus - to give attention, effort, etc. to one particular subject, situation or person rather than another, the thing or person that people are most interested in จุดสนใจ, จุดสําคัญ, จุด หลัก, เพงความสนใจ fond - to have a like for someone or something ชอบ fool - to trick somebody into believing something that is not true หลอกลวง, ลวงใหเขาใจผิด footage - film or video of a particular subject or event ฟลมหรือคลิปภาพยนตร หรือวิดีโอ for the sake of - for the benefit or good of someone or something เพื่อ forebear - a person in your family who lived a long time ago บรรพบุรุษ forecast - a statement about what will happen in the future based on information available now พยากรณ foreclosure - the process of taking someone's property because they failed to pay back the money that they borrowed to buy it การยึดทรัพยสินที่จํานองไว forensic science - the use of scientific methods to solve crimes or to find out why something happened นิติวิทยาศาสตร forge - to develop a successful relationship หลอม สานสัมพันธ forgive - to stop feeling angry with somebody who has done something to harm, annoy or upset you ยกโทษให, อภัยให forgiveness - the act of forgiving somebody; willingness to forgive somebody การใหอภัย, การอภัยโทษ form - how well somebody/something is performing; the fact that somebody/something is performing well ระดับความสามารถ, ฝมือ, ความเกง formal - official; following an agreed or official way of doing things, very correct and suitable for official or important occasions เปนพิธีการ, เปนพิธี,ตามแบบ,ตามระเบียบ former - of or in an earlier time; before the present time or in the past อดีต, แตกอน fortnight - a period of two weeks ในสองสัปดาห fortune-teller - a person who tells you what they think will happen to you in the future
หมอดู
forum - a place where people can express their ideas and opinions การประชุมแสดงความ คิดเห็น
found - to start an organisation, company, political party etc สราง, กอตั้ง, สถาปนา foundation - supporting structure, an organisation that provides money for things such as medical research or for a charity มูลนิธิ, รากฐาน
founder - a person who establishes an institution, business, or organisation ผูกอตั้ง fountain - a structure from which water is sent up into the air by a pump, used to decorate parks and gardens/yards น้ําพุเทียม, น้ําพุ, น้ําพุประดิษฐ
frantically - behaving in a wild and uncontrolled way because you are frightened or worried; done in a very urgent way อยางไมสามารถความคุมอารมณได
fraud - the crime of intentionally deceiving someone or cheating in order to gain an advantage or benefit การฉอโกง การหลอกลวง เลหเพทุบาย
fray - a fight, a competition or an argument, especially one that is exciting or seen as a test of your ability การตอสู, การทะเลาะวิวาท,การชกตอย
frenzy - (an example of) uncontrolled and excited behaviour or emotion, which is sometimes violent ความบาคลั่ง, ความตื่นเตนมาก, ความบาระห่ํา
front - a particular area of activity ดาน
fulfill - to achieve something that you wanted to do, or to get something that you hoped for สําเร็จ
full-scale - as complete and thorough as possible; all-out การใชทรัพยากรที่มีอยูอยางเต็มที่ fund-raiser - a social event or an entertainment held in order to collect money for a person, charity or an organisation การระดมทุน
fundamental - central; forming the necessary basis of something; serious and very important; affecting the most central and important parts of something ซึ่งเปนรากฐาน สําคัญ, มูลฐาน
funds - money needed or available to spend on something เงินทุน
funeral - a ceremony that takes place after someone dies, usually including a religious ceremony งานศพ
futile - having no effect or achieving nothing; unsuccessful เปลาประโยชน future - the possibility of being successful or surviving at a later time อนาคต
G
gadget - a small tool or piece of equipment that does something useful or impressive อุปกรณขนาดเล็ก, กลไกขนาดเล็ก
gallery - a room or building for showing works of art, especially to the public หองแสดงผล งานศิลปะ
gambling - the activity of betting money, for example in a game or on a horse race การ พนัน garment - a piece of clothing เสื้อผา, เครื่องแตงกาย gasohol fuel - a mixture of ethanol with gasoline gasohol pumps - like gasoline pumps but puts gasohol in cars instead gasoline pumps - the machine at a gas station used to put gasoline into cars gather - to find and collect things that you need or want, to come together in a group, to search for and find things that you need or want รวบรวม รวมกลุม, รวมตัวกัน, จับกลุมกัน, ชุมนุม gathering - a party or a meeting when many people come together as a group การรวมตัว, การประชุม gauge - to make a judgment or guess about a situation, action or person based on the information that you have ประเมิน, ตัดสิน gear up - a to prepare yourself, or to prepare something for an activity or event เตรียม (บางสิ่งเชน เครื่องจักร) ใหพรอมสําหรับ gecko - a small lizard (= a type of reptile ) that lives in warm countries ตุกแก gender - the fact of being either male or female เพศ generate - to produce ผลิต, กอใหเกิด generation - a group of people in society who are born and live around the same time รุน (คนรุนตางๆ) gentle - not strong or extreme เบาๆ, คอยๆ genuinely - really; sincerely; honestly โดยแท gesture - a movement or action that communicates a feeling or instruction, something that you do or say to show a particular feeling or intention ทาที, ลักษณะทาทาง get a grip on - to take control of gig - a single performance by a musician or group of musicians, especially playing modern or pop music งานชั่วคราว giggle - to laugh in a silly way because you are amused, embarrassed or nervous หัวเราะ คิกคัก, หัวเราะตอกระซิก give chase - to start to run, drive, etc. after somebody/something in order to catch them ไลตาม give up - to admit that you can't win and stop trying ยอมแพ glitch - a small problem or fault that prevents something from being successful or working as well as it should ความบกพรองเล็กนอย go wild - to become very excited รูสึกตื่นเตนมาก gout - a disease that causes painful swelling in the joints, especially of the toes, knees and fingers โรคขอตออักเสบ, โรคเกาต
grab - to take or hold somebody/something with your hand suddenly, firmly or roughly จับ,ฉวย,ควา,แยง gradually - slowly and in small stages or amounts อยางทีละนอย graduate - a person who has a university degree ผูรับปริญญา, ผูสําเร็จการศึกษา graffiti - words or pictures drawn on walls in public places การวาดภาพหรือเขียนบนกําแพงใน ที่สาธารณะ graft - corruption การฉอโกง Grand Slam - one of the four major tennis tournaments, including the Australian Open, the French Open, Wimbledon and the US Open การแขงขันชิงแชมปรายการใหญ grant - to officially give something ให grant an audience - (of a king or queen) to allow a meeting to be held with the ruler พระราชทานพระราชวโรกาสใหพสกนิกร หรือขาราชการเขาเฝาทูลละอองธุลีพระบาม graphic - a diagram or picture, especially one that appears on a computer screen or in a newspaper or book ภาพกราฟฟก grass roots - ordinary people rather than their leaders รากหญา, ชาวบาน gratitude - a feeling of being grateful to someone because they have given you something or have done something for you ความรูสึกขอบคุณ grave - very serious; very dangerous วิกฤติ, รายแรง grimace - to make an ugly expression with your face to show pain, disgust, etc ทําหนาตา บูดเบี้ยว,แหกหูแหกตา, ทําหนาบูดบึ้ง grind - an activity that is tiring or boring and takes a lot of time งานที่นาเบื่อ grind to a halt - to come to a complete stop gripping - exciting or interesting in a way that keeps your attention นาสนใจ, นาดึงดูดใจ groom - to prepare someone for a particular job or activity by giving them special training and attention เตรียมการ, เตรียมตัว grounds - an area of land, reasons for saying or doing something เหตุผล บริเวณ, สถานที่ grudge - a feeling of anger towards someone because they have done something to you that does not seem right or fair ความบาดหมาง, ความไมพอใจ, ความคับของใจ guarantee - to be certain that something will happen รับรอง, รับประกัน guard - a person who protects a place or people ยาม, ผูดูแล, ยามรักษาการณ guest - a person that you have invited to your house or to a particular event that you are paying for แขก guidelines - official instructions or advice about how something is to be done สิ่งที่ชวย แนะแนวทางใหปฏิบัติ guilt - the fact of having done something wrong or committed a crime ความผิด
guilty - having been decided by a court of law that you committed the crime your were accused of มีความผิด, the unhappy feelings caused by knowing or thinking that you have done something wrong ความรูสึกผิด, ความสํานึก
H
halt - to stop หยุด hamper - to stop someone or something from making progress or developing; to hinder ขัดขวาง, เปนอุปสรรค handkerchief - a small piece of material or paper that you use for blowing your nose, etc. ผาเช็ดหนา handle - to take action in order to deal with a difficult situation ดูแล, จัดการ handlebars - metal bar, with a handle at each end, that you use for steering a bicycle or motorcycle แฮนรถ hang out - to spend a relaxed time at a place or with someone ใชเวลามาก สังสรรค คุยกัน เชน กับเพื่อนๆ harbour - to have a particular thought or feeling in your mind hard - difficult to do, understand or answer ยาก, ลําบาก hardship - difficulty ความลําบาก harm - damage ความเสียหาย harsh - strict, unkind and often unfair อยางรุนแรง harvest - the activity of collecting a crop, in this case a rice crop การเก็บเกี่ยวผลผลิต haunt - to cause repeated trouble, suffering or anxiety ทําใหกังวล, รบกวน have a history - a record of something happening frequently in the past life of a person, family or place; the set of facts that are known about somebody's past life มีประวัติ headache - a person or thing that causes worry or trouble ปญหา heated - angry โกรธ, ฉุนเฉียว heavyweight - someone or something that has a lot of influence, status, or knowledge คนที่มีอิทธิพลมาก,คนที่ฉลาดมาก hefty - large; expensive หนัก,ใหญ, แพง herd - to make animals move together as a group ตอนสัตว hesitate - to pause before you do or say something, often because you are uncertain or nervous about it ลังเล high tide - the period of the day where the natural rise of the seawater near the shore is the highest น้ําขึ้น highlight - to stress; to make something more noticeable ที่เนนย้ํา, the most exciting, impressive, or interesting part of an event เหตุการณสําคัญ, จุดสําคัญ hijack - to illegally take control of a vehicle or ship ปลน จี้
hinder - to hamper; to stop someone or something from making progess or developing ขัดขวาง
hint - to say or do something that shows, but not directly, what is meant แยม
hire - to pay someone to work for you จาง
hit-and-run - (of a road accident) caused by a driver who does not stop to help ที่ชนแลว
หนี
hoarse - sounding rough and unpleasant, especially because of a sore throat (เสียง) แหบ หาว
hollow - having nothing inside เปนโพรง,เปนหลุม
honour - something you do or receive that you are proud of เกียรติ
hordes- large numbers of people กลุมใหญ,ฝูงชน
horrific - so shocking that it upsets you นาขนลุก
hose - a long hollow tube used to carry fluids (such as water) from one location to another location (See photo on right and Wikipedia) สายยาง
hospitalise - to send somebody to a hospital for treatment ใหอยูโรงพยาบาล
hospitality - friendly and generous behaviour towards visitors and guests, intended to make them feel welcome การใหการตอนรับดวยความยินดี
host - to introduce a television or radio programme, a show, etc., a person who introduces guests and performers, especially on television or radio ทําหนาที่เปนพิธีกร, พิธีกร, ผูจัดรายการ
hostage - a person who is the prisoner of someone who threatens to kill them if they do not get what they want ตัวประกัน
House of Representatives - the main lawmaking body in Thailand, consisting of 500 members สภาผูแทนราษฎร
House speaker - the person who is in charge of most of the activities of the House of Representatives ประธานสภาผูแทนราษฎร
household - a group of people, often a family, who live together ครัวเรือน
housing estate - an area containing a large number of houses or apartments built close together at the same time บานจัดสรร
hover - to stay in one place in the air บินฉวัดเฉวียน,บินรอน
how the wind blows - according to the situation แลวแตสถานการณ แลวแตกรณี
hug - to put your arms round someone กอด
humble - showing you do not think that you are as important as other people ต่ําตอย ,ออนนอมถอมตน
hurdle - an obstacle; a problem that you must solve before you can do something successfully อุปสรรค
hurt - a feeling of unhappiness because somebody has been unkind or unfair to you
```
ความเจ็บปวด hydro-slide - a slide that uses water to make it slippery hydropower - power generated by running water hypermarket - a very large supermarket, usually built outside a town, that sells a wide range of goods หางสรรพสินคา I ideal - an idea about what is good and right, that you try to follow in your life and behaviour อุดมคติ identical - exactly the same, or very similar เหมือนกัน, แบบเดียวกัน identified - named ระบุชื่อ identify - to specify who someone is, to recognise something and understand what it is ชี้ ระบตัวุ , ระบุชื่อ identity - who someone is ชื่อ, เอกลักษณ, ลักษณะพิเศษ, ลักษณะเฉพาะ ignition - the electrical system of a vehicle that makes the fuel begin to burn to start the engine; the place in a vehicle where you start this system การจุดไฟ ignore - to fail to pay attention to; to pretend that you have not noticed or do not know about something เพิกเฉย illegal - against the law ผิดกฎหมาย, นอกกฎหมาย illicit - against the law ผิดกฎหมาย, not approved of by the normal rules of society, especially involving sexual relations เรื่องชูสาว image - an opinion that people have about someone or something, a photograph, painting, or other work of art that represents a person or thing รูปภาพ ภาพลักษณ imagine - to form a picture of something or someone in your mind นึกคิด, จินตนาการ, นึกฝน immediate - nearest in relationship or rank โดยตรง,ใกลชิด, ,ถัดมา immediately - happening right after something else with no delay; right away ทันที imminent - expected to happen soon ในไมชา จวนเจียน จวนตัว impact - an effect or influence ผลกระทบ impassable - of a road or path that cannot be travelled on because it is blocked or because of bad weather conditions ซึ่งผานไปไมได implement - to make something such as an idea, plan, system or law start to work and be used นํา แผนหรือนโยบายมาปฏิบัติ implicate - to show or suggest that someone is involved in something illegal or morally wrong โยงใยถึง imply - to suggest something without saying it directly บอกเปนนัย, แสดงนัย
impounded - taken away or taken control of by the police or by another authority ยึดไวเปนของ กลาง impoverished - very poor ยากจน impractical - of something that cannot be done or used easily or effectively ซึ่งไมมีประสิทธิภาพ เมื่อนํามาใชงานจริง,ที่ใชงานไมได impressed - admiring someone or something very much because of an unusually good quality or achievement ประทับใจ impressive - something that people admire because it is very good, very large or shows great skill ซึ่งนาประทับใจ improve - to get better ดีขึ้น in charge of - to be in control of an activity and to check that everything is being done correctly ดูแล ควบคุม in check - under control ควบคุมไวได in due course - at the right time and not before ตามเวลาที่เหมาะสม, ทันเวลา in exchange for - giving something to someone and receiving something else from them of a similar type or value แลกเปลี่ยน in favour of - supporting a person or an idea, proposal etc that you believe is right ยอมรับ, สนับสนุน in full swing - having reached a very lively or busy level ดําเนินไปอยางแข็งขันเต็มที่ที่สุด in honour of - to show respect and admiration for somebody เปนเกียรติใหกับ in hot pursuit - following somebody closely and determined to catch them การไลตามติดพัน in order - proper; suitable or right for a particular situation เหมาะสม in principle - in general terms without knowing the details or whether something is really possible โดยหลัก in the wake of - happening after an event or as a result of it สืบเนื่องมาจาก inaccessible - difficult or impossible to reach ซึ่งเขาไมถึง inaccurate - not completely correct or exact ซึ่งคลาดเคลื่อน,ซึ่งไมถูกตอง inactive post - a job or position with no real responsibilities or duties inappropriate - unsuitable ซึ่งไมเหมาะสม inbound - travelling towards a particular point, particularly into a city ขาเขา (opposite of outbound ขาออก) incense - a substance that produces a pleasant smell when you burn it, used particularly in religious ceremonies ธูป,กํายาน,เครื่องหอม incessant - continuous; unending ตอเนื่อง, เรื่อยๆ, ไมหยุดหยอน incident - something that happens, usually something bad เหตุการณ incidentally - used for adding related but less important information to what has just been said or for suddenly introducing a new subject อีกประการหนึ่ง
income - money that someone gets from working or from investing money รายได incoming - recently elected or chosen ใหม incorporate - to include as part of something larger ซึ่งรวมเขาเปนหนึ่งเดียวกัน incredible - difficult to believe อยางไมนาเชื่อ indecent - thought to be morally offensive, especially because it involves sex or being naked หยาบคาย, ที่ไมเหมาะสม indefinitely - for a period of time with no fixed end ไมมีขอกําหนด indescribable - so extreme or unusual it is almost impossible to describe ซึ่งเกินกวาจะพรรณนา, ซึ่งเกินกวาจะบรรยายออกมาได indicate - to show that something is true, exists or will happen, to express an intention, opinion, or wish in an indirect way, to show that something is true, exists or will happen แสดง, ใหสัญญาณ, ชี้ทาง, บอกทาง, ชี้ใหเห็น แสดง, ทําใหรู indispensible - difficult or impossible to exist without or to do something without ซึ่งขาดไมได, ซึ่ง จําเปน individual - a person considered separately rather than as part of a group บุคคล indoctrination - forcing somebody to accept a particular belief or set of beliefs and not allow them to consider any others การสั่งสอน,การอบรม,การปลูกฝง induce - to cause something, especially a mental or physical change ทําใหเกิด industrial estate - an area of land where industrial companies have their buildings นิคม อุตสาหกรรม inexpensive - not expensive infamy - the state of being well known for something bad or evil; evil behaviour; an evil act การมีชื่อเสียงในทางที่เลว,นิสัยหรือความประพฤติที่เลว inferior - not as good as someone or something else ดอยกวา infidelity - a situation in which someone has sex with someone who is not their husband, wife, or partner การนอกใจ inflammation - a red, painful and often swollen area in or on a part of your body การ อักเสบ, การติดเชื้อ inflate - to make something larger or more important influence - to affect or change how someone or something develops, behaves or thinks มีอิทธิพลตอ, ชักจูง อํานาจบังคับ influential - of a person who has the power to affect a situation มีอิทธิพล infrastructure - the high-cost facilities that everyone in the economy shares (water, roads, electricity, trains), a set of systems within a place or organisation that affect how well it operates, e.g., the telephone and transport systems in a country or the system of train tracks that a railway uses สาธารณูปโภค
ingredients - foods that are used with other foods in the preparation of a particular dish สวนประกอบ inherit - to have responsibility for a situation that someone has started and left for you to deal with สืบทอดจาก, ไดรับมรดกจาก initial - early; first เบื้องตน initially - at first ในเบื้องตน initiative - a new action or movement, often intended to solve a problem ความคิดริเริ่ม injure - to hurt or cause physical harm to a person or animal ทําใหบาดเจ็บ, ทําราย injured - hurt in an accident or attack ซึ่งไดรับบาดเจ็บ injury - physical damage done to a person or a part of their body อาการบาดเจ็บ inmate - someone who is kept in a prison นักโทษ innocent - not having done anything wrong บริสุทธิ์ innovation - the introduction of new things, ideas or ways of doing something; a new idea, way of doing something, etc. that has been introduced or discovered นวัตกรรม, การ คิดขึ้นใหม, สิ่งที่นําเขามาใหม inquiry - a question intended to get information about someone or something การไตสวน ins and outs - all the details, especially the complicated or difficult ones รายละเอียดหรือ ขอมูลที่จําเปน insane - suffering from mental illness; crazy, very stupid or crazy, especially in a way that is likely to cause serious problems, harm, or injury ปวยทางจิต, บา, ประสาท, ซึ่งขาดสติ insecticide - chemicals to kill insects, a chemical used for killing insects ยาฆาแมลง, ยา กําจัดแมลง insert - to put something into something else or between two things ใส, สอด, สอดใส insist - to keep saying very firmly that something is true, even when other people will not believe you, to say very firmly that something must happen or must be done ยืนกราน ยืนยัน insolvent - not having enough money to pay what you owe ซึ่งลมละลาย inspect - to look at something carefully ตรวจสอบ inspire - to give someone the idea for a piece of work, to give people a particular feeling or a desire to do something จุดประกาย ทําใหเกิด บันดาลใจให inspiring - exciting and encouraging you to do or feel something ที่สรางแรงบันดาลใจ install - to put a piece of equipment somewhere and make it ready for use ติดตั้ง instantly - immediately ทันที institution - an important tradition or system upon which society is based สถาบัน instructions - something that somebody tells you to do คําสั่ง insufficient - not enough ไมเพียงพอ insular - only interested in your own country, ideas, etc. and not in those from outside ซึ่งมี มุมมองแคบ, โดดเดี่ยว
insulated - protected with a material that prevents heat, sound, electricity, etc. from passing through หอหุมดวยฉนวน (ปองกันความรอน, กระแสไฟ, รังสีฯลฯ) insurance - an arrangement in which you regularly pay an insurance company an amount of money so that they will give you money if something you own is damaged, lost, or stolen, or if you die or are ill or injured การประกัน intend - to plan to do; to want to happen ตั้งใจใหเกิดขึ้น, วางแผนไว intended - planned; wanted to happen ที่ไดวางแผนไว ที่ตั้งใจใหเกิดขึ้น intensify - to get stronger เขมขนขึ้น intensive - involving a lot of effort, energy, or attention intent - your plan or purpose จุดประสงค intention - a plan in your mind to do something ความตั้งใจ เจตนา interact with - communicate with or react to มีปฏิกิริยากับ intercede - to speak to somebody in order to persuade them to have pity on somebody else or to help settle an argument ขอรองใหคนอื่น, วิงวอนใหคนอื่น, พยายายามประนีประนอม interfere - to deliberately become involved in a situation and try to influence the way that it develops, although you have no right to do this แทรกแซง intergovernmental - concerning the governments of two or more countries ระหวางรัฐบาลอยาง นอยสองประเทศ internal - existing or happening within a country, not between different countries ภายใน interpret - to decide what the intended meaning of something is ตีความ interpreter - someone who changes what someone else is saying into another language ลาม intersection - a place where roads, lines, etc., join or cross each other สี่แยก interview - a meeting (often a public one) at which a journalist asks somebody questions in order to find out their opinions, to ask someone questions for a poll, a newspaper article, television show, etc. การสัมภาษณ intimate - very close, friendly and personal คุนเคย, ใกลชิด, สนิทสนม intimidate - to attempt to frighten someone in order to get them to do something ทําใหกลัว, ขมขู inundated - flooded; submerged ทวม, จมลงใตน้ํา inundation - flood; to submerge น้ําทวม invade - to enter a place in large numbers, usually when unwanted บุกรุก invalid - someone who is ill or injured, especially permanently คนปวย, คนไมแข็งแรง invention - a thing or an idea that has been invented สิ่งประดิษฐ, ความคิดในการประดิษฐ invest - to spend money on something in order to make it better or more successful ลงทุน investigate - to try to find out the facts about something in order to learn the truth about it ตรวจสอบหาความจริง
investigation - the process of trying to find out all the details or facts about something, probe;
the process of trying to find out all the details or facts about something in order to discover who or what caused it or how it happened การตรวจสอบหาขอเท็จจริง, การสอบสวน investigator - someone whose job is to officially find out the facts about something – ผูสอบสวน, ผูสํารวจ, ผูตรวจสอบ investment - taking your money and putting it into projects to make a profit or earn interest (buying stock shares, bonds, real estate) invisible - unable to be seen มองไมเห็น invite - to ask somebody to come to a social event; to ask somebody formally to go somewhere or do something, an invitation การเชิญ, เชิญ involuntary - happening without the person concerned wanting it to ไมไดตั้งใจ involved - taking part or having a role in something เกี่ยวของ involvement - the act or process of taking part in something การเกี่ยวของ ire - anger ความกริ้วโกรธ, ความโมโห iron out - to get rid of any problems or difficulties that are affecting something แกปญหา irreversible - of something that cannot be changed เปลี่ยนแปลงไมได, ไมสามารถเอาคืนกลับมาได irrigation - the process of bringing water to land through a system of pipes, ditches, etc. in order to make crops grow ระบบชลประทาน isolate - to set apart from; to disconnect from แยกออกมา ตั้งอยูเดี่ยวๆ issue - to produce or provide something official; to announce something, or to give something to people officially ออก (กฎหมาย, คําสั่ง, พระราชกฤษฎีกา, etc), matter; a subject that people discuss or argue about, to officially announce or give out, to give or provide something official แจกจาย, ออก, ออกประกาศ, ออกคําสั่ง ประเด็น item - a single article or object รายการ, รายการสิ่งของ J jail term - the length of time a person is required to spend in jail jet - a strong narrow stream of gas, liquid, steam or flame that comes very quickly out of a small opening. The opening is also called a jet กาซหรือของเหลวที่พนออกมาอยางรวดเร็ว joint - do some activity or project together; belonging to or shared between two or more people ความรวมมือกัน joint - a connection, a place where two parts of something are connected journalist - a person who writes news stories or articles for a newspaper or magazine or broadcasts them on radio or television ผูสื่อขาว joyous - very happy สนุกสนาน, เบิกบาน, มีความสุข jubilant - extremely happy because something good has happened ปติยินดี judge - someone whose job is to make decisions in a court of law ตุลาการ, ผูพิพากษา
judgment - an opinion that you have after thinking (carefully) about something การตัดสินใจ, การ พิจารณา
jurisdiction - a country or area in which a law enforcement agency operates, a country or area in which a particular legal system operates เขตอํานาจ, ขอบเขตอํานาจที่ศาลและกฏหมายควบคุมไปถึง justice - a fair result or punishment from a court of law, fairness in the way people are dealt with ความเปนธรรม, ความถูกตอง, ความยุติธรรม
juvenile - a young person who is not yet an adult เยาวชน
K
kangaroo court - whether they have committed a crime or not ศาลเตี้ย
keen-eyed
- someone who is very good at noticing things keep your fingers crossed - to hope that your plans will be successful or to hope that something good happens (sometimes putting one finger across another as a sign of hoping for good luck)
key - most important ที่สําคัญ
kickback - an amount of money that is paid to someone illegally in exchange for secret help or work เงินสินบน, เงินใตโตะ
kidnapper - a person who takes somebody away illegally and keep them as a prisoner, especially in order to get money or something else for returning them คนลักพาตัว
L
La Nina - unusually cold ocean temperatures in the Equatorial Pacific laboratory - a room or building used for scientific research, experiments, testing, etc
หองปฏิบัติการ, หองทดลอง
labour - work, especially hard physical work งานที่ใชพละกําลัง
lack - to not have enough of something ขาด
lack of - when there is not enough of something ขาด
lackey - a person who is treated like a servant or who behaves like one ขี้ขา, ผูติดตาม
landlocked - of a place that has land all around it, usually with no connection to the sea or, in this case, to a road ที่ลอมรอบไปดวยแผนดิน
landslide - a large amount of earth, mud (a mudslide) or rocks falling down the side of a mountain or hill landslide, a situation in which a person or political party wins an election by a very large margin ถลมทลาย แผนดินถลม
landslide victory - an election victory by a very large margin or amount การชนะการเลือกตั้งแบบ ขาดลอย
lanky - having long thin arms and legs and moving in an awkward way ผอมและสูงเกงกาง
late - dead ที่ลวงลับไปแลว
lateral ventricles - two curved openings located deep within the top section of the brain, that provide a pathway for cerebrospinal fluid โพรงสมอง
launch - to start something เริ่มตน เริ่มทํา
law enforcement - the process of making sure that people obey the law การบังคับใชกฎหมาย
lawmaker - a person in government who makes the laws of a country ผูบัญญัติกฎหมาย
lawn - an area of grass, especially near to a house or in a park, which is cut regularly to keep it short สนามหญา
lawsuit - a case that a court is asked to decide involving a disagreement between two people or groups คดีที่ยื่นฟองตอศาล
lawyer - an attorney ทนาย
lay off - to cause someone to lose their job, usually because there is not enough work for them to do การปลดคนงาน
layering - cutting something (hair, cloth) in different lengths so that it forms layers that lie over one another การทําใหเปนชั้น
layout - the way in which the parts of something such as the page of a book, a garden or a building are arranged แผนผัง
lead - the position ahead of everyone else in a race or competition ตําแหนงนํา
legal - relating to the law or lawyers เกี่ยวกับกฎหมาย
legal process - the system of using the court to determine if someone has done something against the law or caused damage กระบวนกการยุติธรรม
legalise - to make something be according to the law ทําใหมีอํานาจตามกฎหมาย ทําใหถูกตองตาม กฎหมาย
legendary - mentioned in stories from ancient times ซึ่งเปนนิทาน,ซึ่งเปนตํานาน
legitimacy - the fact that something is legal or fair and reasonable ถูกตองตามกฎหมาย ชอบดวย กฎหมาย
legitimate - allowed by the law, or correct according to the law ชอบดวยกฎหมาย
lend- to give money to someone who agrees to pay it back in the future ใหยืม
lese majeste - the crime of offending, threatening or showing disrespect for a member of the royal family หมิ่นพระบรมเดชานุภาพ
lethal - very dangerous and able to kill you เปนอันตรายถึงชีวิต
levee - a low wall built at the side of a river to prevent it from flooding เขื่อนปองกันน้ําทวม, คันนา level - the amount of something that exists in a particular situation at a particular time, the amount of liquid that there is in a container, river, dam, etc., which can be seen by how high the liquid is ระดับ
licence - an official document that gives someone permission to do or use something ใบอนุญาต life-threatening - serious enough to possibly cause death
lift - something that makes you feel better or more confident ทําใหเบาใจ
lightning - happening very quickly likelihood - the chance that something will happen or has happened ความเปนไปได
likely - probable or expected นาจะเปนไปได
liken - to compare เปรียบเทียบ
likewise - in a similar way; in the same way ในทํานองเดียวกัน, เชนเดียวกัน, อยางเดียวกัน
limbs - arms or legs ทอนแขนทอนขา
lineup - a group or team of people who are involved in a particular job or activity รายชื่อของ ผูเกี่ยวของ
link - to connect เชื่อม
linked - connected เชื่อมโยง
lip service - to say that you approve or support something, without proving your support by doing it liquor - strong alcoholic drink สุราที่ไดจากการกลั่น
live - happening now, i.e., not recorded earlier ถายทอดสด
livelihood - (the way someone earns) the money people need to pay for food, a place to live, clothing, etc การดํารงชีวิต, การครองชีพ
loan - an amount of money that a person, business, or country borrows, especially from a bank เงินกู
local - in or related to the area that you live, or to the particular area that you are talking about ทองถิ่น
locals - people who live in a particular place ชาวบาน
locate - to find where someone or something is หาทําเล,หาที่ตั้ง
located - where something is ตั้งอยู
location - where someone or something is ที่ตั้ง,ทําเล
lodge - to formally make something such as a complaint or a claim, to formally make something such as a complaint or a claim ยื่นคํารอง ยื่นฟองตอ ยื่น (คํารอง)
log - a thick piece of tree trunk or branch, especially one cut for burning on a fire โคนตนไม
lone- single เดี่ยว หนึ่งเดียว
long term - that will last or have an effect over a long period of time ระยะยาว long-term - that will last or have an effect over a long period of time ระยะยาว
look forward to - to feel pleased and excited about something that is going to happen ตั้งหนารอ คอย
look you straight in the eye - to look directly into the eyes of someone looming - seeming likely to happen soon ที่เห็นลางๆ
looting - stealing things from buildings, houses or shops, especially during a war or other violence or after a disaster การปลนสะดม
lose no time - to do something very quickly or immediately loyal - willing to support, work for, or be a friend to someone, even in difficult times, firm and not changing in your friendship with or support for a person or an organization, or in your belief in your principles จงรักภักดี ซื่อสัตย
loyalist
- a person or group that strongly supports someone or something, especially the government or ruler in power ผูซื่อสัตย,ผูจงรักภักดี
lucrative- earning a lot of money ที่มีกําไรงาม
lung - one of the two organs in your chest that fill with air when you breathe ปอด
lure - to attract someone/ something, to persuade someone to do something by making seem very attractive ลอใจ, หลอกลอ, ยั่วยวน
M
magnificent - very good, beautiful or deserving to be admired สงางาม, ดีเลิศ, หรูหราฟูฟา
magnitude- size; strength; scale ขนาดหรือ ความรุนแรง
mail order - a system of buying and selling goods through the mail การสั่งซื้อทางไปรษณีย
mainland
- a large mass of land that forms the main part of a country but does not include any islands belonging to the country แผนดินใหญ
mainstream - accepted or used by most people; considered ordinary or normal ทั่วๆ ไป maize - a tall plant grown in many parts of the world for its yellow seeds which are eaten as food, made into flour or fed to animals ขาวโพด
major- very large or important สําคัญมาก
majority - most of the people in a group, more than 50 percent of a group เสียงสวนใหญ คนสวน ใหญ เสียงสวนมาก
make ends meet - to have enough many to pay for your needs มีรายไดพอประทังชีวิต, มีเงินพออยู รอด
make fun of - to laugh at somebody/something or make other people laugh at them, usually in an unkind way นาหัวเราะเยาะ, หยอกลอ
make public
- to show so that everyone can see เปดเผย, male - belonging to the sex that does not give birth to babies; connected with this sex ผูชาย, ตัว ผู, เพศผู,
malfunction - a failure to work or operate correctly ทํางานผิดปกติ
malicious - having or showing hatred and a desire to harm somebody or hurt their feelings มุง ราย, ปองราย, ประสงคราย
man - to be responsible for working at a particular place or operate a particular piece of equipment ประจําที่
manage - to succeed in doing something สําเร็จ,จัดการไดสําเร็จ, ทําไดสําเร็จ mangled - badly damaged through being crushed or twisted ซึ่งเสียโฉม, ซึ่งแหลกเหลว
manipulative - skilful at influencing somebody or forcing somebody to do what you want, often in an unfair way manslaughter - the crime of killing somebody illegally but not deliberately การฆาคนโดยไม ไตรตรองไวกอน manufacturing facility - a factory, a building used for making goods (manufacturing goods) mar - to spoil something ทําใหเสียหาย margin - the amount by which a competition is won จํานวนที่เกิน, จํานวนคะแนน mark - to celebrate something เพื่อเฉลิมฉลอง, to show respect for or to remember ระลึกถึง, to show that something is happening เปนเครืองแสดง เปนการเริ่มตน marvelous - extremely good; wonderful ยอดเยี่ยม, ดีมาก, วิเศษ mass - large numbers, involving large numbers (of people) จํานวนมาก จํานวนมหาศาล mass protest - a very large public gathering of people to protest against something การชุมนุม ประทวงใหญ mass rapid transit - same as "mass transit" above (but stressing that it is "quick") mass transit - transportation system such as buses, subway and/or trains, moving large numbers of people around a city (See Wikipedia on public transport and rapid transit) massage - the action of rubbing and pressing a person's body with the hands to reduce pain in the muscles and joints การนวด massage parlour - a place where you can pay to have a massage โรงนวด,สถานบริการ (อาบ,อบ, นวด) massive - very large, very large in size, amount or number ใหญโต, มหาศาล, ใหญโต master - a man who is very good at something ปรมาจารย mat - the canvas floor of a boxing ring พื้นเวทีมวย match - to combine well with something else เขากัน (กับ) matchmaking - arranging marriages or relationships between others สื่อชักนําการแตงงาน mate - a person you share an activity or accommodation with; a friend ,เพื่อนรวม, เพื่อน matter - to be important or have an important effect on somebody/something เปนเรื่องสําคัญ, มี ความหมาย mayor - the most important elected official in a town or city นายกเทศมนตรี mean - an amount that is calculated by adding several numbers together and dividing the total by the original number of things that you added together (e.g., mean level above the sea) คาเฉลี่ย , ตัวกลาง, มัชฌิม means - methods; ways วิธี, วิธีการ meanwhile - at the same time ในเวลาเดียวกัน measure - an action taken to solve a particular problem, an action that is intended to achieve or deal with something มาตรการ mechanism - a method or a system for achieving something กลไก, วิธีการทํางาน, วิธีการ
meddle - to become involved in a situation that you have no right to be involved in กาวกาย แทรกแซง media - newspapers, television, radio, etc. สื่อ memorabilia - objects that you collect because they belonged to someone famous or are connected with something that interests you ที่ระลึก memorandum of understanding (MOU) - a document used to describe a form of a written agreement between two or more groups, countries, etc. The document is not as strong as a contract but outlines a commitment between the two to work together toward the same purpose or goals memory - something that you remember from the past, something that you remember from the past; the ability to remember information, experiences and people ความจํา merge - (of two or more groups) to join together to become one การรวมกัน meritocracy - a country or social system where people get power or money on the basis of their ability ระบบสังคมที่เชื่อการสําเร็จดวยตนเองไมใชสิทธิพิเศษทางชนชั้น; คุณธรรมนิยม mermaid - a creature with a woman's head and body, and a fish's tail instead of legs นางเงือก mesmerise - to attract or interest you so much that you do not notice or pay attention to anything else around you สะกดจิต,ทําใหหลงเสนห, ทําใหตกตะลึง message - an important moral, social or political idea that a book, speech, etc. is trying to communicate ประเด็น, เนื้อความ metal detector - a piece of equipment that can indicate if metal is present, used especially to discover weapons Meteorological Department - the government department in charge of determining what the weather will be in the future กรมอุตุนิยมวิทยา meteorologist - a scientist who studies the weather and makes predictions นักอุตุนิยมวิทยา metropolitan - relating to a large city เกี่ยวกับเมืองใหญ metropolitan police - the police in responsible for a city ตํารวจนครบาล migrant - moving from one place to another อพยพ mild - not strong เบา, ไมหนัก, ไมรุนแรง millionaire - a person who has a million pounds, dollars, etc; a very rich person เศรษฐี, มหาเศรษฐี minimise - to reduce something harmful or unpleasant to the smallest amount or degree ลดให เหลือนอยที่สุด minister - a member of the cabinet, the group of government ministers who make and approve government policy รัฐมนตรี ministerial level - a situation that involves government ministers ระดับรัฐมนตรี minor - not important; small; having little influence or effect, someone who has not reached the age where they are legally an adult เยาวชน เล็กนอย miserable - very unhappy, unpleasant and causing unhappiness เดือดรอน, เปนทุกข
mishandle - to deal with a situation or process badly or without enough care ทําผิด, จัดการอยางไม ถูก
mislead - to make someone believe something that is incorrect or not true ชักนําไปในทางที่ผิด missing - not in the usual place or not able to be found because it has been removed or lost, not present after an accident, natural disaster, battle, etc. but not known to have been killed ไม พบ,หายไป, สูญหาย, ซึ่งหายไป
mission - an important piece of work that a person or a group of people has been given to do ภาระกิจ หนาที่
mistress - a woman who is having a sexual relationship with a married man ภรรยาลับ, ภรรยานอย, เมียนอย
misunderstanding - a situation in which a comment, an instruction, etc. is not understood correctly ความเขาใจผิด
mitigation - a reduction in the harmful effects of something บรรเทา ผอนคลาย
moan - to make a long low sound of pain, suffering or another strong emotion คราง, รองครวญ คราง
mock - not real, but intended to seem or look real จําลอง
model - something such as a system that can be copied by other people, a person or thing that is considered an excellent example of something แบบอยาง, บุคคลตัวอยาง, นาถือเปนแบบอยาง, ตนแบบ
Molotov cocktail - a simple bomb consisting of a bottle filled with a liquid that you can set on fire and then throw (the writer is comparing the bottles of alcohol to a Molotov cocktail, saying in this situation they are very similar, i.e., very dangerous)
moment - a very short period of time; a particular time or occasionชั่วขณะ, โอกาสสําคัญ monarchy - a type of government in which a country is ruled by a king or queen การปกครองที่มี พระมหากษัตริยเปนประมุข
money laundering - hiding the origin of money obtained from illegal activities by putting it into legal businesses การฟอกเงิน
monitor - keep track of, to regularly check something or watch someone in order to find out what is happening, a television screen used to show particular kinds of information; a screen that shows information from a computer เครื่องโทรทัศนวงจรปด, จอคอมพิวเตอร, ตรวจสอบ, ตรวจตรา, ตรวจ, ติดตาม, เฝาสังเกต
monitor lizard - large reptiles with have long necks, powerful tails and claws, and welldeveloped limbs เหี้ย
monsoon - the season of heavy rain during the summer in hot Asian countries มรสุม monument - a statue or building that is built to honour a special person or event อนุสาวรีย หรือ อนุสรณสถาน
mood - atmosphere; the feeling that exists in a place บรรยากาศ, the way you feel at a particular time อารมณ
moral support - giving someone encouragement ใหกําลังใจ
morale - the amount of confidence and enthusiasm, etc. that a person or a group has at a particular time กําลังใจ, ขวัญ
mortar - a large short gun that is used for firing bombs and shells over short distances ปนครก mortgage - a legal agreement in which you borrow money from a bank in order to buy a house, build something, develop a piece of land, etc.การจํานอง
mortuary - a place where a dead body is kept หองเก็บศพ, ที่บรรจุศพ
motion - to make a movement, usually with your hand or head to show somebody what you want them to do โบกไมโบกมือ, ใหสัญญาณเคลื่อนที่
motionless - not moving; still ซึ่งอยูนิ่ง, ซึ่งไมเคลื่อนไหว
- done for a particular reason มีแรงจูงใจ ถูกโนมนาวใจ (politically-motivated – done for motivated political reasons)
motivation - a reason for doing something แรงจูงใจ
mourn - to feel extremely sad because someone has died and to express this in public ไวอาลัย, ไวทุกข, เศราโศก
movement - a group of people who share the same aim and work together to achieve it การ เคลื่อนไหวเพื่อวัตถุประสงคทางการเมือง
MP-elect - a person who has been elected as a member of the House of Representatives but who has not yet taken office วาที่ผูแทนราษฎร
mudslide - a large amount of mud falling down the side of a mountain or hill a large amount of wet earth that falls down a hill and may cause damage and kill people ทะเลโคลนที่มาจากภูเขา ทําลายบานเรือนและผูคน
mug - a tall cup for drinking from, usually with straight sides and a handle เหยือก
multimedia - using video, sound, and other methods of communication, especially in computers ซึ่งใชสื่อหลายชนิดในคอมพิวเตอร
multiple- many หลาย
municipality - a town, city or district with its own local government เทศบาล
muscle - a piece of body tissue that you contract and relax in order to move a particular part of the body; the tissue that forms the muscles of the body กลามเนื้อ
museum - a building where objects of historical, scientific or artistic interest are kept พิพิธภัณฑ mysterious - not explained or understood; full of secrets นาพิศวง, นาประหลาด
N
narrow - not wide; having a small distance from one side to the other, especially in comparison with the length, to make less wide ทําใหแคบลง, แคบ
nastiness - unkind or offensive behaviour ความนารังเกียจ nation - all the people in a country, a country considered as a group of people with the same language, culture and history, who live in a particular area under one government; all the people in a country ประเทศ, คนในประเทศ national - a citizen of a particular country ประชาชน nationwide - throughout a whole country ทั่วทั้งประเทศ native - someone who was born in a particular place ชาวพื้นเมือง natural - found in nature (not made in a factory by humans) ตามธรรมชาติ nature - the basic quality of feature of something ลักษณะที่แทจริงของสิ่งตางๆ, ธรรมชาติ nay - no NCR Rubber - a rubber parts company located in Rayong that opened its first factory in 1962 and produces many products including "industrial and automotive rubber hoses, mandrel-built hoses, rubber expansion joints, marine fenders, bridge bearing pads, rubber and sponge profiles, silicone tubes and profiles, and moulded rubber parts" ยาง negotiate - to try to reach an agreement by discussing something in a formal way เจรจาตอรอง negotiation - formal discussion in which people or groups try to reach an agreement การเจรจา ตอรอง neighbourhood - a particular area of a city or town ละแวก,ยาน nervous - anxious about something or afraid of something กระวนกระวาย net - to catch someone, usually a criminal จับกุม network - a large system of connected parts, organisations, people, etc. เครือขาย neutrality - the state of not supporting either side in a competition, disagreement, war, etc. ความเปนกลาง nevertheless - despite what has just been said or referred to แตอยางไรก็ตาม news anchor - a person who presents a television or radio programme, especially the news ผูสื่อขาว ผูประกาศขาว nickname - an informal name for someone or something, especially a name which you are called by your friends or family, usually based on your proper name or your character ชื่อเลน niece - a daughter of your brother or sister, or a daughter of your husband's or wife's brother or sister หลานสาว niggling - not important; causing a slight feeling of worry or pain that does not go away ซึ่งไม สําคัญ, จูจี้ nightmare - an extremely unpleasant event or experience or possible event or experience; a very upsetting or frightening dream ฝนราย no show - a person who does not attend an event where they have been invited or are expected to attend
noble - having fine personal qualities that people admire, such as courage, honesty and care for others ซึ่งมีคุณธรรมสูง
nod - giving permission for something; agreeing to something nomination - an official suggestion that someone should get a job การเสนอชื่อเขารับตําแหนง non-operational - not doing any business nonsensical - of ideas, behaviour, or statements that are not true or sensible ไมมีสาระ, ไรสาระ normal - typical, usual or ordinary; what you would expect ปกติ, ภาวะปกติ notice - to see or hear somebody/something; to become aware of somebody/something สังเกต nude - (1) the colour of the human skin (2) not wearing any clothes สีผิวหนัง เปลือยกาย nudge - to make something move gradually or a little way in a particular direction; to use a part of your body to give a little push to someone or something ดัน,ถอง,สะกิด,ดุน numb - having no feeling ชา
O
oath - a formal promise, usually, but not always, in a court of law, to tell the truth การกลาว ปฏิญาณตน
object - to disagree with, a thing that can be seen and touched, but is not alive วัตถุ, สิ่งของ, คัดคาน
objective - what you plan to achieve; goal; aim; purpose เปาหมาย
obligation- something which you must do because you have promised, because of a law, etc.
สัญญาผูกมัด, ขอผูกมัด
obscenity - language or actions connected with sex in a way that most people find offensive ความลามก
observation - a comment, especially based on something you have seen, heard or read; the act of watching somebody/something carefully for a period of time, especially to learn something การสังเกต, การเฝาดู, การสังเกตการณ
observe a minute's silence - to be silent for one minute observer - a person who watches and analyses a situation ผูสังเกตการณ
obstacle - a difficulty or problem that prevents you from achieving something อุปสรรค ขวาก หนาม
obstruct - to make it difficult for something to happen or for someone or something to go somewhere ขวางทาง
obtain - to get something that you want or need, especially by going through a process that is difficult ไดมา, ไดรับ
obvious - clear; easy to see, recognise or understand ชัดเจน
obviously- clearly เห็นไดชัด, อยางชัดแจง
occasion - a special event, ceremony or celebration โอกาส, งาน
occasional - sometimes, but not frequently or regularly บางครั้งบางคราว occasionally - sometimes, but not frequently or regularly บางครั้งบางคราว occupation - the action of going into a place and taking control away from the people or government there การยึดครอง occur - to happen เกิดขึ้น odds - the connection between two numbers that shows how much money somebody will receive if they win a bet ความเปนตอในการพนัน off the hook - having avoided a duty, an unpleasant situation, or a punishment ปลอยใหเปนอิสระ จาก (ความยุงยาก, ความรับผิดชอบ, การตัดสินใจ) offence - a crime or illegal activity for which there is a punishment การกระทําผิดกฎหมาย offensive - rude; causing upset อยางดูถูกดูแคลน offensive to the monarchy - (lese majeste – the crime of offending, threatening or showing disrespect for a member of the royal family หมิ่นพระบรมเดชานุภาพ) offer - an act of saying that you are willing to do something for somebody or give something to somebody, to make something available or to provide the opportunity for something, in the case to make courses available มีหลักสูตรใน, เสนอเพื่อใหพิจารณา old media - television, radio, newspapers, etc., as opposed to new media found on Internet on a weekly basis - happening each week เปนประจําทุกสัปดาห on behalf (of) - as a representative of ในนามของ ในฐานะของ on behalf of - as a representative of ในนามของ ในฐานะของ on board - on a ship, aircraft or vehicle บนหรือใน (เรือ, รถ, เครื่องบินหรือพาหนะอื่น) on paper - in theory; judged from written information only, but not proved in practice or use ใน ภาคทฤษฎี on the loose - free and often causing trouble on the verge of - to be about to do something very soon; to almost be ready to do something very near to the moment when somebody does something or something happens เกือบจะทําบาง สิ่ง onset - the beginning of something, especially something unpleasant การเริ่มตน กําเริบ operate - to carry out a planned activity involving a lot of people to work in a particular way or from a particular place ปฏิบัติ, ปฏิบัติงาน operating permit - official permission to carry out a business activity ใบอนุญาตประกอบกิจการ operation - a planned activity involving a lot of people, a planned activity involving a lot of people, especially soldiers or police officers, an activity which is planned to achieve something การดําเนินการ การปฏิบัติการ operations - the activity or work done in an area of business or industry ปฎิบัติการ opinion - your feelings or thoughts about somebody/something, rather than a fact ความเห็น, ความคิดเห็น, ทัศนคติ
opponent - a person against you in a sports event, someone who is competing against you ฝาย ตรงขาม คูตอสู opportunity - a chance to do something, or a situation in which it is easy for you to do something โอกาส oppose - to disagree with or not approve of a plan or policy คัดคาน opposed - very different from something ตางกันมาก opposing side - rival; a person, group, team or business that competes with another คูตอสู, คูปรับ, คูแขง opposite - across from or facing someone or something, a person or thing that is as different as possible from somebody/something else ตรงกันขาม ที่อยูตรงกันขาม opposition - of a political party that is not part of the government or a group which is against the government ฝายคาน ผูตอตาน optimism - a tendency to be hopeful and to expect that good things will probably happen การ มองในแงดี,ลัทธิความเบิกบานใจ optimist - someone who tends to expect that good things will happen ผูที่มองโลกในแงดี option - a choice; something that you can choose in a particular situation ทางเลือก oral - spoken rather than written ที่ใชการพูด orchestrate - to plan and organise a complicated event or activity จัดการ, วางแผน ordeal - an extremely unpleasant experience, especially one that lasts for a long time ประสบการณที่แสนสาหัส organic laws - laws required by the constitution; basic laws setting out the specific rules for carrying out a particular activity กฎหมายประกอบรัฐธรรมนูญ; ตัวบทกฎหมาย กฎหมายแมบท original - existing at the beginning of a particular period, process or activity เดิม, ซึ่งเปนแบบฉบับ ostensibly - seeming or stated to be real or true, when this is perhaps not the case อยางแสดงให เห็นภายนอก oust - to force to leave a position of power ขับออกจากอํานาจ ousted - forced out of a position of power ขับออกจากอํานาจ outbreak - a situation where something unpleasant, such as disease or violence, suddenly starts to happen การระบาดของโรค outcome - the results of an election ผลการเลือกตั้ง outfit - a set of clothes that are worn together เครื่องแตงกาย outlook - what people think will happen in the future อนาคตที่คาดไว ภาพรวม อนาคต outnumbered - having fewer people than another group มีคนนอยกวา outright - clear and direct, with nothing hidden โดยสมบูรณ outrun - to run faster or further than somebody/something วิ่งเร็วกวา,วิ่งไกลกวา outskirts - the areas at the edge of a city ชานเมือง outstanding - clearly very much better than what is usual ยอดเยี่ยม, ดีเดน
over-react - to react in an extreme way, especially in a frightened or angry way มีปฏิกิริยารุนแรง เกินไป overall - total; including all the things or people that are involved in a particular situation; general ทั้งหมด overawe - to impress somebody so much that they feel nervous or frightened (Notice that passive voice is used in the story, meaning nervous or frightened) ทําใหกลัว,ขูขวัญ overexert - to exercise too much or to be involved in too much activity ออกกําลังเกิน overflow - (of a river or body of water) flooding the land next to it การไหลลน overjoyed - extremely pleased or happy ดีใจเหลือเกิน overlap - to cover part of the same area of interest, knowledge, responsibility, etc ทับกัน overnight - suddenly or quickly, e.g., in one night อยางรวดเร็ว oversee - to watch or organise a job or an activity to make certain that it is being done correctly, to watch something in order to check that it happens in the way it should ตรวจตรา, คุมงาน,ควบคุม overshadow - to cause someone or something to seem less important or less happy ทําใหลด ความสําคัญลง overthrow - to force a leader or government out of power ขับไลออกจากอํานาจ overturn - to change a situation to the opposite, to officially decide that a legal decision, etc. is not correct, and to make it no longer valid ลมลาง พลิกคว่ํา overwhelming - by a very large amount or margin, to defeat or overpower something or someone or with a lot of power or force ลน,ทวมทน, อยางทวมทน overzealous - showing too much energy or enthusiasm กระตือรือรนมากเกินไป owe - to feel that you ought to do something for somebody or give them something, especially because they have done something for you, to be required to give someone money for something you have bought or money that you have borrowed from them เปนหนี้, เปนหนี้บุญคุณ oxen - males cows วัวตัวผู P pack - to put clothes, etc. into a bag in preparation for a trip away from home เก็บเสื้อผาลงหีบ packed - crowded; full of people or things แนน paddy - unmilled rice, rice in the husks, i.e., rice with the outer covering still on ขาวเปลือก paddy fields - fields planted with rice growing in water นาขาว palace - the people who live or work in a palace, especially the royal family and the officials who serve them พระราชวัง,วัง pale - light and not bright in colour ออน, ซีด palette - a range of colours panel - a group of people who make decisions or judgments คณะกรรมการ
panic - a sudden strong feeling of fear or worry that causes you to be unable to think clearly or calmly ความตื่นตกใจ
paperweight - a small heavy object that you put on top of loose papers to keep them in place ที่ทับกระดาษ
paralyse - to cause to be unable to move or function ทําใหเปนอัมพาต
pardon - an official decision to forgive someone for committing a crime and to free them from punishment การอภัยโทษ การนิรโทษกรรม
parents - a person's father and mother พอแม
parlour a shop - store that provides particular goods or services รานคา (เชน รานเสริมสวย)
parole - permission that is given to a prisoner to leave prison before the end of their sentence on condition that they behave well การพนโทษอยางมีเงื่อนไขหรือทําทัณฑบนไว, การปลอยจากคุกโดยมี เงื่อนไข
parrot - a tropical bird with a curved beak นกแกว
part with - to give something to somebody else, especially something that you would prefer to keep ยอมขาย, ยอมยกให
participate - to take part in or become involved in an activity มีสวน
particular - specific โดยเฉพาะ
parting - leaving someone การอําลา, การจากกัน
parting dig - a final remark, especially an unkind one, that somebody makes as they leave party - an organized group of people who have similar ideas about the way in which a country should be governed, and who work together to try to persuade people to vote for them in elections, one of the people or groups of people involved in an official argument, arrangement or similar situation คูกรณี พรรค การเมือง
party list (proportional representation system) - a system that gives each party in an election a number of seats in relation to the number of votes its candidates receive ระบบสัดสวน, ระบบ ปารตี้ลิสต
party-list - a system that gives each party in an election a number of seats in relation to the number of votes its candidates receive ระบบสัดสวน, ระบบปารตี้ลิสต
pass - a road or way over or through mountains ทางผาน
passable - of a road or path that can be travelled ซึ่งผานไปได
passenger - someone who travels in a motor vehicle, aircraft, train, or ship but is not the driver or one of the people who works on it ผูโดยสาร
passion - a strong enthusiasm or interest ความชื่นชม หลงใหล
passiveness - accepting what happens or what people do without trying to change anything or oppose them การไมมีปฏิกิริยา,การไมโตตอบ
pathologist - a scientist who examines dead bodies in order to find out who they are or to find out the cause of their deaths pathologist นักพยาธิวิทยา
patient - someone who is receiving medical treatment คนปวย, คนไข patrol - to move regularly around a place in order to prevent trouble or crime ลาดตระเวน pattern - a regular arrangement of lines, shapes, colours, etc. as a design on material, carpets, etc ลวดลาย pave the way - to make something possible or easier to be done ปูทางไวสําหรับ pay homage to - to show deep respect for someone แสดงความเคารพ pay respects - to show deep admiration for someone แสดงความเคารพ pay respects to - to show deep admiration for someone แสดงความเคารพ pay the price - to have something bad happen as the result of doing or not doing something รับ กรรม peak - (1) the time when something is at its highest or greatest level ชวงเวลาที่พบมากที่สุด (2) to reach the highest amount or level, before becoming lower ขึ้นจนถึงจุดสุดยอด peek - to look at something quickly (and often secretly because you should not be looking at it) แอบดู, แอบมอง, ลอบมอง peers - people who are the same age or have the same social position or the same abilities as other people in a group เพื่อน pelt - (of rain or snow) to come down quickly in large amounts ตกหนัก, กระหน่ํา pending - waiting to be dealt with, settled or completed อยูในระหวาง People's Alliance for Democracy - the union of several groups protesting against the past governments and which staged large protests against the Thaksin government as well พันธมิตร ประชาชนเพื่อประชาธิปไตย perceived - thought of or understood in a particular way ไดรับการมองวา performance - the act of carrying out some time of entertainment or sport, the standard to which someone does something การกระทํา, การแสดง, การทําใหบรรลุผลสําเร็จ perilous - very dangerous เต็มไปดวยอันตราย, ซึ่งไมนาปลอดภัย periodic - happening repeatedly over a period of time บางครั้งบางคราว perish - to die, usually in a sudden way ตายทันที permanent secretary - a government official, not a political appointee, in charge of a ministry ปลัดกระทรวง permit - an official document that gives you permission to do something ใบอนุญาต persevere - to continue trying to do or achieve something despite difficulties พยายาม persist - to continue ยืดเยื้อตอไป persistent - continuing อยางตอเนื่อง personal - your own; not belonging to or connected with anyone else เปนสวนตัว personality - the part of a person that makes them behave in a particular way in social situations, e.g., in friendly or unfriendly way, or in a confident or shy way บุคลิกลักษณะ ลักษณะเฉพาะตน
persuade - to make someone agree to do something by giving them reasons why they should โนมนาวใจ เกลี้ยกลอม pessimist - someone who thinks that the worst thing will happen in every situation ผูมองดูในแง ราย petition - an official document in which you ask a court to take legal action คํารองตอศาล phenomenon - something that exists and can be seen, felt, tasted, etc., especially something which is unusual or interesting ปรากฏการณ pick on - to treat somebody unfairly, by blaming, criticizing or punishing them หาเรื่อง, เลือกตําหนิ, เลือกลงโทษ pier - a platform sticking out into water which people walk along or use when getting onto or off boats สะพานที่ยื่นออกไปในน้ํา pile (or piling) - a large strong post that is driven into the ground to support a building or other structure เสาเข็ม pile on the pressure - to try to make someone do something by forcing, threatening, or persuading them in a determined way กดดันใหทํา pillar - a strong column made of stone, metal or wood which supports part of a building เสาหลัก PIN code - the abbreviation for 'personal identification number' (a number given to you, for example by a bank, so that you can use a plastic card to take out money from a cash machine) พิน (รหัสประจําตัว) pinpoint - to discover or explain exactly what something is เจาะจง pistol-whip - to hit somebody with a pistol many times pitch - level of sound ระดับเสียง placard - a large written or printed notice that is put in a public place or carried on a stick in a march ปายประกาศ, แผนประกาศ plaintiff - someone who makes a legal complaint against someone else in court โจทก planet - a large round object in space that moves around a star (such as the sun) and receives light from it ดาวนพเคราะห,ดาวเคราะห planking - an activity that is currently popular in which people lie flat on their stomachs with their arms at their sides and have a photo taken plantation - a large farm where crops such as rubber trees, tea, coffee, etc., are grown ไร นาขนาด ใหญ plaster - to completely cover a surface with pictures or posters plateau - an area of flat land that is higher than the land around it ที่ราบสูง play a role - to have a particular influence มีบทบาท play down - to try to make something seem less important or serious than it really is play into the hands - to do something, especially to make a mistake, to give an opponent an advantage ทําใหคูตอสูไดเปรียบ
pleasant - enjoyable or attractive in a way that makes you feel pleased and satisfied ถูกใจ, พอใจ, เพลิดเพลิน please - to make someone feel happy and satisfied ทําใหพอใจ, ทําใหถูกใจ pledge - to make a serious promise to do something สัญญา plight - an unpleasant condition, especially a serious, sad or difficult one สภาพเลวราย plot - to make a plan for achieving something แผนการ pocket - a small area which has a particular quality that makes it different from the areas around it point - a reason for saying something เหตุผล point out - to mention something in order to give somebody information about it or make them notice it ชี้ใหเห็น, บงชี, ชี้, ระบุ poised - about to do or achieve something ไดมาซึ่ง poke out - having part of something uncovered so that it can be seen ทิ่มไวดานนอก, สอด policy - a set of plans or action agreed on by a government, political party, business, or other group นโยบาย polish up - to make changes to something in order to clean it up or improve it ขัดเกลา, ฟนฟู poll - an election, an occasion when a lot of people are asked about what they feel about something, to ask a lot of people about what they feel about something การสํารวจความคิดเห็น การ เลือกตั้ง pond - a small area of still water, especially one that is artificial บอน้ํา, สระน้ํา pontoon - a boat or hollow structure that is one of several used to support a floating platform or bridge; a temporary floating platform built across several boats or hollow structures, especially one used for tying boats to โปะ, ทุนลอย, สะพานลอยน้ํา, แพ, ทุนทาเรือ pop into - to suddenly appear, especially when not expected popular - a situation in which someone or something is liked by many people เปนที่นิยม, เปนที่ชื่น ชอบ popularity - a situation in which someone or something is liked by many people ความเปนที่นิยม, ความเปนที่ชื่นชอบ populist - related to the type of politics that claims to represent the opinions and wishes of ordinary people or to support programmes that will benefit the ordinary people ประชานิยม populous - where a large number of people live ซึ่งมีพลเมืองหนาแนน portable - easy to carry or move, so that you can use it in different places หิ้วได, พกพาได portal - a website that is used as a point of entry to the Internet, where information has been collected that will be useful to a person interested in particular kinds of things portion - a part of something สวน pose - to stay in a particular position วางทา pose a threat - to be a possible danger กระทําการซึ่งอาจกอใหเกิดอันตรายตอ
posing - pretending to be something วางทา post - after, a job in a company or organisation ตําแหนงการงาน pot bearings - (civil engineering) another kind of "bearing" (See article, challenge: find definition of this term on the web) potential - the possibility of success, possible in the future possible ความเปนไปได ที่อาจเกิดขึ้นได ที่ มีศักยภาพ ที่เปนไปได poverty - the condition of being extremely poor ความจน powers-that-be - important people who have authority over others คนมีอํานาจ, คนในตําแหนงหนาที่ practice - a way of doing something การปฏิบัติ pre-eminent - more important, more successful or of a higher standard than others เหนือกวา, ดีกวา,เยี่ยม,ดีเลิศ precondition - something which must be done before something else happens เงื่อนไข predict - to say that an event or action will happen in the future, especially as a result of knowledge or experience คาดการณวา พยากรณจากสถิติวา prediction - a statement about what you think will happen in the future คําพยากรณ,คําทํานาย,การ พยากรณ prefer - to like or want more than anyone or anything else ซึ่งชอบมากกวา preference - something that you want or like most ความตองการ preliminary - early; not final ขั้นตน, ขั้นแรก, เบื้องตน, ชั้นตน premier - prime minister นายกรัฐมนตรี premium - the highest (the highest price for the highest quality) premium grade - the highest level of quality of a product offered by a company premium grade rubber - the highest level of quality of rubber you can buy prepped - prepared เตรียมพรอม prescription (medication) - medication that has been ordered for you by a medical doctor ยาที่ ตองไดการสั่งจากแพทยเทานั้น presence - the fact of being in a particular place, thing or situation การมีอยู preserve - to keep something as it is, especially in order to prevent it from being damaged or destroyed ทําใหคงอยู, สงวน preside - to be in charge of a ceremony, official meeting, or other event (ทรง) เปนประธานในพิธี press - newspapers and magazines, etc. สื่อมวลชน press ahead - to continue as planned despite difficulties ดําเนินการ press conference - an official meeting where someone makes a formal statement about a particular issue or event to journalists and answers their questions about it การแถลงขาว press for - to try in a determined way to make someone do something ผลักดัน, บังคับ, รบเรา, กระตุน pressure - a force pressing against you or attempting to force you to do something ความกดดัน
pressurised - able to force a substance out from a container when the container is opened presumably - used for saying that you think something is true based on what you know, although you are not really certain นาเปนไปได, ซึ่งพอเปนจริงได presume - to accept that something is true unless someone proves that it is not true เชื่อวาเปน จริง presumption - the act of supposing that something is true, although it has not yet been proved or is not certain การสันนิษฐาน, ขอสันนิษฐาน pretence - the act of behaving in a particular way, in order to make other people believe something that is not true พฤติกรรมที่ไมจริงใจ pretend - to behave as if something is true when you know that it is not, especially in order to deceive people แกลงทําวาเปนจริง prevention - preventing something bad from happening การปองกันภย previous - happening or existing before the event or object that you are talking about แตกอน, เมื่อกอน pride - a feeling of pleasure and satisfaction that you get when you, or someone connected with you, have achieved something special ความภาคภูมิใจ principle - a basic rule or belief about what is right, a basic idea or rule that explains or controls how something happens or works ทฤษฎี, ขอปฏิบัติ, หลักปฏิบัติ, หลักการ prior - before กอนหนา prior to - before กอนหนา prioritise - to put tasks, problems, etc. in order of importance, so that you can deal with the most important first จัดลําดับกอน priority - something important that must be done first or needs more attention than anything else, something important that must be done first or which needs more attention than something else, something important that must be done first สี่งที่สําคัญเปนลําดับแรก, การมากอน การใหลําดับความสําคัญ private - intended for or involving a particular person or group of people, not for people in general สวนตัว probe - to investigate; to attempt to find out the truth about something; to examine ตรวจสอบ procedure - a way of doing something ขั้นตอนการดําเนินการ proceed - to continue as planned ดําเนินการ proceedings - the actions taken, usually in court, to settle a legal matter การดําเนินการ process - a series of actions that you take in order to achieve a result แนวทางปฏิบัติ, กระบวน, วิธีการ procession - a line of people or vehicles moving in a slow and formal way as part of an event ขบวน(ราช) รถในพิธี proclaim - to announce something officially ประกาศ
procurement - the process of buying supplies or equipment for a government department or company การจัดซื้อวัสดุ เครื่องมือสําหรับบริษัท หรือหนวยงานของรัฐ producer - a company that makes a certain product in their factories ผูผลิต production - the process of making something, especially in large amounts การผลิต production capacity - the amount of something that can be produced ความสามารถในการ (ผลิต) profile - a short article or video programme describing the life and work of a person or organization progress - the process of improving or developing, or of getting nearer to achieving or completing something ความกาวหนา prohibit - to not allow; to ban หาม prolonged - continuing for a long time ยืดเวลาออกไป promising - likely to be successful or very good มีอนาคตดี,มีความหวัง promote - to encourage or support something สนับสนุน promotion - giving an employee a higher position or job than they already have prompt - to cause someone to take action กระตุน prone - (suffix) likely to experience a particular problem more often than is usual ที่มีแนวโนม prone to - likely to experience a particular problem more often than is usual ที่มีแนวโนม pronounce dead - to officially confirm someone has has died proofread - to read and correct a piece of written or printed work พิสูจนอักษร, ปรูฟ proposal - a plan or suggestion for a group to consider ขอเสนอ propose - to suggest an idea for a group to consider เสนอ pros and cons - advantages and disadvantages ขอดีและขอเสีย prosecute - to official accuse someone of a crime and to try to prove them guilty in a court of law ดําเนินคดี ฟองรอง ซักฟอก prosecution - the person or organisation that tries to prove in court that someone has committed a crime อัยการ prosecutor - a lawyer whose job is to prove in court that someone accused of a crime is guilty อัยการ prospective - expected to do something or to become something ที่คาดหวังไว, ที่มุงหวัง prosper - to develop in a successful way; to be successful, especially in making money เจริญกาวหนา, เจริญรุงเรือง prosperity - the situation of being successful and having a lot of money ความมั่งคั่ง ความ เจริญรุงเรือง protective - providing or intended to provide protection ซึ่งปกปอง protest - to make a strong complaint or disagreement, a meeting or rally, sometimes forceful or violent, of people who strongly disagree with something, a strong complaint or disagreement การ ประทวง ชุมนุมประทวง
protester - someone who shows that they disagree with something by standing somewhere, shouting, carrying signs, etc ผูตอตาน, ผูประทวง protracted - lasting for a long time ที่ยืดเยื้อเปนเวลานาน proud - feeling pleased and satisfied about something that you own or have done, or are connected with ภูมิใจ prove - to use facts, evidence, etc. to show that something is true พิสูจน proverbial - used to show that you are referring to a particular proverb or well-known phrase เกี่ยวกับสุภาษิต,เปนคําพังเพย provide - to give someone something that they want or need จัดหาให, จัดเตรียมไวให provisional - for the present time but likely to change; temporary ชั่วคราว,เฉพาะกาล provoke - to deliberately try to cause a reaction, especially an angry one, to cause a reaction กอใหเกิด ยั่วยุอารมณ, ทําใหโกรธ psyche - the part of your mind that controls your attitudes and behaviour จิตใจ,วิญญาณ psychiatrist - a doctor who treats people suffering from mental problems จิตแพทย public สาธารณชน public appearance - coming to a place where other people can see you การปรากฏตัว public convenience - a building with toilets that anyone can use หองน้ําสาธารณะ public relations(PR) - the activity of creating a good opinion among people about a person, product, company, or institution งานประชาสัมพันธ publicity stunt - something that is done to get attention for the person or people responsible for it pulsating - exciting or excited ทําใหตะลึงงัน punch - to hit somebody/something hard with your fist ชก pungent - (of a smell or taste) very strong, sharp and unpleasant ฉุน puppet - a person who is controlled by someone else คนที่ตกเปนเครื่องมือของผูอื่น purpose-built - special built for a particular purpose pyramid - an organization or a system in which there are fewer things at each level as you get near the top; a solid shape with a square or triangular base and sloping sides that meet in a point at the top พีระมิด, รูปกรวยเหลี่ยม
```
quality something when it is compared to other things like it; how good or bad something is คุณภาพ คุณลักษณะ
```
- people in general, providedfor the use of people in general ที่เปนของสาธารณะ ประชาชน, Q qualifications - the abilities, qualities, degrees, etc. that you need for a particular job or activity คุณสมบัติ, คุณวุฒิ - a thing that is part of a person's character, especially something good, the standard of
queue - a line of people waiting for something คิว queue up - to stand in line waiting for something ตอแถว quote - to repeat the words that someone else has said or written ยกคําพูดมา R race - a completion, especially an election การแขงขัน racial - connected with a person's race เกี่ยวกับเชื้อชาติ raid - using force to enter a place suddenly in order to arrest people or search for something such as illegal weapons or drugs การเขาตรวจคน raise (money) - to collect money for something rally - a large public gathering of people to support someone or to protest against something, to join a public meeting that a lot of people go to in order to support someone or protest against someone or something ชุมนุม การชุมนุม rally site - a place where a large public gathering happens สถานที่ชุมนุม rampage - behaving in an uncontrolled, violent way อาละวาด rank - someone's official position in the armed forces, police, fire services, etc. ยศ, ตําแหนง ranks - all the people within a group, organization etc rapid - very fast, happening quickly อยางรวดเร็ว rarely - not happening often นานๆ ครั้ง, ไมบอย rash - an area of red spots that appear on your skin when you are ill or have a bad reaction to something that you have eaten or touched ผื่นคัน raspy - having a rough sound, as if the person has a sore throat เสียงแหบ rate - the level or speed at which something happens or changes, or the amount or number of times it happens or changes in a particular period อัตรา rattle - to make short, knocking sounds from being shaken or hit สงเสียงรัว ravage - to destroy something or damage it very badly ทําใหเสียหาย, ทําลาย, ลางผลาญ ravaged - destroyed damaged very badly ถูกทําลาย, เสียหาย, ถูกลางผลาญ raw - materials in their natural state before being processed or used in manufacturing, in its natural state; not yet changed, used or made into something else ดิบ readiness - a state of being ready and able to deal with what might or will happen ความพรอม readjust - to get used to a changed or new situation ปรับตัวใหม reaffirm - to give your support to a person, plan, idea, etc. for a second time; to strengthen ยืนยันใหม realise - to know about ตระหนัก รู reality - what is actually happening ความเปนจริง reap - to harvest a crop เกี่ยวผลผลิต rear admiral - an officer of very high rank in the navy นายทหารเรือยศพลเรือตรี
reasonable - fair, practical and sensible มีเหตุผล rebel - a person who opposes somebody in authority over them within an organization, a political party, etc; a person who does not like to obey rules or who does not accept normal standards of behaviour, a person who tries to remove a government or leader by force ผูกอกบฏ, คนขัดขืน, คนหัวรั้น recall - to remember นึกทบทวน จําได recede - to move back; to move further away into the distance; subside ลดลง, ถอยหลัง receipt - the act of receiving something การไดรับ recent - happening or starting a short time ago เร็วๆ นี้ receptionist - a person whose job is to deal with people arriving at or telephoning a hotel, an office building, a doctor's surgery, etc. พนักงานตอนรับ recipient - a person who receives something reckless - not thinking about the possible bad effects of your actions สะเพรา recklessness - doing something dangerous and not worrying about the risks and the possible results ความชะลาใจ,ความเสี่ยง,ความไมยั้งคิด reclusive - living alone and avoiding other people or countries สันโดษ recognise - to know who a person is or what something is, to accept that something is true or important ยอมรับ, จําได รูจัก reconcile - to become friendly again after a disagreement (ทําให)ปรองดองกัน reconciliation - a new and friendly relationship with someone who you argued with or fought with (verb form is reconcile), the process of creating a new and friendly relationship again with someone you argued with or fought with การทําใหปรองดองกันอีก, การสมานฉันท record - the highest amount, most ever, etc. สถิติ recount - to count something again, especially votes นับใหม recover - to become healthy and fit again after an illness or injury การฟนไข recovery - the process of becoming normal and healthy again ฟนฟูสภาพ rector - the person in charge in some universities, schools, colleges and universities อธิการบดี recuperate - to get better after being ill or injured ฟนไข red tape - documents, rules or processes that cause delays ระเบียบราชการที่ยุงยากและทําใหลาชา redecorate - to put new paint and/or paper on the walls of a room or house ตกแตงใหม redeem - to get something back again by paying someone the money that they paid you for it, especially when the money was a type of loan ซื้อคืนมา reduce - to make something smaller or less in amount, size, importance etc ลดลง reel - to feel very shocked, upset or confused ตกตะลึง reflect - to show สะทอน แสดงถึง reflection - a sign that shows the state or nature of something การสะทอน refrain - to stop yourself from doing something ระงับ เลิก
refuge - a place where you go to protect yourself from something dangerous or threatening ที่ลี้ ภัย ที่หลบภัย refurbish - to clean and decorate a room, building, etc. in order to make it more attractive, more useful, etc ตกแตงใหม, ขัดสีขัดเงาใหดูใหม, refusal - an act of saying or showing that you will not do, give or accept something คําปฏิเสธ, การปฏิเสธ refuse - to say you will not do something that someone has asked you to do ปฏิเสธ regain - to get back something that was lost or taken away ไดกลับมา regain consciousness - to become aware of your surroundings after having been asleep, especially from an injury ไดสติ, ฟน regarded as - considered to be ถือวา regardless of - without being affected or influenced by anything else that happens or exists โดย ไมคํานึงถึง register - to put your name and other information on an official list in order to be allowed to do something, e.g., vote, study, stay in a hotel etc ลงทะเบียน registration - the process of recording names or information on an official list การขึ้นทะเบียน, การ ลงทะเบียน regret - a feeling of sadness about something sad or wrong or about a mistake that you have made, and a wish that it could have been different and better ความเสียใจ,ความเศราโศก regular - done or happening often, especially with the same time and space in between each activity and the next เปนประจํา, เสมอๆ regular guy - an ordinary person บุคคลธรรมดา regulate - to control an activity officially by using rules ควบคุม rehabilitate - to return someone or something to a good or healthy condition, state or way of living ฟนฟูสุขภาพ rehabilitation - making a system, building, etc., suitable for use again, i.e., bringing it back to a good condition การฟนฟูสภาพกิจการ reignite - to start to burn again, in this case, anger not a fire เริ่มใหมshowdown – a big fight, meeting, argument, etc. that settles a disagreement between people and proves who is the best or strongest การเผชิญหนา reinforce - to make stronger เสริมใหแข็งแรงขึ้น reinforcements - extra police officers or soldiers who go to help an existing group police officers or soldiers การระดมกําลัง reject - to not agree with, to not agree with a request, offer or proposal ปฏิเสธ ไมยอมรับ rejoice - to feel very happy about something, or to celebrate something in a happy way ดีใจ, ปลื้มใจ, มีความสุข rejoin - to join somebody/something again after leaving them กลับเขารวมอีก
relate to - to be connected with something/somebody; to refer to something/somebody เชื่อมโยงกับ relative - a member of your family ญาติพี่นอง relatively - somewhat; in comparison with someone or something similar คอนขาง relax - to become calm and anxious ผอนคลาย relay - to pass something on (information, money, etc.) from one person or place to another สงผาน release - to allow someone or something to go free ปลอย, to allow something to be shown or known to the public or to be available for use, to make known to the public, to allow someone to go free ปลอย, ปลอยตัว ใหขาว, เปดเผย, ปลอยขาว relentless - never seeming to stop ซึ่งไมหยุด, ซึ่งไมยอมผอนผัน relief - help; assistance, money, food, medicine etc. that is given to help people in places where there has been a natural disaster, war, etc. เครื่องบรรเทาสาธารณภัย, การชวยใหพนภัย relocate - to move someone or something to another place โยกยายประชาชนออกจากบริเวณ reluctant - not very willing to do something and therefore slow to do it ไมเต็มใจ rely on - to need something in order to continue living, existing, or operating อาศัย, พึ่งพาอาศัย remains - the body of a person who has died ศพ remand prison - a place where people are kept while they wait for the date of their trial สถานที่ ขังระหวางรอการพิจารณาคดี remark - something said คําพูด remarkably - in a way that is unusual and surprises or impresses you อยางนาอัศจรรยใจ remind - to make someone think of something they have forgotten or might have forgotten เตือน ความจํา remote - far away from other cities, towns, or people ที่หางไกล removal - taking something away การเอาออกจาก remove - to take something away เอาออกจาก render - to make or cause to be ทําให renowned - famous and admired for a special skill or achievement ที่มีชื่อเสียง repair - to fix something that is broken or damaged ซอมบํารุง repairman - a person whose job is to fix things ชางซอม repay - to pay back the money that you have borrowed from somebody จายเงินคืน, ใชเงินคืน replace - to put something new in place of something old, to get rid of something and to put something new in its place, to put a new person or thing in the place of someone or something แทน, เลิกใชและนําสิ่งใหมมาใชแทน replacement - something that takes the place of something else การแทนที่, การทําหนาที่แทน replica - an accurate copy of something งานศิลปะที่จําลองจากของจริง, ของจําลอง
reportedly - as reported (often used for showing that you are not certain that something you are reporting is true) ตามที่รายงาน
reporter - someone whose job is to write articles or make broadcasts about events in the news ผูสื่อขาว, นักขาว
representative - someone who has been chosen or elected by a person or group to act for for them ผูแทน
reputation - the opinion people have about how good or bad someone or something is ชื่อเสียง request - an act of asking for something in a formal or polite way การขอรอง
rescue - to save someone form a dangerous or unpleasant situation ชวยชีวิต
rescue worker - a person who save someone from a dangerous or unpleasant situation ผูชวยชีวิต rescuer - a person who save someone from a dangerous or unpleasant situation ผูชวยชีวิต
research - a careful study of a subject, especially in order to discover new facts or information about it การวิจัย
resentment - a feeling of anger because you have been forced to accept someone or something that you do not like ความไมพอใจ
reserve - an extra military force, etc. that is not part of a country's regular forces, but is available to be used when needed ทหารกองหนุน
reserved - kept for a particular purpose or time, kept for use for something or someone ที่จัดสรร ไว, สํารอง, สงวนไว
reservoir - a natural or artificial lake where water is stored อางเก็บน้ํา
reshuffle - the process of changing the jobs or responsibilities of people in a particular group or organisation การปรับหรือโยกยายตําแหนงคนในองคกร
residence - a place where someone lives ที่อยูอาศัย
residency - the period of time that an artist, a writer a musician or a group of performers spends working for at a particular place resident - a person who lives in a particular area ผูพักอาศัย, ผูอยูอาศัยในบริเวณ ประชาชนที่อาศัยใน ทองที่
residents - people who live in a particular area ประชาชนที่อาศัยในทองที่
resign - to leave a job permanently ลาออกจากตําแหนง
resignation - the act of leaving a job, position of power, etc., permanently การลาออกจากตําแหนง resist - to oppose or fight against someone or something, to stop yourself from having something you like or doing something you very much want to do อดทน, อดกลั้น, ทนตอ, ตานทาน, ตาน, ขัดขวาง
resolution - solving a problem, or to finding a satisfactory way of dealing with it, an official decision that is made after a group or organisation have voted มติ, การแกไขปญหา resolve - to make a formal decision มีมติ
resort to - to do something extreme or unpleasant in order to solve a problem ใชมาตรการรุนแรง ในการแกปญหา ยุติปญหา resounding - very great อยางเดนชัด, อยางยิ่งใหญ resources - things such as money, workers and equipment that can be used to help achieve something ทรัพยากร respect - a feeling of admiration that you have for someone because of their personal qualities, their achievements, or their status, and that you show by treating them in a polite and kind way ความเคารพ, ความนับถือ, to accept the importance of something; to act according to a rule or law เคารพ respected - admired by many people for your qualities or achievements ที่เคารพ respondent - someone who answers questions — ผูตอบคําถาม/แบบสํารวจ response - a reaction to something that has happened or been said การตอบสนอง responsibility - a duty ความรับผิดชอบ, ความรับผิดชอบ responsible - deserving to be blamed for something that has happened มีความรับผิดชอบ restore - to bring back to good condition ฟนฟูสภาพ restraint - the quality of behaving calmly and with control การอดกลั้น resume - to begin again after stopping for a period of time ดําเนินตอไปใหม, กลับมาอีกครั้ง, เริ่มอีกครั้ง resume operations - to begin work again after stopping for a period of time ดําเนินตอไปใหม retail - to sell directly to the public for their own use ขายปลีก retain - to keep, continue to have, or to store something เก็บไว, สงวนไว retention - the act of keeping or storing something การเก็บ, การเก็บรักษา retire - to stop working because you have reached the age where you are officially too old to work เกษียณอายุ retort - to reply immediately in an angry or humorous way to something that someone has said โตตอบ, สวนตอบ retreat - to move back or away ถอยกลับ retribution - severe punishment for something seriously wrong that somebody has done การแก แคน, การจองเวร,กรรมสนอง retrieve - to recover; to get something back, especially something that is not easy to find ได กลับคืนมา return - the amount of profit that you get from something; the amount of money you earn เงิน รายได reunion - a situation in which people meet each other again after a period of time when they have been separated การพบกันอีกครั้ง revamp - to make a major change or revision to something ปรับปรุงใหม reveal - to let something become known, to show or let something become known เปดเผย
revelation - a surprising piece of information การเปดเผย
reveller - someone who enjoys themselves at a party or celebration คนที่ชอบงานฉลอง ความ สนุกสนานและงานรื่นเริง revenge - something that you do to hurt or punish someone because they have hurt you or someone else การแกแคน revenue - income from taxes or business activities รายได revered - highly respected and admired ซึ่งแสดงความเคารพนับถือ revise - to change, improve, or make additions to something แกไข, ปรับปรุง revoke - to officially say that something is no longer legal, e.g., a contract, a law, a document, etc. เพิกถอน , ยกเลิก revolution - a situation when people completely change their political system or government, often by force การปฏิรูป rhetorical - of speech or writing that is intended to influence people, but that is not always completely honest or sincere เชิงโวหาร,เกี่ยวกับวาทศิลป rich - containing a lot of fat, butter, eggs, etc. and making you feel full quickly (อาหาร) มัน, มันยอง, เลี่ยน riddle - to make a lot of holes in somebody/something แทงหรือเจาะใหเปนรูพรุน rifle - a large gun with a long barrel that you hold against your shoulder to fire ปนยาว, ปนไรเฟล rift - a serious disagreement between two people or groups ความแตกราว rim - the edge of something in the shape of a circle ขอบ, ริม, riot - a violent protest by a group of people ความไมสงบ การจลาจล rioter - a person who protests violently about something ผูกอการจลาจล risk - danger, how likely or possible it is for a bad event that causes harm and damage, the possibility that something dangerous or unpleasant might happen ความเสี่ยง risky - involving the possibility of danger, harm or failure เสี่ยงอันตราย rite - a traditional ceremony, especially a religious one พิธีกรรม (พระราชพิธี) ritual - a formal ceremony, a set of fixed actions and sometimes words performed regularly, especially as part of a ceremony พิธีกรรม, พิธีการ rival - a person you are competing against or opposing คูแขง rivalry - competition between groups of people, business, teams, etc. การแขงขันกัน,การเปนคูตอสู กัน roar - to make a continuous, very loud noise,a loud continuous noise made by the wind or sea, or by a machine เสียงดังลั่น แผดเสียงดัง roaring trade - a very good business, i.e., selling products very quickly rock - to shock, surprise, or frighten someone ทําใหตกใจ, ทําใหสั่นสะเทือน role - the position or purpose that someone or something has in a situation, organisation, society or relationship, an actor's part in a film or play บทละคร บทบาท
roll - to turn over and over and move in a particular direction; to make a round object do this มวน, กลิ้ง, หมุน rough - difficult and unpleasant, not calm or smooth มีคลื่นมาก, ยากลําบาก, ไมเปนระเบียบ round up - to find and bring together a group of people or animals ; sweep up ไลจับ route - the way that planes, buses, trains, or ships travel regularly เสนทางของรถ เรือ เครื่องบิน,etc., the roads used to go from one place to another เสนทาง routine - ordinary and not interesting or special; usual and not done for any special reason, the normal order and way in which you regularly do things กิจวัตรประจํา ตามปกติ row - a serious disagreement about an issue between people, organisations or countries การ ทะเลาะวิวาท royal - a member of the family of a king and queen บุคคลในราชวงศ rubber - a highly elastic substance used to cushion blows (See Wikipedia on natural rubber from trees and synthetic man-made rubber) rubber dinghy - a small rubber boat that is filled with air to make it float เรือบดเล็ก rule - (of a court or other group with similar authority) to make and announce a decision ตัดสิน, พิพากษา, ชี้ขาด rule out - to stop considering something as a possibility ประกาศวาเปนสิ่งที่เปนไปไมได ruling - a decision by a court of law คําตัดสิน คําชี้ขาด rumour - a piece of information, or a story, that people talk about, but that may not be true ขาว ลือ run off - water flowing away from a flooded area run-off - rain, water or other liquid that runs off land into streams and rivers น้ําหลาก run-up - a period of time leading up to an important event; the preparation for this runway - catwalk; the raised area at a fashion show that the models walk along พื้นที่ยกสูงขึ้นเปน ทางยาวและแคบ (สําหรับนางแบบเดินแบบ) rush hour - a time of the day when large number of people are either going to or coming from work ชวงเวลาเรงดวน S sacred - considered to be holy ศักดิ์สิทธิ์ sacrifice - to give up important or valuable things, so that you or other people can have or do something else เสียสละเพื่อสวนรวม safe and sound - safe and in a good, healthy condition ปลอดภัย, สุขภาพดี safeguard - to protect something/somebody from loss, harm or damage; to keep something/somebody safe ปองกัน, ปกปอง, คุมครอง, อารักขา saga - a long complicated series of related usually negative events การเลาอยางยืดยาว salvage - to save something from being lost completely กอบกู
sample - a small amount of a substance that is used for scientific or medical tests ตัวอยางทดลอง sandwich - to fit something/somebody into a very small space between two other things or people, or between two times ใสไปในระหวางสองสิ่ง
sarcasm - saying or writing the opposite of what you mean การเขียนหรือพูดเสียดสี แดกดัน satellite - an electronic device that is sent into space and moves around the earth or another planet. It is used for communicating by radio, television, etc. and for providing information ดาวเทียม satire - a way of criticising people or ideas in a humorous way, or a piece of writing or play which uses this style การเสียดสี, การเยยหยัน, การถากถาง saturate - to make something completely wet ทําใหชุมไปดวยน้ํา saviour - a person (or thing) who saves someone or something from trouble or danger ผูชวยให รอด, ผูชวยเหลือ, ผูชวยชีวิต savvy - having practical knowledge or understanding of something รู,เขาใจ, มีความรูความสามารถ scale - magnitude; level; degree the size of something, especially when it is big ความใหญเล็ก scandal - a situation in which important people behave in a dishonest or immoral way that shocks people เรื่องอื้อฉาว scarcity - when there is not enough of something and it is difficult to obtain it ความขาดแคลน, ความไมเพียงพอ scarf - a piece of cloth that is worn around the neck, for example for warmth or decoration. Women also wear scarves over their shoulders or hair ผาพันคอ scenario - a description of possible actions or events in the future การสมมติสภาพที่เลวรายที่เปนไป ได scene - site; a place where something happens or happened สถานที่เกิดเหตุ scented - having a strong pleasant smell หอมกรุน scheduled - planned to happen at a particular time or day, a list showing the times at which particular events will happen ตามตารางเวลา scheme - a plan that is developed by a government or large organisation in order to provide a particular service for people แผนการ โครงการ scope - the things that a particular activity, organisation, subject, etc deals with ขอบเขต scorpion - a small creature like an insect with six legs, two front claws (= curved and pointed arms) and a long tail that curves over its back and can give a poisonous sting. แมงปอง scout - a person, an aircraft, etc. sent ahead to get information about the enemy's position, strength, etc. ทหารสอดแนม,ทหารพราน,แมวมอง scramble - to move quickly but with difficulty; to take quick action to solve a problem ทําอยาง
รีบเรง
script - a written text of a play, film/movie, broadcast, talk, etc ตัวเขียน,ตนฉบับ, บท
sculpture - a solid object that someone makes as a work of art by shaping a substance such as
```
stone, metal or wood รูปปน search - looking somewhere or through something carefully in order to find something การคนหา second to none - as good as or better than all others เปนเลิศ, ไมเปนรองใคร second-in-line to the throne - a person who has the right to become the king or queen of a country after someone one else, in this case, after Prince Charles secretariat - a group of senior people within a government or organisation สํานักเลขาธิการ section - any of the parts into which something is divided สวน, สวนที่ตัดออก, สวนยอย secure - to get or achieve something ไดรับ, ทําใหไดผล security - protection; safety from attack, harm, or damage ความมั่นคง, ระบบรักษาความปลอดภั, ความปลอดภัย seek (past form: sought) - to try to obtain or achieve something พยายามไดมา segment - a part of somethign สวน, ภาค (เศรษฐกิจ) seize - to take something with your hand suddenly, firmly or roughly, to take something using official power ยึด, จับ selfish - caring only about yourself rather than about other people เห็นแกตัว senior - with a high rank or position, a person who is older than you ผูอาวุโส seniority - greater age or a more important social position ที่อาวุโส sentence - a punishment given by a court of law, (of a court of law) to give a punishment ลงโทษ, การตัดสินลงโทษ separate - forming a unit by itself; not joined to something else ซึ่งแยกออกจากกัน series - several events or things of a similar kind that happen one after the other สิ่งที่ตอเนื่องกัน, อนุกรม, ลําดับ serve - to be useful to somebody in achieving or satisfying something รับใช, ใหความชวยเหลือ, มี ประโยชน sesame - a tropical plant grown for its seeds and their oil, which are used in cooking งา set ablaze - to set on fire วางเพลิง set sail - to leave on a journey by boat ออกเรือ set the pace - to be first, fastest, most successful, etc, in a competition at a particular time set the stage for - to make something possible or easier to be done ปูทางไวสําหรับ setting - the place where someone or something is, and all the things, people, or emotions that are part of that place สภาพแวดลอม, settle down - to start to have a quieter way of life, living in one place, often by getting married ตั้งถิ่นฐาน settle for - to accept someone or something that is not exactly what you wanted because you cannot have what you wanted ยอมรับ sever - to cut off completely ตัดออก
severe - very serious and unpleasant, very serious and worrying ที่รุนแรง ที่นาเปนหวง รุนแรง
severely - very seriously อยางรุนแรง severity - seriousness ความรุนแรง sewer - an underground pipe or passage that carries sewage (liquid waste) ทอน้ําเสีย, ทอระบายน้ํา (sewerage is the system of dealing with wastes) shade - a type or degree of a colour ปริมาณสีที่แตกตางกันเล็กนอย shadow - the dark shape that somebody/something's form makes on a surface, for example on the ground, when they are between the light and the surface, to follow and watch somebody closely and often secretly ติดตามอยางใกลชิด เงา, รมเงา shady - seeming to be dishonest or illegal นาสงสัย, ไมนาเชื่อ, เคลือบแคลง share - to have or use something at the same time as someone else, any of the units of equal value into which a company is divided and sold to raise money. People who own shares receive part of the company's profits หุน, ใชรวมกัน sharp - strong, sudden and rapid, especially of a change in something ฉับพลัน, กะทันหัน, ที่รุนแรง sheer force - very powerful force ("sheer" is used for emphasis or stress) sheet - a thin flat piece of paper, metal, plastic, glass etc สิ่งที่เปนแผนแบน (เชน แผนกระดาษ, แผน เหล็ก, แผนแกว) shelter - a place where people are protected from danger or bad weather; a temporary place to stay, to give protection from bad weather, danger, attack, etc. ที่หลบภัย ที่พักชั่วคราว shift - to move from one place to another เคลื่อนยาย shore up - to help to support something that is weak or going to fail ยัน, พยุง, เสริม short term - lasting a short time; designed only for a short period of time in the future ระยะสั้น shortage - when there is not enough of something การขาดแคลน shoulder - one of the two parts of your body between your neck and the top of your arms ไหล shout - to speak with a very loud voice, often as loud as possible, usually when you want to make yourself heard in noisy situations ตะโกน show trial - a trial that a government arranges for political reasons and decides the result of before the trial begins showcase - to show the best qualities or parts of something แสดงจุดเดนของสิ่งของหรือคน shrine - a place for worship which is holy because of a connection with a holy person or object; a special place in which you remember and praise someone who has died, especially someone famous สถานที่บูชา หรือ หลุมศพ shrug off - to show that something does not worry or upset you ไมเอาใจใส, ไมสนใจ shunt - a small tube put in your body in a medical operation to allow the blood or other fluid to flow from one place to another สายระบายน้ํา - to take people frequently between two places; to travel frequently between two shuttle places สงไปสงมา
shuttle - to take people frequently between two places; to travel frequently between two places สงไปสงมา side - team; one of the two or more people or groups taking part in a competition, argument, war, etc ทีม, ฝาย, พรรค side-effect - an effect of something that is not intended and could be unpleasant ผลขางเคียง sift - to look carefully through something คนหา signature - a person name written in a special way by the person ลายมือชื่อ significant - important, large or important enough to have an effect or to be noticed ซึ่งมี ความหมาย สําคัญ significantly - in an important way อยางมีความหมาย, อยางสําคัญ silence - a situation in which somebody refuses to talk about something or to answer questions, complete lack of noise or sound การไมพูด, ความเงียบ silent - very quiet; without sound เงียบ silly - stupid or embarrassing, especially in a way that is more typical of a child than an adult เซอ, บอ similar - like somebody/something but not exactly the same คลายกัน simple - easy to understand; not complicated งาย,ไมยุงยาก, ไมซับซอน sincerity - (of a person, feelings or behaviour) not pretending or lying; honest ความจริงใจ, ตรงไปตรงมา single - unmarried โสด single-digit - any one of the ten numbers 0 to 9 ตัวเลข (0 ถึง 9) sink (past form: sank) - to (cause something or someone to) go down below the surface or to the bottom of a liquid or soft substance จม sister-in-law - the sister of your husband or wife. The brother of your husband or wife is your brother-in-law พี่หรือนองสะใภ site - a place where something is located สถานที่ situated - located ตั้งอยูที่ situation - all the circumstances and things that are happening at a particular time and in a particular place สถานการณ skyrocket - to increase very quickly ลอยขึ้นสูงอยางฉับพลัน slain - killed in a violent way ถูกฆาทารุณ, ถูกสังหารโหด slam - to put, move, or hit something against or onto a surface with great force กระแทกเสียงดัง ตี เสียงดัง slam (blast) - to strongly criticise someone or something วิพากษวิจารณอยางรุนแรง slam the door - to not allow someone to do something; to cut off all communications slammed - strongly criticised วิพากษวิจารณอยางรุนแรง
slander - to make a false spoken statement about somebody that is intended to damage the good opinion that people have of them พูดใหราย, กลาวราย, ใสราย slash - (of a budget, price, etc.) to cut, especially by a large amount ตัด slide - a structure with a steep slope for sliding down รางเลื่อน slight - small in size or amount เล็กนอย slingshot (catapult) - a device which can throw objects at a high speed หนังสติ๊ก slot - a long narrow opening, into which you put or fit something ชองเปดที่แคบยาว (สําหรับใสเหรียญ , จดหมาย, etc.) sluggish - not performing or reacting as well as usual (เศรษฐกิจ) ที่ซบเซา smart - looking clean and neat; well dressed in fashionable and/or formal clothes เนี้ยบ, สะอาด และประณีต, นามอง, นําสมัย smooth - happening or continuing without any problems โดยไมมีปญหา, มีประสิทธิภาพ snatch - to take or get something quickly ควา sneak peek - a short preview (early look) of something, usually a video clip of a movie that is about to be released, to create interest sniper - someone who shoots at people from a hidden place ผูลอบยิง snub - insulting someone by ignoring them or being rude to them การดูแคลน, การดูถูก so-called - said to be something but which may not be true ที่เปนที่รูกัน (ซึ่งบางครั้งอาจไมเปนจริงก็ ได) soaked - very wet เปยกโชก soap opera - a story about the lives and problems of a group of people which is broadcast every day or several times a week on television or radio เรื่องน้ําเนา sober - not drunk (= not affected by alcohol) ไมเมา (ยาหรือเหลา) social security number - a number given to working people in US who are in the government's old-age income plan soil - the substance on the surface of the Earth in which plants grow, land owned by a country พื้นดิน, ดิน solitary confinement - a punishment in which a prisoner is kept alone, separate from other prisoners solution - a way of solving a problem or dealing with a difficult situation วิธีแกปญหา song and dance - complaining or talking about something a lot soothsayer - a person who is believed to be able to tell what will happen in the future ผู คาดการณอนาคต, ผูทํานาย sought (past tense of seek) - asked for something, or to tried to get something พยายามไดมา soul - the spiritual part of a person or thing วิญญาณ source - someone who gives information แหลงขาว, the place something comes from or starts at, or the cause of something, someone who gives information แหลงขาว, แหลงกําเนิด
sovereignty - the right to rule a country or area อํานาจอธิปไตย อํานาจเด็จขาดเหนือพื้นที่ soy bean - a type of bean, originally from SE Asia, that is used instead of meat or animal protein in some types of food ถั่วเหลือง spare - to prevent someone from having to experience something unpleasant, to save or set aside, to prevent someone from having to experience something unpleasant ปลอยไว, ละเวน, สงวน ไว, ยกโทษให,อภัยโทษ spare time - free time, i.e., time when you can do what you want to do เวลาวาง spark - to make something happen, especially something bad กอใหเกิด sparse - only present in small amounts or numbers and often spread over a large area บางตา, มี นอย spatter - to cover somebody/something with drops of liquid, dirt, etc สาด,กระเด็น,โปรย,พรม,ทําให เปอน specialist - a doctor who has specialised in a particular area of medicine, a person who is an expert in a particular area of work or study ผูชํานาญเฉพาะทาง แพทยเฉพาะทาง specifically - in a detailed and exact way เฉพาะ, เฉพาะเจาะจง spectacular - very exciting to look at; extremely impressive นาตื่นเตน ที่ตระการตา spectator - a person who watches an activity, especially a sports event, without taking part ผูเขา ชม speculation - ideas or discussion about why something has happened or what might happen คาดการณ ประเมิณสถานการณ speed (past: sped) - to move very quickly ไปดวยความรวดเร็ว speed off (past: sped off) - to move away from something very quickly ไปดวยความรวดเร็ว spike - a sudden increase การพุงพรวดขึ้น spillway - a structure used to provide for the controlled release of flows from a dam or dyke into a downstream area ทางน้ําลน spinal cavity - the space through which the spinal cord passes into the vertebrae (the small bones that are connected together to form the spine) ชองกระดูกสันหลัง spiral - to move in continuous circles, going upwards or downwards หมุนเปนขด splash across - to put a photograph, news story, etc. in a place where it will be easily noticed แสดงโออวด splendour - grand and impressive beauty; the beautiful and impressive features or qualities of something, especially a place ความงดงาม split - to divide ทําใหแตกแยก spontaneous - happening or done in a natural, often sudden way, without any planning or without being forced ซึ่งเปนไปตามธรรมชาติ, เปนไปเอง, ซึ่งเกิดขึ้นเอง, โดยสัญชาตญาณ sport - to have or wear something in a proud way สวมใส spotlight - the centre of public attention จุดสนใจของผูคน, เปนที่สนใจ
spouses - a husband or wife คูสมรส spread - to gradually affect or cover a larger area แพรกระจาย spring up - to appear or to be produced suddenly and quickly ทะลึ่งพรวด sprinkle - to shake small amounts of a liquid or a substance over the surface of something โปรย spy - to secretly collect and report information จารกรรม stab - to kill or hurt someone by pushing a knife or other sharp object into their body แทงดวย อาวุธ stab in the back - to do or say something that harms somebody who trusts you หักหลัง, ทรยศ stability - a situation in which things happen as they should and there are no harmful changes; when something is not likely to move or change ความมั่นคง, เสถียรภาพ stable - not changing frequently and not likely to suddenly become worse คงที่, มั่นคง staff - all the workers employed in an organisation considered as a group คณะผูทํางาน, คนงาน stage - a raised area, usually in a theatre, etc. where actors, dancers, etc. perform, to organise an event or activity จัด, an area of activity where important things happen เวที stained glass - pieces of coloured glass that are put together to make windows, especially in churches กระจกหุง stall - a large table or a small building that is open at the front, used for selling things (or for giving people information) รถ หรือแผงขายของ stammer - to speak with difficulty, repeating sounds or words and often stopping, before saying things correctly พูดตะกุกตะกัก stamp out - to end something bad or unpleasant by taking strong action ยุติ, ดับ stand a chance - to have the possibility of succeeding or achieving something มีโอกาส, เปนไปไดที่ จะ standard - the way things are normally done, a rule for behaving which should be obeyed มาตรฐาน, บรรทัดฐาน, กฎเกณฑ, กรอบ การปฏิบัติที่เปนมาตราฐาน standing - the position or reputation of somebody/something within a group of people or in an organisation ,ชื่อเสียง stands - raised areas, often part of a sports stadium, where people sit or stand to watch a match or event ที่นั่งชมการแสดง staple - an important product, especially a food, that people eat or use regularly อาหารหลัก, สินคาหลัก startled - to be suddenly very surprised in a way that slightly shocks or frightens you ผวา, ขวัญ หาย starve - to suffer or to die because there is not enough food อดอาหาร state - government, country, to formally write or say something, especially in a careful and clear way บอกกลาว, แถลง, กลาว ประเทศ รัฐบาล state agency - a government department or body หนวยงานของรัฐ
state media - television channels, radio stations or newspapers run by the government สื่อของ
```
รัฐบาล state witness - a witness for the government side, i.e., the prosecution, in a court case stated - said firmly and clearly in public statement - something that you say or write that gives information or an opinion แถลงการณ, คํา แถลง statue - a human or animal image that is made of stone, wood, metal, etc. รูปปน statues - human or animal images that are made of stone, wood, metal, etc.รูปปน status - official or legal position สถานภาพ staunch - always loyal in supporting a person, organization or set of beliefs or opinions จงรักภักดี, แข็งแรง steady - firmly fixed, supported or balanced; not shaking or likely to fall down มั่นคง stealthily - done quietly or secretly ผลุบโผล, ลอบ steep slope - the side of a hill or mountain that rises quickly and is hard to climb ทางลาดชัน stem - to stop something from increasing or spreading หยุดยั้ง,ยับยั้ง,สกัด stem from - to be caused by เกิดจาก stemming from - coming from, being caused by step up - to increase; to cause to happen at a faster rate เรง stepbrother - the son from an earlier marriage of your stepmother (แมเลี้ยง) or stepfather (พอเลี้ยง) ลูกเลี้ยงที่เปนผูชาย stimulate - to make something develop or become more active; to encourage something กระตุน, สงเสริม sting (operation) - an action by police to catch criminals by tricking them, e.g. by pretending to buy illegal drugs stir - a lot of interest or excitement ความตื่นเตน stir up - to make someone feel upset or angry กอใหเกิดความขุนใจ stir-fry - to cook thin strips of vegetables or meat quickly by stirring them in very hot oil ผัด stockpile - to collect large amounts of things that may be needed เก็บสะสมไวใน storage capacity - the amount of something that can be kept in a place, building, container, etc. ความจุ storm - to use force to enter a place and take control of it บุกกระหน่ํา straightforward - clear and honest ตรงไปตรงมา stranded - left somewhere with no way of going anywhere else ปลอยเกาะ ถูกทิ้งไว stranger - a person that you do not know คนแปลกหนา strategy - a plan to achieve a goal over a longer period of time (longer than a "tactic"), a plan or method for achieving something, especially over a long period of time ยุทธวิธี, แผนการ stray - to behave in a way that is not correct or proper หลงทาง
stress - to emphasise something such as an idea, fact or detail; to explain why something is important เนน stretch - a continuous area of land or water; a length or area of something like a road, water or land, to reach out as far as possible ยืดออก stretcher - a type of bed used for carrying someone who is injured, ill, or dead เปลพยาบาล stricken - affected by serious problems ไดรับผลกระทบจากปญหาหนักหนวง stride - walking with long steps in a particular direction การเดินกาวยาวๆ striker - a football player whose job is to stay near the opponent's goal and to score goals การ บุกในกีฬาฟุตบอล string - a series of similar or connected events that happen one after the other การเรียงตอเนื่อง ของเหตุการณหรือสิ่งตางๆ strong market potential - has a good chance of being sold to many customers in a market (and gaining a large market share of the market) stronghold - bastion; an area where there is a lot of support for a political party ฐานเสียง, ฐานที่ มั่น, ขุมกําลัง struck (past of strike) - hit someone or something forcefully or violently กระแทก, ชน struggle - to try hard to do something that you find very difficult, a difficult fight or an attempt to defeat someone การตอสูเพื่อความอยูรอด, พยายาม stuck - unable to move, or fixed in a particular position or place, fixed in a particular position or place ติด stump speech - a prepared speech during an election campaign that a candidate gives at each event stunned - very surprised มึน, ตกตะลึง, งงงัน stunt - something dangerous, for example jumping from a building, that is done to entertain people, often as part of a film การแสดงโลดโผน,การแสดงเสี่ยงอันตราย subdued - quiet; not very loud or bright เงียบ, เงียบสงบ subject - a person who has the right to belong to a particular country, especially one with a king or queen ประชากร, ผูอยูภายใตการปกครอง subject to - affected by ภายใตบังคับ (กฎหมาย) submerge - to cause to be under water; to indundate จมน้ํา ทําใหอยูใตน้ํา submerged - under water; indundated จมน้ํา อยูใตน้ํา submit - to formally give something to someone so that can make a decision about it, to accept that someone has defeated you, to say or suggest something เสนอ ยอมจํานน ยื่น (เอกสาร) เพื่อการ พิจารณา submitted - formally given to someone so that they can make a decision about it ยื่น subsequently - happening or coming after something else ซึ่งตามมา subside - to sink to a lower level; to go back; to recede subside – ลดลง
subsidise - to pay part of the costs of something ใหความชวยเหลือดานการเงิน substance - a particular type of liquid, solid, or gas สาร substantial - large in size, value or importance, strong; solid มากมาย, แข็งแรง, แนนหนา, เปนจริง, ยิ่งใหญ, สําคัญ subtle - not obvious เบาบาง successor - a person or thing that comes after someone or something and takes their/its place ผู สืบทอด, ดํารงตําแหนงตอ sue - to take legal action against a person or organisation, especially by making a legal claim for money because of some harm that they have caused you ฟองรอง suffer - to experience something very unpleasant or painful, to be badly affected by a very difficult or unpleasant situation ประสบความลําบาก ประสบ suffer (from) - to be badly affected by a disease, pain, sadness, a lack of something, etc เปนโรค, ประสบความทุกข suffering - physical or mental pain or problems ความทุกขทรมาน sufficient - enough เพียงพอ suggest - to show that something is possibly true ชวนคิด suggestion - an idea or a plan that you mention for somebody else to think about ขอเสนอ, ขอเสนอแนะ suit - to be convenient or suitable for someone เหมาะกับ suit yourself - do or think whatever you want, (even though you do not agree) ตามใจคุณ suitability - being right or appropriate for a particular purpose or occasion ความคูควร,ความ เหมาะสม,ความสมควร summarise - to give a statement of the main points สรุป summit - a meeting or a series of meetings between leaders of two or more countries การประชุม สุดยอด summoned - officially ordered someone to come to a place, especially a court of law เรียกตัว sunken - having fallen to the bottom river, lake, sea, etc. จมอยูใตน้ํา superintendent - a senior police officer เจาหนาที่ตํารวจระดับสูง superior - someone who holds a higher job or position than you do ผูบังคับบัญชา supervise - to be in charge of an activity and to check that everything is being done correctly ดูแล ควบคุม supervisor - someone who is in charge of an activity, a place, or a group of people such as workers or students ผูควบคุมดูแล, หัวหนางาน supplement - to add something extra ชวยเสริม supplies - the things such as food, medicines, fuel, etc. that are needed by a group of people สิ่ง ที่จัดหาให, เสบียง, เวชภัณฑ suppression - stopping an activity from happening, in this case, criminal activity การปราบปราม
surge - to increase very quickly a sudden increase in something, in this case, the flow of water
```
การเพิ่มขึ้นอยางรวดเร็ว, เพิ่มขึ้นอยางรวดเร็ว surgeon - a doctor who is trained to perform surgery (= medical operations that involve cutting open a person's body) ศัลยแพทย surgery - medical treatment in which a doctor cuts open someone's body การผาตัด surrender - to give yourself up ยอมจํานน surround - to be everywhere around something ลอมรอบ surrounding - to be closely connected with a situation or an event เชื่อมตอกัน เกี่ยวของกับ surveillance - the process of carefully watching a person or place การเฝาตรวจตราอยางเขมงวด survey - to ask a large number of people questions to find out their opinions สํารวจ survival - the fact or state of continuing to live or exist, especially in difficult conditions การอยู รอด survival kit - relief kit; a box or container containing things that you need in order to stay alive if you are in a difficult or dangerous situation in which you are unable to get help survive - to continue to live, to manage to deal with something difficult or unpleasant, to stay alive after a difficult or dangerous situation มีชีวิตรอด รอดไปได survivor - someone or something that still exists after and event that could have killed or destroyed them ผูรอดชีวิต suspect - to believe that something is true, especially something bad, a person who is thought to have committed a crime สงสัย, ผูตองสงสัย suspend - to stop for a period of time ยกเลิกชั่วคราว, ระงับชั่วคราว suspended (sentence) - a situation when the court decides that the person who has been proven guilty of a crime does not have to undergo the punishment given, usually under certain conditions รอลงอาญา suspicious - having a feeling that something bad is probably true or likely to happen สงสัย sustain - to experience, injury, damage, loss, etc., to keep someone alive; to give someone strength, energy, or hope ทําใหมีชีวิตตอไป, ทําใหมีตอไป, ประสบกับ (ความสูญเสีย การเจ็บปวย) sustainable - able to be successfully continued for a long time ยั่งยืน, ถาวร swallow - to take somebody/something in or completely cover it so that they cannot be seen or no longer exist separately ทวมทน, ดูดกลืน swan - a large bird that is usually white and has a long thin neck. Swans live on or near water. หงส swarm - to go to a place in large numbers แหกันไป sweep - to move through an area, to move or spread quickly through an area; to move something or someone with powerful force เคลื่อนไปอยางรวดเร็ว, พัดพาเอาไป sweep away - to destroy or to completely remove something, to pull away by a strong current in the water; to destroy or to completely remove something พัดพาไป (ตามลมหรือน้ํา)
swiftly - happening quickly อยางรวดเร็ว โดยดวน swirling - moving quickly in circles หมุนวนอยางเร็ว switch - to change เปลี่ยน swollen - larger or fuller than normal ขยายใหญ,พองตัว,บวม symbol - someone or something that represents a particular idea or quality สัญลักษณ symbolise - to represent something; to be a symbol of something เปนสัญลักษณ, เปนเครื่องแสดง sympathise with - to approve of and support someone or something เห็นอกเห็นใจ sympathy experiencing something very unpleasant ความเห็นอกเห็นใจ symptom - a sign that someone has an illness อาการ syndrome
```
```
- a natural feeling of kindness and understanding that you have for someone who is - a medical condition that has a particular set of effects on your body or mind อาการ ของโรคตางๆ ที่เกิดขึ้นพรอมๆ กัน T tabloid - a type of popular newspaper with small pages which has many pictures and short simple reports หนังสือพิมพขนาดเล็กที่รวมเรื่องสั้นตางๆ ไว tackle - to make an organised and determine attempt to deal with a problem จัดการกับปญหา, จัดการ tactic - a planned way of doing something ยุทธวิธี take for granted - to be so used to somebody/something that you do not recognise their true value anymore and do not show that you are grateful take its toll - to have a bad effect on somebody/something ไดรับผลสะทอนกลับ take off - to become successful or popular very quickly or suddenly ไดรับความนิยมอยางรวดเร็ว take office - to begin to hold a position of power เริ่มปฏิบัติหนาที่ที่ไดรับมอบหมาย take refuge - to go to a place which provides protection or shelter from danger or trouble ลี้ภัย take responsibility - to say or admit you are the cause of something, usually something bad (and, often, to do what needs to be done to correct the situation) แสดงความรับผิดชอบ take revenge - to do something to hurt or punish someone because they have hurt you or someone else แกแคน take shelter - to go to a place which provides protection from danger, bad weather, etc. ลี้ภัย take turns - (of a number of people) to do the same thing one after the other สลับกัน tale - story เรื่องเลา talent - a natural ability to be good at something, especially without being taught ความสามารถ พิเศษ talkative - liking to talk a lot ชางพูด, ชางคุย tame - to make someone or something easy to control ทําใหออนนอม, ทําใหเชื่อง tamper with - to try to change something that should not be changed เปลี่ยนเพื่อทําลาย
tangible - real or not imaginary; able to be shown ชัดเจน tangle - something very complicated and difficult to deal with เรื่องซับซอน เรื่องยุงเหยิง tap water - water that is sent through pipes into building น้ําประปา target - a person, business, building, area, etc., that someone intends to attack, to direct something at someone or something, a particular number or amount that you want to achieve ตั้งเปาหมาย เปาหมาย task - something that you have to do หนาที่; ภารกิจ tattoo - a permanent image, pattern or word on the skin which is created by using needles to put colours under the skin รอยสัก tax evasion - deliberately not paying the taxes you owe การหนีภาษี taxi queue - a group of taxis which line up to wait for customers temperament - the part of your character that affects your moods and the way you behave อารมณ,นิสัย,ภาวะจิตใจ temperature - a measurement of how hot or how cold a place or object is อุณหภูมิ temporary - done or used for only a limited period of time ชั่วคราว tempt - to make people want to do or have something ลอใจ,ยั่วใจ temptation - the desire to do or have something that you know is bad or wrong สิ่งลอใจ, ,การลอ tend - to be likely to behave in a particular way or have a particular characteristic มักจะ tender a resignation - to formally offer to leave a position permanently in writing ยื่นใบลาออก tense - feeling nervous or worried เครียด tension - the feeling caused by a lack of trust between people, groups or countries ความตึง เครียด tensions - the feelings caused by a lack of trust between people, groups or countries who do not agree about something and may attack each other ความตึงเครียด tenure - the period of time during which someone has an important job ชวงระยะเวลาที่ดํารง ตําแหนง terminate - to end or stop something ทําใหสิ้นสุด terrain - the physical features of an area of land, e.g., mountainous, flat, hilly, etc. ภูมิประเทศ terrifying - extremely frightening; causing great fear นาสะพรึงกลัว territory - land which is considered as belonging to or connected with a particular country or person ดินแดน, an area of land controlled by a particular country, leader or army อาณาบริเวณ อาณาเขตประเทศ terrorism - the use of violence to achieve political aims การใชความรุนแรงเพื่อขอเรียกรองทาง การเมือง terrorist - of someone who uses violence in order to achieve political aims ผูกอการราย testify - to make a statement about something that you saw, know, or experienced, usually in a court of law ใหการเปนพยาน
testimony - a formal statement about something that you say, know or experienced, usually given to a court of law คําใหการ the institution - the Thai monarchy the monarchy - the royal institution (higher institution); the throne; the crown ระบอบ ประชาธิปไตยอันมีพระมหากษัตริยเปนประมุข the opposition - the elected politicians who belong to the largest party which does not form the government, the political party or parties that are not part of the government ฝายคาน พรรค ฝายคาน the pack - a group of similar people or things, especially one that you do not like or approve of กลุม, หมู, พวก the public - people in general ประชาชน the wild - living or growing in natural conditions; not kept in a house or on a farm สภาพธรรมชาติ theatre - a building or an outdoor area where plays and similar types of entertainment are performed โรงละคร, โรงมหรสพ theme - the main subject of something ใจความสําคัญ, ประเด็นหลัก theory - one or more ideas that explain how or why something happens สมมติฐาน therapy - a treatment which helps someone feel better, grow stronger, etc., especially after an illness การบําบัดโรค thief - someone who steals something. An instance of stealing something is called a theft ขโมย think twice - to think about a decision or a plan again and perhaps change your mind ไตรตรอง อีกครั้ง thorough - detailed and careful ละเอียดถี่ถวน thoroughfare - a main road through a place ถนนในเมือง (โดยเฉพาะสายหลักที่การจราจรคับคั่ง) thoughtful - showing signs of careful thought ครุนคิด, ไตรตรอง, ใชความคิด,คิดหนัก threat - a danger, an occasion when someone says that they will cause you harm or problems, especially if you do not do what they want you to do การคุกคาม,การขูเข็ญ, อันตราย threaten - to say that you might do something bad or harmful, especially in order to make someone do something, to be likely to harm or destroy something เปนลางราย ขูเข็ญ คุกคาม ทําให กลัว threatening - dangerous; likely to cause harm or violence อันตราย, เปนภัย thrill - to cause to become excited in a pleasant way ทําใหตื่นเตน thumbs-up - approval; acceptance การเห็นดวย thunder - the sudden loud noise which comes from the sky especially during a storm ฟารอง ticket - an official notice that orders you to pay a fine because you have done something illegal while driving or parking your car ใบสั่ง สําหรับผูกระทําผิดกฎจราจร tides - the regular rise and fall of the level of the sea (the tides) ปรากฏการณน้ําขึ้นน้ําลง, กระแสน้ํา ขึ้นน้ําลง
ties - relations; connections ความสัมพันธ
tight - very close with competitors that seem to be equally good ที่มีคูแขงที่มีความสามารถใกลเคียง กัน
tolerance - the willingness to accept somebody/something, especially opinions or behaviour that you may not agree with, or people who are not like you การยอมรับความคิดเห็นของผูอื่น, ความ อดกลั้น
tone - the general character of a place or event; the general mood or main qualities of something, the quality of somebody's voice, especially expressing a particular emotion น้ําเสียง, ลักษณะน้ําเสียง ลักษณะทั่วๆไป
toothpick - a short pointed piece of wood or plastic used for removing bits of food from between the teeth ไมจิ้มฟน
top brass - the people with the highest positions of authority, especially in the armed forces บุคคลสําคัญ
torrent - a large amount of water or mud flowing rapidly and violently กระแสน้ําเชี่ยว,การไหลพุ torrential - (of rain or moving water) extremely heavy ซึ่งไหลเชี่ยว
torrents - large amounts of water flowing rapidly and violently กระแสน้ําเชี่ยว,การไหลพุง torso - the main part of the body, not including the head, arms or legs ลําตัว
total- to add up the numbers of something/somebody and get a total ผลรวม, ยอดรวม
touch wood
- to hope that a good thing will continue and to avoid bringing bad luck tough
- difficult to do or to deal with, demanding that particular rules be obeyed and ready to give out punishments to those who refuse ที่ลงโทษรายแรง เขมงวด, ยาก, ยากลําบาก
toughen- to make somebody stronger and more able to deal with difficult situations ทําให
แข็งแรง
tournament - a competition for teams or single players in which a series of games is played, and the winners of each game play against each other until only one winner is left การแขงขัน tow - to pull a vehicle or boat by fixing it to the back of a another vehicle or boat ลากจูง traces - very small amounts of a substance รองรอย
track - a rough path or road, usually one that has not been built but that has been made by people walking there รองรอยทางเดิน,ทางเดินเทา, หนทาง, เสนทาง
track record - (your reputation what people think of you), based on the things that you have done ภาพรวมของผลงานที่ผานมาซึ่งเปนที่รับรู
tracker - a special type of electronic equipment that can follow the movements of somebody/something traditional - a very old custom, belief, or story, things (buildings, clothes, music, customs, etc.) that have been part of a country or society for a long time, of a custom, a way of life or a way of doing things that has not changed for a long time ตามธรรมเนียม, ประเพณี ดั้งเดิม ตามที่ปฏิบัติกัน
traditionally - of a custom, a way of life or a way of doing things that has not changed for a long time ตามธรรมเนียม, ประเพณี ดั้งเดิม ตามที่ปฏิบัติกันมา
traffic kiosk - a small struction, open at the front where police work next to a street ปอมตํารวจ trafficker - someone in the business of buying and selling things illegally or of illegally transporting people for work in other countries or areas ผูลักลอบคาสินคาผิดกฎหมายหรือลักลอบขาย แรงงานผิดกฎหมาย
tragedy - a very sad situation, usually because it involves death or great suffering, a very sad event that causes people to suffer or die โศกนาฏกรรม
trail - long line or series of marks that is left by somebody/something รองรอย trait - a characteristic that can produce a particular type of behavior ลักษณะพิเศษ
transcript- a written or printed copy of words that have been spoken บันทึก
transfer - to move someone from one place to another, to official arrange for someone else to be the owner of something, to change someone's job or responsibilities โยกยายตําแหนง, โอน, ยาย
transgender - relating to transsexuals and transvestites (a person, especially a man, who enjoys dressing as a member of the opposite sex) คนขามเพศ, คนที่แสดงออก หรือแตงกาย หรือผานการผาตัด เพื่อเปลี่ยนเปนเพศตรงขาม
transit - the act of moving from one place to another การเดินทางผาน
transmitted - sent สง
transparent - allowing you to see through it ที่มองผานไดงาย
transport - to move people or things from one place to another ขนสง
transportation - the process of moving people or things from one place to another การขนสง transsexual - a person who feels emotionally that they want to live, dress, etc. as a member of the opposite sex ผูมีจิตใจเหมือนเพศตรงขาม
trap - to catch or keep something in a place and prevent it from escaping กับ, กับดัก
trapped - to be in a dangerous or unpleasant situation from which it is difficult or impossible to escape ถูกกับดัก
trauma - a serious injury การบาดเจ็บรุนแรง
traumatised - very upset, afraid, or shocked because of a bad experience ไดรับความบอบช้ําทาง จิตใจ
treasure - to have or keep something that you love and that is extremely valuable to you, something very valuable ของมีคา รัก
treat - to behave in a particular way towards somebody/something, to provide medical care รักษา, ปฏิบัติ(ตอ)
treatment - the process of providing medical care การรักษา
tremble - to shake กระเทือน, สั่น, สั่นสะเทือน
trespasser - someone who goes onto someone's land or enters their building without permission ผูบุกรุก, ผูรุกล้ํา
```
trial - the process of examining a case in a court of law and deciding whether someone has or has not committed a crime, the process of examining a case in a court of law and deciding whether someone is guilty (having committed a crime) or innocent (not having committed a crime) การไตสวนคดี, การพิจารณาคดี trick - something that you do to make somebody believe something which is not true, or to annoy somebody as a joke การเลนตลก tricky - difficult to do or deal with ยาก trigger - to cause, the part of a gun that you press in order to fire it ไกปน กอใหเกิด กระตุน trillion - the number 1,000,000,000,000; one million million ลานลาน trim - to make something neater, smaller, better, etc, by cutting parts from it ตัด trio - a group of three people กลุมที่ประกอบดวย 3 คน triumph - a great victory or success ชัยชนะครั้งใหญ troops - soldiers, especially in large numbers กองทหาร trophy - a large silver cup or similar object given as a prize to the winner of a competition ถวย รางวัล trot - to move forward at a speed that is faster than a walk, to run or walk fast, taking short quick steps วิ่งเหยาะๆ troupe - a group of actors, singers, etc. who work together คณะผูแสดง trust - to believe someone is honest, fair, and reliable เชื่อใจ, ไววางใจ truthfulness - giving the true facts about something ความซื่อสัตย, ความจริงใจ tugboat - a small powerful boat used for pulling larger boats, especially in ports เรือโยง, เรือลาก turn - the time when somebody in a group of people should or is allowed to do something โอกาส turn out - to be discovered to be; to prove to be กลับกลายเปน turn up - to come somewhere มาถึง turn yourself in - to give yourself up to the police ยอมจํานน turnout - the number of people who come to an event or take part in an activity, the number or percentage of eligible voters who vote in an election จํานวนผูออกมาลงคะแนน ผูที่เขารวม twin - forming a pair (two) of two similar things เปนคูกัน twisted - distorted บิดเบือน typical - happening in the usual way; showing what something is usually like ตามแบบฉบับ, ตามปกติ typically - usually; normally อยางเปนแบบฉบับ
U
UDD - the group originally formed to demonstrate against the 2006 coup and which supported the Somchai Wongsawat government against the PAD and which led the fight against the Abhisit government. They are known for wearing red shirts แนวรวมประชาธิปไตยตอตานเผด็จการแหงชาติ ultimately - finally, after a series of things have happened ทายที่สุด, ตอนสุดทาย, ในที่สุด umbrella - a thing that contains or includes many different parts or elements unacceptable - that you cannot accept, allow or approve of ซึ่งไมสามารถยอมรับได unanimous - agreed by everyone เปนเอกฉันท unblemished - not spoiled, damaged or marked in any way บริสุทธิ์, สะอาด unconditional - without limits or requirements that something must be done อยางไมมีเงื่อนไข undemocratic - against or not acting according to the principles of democracy ไมเปนประชาธิปไตย undergo - to experience something which is unpleasant or which involves a change, to experience เผชิญกับ, ประสบ (เหตุการณในดานลบ) undergrowth - a mass of bushes and plants that grow close together under trees in woods and forests พุมตนไมเล็กๆ ทามกลางตนไมใหญ undermine - to make something or someone become gradually less effective or successful ทํา ใหออนลง,ทําลายทีละนอย,ทําลายอยางลับ underpaid - not paid enough for the work you do ไมไดรับเงินเพียงพอสําหรับงานที่ทํา undertaking - something difficult that you do ภาระกิจ unfavourable - not good and likely to cause problems or make something more difficult; showing that you do not approve of or like somebody/something ซึ่งไมนาพอใจ, ซึ่งไมเปนผล unfazed - not worried or surprised by something unexpected that happens ไมกังวล unflattering - making somebody/something seem worse or less attractive than they really are ไมประจบสอพลอ unfortunately - making you sad or disappointed, or getting you into a difficult position นาเสียดาย uniform - the special set of clothes worn by all members of an organisation or a group at work, or by children at school เครื่องแบบ unintentional - not deliberate or planned ไมตั้งใจ union - a marriage การสมรส Union Jack - the name for the national flag of the United Kingdom ธงชาติของอังกฤษ unique - very special, unusual or good ที่มีลักษณะพิเศษ เปนเอกลักษณ demonstrate against the 2006 coup and which supported the Somchai Wongsawat government
United Front for Democracy Against Dictatorship - (UDD) the group originally formed to against the PAD and which is now leading the fight against the current government. They are known for wearing red shirts แนวรวมประชาธิปไตยตอตานเผด็จการแหงชาติ
United Front for Democracy Against Dictatorship (U - the group originally formed to demonstrate against the 2006 coup and which supported the Somchai Wongsawat government against the PAD and which led the fight against the Abhisit government. They are known for wearing red shirts แนวรวมประชาธิปไตยตอตานเผด็จการแหงชาติ United Front for Democracy Against Dictatorship (U - the group originally formed to demonstrate against the 2006 coup and which supported the Somchai Wongsawat government against the PAD and which led the fight against the Abhisit government. They are known for wearing red shirts แนวรวมประชาธิปไตยตอตานเผด็จการแหงชาติ unity - a situation in which people, groups, or countries join together or agree about something ความเปนเอกภาพ, ความเปนอันหนึ่งอันเดียวกัน unlikely - not expected to happen; probably won't happen ที่ไมนาจะเกิดขึ้น unprecedented - never having happened before ที่ไมเคยเกิดขึ้นมากอน unpreventable - not able to stop from happening ไมสามารถปองกันได unrest - angry or violent behaviour by people who are protesting or fighting against something สถานการณที่ไมสงบ unscathed - not harmed or damaged by something bad that has happened ไมไดเสียหาย, ไมไดรับ บาดเจ็บ unveil - to announce something that was not known before, to announce or show something officially for the first time เปดเผย เปดเผยขอมูล unwise - showing a lack of good judgment ไมฉลาด, โฉดเขลา up for grabs - available to be won มีใหชิงชัยกัน upbeat - happy and positive because you are confident that you will get what you want มี ความหวัง upbringing - the way in which a child is cared for and taught how to behave while it is growing up การเลี้ยงดูอบรมสั่งสอน upcoming - happening soon ซึ่งกําลังจะเกิดขึ้น upcountry - areas outside of the Bangkok area; connected with an area of a country that is not near large towns ตางจังหวัด, ที่อยูในชนบท, ที่อยูหางไกลจากเมือง update - to get or give the most recent information or news about something ใหขอมูลใหมๆ, ขอมูลใหมๆ uphold - to say that a decision by a lower court or a government agency is correct พิพากษายืน ตามคําตัดสินหรือวินิจฉัยของศาลชั้นตน uproar - angry public criticism of something ความเอะอะ, ความวุนวาย uproot - to pull a whole tree or plant from the ground, including all the roots that grow in the soil ถอนตนไม, ถอนราก
upset - very sad, worried or angry about something, to cause to be very worried, angry or sad about something, to change the usual or expected state or order of something, especially in a way which stops it from happening or working ทําใหไมปกติ ทําใหหงุดหงิด วิตก กังวล upstream - along a river, in the opposite direction to which the river is flowing ตนน้ํา urge - to advise someone very strongly about what action or attitude they should take ผลักดัน, กระตุน
urgently - needing to be dealt with immediately อยางเรงดวน US Treasury Department - the US government department responsible for forming and recommending economic, financial, tax, and money policies กรมคลังสหรัฐ usher in - to be at the start of a new period, especially when important changes or new things happen, or to cause important changes to start happening เริ่มตน, นําเขามา utensil - something that you use for cooking or eating with เครื่องใชในครัว,เครื่องใช
V
valuable - having a high worth or importance มีคา
values - beliefs about what is right and wrong and what is important in life คานิยม
variable- something that can change and affect the result of a situation ตัวแปร, ซึ่งเปลี่ยนแปลงได
variety - many different types of things or people ความหลากหลาย
vary- to be different in different situations ปรวนแปร, เปลี่ยนแปลง
vast - extremely large in area, size, amount, etc. กวางใหญ, มหาศาล
vehemently- showing very strong feelings, especially anger อยางรุนแรง, อยางรุมรอน
vehicle
- a car, bus, van, truck, etc., something that can be used to express your ideas or feelings or as a way of achieving something เครื่องมือ ยานพาหนะ
vendor - someone who sells something, but not in a shop พอคาแมคาแผงลอย
vengeance - the punishing of someone for harming you or your friends or family, or the wish for such punishment to happen การแกแคน, การลางแคน
venture - a new activity, usually in business, which involves risk or uncertainty ธุริกิจเสี่ยงแต สามารถทํากําไรได
verdict - a decision by a court of law คําพิพากษา
verify - to prove that something is true, or to make certain that something is correct พิสูจนวาเปน ความจริง
vessel - a boat or ship เรือ
vest - a sleeve-less covering for the top part of your body veteran - a person who has been a soldier, sailor, etc. in a war, a person who has a lot of experience in a particular area or activity, – a person who has a lot of experience in a particular area or activity (สส.)หนาเกา, (สส.) หลายสมัย, ผูอาวุโส ทหารผานศึก
veterinary- relating to the care of animals that are ill or injured เกี่ยวกับสัตวแพทยศาสตร
veto - to officially refuse to approve or allow something ยับยั้ง, ปฏิเสธ, ไมยอมรับ, ไมเห็นดวย
```
via - through ผาน (ชองทาง) vibration - a very small shaking movement that is fast and continuous vicinity - an area near a particular place บริเวณใกลเคียง victim - someone who has been affected by a bad situation, such as an illness or an accident เหยื่อผูเคราะหราย victims - people who are killed injured or harmed in some way from an accident, natural disaster, crime, etc. เหยื่อผูเคราะหราย victory - a win in a competition ชัยชนะ view - a personal opinion, belief, or attitude about a particular situation or subject ความคิดเห็น violate - to do something that is against a law, agreement, principle, etc. ละเมิดกฎหมาย ฝาฝน ละเมิด violation - an action that is against a law, agreement, principle, etc. การฝาฝนกฎหมาย violence - physical force with the deliberate intention of causing damage to property or injury or death to people ความรุนแรง violently - with great energy or strong movement, very strongly or severely อยางรุนแรง visibility - how clearly objects can be seen, or how far you can see clearly, usually because of the weather conditions ทัศนวิสัย vision - the ability to imagine how a country, society, industry, etc. could develop in the future and to plan in a suitable way วิสัยทัศน vital - extremely important; necessary for the success or continued existence of something จําเปนสําหรับชีวิต; สําคัญมาก vocal - telling people your opinions or protesting about something loudly and with confidence เฉียบขาด vocal cords - the thin strips of tissue in the throat that are moved by the flow of air to produce the voice เสนเสียง vocational school - a school that focuses on providing the skills necessary for particular jobs สถานศึกษาวิชาชีพ โรงเรียนอาชีวศึกษา volatile - changing quickly and unpredictably, so that the public does not know how to react and plan for the future เปลี่ยนแปลงอยางทันทีทันใดและโดยคาดการณไมได volume - an amount of something ปริมาณ voluntarily - done because you choose to do it rather than because you have to ดวยความสมัคร ใจ volunteer - someone who is not paid for the work that they do อาสาสมัคร vote-rich - having many people who can vote vow - a serious promise, to make a formal and serious promise to do something สาบาน, ปฏิญาณ voyage - a long journey การเดินทางอันยาวไกล
vulnerable - easily damaged or harmed ซึ่งถูกทําลายไดงาย vying (from the verb vie) - competing strongly with someone ลงแขงขัน, ลงชิง
W
```
wade - to walk with an effort through something, especially water or mud ลุย เดินทองน้ํา หรือ โคลน wail - to cry with long high-pitched sounds รองไหคร่ําครวญ waist - the middle part of the body that is narrower than the parts above and below เอว wane - to become gradually weaker or less important ลดลงเรื่อย wannabe - a person who wants to be famous or successful like someone else they admire คนที่ ปรารถนาจะเปนแบบผูอื่น ward off - to prevent something unpleasant from harming or coming close to you ขจัด, ปองกัน warren - a place that is very difficult to find your way around because there are so many ways in which you could go สถานทแออัด warrior - a soldier or fighter, especially in the past นักรบในสงคราม water-borne disease/infection - a disease/infection carried by water การติดเชื้อจากน้ํา watergate - (floodgate) – a gate that controls a flow of water in a river or lake ประตูน้ํา watergate (floodgate) - a gate that controls a flow of water in a river or lake ประตูน้ํา waterlogged - extremely wet; full of water ซึ่งเต็มไปดวยน้ํา , ซึ่งเปยกโชก wealthy - having a large amount of money, land, and other valuable things ที่มั่งคั่ง ร่ํารวย weapon - an object such as a knife, gun, bomb, etc. that is used for fighting or attacking somebody อาวุธ wedding ceremony - a wedding service, usually religious, in which two people are officially married พิธีแตงงาน wedding service (ceremony) - a wedding ceremony, usually religious, in which two people are officially married พิธีแตงงาน weight - importance ความสําคัญ weir - a place in a river or stream where a wall has been built across it to control the flow of water เขื่อนเล็กๆ welcome - to be pleased to receive or accept something รับดวยความยินดี welfare - help given, especially by the state or an organization, to people who need it; good care and living conditions สวัสดิภาพ well-being - the satisfactory state that someone or something should be in, that involves such things as being happy, healthy, and safe, and having enough money ภาวะที่ปราศจากโรคภัยไขเจ็บ well-heeled - rich; having a lot of money ร่ํารวย wept (past of weep) - cried because of being unhappy or having some other strong emotion รองไห
when the dust settles - when a situation becomes clear or certain; when a situation calms down สงบลง whirlpool - a place in a river or the sea where currents of water spin round very fast น้ําวน whisk off - to move someone or something very quickly – พาออกไปอยางรวดเร็ว whistle - to make a high sound ทําใหเกิดเสียงหวีดหวิว widespread - happening or existing in many places, or affecting many people อยางแพรหลาย wildlife - animals, birds, insects, etc. that are wild and live in a natural environment สัตวปา wind - to have many bends, curves or twists หมุน,มวน wipe out - to get rid of something completely กําจัดใหหมดไป withdraw - to stop taking part in something, to take away, to take money out of a bank account ถอนตัว, ถอน, ถอนเงินจากธนาคาร withdrawal - to act of taking away, the act of no longer being involved in something การถอนตัว, การถอน withstand - to be strong enough not to be hurt or damaged by extreme force, extreme conditions, etc. ทนทาน witness - someone who tells a court or investigators what they know about a crime, a person who sees something happen, to see something happen มองเห็น, เปนพยาน ผูที่เห็นเหตุการณ พยาน wonderful - very good, pleasant or enjoyable ดีเยี่ยม work against the clock - to work very quickly because something must be done in a hurry work around the clock - to work without stopping throughout the whole day and night workshop - a period of discussion and practical work on a particular subject, in which a group of people share their knowledge and experience การประชุมเชิงปฏิบัติการ World Heritage site - a place, building, structure, etc. that has been determined by the UN to be of great historical or culture value and is given a special protected status โบราณสถานที่เปน มรดกโลก worshipper - someone who is showing love and respect for God, especially during a religious ceremony or prayer ผูนับถือ,ผูสักการบูชา, ผูสวดมนตร worthy - deserving; having qualities that cause respect สมควร, นายกยอง wound - an injury in which your skin or flesh is damaged บาดแผล wrap up - to finish ทําใหเสร็จสิ้น wreak havoc - to create great disorder and confusion ทําลาย wreath - a circle of flowers or leaves that you put on a grave to show that you are remembering the dead person พวงหรีด wreckage - the parts of a vehicle or building that remain after it has been severely damaged
```
ซากตึกบานเรือนที่ถูกทําลาย
wrecked - damaged or destroyed ถูกทําลาย
write me up - to write a traffic ticket requiring a person to pay money at a police station for violating the law
Y
yell - to say something in a loud voice, or to make a loud noise because you are angry, afraid, excited, or in pain ตะโกน,รอง
yield - an amount of something produced ผลผลิต youngster - a young person or a child คนหนุมคนสาว, เด็ก
Z
zodiac - an area of the sky through which the sun, moon and most of the planets appear to move, divided into twelve equal parts, each with a name and symbol, and each connected with an exact time of year จักรราศี
zone - an area that has an important or typical feature; an area where a particular activity is allowed or not allowed พื้นที่, บริเวณ, เขต
ที่มา http://www.bangkokpost.com/learning/vocabulary-glossary Date 9 ต.ค.2555 Time 22.13
รวบรวมโดย ครูมงคล คลังมนตรี | <urn:uuid:b69a8ae3-67a9-4948-aa7a-f0df53d588e9> | CC-MAIN-2019-43 | http://www.e4thai.com/e4e/images/pdf/EbookinTHAI/News%20Vocab%20-%20Bangkok%20Post%20.pdf | 2019-10-19T16:05:11Z | crawl-data/CC-MAIN-2019-43/segments/1570986696339.42/warc/CC-MAIN-20191019141654-20191019165154-00263.warc.gz | 251,803,182 | 65,388 | eng_Latn | eng_Latn | 0.975907 | eng_Latn | 0.983063 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1733,
3991,
6227,
8635,
10893,
13160,
15323,
17446,
19623,
21700,
24066,
26192,
28634,
30719,
33012,
35360,
37611,
39887,
41969,
44159,
46317,
48714,
50952,
53208,
55349,
57515,
59703,
62044,
64341,
66540,
68915,
71274,
73550,
75872,
78042,
80474,
82751,
84949,
87241,
89401,
91726,
93949,
96075,
98320,
100377,
102466,
104549,
106808,
109135,
111541,
114089,
116488,
118613,
121013,
123150,
125460,
127858,
130389,
132754,
135106,
137459,
139663,
142196,
144603,
146992,
149456,
151901,
154284,
156783,
159173,
161542,
163941,
166291,
168616,
171172,
173554,
175910,
178341,
180719,
183155,
185522,
188051,
190490,
193160,
195299,
197702,
200127,
202595,
204942,
207355,
209653,
212326,
214694,
217161,
219603,
222189,
224588,
226798,
229301,
231580,
234124,
236447,
238760,
241152,
241979
] | [
2.375,
2.984375
] | 1 | 1 |
OVERVIEW
Interact with the Snowy 2.0 virtual map while taking the Knowledge Quest challenge and immerse yourself in Snowy Hydro's Snowy 2.0 pumped-hydro mega project.
Click here to find the Snowy 2.0 virtual tour map ANSWER LOCATION:
SEGMENT FACTORY 1
TANTANGARA 2
How many concrete segments are needed per kilometre?
4.833
Total weight of segments per kilometre?
33.833 tonnes
Research - how many segments are required in one ring? And what would be the total weight?
9 segments in a ring and total weight of 63 tonnes
RAVINE ROAD 3
In your words describe Ravine Road and why it is important
Hint: watch the YouTube video
The terrain looks very steep and remote. The road is winding and gravel. It is an essential road as it enables the equipment, machinery and personnel to access Lobs Hole.
Tantangara Reservoir is an ________ within the Snowy Scheme and is the ___ storage for the Snowy 2.0 Project. 1 e x i s t i n g t o p
dam
2 On the virtual map locate and name the existing lower water storage reservoir in the project?
Talbingo Reservoir
3 At what times will the power station generate electricity? Circle
a) Flat times b) Peak times
c) Busy times
TALBINGO RESERVOIR 4
What makes the Snowy 2.0 pumped-hydro project unique? 1
Water is pumped back up to Tantangara Reservoir to be used over and over again.
Tunnel Boring Machine (TBM) Lady Eileen Hudson is currently excavating the main access tunnel. Locate where the other two TBMs are and name them. 2
Kirsten at the emergency, cable and ventilation tunnel in Lobs Hole and Florence at the Tantangara headrace tunnel.
Stage 3 outcomes - Factors that shape places GE3 - 1,2,3 & 4 Australia as a nation HT3 - 3 & 4 Physical World ST3- 6PW Built environments ST3 - 14BE
HINT
Stop at location points to find the answers.
ANSWER LOCATION:
Click here to find the Snowy 2.0 virtual tour map
6
5 LOBS HOLE
M.A.T PORTAL
Describe the significance of Lobs Hole to the Snowy 2.0 project and why?
The biggest construction site, central to the project comprising the Main Access Tunnel (MAT), the Emergency Cable Ventilation Tunnel (ECVT), the main camp accommodation and the main yard.
What does the acronym MAT stand for?
Main
A
M
Access
T
Tunnel
How many kilometres will TBM Lady Eileen Hudson have to tunnel to reach the power station site?
27 kilometres
7 ECVT
What does ECVT stand for?
E Emergency
Cable &
V
C
Ventilation
T
Tunnel
PERSONAL RESEARCH
What does the word 'egress' mean?
The action of going out of or leaving a place. 'direct means of access and egress for passengers'
Stage 3 outcomes - Factors that shape places GE3 - 1,2,3 & 4 Australia as a nation HT3 - 3 & 4 Physical World ST3- 6PW Built environments ST3 - 14BE | <urn:uuid:38a3e8b4-3702-472a-a37b-5a9174f7c2f9> | CC-MAIN-2024-10 | https://www.snowyhydro.com.au/wp-content/uploads/2022/06/Snowy-2.0_Tour-Knowledge-Quest-Answer-sheet_Activity-4_JUNE-22.pdf | 2024-02-29T04:54:00+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00554.warc.gz | 984,747,754 | 720 | eng_Latn | eng_Latn | 0.984279 | eng_Latn | 0.984779 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1804,
2738
] | [
2.25
] | 1 | 0 |
Master's Theses
Loyola University Chicago
Loyola eCommons
Theses and Dissertations
2015
Defining Character: A Curriculum Analysis of the Boy Scouts of America and the National Kappa League
Helen Marie Gerety Loyola University Chicago
Follow this and additional works at: https://ecommons.luc.edu/luc_theses
Part of the Education Commons
Recommended Citation
Gerety, Helen Marie, "Defining Character: A Curriculum Analysis of the Boy Scouts of America and the National Kappa League" (2015). Master's Theses. 2890.
https://ecommons.luc.edu/luc_theses/2890
This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact firstname.lastname@example.org.
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License Copyright © 2015 Helen Marie Gerety.
LOYOLA UNIVERSITY CHICAGO
DEFINING CHARACTER: A CURRICULUM ANALYSIS OF THE BOY SCOUTS OF AMERICA AND THE NATIONAL KAPPA LEAGUE
A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS
PROGRAM IN CULTURAL AND EDUCATIONAL POLICY STUDIES
BY HELEN M. GERETY CHICAGO, IL AUGUST 2015
Copyright by Helen M Gerety, 2015 All rights reserved.
TABLE OF CONTENTS
ABSTRACT
Since the early 2000s and the dawn of No Child Left Behind and standards based accountability character education has been neglected and for the most disappeared. Many school districts can no longer justify spending part of students' school day discussing character. Some character education remains, however, it is often only addressed in health, student financing, and college and career readiness. Most other character education programs have been contracted out. Schools now rely on community partners to help students develop values and morals. This thesis will examine two of these community partners: the Boy Scouts of America and the National Kappa League. Evaluation of these organizations' curricula will answer the following questions. First, how do the Boy Scouts of America and the National Kappa League define character? Is there a connection between their definition of character and masculinity? Last, if there are differences between the two curricula, what do these differences say about race, and masculinity.
CHAPTER ONE
CHARACTER EDUCATION: SO WHAT?
What is character? Are there certain qualities a person must possess in order to be considered a righteous and virtuous person? These questions have complicated and often heavily disputed answers. Philosophers have spent the greater part of three thousand years attempting to answer them and still no consensus has been made. While these are questions that this thesis will grapple with, it is first important to narrow the scope. Instead of asking what character is and attempting to develop a definition that is encompassing of all faiths and traditions, this thesis asks only how two American organizations define character and how their definitions inform their curricula and practice. Specifically this thesis will explore how the Boy Scouts of America and the National Kappa League define character. While discussion of these two organizations will consist of the bulk of this curriculum analysis, first it is crucial that one acknowledges the necessity of these questions. In other words, it is important that the present day context of these problems is thoroughly examined.
Character Education Today
Chicago Public Schools list the following four student responsibilities in their 2014 student code of conduct. First, students are responsible for telling a school staff member about any dangerous behaviors or bullying that occurs at school, on the way to and from school, or in the school community. Next, students must also know and follow the school rules and instructions given by the school principal, teachers, and other staff Third, they must treat everyone in their school community with respect, and last, they must respect school property, community property, and the property of others. Every one of these student responsibilities, without proper time allotted for character education, requires that students are inherently good. Helen R. Stiff-Williams, a longtime educator, however, is concerned. According to Stiff-Williams the United States has the highest youth homicide and suicide rates of the twenty-six wealthiest nations in the world. She also quotes the Josephson Institute's "2008 Report Card on the Ethics of American Youth," which found that of the 8,600 high school students surveyed 35 percent of the boys and 36 percent of the girls disclosed that they had stolen something from a store in the past year, that more than 25 percent they would lie to get a job, and that nearly 65 percent said they had cheated on an exam at least once in the past year. While these statistics are startling it is important to remember that they do not include the illegal behaviors that take place in schools. Students are bullied, physically and emotionally, students are either freely or coerced into joining gangs, and sell and use drugs. Clearly, given these statistics, character education is necessary (CPS, 2014; Stiff-Williams, 2010).
It is also impossible to deny the rampant inequality that exists in our school system. Take Chicago Public Schools (CPS) for example. CPS is the third largest school district in the United States and serves a very multicultural city. Chicago population, as of the 2010 census, was 2,718,782. 31.7 percent of residents self-identified as White, 32.9 percent identified as Black, 28.9 percent as Hispanic or Latino, and 5.5 percent as Asian (US Census 2010). However, the school population does not reflect the city's population.
39.3 percent of CPS students are Black, 45.6 percent are Hispanic, 9.4 percent White, and 3.6 percent Asian. Also, with 86.02 percent of CPS students recognized as economically disadvantaged CPS students do not represent the overall Chicago population (CPS, 2015). Last, although 75 percent of CPS students graduate from high school, in December 2014 the Chicago Tribune quoted a study by the Consortium on Chicago School Research at the University of Chicago. It concluded the average CPS graduate is not prepared to succeed in college. It also found that nearly one third of all high school graduates have below a 2.0 GPA and those who have decent grades often do not pursue higher education (Chicago Tribune, 2014). Most would agree there is a serious problem in American education when the third largest school district in the country only sees 14 percent of its students graduate with a bachelor degree by their late twenties. While it is not the purpose of this thesis to develop a character education curriculum that will fix American schooling, it is vital the discrepancies that exist between gender, race, and academic success are examined more thoroughly and that the following question is answered. What does the character education available to young Black boys teach them about being a man with integrity and is it different than what young White boys learn?
Literature Review
While it is critical that the philosophical theories used in this thesis are clearly identified and summarized, it is first important to examine the both the history of character education in the United States and to determine a clear definition. This work will provide the necessary context in which the two case studies are explored. Robert W. Howard, Marvin W. Berkowitz, and Esther F. Schaeffer in their article "Politics of
Character Education" provide a comprehensive and thorough definition of character education. They suggest character education has been given many different names throughout the history of public education in the United States, and while character education is both the most common and most current, it is quite broad. According to Howard et al. character education can refer to either the entire field or to one of three major approaches. The first two approaches, caring and development, tend to use the term moral education rather than character education, in which "knowing the good" and "desiring the good" are emphasized. In traditional character education "doing the good" is fundamental. According to Howard et al. the three approaches are frequently integrated. Therefore, in order to better understand how the approaches are intertwined this thesis will examine two sources: Hunter Brimi's "Academic Instructors or Moral Guides? Moral Education in America and the Teacher's Dilemma," and Steven Mintz' Huck's Raft: A History of American Childhood. Together, using these two pieces of academic writing, this thesis will tell a rich story of character education in the United States and its impact on children, teachers, administrators, and the greater community.
Historically, the primary focus of public education in the United States was the development of moral citizens. In colonial America Puritan values reigned supreme and educators trained children to act morally within the confines of religious expectations. These religious morals were so deeply engrained in the curriculum they even survived schools inspired by Enlightenment thinkers, which advocated for a curriculum aimed at creating practical thinkers. In the early nineteenth century the popular McGuffey Readers illustrate the continuation of moral education, which focused on the stories of the
country's earliest patriots in an attempt to merge Christian and middle class values. This compromise between Christianity and the middle class was instrumental in the formation of Horace Mann's common schools. However, at the height of the common school movement, schools shifted funding structures. Now state and federal taxes funded schools. This change was significant and led to the prohibition of the Bible in public schools in 1870. The state and church were to be officially separated from this point forward. Hunter clearly articulates the purpose of education thus far. He (2009) writes, "The power of the schools to teach students values not solely for the betterment of the individual, but more important, for the stability of the society" (p. 127). In other words, schools build citizens (Hunter Brimi, 2008; Howard et. Al, 2004).
In the mid 1800s the common school movement began to pick up speed. Increased attendance and accessibility, although a good thing, raised a few concerns for educators and parents alike. Adults worried that students instructed outside of the home would not acquire the same values as homeschooled students. Therefore, women, due to their perceived good character and caring nature, were recruited as teachers and textbooks that also served as moral instruction were introduced. The most popular of these textbooks were McGuffey's Readers. William Holmes McGuffey, who historically had strong opinions on both religion and education, wrote the Readers. He was also known for his ability to memorize full books of the Bible. These beliefs served to greatly influence the Readers, which were one of the final Puritanical character educational tools. However, as the more nonsectarian Protestant values infiltrated public schools, recently immigrated Catholics were forced to establish a system of parochial schools in order for their own version of character education to exist. These Catholic schools served as the first step towards a separation between church and state. Protestants, who insisted on a connection between morality and religion, '"saw the public school as a way to spread the general tenets of Protestant Christianity. Yet in order to prevent state aid to Catholic education, they were compelled to expand the religion neutrality of the public school"' (Howard et al., 2004, p. 191).
By the end of the 19 th century, two character education approaches were evident. The first, traditional character education, emphasizes doing good and argues that seeing an action over and over again will form a habit of doing good in a student. B. Edward McClellan discusses this approach and its setbacks in his book Moral Education in America: Schools and the Shaping of Character from Colonial Times to the Present. McClellan (1999) writes, "The codes and clubs so cherished by these reformers sometimes did little more than reinforce the standards of middle-class respectability" (p. 54). Ultimately, traditional character education showed very little tolerance for cultural diversity. Instead, the focus was on eliminating the differences that reformers believed set immigrants off from the mainstream American life. Moral prescriptions served as weakly veiled patriotism and calls for rigorous assimilation (Howard et al., 2004; McClellan, 1999).
The second approach, progressive character education, view ethical decisions and action as contingent upon context. Instead of educators modeling what they deemed proper character traits, students were taught to think critically about ethical issues and to ultimately make up their own minds. Howard et al. (2004) writes, "The progressive
tradition is more Socratic, with its emphasis on reasoning captured in the phrase […] "to know the good, is to do the good"' (p. 192). Progressives believe that if the individual is fully developed society will benefit. Advocates for progressive character education, like the philosopher and educational theorist John Dewey, placed more value on great social and political issues than on private conduct. McClellan (1999) writes, "they expressed little interest in the drinking habits or sexual conduct of individual as such personal behavior did not impede the ability to operate as intelligent and productive citizens" (p. 57). In short, character had nothing do with adhering to some made up code of conduct; instead it was defined as having the ability to contribute to the creation of a more just and humane society (Howard et al., 2004; McClellan, 1999).
While advocates for both approaches argued in favor of schools' adopting their approach, most offered a hodgepodge of both moral education programs. Ultimately, progressive education failed to root out and replace the virtue-centered programs of the past and schools utilized both approaches until the onset of the Second World War during which vocational educator Charles Prosser created a curriculum aimed at giving students the real world technical skills they would need to survive in the "modern world." Prosser's push for technical education, however, did not last long and in 1959 the National Defense Education Act named the federal government as the primary education policy maker. The government's first act was to call for an added emphasis on math and science. They feared that American students were not globally competitive and were quickly falling behind their Soviet counterparts. Positivism, anti-communism, and a greater distinction between public and private behavior took over. Policy makers and
educators feared the character education was seen as invading the privacy of students and families and stopped advocating for its implementation in schools. Additionally, with the onset of the Anti-war and civil rights movements, traditional sexual norms and values were challenged. The United States was more diverse and culturally pluralistic than ever. Now schools attempted to educate students about moral decisions without imposing the teacher's or the community's preferred values. The students were expected to discover for themselves how they should act rather than being told how to act (Brimi, 2008; Hunter et. al, 2004; McClellan, 1999).
As quickly as character education fell out of fashion it experienced a revival and between the mid-1960s and the late 1990s three dramatically new approaches to character education emerged. The first, values clarification, had the earliest impact on educational practice. Similarly to the progressives of the 1920s, values clarification was concerned about situational character and moral decision-making. In short, advocates of this approach "denied that any one set of values could possibly obtain at all times and in all places. In a world of constant change, children needed to learn not a set of fixed values but rather a process of valuing" (McClellan, 1999, p. 79).
The second approach to gain significant momentum was cognitive developmentalism, which emphasized the development of moral reasoning or judgment. In theory this moral judgment was free of a specific set of values. Kohlberg, the lead cognitive developmentalism theorist, feared indoctrination and saw more value in the decision making process than the actual decision. To aid his crusade Kohlberg designated six stages of moral development. Kohlberg's work in Chicago convinced him of the
universality of his stages of moral growth. Unfortunately, regardless of Kohlberg's original intent, his system was hardly value-free and his stages clearly articulated a clear commitment to the principle of justice. The practical implementation of this approach came in the form of discussing hypothetical ethical dilemmas in curricula. For example, is it ethical to steal a drug to save your dying wife? To help students answer these questions, teachers were to stimulate thought and to encourage a process of ascribing value that would ultimately allow the students to freely choose. Kohlberg's opponents attacked his moral dilemmas, charged him with narrowness, and accused him of having a liberal bias and promoting participatory democracy, sexual freedom, and children's rights. While, according to McClellan, some of Kohlberg's ethical dilemmas have not been entirely lost, most mainstream schools never acknowledged their benefit or implemented his suggested practices (Howard et al., 2004; McClellan, 1999).
The feminist approach to character education was the third popular approach of the 1960s and 1970s. Simply put, the feminist approach was a response to Kohlberg's cognitive developmentalism. Feminists argued that Kohlberg's emphasis on justice and rights had a masculine bias. Noting that women tended to score lower than men on Kohlberg's scale of moral development. They argued that Kohlberg's scale failed to take into account women's process of moral reasoning. Carol Gilligan, Kohlerg's colleague, led the charge. She believed that women differ from men, in regards to character, in three concrete ways: "(1) they tend to pay more attention to the effect of actions on relationships; (2) they tend to be more interested in the context of moral decisions; (3) they tend to be more concerned about the resolution to real rather than hypothetical
dilemmas; and they are more likely to tie moral judgments to feeling of empathy and compassion" (McClellan, 1999, p. 88). Using the aforementioned three ways, Gilligan created a new scale in which to measure a woman's moral development. She entitled this new scale "Three-stage Growth of Caring." Ultimately, working in collaboration with Nel Noddings, Jane Roland Martin, and others, an entirely new approach to moral education was developed. An approach that took into account the emotional component of moral growth and made a central place for an ethic of caring. This program served to balance the voice of the father, who traditionally speaks the language of rights, and the mother, who speaks the language of caring and compassion (Brimi, 2008; McClellan, 1999).
Ultimately, while these approaches sparked significant conversation among character education advocates, educators often blended them. More traditional moral education advocates, in an attempt to compete with new theories, relabeled their virtuecentered approach as character education and the distinction between the different movements was quickly forgotten. In the 1980s Ronald Reagan's "Just Say No Campaign" was born out of the progressives' failure. Once again children were simply told how they should act when morally conflicted and character education curriculum spread like wildfire throughout the nation's elementary schools. Supporters claimed it reduced alcohol and drug abuse, encouraged school attendance, and helped combat vandalism. Skeptics, however, questioned how any program that occupied only a few minutes a day could have any real impact.
In the late 1990s character education became a priority for many school districts across the country and new curricula was developed to meet the increased demand. Unfortunately, not much has changed since the dawn of the new century and demand changes. In fact, character education has been significantly cut across the board. George Bush's No Child Left Behind stressed results and standards based accountability, and character education was not able to readily supply them. There was no way of measuring whether or not a student's character was greatly impacted by the curriculum, which quickly led to significant decreases in character education curricula funding. Instead, schools relied on its external partners to take the lead (Brimi, 2008).
While the history of character education chronicled above is important it fails to acknowledge one very important thing; it is not a complete history. Not until recently have African Americans had access to the same educational opportunities as Caucasian Americans. Steven Mintz in his book Huck's Raft: A History of American Childhood explores the childhoods of American slaves and black children during the era of legalized discrimination. He argues slavery robbed children of their childhoods and certain defining elements of a human identity. Worse yet, "Slavery instilled in some children a profound sense of inferiority and shame" (Mintz, p. 95). Next, Mintz quotes Thomas Jones, a freed slave who spent his childhood in slavery in North Carolina. He (2004) writes, "'my recollections of early life are associated with poverty, suffering and shame. I was made to feel, in my boyhood's first experience, that I was inferior and degraded, and that I must pass through life in a dependent and suffering condition.' Denied an education, constantly reminded of his subordinate status" (p. 95). The horrors of slavery caused parents to grieve for their newborn children knowing that they too would face severe injustice (Mintz, 2004).
Meanwhile slaveholders continued to prohibit their slaves to be educated. They believed that by allowing these men and women an education they were risking the creation of a population full of dangerous ideas concerning freedom and natural rights. Therefore, the only education slaves were offered was in the form of church on Sundays. This Christianization continued after the Civil War. The New England Freedman's Aid Society traveled to the south to instill their Christian values on an "ignorant" population. (Hunter Brimi, 2008; Mintz, 2004).
In addition to the physical demands slave owners placed on adults, children were separated from their parents at an early age and were much less likely to grow up in a two-parent household than any other American child. Children who were lucky enough to have both parents in their lives were often separated from them for the entire day. Their parents spent days in the fields and children were assigned less physically demanding jobs. Formal education was forbidden, but stories, song, and folklore served as important source of amusement and edification. Additionally, racial etiquette was taught from birth. In short, although the children's education was informal, it was thorough. Regardless, "[The] denial of an education was among slavery's most painful traumas" (Mintz, 2004, p. 108). James W.C. Pennington said, "'There is one sin that slavery committed against me, which I will never forgive, […] It robbed me of my education"' (Mintz, 2004, p. 108). On the eve of the American Civil War only 5 percent of slaves were literate. The demands of slavery and in some places the illegality of the education of slaves made
learning to read an arduous process that required both tenacity and determination. Learning to write proved even more difficult. In rural areas enslaved children had few examples of cursive writing. Given how few options there were for an education, most enslaved Americans turned to religion as a form of education. The Bible served as much needed reading material and taught children endurance. Clearly, given the discussion above, the typical African American childhood prior to the Civil War and during it was significantly harsher than any White Americans could ever understand. The horrors of their childhood inflicted both physical and emotional scars that lasted a lifetime. Scars so embedded that they still exist today in the form of discrimination and educational inequity (Mintz, 2004).
The end of the Civil War brought slavery to an end; however, African Africans continued to face severe discrimination. In the summer of 1955 a young fourteen year Emmett Till spent the summer with his extended family in Money, Mississippi. After flirting with a young White cashier Till was kidnapped from his uncle's farm and brutally murdered. In 1957 Till's uncle identified his murders in open court, yet, after only one hour of deliberation the jury found both men innocent. Till's story is both horrific and common. African Americans throughout the United States faced discrimination and death. The verdict in Till's murder case came back two years after the Supreme Court's landmark decision in Brown v. Board of Education in which they declared the segregation of schools to be unconstitutional. The schools were slowly desegregated, but children continued to live a life of fear and mistrust. Anne Moody, who was fifteen at the time of Till's death, captures the fear of many African American children at the time in
her memoir Coming of Age in Mississippi. She writes, "'Before Emmett Till's murder […] I had known the fear of hunger, hell, and the Devil. But now there was a new fear known to me- the fear of being killed just because I was black. This was the worst of my fears"' (Mintz, 2004, p. 303).
In 1849 African American Attorney Robert Morris argued that school segregation "'Brands a whole race with the stigma of inferiority and degradation"' (Mintz, 304). Although the court ruled against Morris and the schools in Boston remained segregated, some one hundred years later lawyers for Oliver Brown, an African American railroad conductor in Topeka Kansas, echoed Morris' plea. The case Brown v. Board of Education made it to the Supreme Court and school segregation was ruled unconstitutional. This case was not the last battle of the Civil Rights Movement, but as Mintz (2004) writes, "the seeds of social change were already germinating" (p. 308). While racial discrimination continued after the Supreme Courts decision in Brown v. Board of Education and continues today, it is beyond this scope of this thesis to address the racial discrimination and segregation that occurs in American public schools today. However, race will be discussed in the case studies as each organization's curriculum is examined as racialized texts (Mintz, 2004).
Research Methods
To properly analyze both the Boy Scouts of America and the National Kappa Leagues' character education curriculum this thesis will rely solely on a thorough survey of existing literature. Secondary data was reviewed initially through the use of the Loyola's university library search functions. Databases, educational, philosophical, and historical, were also utilized. Finally, general Internet searches were conducted. In addition to existing secondary literature, this thesis will examine a few primary sources. For example, the websites of both organizations were thoroughly analyzed and quoted. To aid the search, a table of key terms was constructed in which to correlate located sources and to broaden the reach of database and general searches.
In addition to research gathered using the methods aforementioned, this thesis relies on R.W. Connell's Masculinities and William F. Pinar's Understanding Curriculum to provide the necessary contextual frameworks in which to evaluate both case studies. To ensure that texts are properly utilized a brief overview of both author's key points is necessary. Therefore, this thesis will first present R.W. Connell's most significant and relevant arguments. Next, William F. Pinar's argument is discussed.
In R.W. Connell's Masculinity she argues, "Masculinity and femininity are inherently relational concepts, which have meaning in relation to each other, as a social demarcation and a cultural opposition" (p. 44). In other words, Connell suggests that culturally masculinity and femininity are polar opposites and only understood in their duality. Additionally, as Connell suggests, discussing masculinities is to speak about gender relations. Neither concept can be discussed without the other. Furthermore, Connell proposes that the mainstream understanding of masculinity is incorrect. Society's belief that masculinity is fixed and due entirely to biology is limiting. Instead, Connell (1990) writes, "For men, as for women, the world formed by the body-reflexive practices of gender is a domain of politics – the struggle of interests in a context of inequality.
Gender politics is an embodied - social politics" (p. 66). In simpler language, gender and masculinity order social practice (Connell, 1995).
While Connell's definition of masculinities is critical to evaluating the character education curricula in this thesis, her discussion of education and the role schools play also deserves attention. In order for curricula to be effective Connell (1990) suggests, "Any curriculum must address the diversity of masculinities, and the intersections of gender with race, class and nationality, if it is not to fall into a sterile choice between celebration and negation of masculinity in general" (p. 239). If a curriculum is able to meet Connell's high standard then curricular justice is achieved. Although Connell and her theories on gender and specifically on masculinity are critical to a thorough analysis of the case studies, her curricular justice standard will be of particular importance (Connell, 1995).
The final source that warrants discussion in this literature review is William F. Pinar's Understanding Curriculum. Proper use of this text serves to legitimize the entire case study analysis. Three chapters in particular are useful. First, there is chapter six "Understanding Curriculum as Racial Text," in which Pinar suggests that racial categories are not fixed and continue to change throughout time. For example, those identified as "people of color" changes according to the political climate and circumstance. Unfortunately, given the ever-changing definition of race and the identity of the racialized "other," race was overlooked by politically oriented curriculum scholars until quite recently. Pinar summarizes Susan Edgerton's very useful theory on race and representation. Edgerton argues that marginality is created by centrality and vice-versa.
In simpler language, this theory suggests that the very existence of a dominate culture serves to marginalize racial minorities. She goes as far as to suggest that marginality can often lead to a feeling invisibility, and once one is made to feel invisible a sense of being both unimportant and inferior is not far behind (Pinar, 1995).
Pinar also identifies proposed curricular solutions and highlights the issues with each theory. Ultimately, Pinar (1995) writes, "The American cultural identity has been predicated upon exclusions, and in the imagery of an intrapsychic politics of the self is replicated the politics of repression evident in the public sphere" (p. 357). Furthermore, these exclusions, as Pinar notes, are perpetuated in textbooks and in most curricula, which results in the construct of identity becoming increasingly powerful. Ultimately, Pinar's discussion of race and how curricula addresses, marginalizes, and portrays it is of crucial importance when evaluating this thesis' two cases studies (Pinar, 1995).
Pinar's chapter seven is also of particular importance. In chapter seven he explores curriculum as a gendered text. He examines the reconceptualization of gender most thoroughly and suggests that curriculum exists outside objects and textbooks. Therefore, when analyzing curriculum as gender text one must also study the symbolic and phallic order created by men. Additionally, one must investigate the student's reading of the classroom discourse. Unfortunately, as Pinar (1995) concludes, "Feminist thought [and gender discourse] to date operates in relative isolation from other eddies of curriculum theory and practice" (p. 403).
The last chapter of Pinar that is of particular importance is chapter 13, "Understanding Curriculum as Institutionalized Text." Throughout the majority of the chapter Pinar explores schools as institutions. However, his analysis is also relevant when exploring both the Boy Scouts of America and the National Kappa League, both of which are institutions in their own right. Therefore, according to Pinar's findings, it is necessary to examine how curriculum is developed, from the policy, to the planning and implementation, and ultimately, the evaluation and supervision (Pinar, 2995).
Now armed with a proper understanding of the history of moral and character education in the United States, masculinity, and curriculum discourse the case studies can be thoroughly explored and ultimately evaluated.
CHAPTER TWO
BOY SCOUTS OF AMERICA
In the early 1900s the progressive movement was at its height and families were migrating from farms to cities. This migration ignited concerns that young men were no longer being exposed to the values of patriotism and individualism. The Young Men's Christian Organization (YMCA) and the Boy Scouts of America were founded to address these concerns. Both organizations also formally adhered to Protestant values and had a strictly enforced no catholic policy. They also insisted that girls be organized separately. Author David I. Macleod acknowledges these prejudice policies in his book Building Character in the American Boy: The Boy Scouts, YMCA and Their Forerunners, 18901920. He (1983) writes, "The YMCA and Boy Scouts left large areas of youth work to other agencies" (p. 3). Macleod goes as far as to suggest that the YMCA and Boy Scouts purposely staked out the "normative" position in boys work to ensure they only worked with middle-class protestant young men. It is important to note, although Macleod does not, that these boys were also white. Later young men of color were allowed to form their own troops, but the majority troops remained segregated until the 1950s and some councils did not overturn their policy of racial discrimination until 1974 (The Boy Scouts of America, 2013). Initially the Boy Scouts also discriminated based on age. Programs were established to work with boys only between the ages of ten to sixteen. They believed these boys to be the most pliable. The organization could inform their character,
but they were mature enough to retain the impress of good influence. However, this position was quickly revised and the organization was opened to boys from seven to seventeen years old soon after its founding (Macloed, 1983).
In 1909 Chicago publisher W.D. Boyce returned from visiting London inspired by his encounter with the "Unknown Scout," and incorporated the Boy Scouts of America (BSA) on February 8, 1910. In January of 1911 Boyce turned the movement over to James E. West who became the first Chief Scout Executive. That same year the very first Boy Scouts Handbook was published and Boys' Life, the official magazine of the BSA, premiered. Both publications clearly articulated the Scout Oath, which of 2015 still reads, "On my honor I will do my best to do my duty to God and my country and to obey the Scout Law; To help other people at all times; To keep myself physically strong, mentally awake, and morally straight" (Boy Scouts of America, 2013).
In 1916, only six years after the incorporation of the BSA the first college course in Scouting began at Columbia's Teachers College. Clearly scouting fever was spreading. The BSA also proved quite strategic in its recruiting efforts. For example, during the First World War the organization adopted the slogan, "Help Win the War." This slogan coupled with the Scouts' substantial war effort of selling Liberty Bonds totaling $355 million and intensive community work fueled a significant increase in awareness and enrollment (Macloed, 1983).
In 1919 in recognition of its commitment to the United States and wartime efforts President Woodrow Wilson established National Boy Scout Week. Just a few short years later, in 1925, due to increased enrollment, the San Francisco council organized an Eagle
Scout program. It was a huge success and within a year a second group was organized in San Mateo County. Shortly thereafter a third was formed in Atlantic City and just four years later delegates from six chapters met in San Francisco to organize a national board. The national board's primary purpose was to supplement the cost of running each chapter, however it also provided supplies and hosted annual national conferences. Next came the official Eagle Scout Association, which was formed for the sole purpose of promoting Eagle Scouting. Ten Eagle Scouts met with Scout Executive Raymond O. Hanson of the San Francisco Council to organize an association that would hold the interests of Eagle Scouts, uphold the dignity of the Eagle Award, and provide a base for continuing leadership in the Scouting movement. The official name of the association was the Knights of Dunamis, which is derived from a Greek word meaning, "power" or "spirit." The name denotes the increased power that is an Eagle Scout's to use for the good of the Scouting movement and his greater community. The founders also believed that young men seeking Eagle Scout membership fulfilled many of the same requirements as the Knights of Old. Founders' also believed that the Knight's Code, which stressed honor to his country, the preparation to defend it from any enemy, and the commitment to service to his fellow man mimicked that of the Boy Scouts of America and so the name stuck. The Knights of Dunamis insignia consisted of an eagle perched on a sword that rested on the shield of Dunamis. The eagle was symbolic of each member's achievement and the sword was a replica of Sir Galahad's, from which Galahad is said to have derived his power. Lastly, the triangular shield of Dunamis signified the three parts of the Scout Oath; duty to God and country, duty to others, and duty to self. Earning
Eagle Scout rank was a real honor and a dream of many Scouts (Macloed, 1983; National Eagle Scout Association, 2015).
Aided by the creation of the National Eagle Scout Association the BSA grew exponentially. The organization had to expand to meet the demand. Therefore, in 1930 the BSA formally launched the Cub Scout program in 1930. When the United States was once again involved in a world war the Boy Scouts took action. They collected 30 million pounds of rubber, distributed stamp posters, collected aluminum, wastepaper, and salvage, conducted defense housing surveys, and assisted emergency medical units. Once again their loyalty was rewards and in 1945 20,000 Scouts earned the General Douglas MacArthur Medal for Victory Gardens.
Given the BSA's early success, it is important the reasons behind its founding are discussed. Macloed suggests that the original intentions of the Boy Scouts of America founders were both social and religious. He writes (1983), "Since character builders believed that morality demanded both social and religious training, the fourfold formula can be simplified still further to a balance of strength (mental and physical) and virtue (social and religious)" (p. 29). Unfortunately, this is as clearly as the Boy Scouts ever directly define character. Instead, they assume that by using the word "character" everyone knows exactly what they mean. This assumption is no accident; it is a very strategic move. By not defining character the organization has a broader reach. More people can relate to the Boy Scouts' mission and goals. It also allows the organization to adapt to changing times and developing definitions. Therefore, given the lack of a historical definition, this thesis will continue to examine the Boy Scouts' history and
current official opinions in an attempt to fully develop a working definition (Macloed, 1983).
The Boy Scouts of America's founding ideals of strength and virtue rebelled against the common late 1800's opinion that character was a configuration of moral qualities gradually molded in each person. Instead, the Boy Scouts argued that character was something that adults could foster in the young. Character also began to be seen as an inner power with the ability to propel men forward in their careers. The BSA named Theodore Roosevelt it's Chief Scout Citizen, because of Roosevelt's moralistic energy and forceful conventionality. Roosevelt epitomized the conventional virtues and strengths enumerated in the Boy Scout Oath and Law. Public opinion, however, was not on the side of the BSA. When the BSA was founded culture regarded women as more moral than men. Therefore, the BSA had to develop public opinion; boys must be manly yet dependent, and virtuous with femininity. This position initially seems at odds with the "traditional" definition of masculinity, which is thought to proceed from men's bodies. For example, using this traditional definition of masculinity, men are inherently more violent then women; their bodies drive or direct this innate urge for violence rather than society or their environment. However, the BSA's interpretation of masculinity, while initially recognizing the morality of women, suggests that there is a strict gender duality where women are different, in an incomplete or inferior way, to men (Connell, 1995, p. 68). Furthermore, by using Theodore Roosevelt as a model of the social norm for the behavior of men the BSA perpetuates the traditional understanding of masculinity. While this treatment is common of the early 1900's United States, what is so surprising is the
organization's unwillingness to evolve its definition. As R.W. Connell (1995) argues, "Rather than attempting to define masculinity as an object (a natural character type, a behavioral average, a norm), we need to focus on the processes and relationships through which men and women conduct gendered lives" (p. 71). In other words, instead of developing one type of character and strictly adhering to one interpretation of masculinity and femininity we, as a society, need to better understand how this practice limits individuals. Unfortunately, there does not appear to be any development in the Boy Scouts of America.
Today the Boy Scouts of America is one of the largest and well-known nonprofits in the world, which was always the goal. Macloed (1983) writes, "On one hand, they [the Boy Scouts] wanted to foster initiative and achievement; on the other, they wanted obedience and sustained dependence" (p. 28). Clearly the Boy Scouts have a two equally as important goals. They want to develop character in young boys, but they want this character to be Boy Scout specific. They want scouts to forever feel a connection to the organization so that when they have children their sons will also be scouts. Clearly tradition is important, but loyalty is what has kept the organization a leader among all organizations for young boys.
Merit Badges: Character Realized
It would be impossible to discuss the Boy Scouts of America without examining merit badges. In addition to serving as gatekeepers to BSA ranks, merit badges provide the perfect opportunity to explore the BSA's values and ultimately determine the
organization's definition of character. However, due to how many the BSA offers this thesis will only examine a few of the required Eagle Scout merit badges.
One of the most well known BSA required merit badges is camping. Historically, BSA character builders saw camping as an opportunity to create a world apart from urban America; one where they could recreate an ideal boyhood. Camping, however, was not simply a return to nature; character builders considered hiking and camping to be part of their overall strategy. It met boys' natural and primal needs. It made them tougher and immune to the moral ills of modern America. It let them follow their instinct and live their biological code, which ultimately promoted an incorrect, but common definition of masculinity. Additionally, as Macloed notes, camping also served an ulterior motive. He (1983) writes, "by cloistering the youngsters in pastoral surroundings, camps also keep them dependent and safe from city voices" (p. 234). In other words, the BSA became not only the voice of reason, but also the only voice the young boys heard. Ultimately, the isolation of young scouts created men who were both lifelong BSA practitioners and advocates (Connell, 1995 & Macloed, 1983).
Today, camping is equally as important. An Eagle Scout is required to earn one camping badge, which has ten requirements. These requirements are incredibly detailed and tedious, however, it is important that each requirement is outlined, because only with a detailed exploration can one truly understand the intensiveness of each badge. Therefore, the requirements are as follows: first, the scout must show an advanced knowledge of first aid and injury and illness prevention. Second, the scout must learn the Leave No Trace principles and the Outdoor Code and write a personal plan for
implementing these principals. Third, create a written plan for an overnight trek that includes: directions, using a topographic map, to and from a selected camping spot. Fourth, write a duty roster showing how your patrol is organized for an actual overnight campout and help a Scout patrol unit in your immediate area prepare for an actual campout. Fifth, prepare a list of clothing you would need for both a warm weather and cold weather overnight campout, discuss footwear, explain proper care and storage requirements for camping equipment, list outdoor essentials, and present yourself and your pack to you Scoutmaster for inspection. Sixth, write a document outlining the importance of camp sanitation, including water treatment, describe the factors one uses to determine where to pitch a tent, discuss the differences between internal and external frame packs and discuss the advantages and disadvantages of each pack, and discuss sleeping bag types. Seventh, prepare for an overnight campout with your patrol and present your pack to be examined using the following criteria: comfort, weight, balance, size, and neatness. Eighth, explain safety and advantages and disadvantages of lightweight cooking stoves. Ninth, camp a total of twenty days and twenty nights, hike up a mountain, gaining a least 1,000 vertical feet, backpack, snowshoe, or cross-country ski for at least four miles, take a bike trip of at least fifteen miles, take a non-motorized trip on the water of at least four hours, plan and carryout an overnight snow campout, and rappel down a route of thirty feet or more. Last, discuss how the things you did to earn this badge have taught you about personal health and safety, survival, public health, conservation, and good citizenship. In this discussion the scout must address how this
badge applies to the Scout spirit, the Scout Oath, and the Scout Law. This last requirement is a standard requirement for every merit badge (Merit Badge, 2014).
The priority the BSA places on the camping badge suggests the organization values the skills Boy Scouts learn from completing these requirements. They value a boy who can help prevent and treat illness and injury, who can navigate the land and properly use its resources, who can organize and lead a group, and who is physically fit. This value assignment helps construct the BSA's larger definition of character. It also suggests a definition of masculinity - one where a man must be courageous and have grit; he must be able to survive on nothing but his knowledge of the outdoors; the modern day incarnation of Theodore Roosevelt (Merit Badge, 2014). Macleod (1983) summarizes, "camping was for use; character builders wanted an ideal community in which to foster boyish activism and perhaps reap a small harvest of adolescent idealism […] They fitted camping to middle-class tastes in recreation by making it a boyish surrogate for worksteady, structured, and mildly demanding" (p. 246-247).
While camping clearly plays a crucial role in a boy scout's development, the BSA also stresses citizenship. Eagle Scouts are required to earn three citizenship badges: (1) Citizenship in the Community (2) Citizenship in the Nation, and (3) Citizenship in the World. These badges are equally as intensive as the camping badge. However, instead of outlining each requirement, only the final requirement of each badge will be discussed. The first badge, Citizenship in the Community, requires the Scout develop a public presentation about important and unique aspects of their community. In other words, by making this merit badge required the BSA is indirectly arguing that possessing character means having a strong connection with the community. While this addition to the BSA's definition of character supports a well-rounded individual, it also likely increases BSA awareness and contributes to the organization's recruitment. In addition to a boy being commitment to his local community, the BSA requires Eagle Scouts learn about the national government and the role they play in its operation. This knowledge is acquired in the form of the Citizenship in the Nation merit badge. This merit badge's requirements include both a rather detailed history and outline of the national government and personal action. The final requirement mandates, "Name your two senators and the member of Congress from your congressional district. Write a letter about a national issue and send it to one of these elected officials, sharing your view with him or her. Show your letter and any response you receive to your counselor" (Merit Badge, 2014). It is important to note that nowhere in the requirements are issues prohibited. The lack of a list of prohibited issues suggests the BSA holds no political affiliation, even if policies suggest otherwise. The final required citizenship badge is Citizenship in the World. This badge follows a similar structure as the previous two. It requires that boys learn about international affairs and politics and expand their cultural experiences. The merit badge strikes a balance between learning and participating. While it may appear that these merit badges simply reinforce the BSA's commitment to democracy, one distinction must be made. The BSA strictly regulates how Eagle Scouts participate in democracy and the democratic process. It provides a thorough outline that scouts must adhere to in order to receive the merit badge. It also, while promoting democracy across the world,
simultaneously limits boys' ability to practice these newly refined skills within the organization itself (Merit Badge, 2014).
In addition to the four merit badges aforementioned, the BSA requires eagle scouts to earn seventeen badges. They range from first aid and emergency preparedness to personal management and family life. While each badge has numerous requirements that ultimately contribute to an ideal "Boy Scout," only the Family Life merit badge will be discussed in detail. The family life merit badge has seven requirements, three of which will be discussed. The first asks the scout to prepare an outline of what a family is and discuss why families are important to individuals and to society. The sixth requirement requires the scout conduct a family meeting, at which the following subjects are discussed: substance abuse avoidance, understanding puberty and making responsible decision dealing with sex, how your chores contribute to their role in the family, personal and family finances, a crisis situation within your family, the effect of technology on the family, and good etiquette and manners. The final requirement states, "Discuss the following with your counselor: Your understanding of what makes an effective father and why, and your thoughts on the father's role in the family, and your understanding of the responsibilities of a parent" (Merit Badge, 2014). While the badge does not explicitly define family it ascribes to what Dorothy Smith identifies as the Standard North American Family (SNAF) ideological code. The badge assumes a particular familiar makeup. One in which the parents are legally married, the adult male is in paid employment and his earnings provide the economic basis of the family-household. SNAF families often also have a working adult female, but her income is secondary to the
male's and her primary responsibility is to the care of husband, household, and children; the quintessential nuclear family. While the perpetuation of this ideal is not uncommon, it is damaging to a young boy's understanding of masculinity. It assumes that certain personality traits are biologically either male or female and genders household and family duties. R.W. Connell discusses this common misconception in her book Masculinities. She (2005) writes, "True masculinity is almost always thought to proceed from men's bodies- to be inherent in a male body or to express something about a male body" (p. 45). This belief, as seen by the BSA Family Life Merit Badge, is a strategic element of modern gender ideology in the English speaking world and completely inaccurate. These body-reflexive practices are not internal to the individual, but instead they involve social relations, symbolism, and large-scale social institutions. Therefore, by requiring the Family Life merit badge the BSA aims to develop a particular type of boy, rather than accomplish its objective of catering its programming to boys' needs and desires (Connell, 2005, Merit Badge, 2014, & Smith, 1993).
Implications of Character Education Curriculum
While thorough examination of required merit badges sheds real light on the BSA's definition of character, one particular issue provides the necessary context in which to further evaluate this definition and its impact. On February 10, 2014 Pascal Tessier received the highest honor awarded to any Boy Scout; he was awarded his Eagle Scout badge. This was an honor, however, that Tessier, an openly gay boy, never expected. The BSA's official policy regarding homosexuality is as follows, "While the BSA does not proactively inquire about sexual orientation of employees, volunteers, or members, we do not grant membership to individuals who are open or avowed homosexuals or who engage in behavior that would become a distraction to the mission of the BSA" (Boy Scouts of America, 2013). In short, the BSA recognizes homosexuality as deviant behavior rather than as a natural sexual identity. Thankfully, with Tessier leading the charge, in 2013, the organization agreed to lift the ban on gay youth and Tessier earned the title of the nation's first openly gay Eagle Scout. Tessier's title, however, was short lived, and on his eighteenth birthday, just a few months later, he was no longer eligible to be a Boy Scout. Tessier wrote to the BSA president. He said, "'Despite the Boy Scouts' historic decision last year to open its ranks to gay youth, the Scouts still ban gay adults. And as of today, that means me."' (Bever, 2015).
Tessier's story is heartbreaking, but also a common one. Brian Peffly, a 35-yearold volunteer assistant scoutmaster, who has been involved with scouting since first grade, recently had his membership revoked. Additionally, a Seattle chapter that refused to remove an openly gay scout leader had its charter similarly revoked. BSA spokesman Deron Smith told NBC that the organization was saddened by the development, but that officials had no other option since the church has chosen to stand by Geoffrey McGrath, who was ousted from the scouting organization for being gay: "Because the church no longer agree to the terms of the BSA chartered organization agreement […] it is no longer authorized to offer the Scouting program"' (Leitsinger, 2014 & Wong, 2014).
Clearly, given the three aforementioned stories, the BSA sees homosexuality as incompatible with its values. In short, the organization is indirectly arguing homosexuals are avoid of character. Zach Wahls, Executive Director of Scouts for Equality, however, sees things quite differently. When asked about Tessier Wahls said, "'I think the leadership he exhibited in standing up against the ban on gay youth is the kind of character you want Scouts to learn at camp"' (Bever, 2015). Tessier's actions most clearly align with the BSA's citizenship merit badges. He selected an issue he felt passionate about, which the badge requires, and reached out to his elected officials and to the BSA president in an attempt to solicit change. He went above and beyond what was required of him. He successfully changed the BSA's policy, whereas the badge merely requires the scout to identify an issue. Therefore, using the BSA's own method in which to measure a scout's integrity and character, Tessier is clearly an exemplary member. He is one of the best.
While currently the BSA's policy regarding gay scout leaders is damaging to the overall mission of the organization, change does appear to be in the near future. On May 21, 2015 Robert M. Gates, president of the Boy Scouts of America and former secretary of defense, called to end the Scouts' ban on gay adult leaders. He said, "'we must deal with the world as it is, not as we might wish it to be"' (Eckholm, 2015). He acknowledged the mounting pressure felt by the organization from the United States government, particularly the upcoming Supreme Court decision, and gay rights activists to change their policy was burdensome. Gates said, '"If the Boy Scouts do not change on their own […] the courts are likely to force them to, and we must all understand that this will probably happen sooner rather than later"' (Eckholm, 2015). While Gates did not publically defame the outdated and prejudice policy, his announcement is a step in the right direction. However, when the ban is lifted the BSA must also amend its merit badge requirements to properly represent this newfound inclusivity. As Connell attests, "Patriarchal culture has a simple interpretation of gay men: they lack masculinity" (p. 141). This assumption is based solely on the traditional belief that masculinity and femininity exist in duality, which research suggests is false. Last, it must be acknowledged that while an open policy regarding homosexual leaders is positive and does impact the BSA's antiquated definition of masculinity, in order to promote an overall more inclusive character education curriculum the BSA must distance itself from the idea that boys are inherently one certain way; that their nature is a concrete biological code. If they are able to do this by modifying merit badge requirements, adding new merit badges, and shifting the focus of the merit badges away from a patriarchal understanding of society the Boy Scouts of America may have a long and prosperous history (Connell, 2005 & Eckholm, 2015).
CHAPTER 3
THE NATIONAL KAPPA LEAGUE
The National Kappa League is affiliated with the historically black fraternity, Kappa Alpha Psi. Therefore, it is important to first briefly outline the history of the fraternity and its mission. Kappa Alpha Psi was officially founded on the night of January 5, 1911 on the campus of Indiana University in Bloomington, Indiana. Unlike other traditionally black fraternities Kappa Alpha Psi's constitution never contained any clause, which either excluded or suggested the exclusion of any person from membership because of his color, creed, or national origin. The official website for the fraternity states, "The Constitution of Kappa Alpha Psi is predicated upon, and dedicated to, the principles of achievement through a truly democratic Fraternity" (Kappa Alpha Psi, 2012). Clearly, Kappa Alpha Psi is both proud of and dedicated to their democratic roots.
Over the next ten years Kappa Alpha Psi worked diligently to establish a strong foundation, which most definitely paid off. Today Kappa Alpha Psi has chapters on more than 406 college and university campuses and alumni chapters in some 367 cities in the United Sates and in 9 foreign countries. Each chapter, both undergraduate and alumni, remains committed to two founding principles, maturity and dedication. The organization defines maturity as the, "acceptance of reality, the ability to sacrifice and set goals, consideration of others, incisive judgment, emotional balance, development of social skills, intellectual competence, and moral rectitude" (Kappa Alpha Psi, 2012). The
fraternity also offers a definition for dedication. It states, "Dedication means putting those characteristics of maturity into a lifelong program of action to advance the goals and purposes of Kappa Psi" (Kappa Alpha Psi, 2012), and while the fraternity wants its members to be dedicated individuals, it is clear that one's dedication to the fraternity always supersedes personal goals. In short, the fraternity hopes members are mature individuals who accept and dedicate themselves to the shared identity of Kappa Alpha Psi. Rooted in the history and mission of Kappa Alpha Psi are three goals: democracy, dedication, and maturity. The National Kappa League adopts these goals. However, before proper analysis of the organizations' shared goals can be accomplished it is important to quickly summarize the brief history of the National Kappa League (Kappa Alpha Psi, 2012).
In the fall of 1968 the Los Angeles Alumni Chapter's Social Action Program, under the chairmanship of Mel Davis, started a training program for the young men of Alain Leroy Locke High School. It was designed to help young men grow, receive, and develop their leadership talents in every phase of human endeavor. The program was meant to be both challenging and rewarding and to thoroughly enhance the young men's lives. Membership was open to male students from the tenth through twelfth grades. The fraternity's alumni chapter sought to help the boys achieve worthy goals and make constructive contributions to their community. They also wanted the boys to have leadership positions before they graduated high school. The program was a success and the very next year Kappa League was founded and adopted by the Grand Chapter of Kappa Alpha Psi Fraternity, Inc. at the 56 th Grand Chapter in August of 1970. The
official founders were listed as Mel L. Davis, Elder Watson Diggs, and Edgar H. Bishop, the current president and vice-president of the Los Angeles Alumni Chapter (Kappa League, 2013).
Shortly after the official founding, the Kappa League identified five phases of youth development. The first phase is self-identity, which requires that the youth develop discipline, assurance, awareness, and improve their appearance. Second- training. Youth receive academic, career-choice, preparation, and organization training. Thirdcompetition. Youth are encouraged to complete politically, career wise, and through sports. Next- social. Students are expected to examine their religious beliefs, the arts, entertainment, conversation/communication, and etiquette. Last, health education, which stresses physical fitness, sex education, drug education, and health and safety. The hope is that if young boys successfully completed these five phases and graduate from the program they will achieve in both college and their careers. Similarly to Kappa Alpha Psi, the National Kappa League does not limit membership to only young boys of color. However, regardless of its commitment to inclusivity, the majority of Kappa League members are African American (Kappa League, 2013 & Kappa Leadership Institute Chicago, 2015).
The Kappa League and Racial Identity
While the history of the National Kappa League may not span nearly as many decades as the Boy Scouts of America, the organization serves an additional purpose. Shawn Ginwright explores this purpose in his article, "Black Youth Activism and the Role of Critical Social Capital in Black Community Organizations." He (2007) argues, "that community-based organizations in Black communities provide Black youth with critical social capital, which consists of intergenerational ties that cultivate expectations and opportunities for Black youth to engage in community change activities" (p. 15). Furthermore, Ginwright suggests community-based organizations, similar to the Kappa League, provide Black youth with a connection to smaller communities that foster a sense of political consciousness, which ultimately prepares Black youth to address issues in their communities. In other words, these organizations promote relationships between their members, institutions, and groups and these relationships increase one's ability to access resources such as jobs, educational opportunities, and neighborhood safety. In short, Ginwright argues Black community organizations provide a vehicle in which black youth can participate in democracy. This argument is very much in line with the founding principles of both the Kappa Alpha Psi Fraternity and the National Kappa League. Furthermore, Ginwright's argument relies on a shared identity, which is one of the founding principles of the National Kappa League. One concrete example of how this shared identity is fostered and realized is Kappa League's strict dress code. The organization requires all members to dress professionally for all events. This "professional dress" includes dress pants, neckties, and white dress shirts (Ginwright, 2007 & Kappa Leadership Institute - Chicago, 2015).
Ginwright, however, is sure to clarify while mostly organizations foster increased social capital, black community organizations also build critical social capital. Critical social capital departs from traditional notions of social capital by placing a greater focus on the collective dimension of community change, and centers directly on how racial
identity and political awareness serves as an important community and social resource for youth. Most importantly the facilitation of critical social capital development by intergenerational community organizations challenge the negative concepts of Black youth. Additionally, Ginwright (2007) writes, "African American social organizations and networks are critical elements in providing an information nexus through which African American perceptions of racial group interests are framed… It is through these networks that the intergeneration transmission of African American political values, morals, and beliefs occur" (p. 2). While some might argue that critical social capital simply involves acting out mutual expectations between the oppressed Black youth and their oppressors, this assumption is incorre ct. Instead, it creates a collective racial and cultural identity among Black youth that provides them with a unified understanding of their plight in American society. Once again the National Kappa League and its goals align with Ginwright's argument. The National Kappa League requires that all members actively engage in community enrichment activities. Kappa Leaguers' are expected to acquire a rich understanding and knowledge of their community and the world outside of the classroom. In addition to the rigorous academic readiness programming, all Kappa Leaguers must complete forty hours of community service every year. Members are also encouraged to participate in a six to eight week study abroad program in conjunction with the American Field Service (AFS) during the summer preceding their senior year of high school. The community service and the study abroad requirements allow Kappa Leaguers to invest in their communities while simultaneously broadening their understanding of democracy and its incarnations worldwide. Furthermore, the high achieving Kappa
League members are able to make deep connections within the larger black community. These connections serve to foster critical social capital among both Kappa Leaguers and members of the community, which in turn serves to combat the historically white public school curriculum. Programs like Kappa League empower young men of color by pulling both their communities and history away from the cultural periphery and portraying them as dominate. Gone are the feelings of invisibility and inferiority (Ginwright, 2007 & Pinar, 1995).
Shawn Ginwright outlines another crucial element of Black community organizations in his article "Racial Justice Through Resistance: Important Dimensions of Youth Development for African Americans." In it he clearly defines youth development writing, "Youth development can be described as a process that prepares young people for healthy and productive adulthoods" (Ginwright, 2006, p. 41). Additionally, while youth development is an ongoing and natural developmental process for all youth regardless of racial identity, Ginwright argues that for young African Americans the youth development process is often a more difficult task than for other children. This difficulty is likely due to the structural racism in most schools, communities, and places of employment. Additionally, economic isolation has created a caste-like system of poverty, which has in turn posed significant barriers to political engagement for most African Americans. Therefore, youth development programs for children of color are more important than ever (Ginwright, 2006 & Pinar 1995).
Traditional youth development theory suggests there are three crucial components of a youth's development. The first component is the child's support system. Next, the
opportunities he or she is given, and third, the social assets the child and those in his or her support system possesses. African American you have one additional element- the collective experience of discrimination. Therefore, Ginwright (2006) argues, "[an] analysis of how black youth are socially constructed in public discourse, schooling, and juvenile correction systems [is fundamental to their development]" (p. 42). Ultimately, this analysis allows for a newly conceptualized youth development framework for young men and women of color. This framework changes how one interprets young people's response, resistance, and confrontation to development. It is also necessary when examining the impact of organizations like the National Kappa League.
The National Kappa League Association attempts what Ginwright argues works. The organization brings young men of color together to develop a collective racial and cultural identity. It brings black identity to the mainstream and building lasting relationships. According to the Kappa League website and promotional materials Kappa Leaguers never truly "graduate" from the program. They are forever apart of Kappa League. This sentiment is echoed on the National Kappa League's website in the user comments. One member self-identified as Jaylen Thomas writes, "Congratulations to the success of all my Kappa League bros around the country. We're definitely the example of what a young man is supposed to be in today's society. Much love from the Memphis Alumni Chapter of Kappa League" (Kappa League Association). Kenny Willis, another member writes, "I just want to say to my Kappa League Bruhs you guys are looking good, keep achieving. I'm a member of the Long Beach Inglewood Southbay Alumni chapter also Vice President over the Kappa League of Morningside High School in the
city of Inglewood" (Kappa League Association). In both comments the Kappa League members reference the success achieved by current members and make mention of their continued personal involvement in the organization. Both feel a connection to current Kappa Leaguers without ever meeting them; clearly Kappa League's collective identity runs deep (Ginwright, 2006 & Pinar, 1995).
The Kappa League and Masculinity
Undoubtedly the National Kappa League positively contributes to members' critical social capital by addressing the exclusion of African American history, prospective, and experience from most public school curricula. It also fosters the creation of a common identity in which members can combat institutional racism. However, as Pinar writes, "The pyscho-political dynamics of race intersect with another important effort to understand curriculum" (p. 357) – gender. Therefore, this thesis must examine the impact the National Kappa League's collective identity has on young men's understanding of masculinity.
Given that Kappa League's primary focus is academics, exploring the leadership development aspect of the program is likely to shed greater light on the organization's understanding of masculinity. Chicago's Kappa League describes its leadership development initiatives, "Our program's [aim is] to better prepare our students to see themselves as leaders and embrace leadership opportunities and roles with confidence" (Kappa Leadership Institute - Chicago, 2015). Kappa League provides tremendous opportunities to access quality educational institutions and to interact with a diverse group of business professionals. Kappa League Chicago claims, "These social, cultural and educational resources position our students to stand out amongst their peers and leaders and make a more powerful impact in their communities" (2015). It is important to note the boys are actively encouraged to pursue their passions, but only if these dreams allow for the development of the "art of sophistication," or provide practice in the art of conversation versus communication and etiquette versus manners.
The National Kappa League's focus on corporate America, politicians and monetary success contributes to the perpetuation of "traditional" masculinity. Western patriarchal institutions that rely on wage systems and bureaucracies provide a solid institutional base for the normalization of "traditional" gender identity and imagery. By subscribing to this gender hierarchy, the National Kappa League inadvertently supports the increasingly visible global gender order where American and European gender arrangements are hegemonic. Furthermore, in service driven economies, like the United States', symbolic meanings of masculinity are elaborated and run rampant (i.e. fast cars and heavy trucks are masculine vehicles). Unfortunately, the tie between money, power, and traditional masculinity make it incredibly challenging and sometimes counterintuitive to combat the system. Therefore, organizations, like the National Kappa League and the Boy Scouts, that benefit from preserving gender order do nothing to combat male heterosexual privilege (Connell, 2005, p. 199- 203).
African American men have a particularly challenging time combating traditional masculinity. In 2008, then Senator Barack Obama addressed a packed congregation at one of Chicago's largest black churches. Invoking his own absent father, Senator Obama had a message for African American men. He said, "'we need fathers to realize that
responsibility does not end at conception […] Too many fathers are M.I.A., too many fathers are AWOL, missing from too many lives and too many homes […] They have abandoned their responsibilities, acting like boys instead of men. And the foundations of our families are weaker because of it"' (Bosman, 2008). In this statement, then Senator Obama suggests one universal truth about African American men. He argues men are the foundation of the American family and without men families are weaker and ultimately incomplete. While this sentiment may not have been Obama's intention it suggests a particular gender order: one where men who have a family who they financially support are at the top. Now as President, Obama continues to scold Black America. In 2013 the president addressed Morehouse College's graduating class. He said, "'we know that too many young me in our community continue to make bad choices"' (Coates, 2013). However, according to the president, there is no longer room for excuses; black America must be better. Kappa League and other organizations working with predominately African American boys echo President Obama's call. They define manhood by referencing the family and the role of the father. Being a man means taking care of your responsibilities, providing for your family, and overcoming racism and discrimination (The Kappa League, 2013 & Kappa Leadership Institute-Chicago, 2015).
Ta-Nehisi Coates of the Atlantic worries about President Obama's "convenient race-talk." He writes, "At a higher level, there is the time-honored pattern of looking at the rather normal behaviors of black children and pathologizing them" (Coates, 2013). It is as if society is saying the only way to succeed is to abandon black culture and to conform to the larger gender, masculinity and racial hierarchy. In addition to conforming to the global gender hierarchy, African Americans must contend with the rampant homophobia and hypermasculinity of the US black church. Black churches in the United States are a significant source of the homophobia that pervades many black communities. Churches hold a central and influential position within black cultural and often weekly reinforce and legitimatize homophobia. Furthermore, the theologically driven homophobia found in black churches supports a strong and exaggerated sense of masculinity, which according to Elijah G. Ward, takes a significant toll on members' psychic and social lives. Ward (2005) writes, "These forces adversely shape the lives not only of black gay/bisexual men but also those of black heterosexual males and females" (p. 494). For example, heterosexual men who might not normally express hypermasculinity may feel pressure to do so given the "impassioned church-inspired homophobic messages" (Ward, 2005). Furthermore, expressing hypermasculinity is socially popular in many black male circles; "it seizes upon opportunities for projecting male dominance, possibly functioning as a means to vent the extra frustrations that black men experience in a racist society, while also shoring up a sense of identity in a uncertain social world" (Ward, 2005, p. 489-499). Ultimately, Ward argues that religion based homophobia and the hegemonic constructions of masculinity it supports can never be disentangled from the racism, patriarchy and capitalism for which these are the conditions in which such homophobia developed (Ward, 2005).
While the National Kappa League is not affiliated with any religious organization, it does aim to foster a collective identity, one in which family and hegemonic masculinity are stressed. Therefore, given the connection between homophobia, masculinity, racism
and capitalism, it is unclear whether or not the construction of Kappa Leaguers' critical social capital and the creation of a safe space in which boys of color can build a collective identity and support system outweigh the negative global impact of hypermasculinity and homophobia.
CHAPTER 4
CONCLUSION & AREAS OF FURTHER RESEARCH
While the Boy Scouts of America and the National Kappa League have different missions and work with different populations, both organizations attempt to develop members' character. The Boy Scouts of America requires members earn twenty-one merit badges to be named an Eagle Scout. These merit badges and their requirements shed real light on how the BSA believes character is developed and also on what it believes character is. Ultimately, given the above analysis, one can conclude the organization's definition of character. It believes men of character are strong, physically and civically active, and fathers. In short, they are America's role models. Kappa League echoes this definition. Kappa Leaguers are hardworking, academically successful, physical strong, and civically active members of society. Both organizations also successfully develop a collective identity among members. Men, long after their adolescence, still consider themselves either Boy Scouts or Kappa Leaguers. They feel a connection to both one another and to the organization.
While both organizations' definitions of character may have merit and often positively impact members' lives, the organizations fall short in regards to masculinity. Both rely on an antiquated definition that suggests men are inherently or biologically one way. In simplified terms Boy Scouts are strong pioneers who have the ability to live off the land and Kappa Leaguers are well educated and successful, often defined by financial success, men. While the expectations of members and the tasks they are required to complete may differ, both organizations subscribe to a strict Western engineered gender hierarchy. Furthermore, the collective identities both organizations successfully foster aid in the perpetuation of this outdated and often-discriminatory definition of masculinity. This is damaging and in some ways in conflict with the organizations' missions. Instead of accepting boys as they are and because of their uniqueness, both organizations require that members align with the organization's traditions and goals. In other words the National Kappa League and the Boy Scouts require boys conform in order to belong. Thankfully there is some recent news to indicate the Boys Scouts are changing member requirements to be more inclusive. Hopefully this is just the first step and soon the programming will change to mirror this step towards inclusivity. The National Kappa League must also change. The organization must develop its definition of success. While an education and being financially stable are important, the narrow scope of its definition of success threatens to perpetuate a gender hierarchy that is at odds with the greater Kappa League mission.
Areas of Further Research
While this thesis thoroughly outlines both the National Kappa League and Boy Scouts of Americas' definitions of character and the impact of these definitions, a few questions remain. First, do these collect identities impact individual member's achievement, both school and future career success? What does this connection or lack of there of say about boy only mentorship? Exploring retention rates might shed some real light on this question. For example, it would be interesting to see how members maintain contact post high school. Do they volunteer, mentor, donate, etc.? Next, what impacts do these collective identities have on society? This question also merits a few follow up questions. First, what role do these organizations play in the perpetuation of the greater American gender hierarchy and what are the organizations' responsibilities to their members regarding gender norms and practices?
It would also be interesting to include some qualitative data in any further analysis; to interview current and previous members, both adult and child, so that the collective identities of both organizations could be thoroughly examined and qualified. Also, these interviews would help further develop each organization's working definition of character.
REFERENCE LIST
Bever, L. (2015, April 3). Boy Scouts in New York hire openly gay Eagle Scout in spite
of national rules. The Washington Post. Retrieved from http://www.washingtonpost.com/news/morning-mix/wp/2015/04/03/boy-scoutsin-new-york-hire-openly-gay-eagle-scout-in-spite-of-national-rules/
Bosman, J. (2008, June 16). Obama sharply assails absent black fathers. The New York Times. Retrieved from http://www.nytimes.com/2008/06/16/us/politics/15cndobama.html
Boy Scouts of America. (2013). Retrieved from http://www.scouting.org/membershipstandards.aspx
Brimi, H. (2009). Academic instructors or moral guides? Moral education in American and the teacher's dilemma. The clearing house, 125-130.
Chicago Tribune. (2014). "Study: more cps graduates completing college, but rate still troubling." Chicago Tribune via http://www.chicagotribune.com/news/ct-cpscollege-story-20141208-story.html#page=1.
Coats, T. (2013, May 20). How the Obama administration talks to black America. The Atlantic. Retrieved from
http://www.theatlantic.com/politics/archive/2013/05/how-the-obama- administration-talks-to-black-america/276015/
Connell, R.W. (2005). Masculinities. Berkeley, CA: University of California Press.
CPS. (2014). Student Code of Conduct. Retrieved from http://cps.edu/SiteCollectionDocuments/SCC_StudentCodeConduct_English.pdf.
CPS. (2015). CPS Facts at a Glance. Retrieved from http://cps.edu/About_CPS/At-a glance/Pages/Stats_and_facts.aspx.
Eckholm, E (2015, May 21). Boy Scouts' president calls for end to ban on gay leaders. The New York Times. Retrieved from
http://www.nytimes.com/2015/05/22/us/boy-scouts-president-calls-for-end-to- ban-on-gay-leaders.html?
Howard, R., Berkowitz, M., & Schaeffer, E. (2004). Politics of character education Educational Policy, 18(1), 188-215.
Kappa Alpha Psi. (2012). Retrieved from www.kappaalphapsi1911.com
Kappa Leadership Institute - Chicago. (2015). Retrieved from http://www.kappaleaguechicago.org/index.html
Leitsinger, M. (2014, April 21). Boy Scouts ban church from hosting troop led by gay man. NBC News. Retrieved from http://www.nbcnews.com/news/us-news/boyscouts-ban-church-hosting-troop-led-gay-man-n85391
Mazza, E. (2015, May 8). Brian Peffly, openly gay Eagle Scout, says Boy Scouts kicked him out over sexual orientation. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2015/05/08/brian-peffly-kicked-out-boy- scouts_n_7238854.html
McClellan, B.E. (1999). Moral education in America: schools and the shaping of character from colonial times to the present. New York, NY: Teachers College Press.
Merit Badge. (2014). Retrieved from http://meritbadge.org/wiki/index.php/Main_Page
Mintz, S. (2004). Huck's raft: a history of American childhood. Cambridge, MA: The Belknap Press of Harvard University.
Pinar, W.F. (1995). Understanding Curriculum. New York, NY: Peter Lang Publishing Inc.
Smith, D. (1993). The standard north American family. Journal of Family Issues, 14(1), 50-65.
Stiff-Williams, H. R. (2010). Widening the lens to teacher character education alongside standards curriculum. The clearing house, 83, 115-120.
US Census Bureau. (2013). Chicago quick facts. Retrieved from http://quickfacts.census.gov/qfd/states/17/1714000.html
Vargas, T. (2013, April 11). A gay Boy Scouts pushes for change, putting his Eagle Scout ranking at risk. The Washington Post. Retrieved from http://www.washingtonpost.com/local/a-gay-boy-scout-pushes-for-changeputting-his-eagle-scout-ranking-at-risk/2013/04/11/d79ffa4a-a253-11e2-9c03- 6952ff305f35_story.html
Ward, E. (2005). Homophobia, hypermasculinity and the US black church. Culture, Health & Sexuality, 7(5), 493-504.
Wong, C. (2014, April 21). Boy Scouts sever ties with Seattle church after its refusal to remove gay scout leader. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2014/04/21/geoffrey-mcgrath-gay-boy- scouts_n_5186007.html
VITA
Helen Gerety was raised in Flagstaff, Arizona. Before attending Loyola University Chicago, she attended the University of Puget Sound in Tacoma, Washington where she earned a Bachelor of Arts in Business Administration in 2011. Upon graduation she moved to Chicago, Illinois to serve as an AmeriCorps VISTA. While serving as an AmeriCorps volunteer, she developed an interest in local Chicago educational issues and policies. Therefore, after completing her year of service, Gerety joined Loyola University Chicago's School of Education staff as the Student Services Coordinator for all GEAR UP programming. As a member of Loyola University Chicago's staff Gerety had the wonderful opportunity to work closely with Chicago Public School students, staff, faculty, and administrators, which furthered her passion for educational equity. She is a dedicated lifelong learner and educator with special interests in local politics, environmentalism, and issues regarding children's access to educational opportunities. | <urn:uuid:537b89a3-75a2-4a66-8e1d-ec08abd7d285> | CC-MAIN-2024-10 | https://ecommons.luc.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=3889&context=luc_theses | 2024-02-29T04:57:24+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00556.warc.gz | 223,203,500 | 17,754 | eng_Latn | eng_Latn | 0.982435 | eng_Latn | 0.998844 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
975,
1304,
1360,
1379,
2419,
5329,
5858,
7682,
9557,
11902,
13198,
15077,
16890,
18758,
20393,
22380,
24057,
25884,
27999,
29368,
31185,
33444,
33661,
35239,
37008,
38885,
40666,
42485,
44106,
45936,
47751,
51428,
53267,
55931,
57744,
59747,
61333,
63124,
66308,
66660,
68548,
70315,
72152,
74269,
75677,
79100,
79361,
79646,
82432,
83369,
83725,
85402,
87168,
87621,
88641
] | [
2.25,
1.40625
] | 2 | 0 |
Honorees: John and Marie Epps (Civil Rights and Community Leaders)
Grade: 3
rd
grade
Subjects: Social Studies and Mathematics
Standard Addressed:
Social Studies
Standard 1‐3:The student will demonstrate an understanding of the principles of American democracy and the role of citizens in upholding those principles.
1‐3.2:Identify ways that all citizens can serve the common good, including serving as public officials and participating in the election process.
Standard 1‐1:The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
1‐1.3:Explain and justify answers to simple problems.
1‐1.4:Analyze patterns by reasoning systematically.
Goal and Objective:The student will identify the process of voting. The student will interpret a bar graph.
Materials:
- information from calendar on John and Marie Epps
- The Voteby Sybil Downing
- election information
-
chart
- paper
- sticky notes
- glue
Strategies:
1. Teacher will discuss John and Marie Epps and their service as civil rights leader and community leaders
2. Teacher will readThe Voteby Sybil Downing as a Read‐A‐Loud
3. The teacher will discuss the process of voting.
4. The students will vote on their favorite food on a sticky note and teacher will glue notes on chart to make a bar graph.
5. Tally the votes and help students make comparisons.
6. Questions about bar graph‐which food is like by most class members?
Extension:(Math) Group voting and tally data/results (on topic of choice)
Lesson activities provided by the South Carolina Department of Education.
Math | <urn:uuid:3e110fdb-c835-4f35-8c3d-4b37810b9005> | CC-MAIN-2024-10 | https://scafricanamerican.com/wp-content/uploads/2015/10/JME_SS-Math_3.pdf | 2024-02-29T06:23:36+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00558.warc.gz | 516,753,400 | 557 | eng_Latn | eng_Latn | 0.99573 | eng_Latn | 0.99573 | [
"eng_Latn"
] | false | docling | [
1651
] | [
4.15625
] | 1 | 1 |
Educated A Memoir
by Tara Westover
random house trade Paperbacks
Paperback | 978-0-399-59052-8 | 368 pages | $18.99 Also available in e-book format and as an audio download
ABout the BooK ——————————————————————————————————————
Born to survivalists in the mountains of Idaho, Tara Westover was 17 the first time she set foot in a classroom. Her family was so isolated from mainstream society that there was no one to ensure the children received an education, and no one to intervene when one of Tara's older brothers became violent. When another brother got himself into college, Tara decided to try a new kind of life. Her quest for knowledge transformed her, taking her over oceans and across continents, to Harvard and to Cambridge University. Only then would she wonder if she'd traveled too far, if there was still a way home.
ABout the Author ————————————————————————————————————
Tara Westover was born in Idaho in 1986. She received her BA from Brigham Young University in 2008 and was subsequently awarded a Gates Cambridge Scholarship. She earned an MPhil from Trinity College, Cambridge, in 2009, and in 2010 was a visiting fellow at Harvard University. She returned to Cambridge, where she was awarded a PhD in history in 2014. Educated is her first book.
First-Year and Common Reading Guide
2
Discussion Questions
1. The author's father subscribes to many unusual theories and beliefs. Why is it that these beliefs do not seem strange to her or her siblings?
2. Faith is a persistent theme in this story. The author's father practices a radical strain of Mormonism, and throughout the story she struggles to redefine her faith in a way that respects her heritage while also satisfying her own moral beliefs. Why is it so difficult for her (and for others) to hold religious beliefs that are different from those of their family members?
3. "It's strange how you give the people you love so much power over you, I had written in my journal," Westover writes. "But Shawn had more power over me than I could possibly have imagined. He had defined me to myself, and there's no greater power than that." How does the author's relationship with Shawn evolve? Why is she so drawn to him when he first moves back home? When does she begin to understand that, even though she loves him, she needs to protect herself from him?
4. After an episode in which her older brother is violent with her, Westover writes about her denial of what had happened, saying what was most important to her was her "ability to lie to [herself] convincingly." Later in the book, after her brother has threatened to kill her sister Audrey, she begins to doubt her own memories of the event, as well as her own sanity. Why is it so difficult for the author to accept the reality of her experiences?
5. How does a love of music shape the Westover's life?
6. The author spends her first months at college working several jobs, trying to scrape together enough money for food and rent. Why does not having enough money make it hard for her to focus on her education? What does she mean when she says that the most powerful advantage of money is "the ability to think of things besides money"?
7. "The word and the way Shawn said it hadn't changed; only my ears were different," Westover writes. She had never heard of the civil rights movement until she went to college. How does learning about it change her understanding of the role of race in American history? How does it change her behavior?
8. "I believed myself invincible," Westover writes. She says that asking for help was crucial to healing after her brother's attacks but, at the same time, asking for help was nearly impossible for her to do. Why is it that when people most need help they find it hard to ask? Why is it that when we are struggling we often isolate ourselves?
9. The author felt uncomfortable at Cambridge because she had grown up poor and most of the other students had not. To help her, a professor tells her the story of Pygmalion, saying, "She was just a cockney in a nice dress. Until she believed in herself. Then it didn't matter what dress she wore." What does the professor want Westover to understand about who belongs at that university and why?
10. What's the difference between an education that you choose for yourself and one someone chooses for you?
Discussion Questions (CONTINUED)
About This Guide's Writers
3
11. At Cambridge, Westover attends a lecture about Isaiah Berlin's concepts of negative and positive liberty. Why is this lecture so significant to her? What does it teach her about the ways in which we constrain ourselves?
12. The author writes about her first exposure to feminism in the form of the writings of John Stuart Mill. What was her relationship to feminism like before she read Mill? Why does she find such comfort in this sentence: "[The nature of woman] is a subject on which nothing final can be known?"
13. At the end of the book, what does the author say she believes has ultimately come between her and her father? What role did her education play in this? What moment does Westover believe caused a breach between her and her father "too vast to be bridged" (328)?
14. The author writes about the conflict that can arise between loyalty to yourself and loyalty to others. Of her own decision to become estranged from her father, she has said, "You can love someone and still choose to say goodbye to them. You can miss someone every day, and still be grateful they are no longer a part of your life." What does it mean to forgive someone but to choose a path that leads away from them?
15. The author has chosen to include several footnotes, and also a note at the end, describing versions of events that differ from her own memory. Why does she include these perspectives? What does it mean to you as a reader to have these alternative narratives?
16. What does education mean to the author, and why has she chosen to title the book Educated?
This guide includes questions adapted from educator guides written by Je Banach and Dr. Kimberly N. Parker.
Je Banach is a senior member of the Resident Faculty in Fiction at the Yale Writers' Workshop. She has written for PEN, Vogue, ELLE, Esquire, Granta, The Paris Review, Electric Literature, and other venues and was a long-time contributor to Harold Bloom's literary series. She is the author of more than 60 literary guides including guides to works by Maya Angelou, Salman Rushdie, His Holiness the Dalai Lama, Haruki Murakami, and many others.
Dr. Kimberly N. Parker — educator, literacy consultant, and Boston-based writer — holds a steadfast belief in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other children of color. She is currently the Director of the Crimson Summer Academy at Harvard University, and is the author of the forthcoming book, Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching (ASCD, 2022), documenting her successful literacy work based on her classroom and professional development experiences. Kim is the 2020 recipient of the National Council of Teachers of English (NCTE) Outstanding Elementary Educator Award; a co-founder of #DisruptTexts and #31DaysIBPOC; and the current president of the Black Educators' Alliance of MA (BEAM). Follow her on Twitter at: @TchKimpossible.
4
NOTES
Penguin Random House Education 1745 Broadway, New York, NY 10019
www.commonreads.com
Queries: email@example.com
facebook.com/
commonreads
youtube.com/
commonreads
commonreads | <urn:uuid:188298c4-fb90-4e54-ae89-06bda1373820> | CC-MAIN-2024-10 | https://images.penguinrandomhouse.com/promo_image/9780399590504_8659.pdf | 2024-02-29T04:53:26+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00564.warc.gz | 302,566,606 | 1,630 | eng_Latn | eng_Latn | 0.921562 | eng_Latn | 0.998687 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1310,
4333,
7370,
7578
] | [
2.125
] | 1 | 1 |
Reprinted from
The Curse of the Mummy's Tomb and Its Link to Aspergillus
Janet Lee
The history of ancient Egypt is deeply embedded with the supernatural and life after death. The mummification process was a means of preserving the bodies of wealthy and prominent Egyptians in order to fulfill their quest to eternity. It was common to provide items of food, clothing, ornaments, statues of their Gods, or anything else that would be of value in the afterlife. Outsiders who broke into the tombs encountered mystical warnings inscribed on the walls. These appeared to be prophetic following the discovery of King Tutankhamen's tomb in Egypt's Valley of the Kings. "Death shall come on swift wings to him who disturbs the peace of the king".
On November 4, 1922, a team of British archaeologists in Egypt lead by Howard Carter discovered a step cut out of rock that was hidden behind debris near the tomb of Ramesses IV. They found fifteen more steps leading to an ancient doorway that was sealed. The doorway was labeled with the name Tutankhamen. Carter quickly sent a telegram to Lord Carnarvon in England, an ill and elderly man of 57, who sponsored the archaeology project. Carnarvon arrived in Egypt three days before the tomb was opened. The tomb was intact, holding three gold coffins and extraordinary treasures. The boy-king Tutankhamen was found in the third coffin. About four months later, Lord Carnarvon died from what seemed to be an infection possibly initiated by an insect bite. By 1929 eleven people associated with the discovery of the tomb had died of early and of "unnatural" causes. The media labeled this turn of events as the "Mummy's Curse".
In 1999 a microbe was hypothesized as the cause of these deaths. Gotthard Kramer, a German microbiologist examined forty mummies and identified several species of mold spores in the dark, dry tomb. Kramer hypothesized that when the tomb was first opened, the fresh air could have caused the spores to be blown into the air and infect the archaeologists through their nose, mouth, or eyes. Food offerings that were left in the tombs before they were sealed may have provided the growth environment for the mold. Upon entering, it was speculated that the spores could lead to systemic infection or even death to the infected individuals.
Dr. Hans Merk from the University of Aachen, took dust and rock samples from the tombs and found spores from Aspergillus species including Aspergillus flavus and Aspergillus terreus. Dr. Nicola Di Paolo, an Italian physician, identified Aspergillus ochraceus at Egyptian archaeological sites which has been shown to produce mycotoxins. Dr. Ezzeddin Taha, an Egyptian physician, claimed that the health records of many of the exposed workers were compatible with infection from Aspergillus including rash and fever.
The Mummy's Curse was also invoked for the tomb of King Casimir IV of Poland (14471492) in 1973. Of the twelve research scientists who entered the tomb, four died within a few days of entering the tomb and six more died months later. Dr. B. Symk, one of the survivors conducted microbiological examinations on the tomb and found three species of fungus including Aspergillus flavus. He speculated that the deaths might have resulted from exposure to toxins of Aspergillus.
Reprinted from
Curse of the Mummy’s Tomb and Its Link to Aspergillus
The scenario of Aspergillus causing these deaths seems far-fetched today based on our knowledge of the pathogenicity of invasive Aspergillus infections. The clinical manifestations in the affected individuals were poorly documented and generally nonspecific. No autopsies or pathological evidence exist for Aspergillus invasion of tissue in any of these individuals. Many of the incidents were embellished anecdotes from newspapers in the 1920's. There is a lively exchange in the correspondence section of the Lancet in 2003 of the dubious attribution to Aspergillus and its spores. A critical assessment by Brian Dunning of the website Skeptoid concluded that the Mummy's curse is "adventure fiction" from our pop culture.
Reading List
Cox AM. The death of Lord Carnarvon. Lancet 2003;301:1994. El-Tawil, S. & El-Tawil T. Lord Carnarvon's death: the curse of aspergillosis?. The Lancet 2003;362:836. Qualtest, Inc., Is the "King Tut Curse" Caused by Toxins Produced by Microorganisms?.
(http://www.qualtestusa.com/KingTutsCurse.html).
Handwerk, B. Egypt's "King Tut Curse" Caused by Tomb Toxins?. (http://news.nationalgeographic.com/news/2005/05/0506_050506_mummycurse.html).
Roach, C. King Tut's Curse.
(http://www.associatedcontent.com/article/1864789/king_tuts_curse_pg2.html?cat=37).
Lee, K. Howard Carter and the "Curse of the Mummy". (http://www.unmuseum.org/mummy.htm).
Dunning B. www.skeptoid.com/episode4106, June 24, 2008
Pictures
Archaeologist Howard Carter and an assistant examine the coffin of Tutankhamen with little regard for the "curse." Source: Time Life Pictures/Mansell/Getty Images
Archaeologists with the mummy of King Tut—Lord Carnarvon was long dead before this event. Source: Time Life Pictures/Mansell/Getty Images | <urn:uuid:64bff997-177a-4632-a72e-599dd3fdb9c2> | CC-MAIN-2024-10 | http://www.antimicrobe.org/hisphoto/history/Aspergillus-Curse%20of%20Mummy's%20Tomb.pdf | 2024-02-29T05:05:58+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00561.warc.gz | 46,416,025 | 1,193 | eng_Latn | eng_Latn | 0.980044 | eng_Latn | 0.997915 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3296,
4809,
5122
] | [
2.15625
] | 1 | 0 |
This Day in History… October 21, 1959
The Guggenheim Opens to the Public
On October 21, 1959, one of the world's most renowned museums, the Guggenheim, opened in New York City.
Born into a wealthy mining family, Solomon R. Guggenheim founded the Yukon Gold Company in Alaska. He took an interest in art and started collecting it in the 1890s. Finding it to be his passion, Guggenheim retired from his business to dedicate his time to collecting art. He then met artist Hilla Rebay, who helped him to manage and expand his collection, including a trip to Wassily Kandinsky's studio in Germany. In 1930, Guggenheim began inviting the public to his New York City apartment at the Plaza Hotel to view his impressive collection.
As his collection grew, Guggenheim realized the need for a larger space to display his art, so he opened his first venue in 1939 – the Museum of Non-Objective Painting. However, as he continued to acquire more art, that space too became too small. In 1943, Guggenheim and Rebay hired renowned architect Frank Lloyd Wright to design not just a museum, but a "temple of spirit" where people could experience art like they never had before.
Wright poured his energy into the project. Over the course of 12 years, he made six different designs for the museum, totaling 749 drawings. The project was frequently delayed due to the changing designs, increased cost of building materials following World War II, and Guggenheim's death in 1949. The name was also changed from the Museum of Non-Objective Painting, to the Solomon R. Guggenheim Museum, in his honor.
Wright was unable to see his greatest achievement completed, as he died six months before the museum opened.
work of art itself, the museum features a long ramp that spiraled up for a quarter mile with a domed glass ceiling. The 50,000 meter shape resembles a nautilus sea shell. While some believe the building doesn't complement the artwork, it's often considered groundbreaking, and one of Wright's most famous designs. It's a museum where the building and art come together as an experience for the viewer.
Construction finally began in 1956, and was completed three years later. Before he died, Guggenheim selected the site for its close proximity to Central Park to give visitors a break from the loud, busy city. On October 21, 1959, thousands of people filled New York's Fifth Avenue to visit the Guggenheim on its opening day. Considered a
Over the years, the museum was expanded and renovated to create more gallery space. It's also housed works by some of the world's most famous artists, including Paul Cézanne, Paul Gauguin, Edouard Manet, Camille Pissarro, Vincent van Gogh, Pablo Picasso, Marcel Duchamp, Max Ernst, and Jackson Pollock.
Mystic Stamp Company • Camden, NY 13316
This Day in History… October 21, 1959
The Guggenheim Opens to the Public
On October 21, 1959, one of the world's most renowned museums, the Guggenheim, opened in New York City.
Born into a wealthy mining family, Solomon R. Guggenheim founded the Yukon Gold Company in Alaska. He took an interest in art and started collecting it in the 1890s. Finding it to be his passion, Guggenheim retired from his business to dedicate his time to collecting art. He then met artist Hilla Rebay, who helped him to manage and expand his collection, including a trip to Wassily Kandinsky's studio in Germany. In 1930, Guggenheim began inviting the public to his New York City apartment at the Plaza Hotel to view his impressive collection.
As his collection grew, Guggenheim realized the need for a larger space to display his art, so he opened his first venue in 1939 – the Museum of Non-Objective Painting. However, as he continued to acquire more art, that space too became too small. In 1943, Guggenheim and Rebay hired renowned architect Frank Lloyd Wright to design not just a museum, but a "temple of spirit" where people could experience art like they never had before.
Wright poured his energy into the project. Over the course of 12 years, he made six different designs for the museum, totaling 749 drawings. The project was frequently delayed due to the changing designs, increased cost of building materials following World War II, and Guggenheim's death in 1949. The name was also changed from the Museum of Non-Objective Painting, to the Solomon R. Guggenheim Museum, in his honor.
Wright was unable to see his greatest achievement completed, as he died six months before the museum opened.
work of art itself, the museum features a long ramp that spiraled up for a quarter mile with a domed glass ceiling. The 50,000 meter shape resembles a nautilus sea shell. While some believe the building doesn't complement the artwork, it's often considered groundbreaking, and one of Wright's most famous designs. It's a museum where the building and art come together as an experience for the viewer.
Construction finally began in 1956, and was completed three years later. Before he died, Guggenheim selected the site for its close proximity to Central Park to give visitors a break from the loud, busy city. On October 21, 1959, thousands of people filled New York's Fifth Avenue to visit the Guggenheim on its opening day. Considered a
Over the years, the museum was expanded and renovated to create more gallery space. It's also housed works by some of the world's most famous artists, including Paul Cézanne, Paul Gauguin, Edouard Manet, Camille Pissarro, Vincent van Gogh, Pablo Picasso, Marcel Duchamp, Max Ernst, and Jackson Pollock.
Mystic Stamp Company • Camden, NY 13316 | <urn:uuid:01b18176-4568-4e5d-9d15-ea3fbdd02cb8> | CC-MAIN-2024-10 | https://info.mysticstamp.com/wp-content/uploads/10-21-1959-Guggenheim-Museum.pdf | 2024-02-29T04:24:16+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00561.warc.gz | 314,284,002 | 1,269 | eng_Latn | eng_Latn | 0.998773 | eng_Latn | 0.998741 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2783,
5568
] | [
2.75
] | 1 | 0 |
PRINT THIS | ACTIVITY | KEY | INSTRUCTIONS | SIGN | INDEX
Quizbowl
Intermediate Quizbowl Animal Care & Handling
1. An intramuscular shot is given:
A. 0 days
B. 7 days
9. If the withdrawal period for an antibiotic is two weeks, how long must you wait before marketing a pig that has been treated (according to the label) with the antibiotic?
C. 14 days
D. 21 days
10. How many doses of semen could be prepared from an ejaculate containing 50 billion sperm cells if you wanted 5 billion sperm cells per dose?
A. 2 B. 5 C. 10 D. 15
11. True or False. If properly processed and stored, fresh boar semen remains viable for periods as long as two months.
12. Name two behavioral signs that a sow is nearing farrowing.
Restlessness, getting up and down a lot, pawing/nest building, chewing straw, expression of milk, straining.
13. During artificial insemination of sows, semen should be deposited in the ________.
C. Volva
A. Uterus
B. Cervix
D. None of the above
14. What are the advantages for sows to farrow in farrowing crates rather than in open pens?
B. Sow not as likely to kill piglets
A. Reduced piglet survivability
C. Better control of climate
D. B and C
15. Approximately how old are boars when they are castrated?
D. 2 months
A. 3-10 days C. 20-30 days
B. 10-20 days
(continued)
A. Under the skin
B. In the vein
C. In the muscle
D. In the mouth
2. Using the purebred system what do the notches in the left ear stand for?
A. Dam number
B. Litter Number
C. Sire Number
D. Pig Number
3. Ramps that are__________ the trailer are best
for loading pigs.
A. slightly higher
B. slightly lower
C. level with
D. made of wood
4. How many total notches are required to identify a pig as 85-13?
A. 5B. 6C. 9 D. 13
5. Why do hog producers dock the tails on young pigs?
A. Increase loin eye size
B. Prevent tail biting
C. Reduce back fat
D. All of the above
6. Fresh liquid boar semen should be stored at ___ degrees F.
A. 45 degrees
B. 32 degrees
C. 65 degrees
D. 85 degrees
7. If gilts are mated on their second or third estrous (heat) rather than their first estrous ___.
A. Litter size decreases
B. Litter size increases
C. Gilts have a longer gestation
D. Gilts are less likely to conceive
8. Minimum ventilation is most important during which season of the year?
A. Winter
B. Spring
C. Summer
D. Fall
PRINT THIS | ACTIVITY | KEY | INSTRUCTIONS | SIGN | INDEX
Quizbowl
Intermediate Quizbowl Animal Care & Handling
(page 2)
20. Approximately how much space does a nursery pig require?
28. If you approach a pig from the front right side, which way would you expect the pig to move?
B. Backwards
21. True or False. Loading chutes should have slotted sides to provide fresh air.
22. Name two signs that a sow is in heat.
A. 1 square foot
B. 3 square feet
C. 5 square feet
D. 7 square feet
Standing when mounted by a boar, standing when pressure applied to back, restlessness, swelling of the vulva, irritability, increased vocalizations, ear bobbing, attempting to mount other animals
23. Where on a pig's body should an intramuscular injection be given?
B. In the back/loin
A. In the ham
C. In the abdomen
D. Behind the ear/in the neck muscle
24. True or False? Tail docking in piglets reduces tail biting.
25. When reading ear notches on pigs, which ear represents the litter number?
A. Left
B. Right
26. When reading ear notches on pigs, which ear represents the individual number?
A. Left
B. Right
A. It wouldn't move
C. Away and to the left
D. Away and to the right
29. What is the maximum number of market sized hogs that should be loaded onto a truck together?
A. 1 B. 3 C. 4D. 5
30. In PQA Plus ® , GPP stands for what?
B. Good Production Practices
A. Grandparent Pink
C. Good Pork Producer
D. Great Pork Practices | <urn:uuid:4badec83-fe34-4694-8f2e-ca879ff3e8db> | CC-MAIN-2024-10 | https://texaspork.org/wp-content/uploads/2023/11/2023-Intr-QB-AnimalCare.pdf | 2024-02-29T04:40:25+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00563.warc.gz | 569,659,890 | 1,073 | eng_Latn | eng_Latn | 0.99254 | eng_Latn | 0.993256 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2385,
3859
] | [
2.09375
] | 1 | 0 |
Hartford Agricultural Oral History Project Interview Transcription May 7, 2012 White River Junction (Wilder), VT
Interviewer: Kaitlin O'Shea
Interviewees: Harris Lyman with Mary Lyman
Location: 97 Albert Street
Time: 10:00 am
KO: Kaitlin O'Shea
HL: Harris Lyman
ML: Mary Lyman
The Hartford Agricultural Oral History Project, the 2012 segment, is funded by the US Department of the Interior, National Park Service, for the Certified Local Government Program of Vermont's annual program under the provisions of the National Historic Preservation Act. Previously, Hartford's agricultural oral history has been documented primarily through volunteers, often with interview recordings and transcriptions occurring at separate phases with different people. In 2009, additional historical research was provided through the 2009 Vermont Barn Census. The purpose of this agricultural oral history project is to document the history of local residents who grew up or worked on a farm in the Town of Hartford. The Town is comprised of five villages: White River Junction, Hartford, Wilder, Quechee and West Hartford, in addition to several smaller hamlets.
1938 hurricane
00:03:15
Parents; P.
thing on the house-
KO: -I've heard that-
HL: -saying it was quarantined and nobody could be there. I ended my first six weeks, except my mother. She came to the house where I was all the time. The lady that did this, her name was Hathlin (??) and she became Mom Hathlin (??) to the family.
KO: So you have five siblings, then?
HL: Yes.
KO: Yes.
HL: Yes. I'm the youngest of six. And we've lost two brothers and two sisters in between me and my oldest sister, who is approaching 90. She was one of those smart little bitties who skipped a grade and went off to college at 16. I do not remember her living at home in the farmhouse.
KO: So she was significantly older than you.
HL: So anyway when I was able to see and know things, I can tell you I remember vaguely the '38 hurricane. Watching the great big maple tree falling down on the side of the house one the lawn. I can still picture that at three years old.
KO: Must have been scary.
HL: Well a sister and my mother kept me and the other two in a particular room. And my two older brothers and my dad were out in the barn watching the cattle while all of this was going on. And it did quite a lot of damage to the forest because there were sugar maples and other things. I can remember, still, as a very small child. We had the very first small tractor in the neighborhood ever, and Dad rented the shingle machine that the tractor (? 2:47). And they brought home all of the stuff from what was called the thicket that was flattened out of a hurricane. And they made wood shingles, tons of shingles. Sold some. Kept them on the farm for repair. I was just able to witness that and remember it.
KO: Did you have any warning of the hurricane?
HL: My family did, but I didn't. I was only three.
KO: Right.
HL: The only warning I had was you get in here.
00:03:15
KO: So what were your parents' names?
Dewey Lyman; Bud Lyman
Sugaring
Sugarmaking
Hay wagon; chickens; horses
HL: P. Dewey. His name was P because his first name was Philip. But my oldest brother was also Philip Dewey, Jr. And so my dad dropped Philip and went to the word Dewey and was P. Dewey. And right after they did that, they nicknamed my brother "Bud" and that stuck with him forever. So Dad went by P. Dewey. He was in legislature a couple of terms. Town selectman for 12 years. He was in the political world as well as a farmer. He started the Vermont Sugarmakers Association and he was their first president. It's well established today.
When I first remember sugaring, it was horses that my brothers used to gather the sap and Dad would boil. I can remember just hanging around the sugarhouse at night and especially it was a thing for all the neighbors. Everybody cooked eggs in the boiling sap, and peeled them outside and chomped them down. That was just one of the things of sugarmarking. And after houses we had what was called a Correl tractor and we around 6,000 buckets. Dad would make 1500 gallons at home and he'd buy another 1500 gallons from the neighbors in the drum. And he never sold it until fall. And the reason for that was he could get lots more money for it. And we canned a tremendous amount and shipped it off: Pabst, Blue Ribbon, Budweiser, Miller Hilife I can remember. General Electric. Westinghouse. They would all buy a couple thousands of half pints for their customers and for their annual banquet, maybe it would be place setting. Some of it was at those sort of things and then it went to Florida to the citrus growers who put it in the middle of their boxes of fruit that they'd ship north. They'd put it in that.
And they developed a lithograph can that belongs to the association. You have to buy the cans from the association, but not the plastic ones. The metal ones. They came from the Crane Can Company and I can remember at the dining room table, Dad and the other people who were on the Board of Directors for the Sugarmakers decided what the lithograph color they wanted on the cans. So it wasn't somebody's office. It was on the dining room table on the farm.
This is difficult to go back and think of the young things I did. But when I was able to do things. I was always required to take care of the chickens. I had to drive the horses. I had a hay wagon with a hay loader. That my brothers did on the hay loader on the wagon. As the hay got bigger it had to go this ladder in the front of it to drive the team. I destroyed my arches with wearing sneakers on those run. I'd cry at night. My mother would soak my feet in hot water because I was still very young. And tie them up with ripped up pieces of sheets and get them back up again.
KO: Ouch.
Haying
00:07:45
Dad had Scarlet fever
1912; farm purchase; parents first married; Lyman farmstead; cooking on the hearth
Chickens; peddling in Hartford Village
HL: And then I had one horse to pull the fork in the hay up to track it in the barn. One brother was doing that and one brother was mounding away (?? 7:24) and I had to do this horse. I could just about reach his chin. And the great big, old animal would crowd me against the wall. I still had to go out and get him back. I hated it, but they made me do it.
00:07:45
Eventually, my two oldest brothers – my dad had scarlet fever when I was young. As a matter of fact, before I was born. He went to Deacons Hospital in Boston and had half, one of his lungs removed.
KO: Oh my goodness.
HL: From that episode. And while he was there and recuperating, my two older brothers worked the farm enough to pay the mortgage. And go to high school and graduate at the same time. They actually, young fellows working so hard, saved the farm from the mortgage.
KO: Wow. When did your family purchase the farm? How long ago?
HL: The farm was built in 1912 by my grandfather who was a barn builder, so to speak, as well as a farmer. And my mother and father bought a small farm over towards the Millers, that you refer to, and the first winter that they were married. No, one or two winters, let's put it this way. My dad and a hired man logged every winter. Take the horses out in the morning and come back in black and dark at night. And my mother had to do the chores with a small herd that they had, and those calves. And she had go and out do that with two kids in the crib – baby carriage, I guess it was. They took out and came back into the house. And that house was so old it had a big fireplace with four sided arches in it that went straight in it, in middle of the house. They did not have a kitchen stove or kitchen range.
KO: Wow.
HL: And she cooked inside of that thing like you would see today, a hearth fire cooking pizza.
KO: Mmm-hmm.
HL: That's the way she prepared all of the meals.
KO: Oh wow.
HL: There was four of those things going to the four sides of the house. And then they say while they were there, my grandfather became ill and my father and mother borrowed money and bought it from my grandfather, the big farm. And I can still remember the early stages of it. We had something like 400 chickens on one part of it. And one part of it was higher and that was the actual dairy herd, the milking herd was in
Switch to dairy only
Apple trees; herd
00:12:19
Haying, milking; mechanized milking that. And then it came along, the fact that you couldn't do everything. Originally my mother and father were peddlers. They peddled in the horse and buggies downtown, in Hartford Village, because the mills were big then. Hartford Village was going with a lot of people, so they were able to do the peddling there. And I can just remember the first pick-up they bought, instead of the horse and buggy.
And then it came along that you don't do a little of everything. You do one or the other. So the family decided to go to dairying, period. And between 400-500 chickens, Dad sold to a guy – I can't remember who he was, but I can remember being out on the lawn listening to the conversation. And apparently this guy and my father were friends. They were trying to come to an agreement on how much they would pay. This guys says, "I'm going to have to fire you. I don't agree with what's happening." And I thought he was going to burn my dad. I went running in the door to my mother, "They're going to burn Dad. They're going to burn Dad!" So they got rid of the thing.
We also had like 100 apple trees and some old, famous apple trees. And again, you didn't do everything so they pulled all the apple trees out by the roots with this big tractor and it became corn and hay fields to do just the cattle business. So we ended up with like 150 head of cattle, milking around 100.
KO: When was this switch to mostly cattle?
00:12:19
HL: All dairy cattle.
KO: Right. Oh, which year? Sorry.
HL: Oh heavens, I was six or eight years old.
KO: Oh so you were very young.
HL: Later on in life, my two older brothers ended up running the farm for Dad for a long time, they would hay and I'd milk. And the thing was, who got done haying first or who got done milking first to take the pickup and go downtown. So I chose milking because I got it down to a science and I could milk about 90 cows in an hour and a half with six machines. I got scolded because my father thought I was moving too fast and not getting all the milk you're supposed to. I was doing a good enough job, I guess.
KO: When you say downtown, do you mean Hartford Village or White River Junction?
Downtown White River Junction
West Hartford Village; flat bodied truck
HL: White River. That's where the action was.
KO: Okay.
HL: There might be girls walking on the street.
ML: And the movie theater.
HL: Oh yea, and a movie theater, you heard Mary in the background. The grange was in Hartford. The soulful things that go on. Earlier in life, my mother and father were church-goers in West Hartford Village. And Dad had the first flat bodied truck or something like that. They made a set of steps that folded down the back from the body, and he'd go up and down the neighborhood and pick the people up and the whole neighborhood ended up going to church in the truck down in West Hartford. That was many years ago, too, when that was going on.
KO: Is that the church on Route 14?
HL: Yes.
KO: Okay, I passed by that yesterday.
HL: It's a house now.
KO: Okay.
HL: The church on Route 14 is the Hartford Village Congregational Church that my family moved into there.
ML: West Hartford Church is closed as a church.
HL: It was a house at one time.
ML: It's still a church.
KO: It looked pretty abandoned yesterday when I drove by.
ML: Yea.
HL: Irene did an awful job on it.
KO: Yea.
HL: In West Hartford.
KO: It looked pretty bad.
ML: They used it during the flood to help people with shelter and food.
1953; two farms converted to one; going to college
College
Tractor driving as a kid
KO: Oh, okay. So how did you live on the farm, as a child?
HL: Eighteen years. I was a senior in high school, January of '53. My two brothers were married with families. One living in a house below us, which was another farm that Dad bought. So we had the two farms converted into one. And the other brother lived in an apartment that we made or that he made upstairs in the farmhouse, with my other brother and his wife and family. It was January of that year when my Dad came to me and said, "The farm is not going to be big enough to support three families." My two brothers and me. "Would you like to go to college?" I packed my bag the same day he said that.
KO: KO: Oh, okay.
ML: [Showing a photograph] That's an aerial view of the barn.
HL: She's not going to record you. You can talk up.
ML: It's just a copy. You can have that to go with. KO: Oh thank you. Neat. Where did you go to college?
HL: Wentworth College in Boston.
KO: Okay. You studied engineering?
HL: Social stuff? (??) And Mary went to Wheeler Teachers College in Boston.
KO: Ah, so that's where you two met? College?
HL: Graduated from high school together?
KO: Oh you did?
HL: Went to Boston to meet each other?
ML: Get better acquainted.
HL: That's the only reason I went to college. No, that's not true. So I was 18 years old. But in between I did an awful lot of farming. Matter of fact, was driving a tractor when I was 12 years old. But nobody would teach me how to drive a truck or a car. My mother taught me how to drive a pick up and learned from that. I had a driver's license and then took driver's ed afterwards because it was a reduction in your insurance for having driver's ed in those days.
410 acres of farmland
1960s; sold the farm
Reasons for selling out
Milking parlor; modern farming
KO: There still is.
HL: Other things that I think of about the farm. There was 410 acres of land. Fourteen room modern farmhouse, all rebuilt, hardwood floors and heating system. Not wood and coal that I grew up with. And they sold the whole thing for $36,500.
KO: When was this?
HL: '63. Mary is looking at me, because – your not going to use this for your recording – but my mother and father moved across the street from us.
ML: In '65.
HL: '65 when they came down here from farming. And prior to that my oldest brother didn't like farming anymore and he went to work as a carpenter for a construction firm, which I was in charge, so I hired my brother to work with me.
KO: So your family didn't want to farm and that's why they sold.
HL: Well, it was a financial issue. My dad refused to go to milking parlors so they had to borrow money and that sort of stuff. Probably, we all think that if he had, my brothers would still be farming the farm. But they're both deceased now, but they would have made the farm go. The reason they sold when they did is that the last year in business, my mother and father sold 6,000 pounds more of milk than the previous year and made 3,000 less dollars.
KO: Oh wow.
HL: That's what was happening, the cost of farming v. income. They didn't totally go modern. They went modern on everything, the biggest tractors and all that stuff in the neighborhood. It was just booming. I think that the milking parlor that the refused to do was the start of it.
KO: And that's the era of going from milk cans to-
HL: -that's right-
KO: -to the bigger-
HL: -bulk.
KO: Bulk, yea.
HL: The milking parlor could do cans, too. But the bulk came along after cans anyway. The milking parlor still ?? milk like we did.
Milking parlor
00:19:53
Jersey cows
Butter fat content of milk
00:21:59
Lyman family history
KO: And the milking parlor, was that for sanitation or what the purpose of that?
00:19:53
HL: Well the milking parlor was sanitation and speed and all this stuff. As the animals walked in they were cleaned. They went to a spot where they grained and were milked. Yes, fast production. And therefore they milked more cattle, like the big farms like the western valley of Vermont. They have 1,000 cattle. If they had increased, it probably would have made more manure than the earth can take, which is happening now.
ML: Did you tell Kaitlin that Dad's whole herd was Jersey cows?
HL: Yea, they were purebred Jerseys.
ML: All Jerseys.
HL: And with being purebreds, I can remember the State of New York raised their butter fat count because they were all Holstein herds over there. And when they did that, they came into Vermont to buy a few of purebred Jerseys to put into their herd to make their Holstein herd up to a butter fat count that the state required. And I can remember Dad sold six of his best cows to a big Holstein farm in New York for tremendous money, a profit then for it.
KO: What was the importance of the butter fat count?
HL: I don't really know except what the State required. The Jersey cow milk all ended up making cheeses, because the more fat in it, the more cheese you could get. And that was before they discovered it was all bad for us. So now we've got the 2%, the 1%, the none % because somebody in Washington decided it was bad for us.
00:21:59
I'm trying to think of some other exciting things growing up. I'm giving you my experience of the farm, not what the farm was. The Lymans were the first settlers in White River and throughout Vermont.
KO: Where did they come from? Where did your ancestors-
HL: England.
KO: Okay. Oh, yea, I should have known.
Lyman Point
00:24:44
Peddlers:
HL: Of course. Don't ask me the community. Two brothers came over and came into what was called the Town of Hartford – you and I refer to as White River now. From there they went up to settle Vermont. Green Mountain Boys. One was a missionary and went down into Massachusetts and all the way across America, into Hawaii and settled the State of Hawaii. There's a big monument over there that says Lyman on it. He's one of the two brothers that came over.
And where the so-called PNC store, maybe the bank in White River, there's a monument that says the Lyman Homestead. And this is in the history books of the town of St. Croix that you may have read. I had two old-maid aunts that lived in this old house. The story is that there is a tunnel going from the house over to where the White River entered the Connecticut. Slaves would come up the Connecticut in canoes and my aunts would take them out of the canoes through this sold called tunnel into the farmhouse. And then at night they would take them to Smugglers' Notch, that's where that name came from.
KO: Oh, yea.
HL: From there somebody else took them into Canada. The Lymans were old settlers but they weren't Puritans I don't think. One of them had a rope tow in White River, that's what Lyman Point is named for, in the back of the municipal building, where the railroad track is.
KO: Oh yea, yea.
HL: Well that's because of that. One of my relatives had a rope tow to get you over to West Lebanon in New Hampshire. The sign said 25 cents round trip. So you put your horse and buggy on, you go over and do your errands in West Lebanon. Then when you came back if you wanted to get back, he charged you another 25 cents.
KO: So much for round trip.
HL: Yea, right. So much for being Puritans they all thought they were.
ML: Got to make a dollar.
HL: But that's got nothing to do with the farm life.
00:24:44
KO: Oh no, that's okay.
HL: But as I mentioned to you before. All the peddlers, they had all these
eggs
Butter making
Mother doing the washing; Domestic chores
00:27:20
Bath night, Saturdays; galvanized washtub
eggs. I can remember as a kid hating to do it. I had to help pick them up, like 60-100 bushels or grain bag size of potatoes. They were on the front porch being sold to people and people would drive to get it, but also delivered. That was part of the peddlers that they were in early life.
ML: Mother made butter.
HL: Oh yes. My family made butter. I have the bowl – after it was separated – that it was used to mix the butter up in. And then my sister, who is deceased, ended up with the square box and the mold that you push down on top of it with the Lyman "L" in it. They didn't have to weight it because the butter fit this thing which was exactly one pound. And that's where it's all come from ever since. I don't know what happened to it as this point. I ended up with the bowl. I have a greenhouse started at the end of the house and I was mixing dirt in this bowl, and my daughter wanted to know what it was. "Dad, you're not going to do that." She took it home and cleaned it all up. It's an antique: the Lymans' butter business.
My mother even did the washing. I can remember two washtubs. Of course, Mondays was always washday. Two washtubs. Water was cooked in the reservoir on the kitchen stove. And during the summer there was a kerosene type thing that heated the hot water. The washing machine and then two rinse tubs behind it. And I had to help every Monday to do all that stuff.
KO: Not your favorite?
HL: Nothing was my favorite domestic, except I did learn to knit. She taught me how to knit. And my brothers nicknamed me Harriet because I would rather be in the house with my mother than out at the barn working.
00:27:20
ML: Tell her about this.
HL: I was going to tell you something else about that washing machine. Oh yea. Of course, Saturday night was bath night because of church in the old days. So you put on clean clothes Sunday and then you took them off Saturday. ?? And we had a copper washtub as we refer to it. You and I have seen it growing up with the galvanized tubs people have. That was put on the floor in front of the woodstove. And then she'd take hot water out of the reservoir that would be heated because of the wood fire and put it into this tub. And then she'd make me get into it. Well it was so hot on my feet that you couldn't stand it. And the rest of your body had goose
Built-in bathroom; first in neighborhood
Farms in Jericho District
First tractor in 1940; diesel tractor; manure spreader
00:31:30
School at Jericho oneroom school; Hartford pimples about an inch long all over it. And eventually you got yourself down into this water. That was my weekly.
KO: Oh, that sounds painful.
HL: But we also on the farm, had the first built-in bathroom with toilet and a tub and a lavatory. Of the 12 farmers in the neighborhood we had the first one. And then we converted the tub into the combination shower also. That was the first one in the neighborhood. The first truck in the neighborhood. We had the first everything, let's say, in the neighborhood, even though an uncle that lived next door to us on the corner there.
KO: So when you say neighborhood, you are referring to what is now the Jericho Rural Historic District?
HL: Yes, Jericho District as we used to be called. It was originally all farmers. And one, two, three, four, five, six, seven, eight, nine, ten farms were in that area. It was all farming. Originally with horses, it took forever to do things. I can remember before the tractors, my older brothers harrowing and plowing with the horses and then planting when the tractors came on.
KO: When did you get a tractor?
HL: Oh, I want to say 1940, 1941, the first wheel tractor. We first had steel wheels, steel front wheels. Everything was steel then. It eventually ended up having rubber tires put on it, but initially it was all steel. And then the (corel??) tractor because the sugaring business was getting bigger. That was in 1945 when that came along. And then diesel tractors came out, and we moved over to those sort of things. I can remember when the manure waste from the cattle in the old days was holed down through the hole in the floor. And every spring we had to load it into the manure spreader with a fork and with a horse pulling it to spread it. And what an operation it was. I can still see it. My younger brother screaming at the horses. My father screaming at the horses because they couldn't back the thing in right. And I can remember watching that not liking it. Took off. Then eventually came to a type of machine so you could spread manure all year long. So went from there to a machine that did that.
00:31:30
KO: Did you go to school at what is now the Jericho Community House?
HL: Yea. I was in the last class from that school. I went there six years, 1-6. I was in the last class when there was six of us before the town
High school
Eastman family;
Eastern
States
Farmers'
Exchange
Grain car at railroad station; grain business
closed the school.
KO: Which grade was that up to?
HL: It was originally 1-9. When they closed or just before they closed it, it went 1-6 because of junior high. So they closed the school before I entered my 7 th grade.
KO: And then where did you go to school?
HL: Hartford High School.
KO: Which is currently?
HL: Currently now down the bottom of the hill it's a middle school.
ML: Elementary school.
HL: Elementary.
ML: Elementary school.
KO: Okay.
HL: That was originally a high school.
KO: And you were in a class with Harold Eastman? Is that right?
HL: Lois Eastman.
ML: His sister.
HL: The Eastman family were big apple orchards and farmers in Quechee. My dad, also in my high school years and junior high school – maybe more that – was a grain agent for Eastern States Farmers' Exchange, which later became Agway.
KO: Oh, okay.
HL: And the grain would come in every two weeks in a boxcar to the old railroad station in Hartford Village. The buildings were there, I can remember. They weren't able to use the buildings, but just the facility. So when it came in my dad would have to call all the people. He would get the requirements – those that bought from him – by telephone. So when it came here, he'd have to call them and tell them to pick it up. So here again my two oldest brothers were in charge unloading the cars after they got done doing morning chores on the farm. Eventually Dad delivered a bit to certain farmers, but the rest of them came to pick it up. And I
Flour sacks for clothing
00:35:00
Mother &
sisters sewing;
IFYE
program; 4-J
Barn in the summer
discovered later on that the income from the grain business is why I went to college. That's where that money came from for my college. It was extra money that most farmers didn't have because of that.
KO: So, just to clarify, your dad was taking orders for grain?
HL: Yes, taking orders and ordering it from the factory. Some farmers picked it up once a month. The bigger farmers, including ours: every two weeks. You got your grain would last for two weeks. Different types of grain for calves to young cattle to milkers. And also flour came in the colored bag, which all farmers' daughters and my sisters ended up making dresses out of it.
KO: I've heard that before.
ML: Grain sacks.
00:35:00
HL: Flour sacks, not grain. It was different material because of the fineness of the flour.
KO: Oh yea.
HL: Flour wouldn't stay in a grain bag. They're plastic now, which is different. Back then they were not.
KO: They're more like burlap – the grain sacks.
ML: It was like a pillowcase.
HL: Like a pillowcase, exactly.
ML: Same texture, cotton.
HL: Same texture. My mother and my sisters sewed constantly. All farmers sewed. And the daughters sewed and made their long dresses out of this stuff. It was two-fold. For the grain company to make more money and for the farmers to get clothing cheaper. And when I was – we were big 4-H people, big 4-H on the farm. My sister who was next to me ended up going on the IFYE program. She went over to England for a year. And then in exchange, one from Germany came over and lived – a male came from Germany to witness, after World War II by the way, to witness farming in New England and what not, to take back to the farms in Germany after World War II because the land was all beat up.
I can remember every winter, every summer, we'd take all the windows out of the barn and put them back in for the wintertime. And he would, during milking, he would stand in the barn and look out at everything
International Farmers' Youth Exchange
Victory Garden
from these windows. One time we had a wicked thunderstorm and he was looking out that window and says – I said, "You're going to get hit. Get back in here." He said, "No this is a godsend. It sounds like just what the war did to me, but God is doing it this time."
KO: Oh geez.
HL: Different. That's nothing to do with the life of the farm, but that's something that happened.
KO: What was his name?
HL: Franz –
ML: I don't remember the last name.
HL: I don't remember the last name, but he was from Germany. My sister Anne was in IFYE, and she was over at a farm in England for a year.
KO: That's interesting. I've never heard of that program before.
ML: It's International Farmers' Youth Exchange.
HL: International Farmers' Youth Exchange.
KO: Does it still exist?
HL: I don't think so.
ML: I have no idea.
KO: Just curious.
HL: I think the computer has taken it over and they can call up over there, what we are doing here.
KO: Probably.
HL: And I was forced to have a Victory Garden of my own back then. I have a picture of me having a hoe; I was planting in it this time. I was forced to have this garden because of 4-H by my parents and I didn't like it at all. Skinny as a rail, I was. Hoeing this garden and planting seeds. I did so well that I ended up with a – this had a green label, tassle on it one time. I ended up with a Victory Garden award which was called a MacArthur award, from General MacArthur who was in the Pacific. [Showing medal.] And that was an award for growing Victory Gardens because they were being promoted during the war.
KO: Who judged the gardens or how did you win?
Favorite parts of farming; tractor driving; cows; losing electricity
Milk truck accident; brother as animal whisperer
HL: Somebody from the State came around, looked it over and wrote down information and went back. This was presented to me at the yearly 4-H thing. Somebody from the agricultural world in Montpelier came and did all that stuff. I won that. I hated gardening. As I said, I wasn't very domestic and what not. I shouldn't use the word "hate." I just didn't like doing it. Got married, had children and I got gardens all around me.
KO: I see that.
HL: I've got tons.
KO: I guess you have a knack for it, from a young age.
HL: I got that award. And it's an old one. After I matured in life, I've got tons of stuff that I gave away.
00:39:50
KO: So, what did you like to do on the farm? The domestic chores weren't your favorite.
HL: Driving the tractor, was one of my favorites. The cows were not. My older brother was so mild mannered that when he walked in the barn you could hear the cows chewing. My other brother was a screamer and a slapper. When he'd walk in the barn, they'd all get antsy. You could see this going on. You could feel it happening. Every time there was a thunderstorm, we would lose our electricity. I grew up with a gasoline engine starting to run the milkers. When electricity came along there was electricity to run the vacuum pumps. And every time there was a thunderstorm – there was one wire that came through the woods for the whole neighborhood that would break. We'd be out of power for a while. And I would always hope it would be a while. It was so peaceful to go into the barn and hear my brothers milking by hand and cattle. I wanted it to happen, but they hated that.
My older brother who was so nice to the animals, the horses just wanted to be fed by him. The cattle and the other thing. I can remember one time the milk truck fell off the side of the road. Three wheels of the truck were over the side of it. It was frozen ice and that's what happened. My brother grabbed the Crawl (??) tractor and couldn't pull this milk truck out of the hole. I can remember watching. It would just spin on the ice and go sideways. Just couldn't do it. And then all of a sudden we looked up and here comes my brother – Bud, his name was, the oldest one – with the horses. We still had the horses, too. We hadn't gotten rid of them yet. Those horses would do anything for him, by the way. They were just jumpy for my other brother because he was slapping with the reigns to
Average day when school age
get them to do something. He backed that team down. My other brother moved the tractor and hooked the horses to the chain to the milk truck. We walked around, got on his hands and knees, just about, and talked to those horses. Their knees were almost on the ground and they pulled that truck out of there.
KO: Wow, that's amazing.
HL: He was able to do that with those animals.
ML: He was a horse whisperer.
KO: Sounds like it.
HL: If you like animals, if you do, you can see what was going on. Cats were the same on the farm. [ML shows photo to KO.] Oh, you had to show her that one.
KO: That's so cute. That's you?
HL: That's me the year I won this.
KO: You are a skinny little thing.
ML: He didn't weigh 100 pounds until he was in 9 th grade I guess.
KO: That's nice.
HL: We were both skinny people. I weighed 124 when I got married. She weight 104.
KO: Wow. All that farming will keep you thin.
HL: Except my middle brother could lift anything. He was very muscular. I was the skinny one. There are some genes we know about that create my size. He got the other jeans. He could pick up anything, he was so strong.
00:43:48
KO: So when you were a school age, child – what was your – well, I guess seasonally it differed – what would be an average day for you? Get up?
HL: Average school day or farm day?
School; walk home for lunch; chores; baseball
Cattle chores
First television, 1948.
KO: Combined. Get up, go to school.
HL: Well, okay. I didn't have animals to take care of when I was younger going to that school. School began at 9 in the morning. You were recessed in the middle of the morning and then you were recessed for lunch at noon. Nobody carried a lunch box for an hour. You went home for an hour and walked back to school for the rest of the school day, which went till 3:00. Of course when I was in high school, I had chores that I had to do. And I had to do those in the morning. Come in and shower because I didn't want the girls to smell me all dirty. I'd ride a school bus and later on we had to drive our own vehicles.
I played baseball in high school. I couldn't play any other sports My father thought I should be home farming, taking care of the animals so he wouldn't come pick me up or anything. So I had to walk six miles after practice or after a ball game.
KO: That must have taken a while.
HL: Yes, it did. And quite a lot of times it was dark by the time I got home. But the young cattle that was my job to care of, hadn't been fed or watered yet because it was my job. My father would say to me, "Your cattle are waiting for you." So he suffered those animals in spite because I was not there in proper time to do it. So the normal time would be five o'clock for water and grain. And they didn't get it till nine o'clock some nights if we came home, like when we had a game in Woodstock, for example. The old road back to White River and then the six mile walk after taking the uniform off and that sort of thing.
KO: Geez. Did the cows adjust to your schedule?
HL: I guess so. They were young animals? I don't know that it would animals. I had no pet names or pet animals out of them. They were just animals. And then the chickens I had to take care of them: pick up the eggs. Clean them out. They are dirty animals when they are housed. They were an animal.
ML: You ought to tell her when Bud got his first television upstairs.
HL: Oh yea, being the first things in Jericho. We were the first ones with a television in 1948, and had a so-called antenna laying on the rafters in the attic over the kitchen. Came to this black and white TV and my brother's and his wife's living room. I started watching professional football games then. Every Friday night there was a boxing match or something else. My dad and I would go up to my brother's apartment and watch every Friday night. Saturday night was wrestling. News started. As
Buying neighbors farm
00:49:28
Nephew Marty Lyman
a young person I can remember watching the first Channel 3 news way back when.
ML: It was kind of snowy, but it worked. You could sort of see the picture.
HL: We had the first big stand up console radio on the farm, with big speakers. First in the neighborhood to have that one. And I'm not saying because of us because we were the first. We were the first because of financial things back in those days. Like everything else in farming: you had to be big. Well, Dad's farm was just bigger than everyone else's was. And he even made it bigger. He had the opportunity to buy an adjacent farm. He had been wanting to buy it for quite a few years. It was just a bachelor and his mother who owned the farm – we called it below ourselves – where my brother and his wife ended up living. The guy really didn't want to sell it. And I can remember at the breakfast table (my mother's name was Lois and my dad would call her "Lo") - and I can remember he says, "Lo, I think it's time to buy the house below." She says "why?" So I went out and looked down in the field and this guy had a tractor buried in the mud.
KO: Whoa.
HL: Dad went down, went over to where he was, standing disgusted looking at his tractor. He came back and said, "Lo, I was right. I just bought the farm." That's actually what happened, but I don't think it totally made the sale. But, it certainly helped.
KO: Good timing.
HL: Norman's son Dale still lives in that house. He and his family live in that house that he was brought up in as a kid.
KO: The house that was below?
00:49:28
HL: Yup. And my other nephew Marty lives in the trailer down where the one-room schoolhouse that is now the community building. He manages the land for the people who own our farm, and hays it for income. Bales and bales of hay that he sells during the winter and delivers to people.
KO: The house that you grew up in, who lives there now?
HL: Do not know their name because it's changed three or four times
Ice from the pond; sawdust; refrigerator
Corn silage; community help
since my parents sold it.
KO: Oh, okay. Is it still-
HL: I think Dale and Marty might be on your list to talk to after me.
KO: Yes, you suggested that.
HL: Because they go after I left and what I know.
ML: Marty is the caretaker of that property.
KO: The?
ML: The one that hays.
KO: Okay.
HL: The farm has been subdivided quite a bit. And John Clark, a realtor that I know here in White River, told me quite a while ago that the $36,500 they sold it for has turned over a little over three million dollars since then.
KO: Oh my goodness.
HL: All subdivisions. And when my parents sold it was just before real estate boom. The following year [indicates price going up via hand motion]-
KO: -Oh-
HL: -it went wild. Been that way ever since.
00:51:00
Ice. Our cousins own Wiggins & A?worth. They still do, one of the children do, own the big farm up on top of the hill with a pond. Every winter they would saw the ice out of that pond. The neighborhood did it together. Everybody got together. I can remember where the ice was put on our farm and packed in sawdust. And in July getting into the sawdust and getting a hunk of ice for the milk cooler or the can and another hunk of ice for mother's refrigerator, so to speak. Ice chest, they called them.
I grew up with ice before we had any of the others. Farmers did a lot together in those days. For example, corn silage filling time was done as a community. We'd do such and such a farm first. Here again, Dad had the first machine to chop it up. The first machine to the get into bundles. And then everybody eventually ended up with a truck. We'd go one farmer's and we'd do theirs. Every noon was a big meal put on by that wife. That was one of the requirements. And eventually to our house.
Snow plow; neighbor bookkeeping
Harvesting
September; silage; maple sugaring
Maple sugaring
And of course we had the biggest amount, because we had the biggest amount of cattle.
But everybody kept track all year of what somebody did for somebody else. Like the farm next to me had the first snow plow on a tractor, so they plowed our driveway and the barns and all that stuff on the farm. They recorded this all year. And once a year they would all get together and go through their books.
KO: Oh, wow.
HL: And when it was not even anymore, they paid. Generally the Lyman Farm, ours, did the most because of the size and the equipment. So their snow plowing when it gets to harvesting time, enough, and what the snow plowing did they paid cash for the difference. Every body had an old-fashioned bookkeeping book. Dates and hours and what it was. Dad would log in our truck for the neighbors. The neighbors would log in their truck when it worked on our farm for the silage filling.
KO: What time of year was silage filling?
HL: September.
KO: Okay. And then sugaring is winter/spring obviously.
HL: Yup. Town Meeting was the rule of thumb to tap. It was for years. With the warming trend that we're now having, and I'm convinced that we are, we're almost done at town meeting this year.
KO: Yea, this year was a little different.
HL: I can remember on the farm, my best friend who is now deceased, he and I grew up together. His birthday was April 24. And I mentioned to Mary this spring on his birthday, I can remember still sugaring back with the horses, because I was over at his grandfather's farm. Not particularly, not our own, just watching. I can still see the horses come down to the sugarhouse. The steam and all this stuff. It was the 24 th of April and they were still what we call evaporating.
KO: So when you were sugaring then, were there tap lines or did you have to carry everything?
HL: No we hauled buckets and you had to go gather it. When I was in high school, of course, I had to do this. I didn't in the younger years as I told you. We had two sheetrock pails, one in each hand. You'd go to the
Going for a drive
trees, put the sap into those and those go back into a container on a scoot to the sugarhouse. And I discovered that after you go down over the bank with two sheetrock pails, and there's 10 or 12 buckets, no matter what, you put all the sap in those two buckets. You didn't want to go down there again. And I got caught. I learned a lesson. So after that, I'd go down and come back and go down and get the rest of it and keep pouring till they were all empty.
KO: How long did your family sugar for – how many years?
HL: Well, my mother and father and brothers until they sold the farm. But my brother that lived in the house down below and his son and another nephew over in West Hartford are still sugaring. They are modern. They've gone to the pipelines. My relatives are still in the business, but not on Breezy Hill Farm, that it was called.
KO: That was your farm?
HL: A big sign over it, just below the 1912 that said Breezy Hill Farm. I grew up with that. Big slate roof. I can remember the whole barn being painted one summer by my father. Big slate roof. Had to hire people to come in and repair those because that was an art by itself. But they were crazy on the roof. There was no safety equipment in those days. The only one helping you was the Good Lord I guess.
ML: The property looks good up there even today. It's been well kept up by the new owners.
KO: That's good to hear.
ML: The barn is in good shape and the house looks gorgeous. It doesn't look like –
HL: Oh the house is – KO: Added on to.
HL: In a clear day during the summer you could sit out on our lawn in the south end of the house and see Pico, in Mendon, over in Rutland on a clear day. You see the top of Pico Mountain, where the ski slope is now. Tremendous views. All sorts of views. I used to get the cattle as a young person. Where they grazed during the day, I'd look down and see the puffer bellies (??) 58:15 going up through the valley. You can't now because it's haze. You can see as far as you could back in those days. And every Sunday, of course, people went for rides back in those days on the afternoon. They would all come along slowly by the house, and they would stop at the top of the hill by the house because of the view. I can remember asking my mother, "What are they stopping for?" I never
Jericho Hill
Dirt roads; paved main roads
knew we had a view until after I went off to Boston, and discovered there was a difference.
ML: I think this picture, if you went to George Miller's, his house would be up this way on top of the hill. You'd have to go over the brow of the hill and down. This actually is on Jericho Street or is it Jericho Road? They change names where they intersect.
HL: Street goes from Dothan to Route 14 in West Hartford.
ML: Okay.
HL: Dothan Road.
KO: Oh, okay.
ML: Dothan, Jericho.
HL: Dothan Road and Jericho Street. Jericho doesn't mean the township; it's just the name of the community.
KO: Right.
HL: And going from Hartford Village and you turn right. The first big hill was called Clay Hill up around the corner because very spring the clay bank would come right down all over the road and they'd have to clean it all out. And the big long hill, which was on valley, the lowland so to speak. That was called Jericho Hill. When you would get up to the barn, where you have been, and you could look 360 degrees. That was the top of Jericho Hill.
KO: Okay.
HL: During the winter you never made Jericho Hill without putting chains on unless it had just been sanded or something. And you would always try it two or three times and you couldn't. So you would back all the way down on the flat and get out and put chains on. Then you get up the house and what not. But you'd have to take the chains off because we discovered you would leave them, and then when you hit the blacktop going back downtown again, it would wear the chains out and they'd come loose and they'd tear the fenders off the cars so they had to stop doing that. So I grew up putting chains on to get home after going out with this lady [referring to Mary].
KO: So only some of the roads were paved?
HL: Just the main roads were. All of the rural roads were not paved.
KO: Right.
HL: None of them were. And each spring it would be so bad in certain places that your cars would drag and get hung up in certain places because there would be deep ruts until after the frost and the water left. I can remember several times my mother getting tangled up in that sort of
Community events at the schoolhouse; card games stuff. We went somewhere, mother and I, in that mud sort of season, I can't remember where. And we got in the ruts so that the car couldn't move. My mother grew up with oxen and was an oxen fan. One farmer came along with the oxen. And another got there first the horses. My mother says, "I hope four horses can't do it. I want the oxen to do because your father hates oxen." But apparently the horses, I can remember, they just pulled us out so they didn't the use the oxen that my mother wanted to prove to them that they were better than horses.
1:02:08
KO: You mentioned that corn silage filling was a big community event and that you'd trade tasks throughout the year. Can you think of other specific events throughout the year where the community would get together?
HL: Once a month they got together at the school house. Oh yes, as a youngster, military whist was popular. It's a card game where you get ribbons for winning. Every fifth hand there was a notch in the ribbon and you got more points for winning than the one in the middle So that went on once a month all year. And the potluck: women brought stuff. And the men brought whiskey – I mean hard cider. They had to leave that outdoors, but other drinks were available outside. And the losers had to go around to each table and each table had a name: Goshen, Dothan, White River, something like that. It was a card event. Military whist. And I learned to play cards doing that because my mother never lost. She was a Puritan but she never lost. Mary's mother, too. Every card game we went to, never lost. She could just see what people – read the hand, that sort of thing. She did not allow alcohol in the farmhouse. My dad had a little bottle of cheri that he would have a nip of every night, but that was for medicinal purposes only. After they sold the farm, my mother moved to what we call downtown and later on she was having what we call a drink before dinner. She never had before.
KO: So were those events at the schoolhouse then?
HL: Schoolhouse.
KO: So it was community house and schoolhouse.
HL: It didn't become a community house until the Town of Hartford sold it to the people of the Jericho District for one dollar. They were either going to sell it or tear it down. The last one room schoolhouse and community actions were on then and the town did this sort of thing. The community agreed to maintain it. The house itself had a great big potbellied stove that burned wood in it. One neighbor would get it going
Schoolhouse
in the morning and it was up to the school teacher to keep it going for the rest of the day. And we all huddled around that at certain times. Pledged Allegiance to the Flag around that thing.
KO: How long of a walk was it from your house to the schoolhouse?
HL: 1/8 of a mile, ¼ of a mile.
KO: Oh, okay. So you had enough time when you had to go home for lunch and come back.
HL: Oh yea. And used a sled to go to the school quite often. Back in those days the cold and what not, the snow, was different. We used to slide on the crust of the snow with steel runner sleds. Which you can't do anymore. But we used to walk all sorts of places and ride the sleds to school. Then it was bicycles. But it was not a long walk for me, but it was for some other ones. The schoolhouse was moved to where it is now, but originally it was up by my dad's barn.
KO: Oh, alright.
HL: I do not remember it up there, but it was moved down to where it is now. It was right up my the barn. I think the Lymans had something about building it up there, but I'm not sure.
ML: And there were two swings: one for boys, one for girls.
KO: Oh really?
HL: There was one girl in the last year and she got the swing all the time. And there were four or five of us guys that hard to share.
KO: Lucky girl.
HL: And she had her own toilet, too. We had to share, which was awful. It went to a system outside that had to be pumped out later on in life, all the time. No running water.
KO: In the schoolhouse?
HL: Mmm-hmm.
KO: Did you have running water in your house?
HL: Yes.
KO: You said you the bathtub and the –
Running water in the house; lead pipes
HL: Yup. We had running water. We were the first to have running water. It came from a spring [phone ringing] next to the woods in front of the house. And for years my grandfather would haul the water out of lead pipe. It was all lead pipe down through there. Lead pipe to the house. Lead pipe around from the house, of course the water to the barn. It was all lead pipe. Drank that for years. And then they decided that lead wasn't good for you, so all the domestic water in the house was changed to brass piping. Later on they said, hey listen, brass is made out of lead so you're getting the same thing. So they had to take all that out.
KO: Eventually it's all bad.
HL: It's all true today. I can tell you as an ex-construction engineer in Hanover, I can tell you that the inner of all faucets are brass. And brass is still made out of lead.
KO: Hmm.
HL: When you get up in the morning, before you brush your teeth, you let the water run for a minute because lead comes out of it when it's sitting in water all night. And if you run it for a minute, you let the lead wash down and then you get the water to brush your teeth.
KO: I should probably do that. The pipes are old in my house.
HL: You should do that anyway, especially when you have children, you want to do that. How I know this? One day I look on a box of a faucet that was manufactured. Down in the smallest black print you could see: "Warning: contains lead." Not one plumber, not one hardware store, nobody ever told the client that that was there.
KO: Oh man.
HL: I just happened to discover it one day on a jobsite. "Oh yea, that's been on there for years," the guy says, "but I don't tell anybody." So the old house you have up there, just run it a little bit in the morning. I have such a habit of it that I taught my kids to do it. And run it before coffee in the morning. It's got nothing to do with the farm, but it's a healthy-
KO: I have to say, I like to learn something new everyday. Well, obviously I'm learning something, but it's a tip to pass on.
HL: Well that's why when you're a young person, you think old men don't know anything.
KO: Oh, I never thought that.
Peddling farm products; meat wagon
01:11:24
Buying groceries in Hartford; buy on credit; Morse's store
Victory Stamps
HL: Later on in life, you think, "I'd better talk to the guy. He's had some experience." KO: Yea.
1:10:06
KO: Let's see.
HL: You must have more avenues written down there.
KO: Oh, many. Although you've – you're good at kind of angling yourself towards all of these topics. You said your parents had to peddle the farm products in the beginning? Was that from your house or did they have to go down to the market?
HL: That was from the house and people would buy out of the wagons originally. And then they had a pick up truck and people would come to the pick up truck and buy from there. A lot of people were peddlers in the old days. We even had a person that came around with the meat wagon. They'd have bacon and ham and a set of scales in the back of his truck. I can remember my mother buying produce from him – meat produce. The men who came around, the comment around the community was that that man's thumb was gold because he'd have his thumb on the scale while he was weighing.
01:11:24
KO: So did you have to go into town to buy any food or groceries?
HL: Oh yes, yes. The grocery store that I remember growing up was in the center of the village of Hartford. As a matter of fact, there was three grocery stores in those days because that's how much population there was from the mill. And all groceries for those that could, charged. My parents were successful in those days and we were ones that were allowed to charge. They sent us a bill once a month. And during the war, of course, we had coupons – World War II. And you had to give coupons for coffee and this sort of stuff. Morse's Store it was called, Warren Morse, and I can remember going in. My mother's name was Lois and, "Lois, I've got something stayed for you out there." We were their biggest purchases with six kids and the coupons. He would save coffee and butter, matter of fact, those sorts of things. He'd keep them in his cooler out back and then he'd sell them to her. And you had to give these coupons. I grew up with these coupons. I still have part of the family's coupon book downstairs. You tore off for gasoline and all those sort of things, so many coupons to buy it. And then we had Victory Stamps in school supplied by the Weekly Reader, I believe it was. You paid ten cents for each stamp. And when you got a book full, the money went to
Weekly reader
01:14:11
Neighboring farms
Raymond Miller, Gordon; friends as kids; hunting support the war effort. And when you got a book filled, you got something for the book and you went back again to see who could get the most stamps on. It was competition to get the book filled within children.
KO: Where did you bring the book to?
HL: My mother.
KO: And she took it somewhere?
HL: It went somewhere. Maybe the schoolteacher took them.
ML: The school collected mine.
HL: Yea, I guess it was the school collected them. It was a Weekly Reader, because the weekly reader was a program that came to school in those days. So I was able to buy stamps and get my book filled before somebody else that didn't have something. So those were the days that – money still separates people. It shouldn't, but I guess it does.
01:14:11
KO: With all the 12 farms around yours, and all of the farm chores and everything, did you have time to visit with the other kids your age? Like now kids have playtime after school.
HL: Oh, Raymond Miller, grandfather of the one you're talking with was two months younger than I. My best friend, who is now deceased, was one month younger than I. I was born in March. Gordon was April and Raymond was in May. We were called the Three Musketeers because in between duties of what we had to do, we were on bicycles with each other. Or with sandbox toys, we'd play with each other. Raymond, not so much as Gordon as I because Raymond wanted to work. He quit high school because he wanted to work. He didn't want to go to school, and didn't want a bicycle even though he had one. We were also - we became great hunters because our parents were. I was 12 years old when I shot my first seven pointer and made the newspaper. From there on, my father was what we call a hunter. There are all sorts of people that hunt, but only a certain person is a hunter. My brother Norman and I became hunters like my father was. Seen tons of animals in the woods. Seen lots of hunters that never see me – purposely I did that. I knew where the animals were and could seek them out. You could hunt them. Let the guys run around with the pick-up. You only have a few seconds to shoot and you don't carry your rifle around on your shoulder like people do. And Dad insisted, "You are not to shoot unless you can kill." That was one of his first things. I became a successful hunter. My family had eight
Hunting & slaughtering; New Year's Day butchering
Pigs; horse barns
(??) in here all through the years.
01:16:51
KO: So you hunt for food, essentially. Well, sport and food.
HL: The reason of these old farmers was food. When I came along it was sport.
KO: Okay.
HL: Because you slaughtered your eating animal. Or in most cases, which was okay for you, was not good tasting or was tough, an animal that couldn't produce milk anymore was sold to a slaughter house or slaughtered for personal use within the farmers' families. Here again we had the first freezer. I can remember doing that sort of thing, and grinding our own hamburg and what not. A machine for that came alone. All the farmers, they did what was called, they butchered their pigs on New Year's Day. Tubs of water and things to dip the pig into because the hair would come all out in the hot water. I can remember seeing my brothers and my dad do ours. And looked own and the neighbors had their pots going also. My two older brothers discovered that they could get a little topsy New Year's Eve. And then they'd have a little hangover and have to slaughter pigs. My mother would say, "That serves you right."
KO: Why New Year's Day?
HL: Pardon?
KO: Why New Year's Day?
HL: I have no idea.
KO: Hmm.
HL: But it was just a tradition. You brought piglets and raised them during the spring and grew them all year again. Originally the pigs were kept under the horse barns. Somebody did that because you scrape the horse manure and what not down a scuttle hole. And the pigs would rouse through it and spread it all out. There would be pieces of corn and grain in it, which they would eat. You fed pigs all your garbage. You fed them all stuff you could grow and do, but you had to also buy pig grain to get them up to size and tenderness of eating, so to speak. The swill is what it was referred to. That came along and that's why the Jewish people would not eat pork, because they lived on swill.
Slaughtering
Fishing
KO: Oh, okay.
HL: They now eat pork because swill is cooked and what not before pigs eat it, or the grains and what not. For that reason.
KO: Interesting.
HL: I can remember the slaughtering – I was a young kid – of the beef animals that we ate. I was allowed to watch it after the animal was dead and hung up. During the killing process I was told to go in the milkhouse and stay there so I wouldn't see th shock of an animal being shot or whatever it was, so I could witness the gruesome part.
KO: Did you start at a certain age to help with the slaughtering?
HL: To help with what?
KO: The slaughtering.
01:20:28
HL: what?
KO: The slaughtering?
HL: No. I watched enough in the woods that I became able to slaughter the deer. That I shot. That was my job. I remember what was called "wood-stress." Some people don't do it right and they make a mess of it. But I was taught differently. And after the animal was reported. You didn't take the lungs, liver, heart out in the woods. Just the intestines and the stomach. You had to take them out and report it. After you did that it was hung up and then you cut the biscuit with a saw and took these items out, because liver and heart was eatin' in those days. It was all saved. The dog got the other scraps, on purpose. Split the animal, gently down the middle after you skin it. You let it hang for a few days and then after you took the hide out, you'd split the animal. Cut it into four pieces and you'd hang it out. And the days before freezers, by the way, the beef that was slaughtered was cut into four quarters. And it was always hung on the back porch so it would freeze. My mother would bring it in and thaw part of it, what she was going to cook and then it would go back out on the porch. This is before freezers.
Fishing, by the way, was a food staple in my younger days. We used to go out after chores, seven o'clock in the evening, and come back with my limit. There were two brooks that was lots of running water and lots of
Fishing
Hired man fish. And Sunday mornings was a treat to have trout for breakfast. I don't know if the whole neighborhood did it, but it was in my family. We had some friends that came up from Bellows Falls every Christmas morning with my family. One year my mother froze 22 brook trout that I caught during the summer. They were thawed and they were for Christmas morning breakfast. That was big thing in my family. It was fun to fish, but it was also a staple.
KO: Hmm, I didn't know that.
1:23:15
HL: And that White River had good fish in it that we used to keep. We used to throw a fish away before we knew it was good for us. We didn't want the Orientals back in those days. We just fed ourselves.
KO: The White River is the river next to Route 14.
HL: The White River is the one next to Route 14. And the White River was actually Cas-cag-nac by the Indians. Cas-cag-nac is the Indian word for white. I can't spell it and I can't pronounce it, but that's why it was changed.
KO: I guess so.
HL: It starts way up near your country [central Vermont]. There are two branches: North Branch, the big one, goes through Gaysville and all through there there was damage from Irene.
KO: Let's see.
HL: You must have a couple of more questions.
KO: Oh, I do. So you had the biggest farm. Did you have hired help?
HL: Had hired help until my two brothers were able to be it. We still had hired help during those days. Yes, we always had what you call a hired man, now that you bring that up. And I can remember the big farm had four bedrooms upstairs. One of the bedrooms was the hired man. He was always referred to as the "hired man." I can remember the last one, as a youngster, that was living in that room at home. And then the hired man became someone from downtown and didn't live there. Came to work in the morning and went home at night, and came back and forth. But there was always this extra man.
KO: Was it always someone that you knew for years or was it a different
Brothers working; deferred from military person?
HL: One of them was a neighbor down towards Hartford Village that was not a farmer. His family was farmers but he wasn't. I can't tell you if any others were related. It was just a –
ML: One of the hired men married Mandy, the schoolteacher.
HL: Oh yea. The schoolteacher, by the way, came from Gaysville, when the school was up by our barn. And the hired man lived in the hired man's room at the house. They ended up falling in love and got married. I think the schoolteacher lived down at the neighbor's house and he was at our house. But they were right there together and that blossom bloomed.
01:26:08
KO: So your brothers must have been very helping your father.
HL: Yes, and as I told you earlier, they work hard to make enough money to pay the mortgage. When my dad was in the Deacon's Hospital in Boston, and yet they were able to go to school and graduate during all that time. And during World War II the farm was so big and those things were happening – that my brothers got draft notices and each time my dad would go to Woodstock Court. What would happen to the farm if they were taken? What the produce that we're doing is going to the war effort and going to the troops it was. They were deferred each time. They never had to go into the military.
KO: Was that common, to be deferred?
HL: It was common for farmers that were producing enough to help the effort.
KO: So not the small ones? The small, subsistent?
HL: Well, yes, if it was the only. They could have been married early in life and been the only farmer. And I'm not talking about in Jericho, I'm talking in general, the entire state.
KO: Yes.
HL: Most farmers were deferred. But there were those who volunteered, of course.
KO: Yes.
HL: I can remember. You interviewed people by the name of Russell that
VE Day
01:29:55
01:30:09
Mary & Harris met
lived at that farm. He volunteered and went to Germany and was wounded. He was shot in the arm. I remember it was a big deal. He came to the house one time. "Gordon, he's here!" And we got him to roll his sleeve up and we'd see where the bullet went in and came out. Boy, he was a hero.
KO: Yea. You were young at the time of World War II, right? You were about 10.
HL: I was born in '35 and the war started in '40.
KO: Right.
HL: VE Day, I was 10 years old. It was like when Prohibition was given up. Everybody went nuts. It came off the radio. My father jumped up and screamed. I can remember being outside, what's going on? My brothers come running out of the barn, "It's over! It's over!" They had an old radio out in the barn all the time. My early years is World War II about farming. Had Lowell Thomas was the narrator doing the national news from England or France where he was stationed, after they took France back. He had the awfulest, growly voice. He scared the devil out of me. My mother and father would get down to radio every night to listen. [Imitating voice] "This Lowell Thomas talking to you from Germany." I was convinced the Russians were coming here based on how he was talking. There was a Russian scare afterwards. I can remember as a very young child, the fear that the Russians really might be coming. We were told that in school, in that one room schoolhouse.
KO: Sounds scary.
1:29:55
HL: It was scary, as a kid.
KO: Yea.
HL: Not as an adult, because they knew better. It might happen, but it wasn't enough to scare an adult.
1:30:09
KO: Let me see. Looking through notes. We covered a lot. So how did you two meet? You said you went to high school together?
ML: High school.
KO: So where did you grow up, Mary?
ML: I'm from New York State.
KO: Oh, me too.
ML: My dad was a minister and so he was appointed to church here in White River when I was 16. And the rest is history.
KO: Oh, very nice.
ML: We were in the same class in high school, but I didn't know him in high school, per say. He was just another classmate. It wasn't until we both went to Boston.
HL: I was not a good churchgoer back in those days. All of a sudden I joined a church and youth fellowship at the church in White River. My father says to my mother, "How come Harris is getting religious all of a sudden?" My mother said, "Well why don't you ask him?" I don't know what the story was..
ML: He went to college for two years and I went four years. Then we were married and moved back here. I taught school in Norwich.
HL: She was fired because she got married, I mean got pregnant.
ML: And he had a job already in construction, so then a few years later we built this house.
HL: 55 years this June and she doesn't have any gray hair.
KO: That must speak well for you.
HL: And at 78 years old –
ML: We raised four kids right here on this dead end street.
KO: Very nice.
ML: They could ride bikes. They could ball out in the road and nothing would bother them.
HL: Yea it's been a great street for anybody, even kids today. But people with young kids are not buying these houses because they can't afford them. But it's a great street to bring your kids up on. You let them ride and you don't even worry about it.
KO: Yea, that's nice. So this is – we're right near Wilder. Do you say you live in Wilder now, or is it still White River? Or Hartford?
HL: Delivery people say we live in Wilder. The mail says we live in White River.
KO: Okay. And you say –
HL: I say I'm from White River when I'm away. But if somebody says, "Where do you live?" I say Wilder.
KO: I see.
ML: The old elementary school and the post office and the library are just down over the hill right here. So we're really close to the neighborhood community in Wilder.
HL: The delivery ticket on oil has 92 Albert Street in White River. And down to the bottom there are instructions to the driver and it says Wilder. It's on his Wilder trip.
KO: That's funny.
HL: Has nothing to do with farming.
KO: That's okay it's nice to know a little bit about you.
HL: Whereabouts in New York?
KO: I grew up on Long Island. I went to college in Virginia. Lived in Nebraska. Lived in North Carolina.
HL: We got a gal next door who is a cornhusker herself. She was educated out there in Nebraska. She's a schoolteacher. Mary – they wouldn't renew her contract because she got pregnant. You couldn't have a teacher –
ML: Fifty-five years ago that was the rule.
HL: Mary's mother was a teacher in Chicago and she got fired because she got married.
KO: Wow.
HL: Back in those days you couldn't be married and teach school.
ML: Hence the term "old maid schoolteacher." That was literally true.
01:34:18
KO: Wow.
01:34:18
ML: They didn't want little children seeing-
KO: Heaven forbid.
HL: I used to sing. I can’t sing anymore, but I used to sing in high school and we had a music teacher who was here for years. She was [??]. She was big on diaphragm. Well can you imagine that happening today? She had us guys come up and said, you put your hand right on my stomach and I’m going to show you how my diaphragm works. Can you imagine doing that in school today?
KO: No.
HL: No way.
KO: Strict rules today. My husband is a schoolteacher.
ML: Where does he teach?
KO: Hazen Union, up in Hardwick.
ML: Been by it a couple times.
KO: It's way up there.
HL: He's not going to get pregnant, so you won't get fired.
KO: No.
ML: What does he teach?
KO: English and special education to high school students.
HL: English, right your alley.
ML: Yea.
HL: I didn't major in English or spelling, that's for sure.
KO: Well I thank you for all of your time.
1950s: Hanover; Norman; auctioning farm equipment
Snow roller
HL: I'm being paid by the hour, right? So we can keep this conversation going?
KO: I'm not even being paid by the hour. Is there anything you would like to add? Any particular memory that you want to?
HL: Well I'm trying to think. After college in 1953, back in 1955 working in the town of Hanover. An awful difference, of course. I do remember when it came time and my parents were doing to do this helping my brother Norman who was not working elsewhere. He was still working for Dad. I remember the auctions and the cattle and all this stuff going on. And then the following year helping both my oldest brothers and dad and auctioning off all the equipment. And how hard the auctioneers worked to get certain money for certain things. A lot of – we didn't know in those days – but a lot of antique type things that went and probably shouldn't have. We had in our barn, our storage barn, this is back in the old days: they had horse and sheep power in those days. It was a system the animal would get and they would run and turn a wheel from a belt that was around things. One was for a small animal and itw as called sheep power. And one was big and horses would get into it. We had those things, were still stored on the farm when I was younger. We kids used to play in them. It became a toy to us. And Billings Farm in Woodstock has all of those antique equipment things. And they would have loved to have those things on our farm that got destroyed and burned because nobody paid any attention to what antiques might be worth in the future. But they were toys.
And also a toy that – I had a to write a letter to the Historical Society about it – when I was younger there was what was called a snow roller. Back in the old days, they used to take the horses and roll the snow so the sleds and the horses would stay on top of the snow, instead of falling through it during the horse days of going up and down the road with milk and that sort of stuff.
And it was long round roller made out of wood and it starting to rot in one place. It became a hide-n-seek place or it became a "king of the hill" game during the winter. I had to give the historical society a letter about it because they put a picture of this thing in the newsletter one time and wanted to know what it was.
KO: How big was it?
HL: Oh it was about as round as this table and about ten feet long and pulled by a team of horses to pack the snow down.
KO: Oh.
Vehicles on the farm
After selling the farm
HL: It had bigger ones that were shorter.
ML: It had slats all the way around.
HL: And then when the snow started to thaw you just didn't do anything until it was thawed enough so the horses could go back onto it again. That was before the days of trucks and cars and that sort of thing. I can remember – [phone ringing]. I can just remember – I can't remember what I was going to tell you because I was listening to that phone. It'll come to me.
ML: When the steam roller today does the blacktop road, they roll that thing up. This snow roller was bigger, but it did the same thing. It just packed it down.
HL: I can remember the first two vehicles that the farm bought. One was a car that made so much noise, they used to put sawdust into the transmission to quiet the noise down and make sure it wasn't grinding down. And the first pick up they had, they had to backup the big Jericho Hill that I refer to, because gasoline went into the engine via gravity. And not a pump as we used today or injection. And the gravity, because of where the tank was located, they had to turn it around and back up the big hill so the gasoline would go to the engine. I can remember that.
KO: That's funny.
HL: So I think that's a little history for you.
KO: Well we could probably go on for days, but-
HL: Well I'm getting paid by the hour.
KO: I think we've covered a lot. That's a good representation.
HL: I was pretty well there until they stopped farming, but they were farming 10 years longer after I left for college. We used to go up there quite a bit. Still went hunting forever up there.
KO: Where did your parents move when they sold the farm?
HL: Right across the street.
KO: Oh really? That's nice.
HL: That yellow house across the street.
KO: Do any family members live there now?
HL: No.
ML: She lived there 18 years. Father died two or three years after they moved here. She was a neighbor here for 18 years.
KO: Very nice.
HL: Was she?
ML: Yup.
HL: She hated to babysit. Once in a while we'd ask her to.
ML: She didn't hate it. Oh she taught our girls a lot.
HL: Raising six kids.
KO: Yea, she was tired.
HL: Yup.
01:42:01
KO: Well thank you so much.
HL: You're welcome.
ML: Thank you. I hope you get a chance to interview Marty and Dale.
KO: Yes, I'm going to.
HL: Dale can bring her up to speed on the rest of the family business I told you about. Another nephew – Tommy Lyman – who is a cop down in Hartford, his son is over on land that my brother and I owned at one point in West Hartford. And we sold part of it to Tommy to build his house on and what not. And his son is in the sugar business. Completely modern. Tons of stuff and vats and all the modern equipment. I'd almost say my dad would turn over in his grave if he could see the modern equipment that's in the sugaring business now. He wouldn't even touch the stuff.
ML: If you ever get a chance to go by the old place and see the transformation – the house doesn't look like it used to.
HL: All the porches are missing.
ML: All the porches are gone. They put siding on it.
KO: Oh really? Oh.
ML: They decorated it.
HL: It's a very attractive country home now. It doesn't look like – you live on Long Island, you've got this country home in Vermont.
KO: Yea, some people do.
HL: Whereabouts on Long Island?
KO: Port Jefferson Station. If you take the ferry from Bridgeport, CT you land in Port Jefferson and I'm the next town up over the railroad tracks. My parents still live there.
HL: My sister and her husband lived in CT for five years.
ML: New Haven.
HL: ? still goes down to – I was going to say "Green-wich" just to be funny.
KO: Greenwich?
HL: The family has a weekend of fishing and what not when they're running. And he goes down there and takes the ferry over to where they are going fishing on the island where the fish are running. Once a year the fish are running – blue fish – something like that.
KO: Maybe. I'm not a fisherman. My grandfather was.
HL: You must have had Carl ?? for a neighbor. Maybe you don't even know who he is.
KO: No.
HL: You are that young.
ML: Red Sox.
HL: A Red Sox player and he lived on Long Island.
KO: Oh my sister might know that. She's a big baseball fan.
HL: Oh good, I'm glad somebody remembers.
PART TWO
00:00:01
Harvest for Tomorrow – experience of family farm being filmed for movie
[The rest of the interview is about Long Island and conversation – not related to Hartford farming.]
1:46:00.3 END OF INTERVIEW, Part One.
PART TWO
00:00:01
KO: Here is part two with Harris Lyman. May 7, 2012.
HL: When I was five years old they came from Hollywood to make a movie of a Vermont farm family and it was called "Harvest for Tomorrow." And the Lyman family with ? farm was chosen to do this. They were here with their cameras on tripods, big cameras – the rolling movie type. Great big lights that heated the whole farmhouse when they were on. Things that I do remember – and I don't remember any of the doings outside at the farm land or the barns, but – the ones in the house was filled for an evening farmers meal. My mother had to cook three or four different times for rehearsal before we did this.
And I think I told you the name of the movie was "Harvest for Tomorrow." And somewhere in the family there is still a great big photo of the scene at the dining room table sitting there, with my mother brining all the food she had cooked on platters and put on the table. And the picture that was taken: my father has his cheeks puffed right out because the potatoes that the director told him to put in his mouth were so hot and he couldn't spit it out. And this all came out on the picture. But the whole family and the different diets that the farm family ate were served in the dining room because the evening meal was the important meal of the day. All the issues were discussed and settled there with the family at the dining table. And quite often the biggest meal was the midday meal, even though this was filmed at night. So I can remember this going on in the big picture.
Now there was a picture. I was five years old, only, eating oyster crackers with a little small container with milk. And conversation was going on. To get me to not be aware of the cameras and other things going on, the director was talking to me so I ended up paying attention to him while I was doing this sort of thing. And he was talking to me about them flying into the White River airport from Hollywood. It took two or three days to get here, even by airplane. They landed in White River up there where near Mascoma Savings Bank is right now. It was an air strip for private clubs (??) and those sorts of things were around. And they came in on those bigger planes with all sorts of equipment. And he was telling me to do this and I was so interested in airplanes that I forgot what I was doing and unconsciously did just right. And it ended up, selling up that thing for advertisement of milk.
KO: No way.
HL: Yup. And the Lyric Theater in White River later on, and I can remember my brothers and sisters went to a movie. Before the movie advertisements were on the screen and there I was with this little glass of milk and the crackers. This whole pictures of me on that whole big screen. And because it was an advertising agent and that was what they did. But to have them come from Hollywood and those airplanes up there, it was unreal.
KO: How'd they pick your family?
HL: I really don't know. They were interviewed all over the state. Possibly geographically because of what airport they could get into because the big one in West Lebanon wasn't existing then. And the size of the family, size of the farm, and then the produce that was excellent that we ate. One of the directors at Hartford Historical Scoeity learned about this from me. He said, "really?" And he's a neighbor in Jericho still. So he went to work to see if he could get that film for the society and all sorts of things. Apparently the best he could learn was that it was so long ago, those films don't last anymore. All those ancient films were discarded because of the brittleness of them.
KO: Oh. That's a shame.
HL: It was a national thing.
KO: And the movie was shown as on tv or?
HL: Well it was called "Harvest for Tomorrow." It was in the fall because that's when harvest was done and the food on the table was corn, potatoes, and all those sort of things. And I think because the farm did all those things for livelihood during those days, our farm was chosen.
KO: Who was the audience of the movie?
HL: Have no idea. I was five years olds.
KO: Yea.
HL: Where it went, what it did. It was used for agricultural purposes and advertisements. The Hollywood film makers sold that stuff for advertisement purposes.
KO: Interesting.
HL: And the director's name was Peterson. And that was 70 years ago, but I still remember his name because he had me in his hand when he was talking about flying in here on the airplane.
KO: Well, thank you for adding that.
HL: Sure, it's history of Vermont. It's history of farming in the Historical Society of Hartford.
KO: Well if I ever come across something, I'll send it your way.
HL: The only place you might come across something is if it's in what I told you about and what research was done by the gentleman that still lives up here in Jericho.
ML: ??
HL: Yes, what's his name?
ML: Well, Zacharsky is his last name. I don't know his first name.
HL: He's a professional man that bought just for the land and what not in Jericho. A lot of people were sick of farming, Okay.
00:06:51.6 END OF INTERVIEW PART TWO. | <urn:uuid:9ea684e6-610c-4432-a379-7a2b2914bfc9> | CC-MAIN-2024-10 | https://www.hartford-vt.org/DocumentCenter/View/9048/Harris-Lyman-and-Mary-Lyman-PDF | 2024-02-29T04:11:26+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00562.warc.gz | 790,897,207 | 20,180 | eng_Latn | eng_Latn | 0.998957 | eng_Latn | 0.999717 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1153,
3063,
5838,
8338,
10591,
11916,
13699,
15554,
17454,
19470,
21921,
24437,
26051,
28108,
29785,
32311,
33664,
36235,
38259,
40091,
42226,
44551,
46735,
49286,
50898,
53100,
55564,
57984,
59956,
61981,
63972,
65820,
67587,
69114,
70494,
71534,
74037,
75839,
77074,
78354,
81057,
82707,
83716
] | [
2.21875,
1.125
] | 2 | 3 |
Birth of Anne Sullivan This Day in History… April 14, 1866
Anne Sullivan Macy was born Johanna Mansfield Sullivan on April 14, 1866, in Agawam, Massachusetts. Sullivan is most well-known for teaching Helen Keller to communicate by spelling out words on her hand.
Sullivan was eventually permitted to attend the Perkins Schools for the Blind in Boston in 1880. While there, she learned the manual alphabet,
Sullivan was the oldest child of Irish immigrants who moved to the US during the Great Famine. When she was five years old, Sullivan suffered from a bacterial eye disease known as trachoma. This led to repeated eye infections that eventually left her nearly blind. By the time she was 10, her mother had died and her father abandoned Sullivan and her siblings. Sullivan was sent to an almshouse where she underwent two eye surgeries that failed to help her vision.
This stamp was issued on Helen Keller's 100th birthday.
a form of sign language. She also had several eye surgeries that helped improve her vision. Sullivan graduated from Perkins as valedictorian in 1886. That summer, Arthur Keller contacted the director of Perkins. He was looking for a teacher for his seven-year-old daughter Helen who was blind and deaf. The director instantly recommended Sullivan.
Sullivan began teaching Helen on March 3, 1887 and they formed an instant connection that would last 49 years. Sullivan started as her teacher but eventually became her friend. Sullivan struggled to make progress initially. She developed a strict schedule and introduced new vocabulary words frequently. Helen struggled to keep up. Sullivan then changed her tactics. She focused on teaching Helen words that were more centered on her interests and the world around her. She did so by spelling the words out on Helen's palm.
Anne Sullivan is one of the world's most famous teachers.
became famous for her significant progress. She became the public face of the school and helped raise donations. Thanks to Sullivan's efforts, Helen eventually became the first blind-deaf person to earn a Bachelor of Arts degree.
Sullivan's method proved successful – in six months she had taught Helen 575 words, some multiplication tables, and the Braille system. She then convinced Helen's parents to send her to the Perkins School where she could get a full education. They eventually agreed, and Sullivan accompanied her there in 1888. Sullivan continued to teach Helen and eventually Helen
Sullivan's eyesight worsened over time and she was completely blind by 1935. She suffered a coronary thrombosis the following year and died on October 20, 1936. Sullivan received an honorary fellowship from the Educational Institute of Scotland and an honorary degree from Temple University. The story of Sullivan's success in teaching Helen was later made into the play and movie, The Miracle Worker, which has been remade in both formats over the years.
These stamps honor American Sign Language.
Mystic Stamp Company • Camden, NY 13316
This Day in History… April 14, 1866
Birth of Anne Sullivan
Anne Sullivan Macy was born Johanna Mansfield Sullivan on April 14, 1866, in Agawam, Massachusetts. Sullivan is most well-known for teaching Helen Keller to communicate by spelling out words on her hand.
Sullivan was eventually permitted to attend the Perkins Schools for the Blind in Boston in 1880. While there, she learned the manual alphabet,
Sullivan was the oldest child of Irish immigrants who moved to the US during the Great Famine. When she was five years old, Sullivan suffered from a bacterial eye disease known as trachoma. This led to repeated eye infections that eventually left her nearly blind. By the time she was 10, her mother had died and her father abandoned Sullivan and her siblings. Sullivan was sent to an almshouse where she underwent two eye surgeries that failed to help her vision.
This stamp was issued on Helen Keller's 100th birthday.
a form of sign language. She also had several eye surgeries that helped improve her vision. Sullivan graduated from Perkins as valedictorian in 1886. That summer, Arthur Keller contacted the director of Perkins. He was looking for a teacher for his seven-year-old daughter Helen who was blind and deaf. The director instantly recommended Sullivan.
Sullivan began teaching Helen on March 3, 1887 and they formed an instant connection that would last 49 years. Sullivan started as her teacher but eventually became her friend. Sullivan struggled to make progress initially. She developed a strict schedule and introduced new vocabulary words frequently. Helen struggled to keep up. Sullivan then changed her tactics. She focused on teaching Helen words that were more centered on her interests and the world around her. She did so by spelling the words out on Helen's palm.
Anne Sullivan is one of the world's most famous teachers.
became famous for her significant progress. She became the public face of the school and helped raise donations. Thanks to Sullivan's efforts, Helen eventually became the first blind-deaf person to earn a Bachelor of Arts degree.
Sullivan's method proved successful – in six months she had taught Helen 575 words, some multiplication tables, and the Braille system. She then convinced Helen's parents to send her to the Perkins School where she could get a full education. They eventually agreed, and Sullivan accompanied her there in 1888. Sullivan continued to teach Helen and eventually Helen
Sullivan's eyesight worsened over time and she was completely blind by 1935. She suffered a coronary thrombosis the following year and died on October 20, 1936. Sullivan received an honorary fellowship from the Educational Institute of Scotland and an honorary degree from Temple University. The story of Sullivan's success in teaching Helen was later made into the play and movie, The Miracle Worker, which has been remade in both formats over the years.
These stamps honor American Sign Language. | <urn:uuid:8d32cea9-3403-4b89-99e4-ca49ca8c251a> | CC-MAIN-2024-10 | https://info.mysticstamp.com/wp-content/uploads/04-14-1866-Anne-Sullivan.pdf | 2024-02-29T06:04:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00563.warc.gz | 316,750,756 | 1,256 | eng_Latn | eng_Latn | 0.998969 | eng_Latn | 0.998941 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3037,
6034
] | [
3.21875
] | 1 | 0 |
Hopping
Description
Hopping is a springing action that involves taking off from one foot and landing on that same foot. It involves dynamic balance, with the non-hopping side adding counterbalance and force to assist with the continuous forwards and upwards movement. Hopping is a component of many other fundamental skills, (e.g. in skipping and kicking for distance, in sports like athletics (component of triple jump) and in dance activities).
Applying movement principles
Balance: They body is balanced when the centre of gravity is over the base of support. The base of support is the hopping foot and, to achieve balance, the body leans towards the hopping foot while the non-hopping side provides the counterbalance and the arms assist.
Force: To achieve height or distance in the hop, a summation of force is required. This is achieved by extending the ankles, legs and arms forwards and upwards together.
Learning cues
swing both arms back, then vigorously forward and upward •
push off from toes in take-off •
land on toes, then ball of foot, bending knee to absorb shock •
FUNDAMENTAL SKILLSS
Learning phases
Discovering phase
In this phase children enjoy being creative with hopping and discovering the different qualities of hopping. Characteristics at the discovering phase of learning are:
body is upright •
very little height or distance is achieved in the hop •
children lose balance easily – they can do only one or two hops. •
Developing phase
Children develop hopping techniques through practising the skill of hopping in games and activities. Characteristics of hopping in this phase are:
children lean slightly forwards •
arms move forwards and backwards vigorously •
knees fl ex in landing •
balance is poorly controlled. •
Consolidating phase
Applying the skill of hopping to a variety of contexts is the focus of this phase. Characteristics of hopping in this phase are:
non-hopping leg is used to support the take-off and momentum of the hop •
body leans forwards over the hopping foot •
arms are coordinated with take-off, moving forwards and upwards •
hopping action is continuous and rhythmical. •
Overview
| Discovering | Enjoying Hopping | Hopping through different pathways, levels and qualities (e.g. fast, soft), and relationships (with equipment and partner). | 1 | Hard or grass surface | 88 |
|---|---|---|---|---|---|
| Developing | Hopping Far and High | Hopping for height, hopping for distance, static and dynamic balance. | 2-4 | Hard or grass area | 90 |
| | Long Hopping Relay | Hopping for distance, static and dynamic balance, and landing safely. | 2-4 | Hard or grass area | 91 |
| | Hopping Tag | Sustained hopping, hopping for speed and to evade an opponent, balance (static and dynamic). | 10 | Hard or grass area | 92 |
87
Children learn by exploring
Discovering Hopping
Enjoying Hopping
Movement skills/concepts
Hopping through different pathways, levels and qualities (e.g. fast, soft), and relationships (with equipment and partner).
Set-up
Ropes, hoops, discs, cones.
Children spread out in defi ned grass or hard surface area with equipment to hop over.
Activity
Children explore ways to hop.
Can you hop …?
on the spot, forwards/backwards/sideways •
and turn in the air •
and turn in the air making a quarter turn/half turn/full turn •
as quietly/noisily/quickly/slowly as you can •
as softly/hard as you can three times on your right/left foot •
* alternating hard and soft landings
over the rope, into the hoop, onto the disc, around the cones •
as high as you can, with little low hops, at a medium height •
as far as you can for distance •
without using your arms, using only one arm, using your opposite hopping foot •
alternating feet every eight/four/two beats •
with partners at the same time/moving forward holding hands/facing each other •
Can you see …?
enjoyment •
landing safely, with the knee bent on hopping foot •
using arms to balance •
You could ask …
Which is the easiest: hopping on the spot or for distance? Why is this?
Why do some of you hop better on one leg than the other? Which is your preferred leg?
What did it feel like not using your arms? How do you use your arms for hopping on the spot compared to hopping for distance?
Variations
Hopping tug of war: In pairs, children hold one of partner's hands and hold their non-hopping leg with their other hand, they then try to pull each other off balance (no rough play).
Follow the leader: In small groups, one person leads the group, one behind the other, on a hopping journey over, on and through obstacles.
FUNDAMENTAL SKILLSS
89
Developing Hopping
Hopping Far and High
Movement skills/concepts
Hopping for height, hopping for distance, static and dynamic balance.
Set-up
Cones, low platform (bench, box top), chalk, balloon, string and ropes.
Children spread out in small groups in a defi ned hard or grass area.
Activity
Children practise activities.
Can you …?
stand on one foot, hop three times in a row and hold your landing •
hop as high as you can and hold your landing •
alternate high and low hops •
hop over lines or ropes on the ground (spread ropes out so they are in lines with a step in between, like a ladder) •
hop over low cones spread out in a line, hop over four obstacles in a row •
take two steps and hop as high as you can – step, step and hop. If you hop off your right foot, which foot will you step on to fi rst •
Progress approach from walking to running to six strides, taking off from a line.
Can you …?
hop as far as you can – put a cone where you land and try to improve on this •
hop over different parts of the 'widening stream' (two ropes laid out, narrow at one end and wider at the other) •
hop to head a suspended target (balloon held by another person) •
hop over a tall cone •
hop onto a low bench •
hop with different combinations of run-up (e.g. two stride, four stride run up), then hop over a series of objects (e.g. hop over rope, over cone, over rope, onto bench) •
Can you see …?
taking off while swinging the arms forwards and upwards •
landing with knees bent •
You could ask …
What is the importance of your arms in hopping?
What is the difference between the way you hop for distance and the way you hop for height?
Long Hopping Relay
Movement skills/concepts
Hopping for distance, static and dynamic balance, and landing safely.
Set-up
Cones.
Teams, each with the same number of children, are lined up behind a starting line in a grass or hard area, with one cone per team.
Activity
The fi rst person in each team stands on the starting line and hops as far as they can. A cone is placed where they fi rst contact the ground with their hopping foot. The second person then takes off from the cone and hops as far as they can, and the cone is moved to where the second person landed. The relay continues until everyone in the team has had a go.
The winning team is the team that has hopped the furthest.
Can you see …?
taking off while swinging arms forwards and upwards •
using the non-hopping leg to give momentum to hop •
landing safely with a bent leg •
You could ask …
How will you achieve the maximum possible distance in your hop?
How will you land safely?
Variations
Hopping for speed: The fi rst team fi nished with the coolest pose wins.
Are the children challenged?
S
FUNDAMENTAL SKILLS
91
Consolidating Hopping
Hopping Tag
Movement skills/concepts
Sustained hopping, hopping for speed and to evade an opponent, balance (static and dynamic).
Set-up
Bands to identify the taggers, discs/spots.
Grass or hard area.
Groups of approximately 10, including two to three taggers (each wearing a band) per group.
Activity
This simple tag game incorporates hopping only.
Taggers hop to tag other participants who are also hopping within the designated area. When a person is tagged, the tagger gives their band to that person, who then becomes the tagger, while the previous tagger joins the rest of the group. You cannot be tagged if you are standing in a stork balance on one of the discs in the area.
Can you see …?
hopping only •
heads up to see where they are going •
using arms for balance •
changing hopping legs (using one only will get very tiring) •
You could ask …
Taggers: How can you work together to tag the hoppers?
Hoppers: What strategies can you use to evade the taggers?
Variations
Vary locomotor skill: Leap, jump or skip.
Hopscotch
Movement skills/concepts
Hopping balance, and throwing for accuracy.
Set-up
Chalk to mark out hopscotch patterns, beanbag or stone.
Groups of 2–3 spread out in a smooth, hard surface area.
Activity
Groups take turns at the different hopscotch activities.
1. Simple hopscotch
Players hop in sequence and place both feet in the empty spaces.
2. Traditional hopscotch
In turn, each player throws the beanbag onto square 1, hops over square 1 to 2 and hops up through the sequence before jumping with two feet on 'Home'. Then they hop back down the sequence, pick up the beanbag and hop out. Repeat by throwing the beanbag in square 2, hopping over that square, and so on.
Let the children play
FUNDAMENTAL SKILLSS
93
3. Ladder hopscotch
In turn, each player throws the beanbag into square 1, hops over this square, picks up their beanbag and hops into square 1 and out. They then throw the beanbag into square 2, hop into square 1, hop over square 2 and into square 3, pick up the beanbag, then hop into square 2, into square 1 and fi nally out. They continue in this way up and down the ladder.
Draw the ladder with narrow rungs so the children have to jump sideways.
4. Snail hopscotch
In turn, each player hops in each section of the snail until they reach the centre circle; they then reverse the sequence to hop out of the snail. When a player completes the snail, they claim a section of the snail by placing a beanbag in it. No one is allowed in this section except the owner, who can use this section to rest.
After the group has played for a set time, the player who owns the most sections is the winner.
Can you see …?
changing hopping legs when tired •
using arms for balance •
landing safely, with knee bent on hopping foot •
You could ask …
Which hopscotch pattern did you fi nd the easiest? Why was this?
Did you change the way you hopped for the snail pattern? If you did, what did you change? | <urn:uuid:84ed064a-e74b-47a3-a20d-00590166ec80> | CC-MAIN-2024-10 | https://www.activecumbria.org/files/2916/7578/0697/G_5620-3_SPC_A4_2_locomotor-ff_WEB_hopping.pdf | 2024-02-29T04:22:21+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00561.warc.gz | 625,445,896 | 2,434 | eng_Latn | eng_Latn | 0.998234 | eng_Latn | 0.998759 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1111,
2143,
2795,
3947,
4612,
6264,
7365,
8427,
9166,
10367
] | [
4.21875
] | 3 | 1 |
__________________________________________________________________
STORY CARD: John Levy, Abolitionist
John Levy (Levi) (1797-1871) was an important abolitionist 1 who lived in Lowell and worked to end slavery by raising money, giving speeches, helping freedom seekers, and aiding other efforts to end slavery in the United States. He worked as a reporter for William Lloyd Garrison's abolitionist newspaper, The Liberator.
Levy was born on the Island of Nevis, West Indies. His father Daniel and his mother Nancy were both free black people. The Levys were slaveholding plantation owners, and their ancestors were part of the African Jewish community on the island of Nevis.
Initially, John Levy apprenticed as a sailor and worked on ships throughout the Caribbean. Then he sailed across the Atlantic to the Isle of Man, Liverpool, London, and Greece.
When he was 23, Levy arrived in Boston. He worked at Harvard College as a waiter. He married Sophia Lewis (1794-1852) in 1822.
In 1826, Levy and his family moved to Lowell and Levy opened a hairdressing salon on East Merrimack Street. He wanted to serve the female textile workers who worked in the factories in the new town of Lowell. An 1826 advertisement in the Merrimack Journal said, "John Levi has for sale a large assortment of FASHIONABLE CURLS, at his shop near Kimball's Hotel, Belvidere."
John Levy said that he "began to discuss the question of abolition with his customers, in his shop…He said, "I had read much and reflected deeply…" Talking to people and reading about the horrors of slavery made him realize that slavery was wrong. He joined the New England Anti-Slavery Society, founded by William Lloyd Garrison.
In 1834, John Levy became an agent and reporter for Garrison's abolitionist newspaper "The Liberator."
1 The abolitionists were people who wanted to abolish slavery. Abolitionist societies raised money, hired speakers to give talks about the evils of slavery, and even had their own newspapers. They helped freedom seekers who managed to escape to the North.
Unit by Educators from Lowell Community Public Charter School, part of the 2022 cohort of The 1619 Project Education Network
__________________________________________________________________
John Levy helped Freedom Seekers throughout his life. In 1841 the Amistad Africans visited Lowell. The newspapers reported that John Levy helped them and gave them money for their defense. He also gave money to people who were trying to help their families purchase their freedom.
In March 1843, John Levy worked with Maria Chapman of Boston, and Sarah Clay of Lowell to reestablish the Lowell Woman's Anti-Slavery Society and organize anti-slavery fairs held in City Hall, Merrimack Street.
In the 1840s, along with William Lloyd Garrison and Frederick Douglass, John Levy and others organized a series of one hundred anti-slavery conventions throughout Massachusetts. In 1843 and 1844, they arranged for Frederick Douglas to speak at the Lowell Anti-Slavery Convention.
John Levy, his second wife Henrietta Williams, and their six children moved to Lawrence, Massachusetts in 1846. Over the next 25 years, Levy worked for the civil rights of black citizens. John Levy wrote an autobiography about his work as an abolitionist. He wrote, "I thank God I lived to ratify the Fifteenth Amendment 2 in the City of Boston."
John Levy lived to see the end of slavery. He died on March 25, 1879, in North Andover, Massachusetts.
Related Resources:
Life and Adventures of John Levy, 1871 edited by Rachel Levy [his daughter] #LowellNPS #LikeLowell #Culture #BlackHistoryMonth2021
2 The Fifteenth Amendment to the US Constitution guaranteed the right to vote to all US citizens, regardless of race. It guaranteed the right to vote to all African Americans. | <urn:uuid:5e8b8d8c-8d0f-4034-bb0d-63f1e4b25418> | CC-MAIN-2024-10 | https://1619education.org/sites/default/files/2023-09/John%20Levy%20-%20Slaveholder%20to%20Abolitionist.pdf | 2024-02-29T06:28:22+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00563.warc.gz | 75,135,769 | 812 | eng_Latn | eng_Latn | 0.998533 | eng_Latn | 0.999092 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2051,
3801
] | [
3.984375
] | 1 | 0 |
Northeast Canyons & Seamounts Marine National Monument Public Engagement Sessions
A Management Plan is a government mandate for the benefit of the American public. The Plan will guide the Monument's stewardship to effectively invest resources in protecting, caring for, and sharing the story of this important place.
We want to hear from you! We invite the community to share ideas and suggestions to help set the Monument's long-term vision and guide stewardship priorities for the Atlantic's first marine national monument.
To prepare for the public engagement session, please review the information below on the allowed and prohibited activities along with the small group discussion questions that will be further discussed at each event.
Allowed & Prohibited Activities
Activities managed within the Monument through permits:
* Research and scientific exploration designed to further understanding of monument resources and qualities or knowledge of the North Atlantic Ocean ecosystems and resources.
* Activities that will further the educational value of the monument or will assist in the conservation and management of the monument.
* Anchoring scientific instruments.
* Recreational fishing in accordance with applicable fishery management plans and other applicable laws and other requirements.
* Other activities that do not impact monument resources such as sailing or bird and marine mammal watching so long as those activities, including the Marine Mammal Protection Act. Nothing in the proclamation is intended to require the Secretaries issues individual permits in order to allow such activities.
* Construction and maintenance of submarine cables.
Activities not allowed in the Monument:
* Exploring for, developing, or producing oil and gas or minerals or undertaking any other energy exploration or development activities within the monument.
* Using or attempting to use poisons, electrical species, from within or into the monument.
* Introducing or otherwise releasing an introduced species from within or into the monument.
* Removing, moving, taking, harvesting, possessing, injuring, disturbing, or damaging or attempting to move, take, harvest, possess, injure, disturb, or damage, any living or nonliving monument resource, except as provided under regulated activities section.
* Drilling into, placing, dredging, or otherwise altering the submerged lands; or constructing, placing, or abandoning any structure, material, or other matter on the submerged lands, except for scientific instruments and constructing or maintaining submarine cables.
Small Group Discussion
Exploration & Research:
Exploration: noun. the action of traveling in or through an unfamiliar area in order to learn about it.
Research: noun. to study something in detail in order to learn more about it.
1. What should we be exploring in the Monument?
2. What should we be monitoring in the Monument?
3. What kind of partnerships would you like to see for research and exploration?
4. How would you like to see the Monument support and share ocean research and exploration?
5. What other thoughts and ideas would you like to share with us?
Stewardship:
Stewardship: noun. the careful and responsible management of something entrusted to one's care
1. How would you like to see this place cared for?
2. How would you like to enjoy this place?
3. How should we share the work that is going on in the Monument?
4. Who should we partner with to care for this place?
5. How would you like to be involved in the Monument?
6. What other thoughts and ideas would you like to share with us?
For more information, take a deeper dive into the Monument's Planning here. | <urn:uuid:e54f3e7a-324c-4ca5-8f56-6d73a9dfdd50> | CC-MAIN-2024-10 | https://www.fws.gov/sites/default/files/documents/NORTHEAST%20CANYONS%20%26%20SEAMOUNTS%20MARINE%20NATIONAL%20MONUMENT%20PUBLIC%20ENGAGEMENT%20SESSIONS.pdf | 2024-02-29T04:57:17+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00562.warc.gz | 771,263,998 | 692 | eng_Latn | eng_Latn | 0.995961 | eng_Latn | 0.996658 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2056,
3676
] | [
2.03125
] | 1 | 0 |
Can Ice and Glacier Melting Poses Global Threats in 21st Century
Bharat Raj Singh 1 and Onkar Singh 2
1Director, School of Management Sciences, Lucknow-226501, Uttar Pradesh, India email:firstname.lastname@example.org; Mob: +91-9415025825
2Vice Chancellor, Madan Mohan Malviya University of Technology, Gorakhpur, Uttar Pradesh, India email:email@example.com; Mob: +91-9415114011
Abstract
Globally fast extraction of hydrocarbon and burning of fossil fuels such as coal or petroleum causes huge quantity of release of the carbon dioxide and other heat-trapping "greenhouse gases" into the atmosphere. Though natural amounts of carbon dioxide have varied from 180 to 300 parts per million (ppm), today's carbon dioxide levels are around 400 ppm, that is 40% more than the highest natural levels over the past 800,000 years. Thus the atmosphere carbon dioxide comes mainly from coal and oil because of its chemical composition and contains a unique fingerprint. Cutting and clearing forests also releases large amounts of carbon dioxide. Worldwide deforestation means that earth now don't have as many trees to absorb the extra carbon dioxide. This means more carbon dioxide stays in the atmosphere, trapping more heat.
Present state of heating of atmosphere raises global warming, changes in environment and poses continuous occurrence of natural disasters, which has made it inevitable for the environmentalist and scientists to extensively study and carry out detailed analysis of the threats faced by civilization across the entire globe. It is estimated that September 2030, sea ice coverage will shrink from about 2.3 million square miles (6 million square kilometers) to 770,000 square miles (2 million square kilometers) in a span of ten years. By 2040 only a small amount of sea ice will remain along the north coasts of Greenland and Canada, while rest of the ocean basin will remain ice free through the summer. Winter ice will thaw from about 12 feet (3.7 meters) to 3 feet (1 meter) thick. It is to be noted that the Arctic sea ice is like a giant mirror. It reflects the sun's energy back into space and prevents much of it from being absorbed by the ocean. But as warmer average temperatures melt the ice, the mirror shrinks. A smaller mirror means that the ocean absorbs more of the sun's energy, which creates further warming. Thus Global warming will alter ocean circulation patterns and drive warmer Atlantic waters into the much chilled water from Arctic sea, poses threats like intense storm, heavy snow fall, and severe reduction in the temperature for livelihood
Keywords: Hydrocarbon, Carbon dioxide, Global warming, Deforestation, shrinkage of ice sheets
1. Introduction
Globally environmental changes and continuous occurrence of natural disasters has made it inevitable for the environmentalists and scientists to extensively study and carry out detailed analysis of the following threats faced by civilization across the entire globe:
i). Fast shrinkage of the polar ice and by 2040, there will be no polar ice seen during summer.
ii). Fast rise in the Sea Level,
iii). Danger for species like: polar bear etc.
iv). Ice sheets, where it meets the Atlantic sea, that this area may be affected by cold waves, heavy snow falls and intense storms.
v). Permafrost may create further warming which cannot be reversed.
It is evident that the entire Arctic tundra region is melting, the frozen layer of soil known as permafrost is the growing concern and is considered as a threat by the scientists. Although the ancient plant matter from which permafrost was formed has been frozen for the past tens of thousands of years, climate change is causing it to thaw and decompose. If this process continues at its current rate, sufficient methane would be released at some point to set off irreversible global warming. In addition to this, some Arctic regions such as Northern Alaska, USA are showing an increase in a phenomenon called Thermo-karsts, in which the melting permafrost layer has caused the ground above it to collapse into hollows. Another newer factor being studied as the region warms is a potential increase in tundra fires. Scientists warn that these combined factors could turn the Arctic from a vast carbon sink into a potentially lethal source of methane in less than a decade.
As our planet is on a dangerous course of passing irreversible tipping points with disastrous consequences, entire community of the scientists involved, in the research and fieldwork is helping us to understand the growing threat of melting permafrost in the crucial Arctic region. The melting of permafrost in turn releases toxic methane gases, resulting into more warming of the atmosphere. Thus, it is essential to act promptly to avoid further catastrophic warming and stabilize the planet on which all lives depend, as permafrost's melt is a potential source of runaway global warming.
In this paper, authors are focusing mainly on the shrinkage of the polar ice and its serious effects on humanities, especially in January to March in USA and UK as well as on the entire global lively hoods.
2. Global Warming Fast Facts
It is a fact that Global warming is human-caused and it will continue for centuries even if greenhouse-gas emissions are stabilized as per the experts of the International Panel of Climate Change (IPCC) report-2007as shown in Fig.1. The human activities not only linked with human activity to Earth's warming temperatures but its continued effect is causing rise in the seas' level, more intense storms, heavy snow fall and a host of many other environmental maladies[1-9].
"Fossil fuel use, agriculture, and land-use change are fundamentally affecting the systems on our planet," Achim Steiner, executive director of the United Nations Environment Programme, said at a press briefing in Paris, France on February 2, 2007.
Still there are many myths that climate change is regular process and there is as such no effect of global warming which is responsible for climate change, intense storms, heavy snow fall or cold waves. People also say that the ice age likely to advance in the near future.
Let us believe this theory for a moment then questions comes:
i. Whether the earth's solar orbit is shrinking that makes the earth closer to the Sun and causing rise in the temperature? If so, the rotation of the earth around the Sun i.e. 364.256 days should get reduced.
ii. If the ice age is likely to advance then why intense storm is knocking islands near the coastal areas; why cold waves are advancing towards plane from hilly glaciers and why the Arctic sea is shrinking and causing heavy snow fall experienced in the USA & UK in January 2014?
The truth remains that due to exploitation of the earth's resources and burning of huge quantity of fossil fuel, industrialization etc., global warming is now visible and damaging the climatic conditions, that is mainly caused by humans. This is further justified by global warming fast facts.
a. Is It Happening?
Yes, the Earth is already showing many signs of worldwide climate change.
Average temperatures have risen by 1.4 degrees Fahrenheit (0.8 degree Celsius) around the world since 1880, much of this in recent decades, according to NASA's Goddard Institute for Space Studies.
The rate of warming is increasing. The 20th century's last two decades were the hottest in 400 years and possibly the warmest for several millennia, according to a number of climate studies. And the United Nations' Intergovernmental Panel on Climate Change (IPCC) reports that 11 of the past 12 years are among the dozen warmest since 1850.
The Arctic region is feeling the effects the most. Average temperatures in Alaska, Western Canada, and Eastern Russia have risen twice the global average temperature, according to the Multinational Arctic Climate Impact Assessment Report compiled between 2000 and 2004.
Arctic ice is rapidly disappearing, and the region may have its first completely icefree summer by 2040 or earlier. Polar bears and indigenous creatures are already suffering from the sea-ice loss.
Glaciers and mountain snows are rapidly melting-for example, Montana's Glacier National Park now has only 27 glaciers, versus 150 in 1910. In the Northern Hemisphere, thaws also come a week earlier in spring and freezes begin a week later.
Coral reefs, which are highly sensitive to small changes in water temperature, suffered the worst bleaching-or die-off in response to stress-ever recorded in 1998, with some areas seeing bleach rates of 70 percent. Experts expect these sorts of events to increase in frequency and intensity in the next 50 years as sea temperatures rise.
An upsurge in the amount of extreme weather events, such as wildfires, heat waves, and strong tropical storms, is also attributing in part to climate change by some experts.
b. Are Humans Causing It?
Yes, Burning fossil fuels and deforestation are its chief culprits. Burning of fossil fuels in transport as shown in Fig. 2, industrialization & power plants etc. and cutting of forests, known as deforestation are major contribution.
Carbon dioxide is the most dangerous greenhouse gas. Methane also can significantly damage the atmosphere. Methane is the primary component of natural gas, which, when burned, emits less carbon dioxide than coal. But unburned, when it is vented or leaked directly into the atmosphere, methane is far more potent, packing a much bigger punch over the first 20 years after its emitted. In other words, methane has the potential to undo much of the greenhouse gas benefits we stand to gain from switching from coal to natural gas. An aging pipeline infrastructure and a rapid expansion in natural gas development are just two reasons why methane emissions are increasing. But fully addressing methane emissions require us raising the bar on detection, as you can't fix what you don't measure. That's why we're tapping tech innovators to invent the next-generation of low-cost air pollution monitors to help companies identify methane leaks in real-time [10-12]. But lowering methane emissions alone is not enough as it also needs to address the other major causes of climate change: deforestation and the burning of traditional fossil fuels, like coal.
3. What Sea-Ice Loss Means for Development in the Arctic
Researchers predict that nearly ice-free summers are on the way, although it's not yet clear when this will happen. This shift has implications for climate in particular, it is expected to aggravate global warming and for the animals, such as polar bears and walruses, which depend on the ice for habitat as shown in Fig. 3. But the loss of ice over the Arctic Ocean also opens up the possibility for increased shipping, tourism, oil and gas exploration, and fishing. But this potential development raises challenges with which nations will have to grapple, said Anne Siders, a postdoctoral researcher with the Columbia Center for Climate Change Law, to an audience at Columbia University Wednesday, Sept. 19, 2012. Siders was among a panel of researchers who discussed the science behind the declining sea ice, the suite of changes occurring in the Arctic and public perception of it. A predictably open Arctic Ocean creates opportunities and challenges for nations that ring the Arctic region.
4. Arctic Summers Ice Free by 2040,
4.1 Study Predicts
Summers in the Arctic Ocean may be ice free by 2040-decades earlier than previously expected, according to a new study of the effects of global warming on sea ice (see Fig.4). The scenario is predicted by computer models that assume greenhouse gas emissions will continue unabated. Gases such as carbon dioxide spewed into the atmosphere by coal-fired power plants and automobiles are considered major drivers of global warming.
According to computer models, if the gases continue to build up in the atmosphere at the current rate, sea ice will steadily decline for decades and then abruptly disappear [13].
There are tipping points in the system, said Bruno Tremblay, an assistant professor of Atmospheric and Ocean Sciences at McGill University in Montreal, Canada and when we reach them, things accelerate in a nonlinear way [14].
(Source: NASA satellite- by U.S. National Snow and Ice Data Center)
4.2 How Is It Happening?
In the Arctic, the summer melt reduces ice cover to its minimum by September, when the arrival of winter usually refreezes the sea ice.
In one model simulation, September sea ice coverage will shrink from about 2.3 million square miles (6 million square kilometers) to 770,000 square miles (2 million square kilometers) in a span of ten years.
By 2040 only a small amount of sea ice will remain along the north coasts of Greenland and Canada, while rest of the ocean basin will remain ice free throughout the summer (North America map).
Winter ice will thaw from about 12 feet (3.7 meters) to 3 feet (1 meter) thick.
Tremblay explains that the Arctic sea ice is like a giant mirror. It reflects the Sun's energy back into space and prevents much of it from being absorbed by the ocean.
But as warmer average temperatures melt the ice, the mirror shrinks. A smaller mirror means that the ocean absorbs more of the Sun's energy, which creates further warming.
This warming causes more ice to shrink, which causes more heat absorption. "It goes into a positive feedback loop - a very efficient way of getting rid of the ice cover," Tremblay said.
In addition, climate models suggest that global warming will alter ocean circulation
patterns and drive warmer Atlantic waters into the Arctic. "That is a positive feedback as well and it enhances the melting of the ice."
4.3 Serious Consequences
According to Tremblay, as the ice thins due to climate warming, a particularly warm summer or a pulse of warm water from a modified circulation pattern might be the tipping point. "For us to say it could happen by 2020 or 2030 is not unrealistic," he said. "We are already seeing very strong signs in the rate of sea ice change."
Loss of Arctic sea ice would likely take a lethal toll on animals such as polar bears that rely on the ice as a hunting platform [15]. Local indigenous people would also be unable to fish from the ice, forcing them to adapt. "That's going to be a big strain on their mode of living," he said.
What's more, the melting ice could open up new shipping lanes through the Arctic and spark a race to exploit newly exposed resources [16].
4.4 North American Cold Wave in the Year 2013-14
The 2013–14 North American cold waves was an extreme weather event extending from December 2013 to April 2014, and was also part of an unusually cold winter affecting parts of Canada and the Eastern United States [17]. The event consisted of 2 episodes, the first one in December 2013 and the second in early 2014, both caused by southward shifts of the North Polar Vortex. Record cold temperatures also extended well into March.
From December 6–10, 2013, the first wave of record-breaking cold air pushed into the Eastern U.S., before the temperatures returned to a more stable range. On January 2, 2014, an Arctic cold front initially associated with a nor'easter, tracked across Canada and the United States, resulting in heavy snowfall. Temperatures fell to unprecedented levels, and low temperature records were broken across the United States. Business, school, and road closures were common, as well as mass flight cancellations [18-21]. Altogether, more than 200 million people were affected, in an area ranging from the Rocky Mountains to the Atlantic Ocean and extending south to include roughly 187 million residents of the Continental United States [22].
On December 1, 2013, the weakening of the polar vortex led to the beginning of an abnormally cold trend in the Eastern and Central United States. On December 6, the continued deterioration of the polar vortex led to the jet stream pushing southward, bringing record cold temperatures across the Eastern U.S., from December 6 to December 10, when the arctic air retreated from the region.
Beginning on January 2, 2014, sudden stratospheric warming (SSW) led to the breakdown of the regular polar vortex and subsequent southward movement of tropospheric Arctic air [23].
According to the UK Met Office, the jet stream deviated to the south (bringing cold air with it) as a result of unusual contrast between cold air in Canada and mild winter temperatures in the United States. This produced significant wind where the air masses met, leading to bitter wind chills and worsening the impacts of the record cold temperatures.
5 Results and Discussion
From the above study, following points noticed that:
Sea ice coverage shrinked from about 2.3 million square miles (6 million square kilometers) to 770,000 square miles (2 million square kilometers) in a span of ten years.
Arctic ice is rapidly disappearing, and the region may have its first completely icefree summer by 2040 or earlier. Polar bears and indigenous creatures are already suffering from the sea-ice loss.
Sea ice will remain along the north coasts of Greenland and Canada, while rest of the ocean basin will remain ice free through the summer (North America map).
Glaciers and mountain snows are rapidly melting-for example, Montana's Glacier National Park now has only 27 glaciers, versus 150 in 1910.
Winter ice will thaw from about 12 feet (3.7 meters) to 3 feet (1 meter) thick.
Cold air in Canada and winter temperatures in the United States lead to bitter wind chills and worsening the impacts of the record cold temperatures on January 02, 2014.
On January 06, 2014 Babbit, Minnisota was the coldest place in the country at (-) 37 0 F and cold reached to Dallas, experienced low temperature of (-)16 0 F.
On January 03, 2014, Boston had a wind chill and over 7 inches snow whereas Boxford, Massachusetts recorded 23.8 inches of snow and schools and government offices were closed.
Winnipeg was the coldest major city in Canada on January 6, 2014, it reached a low of −37 °C (−35 °F), while on January 7, the lowest temperature was −36 ° C (−33 ° F). On both days, the temperature did not go above −25 °C (−13 °F).
Between January 5 and 6, 2014, temperatures fell 50 °F (28 °C) in Middle Tennessee, and during the cold wave, the strain on the power supply left 1,200 customers in Nashville without power, along with around 7,500 customers in Blount County. The Tennessee Emergency Management Agency declared a state of emergency.
24,000 residents lost power in Indiana, Illinois, and Missouri, USA.
In Newfoundland, Canada, late on January 5, 2014, a power failure left 190,000 customers without electricity and Air transportation was delayed out of airports in Montreal and Ottawa, as well as completely cancelled at Toronto Pearson International Airport, due to concerns about de-icing.
6 Conclusions
From the study, it is found that Arctic Sea (Polar Ice) is shrinking very fast due to climate warming, particularly in warm summers. It is only on account of manmade effect of global warming. Thus, the following conclusions are listed below to act upon to fight with the dire consequences of fast shrinkage of Arctic sea, glaciers ice melt:
There are very strong signs already been seen in the rate of sea ice change for the last one decade.
Happening by 2020 or 2030 is not unrealistic while most of the ocean basin will remain ice free through the summer from the North America map.
By 2040 only a small amount of sea ice will remain along the north coasts of Greenland, USA and Canada.
Potential increase in tundra fires due to permafrost warn that the combined factors could turn the Arctic from a vast carbon sink into a potentially lethal source of methane in less than a decade and enhance the shrinkage of Arctic Sea further.
There are possibilities to grow glacier near north coasts due to heavy ice sheets meeting in the Atlantic sea.
Ice sheets meeting to Sea-water may not convert quickly into water and create pressure drop, snow fall, extreme temperature drop to minus (-) 60-70 degree centigrade.
USA & UK northern region may get affected with cold waves, disasters, intense storms, heavy snow falls and living life may not become conducive.
The cold waves, extreme temperature drop may force lively hood in North American and Europeans to find new places for their living.
It is expected that the situation may go bad to burst every year and will continue in next 2-3 decades. During winter, New York, Britain and Canada i.e., northern belt, may suffer with extreme weather conditions such as: intense storm, heavy snow fall and power disruption. Since the permafrost melt also confirms as a potential source of runaway global warming due to heavy methane availability, thus it is need of the hour to act very fast to help in stopping Climate Change due to Global Warming by adopting means to Save Earth and Save Life for happy living.
Acknowledgement
Authors are indebted to extend their thanks to the School of Management Sciences, Technical Campus, Lucknow and Madan Mohan Malviya Technology University, Gorakhpur for providing the support of their Libraries.
References
[1] Archer, David. 2006. Global Warming: Understanding the Forecast. Hoboken, NJ: WileyBlackwell.
[2] Environmental Defence Fund, "Global Warming Myths and Facts," Accessed: January 17, 2009.
[3] Global Warming, Union of Concerned Scientists: Citizens and Scientists for Environmental Solutions. 2008. Accessed: November 27, 2008.
[4] IPCC Fourth Assessment Report: Climate Change 2007. Intergovernmental Panel on Climate Change. Accessed: November 21, 2008.
[5] Montague, Fred. 2006, Environmental Notebook: Observations, Principles, Trends, and Ideas about Life on Earth, Wanship, UT: Mountain Bear Ink.
[6] National Geographic News. "Global Warming Fast Facts." Accessed: January 14, 2009.
[7] Walker, Gabrielle and Sir David King. 2008. The Hot Topic: What We Can Do about Global Warming. Orlando, FL: Harcourt, Inc.
[8] Weart, Spencer R. 2003. The Discovery of Global Warming. Cambridge, MA: Harvard University Press.
[9] H. MacMillan,Winds of change, 1914-1939 (London: 1966), 575; quoted in Michael Sherry, The Rise of American Air Power: The Creation of Armageddon (New Haven: 1987), 74.
[10] Methane studies fact sheet (Website: http://www.edf.org/sites/default/files/methane_studies_fact_sheet.pdf)
[11] Methane Study at University of Texas, FAQ page (web: http://www.edf.org/climate/methane-studies/faq).
[12] Methane Research Studies, Roster of Scientists (web: http://www.edf.org/climate/methanestudies/partners).
[13] Arctic Ice Levels at Record Low, May Keep Melting, Study Warns" October 3, 2005.
[14] Tremblay, Journal Geophysical Research Letters -presented at the fall meeting of the
American Geophysical Union in San Francisco, California.
[15] "Polar Bears Suffering as Arctic Summers Come Earlier, Study Finds", September 21, 2006.
[16] John Roach, National Geographic News, December 12, 2006, Codie Awards.
[17] Gutro, Rob. "Polar Vortex Enters Northern U.S.". Retrieved January 8, 2014.
[18] "N America weather: Polar vortex brings record temperatures". BBC News – US & Canada (BBC News Online). January 6, 2014. Retrieved January 6, 2014.
[19] Calamur, Krishnadev (January 5, 2014). "'Polar Vortex' Brings Bitter Cold, Heavy Snow To U.S.". The Two Way. National Public Radio. Retrieved January 6, 2014.
[20] Preston, Jennifer (January 6, 2014). "'Polar Vortex' Brings Coldest Temperatures in Decades". The Lede (The New York Times). Retrieved January 6, 2014.
[21] "Arctic Monday for 140 million as 'POLAR VORTEX' barrels across the US: 4,400 flights canceled, schools closed as far south as ATLANTA and the coldest temperatures recorded in 20 years". Daily Mail (London). January 6, 2014. Retrieved January 7, 2014.
[22] Associated, The. "5 Things To Know About The Record-Breaking Freeze". NPR. Retrieved January 8, 2014.
[23] Spotts, Pete (January 6, 2014). "How frigid 'polar vortex' could be result of global warming (+video)". The Christian Science Monitor. Retrieved January 9, 2014. | <urn:uuid:147bb047-6f35-411c-88e5-331e9ccdde8d> | CC-MAIN-2024-10 | http://brsinghindia.com/journal/speeds2014-BRSingh.pdf | 2024-02-29T05:59:56+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00562.warc.gz | 5,836,501 | 5,295 | eng_Latn | eng_Latn | 0.92038 | eng_Latn | 0.997166 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2678,
5621,
7090,
9111,
11317,
12444,
15685,
18178,
20923,
23240,
24093
] | [
3.109375,
2.28125
] | 2 | 0 |
September 2023
Safeguarding & Child Protection Policy
Issue date: September 2023
Signed:
Review period: Annually
1
SAFEGUARDING & CHILD PROTECTION POLICY ISSUES AND UPDATES
| PAGES | ISSUE |
|---|---|
| ALL | Reference to student changed to participant throughout |
| 3 | Updated KCSIE 2023 |
| 5 | |
| 12 | Risk reduction – rewording |
| 14 | Multi-agency strategy meetings, named DSL will be in attendance |
| 20 | s/he changed to them, their and or they. |
The following policy has been approved by the Trustee appointed for Safeguarding and Senior Leadership Team and the Board of Trustees.
The policy will be reviewed on an annual basis unless circumstances arise requiring the policy to be reviewed earlier.
Approved by Board of Trustees: July 2023
Board signatory: Sarah Mills
Planned review: July 2024
CONTENTS
PART ONE: SAFEGUARDING POLICY
Ratified by the Trustee Board: July 2023
To be reviewed (annually): July 2024
1.0 INTRODUCTION
1.1 Safeguarding and promoting the welfare of children is defined as –
* Protecting children from maltreatment;
* Preventing impairment of children's health or development;
* Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and
* Acting to enable all children to have the best outcomes. Children include everyone under the age of 18.
1.2 Northampton Saints Foundation is committed to safeguarding and promoting the welfare of all its participants. We believe that:
* All children/young people have the right to be protected from harm, abuse and neglect;
* That every child/ participant has the right to an education and participants need to be safe and to feel safe in the Foundation;
* Participants need support that matches their individual needs, including those who may have experienced abuse;
* All children/young people have the right to express their views, feelings and wishes and voice their own values and beliefs;
* All children/young people should be encouraged to respect each other's values and support each other;
* All children/young people have the right to be supported to meet their emotional and social needs as well as their educational needs – a happy, healthy, sociable participants will achieve better educationally;
* All staff and visitors have an important role to play in safeguarding children and protecting them from abuse.
* The Foundation must contribute to the prevention of abuse, victimisation, bullying (including homophobic, bi-phobic, trans-phobic and cyber-bullying), exploitation, extreme behaviours, discriminatory views and risk-taking behaviours; and
1.3 Northampton Saints Foundation will fulfil their local and national responsibilities as laid out in the following documents: -
* Keeping Children Safe in Education (2023)
* Working Together to Safeguard Children 2018 (updated 2022)
* Guidance for Safer Working Practice for those working with children and young people in education settings (May 2019)
* Guidance for Safer Working Practice for those working with children and young people in education settings addendum (April 2020)
* What to do if you are worried a child is being abused: Advice for practitioners (2015)
2.0 OVERALL AIMS
2.1 This policy will contribute to the protection and safeguarding of our young people and promote their welfare by:
* Clarifying standards of behaviour for staff and young people.
* Contributing to the establishment of a safe, resilient and robust ethos in the Foundation, built on mutual respect and shared values;
* Encouraging young people. and parents to participate;
* Alerting staff to the signs and indicators that all may not be well;
* Developing staff awareness of the causes of abuse;
* Developing staff awareness of the risks and vulnerabilities their young people. face;
* Addressing concerns at the earliest possible stage; and
* Reducing the potential risks young people face of being exposed to violence, extremism, exploitation, discrimination or victimisation.
2.2 This policy will contribute to supporting our young people by:
* Identifying and protecting the vulnerable;
* Identifying individual needs as early as possible; and
* Designing bespoke plans to meet the education, health and care needs.
2.3 This policy will contribute to the protection of our young people by:
* Including appropriate work within the curriculum;
* Implementing Child Protection Policies and procedures; and
* Working in partnership with young people, parents/carers and other agencies.
2.4 This policy extends to any establishment our Foundation commissions to deliver education to our young people on our behalf including alternative provision settings.
* The Trustee Board will ensure that any commissioned agency will reflect the values, philosophy and standards of our Foundation. Confirmation should be sought from the Foundation that appropriate risk assessments are completed, and ongoing monitoring is undertaken.
3. KEY PROCESSES
3.1 All staff must be aware of the guidance issued by the Northamptonshire, Milton Keynes and Ipswich Safeguarding Children Board and threshold guidance.
4.0 EXPECTATIONS
4.1 All staff and volunteers will:
* Be familiar with this Safeguarding Policy;
* Understand their role in relation to safeguarding;
* Be subject to Safer Recruitment processes and checks, whether they are new staff, supply staff, contractors, volunteers etc.
* All Trustees must be subjected to an enhanced DBS.
* Be involved, where appropriate, in the implementation of individual Education Programmes, Early Help Assessments and support plans, Child in Need plans and inter-agency Child Protection plans;
* Be alert to signs and indicators of possible abuse (See Appendix 1 for current definitions and indicators).
* Record concerns and give the record to the Designated safeguard lead (DSL), or deputy DSL, and
* Deal with a disclosure of abuse from a child in line with the guidance in Appendix 2 - you must inform the DSL immediately and provide a written account before the close of the academic day.
4.2 All staff will receive annual Safeguarding training and update briefings as appropriate. Key staff will undertake more specialist safeguarding training as agreed by the Trustee Board.
5.0 THE DESIGNATED SAFEGUARDING LEAD (DSL)
5.1 Our DSL on the Senior Leadership Team is Jordan Letts. (firstname.lastname@example.org - 07713 783505). Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL. This responsibility should not be delegated.
5.1.1 The deputy DSLs will support the DSL within the role and deputise when the DSL is not on-site. These are as follows:
5.2 Trustees should ensure an appropriate senior member of staff, from the Foundation leadership team is appointed to the role of DSL. This should be explicit in the roleholder's job description.
5.3 Any steps taken to support a child who has a safeguarding vulnerability must be reported to the lead DSL in our Foundation; the DSL will go through the relevant actions to ensure all steps are covered.
| Name & Job role | Email | Phone number |
|---|---|---|
| Dawn Bere Youth Worker & Mental Health Lead | email@example.com | 07752446190 |
| Francis Banks Engage Manager | firstname.lastname@example.org | 07743979919 |
| Dan Brady Engage Manager | email@example.com | 07752 271548 |
| Craig Phillips Employability Lead | firstname.lastname@example.org | 07305092353 |
5.4 Safeguarding and Child Protection information will be dealt with, in a confidential manner. Staff will be informed of relevant details only when the DSL feels their having knowledge of a situation will improve their ability to support an individual child and/or family. A written record will be made of what information has been shared, with whom, and when.
5.5 Safeguarding records will be stored securely in a central place separate from academic records. Individual files will be kept for each child: the Foundation will not keep family files. Files will be kept for at least the period during which the child is attending the Foundation, and beyond that in line with current data legislation and guidance.
5.6 Access to records by staff other than by the DSL, Deputy DSL will be restricted, and a record will be kept of who has had access to them, when and why they accessed them.
5.7 Parents/carers will be aware that information may be held on their children and kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents will be in line with any home school policies and give due regard to which adults have parental responsibility.
5.8 Do not disclose to a parent any information held on a child if this would put the child at risk of significant harm.
5.10 If it would be appropriate to share any information with the new placement or school in advance of a child leaving. For example, information that would allow the new placement or school to continue supporting victims of abuse and have that support in place for when the child arrives.
5.14 Our DSL and any deputies must undergo training to provide them with the knowledge and skills required to carry out the role. The training should be updated every two years.
5.14.1 In addition to their formal training as set out above, their knowledge and skills should be updated, (for example via e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments), at regular intervals, and at least annually, to keep up with any developments relevant to their role.
5.15 When a DSL resigns their post or no longer has Child Protection responsibility, there should be a full face-to-face handover/exchange of information with the new post holder.
5.15.1 In exceptional circumstances, when a face-to-face handover is unfeasible, the Foundation Managing Director will ensure that the new post holder is fully conversant with all procedures and case files.
6.0 THE DESIGNATED MEMBER OF STAFF FOR LOOKED AFTER AND PREVIOUSLY LOOKED AFTER CHILDREN
6.1 The Foundation Managing Director (Catherine Deans) must appoint a designated member of staff and should work with referring agencies/education providers to promote the educational achievement of registered young people who are looked after and previously looked after.
6.2 The designated member of staff must have appropriate training and the relevant qualifications and experience. The designated Member of staff is:
Jordan Letts
7.0 THE TRUSTEE BOARD
7.1 The Trustee Board are the accountable body and must ensure that they comply with their duties under legislation.
7.2 The Trustee Board will ensure that:
* Trustees should ensure that there are appropriate policies and procedures in place in order for appropriate action to be taken in a timely manner to safeguard and promote children's welfare;
* The Foundation operates "Safer Recruitment" procedures and ensures that appropriate checks are carried out on all new staff.
* At least one senior member of the Foundation leadership team acts as a DSL, and at least a further deputy DSL is appointed.
* That appropriate time is made available to the DSL and deputy DSL(s) to allow them to undertake their duties; their role should be explicit in their job description;
* Temporary staff and volunteers are made aware of the Foundation arrangements for safeguarding & child protection and their responsibilities;
* The Foundation Managing Director and all other staff who work with children undertake safeguarding training on an annual basis with additional updates as necessary within a 2-year framework and a training record maintained.
* The Foundation remedies any deficiencies or weaknesses brought to its attention without delay; and
* The Foundation has procedures for dealing with allegations of abuse against staff/volunteers.
7.3 The Trustee Board should review all policies/procedures that relate to safeguarding and child protection annually.
7.4 The Nominated Trustee's for safeguarding at the Foundation is Sarah Mills - The Nominated Trustees are responsible for liaising with the Head of Foundation and DSL over all matters regarding safeguarding and child protection issues. The role is strategic rather than operational – they will not be involved in all concerns about individual young people.
7.4.1 The Nominated Trustee will receive safeguarding training relevant to the governance role and this will be updated every 2 years.
7.5 The Nominated Trustee will liaise with the Foundation Managing Director/ DSL to report relevant safeguarding issues to the Trustee Board at each meeting. In addition to board meetings, we also hold termly review meetings to discuss incidents / issues.
7.5.1 The Foundation has clear operational guidance on how its staff are governed with respect to any allegations of abuse of members of staff, visitors, volunteers, or
Trustees. If any offence is alleged, it will be investigated in the first instance by Anna Kennedy – Head of HR & Learning and Development.
In the event of an allegation of abuse of members of staff, visitors, volunteers, or Trustees being brought against the Foundation Managing Director, this will be escalated to the Chair of the Foundation Trustee Board to be further investigated, before presenting his / her findings to the Trustee Board; in conjunction with Anna Kennedy – Head of HR & Learning and Development in order to determine next steps.
7.6 A member of the Trustee Board is nominated to be responsible for liaising with the Children's Trust in the event of allegations of abuse being made against the Foundation Managing Director.
8.0 A SAFER FOUNDATION CULTURE
SAFER RECRUITMENT AND SELECTION
8.1.1 The Foundation is aware of 'Keeping Children Safe in Education Sept 20'. Safer Recruitment practice includes scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional references, checking previous employment history date and job title while ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and appropriate checks including criminal record checks (DBS checks).
8.1.2 All recruitment materials will include reference to the Foundations commitment to safeguarding and promoting the wellbeing of young people.
8.1.3 Relevant staff will have undertaken appropriate training in Safer Recruitment. One of the above will be involved in all staff / volunteer recruitment processes and sit on the recruitment panel.
INDUCTION
8.2.1 All staff must be aware of systems within their Foundation which support safeguarding, and these should be explained to them as part of staff induction. This should include:
* The child protection policy.
* The behaviour policy.
* The staff behaviour policy (sometimes called a code of conduct);
* The safeguarding response to children who go missing from education; and
* The role of the DSL (including the identity of the DSL and any deputies).
* Copies of policies and a copy of part one of the KSCIE-23 document should be provided to staff at induction.
STAFF SUPPORT
8.3.1 We recognise the stressful and traumatic nature of safeguarding and child protection work. We will support staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support as appropriate.
8.3.2 Regular supervision will be offered to the Lead DSL within Foundation, usually halftermly and may be extended to other members of staff as deemed appropriate by the Foundation.
9.0 THE USE OF REASONABLE FORCE
9.1 There are circumstances when it is appropriate for staff in Foundation to use reasonable force to safeguard children and young people. Relevant staff are trained in Team Teach protocol, The term 'reasonable force' covers the broad range of actions used by staff that involves a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a participant needs to be restrained to prevent violence or injury. 'Reasonable' in these circumstances means 'using no more force than is needed'. The use of force may involve either passive physical contact, such as standing between young people or blocking a participants path, or active physical contact such as leading a participant by the arm out of the classroom. Departmental advice for Foundations is available here: Use of reasonable force in schools
9.2 Our Foundation will not have a 'no contact' policy as this could leave our staff unable to fully support and protect their young people.
9.3 When using reasonable force in response to risks presented by incidents involving children including any with SEN or disabilities, or with medical conditions, staff should consider the risks carefully.
9.4 They should also consider their duties under the Equality Act 2010 in relation to making reasonable adjustments, non-discrimination and their Public Sector Equality Duty.
9.5 Our Foundation will, by planning positive and proactive behaviour support, for instance through drawing up individual behaviour plans for more vulnerable children, and agreeing them with parents and carers, will reduce the occurrence of challenging behaviour and the need to use reasonable force.
10.0 OUR ROLE IN THE PREVENTION OF ABUSE
10.1 We will provide opportunities for young people to develop skills, concepts, attitudes, and knowledge that promote their safety and well-being.
10.2 All our policies which address issues of power and potential harm, for example AntiBullying, Discrimination, Equal Opportunities, Handling, Positive Behaviour, will be inter-linked to ensure a whole Foundation approach.
10.3 Our safeguarding policy cannot be separated from the general ethos of the Foundation which should ensure that young people are treated with respect and dignity, taught to treat each other with respect, feel safe, have a voice, and are listened to.
11.0 WHAT WE WILL DO WHEN WE ARE CONCERNED
11.1 Where unmet needs have been identified for a participant but there is no evidence of a significant risk, the DSL will add the participant to our records of children with a safeguarding vulnerability, and support Foundation staff to deliver an appropriate Early Help response.
11.2 At this stage, simple reasonable adjustments within the educational setting may be all that is needed to address the unmet needs and after reviewing the participant may need no further response.
11.3 Should the professional opinion of the DSL indicate that a multi-agency Early Help response is required in order to meet the unmet safeguarding need, the DSL will generally lead on this.
11.4 If concerns increase a referral to the Multi-Agency Safeguarding Hub (MASH) and Child Protection Team may be required. Local authorities can also refer to these forms as Multi-Agency Referral Forms (MARF). The area DSL will lead on this in the first instance, however other members of the Safeguarding team and Staff may do so as appropriate. (For further information see 'Foundation Procedures, Making a Referral').
13.0 RISK REDUCTION
13.1 The Foundation Trustees, the Foundation Managing Director and the DSL will assess the level of risk within the Foundation and put actions in place to reduce that risk. This may include consideration of the SEND policy, the use of Foundation premises by external agencies, integration of young people by gender identification and special educational needs, anti-bullying policy and other issues specific to the Foundation 's profile, community, and philosophy. To this end, we may carry out open-source due diligence checks on all speakers invited to our Foundation.
13.2 This risk assessments will be reviewed as part of the annual policy review undertaken by the Foundation.
RESPONSE
13.3.1 The Foundation has "due regard to the need to prevent people being drawn into terrorism" (section 26, Counter Terrorism and Security Act 2015). This is known as The Prevent Duty. All staff undertake Prevent training every three years.
13.3.2 There is no single way to identify an individual who is likely to be susceptible to an extremist ideology. Specific background factors may contribute to vulnerability, and these are often combined with specific needs for which an extremist group may appear to provide answers, and specific influences such as family, friends and online contacts. The use of social media has become a significant feature in the radicalisation of young people.
13.3.3 Staff within our Foundation will be alerted to changes in a child's behaviour or attitude which could indicate that they are in need of help or protection.
13.3.4 When any member of staff has concerns that a participant may be at risk of radicalisation or involvement in terrorism, they should speak to DSL or Managing Director
13.3.5 Numerous factors can contribute to and influence the range of behaviours that are defined as violent extremism, but most young people do not become involved in extremist action. For this reason, the appropriate interventions in any particular case may not have any specific connection to the threat of radicalisation, for example they may address mental health, relationship or drug/alcohol issues.
14.0 CHILDREN WHO GO MISSING FROM EDUCATION
14.1 A child going missing, particularly repeatedly, can act as a vital warning sign of a range of safeguarding risks, including abuse and neglect, which may include sexual abuse or exploitation; child criminal exploitation; mental health problems; substance abuse and other issues. Early intervention is necessary to identify the existence of any underlying safeguarding risk and to help prevent the risks of them going missing in future.
14.2 Our Foundation will have access to two or more emergency contact numbers for each participant. It is good practice to give our Foundation additional options to contact a responsible adult when a child missing education, is also identified as a welfare and/or safeguarding concern.
14.3 The Foundation commits to notify the school or college of any participant who fails to attend before 12pm within each delivery day, attendances will be reported upon daily.
PART TWO – THE KEY PROCEDURES
16.0 RESPONDING TO A CONCERN
16.1 Emergency Response
If a child is at imminent risk of significant harm/immediate danger you should call 999 in the first instance (for police or ambulance).
16.2 Non-Emergency Response
If there is no risk of immediate danger you must notify their education setting and aid with the submission within a maximum 24-hour period, this should be done in consultation with the referring agency or education provision. Details of delivery locations can be found in the links below:
Northamptonshire Local Authority – MASH Suffolk Local Authority – MASH Milton Keynes Local Authority– MARF
16.2.1 Parents/carers should be informed if a referral is being made except if this would increase risk. However, inability to inform parents for any reason should not prevent a referral being made to children's social care via if you believe the child is at risk of harm. It would then become a joint decision with Children's Social Care about how and when the parents should be approached and by whom.
HOW TO MAKE A REFERRAL
16.1 If it is believed a referral is necessary the Foundation/DSL would consult with the referring agency or education provider, formulate a plan appropriate to the individual needs and inform appropriate agencies jointly or separately as required.
16.2 Social Care – submit a referral form of concern unless it is an emergency (see above) via secure email where consideration will be given to the referral via the MASH / MARF screening processes.
16.3 Accurately record the action agreed following the referral, including if no further action is to be taken and the reasons for this decision, noting with whom discussions were held.
INVOLVING PARENTS AND CARERS
16.5.1 We will discuss any Safeguarding or Child Protection concerns with referring agencies or education providers before approaching other agencies and will seek their consent to making a referral to another agency. However, if the Foundation safeguarding team feel incidents have not been delt with appropriately then we will make a direct referral.
17. MULTI-AGENCY WORK
17.1 We work in partnership with other agencies to promote the best interests of our children as a top priority in all decisions and actions that affect them. The Foundation will, where necessary, liaise with these agencies. Where the child already has a safeguarding Social Worker or Family Support Worker, the request for support should go immediately to the team involved, or in their absence to their team manager.
17.2 The invited DSL will participate in a multi-agency safeguarding strategy meeting, usually by conference phone, adding Foundation held data and intelligence to the discussion so that the best interests of the child are met.
17.3 We will co-operate with any Child Protection enquiries conducted by Children's Social Care: The Foundation will ensure representation at appropriate inter-agency meetings such as Our Family Plan, Children in Need, Initial and Review Child Protection Conferences, and Core Group meetings.
17.4 We will provide reports as required for these meetings. If the Foundation is unable to attend, a written report will be sent and shared with at least 24 hours prior to the meeting.
17.5 Where a participant is subject to an inter-agency Child Protection plan or a multiagency risk assessment conference (TAC) meeting, the Foundation will contribute to the preparation, implementation, and review of the plan as appropriate.
18. OUR ROLE IN SUPPORTING CHILDREN
18.1 Our Foundation staff will offer appropriate support to individual young people who have experienced abuse, who have abused others (peer on peer abuse) or who act as Young Carers in their home situation.
18.2 The Foundation would follow a safeguarding action plan devised by involved agencies, implemented, and reviewed regularly for these children. This plan will detail areas of support, who will be involved, and the child's wishes and feelings. A copy of the plan will be kept in the child's safeguarding record.
18.3 Children and young people who abuse others will be responded to in a way that meets their needs as well as protecting others within the Foundation community through a multi-agency risk assessment. Within our Foundation we will ensure that the needs of children and young people who abuse others will be considered separately from the needs of their victims.
18.4 We will ensure the Foundation works in partnership with parents / carers and other agencies as appropriate.
19.0 RESPONDING TO AN ALLEGATION ABOUT A MEMBER OF STAFF
19.1 This procedure must be used in any case in which it is alleged that a member of staff, Trustee, visiting professional or volunteer has:
* Behaved in a way that has harmed a child or may have harmed a child.
* Possibly committed a criminal offence against or related to a child; or
* Behaved in a way that indicates s/he is unsuitable to work with children.
* Any actions in line with (Appendix 3)
19.2 Although it is an uncomfortable thought, it needs to be acknowledged that there is the potential for staff in Foundation to abuse children.
19.3 All staff working within our organisation must report any potential safeguarding concerns about an individual's behaviour towards children and young people immediately.
19.3.1 Allegations or concerns about staff, colleagues and visitors must be reported directly to the Foundation Managing Director who will liaise with the Designated Safeguarding Lead, who will decide on any action required.
19.3.2 If the concern relates to a senior member of staff, it must be reported immediately to the Chair of the Trustee Board, who will liaise with the Designated Safeguarding Lead, and they will decide on any action required.
20.0 CHILDREN WITH ADDITIONAL NEEDS
20.1 Northampton Saints Foundation recognises that all children have a right to be safe. Some children may be more vulnerable to abuse, for example those with a disability or special educational need, those living with domestic violence or drug/alcohol abusing parents, etc.
20.2 When the Foundation is considering suspending, either for a fixed term or permanently, a vulnerable participant or one who is the subject of a Child Protection plan or where
there is an existing Child Protection file, we will call a multi-agency risk-assessment meeting prior to making the decision to suspend. In the event of a one-off serious incident resulting in an immediate decision to suspend, this will be reported to the Managing Director – Catherine Deans.
21.0 LINKS TO ADDITIONAL INFORMATION ABOUT SAFEGUARDING ISSUES AND FORMS OF ABUSE
http://northamptonshirescb.proceduresonline.com
21.1 Staff who work directly with children, and their leadership team should refer to this information
21.2 Guidance on children in specific circumstances found in Annex A of KCSIE- 23, and additional resources as listed below:
| Issue | Guidance |
|---|---|
| Abuse | https://www.nspcc.org.uk/what-is-child-abuse/types- of-abuse/ |
| Bullying | https://learning.nspcc.org.uk/child-abuse-and- neglect/bullying |
| Children and the courts | https://gb.safeguarding.network/content/safeguardin g-resources/children-care-others/children-and-the- court-system/ |
| Missing from Education, Home or Care | https://assets.publishing.service.gov.uk/government/ uploads/system/uploads/attachment_data/file/30786 7/Statutory_Guidance_-_Missing_from_care__3_.pdf |
| Family Members in prison | https://www.nicco.org.uk/ |
| Drugs | https://assets.publishing.service.gov.uk/government/ uploads/system/uploads/attachment_data/file/27016 9/drug_advice_for_Foundation s.pdf |
| Domestic Abuse | https://www.nspcc.org.uk/what-is-child-abuse/types- of-abuse/domestic-abuse/ |
| Child Exploitation | https://www.nspcc.org.uk/what-is-child-abuse/types- of-abuse/child-sexual-exploitation/ |
| Homelessness | https://www.gov.uk/government/publications/homel essness-reduction-bill-policy-factsheets |
| | https://learning.nspcc.org.uk/child-health- development/promoting-mental-health-wellbeing |
|---|---|
| On-line | http://policeandFoundation s.org.uk/onewebmedia/Searching%20Screening%20& %20Confiscation%20Jan%202018.pdf |
| Private fostering | https://learning.nspcc.org.uk/children-and-families-at- risk/looked-after-children |
| Radicalisation | https://www.nspcc.org.uk/keeping-children- safe/reporting-abuse/dedicated-helplines/protecting- children-from-radicalisation/ |
APPENDIX 1
DEFINITIONS AND INDICATORS OF ABUSE
1. NEGLECT
Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
* Provide adequate food, clothing and shelter (including exclusion from home or abandonment);
* Protect a child from physical and emotional harm or danger;
* Ensure adequate supervision (including the use of inadequate care-givers); or
* Ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
The following may be indicators of neglect (this is not designed to be used as a checklist):
* Constant hunger;
* Stealing, scavenging and/or hoarding food;
* Frequent tiredness or listlessness;
* Frequently dirty or unkempt;
* Often poorly or inappropriately clad for the weather;
* Poor Foundation attendance or often late for Foundation ;
* Poor concentration;
* Affection or attention seeking behaviour;
* Illnesses or injuries that are left untreated;
* Failure to achieve developmental milestones, for example growth, weight;
* Failure to develop intellectually or socially;
* Responsibility for activity that is not age appropriate such as cooking, ironing, caring for siblings;
* The child is regularly not collected or received from Foundation ; or
* The child is left at home alone or with inappropriate carers.
2. PHYSICAL ABUSE
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
The following may be indicators of physical abuse (this is not designed to be used as a checklist):
* Multiple bruises in clusters, or of uniform shape;
* Bruises that carry an imprint, such as a hand or a belt;
* Bite marks;
* Round burn marks;
* Multiple burn marks and burns on unusual areas of the body such as the back, shoulders or buttocks;
* An injury that is not consistent with the account given;
* Changing or different accounts of how an injury occurred;
* Bald patches;
* Symptoms of drug or alcohol intoxication or poisoning;
* Unaccountable covering of limbs, even in hot weather;
* Fear of going home or parents being contacted;
* Fear of medical help;
* Fear of changing for PE;
* Inexplicable fear of adults or over-compliance;
* Violence or aggression towards others including bullying; or
* Isolation from peers.
3. SEXUAL ABUSE
Sexual abuse involves forcing or enticing a child or participant to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
The following may be indicators of sexual abuse (this is not designed to be used as a checklist):
* Sexually explicit play or behaviour or age-inappropriate knowledge;
* Anal or vaginal discharge, soreness or scratching;
* Reluctance to go home;
* Inability to concentrate, tiredness;
* Refusal to communicate;
* Thrush, persistent complaints of stomach disorders or pains;
* Eating disorders, for example anorexia nervosa and bulimia;
* Attention seeking behaviour, self-mutilation, substance abuse;
* Aggressive behaviour including sexual harassment or molestation;
* Unusual compliance;
* Regressive behaviour, enuresis, soiling;
* Frequent or open masturbation, touching others inappropriately;
* Depression, withdrawal, isolation from peer group;
* Reluctance to undress for PE or swimming; or
* Bruises or scratches in the genital area.
4. EXPLOITATION
Child Sexual Exploitation occurs when a participant, or another person, receives "something" (for example food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of the child/participant performing sexual activities, or another person performing sexual activities on the child/participant.
The presence of any significant indicator for sexual exploitation should trigger a referral to Local Authority/ Children's Trust Children's Trust. The significant indicators are:
* Having a relationship of concern with a controlling adult or participant (this may involve physical and/or emotional abuse and/or gang activity);
* Entering and/or leaving vehicles driven by unknown adults;
* Possessing unexplained amounts of money, expensive clothes or other items;
* Frequenting areas known for risky activities;
* Being groomed or abused via the Internet and mobile technology; and
* Having unexplained contact with hotels, taxi companies or fast food outlets.
* Missing for periods of time (CSE and County Lines)
5. EMOTIONAL ABUSE
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may also involve seeing or hearing the ill-treatment of another person. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment.
The following may be indicators of emotional abuse (this is not designed to be used as a checklist):
* The child consistently describes him/herself in very negative ways – as stupid, naughty, hopeless, ugly;
* Over-reaction to mistakes;
* Delayed physical, mental or emotional development;
* Sudden speech or sensory disorders;
* Inappropriate emotional responses, fantasies;
* Neurotic behaviour: rocking, banging head, regression, tics and twitches;
* Self-harming, drug or solvent abuse;
* Fear of parents being contacted;
* Running away;
* Compulsive stealing;
* Appetite disorders - anorexia nervosa, bulimia; or
* Soiling, smearing faeces, enuresis.
N.B.: Some situations where children stop communicating suddenly (known as "traumatic mutism") can indicate maltreatment.
6. RESPONSES FROM PARENTS/CARERS
Research and experience indicate that the following responses from parents may suggest a cause for concern across all five categories:
* Delay in seeking treatment that is obviously needed;
* Unawareness or denial of any injury, pain or loss of function (for example, a fractured limb);
* Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development;
* Reluctance to give information or failure to mention other known relevant injuries;
* Frequent presentation of minor injuries;
* A persistently negative attitude towards the child;
* Unrealistic expectations or constant complaints about the child;
* Alcohol misuse or other drug/substance misuse;
* Parents request removal of the child from home; or
* Violence between adults in the household;
* Evidence of coercion and control.
7. DISABLED CHILDREN
When working with children with disabilities, practitioners need to be aware that additional possible indicators of abuse and/or neglect may also include:
* A bruise in a site that may not be of concern on an ambulant child such as the shin, maybe of concern on a non-mobile child;
* Not getting enough help with feeding leading to malnourishment;
* Poor toileting arrangements;
* Lack of stimulation;
* Unjustified and/or excessive use of restraint;
* Rough handling, extreme behaviour modification such as deprivation of medication, food or clothing, disabling wheelchair batteries;
* Unwillingness to try to learn a child's means of communication;
* Ill-fitting equipment, for example, callipers, sleep boards, inappropriate splinting;
* Misappropriation of a child's finances; or
* Inappropriate invasive procedures.
APPENDIX 2
DEALING WITH A DISCLOSURE OF ABUSE
When a participant tells me about abuse they have suffered, what should I remember?
* Stay calm.
* Do not communicate shock, anger or embarrassment.
* Reassure the child. Tell them you are pleased they are speaking to you.
* Tell them that you believe them. Children very rarely lie about abuse; but they may have tried to tell others and not been heard or believed.
* Never enter into a pact of secrecy with the child. Assure them that you will try to help but let the child know that you will have to tell other people in order to do this. State who this will be and why.
* Tell the child that it is not their fault.
* Encourage the child to talk but do not ask "leading questions" or press for information.
* Listen and remember.
* Check that you have understood correctly what the child is trying to tell you.
* Praise the child for telling you. Communicate that they have a right to be safe and protected.
* Do not tell the child that what they experienced is dirty, naughty or bad.
* It is inappropriate to make any comments about the alleged offender.
* Be aware that the child may retract what they have told you. It is essential to record in writing, all you have heard, though not necessarily at the time of disclosure.
* At the end of the conversation, tell the child again who you are going to tell and why that person or those people need to know.
* As soon as you can afterwards, make a detailed record of the conversation using the child's own language. Include any questions you may have asked. Do not add any opinions or interpretations.
* If the disclosure relates to a physical injury do not photograph the injury but record in writing as much detail as possible.
NB, it is disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk.
Immediately afterwards
You should not deal with this yourself. Clear indications or disclosure of abuse must be reported to Local Authority/ Children's Trust without delay, by the Foundation Managing Director, DSL or in exceptional circumstances by the staff member who has raised the concern.
Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a participant who has been abused can be traumatic for the adults involved. Support for you will be available from your DSL or Head Teacher/Principal.
APPENDIX 3
ALLEGATIONS ABOUT A MEMBER OF STAFF, TRUSTEE OR VOLUNTEER
1. Inappropriate behaviour by staff/volunteers could take the following forms:
* Physical For example, the intentional use of force as a punishment, slapping, use of objects to hit with, throwing objects, or rough physical handling.
* Emotional
For example, intimidation, belittling, scapegoating, sarcasm, lack of respect for children's rights, and attitudes that discriminate on the grounds of race, gender, disability or sexuality.
* Sexual
For example, sexualised behaviour towards a participant, sexual harassment, inappropriate phone calls and texts, images via social media, sexual assault and rape.
* Neglect For example, failing to act to protect a child or children, failing to seek medical attention or failure to carry out an appropriate risk assessment.
* Spiritual Abuse
For example, using undue influence or pressure to control individuals or ensure obedience, follow religious practices that are harmful such as beatings or starvation.
2. If a child makes an allegation about a member of staff, Trustee, visitor or volunteer the Foundation Managing Director must be informed immediately. The Foundation Managing Director must carry out an urgent initial consideration in order to establish whether there is substance to the allegation.
3. The Foundation Managing Director should exercise and be accountable for their professional judgement on the action to be taken as follows:
* If the actions of the member of staff, and the consequences of the actions, raise credible Child Protection concerns the Foundation Managing Director will notify the Children's Trust Designated Officer. The Designated Safeguarding Lead will liaise with the Chair of Trustees and advise about action to be taken and may initiate internal referrals within Local Authority/ Children's Trust Children's Trust to address the needs of children likely to have been affected.
* If the Foundation Managing Director decides that the allegation is without foundation and no further formal action is necessary, all those involved should be informed of this conclusion, and the reasons for the decision should be recorded on the child safeguarding file. The allegation should be removed from personnel records.
* If the actions of the member of staff, and the consequences of the actions, do not raise credible child protection concerns, but do raise other issues in relation to the conduct of the member of staff or the participant. These should be addressed through the Foundation 's own internal procedures.
4. Where an allegation has been made against the Foundation Managing Director, then the Chair of the Trustee Board takes on the role of liaising with the Designated Safeguarding Lead in determining the appropriate way forward. For details of this specific procedure see the Section on Allegations against Staff and Volunteers in the procedures of Local Authority/ Children's Trust Safeguarding Children Board. | <urn:uuid:cde583a2-0726-47a3-9b0e-3fb639b7a047> | CC-MAIN-2024-10 | https://darkroom.northamptonsaints.co.uk/original/d791500faacf75698eee1da876e0d44a:fafbda6e45d44af36d237e781f49e553/op01-safeguarding-child-protection-policy-2023-24.pdf | 2024-02-29T05:45:34+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00563.warc.gz | 197,364,781 | 9,332 | eng_Latn | eng_Latn | 0.980478 | eng_Latn | 0.997153 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
119,
823,
833,
3199,
5446,
7597,
10478,
13041,
15518,
18156,
20867,
23458,
25932,
28656,
30366,
31985,
34608,
37570,
39933,
42483,
45466
] | [
1.015625,
2.734375
] | 2 | 0 |
The Punjabi Experience in British Columbia
Lesson Plan – Elementary
Educator Hannah Morales
Rationale:
This lesson plan is a companion to the Indo Canadian oral history collections compiled by the Centre for Indo Canadian Studies at the University of the Fraser Valley found on the Royal BC Museum Learning Portal pathway, The Punjabi Experience in British Columbia. These interviews outline the Punjabi experience of immigrating and adapting to Canada.
This lesson invites students to use the oral histories collection to gain better understanding of the culture and everyday life of Punjabi immigrants through these first-hand accounts.
Curriculum Connections:
Grade 2− 6 Social Studies
Curricular Competencies: Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources
Grade 2 Social Studies
Big Ideas: Canada is made up of many diverse regions and communities
Content: Diverse characteristics of communities and cultures in Canada and around the world
Grade 3 Social Studies
Content: Aspects of life shared by and common to peoples and cultures
Grade 4 Social Studies
Big Ideas: The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.
Content: The history of the local community
Grade 5 Social Studies
Big Ideas: Canada's policies and treatment of minority peoples have negative and positive legacies; Natural resources continue to shape the economy and identity of different regions of Canada; Immigration and multiculturalism continue to shape Canadian society and identity.
Curricular Competencies: Construct arguments defending the significance of individuals/groups, places, events, and developments
Content: The changing nature of Canadian immigration over time; resources and economic development in different regions of Canada
Grade 6 Social Studies
Content: The urbanization and migration of people
Grade 7 Social Studies
Curricular Competencies: Assess the significance of people, places, events, or developments at particular times and places
Grade 8 Social Studies
Curricular Competencies: Identify what the creators of accounts, narratives, maps, or texts have determined is significant
Lesson Activities
1. Ask students what they know about the Punjabi community in British Columbia and their culture. Explain to students that they will watch a selection of videos of Punjabi Canadians talking about their experiences moving to and growing up in British Columbia. The videos will discuss the differences they found between the Punjabi and Canadian culture and how they succeeded in maintaining their Punjabi culture and ways of being while adapting to living in Canada.
2. Divide the class into smaller groups. Assign each group a different interviewee to focus on while watching the videos. Explain that during the videos each group must focus on how their person adapted to/felt about life in Canada and that they will present a role-play on this person's life. Educators can choose to have students view the video as a class on a digital projector or individually at their own computer (which could allow students to pause the video and rewind for clarification and all view their individual interviews at once).
3. After viewing the videos, give the students 15 minutes to prepare their role-plays. Before beginning, ensure students understand they must base their role-plays in evidence presented in the videos.
4. After having time to prepare, have students share their role-plays to the class. When the presentations are finished, prompt these discussion questions.
Class discussion questions
- Ask students to reflect on their own immigration stories in their homes or communities. How are their experiences similar to those shared in the interviews?
- How did the interviewee's experiences differ from other immigrant experiences? In what ways were their experiences similar?
- What struggles did Punjabi immigrants face adapting to Canada?
- How does the Punjabi experience of immigration compare to people of nations' experience immigrating to Canada that you may know of?
- Why might food have been an important aspect to the Punjabi experience of immigration?
Fully immersive yourself in the Royal BC Museum's Learning Portal by making a playlist!
Online resources
www.sikhs.org/100th/ − This website celebrates the 100 years of Sikhs in Canada (1897-1997), and gives a detailed history of their experience.
https://www.thecanadianencyclopedia.ca/en/article/sikhism − A detailed summary of Sikh immigration and adaptation to Canada.
www.canadiansikhheritage.ca/ − A site dedicated to the National Historic Site Gur Sikh Temple, Abbotsford BC.
www.komagatamarujourney.ca/ − This website gives a history of the Komagata Maru Incident.
Books
Hickman, Pamela. Righting Canada's Wrongs: The Komagata Maru and Canada's Anti-Indian Immigration Policies in the Twentieth Century. Toronto: James Lorimer & Company Ltd, 2014.
Nayar, Kamala Elizabeth. The Punjabis in British Columbia: Location, Labour, First Nations, and Multiculturalism. Montreal & Kingston: McGill-Queen's University Press, 2012. | <urn:uuid:32be8c20-d5a2-4c4e-b887-18a080404e16> | CC-MAIN-2024-10 | https://learning.royalbcmuseum.bc.ca/wp-content/uploads/2022/05/Punjabi-Elementary-Lesson-Plan.pdf | 2024-02-29T04:39:48+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00567.warc.gz | 345,646,149 | 1,012 | eng_Latn | eng_Latn | 0.991467 | eng_Latn | 0.992488 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1319,
3483,
5181
] | [
4.8125
] | 2 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.