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Digital safety at a glance Guidance for parents of 5-7-year-olds Use this quick tips guide to stay on top of your child's online safety needs. Tech use, issues & tips Learn about common experiences at this age and what you can do to help keep your child safe online as they grow. 93% watch videos Too much screen time is what children at this age report experiencing most and 69% of parents worry about it. Set time limits for devices and help kids experience a range of activities where they create and learn to support their wellbeing. In-game and in-app spending is one of the most common online harms at this age. 58% of parents say they worry about this. Review purchase settings and parental controls in apps, games and online stores to set limits, then talk about why they're important. Get more support to handle screen time Learn about money management online 1 - Children and parents: media use and attitudes report 2023 2 - Internet Matters survey tracker 1 89% use YouTube 2 Online bullying from people children know is one of the most common harms among this age group, and 63% of parents worry about this. Online bullying is difﬁcult to escape or ignore. So, talk about what it looks like so kids know when and how to get support. See how to talk about cyberbullying Practical tips to keep 5-7s safe online Set parental controls on popular apps 1. Set up YouTube Kids for under-13s 2. Use timers to manage screen time 3. Turn off Watch History to limit suggested videos Go to YouTube parental controls guide 1. Use the in-built parental controls with a PIN 2. Customise who your child can talk to 3. Enable Account Restrictions for easy set up 1. Create a child's proﬁle 2. Set a parental controls PIN 3. Customise maturity level of content your child can watch Go to Roblox parental controls guide Are they talking to others online? Go to Disney+ parental controls guide Learn about social media for under-13s Talk about internet manners Get personalised advice straight to your inbox Want advice to stay on top of your kids' digital lives? Together, we've got this with our free personalised family digital toolkit. By completing the form, you'll get: Age-speciﬁc checklists and guides Safety information on the latest apps and platforms Resources to tackle online concerns by age Interactive tools to encourage discussion on key topics Scan the QR code or go to internetmatters.org/toolkit Make online safety a part of their everyday Conversations to have Talk about: What they're watching; what do they like about it? What apps/games they like; what would they like to try? How being online makes them feel; what signs tell them they need a break? See more conversation starters Tools to explore together Build digital skills and play together with: The Online Together Project: An interactive quiz with discussion points to challenge sterotypes and hate online. Find the Fake: A series of quizzes to help teach children how to recognise and tackle misinformation online. Explore age-speciﬁc guides	<urn:uuid:c085dd77-140b-4466-97b5-ba0b75baf1e8>	CC-MAIN-2024-10	https://www.internetmatters.org/wp-content/uploads/2023/11/Internet-Matters-Digital-safety-at-a-glance-5-7-year-olds-Nov-2023.pdf	2024-02-29T05:53:44+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00567.warc.gz	805,011,198	664	eng_Latn	eng_Latn	0.996418	eng_Latn	0.996582	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1303, 3062 ]	[ 2.5625 ]	2	0
Bart's War Diary written by Bas (Bart) Buitendijk Page 2 of 70 version: 22/03/2017 Introduction It was in the year 1997 that I visited my uncle Bas and aunt Helen in Canada for the first time. I was on a round trip through the west side of Canada with a group of people and we should stay a few days at the island Vancouver. Just on the ferry, on its way to the island, I looked up the phone number of my family. Beforehand I didn't realize that I would nearly pass their home. I didn't took a copy of their address with me. Canada is so tremendous big, so the chance of meeting them seemed to be so small ... My arrival, which I announced only one day before by phone, was a big surprise. I got a warm welcome in the home of my aunt and uncle. Their children, now married, where also invited. I still remember that nice evening. However I had to leave already at the end of the evening, because my travel group, who was camping some kilometers ahead, had to leave again very early the next morning. What I received during that stay in my family's house was a document on file, containing a story my uncle had written many years ago. At that time it had been recently translated and typed over in English, by a friend of the family. The original story was hand written in a book by my uncle Bas and it was his diary written during the second world war. For better understanding, first some history about my uncle Bas, so far I know the details. It must have been somewhere in the years around 1950, that one of my father brothers, so uncle Bas, left The Netherlands. He married an Australian girl and they have lived for some years in Australia. For reasons I don't know, they divorced. Rather soon my uncle Bas married again with an English lady and she became my aunt Helen. They emigrated to Canada and Bas took up his profession again in building houses. As you might be reading in the next story, my uncle was a carpenter. So in Canada, at the island Vancouver, he made a good living in building houses from wood. Also the house in Sidney, Vancouver, my uncle and aunt have lived in was build by himself. The story which is now waiting for reading is the personal diary from his years between 1941 and 1945 when he worked in Germany. It was necessary, because in The Netherlands, workman were forced to work in Germany. Bas felt it obligatory to work there, because then he could earn some money for helping his family in The Netherlands. Probably the story is original written in Dutch, but translated to English. This is because of his staying in Canada from 1951 up to 2007, the English language became his natural language. He never forgot the Dutch language, but through the years more Dutch words disappeared and English words appeared in his letters and phone calls to my father. The real first name of my uncle is Bas, but in Canada that name was difficult to pronounce, so he called himself Bart. I must admit that I almost forgot the existence of this story. In 1997 I received the text file and all the years up to now it was stored on my computers without reading it. Recently I found the text back again, I started reading it and I kept reading. It is very well written and is exciting to read. The first chapter is mostly a day to day description, but the last chapters are really thrilling. During reading I got very respectful about my uncle. He has been very courageous and always tried to help his comrades and the civilian population in Germany. Throughout the whole story there is a red line of hunger and fear. It is praiseworthy that during that very difficult years he still kept his sense of humor. Page 3 of 70 version: 22/03/2017 After reading I regret, that I have never known my uncle very well. He left The Netherlands when I was, let's guess, four years old. Later on I have seen him and my aunt Helen only once and a while when they were in The Netherlands. That happens only once in the ten years, I believe for visiting all the members of the big family. The visit in the year 1997 to my aunt and uncle was probably the best occasion to get to know my uncle, but it was short. Only an afternoon and a evening. The next occasion was in the year 2007. Now my visit was very well prepared. It was planned that I should stay for two nights at the self made wooden house in Sidney. However, about two days before my arrival, my uncle got very ill and needed an urgent hospital stay. Luckily I had the opportunity to visit him in the hospital. Sad enough a lot of his memory and his willing for communication had gone already. He didn't recognize me, that seems not to be strange. I handed over some pictures of the house in Amsterdam were he was raised up. The house was still there in 2007, so I could make pictures before my travel. It seemed that he was not able to recognize his old house or he refused to talk about it. Shortly after my stay and after traveling through Canada I got the message from my aunt that Bas/Bart had passed away. The subject of that e-mail was just 'update'. I still must have that e-mail. Now you can continue with reading the story of my uncle 'Bart's War Diary', and I think it is fascinating and it should be published. Piet Buitendijk, January 2017 Page 4 of 70 version: 22/03/2017 Contents Page 5 of 70 version: 22/03/2017 Page 6 of 70 version: 22/03/2017 CHAPTER 1 - Labour camp I was twenty years old when the German army attacked Holland in 1940. The war only lasted five days, and I watched the German tanks roll into my birthplace, Amsterdam. They came thundering by all day from morning until night, and the Dutch people watched them with grim faces. They gave them no greeting, except for a few traitors, which we called N.S.B'ers. Pretty soon the Germans took control of everything, and as long as we didn't stand in their way they did not bother us too much. After about six months they started a big propaganda campaign for work in Germany. They wanted the Dutchmen to go and work in Germany so that they could send the German men to the front. Everywhere on the billboards appeared pictures of Dutch men with big smiles, and saying "I am happy because I work in Germany", and all kinds of other nonsense. Naturally not many men wanted to leave their families and go to Germany to work for the enemy. So the Germans took steps to make us go. They began to forbid employers in Holland to hire men of a certain age, including my own. So when I went to the unemployment office, I found out that the only work I could get was in Germany. They did not use any force yet, but my situation became hopeless. Our family consisted of ten people - my parents and five brothers and three sisters. Only two of my brothers made any money, and my father made only 25 guilders a week, so the rest of us were freeloaders. We all had to eat, and before the first year of the German occupation was over, we found ourselves fighting over the last potato on the table. So I was forced to go back to the employment office, and then they got me. I was told to be at the railroad station the next week at a certain hour, very early in the morning. My mother came with me to the train. The station was crowded with men with their wives, children sweethearts and mothers, many in tears. The men were sombre and were surrounded by German soldiers and Dutch policemen. Then the Germans yelled "einsteigen", and all the men boarded the train. Soon we were on our way, but we did not know where we were going. The train was slow and stopped at many towns and cities to pick up more men. When we finally reached the German border the train seemed endless. We came to a stop and our names were called off to see if we were all present. This took at least an hour or two, and then we were off again. For the first time in my life I was traveling through a strange country. I had never seen a mountain before, so at first it was very interesting. However it was a long trip and we all got weary and wondered where we were going. After sitting a day and a night in the train we were allowed to get out and stretch our legs. Then another day and night, and after three days and two nights riding in that train we found out that we were in Czechoslovakia at a place called Brux. Here we got off the train and were taken to barracks. We slept three beds high, and the food was not bad. There were large open pit brown coal mines in Brux, and the coal was being used by the Germans to make oil and gasoline for war machinery. They wanted us to build huge factories nearby for refining. The bosses were all German, and the workers were Czechoslovakians, Dutch and thousands of French prisoners of war. The French were treated like beasts and made to work hard, and after work they went back behind stackel wire in prison camps. We, the Dutch, were free to move around as long as we reported for work each day. We worked with the Czechoslovakians, who had a fierce hatred against the Germans, but they were made to work just like us. They worked very slowly and sabotaged all they could, telling us to do likewise. If any of us worked too hard, they would threaten to beat us up. Mostly we quite agreed with them. However, in comparison with what was to come later, we were not badly off! We were well fed and not bothered too much, and we got paid in marks. But at that time I thought it was terrible and I wanted to get out. So I got a group of seven other Dutchmen together, and one night we sneaked out of the barracks and got onto a train to Saksen. Saksen is a province in Germany, and we went to the capital city, Dresden. We did not try to go back into Holland because we knew that we would not get over the border without papers. In Dresden we had a whale of a time. We were all carpenters and worked for private outfits. We were afraid that the Germans in Brux would get after us, but they never did. They probably thought that we got back over the Dutch border, and in Dresden nobody asked questions, because men were badly needed with so many young men at the front. Dresden is a beautiful city. Never before or after have I seen such a beautiful city, and we had a good time there. A few years later, however, I heard it had been flattened by English and American bombers. Our good time was cut short when the Groene Polizei caught up with us. We were asked where we had come from and we told them that we had come from Holland by ourselves, and they accepted that, as it appeared they were busy with the war and had no means of checking up our story, and our papers appeared O.K. But now the Groene Polizei registered us in Dresden and we were made to work where they wanted us, which was on war building projects. As it was getting close to Christmas, I wanted to get back to Holland somehow, but we were not given a furlough. However, we met a Dutch printer who had lived in Germany for many years, and he made a stamp in our passport that would allow us to get over the border. He worked for the Groene Polizei and he knew all the different stamps that the Polizei used, and he helped fellows like us. He put the furlough stamp in our passports and filled in the date, and soon we were on our way home and spent Christmas in Amsterdam. That was the first trip to Germany and I had no intention of going back, but the unemployment office knew we were back, and only a few days after Christmas I got a notice to report at the office. They told me I had to go straight back to Germany. I was told I could go with a Dutch contractor who picked up men for Germany, or the office would send me to Berlin. So I chose to go with the Dutch contractor as I figured it would be easier. I was given two days to get ready and my mother came with me to the train for the second time. It was just as before, many crying relatives and sad looking men boarding the train. After all, we were not going for the fun of it, we were being forced to go to Germany or they would pick us up. It was quite something to not even be allowed to stay in one's own country, and not know when you would ever get back. The Dutch contractor said that we would get a furlough every three months, but we did not believe him. Anyway, we boarded the train and off we went. We went through several big Germany cities, and we saw the signs of war. The roof of the railroad station in Keulen had been blown off and rails and several platforms were gone. It was in the middle of the night that we drove through Elsas Lotharingen. It was full moon and we could see that most of the villages were flattened out by bombs. We arrived in Aumetz at five o'clock in the morning when it was still dark. We were taken from the train and bussed to a camp. The camp was a real mess. The barracks were in a semi circle and made of steel frames and sheet metal. It was pouring with rain and the noise was deafening, and it was miserable and cold. There were no blankets and no food. Page 8 of 70 version: 22/03/2017 We refused to go to work until things were organized, and instead we went into the town. The town was a terrible sight. Many of the houses had been destroyed or they were full of holes. At first I wondered why, but then we realized that we were right in the middle of the war between the Maginot and the Siegfried line, and that this had recently been a battlefield. The people were evacuated to France 180 miles away when the fighting started and when they came back they found their towns in ruins. Piles of shells and live ammunition could be found in the district. The next day after our arrival our Dutch employers, who were collaborating with the Germans, had organized food and blankets, and then we were expected to work. They began piling the potatoes high, to encourage us to stay, but that was short lived. Within a couple of days it was soup morning and evening, with soup and cabbage at lunch time, which they tried to make tasty by pouring in too much salt. Our job was to rebuild the villages in the area. About twenty men, all carpenters, were sent to work in a little village, to replace roof tiles and windows. Even if the tiles were fine, we still had to replace them. At one point we ran out of nails and when we asked for replacements we were told to wait. We were forbidden to ask again, and we spent two weeks lying in the sun behind the houses before the nails arrived! Without any notice we were moved to another camp in Wollmeringen. For the first few days we were once again treated to special meals, then we were back to the soup, soup and more soup. I got to know the kitchen girl quite well and she used to slip me a piece of meat or a slice of ham when she got the chance. A group of us were split between three farms. I had to walk three miles downhill in the morning and the same uphill to get home. The roads by these three farms had been blown up to prevent the Germans from getting through, but the farmhouses had also received a lot of damage. The owners were in France. The house I was working on had been open to the elements for a year or so. We replaced the roof, new window frames and rebuilt the damaged interior, till once again we ran out of material. We helped the widowed farmer's wife to bring in the hay and spent the next three weeks laying on the bales and soaking up the sunshine. The food supply was getting worse and was down to dishwater color and consistency. We crumbled bread in it if we could get some, but we had to eat whatever we were given in order to keep up our strength. At one point it was so bad that we poured it back into the pot and returned it to the kitchen in protest. Then we went hungry. The soup was thicker in the evening, as they were beginning to realize we couldn't work any more if we didn't eat something. The watery rubbish went in one end, and a visit to the W.C. an hour later meant it was gone again. We were right on the border with Luxembourg, and one night we crept through the woods and crossed the border and saw for ourselves a way to better our lives. We harassed the camp superintendent until we received a pass to cross the border. In our village, bread was only available with ration coupons, but in Luxembourg you only had to raise two fingers in a victory for England sign, and you could have anything without a coupon. Not only did the Luxemburgers love the Dutch queen as she was the Great Duchess of Luxembourg, but they were convinced the Germans were going to lose the war. When we went into the first bakery and told them we were Dutch, we got so many coupons pushed on us that the four of us were able to buy two pounds of bread each. Riches beyond our wildest dreams. Then they took us to a cafe for a cup of coffee. They asked us if we Page 9 of 70 version: 22/03/2017 believed in victory for England, and when we said, "Of course," we were supplied with as much coffee and cake as we could consume. Paradise! Saturday, 2nd August, 1941 Saturday was the day we received our 'wages' and worked only half a day. Two of us, armed with our five Marks each, made a beeline for Luxembourg. Not only were we able to buy another two-pound loaf of bread each, but we were given sugar, salt and pepper, tomatoes and a bag of biscuits. On a previous visit we received ration coupons from a lady who had more coupons than money. She could barely make ends meet. In return for coupons and cash, she took over the washing of our clothes. We brought quite a bit of trade her way, which eased her plight, and she managed to get fresh roasted meat for many of us in return for money. Our canteen this evening was worse than ever. The tables were still there, but the chairs had gone. Like animals we had to sit on the floor to eat our meagre meal. Whilst there we were told that we were moving out on Monday to Driedenhofen. Sunday. 3rd August, 1941 On Sunday we went to the city of Luxembourg. Although the trip by train was very beautiful, it was a disappointing trip. In a cafe we met two Dutchmen who had lived in Luxembourg for twenty years. They treated us to free drinks and we asked for news from Holland. However, we quickly realized that they were fascist collaborators with Germany and quickly took our leave. We caught the train back to Dudelingen and walked back through the town. As we walked we heard the sounds of a big party coming from the depths of a bar. "That's the kind of noise that Dutchmen make when they are having fun", I explained to my friend. "Let's go and see". The place was indeed full of the Dutch contingent, all drunk. I quickly made my exit, knowing what would await them when they returned to camp. We prepared to leave Diedenhofen on Monday morning at 5 in the morning, and the bus was to pick ten of us up at 6 a.m.. We had all our belongings packed in our cases in double quick time. We waited until 6 a.m. then 7 a.m., and by 11 a.m. we decided to unpack and put everything away again. I decided to look as if I was going to work, but made for the town, where I had a beer, and bought some bread and tomatoes. On my way back to the barracks I was set upon by a couple of the supervisors, who were almost foaming at the mouth. The bus had finally arrived and I was nowhere to be found. Tough luck, I thought, I'd enjoyed my trip into town. The following morning the bus turned up in time and off we went on another magical mystery tour. In Vixum we picked up ten more Dutchmen who were going to work with us. We were all carpenters in one group again. Once we arrived in Diedenhofen, the nightmare began again. We were put to work with our good clothes on and our suitcases next to us. Complaining did no good. The police just told us to change our clothes from the cases next to us. They didn't plan to feed us either that day. Their soldiers on the front were starving, so why should we be fed. We simply downed tools and walked to the nearest village for a meal and arrived back at the work site at 5 o'clock in time to go home. Home was to be a pleasant surprise. We were brought to a lovely house, all 20 of us. There were many lovely big rooms, plenty of bedrooms and we even had cupboards to put our things in and a lovely conversation room. I thought it was too good to be true. We heard that the nearest town was ten miles away, and it was a mile there and back twice a day to the canteen in the army base. Our straw beds had to be picked up a mile away too. We had no chairs, but in no time at all we had made twenty chairs. We quickly discovered that the water was turned off too, and we had to wash under the pump in the middle of the village like everyone else. Wednesday, 6th August, 1941 Work is going well. We are living in Ginigen, but working in Diedenhofen. The bus picks us up each morning and drops us off at night. And we get the chance to buy bread and tomatoes in the lunch break. Thursday, 7th August, 1941 I didn't go to work yesterday, as my mate was sick and there's not much work one can do alone. I still had a table and a few benches to make, so I let the bus go without me. We had to pick up our breakfasts between 6 and 6:30 am, and as my mate picked his and mine up at the same time, I got to have a sleep in. After the table and benches were made, I went for a walk and picked blackberries. That evening we celebrated the birthday of one of my mates in the local bar. The same mate had to put me to bed! A lovely day all in all. Today we discovered a spot on the edge of the Moxel river where you can swim. Then I sneaked out of work to try and buy some food, but there wasn't a tomato left in the town. At lunch time we dived into the local for a beer, and met a Frenchman who was just skin and bone. When he heard we were Dutch, he joined us. He told us that he had been in the first World War and had been injured several times. Each time he recovered and was sent back to the front, until he was gassed and sent home. He was sick for two years after that and had been operated on at least ten times. Boy, did he ever hate the Germans. With this latest war, he's suffering again from lack of fresh food and his health problems are returning. This is only one of the many tales we hear on our travels. Ensass Lothringen is always in the war. One minute it's German and the next French, back and forth. We walked along the streets begging for bread coupons, and were lucky enough to get enough for a 2 lb. loaf. Walking home that evening we saw a fire in the distance and heard shooting. The Allied planes are a regular sight in the sky above us, but we remain safe as we are so far away from a major town. Saturday, 9th August, 1941 I didn't do much today, as my mate is sick again, and they don't know what to do with me. I walked into town, but there's nothing left to buy. Even if you had a coupon for white bread, you only got a loaf of black bread. Now there isn't even a crumb to be had. We only get dishwater soup twice a day, and we were told that not only was the bread gone, but there were no more potatoes either. Went for a swim today, I needed the wash. The current was strong, but I risked it. I lay in the sun to dry off, but was covered with cow flies. Having got rid of those, I walked through a cloud of mosquitoes and had to use my handkerchief to guard my eyes, nose and mouth. We decided to visit the cinema this evening in Uckange, a large town the other side of the Mosel river. The bridges have all been blown up, so we had to use the ferry. The cinemas here show the most horrific propaganda films and reduce the audience to tears. They wouldn't have dared show them in Holland, as the people would have laughed out loud at such a web of lies and fascist rubbish. After we left the cinema, we found quite by accident a lovely little wine bar that served warm meals too, almost unheard of now. We ate and drank to our fill before making our way homewards. I was a little drunk, but it helped to banish reality for a few hours. Reality was that the ferry was closed for the night and we had to make our way along the banks of the river until we found a little bridge over a waterfall. The Mosel is about 150 meters wide at this point, and over an area of about 50 meters the water was a boiling, screaming, foaming mass. What elation as you watched it thundering over the dam into the misty depths from our position on the bridge. Sunday, 10th August, 1941 For the fourth Sunday in a row it has poured with rain. I decided to stay in bed till 11:30. After lunch we decided to play a game of snooker for the rest of the afternoon. We had a little after dinner nap and then retired to the bar again for a game of cards. I even managed to earn a mark. On the way home we decided to do a little scrumping in a plum orchard. What a great feast! Monday, 11th August, 1941 The soup today was so delicious I threw the whole lot down the W.C.. Our boss, Symons, arrived with the news that we were going to be on the move again, back to Wermelange, and that the bus would be picking me and my co-workers up the following day. We had a real treat tonight, macaroni with two eggs on top. Must have been somebody's birthday! We decided to hold a farewell party in the local bar. We played Dutch tunes on the harmonica. The French loved it so much that every time we pretended to stop, another round of drinks were quickly brought to our table. So it was goodbye once again. Tuesday, 12th August, 1941 Well, here we are back in Wollmeringen. I hate it. Our last house in Ginzebierg was much nicer, although we didn't have much to eat there. Living in barracks once more will take a lot of getting used to. Needless to say we didn't get fed that day. We bought some firewood from the Germans and hot-footed into town and swapped the four sacks of wood for 3 pounds of bread coupons. The bread duly purchased, we decided to climb the nearest hill and look for the wild fruit that grew there in abundance. We feasted that night on bread covered with wild strawberries, raspberries, blackberries. On the way down through the woods we discovered a whole area full of edible mushrooms. A mental note was made to collect these as soon as we could. It all sounds idyllic, but far from the truth. The hillsides are littered with land mines. Bunkers and dug-outs also abound, full of spent ammunition. Our standard of living got worse by the day. We held a meeting and put our complaints on paper, along with the insistence that changes must be made immediately. Two men were deputized to deliver our complaints to the 'arbeidsfront'. They were allowed to hand over their list of grievances and were promised a reply shortly. That evening the food improved dramatically. I guess Symons was scared that his rotten tricks campaign would backfire on him. As we all guessed, within two days we were back to those heaving pans of gruel once again. The smell from those famous hole-in-the-ground toilets got worse daily. They were never cleaned and those 'items' that failed to hit the hole dead center lay there for everyone to tread in on their next visit. Much to our surprise, the food was edible that evening. Won't last I can tell you! A rumor reached us that our current boss had been offered the chance to unload six of us onto a German company who would pay us half what we were now getting. The only way he could get rid of us was if we didn't do our job well. For the next few weeks we jumped at every job given and gave him no choice but to leave us alone. I didn't care less what work I did as long as the 40 gilders a week ended up in my bank account in Holland. Most morning, Symons was too lazy to turn the main water on and we couldn't even wash. There was a small stream that flowed past our barracks, but at this time of the year it was dried up. So we just didn't wash. To supplement our diet we had made good use of all the orchards around us. They were mostly plum, and we considered it our right to help ourselves. Unfortunately, the owners didn't think so, and the orchards are now policed to keep us at bay. We are no longer allowed to use the country lanes and are forced to keep to main highways. A crafty vicar close by didn't need the police. He used to chase us with a big plank of wood. We could also buy the plums from him for a small amount. Thursday, 14th August, 1941 It has rained here for 24 hours non-stop, and we can't work today. The food was pig swill masquerading under the culinary title of "cabbage soup", and we had it served up for breakfast, lunch and dinner. There is still no seating in the canteen and we either stand or sit on the floor to eat. We made a few benches with the available wood we had, but when we arrived in the canteen the Belgians were occupying the benches. Friday, 15th August, 1941 At last we have some nice weather. What a pleasure to feel some warmth after all the cold and wet. We had some trouble from the boss, Symons. He had received complaints that the Dutch only sat around all day complaining and pinching the neighbors plums. As a result of his lack of supervision the foreman had been demoted and he was no longer responsible for our leave permits or pocket money. The Germans had taken over the total supervision of the barracks. When the subject of leave permits came up, he told us that we needn't bother coming back from leave because he would have found people to replace us. My pocket money was not paid in full for several weeks, and I found I couldn't afford any bread this week. I went along to a plum orchard in order to 'purchase' a couple of pounds, and whilst doing so managed to eat my way through 3 kilos of them. Funny, they taste so much better when you pinch them! Saturday, 16th August What a night we had! I've never heard thunder like it, and the lightening was nothing like I had experienced in Holland. We were terrified when the lightening struck the barracks and the lights went out. We were not required to work that day. The lunch was soup, which was so thin I think they actually had used the washing up water. I poured my bowl of soup down the drain and went along to the vicar and bought 2 kilos of plums. In the afternoon I went into Dudelingen to look for food, but I couldn't find any. I took the train to Esch, but there was no food there either. I bought a new harmonica and a few postcards, but unfortunately you can't eat these! Reluctantly I made my was back and finished up the day with the last few plums and a piece of stale bread. My finances were so critical that I had to stay in the barracks all week with no fresh milk, bread or plums (unless I pinched some!). Sunday, 17th August, 1941 It is raining again, the fifth Sunday in a row. Six Dutchmen arrived by bike from Vixum, and Symons was in charge of them also. There are now many Dutchmen in Lotharingen, and many Amsterdamers like me. All the Dutch, within a circle of 10 kms, kept in touch with one another. We were all strung out in little groups and were able to discuss the way we were being treated. This helped us to keep our sanity in this godforsaken country. All the unkept promises of good accommodation, food and pocket money in return for work was turning into a nightmare over which we had no control. Many of the men in our barracks spent their pocket money getting drunk every Sunday. Wish I could afford one beer! Monday, 18th August, 1941 Monday is always blue in our barracks, with everyone hung over from the night before. I couldn't be bothered to work and went and sat in the plum trees till I couldn't eat any more plums. I promised myself to stop stealing, but I haven't a single penny left and I have to eat. I borrowed some money to buy a packet of cigarettes. Lunch was a bowl of warm water with lumps of uncooked cabbage floating in it, and they wondered why I refused to work. I had to eat it otherwise I would have keeled over from hunger. I had to break the lock on my bedside cupboard, as I had lost my key. Hey Ho! They will steal the contents before I wake up! I think it's time to write a letter home, but I can't afford the stamp. Tuesday, 19th August Today our building materials arrived and at last we can do some work. Actually, after doing nothing for so long, we really couldn't be bothered working. We brought the lumber into the barracks and went off to find a hay bale to lay in. I paid a visit to the vicar for some blue plums, but they were finished. I sighed, but they had kept me alive for months. I await in eager anticipation for the ripening of the yellow plums, apples and pears, and we have also discovered some hazelnut trees. These would keep me going for a few months longer. I was able to face the pig swill soup with a lighter heart this evening, just thinking about the fruit in the coming weeks. Wednesday, 20th August What a surprise this evening. After a day of hard work (the time goes a lot quicker when you work!) we received a really special meal. Potatoes with red cabbage and fried sausage. A real Dutch treat. Today I received 40 marks from home. I will have to guard it with my life from the thieves lurking in our barracks. There is one man who is totally obsessed with the fact that I keep a diary, and every night when I settle down to write he is hovering over me trying to read what I am writing. Thursday, 21st August, 1941 The food is getting better and it appears our complaints have been acted upon, but we still have nothing to sit on in the W.C. and it gets filthier by the day. I have made a little stool for myself, but each time I need it I have to chuck somebody off first. I am seeing an Italian girl at the moment, and I asked her to come to the fair in Luxembourg city. She is a little reluctant because her parents are not too keen that she's going out with a Dutchman. They are more concerned with what the neighbors will say. It's fine if we stay in the village, but heaven help us if we are seen walking in the direction of the woods. We now have a Dutch Nazi with us. Nasty piece of work. He reckons we are all brain dead and is convinced that no power in the world can beat the might of Germany. If there are any problems in a country, it is always the Jews who get the blame. I don't think about taking leave any more, and I don't think about home much now. I have been here two months and only received two letters and a few postcards from my sister, Corrie. It was my turn to collect and distribute the mail, and although there was a large pile, there was nothing for me. The 40 marks that I received from my parents didn't even contain a letter. Last week I ended up in a part of Dudelingen that I hadn't seen before. I was staggered to see how much street fighting there had been. The houses had been sieved with bullets. Further up, blocks of houses had been flattened by bombs, big ones by the look of the heavy iron joists that had been bent like straws in the wind. I hadn't seen much damage in Luxembourg. The most damage in the area was in Lotharingen, which was why we were all there to repair the damage. Lotharingen was being rebuilt, but the French had to pay for it, although it had now been annexed to Germany. As we walked home each evening, the roads are lined with bomb craters now. Some of them are 100 meters long and 50 wide and filled with rainwater. The houses along the roadside had simply been blown away. Pieces of the houses could be seen 100 meters away in fields. One of the land mine craters I saw yesterday had the skeleton of a deer in it. Friday, 22nd August, 1941 I was a little hasty exulting over the meal improvement. Today it was worse than ever before. The soup at lunch-time was nothing more than cabbage water, but what we had tonight defies the imagination. A grey, sticky mass. I took a mouthful, but I balked and made a dash for the stream behind the canteen to wash my mouth out. We were also given a lump of bread each. It must have been two weeks old and was covered in mold. If you scraped the mold off, there was nothing left. Symons appeared on the scene today and I tackled him about our leave and paid transport that was part of our contract and which we were entitled to every three months. The bastard laughed in our faces and even refused to pay us our pocket money for the week. I am having great difficulty not touching the 40 marks I have, and I had to borrow some money this week. I haven't had a beer or a cigarette in a week. Saturday, 23rd August, 1941 It was quite a nice day today and I decided to sun bathe instead of working. Saturdays we finish at 1 o'clock and after lunch we made for the bath house in Dudelingen for a welcome wash. I went looking for cigars, but there was none to be had in the whole town. What we did manage to get was a loaf of white bread, the sort we used to buy in Amsterdam before the war. What a treat! We decided to see a film that evening, and 15 of us set out to walk into town. There were five rows of three men, all of us singing our heads off. The people we met en route laughed and waved. They know the Dutchmen now, and their never ending search for a loaf of bread. We passed a band playing in a small park, but they stopped playing as we walked past. Guess the competition was too great. When we came out of the cinema it was pitch black. Arm in arm we started off back to camp, singing as we went. Before we got very far we were stopped by the police, forbidden to sing and warned that there was a midnight curfew. We hurried over the border from Luxembourg as fast as we could. In Ensass Lothringen there was no curfew and we followed the sound of music into a local bar. We once more broke out into full song, oiled with a beer or two, and before we knew it we were back out on the street again! We arrived back at camp sober, something that has never happened before on a Saturday night! When we arrived back at the barracks, one of the men already home was as drunk as a skunk. When I settled down at the table to write this diary, he sat down next to me and started rolling live hand grenades along the table in my direction. We removed him from the table and dumped him in bed. Within a few minutes, he was out of bed again, and walking around outside in the pouring rain in just his underpants, shouting curses in our direction. Monday, 25th August, 1941 Didn't get around to writing the diary yesterday. I came home drunk last night. I made up for what I missed on Saturday night! Before lunch I went into Kanfen to buy some cigarettes. I got some from the mayor, who was a fat and cheerful man. He owned a little bar in Kanfen, and we had a drink together. For a Sunday, the lunch was disgusting. I feel sure my family in Holland is eating a lot better. My one and only true comrade and I decided to go and look for some fun in Dudelingen. There wasn't much going on there, so we decided to see a film again. When we left the cinema at 7 o'clock, it was time to find a bar with some life in it. We found just the place that we had been looking for, a large bar, bustling with people, music and fun. At about 8 o'clock a bunch of Luxembourgers came rolling in and the band started playing English and Luxembourg songs, and we all joined in with gusto. When the landlord's son-in-law arrived, things heated up. He was well oiled already and staged his own floor show, singing and dancing his way around the room. I sung my lungs out along with the rest. Too good to last. The Green Police came steaming in and the room went silent. English and Luxembourg songs are strictly forbidden. However, the landlord's son-in-law just kept on singing and shouting "To hell with the Green Police, Hitler and the rest of the stinking German race." A couple of the waiters tried to shut him up, without success, and by this time he was ready to wade in and start a punch up with the Police. We acted as if he was with us, we surrounded him, grabbed our coats and frog marched him out of the bar as fast as we could. As we left we were applauded, and they shouted out, "Auf wiederzene, crazy Dutchmen." It was too bad that we had to leave as we were having such a ball, so we decided to look for another bar. We found more Luxembourgers to sing with and the beer was flowing once again. The Luxembourgers were stocking up for the coming week as the 10 o'clock curfew was being reinstated as punishment for not being German enough and for leaning towards the British. All over Luxembourg there were bill boards with the text "Speak German, Be German, Think German." A lost cause. They may speak German in Luxembourg, but there the similarity ends. Back in the barracks we found that a fight was in progress between a man who had lent one mark to his mate and now wanted it back. His mate, who was already in bed, had refused to return it, and the fight was getting out of hand. The man who had lent the mark was grabbing for a knife, but luckily I just was able to hide it in time. He was raging that someone had nicked his knife and decided to use his fists instead. The man in bed sprung up and dashed outside screaming and running to the office of the camp boss. Coward. This was the same man who was playing with the hand grenades the other evening. Monday, 25th August, 1941 Today we had to work twice as hard. The boss has been in a rotten mood for days and today was threatening to stop our home leave if we didn't get a move on. He told me not to pick up the mail, but I did it anyway. Joy, there was a parcel for me. I had asked for goodies, but all I got was a jumper and packet of cigarettes. Not even a letter. I hadn't heard from home for weeks, so if they can't be bothered to write, then neither shall I. I haven't written for some time now and I don't intend to write again till I hear from them. (I learned later that the reason there was no letter from home was because it was known that the Germans made a practice of intercepting letters.) The problem this time with the picking up of the mail was that there was also a letter for the boss. I didn't dare give it to him or he would have known I had acted against his orders. Instead I left it in the barracks. However, when I arrived at work he was waiting for me. I was very late and he was in a rage. Lies come quickly to me these days, and I fobbed him off with a tale. "What a web we weave........ ". When I explained to my mate what had happened, he said that the reason for the boss being in such a bad mood lately was that he was waiting for an express letter from his son, and it still hadn't come. Yes, the letter I had for him was the one he was waiting for. My mate persuaded me to rush off back to the barracks and get the letter, and pretend I had forgotten to give it to him yesterday. I did, and was back in under an hour. When I reached the farm yard, there were all my mates and the boss, sitting in the hay and laughing their heads off at me. When I had asked my mate for advice, the boss was listening around the corner and heard the whole tale. He was so pleased to get his letter that he let me off and has been in a better mood ever since. The trouble with me is that when I am up to no good, the first person I bump into is the boss, but when I need him, he's nowhere to be found! Food was good tonight. Macaroni and cooked plums. I ate so much I couldn't move for the rest of the evening. Tuesday, 26th August, 1941 During the night I was wakened by another 'tin tray' thunderstorm. The noise of the cloud burst on the tin roof of the barracks was horrendous. A hurricane was raging outside and I was waiting for the roof to lift off. When I put the light on over my bed it revealed that the whole barracks was awake and sitting bolt upright in their beds, with pure terror written on their faces. I didn't get long to study their faces as lightening struck the electric cables and the lights went out. It earthed into the stream outside, just as last time. Thank God. It would have killed me otherwise. As morning approached, the storm ebbed a little, but there was no chance of getting food or going to work, as the little stream outside was now a raging torrent and it had flooded the whole camp. We spent the day in the pouring rain, up to our knees in water, clearing the stream of debris and mopping up around the camp. The drainage system couldn't cope either, and as fast as we cleaned one area, the drains spurted out more debris and sand. If this wasn't enough, there were more rows in the barracks. Not only do we have our own Dutch nazi, he was honest about it from the beginning, but we discovered there were a few other closet fascists. The atmosphere in the barracks is getting worse by the day. Today I talked to the farmer and his wife at the farm I am helping to rebuild. They assured me that if this rain continued for another week, the harvest would be ruined. They had a smile on their faces when they said it! They were convinced that the loss of the harvest would be the end of the war. An army can't exist without food. They were going hungry themselves, but lived with the fact that if they had no food then neither did the Germans, as they had to hand over everything they grew to them. In talking with the French one realizes how much stronger they resent the Germans than even the Dutch do. About 300,000 people live in Dudelingen, but only about 60 fascists. They all fought for France against Germany in the First World War, and still wear their army headgear although it's strictly forbidden to do so. The camp boss wants to set up a band and is looking for musicians. I've given in my name as a trumpet player. Wednesday, 27th August, 1941 We really worked hard today. I had to haul buckets full of concrete till my back was breaking. The farmer's wife said we could help ourselves to the plums in the orchard, but they were all pinched before they were even ripe. I was back to buying them in the village, and ate my fill today. I tried to find other orchards, but the farmers had picked them already, and possibly hidden the fruit. They turned as little as possible over to the Germans. My vicar invited me last week to come and get some plums and drink coffee with him. When I turned up today, he just poked his head around the door and when he saw me he slammed the door in my face. The man is mad! In Wermelange the population are busy preparing for winter. Outside each house the pile of logs gets bigger every day. They collect them from the woods during the day, and each evening every member of the family pitches in to saw them into manageable sizes. The women are making wooden casks full of blueberry, raspberry and blackberry jam. The fruit is collected in the woods by the young daughters dressed in men's clothes and carrying huge baskets. Thursday, 28th August, 1941 We had an air raid warning during the night, and we all listened as numerous Allied army planes which we call 'tommies' flew overhead. On our way to work this morning we could hear shooting. I guess they were going for the tommies on their return journey, but we had no other air raid warning. We don't often see any troops or hear fighting in this area, but yesterday they came through our village with the guns firing. What they were after was a mystery. The food today was excellent: potatoes and red cabbage with a meat ball. One of the men in our group received a letter today from a friend in Dormond giving his change of address. His friend told him of the heavy bombing, the nights in the shelter and the horror of the night when his own house got a direct hit. That was some change of address letter! My comrade has been sent to Diedenhofen. I'm really upset with the decision because there are only a few decent blokes left. The rest are either loud mouthed or raging fascists. I haven't even got a girlfriend any more. I discovered that my last girlfriend was a leading light in the Hitler Youth movement. I have been hauling buckets full of concrete for two days now. I'm a carpenter by trade and I hate doing this type of work. Whoever invented corrugated iron barracks needs hanging. The barracks are always freezing so that you wake up stiff in the morning. The moonlight leads the way to the stream, where we wash before trying to chew on stale old plain bread. I can't eat the garlic sausage they supply with the bread as it makes my stomach heave. Then there is a two kilometer walk to work, and instead of doing carpentry work, I have to haul steel girders and lay bricks. Then its lunch, and time for the daily bowl of 'washing up water'. Then just when your back is giving in, it's time for the 2 km walk back to the barracks. Hunger is rampant until the arrival of the slop they call food. The evenings during the week are endless, as there is invariably no money left to buy a beer, and the female population are all cows. The weekends are not too bad because you have the money and time to find some entertainment, but the money is gone in a flash. It's difficult for a person to live for any length of time without a cozy, homely atmosphere and decent food, and it is only the money that I'm able to put into the bank each week that keeps me sane. Friday, 29th August, 1941 This morning we sent the garlic sausage back. Enough is enough. More concrete faced me when I arrived at the farm. I complained to the boss of a bad headache and after many heated words I was back to my carpentry. It is apple and pear time and I took enough fruit back to the barracks with me to last for a few weeks. The farmer's niece was visiting today and she asked me to go with her to the orchard. I don't know what I was expecting, but it wasn't the sight of a tree groaning with plums! Still, when we had picked enough and I had eaten a stomach full, it was back to work. My locker now has enough fruit to last me for weeks. The food was good this evening for a change. Macaroni with meat and a lump of pickled cucumber and a tomato. I don't like pickles, so I swapped mine for another tomato and everyone was happy. The boss must be crazy. He wants us to work Sundays in exchange for extra pocket money. Some of the old cronies in the group were all for it, but us younger ones put our foot down. We only get one whole day off a week, and we were determined it would stay that way. We won, but the old cronies were muttering among themselves half the night. This was abruptly halted when the air raid warning went off, and we all had to leave our beds for the shelter. The night watchman told us later that he saw about 60 Allied planes going over. I wonder how many will come back. Saturday, 30th August, 1941 We worked extra hard this morning clearing away floors and iron girders, and were allowed to leave an hour early. I didn't go to Dudelingen with the others, but stayed behind to do some chores that I had sadly neglected of late. This afternoon we had to walk to a farm close by to buy some milk, and because it was raining so hard the farmer's wife invited us in till the storm was over. They were busy frying frogs legs! They had been out in the fields all morning looking for the big green frogs, and they were now cleaned and lined up on the side ready for the pan. Five were already sizzling in the pan, next to a pot full of mushrooms and dandelions all ready cooked for the table. They invited me to stay and eat, but my stomach heaved at the thought and I invented an excuse and left quickly. In the evening a couple of blokes in another barracks invited me to come and eat with them. They had managed to gather together fresh bread and had honey, jam, sugar and tomatoes to go with it. I don't know how they got them, but it was delicious. They also told me that they had seen 180 sacks of potatoes being delivered to the basement of the canteen, so that should last us for a while. Sunday, 31st August, 1941 Had a fun day today. I went to the fair in Luxembourg city. I went alone, as I had discovered that my girlfriend was a member of the Hitler Youth movement. In the city I was amazed at the number of old men and women who were begging on the streets. I had heard of a new order that made Luxembourg Germans take care of their old people. I guess I was wrong. I found a little cafe full of anti-German Luxembourgers. As it was the Dutch Queen's birthday, always a public holiday in Holland, they tuned in their radio so I could listen to Radio Hilversum. The fair was very big and I enjoyed myself to the full. My 10 marks pocket money was soon gone, however, and my last ride was down a zig zag chute, at the end of which you were shot over a hot air vent which made your hair stand on end. After my turn, I stood at the bottom and watched the women coming down, and when they reached the hot air vent their skirts shot up to reveal their knickers. Great laugh. One woman will never forget that ride. She had no knickers on at all, and was watched by a few hundred people! On the way back home I called in at a bar in Dudelingen for a beer. A couple of lovely girls played Dutch songs for me on the piano. I must make a point of going back there. When I arrived back in the barracks there was a cold bowl of soup waiting for me. Monday, 1st September, 1941 It was warm and sunny today and I decided to sunbathe. The boss is in Holland at present. Trouble is brewing again. We have just heard that our home leave will be in two groups, the second leaving when the first returns. We all want to be in the first group, and when they suggested that the single men were all in the second group, all hell broke loose. We have just as much right to leave as the married men. When the married men suggested that the boss should decide, we vetoed that too. I can just see all those brown noses getting in the first group. There are 75 Belgians in the camp, and we are always having arguments with them. They sit on our benches, push in front at the canteen, and they act as if they don't understand what you are saying. Often Belgians would be standing behind you in the queue for food, eating the meal they have already picked up, and lining up for another one. This evening they had pulled the same trick and two of them were sitting down on our benches with two portions of food each. When we went to get our food there was none left. Tonight an end came for the lot of them. The camp commander came into the canteen when everyone was in and looked at the over laden plates of the Belgians and the empty plates of the Dutch. He was furious. Apparently they had even been selling food to the people outside the camp. He promised an end of these tactics and more supervision would be provided at meal times. The Belgian contingent left the canteen, carefully avoiding our eyes. Tuesday, 2nd September, 1941 September has started well. The sunshine is very welcome to us and to the farmers who are harvesting. I made a W.C. at work today. All the workers continue to use the orchards as a toilet, and you can't walk through them anymore for the excrement. That is how I got me the title of the 'shithouse carpenter'. The boys were telling me today that when they went for a walk in Dudelingen on Sunday they met a troupe of German army men. The boys should have given the Hitler salute when they met them, but they just continued walking along with their hands in their pockets. The Germans fired warning shots over their heads, and the people on the street dived into the alleyways. That evening I pasted the room full of half naked women. My room mates found it a great improvement and I was rewarded with a few beers. Thursday, 4th September, 1941 Yesterday we were shipped out to Nondkeil in three coaches. We were instructed to hoist the four walls of a granary into place by the end of the day. Don't ask me how we managed it, but we did. It was 8 p.m. by the time we finished, and, as our boss had not thought about supplying us with food for the day, we were starving. As luck would have it, when we got back to the barracks there was a good warm meal awaiting us. We just fell into bed that night, but were woken up by air raid sirens. The night sky was black with Allied aircraft. My boss received a letter from my brother, Jan, who would like to work here with me. The boss wasn't too optimistic about his chances, however, and he proved right. Benches have finally appeared in the canteen just as we are going home on leave. I am still not getting much mail from home. Three letters in nine weeks. Cigarettes are now on ration and we can only get three a day. Saturday, 6th September, 1941 It is now time for the first group to take their home leave. If they don't go now the second group will be delayed. We will have to confront the boss to find out what he has decided. This afternoon three of us went into Dudelingen and I bought a nice book by Karl May for 4 marks. In an Italian bakery we were able to buy a large tart and some small cakes with ration coupons. I could have had four new girl friends today if I'd been in the mood. I'm still smarting over the mistake I made with the other girlfriend. We no sooner had got home and into bed when all hell broke loose in our barracks. One of the Dutchmen arrived home drunk as a skunk and singing the "Internationale" at the top of his voice. Before he could enter the camp, three fascists had jumped him and beaten him black and blue. When we heard this we were out of our beds in a flash and went looking for the three German bastards. The noise woke up the whole village, but we kept on looking for them. We heard from one man that he'd seen them fleeing into the forest. So that was the end of that. Oh how I wish I could have found them and given them a taste of their own medicine. The night finally ended with a laugh. We had just arrived back in camp and who should we see sneaking back along a dark pathway but the boss with a girl. The boss is married and this sure wasn't his wife. We sneaked ahead and removed the walkway planks of the little bridge over the stream. Sure enough in the dark they started to cross the bridge and dropped like stones into the water. Their screams woke the whole camp up. Lights went on and there was one mightily embarrassed camp commander, dripping wet and very angry. Needless to say we made ourselves scarce before he could spot who was responsible. Sunday, 7th September, 1941 After the lack of sleep last night I decided to have a quiet day communing with nature. I wandered through the forest and along narrow paths up into the hills. Here was a wealth of nature's bounty. I found hazelnuts, walnuts and chestnuts. The wild raspberries and strawberries were the best I had ever tasted. My biggest surprise was the deserted hideaways, bunkers and trenches. Even a field kitchen that belonged to the French. I walked into one of the bunkers and through a long narrow corridor until I found a little enclosure, just big enough for one man. There were two little holes in the wall, one just big enough for a machine gun and through the other hole I had a view of the whole hillside before me. The French were able to defend the whole area without they or their guns being seen. The floor was littered with empty ammunition cases and grenade shrapnel. Another hill was denuded of trees and undergrowth, and I came across old trenches that stretched around the whole circumference of the hill. These had all been filled in. I sat down to enjoy the panorama and the warm sunshine, but it wasn't for long. Two military planes came screaming out of nowhere from behind me, right over my head, diving down to the foot of the hill and flying fast and very low over the fields and forests, before disappearing as quickly as they came. On my way back to camp I talked to a women I knew who had just returned from Metz. She said she was waiting for her train in Metz station and had watched a hospital train from the eastern front arrive. She had watched as they unloaded the train of 50 carriages full to the brim with seriously injured soldiers. The horror of what she had seen was still visible in her eyes. My day of quiet reflection and peace was shattered as I tried to imagine the unforgettable scene she portrayed. Friday, 12th September, 1941 I have been in bed since Tuesday with a heavy cold. The doctor came to see me and gave me some powerful potions that helped with the fever, but I still feel pretty rotten. Decent food would have helped, but that is too much to expect! I haven't seen a potato for at least a week. I heard that the kitchen girls enjoy fried potatoes and bacon, so I guess they are stealing from us. After having my meals delivered to me this week, it was a pleasant change to eat in the canteen this evening. I am feeling a little better. A Dutchman started work here last week. As he had lived in Belgium for 20 years he was housed with the Belgian group working for a German firm. Today he developed a headache and had to sit down. When his boss saw him sitting he was sacked on the spot and had to leave camp without food, money or travel allowance. The Belgians ignored the plight he was in so it was up to us Dutch to give him some food, and we had a whip around to pay his fare back to Belgium. We decided that the Belgians deserved Germans, both must have swinging bricks in place of hearts. Air raid sirens went off at 11 p.m. and it was 5 a.m. before the all- clear. Saturday, 15th September, 1941 I had to report myself better to the doctor today, or risk having my pay docked in Holland. I feel a lot better and I have the weekend ahead of me before I have to report for work. I went looking for cigarettes, but there were none to be found. Monday, 15th September, 1941 We had house arrest yesterday because it never stopped raining, and we spent most of the day lounging on our beds. When we went to the canteen this morning there was no food as Symons hadn't paid them to get stuff in. So it was back to our beds, no food, no work. By three o'clock, though, we were able to eat something and put in a few hours of work. Tuesday, 16th September, 1941 When I awoke this morning I was stiff with the cold. During the night there was a heavy frost and the barracks were freezing, so what's it going to be like in the winter?! Trying to wash in the freezing stream is getting me down. A wash area was under construction, but it was stopped half-way through. One of our lads, who had arrived back from Dudelingers after picking apples, told us he could get a cigarette supply for us and we gave him ten marks. He was back in a few hours with 60 packets of them! Before he left, we gave him another 10 marks to bring another supply tomorrow. More air raid warnings during the night. Wednesday, 17th September, 1941 Well I suppose there had to come a time when our dirty tricks came to an end. The boss arrived at work about an hour after our lunch time should have ended. He screamed and shouted, but we explained that we had started late and were now just finished. He accepted this explanation and left again. Two hours later he came back again and we were still sitting there. We saw him coming and flew in all directions, round the orchards, behind the house, but he had seen us. The air was blue when he had finished with us, and the upshot of it was that our home leave was postponed. We heard later that our foreman had been found drunk in the local bar and that our leave had been postponed because of his lack of supervision. He hadn't touched a drop of liquor in years up to that time, and now he was feeling guilty. Tonight we didn't get much sleep. The tommies started flying over at about 9 p.m. There must have been hundreds of them. At 1 a.m. the second wave passed over. The noise was thunderous and the numbers mind-bending. What I would give to know what was really happening outside in the war zone. Thursday, 18th September, 1941 More air raids during the night with alarms breaking up our sleep again. In the dim light of dawn, as we were going for our breakfast, we saw a German plane limping home. It had lost its propeller and just managed to land on a nearby hillside. Today I received a book from my sister and a letter from home. The first in a month. Nice surprise! Symons is now checking that we are working every day, and told us we would all be taking home leave together. Hope it's soon. Saturday, 20th September, 1941 This afternoon we went to Dudelingen earlier than usual. I told everyone that we were off on home leave shortly and we were inundated with coupon-free food and goodies. The Belgians are presently on home leave, and we enjoyed a peaceful meal in the canteen and had second helpings for the first time in months. Sunday, 21st September, 1941 Oh, how the power of 'home leave' affects the camp. Symons is terrified we won't come back, and the food is flowing as never before. We were even able to buy cigarettes and tobacco in the canteen today. We are all in a holiday mood and anxious to get off, and we spent a great afternoon in town and in the bars. After the evening meal I decided to have an early night. Monday, 22nd September, 1941 We have been really lucky with the weather since the beginning of September, and it is really good to feel the warmth of the sun. Today workmen have been working like beavers in the camp to finish the wash houses, making the canteen more hospitable, and wood-burning stoves have been installed in all the barracks. Charming....just as we are all going home. Tuesday, 23rd September, 1941 Today we really put our skates on, because we have concrete to lay before we go on leave. As it happened we were finished by 3 o'clock and left immediately for town to do some last minute shopping for our leave. We planned a farewell party for this evening. The cook promised to provide beer, wine and some females, but none showed up. Great party! Wednesday, 24th September, 1941 This is the day before we leave and everyone is a little nervous. We spent the day packing our cases and doing some more last minute shopping. The party tonight was a blast. The canteen had enough beer and wine for everybody, and we drunk ourselves into a stupor until 3 o'clock in the morning. We had to be up at 4 a.m. to catch our train...hey ho!! Home at last! Thursday, 6th November 1941 Here we are back in Ensass Lothringen, but not in Wermelange. The train back was terrible. We couldn't travel further than Bettemburg in Luxembourg that night. All this hassle because we missed the fast train in Koblenz. At first they were just going to leave us on the platform all night till the first train out at 5 a.m. When the station master realized we were Dutch he unlocked the waiting room, lit the fire and we were bedded down there for the night. It was a bit hard trying to sleep on wooden benches, worse even than a table. We didn't close an eye, but at least we were warm and dry. We caught the train at 5 o'clock and arrived in Dudelange at 7 a.m. It was still pitch black and we had an hour's walk ahead of us to the camp. We left our cases in the care of the station master. We arrived at 8 o'clock in Wollmeringen and the outline of the camp and the iron barracks rose out of the morning mist like an apparition. I shuddered at the thought of going back to the camp after the home comforts so recently enjoyed. We first made a bee line for the canteen for something to drink. The Belgians filled the place, still eating their breakfast before leaving for work. We decided to check into the barracks first, but they were locked. However, we climbed in through a little window and unlocked the door from the inside. Everything was changed inside. Some beds and cupboards were gone, the bedding too. It was freezing cold, but we were so tired we just flopped onto the bare beds and fell asleep. A couple of hours later I awoke, blue from cold. We went to the canteen to see if we could get something to eat, but there was nothing. There was nothing for us at lunchtime either, so we decided to see what we could get in the village. When we returned, the foreman told us that he had just spoken to Symons on the telephone, and we were not stopping here but moving on to Metz in the morning. That was all well and good, but our stomachs were grumbling and noone seemed to care. That evening we ate in luxury at the local hotel, the boss paying for the lot. The next afternoon we were off again. Our cases were still waiting for us at the station and we picked them up on our way. It was dark when we arrived in Metz and no-one seemed to know where the camp was. We had to wait for nearly an hour before someone came to meet us. We had to leave our cases in the station once again and catch the No. 7 tram to a dark and dreary slum area of town. Our destination was a deserted army barracks, which still stank of its previous occupiers, and the room we were allocated was so filthy we refused to even consider it. In the end we had to accept it as there was no way we could find anything else before tomorrow. We set to and cleared and cleaned the pig sty, and tried to make it fit to sleep in. We were given some food and bedding, but no pillow. As I settled down to try and sleep I realized that my mattress was full of fleas! The horror of it all kept me awake the whole night. The next morning we were not expected to work, so we set to and scrubbed the place from front to back. The mattresses were beaten until we managed to get rid of the flees. The camp is very big and very creepy and made us all shudder. We had a meeting among ourselves that evening and decided we were not going to accept it as suitable accommodation. The following evening we held another meeting, this time with Symons present. He was pressured into finding alternative accommodation and as we were living in a large city, we demanded more pocket money. He sat there shaking with nerves and promised us everything. Sure enough he arrived two days later to move us to the center of Metz and a deserted block of army housing. We had to walk for nearly an hour with all our luggage, and then back again to pick up our bedding. Although our group was given one of the bigger dormitories, there were no cupboards. The beds were lined up along the walls and down the center of the room were long tables. Food was not delivered here, so we had to fetch it ourselves. I was one of a group of four who were designated to collect the food. There were more Dutch in the block and we had to collect their food too. Every morning we go up at 4 o'clock and walked to the careers school to collect coffee and deliver it back to the housing block. We were also asked to collect and deliver coffee to the army camp that we had just left. By the time all this was done it was 7 o'clock, and just as all the others were leaving for work, we dived back into bed for another three hours' sleep. We were free from 10 a.m. to 5 p.m. and used the time to find a restaurant for some food and a bar for a beer. We now had 25 marks pocket money. At 5 o'clock we set off to collect and deliver the evening meals. If we sped it up a bit we were home for 7:30 and then we could eat. The beauty of this housing complex was that there were sitting rooms where you could spend the evening instead of being forced to roam the streets for entertainment. Some of us played musical instruments, banjo or mouth organ. Some sat and read, listening to us singing. Even a few card schools were taking shape. What a change from what we were used to. Some evenings it got a bit rowdy and the foreman would bawl and curse us for the noise and remind us of the fact that we were supposed to be in bed by 10:30. We pretended we couldn't understand his German and his face would get so purple with anger he had to charge back out the door slamming it hard behind him. Things were quiet for a week. We carried out our catering detail in our best suits and we were now recognized as we did our daily rounds. We were able to get bread off the ration and we discovered a little coffee shop where we could pop in for coffee and cake on our rounds. It was a good life, and we were living decently for the first time since we arrived in Germany. I knew it wouldn't last, and it didn't. Within two weeks we were told we had to move out to allow 500,000 Spanish soldiers a few days rest on their way to the eastern front. The next day Symons arrived to take us to our new accommodation, which turned out to be a very large career training school. There were already 1000 foreign workers in residence. Each had a single bed and a wash basin. They were good beds too. The trouble was that the place was so full we had to remove the single beds and replace them with double ones. The room we were allocated belonged to the Italian contingent. The walls were plastered with posters of Hitler and Mussolini. The Italians were on leave, but when they came back and saw that they had to sleep two to a bed they got very nasty. They made it so unpleasant for us that one morning we just upped, packed our bags and went back to the army housing block. The foreman was raging, but we were determined. Our employer was even angrier and arrived at the housing block to kick us back to the school. It was still as we left it. There were no chairs to sit on, and nothing to heat the place, and so we decided to spend our evenings in the local bar, which resulted in our rolling home each night as drunk as fiddler's britches. One night I returned at 1:30 a.m. and was so drunk that I awoke the whole room of men. The Italians were so angry they grabbed me by the scruff of my neck and shot me into a cupboard and laid it, doors down, on the floor. I kicked, screamed and swore like a trouper till they let me out and threw me on my bed. The next morning the Dutch contingent was called into the canteen and the lot of us were sacked. I was furious. I was hoping to hang on till Christmas. The next evening we were paid 60 marks each. That evening I got drunk again and I don't remember coming home or getting into bed. The next morning I was shaken awake by one of the boys telling me to get a move on as it was 4 a.m. and we had to leave immediately. My case was quickly packed and we were off, but not before we had an argument with the cook because she had refused to give us bread for our journey. In the end we got it and were on our way back to Holland. I stayed in Holland for three weeks before being shipped out to Berlin. We were lucky the train went straight through to Berlin without having to change umpteen times. In Berlin we left the train and joined the underground to the outskirts of town, but we still had to walk for half an hour with our heavy cases. We arrived in our camp and collected our bedding, knives, forks, spoons and other bits we would need. The camp foreman was concerned that we hadn't eaten yet (that made a pleasant change), and led us to the canteen. We got a bowl served to us which made my stomach heave. It looked like cat sick, was sticky looking and stunk to high heaven. I handed it back. We were then led to our room, which was unheated, and freezing cold. The foreman told us to report for work in the morning and that made us angry. We were allowed two travel days, and tomorrow was the second. He was unimpressed with our protests and slammed the door behind him when he left. An office worker took us to our work the following morning, a halfhour walk through the outskirts of Berlin. What a shock that was. Dirty little houses, most of them papered on the outside with tarmac sheets, no water pipes, just pumps in the garden, which of course would freeze up any time now. The streets were unmade and were a river of mud. Walking on them was impossible as the mud came up to one's ankles. So this is Berlin! When we arrived at our destination I looked for the building we were to repair. But in fact there was an enormous canopy of camouflage material set up just 50 cm above the biggest hole in the ground I had ever seen. Yes, I was to help build a bunker, and a very large one! Although we were supposed to be carpenters, within minutes we were once again humping hods of concrete. I decided not to complain but just get on with it, vowing that this would be the only day I would do it. Building a bunker for the MOF was not what I had in mind when I agreed to work in Germany. We were expected to work a 10 hour day too. When we returned to base that night, it was to a bowl of turnip soup, revolting. We chucked it out and ate the bread we had brought from home. They had installed some heating today and we made sure it was going full blast all night. My fellow workers were a rough lot, but I was lucky enough to have my comrade with me again and we decided to stick together and try to ignore the others. The weekend was a pretty dismal experience. Bars with not beer, cinemas that only show propaganda films, no pretty girls to flirt with and a general feeling of misery. We stayed home on Sunday and our room mates had organized a few card schools. These were very rough games, and there were a few men there that were gambling the money that should have gone home to their wives. The evening meal was turnip soup again. I am going to get very hungry on this diet. With the evening meal they give you a piece of bread and a wafer thin slice of worst for breakfast the next day. However, because the soup is so revolting, you eat the bread and worst for dinner instead and then you have nothing left for the morning. The men in our group are the roughest I have ever worked with. If you have to use the toilet during the night, you have to get dressed first and walk the 25 meters in the cold to the W.C. A lot of the bastards in our hut are too lazy and simply urinate against the outside of the barracks walls, some even against the wall inside the hallway. There is always some sort of trouble going on and we all end up paying for it. Our cigarette ration has been canceled, and I guess the food is also punishment too. People queue for hours in the city just to buy one or two cigarettes. I queued for two hours once, and when it was my turn they had sold out. To try and get out of this place, I started rows with all the bosses I could find. Our Dutch boss is van der Velde of van de Velde & Streubel. Streubel is the German half of the operation and the one with the most say in the firm. Van der Velde stood and criticized my concreting this morning and I got mad and told him that if he couldn't find carpenters work for me then I was resigning. He didn't take the bait and walked off. He is just the pimp who shanghai's the workers. A dismal excuse for a man. The bunker we are constructing is Weermacht work, and van der Velde is a traitor. Our lunch was once again Bunker soup. Plain water with lumps of raw cabbage floating in it. You have to eat it just to get rid of the hunger pangs. One day if was even too bad to eat. We took the eight kettles back to the food tent and emptied them in the entrance. We went and sat in the labourers' tent and refused to go back to work. The German bosses were so incensed they rang the Green Police and when they arrived they threatened to shoot us if we didn't go back to work. Faced with that kind of threat there is no alternative, and we went back to the bunker. As soon as the police had gone we all downed tools and walked home. Once there we washed, changed and went into town in search of food. We found a cafe and stuffed ourselves with excellent soup and salads until our stomachs ached. The following day we went back to work and the soup was a lot better, but the peace was broken when we discovered that bread was being stolen from our eating tent. Dutchmen stealing from each other meant that we had reached an all time low, especially as we all had the same meager rations. This stealing went on for a week, but the thief slipped up and we caught him. He was beaten to a pulp by the group and fell into a heap in the corner of the tent. The police were called and the boy was carted off. A few days later he arrived back at work and that's when we went on strike. We refused to lift a finger until the chap was sacked. There was no way we were going to have the thief back again. Van der Velde collected him and he was sacked and sent home. Van der Velde is getting very angry with me. He is checking me constantly, but I just go my own way, arriving late, taking long lunch breaks and leaving early, spending the day wandering around with my hands in my pockets. Every time he shouts, I reply "sack me then", but he never does. One of the lads in our group was absent for a week and when he returned he was sacked on the spot.....brilliant I thought, that's what I have to do. The next morning I didn't go to work, but went into the city to look for another boss for a week. The railway had nothing to offer, but they did give me the name of a carpenter who worked for the railway. He even gave me a train ticket to get me there. I found him and he employed me on the spot. Great I thought, as I warmed my hands by the fire and started work. I had worked there for two days when the carpenter decided to approach van der Velde to try and free me up to work for him full time. He was refused, and he nearly landed himself in a whole heap of trouble. He was not allowed to employ anyone who was not in possession of a note to say he was unemployed, and flouting these rules could cost him a 3000 marks fine or a three year jail sentence. I was paid my wage in double quick time and had to leave quickly before the pair of us were in deep trouble. I returned to the bunker the next day as I needed the money, and once again I started my intimidation campaign. This time, however, the German boss had had enough of me and he told me that the police would be along to pick me up because he was charging me with sabotage! Whew. The next morning I went to work, but kept out of sight of the German boss. When no police arrived I decided to do some work and when I eventually saw a Green Policeman arrive, I ducked for cover. He had not come for me thankfully, but for another of the group who had been caught stealing. It's been raining non stop now for weeks and the road we use is impassable, that is unless you want to sink up to your knees in the mud. I don't know how the occupants of the houses manage to do their shopping. We now walk along the railway track, which is fairly easy. I still can't seem to get myself sacked. At lunchtime we went on strike again when we saw and smelled the bunker soup arrive. The strike was over quickly as the police arrived and threatened to shoot us. They now have guards on duty to prevent us from striking again. Christmas is getting closer and our bread ration is getting less without any explanation. Two weeks before Christmas we were invited to a party in one of the canteens. On the evening of the party we all had to cram into one canteen as the other one was being decorated and laid out for the party. I had to queue for two hours for my meal that night, but at least it was worth it. At 8 o'clock we all trooped into the party room. They really had been hard at work. There were long tables covered in white cloths, laid with 700 paper plates. On each plate was a Christmas fruit loaf, two bottles of beer, a box of chocolates, 10 cigarettes and a small cigar. A band was playing and a group of Hitler youth were singing. When we had all sat down, the camp commander began to make a speech. The name of Hitler began to crop up in every sentence and the complaints could be heard all over the room. He told us that we had the Fuhrer to thank for the lovely party this evening, which would continue until 11 p.m. It was about 8:30 p.m. when he finished his speech, but before he had sat down, the first of the men began creeping out of the room with their gifts under their arms. More followed them and by 8.45 p.m. the last group stood up to take their leave. The band was playing at full volume and the camp commander was screaming that the party was due to continue until 11 p.m. The last group ignored him and they too left. We were in hysterics. There was the poor commander left in his beautifully decorated room, the band and Hitler youth, and no one there to enjoy it! A week after the party the food supply got worse. They had of course to recoup the money they had spent on the party. Three hundred men went on Christmas home leave, and I discovered that van der Velde had gone too. I was staggered because I wanted to pester him my leave. Out of the blue, all those remaining in Berlin were given a free ticket to celebrate Christmas with all the other foreigners stranded in Berlin. There was every conceivable nationality present in an enormous ballroom in one of the mansions in town. Something had to spoil it and, yes, they managed it again. A film company arrived to record how much the foreigners were enjoying life in Berlin. I can imagine how many cinemas would be showing the film within a week. Thursday, 1 st january 1942 We had to work on New Year's day (1942), unloading wagons full of sand. We were offered overtime for the work, and if we worked till lunchtime we would still be paid for the full eight hours. I should have known better than to trust them. It took us till 5 p.m. to move the frozen sand. After that I did no more work. The German boss was purple with rage and threatened me twice more with the police. "Shit on you," I told him, "I just want out of this dump as soon as possible." He told me that when van der Velde came back I would be out faster than I came in. In the meanwhile another thief was active in our barracks and had been caught. This was all unknown to us until he was put on a table in the canteen and forced to admit to us all that he was a thief and had stolen money as well as our bread. A howl went up from us all and we made a dive for the table, but the Police whisked him away before we could get our hands on him. When van der Velde returned from leave with the rest of the gang, the food got worse than ever. We didn't even get bunker soup offered to us because we had tipped it out into the food tent a couple more times. The minute I saw van der Velde I tackled him about my leaving, but he flatly refused. However, the next day I got it! The German boss had obviously had a lot to tell van der Velde and he was rigid with rage. "You leave tomorrow," he told me. "Thank you boss," I said, and turned on my heel and hot footed it back to the barracks, via the nearest bar, where I celebrated in true style. When I got back to the barracks there was a letter waiting for me from my brother Jan. He was working in Batenow and the very next day I caught the train to pay him a visit. He had cooked my favourite Dutch meal, with lots of fresh bread to go with it. I ate until my stomach was full, the first time in six weeks, and stayed the night in his barrack room. The following day I made my way back to Berlin. I reported to the employment office for a new job and as luck would have it they had one for me. It was for a furniture maker, and there was a room there for me. The owner's wife ran a tobacconist shop, so I also had my smokes. The boss's wife collected my ration coupons and I started work. I was now officially a private employee. It came as a shock to realize that the boss's wife was not going to provide me with my meals, and I had to eat in restaurants. The food was excellent, but expensive, and I was not earning that much. I worked 48 hours a week from 7 a.m. to 4 p.m. When the income tax, cost of my room and the restaurant meals were deducted, there was nothing left over. Not much of a boss upon reflection, but I decided that I had a good roof over my head and enough money for good food, so I should be content. It would do until something better came along. The evenings were spent with the family in their sitting room listening to the radio. I couldn't sit in my room as there was no heating and it was 25 degrees below freezing. Many evenings they had hordes of visitors. When they knew I was Dutch, the first thing they asked was if I had coffee beans. I explained that life in Holland was as bad as in Germany. They had been fed propaganda that we lived the life of old Reilly in spite of the war. They were sick and tired of the war, and they cursed Hitler and all that he was doing to the German people. My new boss was very nice to me for the first week, and we worked together well. But by the end of the second week things began to change. He wanted to pay me less money and work longer hours. I refused, and asked for my papers to leave. I was sick and tired of Berlin and just wanted to go home. He agreed, but as it was Saturday, I would normally have had to wait until Monday to get my travel papers stamped and collect my visa. However I tried to persuade them to stamp my papers right away. The agent screamed at me that all the Dutch should be tossed into the sea with their ears cut off, but I just pretended I couldn't understand him. In the end they relented and I made a hasty departure while it was safe. Saturday, 18th July 1942 I arrived back in Holland for a well earned rest. But this was not to be for long. I was soon rounded up and shipped out to Germany. This time it was to West Falen. Total shambles greeted me there. We arrived late in the day, in the pitch black, with no lights anywhere, and were shown into a camp barracks which housed 2000 men. There were no lights in the barracks either. We had to collect our equipment in the dark. With my arms full of bedding and pots and pans, I plunged into a deep crater, and it took me fifteen minutes to retrieve all my bits and pieces. Although the next day was a Sunday, our rest day, we were taken to our new work. It was the enormous Heidrierwerken in Scholven. The site was many kilometers square, but was totally camouflaged, and a great distance from the main road. It was just like a city in itself. I was delegated to a group of sand shifters. So much for my carpentry again. The site was an hour's walk from our camp. The French and Russian prisoners of war were delivered and collected by buses, but we had to walk. When we arrived back at camp in the evening we had to stand in a queue for two hours to get our evening meal.... potatoes in their skins and half cooked vegetables that hadn't even been washed. Most of the potatoes were so rotten you couldn't eat them. At least the men in the barracks were fun to be with, and we got our cigarette ration without any bother. If we ran short, the Belgians always seemed to have an endless supply. I was put to work with a group of Germans and designated to fetch their lunch from the site canteen. Our soup was dishwater, but needless to say the German rations were a lot better. I used to collect four German lunches, which were pencil written on a scrap of paper. It wasn't too much of an effort to change the 4 to a 5, and I was able to have a decent meal, hastily eaten on the way back to site! In West Falen there were thousands of prisoners of war, from all countries, but the biggest group were Russians. The Poles got the biggest beatings. I don't know if they were given any food, but is wouldn't have been much. There were a couple of Poles working in our camp and they used to empty the dustbins every night looking for scraps. We were hungry too, and the only food they were liable to find in the bins were rotten potatoes, hair from the camp barber and the sweepings from the floor. They would always be found by the bins, ramming their mouths full of whatever they could find. There were hundreds of prisoners of war in our camp, all dressed in black. They were not soldiers but were volunteers who had tried to escape. We were not allowed to talk to them, but once, when passing them, we heard a Dutchman begging for a cigarette. We were not allowed to give them anything, but we got into the habit of walking past and casually dropping our lighted cigarettes on the ground, where they were hastily picked up. All prisoners from the jails in Germany were forced to work, even the women. I once saw a group of German women, about fifty or so, and they were all murderesses, and severely punished. It was eerie watching those sad faces as they passed by, all dressed in black and all with clogs on. Germany is just one big prison if you ask me. We were only in that camp for three weeks before we were moved to Wanne Eickel by bus. When we first saw the camp we were terrified. It was completely surrounded by two meter high barbed wire fences. We naturally thought they intended to keep us locked up, but quickly discovered it was also home to Russian political prisoners. We were free to come and go as we pleased, but we had to pass the guards at the gate and that meant we couldn't smuggle anything into the camp that we had managed to buy from the farmers. The biggest surprise was the way they took care of us. Good food three times a day, full quota of cigarettes and even a tot of cognac each night. We thought we had come from hell and right into paradise. The food was paradise, but the air raids were hell. Sometimes there were six air raids during each day and night. I didn't dare go to bed at night. It sounded as though the world was coming to an end, and I was just waiting for a bomb to land on our barracks with my name on it. The first evening I stood there shaking with fright, but after a few weeks I got used to laying in bed and listening to the ground to air defenses shooting into the night. The area was ripe for bombing because of the number of factories and coal mines in the area. We were put to work in a coal mine, as they needed an extra factory building. We had two bosses, a German and a Dutchman. The German gave us one instruction and the Dutchman gave us another. The German returned and accused us of sabotage, and so it went on. The Dutchman eventually disappeared and we were left alone with the German. We were expected to work ten hours a day, and fortunately the coal mine was only a 20 minute walk from our camp. The food was okay at first, although it was only the same old soup, and it quickly got boring. The cigarette ration soon dried up, but luckily the Belgians always had a good supply to sell to us. The Russian political prisoners were billeted in our barracks and ate in the same canteen. It made us sick to our stomachs to see the way these people were mishandled each and every day. It all happened right in front of our eyes. We would be eating in the canteen and the Russians had to file in one by one, remove the cap from their shaved heads and queue up for their meal. If they made a wrong move they were beaten to a pulp with wooden truncheons. Their fellow prisoners used to dive under the tables to escape the eye of the warder. At the end of a meal, if some of the prisoners had worked particularly well, they were allowed an extra bowl of soup. However, they couldn't wait to get outside and escape the eye of the prison warden. This particular day they were pressing against the mesh gate that covered the door of the canteen. The warden let a few through but slammed the fence back in the faces of the rest, whereupon the wardens started beating the faces to pulp that were pressed up against the wire. This sort of thing happens every day in one way or another. Some of the prisoners are only children, but they escape nothing that is being dealt out. A boy of 14 had his spine smashed by one of the wardens. He was so badly hurt that he walked with this face nearly touching the ground. One day they took him out and shot him because he couldn't work anymore. Whole families are brought to the camp - men, women and children. One day three girls came. They were totally hysterical and lay on the ground screaming. In the end the police had to pick them up and carry them to their barracks. It seems that the pretty ones get the heaviest work, humping 50 kilos of cement, iron girders and even mining the coal. The girls arrive at the camp looking young and strong, but within a week, when they return from work in the evenings, clothed in men's gear and wearing clogs, they look black, lifeless and old. There is something every day to turn our stomachs and give more reason for us to grieve for them. One of the German workers on the site began to treat me like the prisoners all around us. One day he drove me so crazy I went for him, but he was strong and got the better of me and tossed me into a deep hole. My Dutch comrades saw what happened, and pitched in to teach him a lesson. He was as nice as nine-pence after that, even when I dropped an iron girder on his foot and broke it. He didn't say a word! With all this going on around us, we decided we couldn't put up with it a minute longer and we decided on a 'moonlight flit'. We didn't have our paperwork, but if we were caught we would probably be shot whether we had our papers or not. That night the first group of two left, and then another four, then another six. These men were going to Holland and had to leave their luggage behind to be able to walk past the guard on the gate. Now it was my turn, but my comrade and I needed our luggage, as I had decided to go to Saarbrukken to an old Dutch boss of mine. As we couldn't walk out through the gate with our luggage, we tried tossing our cases over the barbed wire fence, but each time a guard on patrol would come along. It seemed that as soon as one had passed another came along. We decided to wait until a stormy night when it was pelting with rain before escaping. The boys remaining in the barracks had offered to help us. One of them went to the guard at the gate and told him that he was off for a beer in the village. Instead he went around the wire fence till he found one of the patrol guards and led him away from the fence on a flimsy excuse. This gave me and my comrade enough time to clamber over the fence with our cases flying over after us. It was a ten minute walk to the tram, and we were soaked to the skin. There was a Green Policeman also waiting at the tram stop, but he said nothing... we sighed with relief. He was on his way home and probably too wet and miserable to bother with us. Twenty minutes later we dropped our cases off in Bockem Station in the left luggage office, where they would remain for a few days until we had earned enough money back at the camp for food and for the journey. Two days later several of our mates were moving to another barracks, and we were able to give them our bags of food and work clothes to carry past the guard for us. We retrieved them on the outside and we were on our way. We picked our cases up at Bochem Station, and bought two tickets for Saarbrukken. We realized later that one should never buy a ticket to one's ultimate destination, but step by step along the route, so that the excuse of going on a few days holiday could be used. The train for Cologne was in the station waiting and we ran up the steps so as not to miss it. "HALT" we heard bellowed behind us. We turned to see two members of the state Secret Police behind us. They wanted to see our papers. We had no work discharge papers or a travel document, but just our pass and that ticket to Saarbrukken. Lies were not going to get us free. The Police said they were going to take us to our employer in Dortmond, and as we boarded the train back to Dortmond we watched the train for Cologne pulling out of the station without us. It is with great regret that I later learned we had been betrayed by our own Dutch comrades in the barracks, and the police had been standing there waiting for us. During the ten minute train journey I was staggered to see that not one house had been left standing. They had all been bombed flat by the English. In Dortmond we were taken straight to the local prison, and not to our boss as we were at first told. In the prison we had to give our names. All our personal belongings were taken from us - money, belt, ties, cufflinks, etc. - and put in our cases. These cases were then tossed onto a pile of about 200 other cases. We were then taken to our cell, and there we sat like a couple of murderers. We were made to sit on a wooden bench from 6 am till 7 pm. After 7 pm we were allowed to lie down. When we tried to lie down during the day we were beaten with a wooden pole. When we asked how long we were going to be held, we were beaten again, and that was our only answer each time we asked a question. To help pass the time we made a draughts board from the blackout curtain, but eventually we were too scared to get it out in case we were beaten again. We had been in prison for twelve days. We chalked the days up on the wall with a piece of stone. On the thirteenth day we were collected from our cell. We thought - "We are free" - wrong again! We were bundled into a police van en route for the headquarters of the Gestapo. With us were 3 Russians, 2 Polish, 3 Germans and 2 French girls. We were all going to be questioned by the Gestapo. When it was my turn I talked my head off, pleading that it was all a misunderstanding, and that as my comrade spoke no German, I was pleading for him also. I told him we were volunteer workers on our way to a new boss. I guess he believed me and we had to sign a paper promising we would work well and not try to run away again. In return for signing he promised we would be free very soon. It wasn't as soon as I had hoped! The days were long as we waited, my ears straining to hear our cell number mentioned outside. One day the door opened and I sprung to my feet expecting to be led out, but in walked a German General with his son. I guessed him to be about 12 years of age. They stood in front of me, the guard was screaming at me to state my name and rank, but the General realized that I was not military and didn't quite know what to do. I greeted him to a "Good Morning" in Dutch, and for my trouble I got an almighty slap around the head, and I thought it was coming apart. My comrade got the same treatment because he was still laying on his bed. That is the kind of bastards the Germans are. Although they may not know who you are or what you've done, they just lash out anyway. Eight days after the interview by the Gestapo we were taken out of the prison, but not to be freed. We were put into yet another police van that was already full to bursting of Russians and brought to Herna and another prison. We were the only two Dutchmen among hundreds of Russians, and we were all packed into one large cell. What a degradation that was. There were no toilets and everyone was forced to use the floor. The smell was so diabolical that it was difficult to draw one's breath. There were iron beds with a strong coarse sheet of hessian laid on them and we were expected to sleep on the iron grid. We rolled our jackets up to act as a pillow and our coats doubled up as a blanket. Before the 6 am breakfast we had to walk in circles around the exercise yard, but if you stopped for a second you were set upon by Russians with sticks who had been appointed as wardens to punish their own men. Most of the Russians had the most horrifying wounds on their faces and bodies. The following morning my comrade and I, along with two Russians, were detailed to clean up the basement cell we were using. As we emptied the piles of excrement into the bins we spied two men walking along. We recognized our two Dutch bosses and immediately started screaming for help. The Russian set upon us with a stick, and we were back inside before we could attract their attention. As luck would have it they had come to get us free. That evening we were out of the prison, after having been there for 21 days. When we arrived back in the barracks we were warmly welcomed by our old work mates who had stayed behind, and they sympathized with us over the imprisonment. They were going off on leave the following day and their cases were packed and ready to go. Originally there were 50 of us that came to these barracks, and now there will be only six of us left. We learned that the group of four that escaped a few days before us were picked up and had also spent time in the prison. They had been there for 16 days and returned to camp with shaved heads. I guess we were luckier. They were due for home leave in two weeks, but we had to wait for four weeks. The food had improved since we had been away. I guess they figured that it was more likely we might stay around if the food was better. At last the time came for some home leave and I had a great time in Amsterdam. I had a steady girlfriend there and it was good to be able to spend time with her. Soon it was back to the employment office, where I requested a transfer, which I got. It's a good job they gave me a transfer, because I had no intention of going back to Wanne Eickel, as no Dutchmen ever went back there and I would be the only one there. All the arrangements were sorted out satisfactorily and I was off to Zweckel this time. When I arrived I was greeted by my old comrade and was pleasantly surprised to see the small but good barracks. Even the food was great. And if this wasn't enough, I got a job as a carpenter in a sawmill next to the coal mines in Zweckel. The money was good too, and it stayed that way. The food supply took a nose dive when our camp had to house 300 Ukrainians. We had to down tools in the sawmill in order to build extra barracks for them, but life still remained good. At one stage we had to build prison barracks for 600 Russian prisoners of war. It went against all my principles to have to build prisons for the Germans, but we didn't have a choice, we just had to get on with it. We had to put bars at the windows and surround the barracks with barbed wire. The food even improved in the weeks that we played host to the soldiers billeted in the camp. Every day the camp bosses trouped off to the station to pick up the expected Russian P.O.W's., and each day they came back empty handed. The one day that they decided not to bother anymore was the one day the prisoners did arrive, accompanied by another troupe of soldiers! The following week I saw acts of brutality to the prisoners that turned the stomach. How was it possible that human beings could treat other human beings in such a way. Prisoners were handed truncheons and expected to deal out punishment to their own people. When punishment was metered out, the prisoner was stripped to the waist and if their countrymen didn't beat him hard enough, the soldiers took over and beat him to a pulp before your eyes. I once saw 20 Russians beaten one after the other and all because they didn't form an orderly queue for their meal. You could hear their screams on the other side of the camp. The group of 20 looked like skeletons after about a week. They were all expected to work 900 meters deep in the coal mines. I heard from one of our gang that they were dying on their feet. I was mighty glad when the barracks were completed and I could get out to the sawmill again. The bombs were still flying around our ears, day and night. One night the air raid warning seemed more insistent than before and I decided to go to the shelter. I am glad I did. A British bomber plane landed the most magnificent direct hit I have ever seen. He took out an 18 carriage munitions train with beautiful precision, and he even managed to take out a lot of the surrounding area in the attempt. The night sky was flame-colored from all the fires as far as the eye could see. It's Christmas 1942 and I am back in Amsterdam on leave. There's no place like 'mokum'. CHAPTER 2 - Bombardments Mid-1944 - one and a half years later For the past one and a half years I have kept this diary buried in my house in Amsterdam, where no one would find it. If it got into the wrong hands it would be too dangerous for me. At the moment I am back home in Amsterdam. As I have to wait a month before I leave again, I have decided to dig it up from it's hiding place and tell you a few tales about Hofrika. The reason I have this free time is that my denture was being repaired and the dentist's surgery got a direct hit, so now I have to wait for a new one to be made. I regret that I have forgotten a lot of what has gone on in the last 18 months, but some things stick out in my memory for different reasons. The British Air Force was getting tougher by the day, and even I decided that it was time to spend more time in the shelters. One evening the Germans gave us a bottle of Schnapps. We later learned that they only gave foreigners Schnapps when they knew that danger was imminent. Mind you I think the Schnapps was more dangerous to us than any bomb. It was rough, and highly flammable. We had a bloke in our barracks by the name of Karel Holsteeg. I can only describe his face as being like a bulldog. One night we got him drunk on the Schnapps, and when he was almost comatose, we painted him from head to foot to look like an Indian warrior. We than paraded him round all the other barracks and then tied him to a flagpole in the yard. In one of the other barracks a fight had broken out among the Italian contingent. The air raid siren started screaming and before we could get Karel untied, the all clear sounded. We were just dragging him back to his bed when the bombs started falling round the camp. Terrified, we fled to the shelter. Just as we got to the doorway of the shelter, a blast of air from a dropped bomb shot us inside like bullets. When we dared to take a peek outside, it was to see 11 of the barracks burning, the flames leaping up into the night. We made a dash to see if any of the men were still inside, but later heard they had all dived into the forest for cover. We worked with the camp fire fighters for fours to rescue what we could from the barracks, but it was impossible to get very close without being singed. I was totally incensed when I heard that a bunch of Hollanders had gone on a rampage and looted the barracks that had escaped the bombs and fire. Whole barracks had been cleaned out of money, cigarettes, food and possessions. The canteen was in flames and was full of cigarettes, bread, beer, kegs of wine and much more. I checked with the camp commander if we should try and save as much as we could, and he agreed. He even supplied us with a sledgehammer to smash open the locked doors. When we had broken open the door of the cellar it was obvious we couldn't go any further, so we formed a chain and all the supplies were tossed up the stairs to the outside in double quick time. Loose cigarettes were quickly scooped up and stashed in our pockets. I saw my comrade disappearing in the direction of our barracks rolling a keg of wine in front of him. When I got back to the barracks and emptied my pockets, I had 400 cigarettes, and hid them in the ceiling safe I had created. I must admit to this looting, but this looting was not from my comrades, but from the Germans. They hadn't done me any favors. All of a sudden we panicked when we realized that we had forgotton all about Karel in the uproar. He was nowhere to be found, so we immediately set off to find him. There he was, still drunk and painted up as an Indian, rolling round the camp directing the fire fighting operations, even to the tune of poking the Germans in the back and telling them to work faster. They didn't even react. They thought that some mad man had gotten into the camp. We hustled him away before they got wise to him. When he discovered that he had missed out on the plundering of the cigarette supply he was furious and went to the camp police to complain that, although he had done most of the fire fighting (he never lifted a finger), he hadn't even had a cigarette as thanks. They gave him a packet. The police also came round to thank us for our help and gave us a packet of cigarettes as thanks. If they only knew! Before we could put out the rest of the flames, the British Air Force was back with as much power as before. This time, however, they were shooting at us. We had to leave the fire fighting activities and dive for shelter. The large barracks next to ours is home to about 1000 Russian political prisoners. Men with wives and children, young girls and boys all alone and about 20 babies. Most of the babies had unknown fathers, and the mothers were little more than children themselves. Because the Russians were starving, the girls would oblige any man around in return for a crust of bread. A lot of the men they went with were of other nationalities, even German. As a carpenter I was kept busy building cradles for the babies. The barracks next to the political prisoners was home to the Russian P.O.Ws. As luck would have it they were moved the day before a bomb made a direct hit on the camp and their barracks in particular. If they hadn't been moved, 1000 men would have been wiped out in a flash. When we all returned from the shelters the next day, it was to discover that a year's work had been wiped out overnight. My boss was in tears. We had to start all over again. Not long after that, we had home leave again, and I was invited by "The Bulldog" to visit his house one night. His family was just as weird as he was. They sat around the table all night telling ghost stories. They have an attic where they store oak beams for use in the future. At night the noise from the attic is horrendous, just as if the oak beams were being shunted around, but when someone would go to investigate, the beams would be where they should be and all would go quiet. However, the minute they went back downstairs, the noise would start all over again. They told of weird happenings in the local church yard and 'grave' stories. A total bunch of loonies. Having said all that, he did have a lovely sister, but she was just as queer as the others. I asked her out and she accepted on the condition that there would be no kissing or touching, because she didn't like it. I was only allowed to walk arm in arm, and not hold hands. Like brother, like sister, so I guess I won't be adding a bulldog to my family. My leave was over much too quickly, and there was no chance of staying in Amsterdam. I would be rounded up before nightfall. My return to Zweckel was greeted with the air raid siren, and a couple of bombs aimed at the housing estates. Although the bombardment wasn't nearly as bad as in Berlin or Cologne, it still terrifies the living daylights out of the population every time the siren starts wailing. Each night I have to hurry home, collect my bowl of soup, drink it quickly before the sirens start. The lights go out the minute the siren sounds and there you sit in the pitch black, grabbing and packing meagre possessions and bedding before making your way to the shelter. We were not allowed to stay in the barracks ever since the last bomb started fires. The Germans trip over their feet running for the shelters in an effort to be first. Many of the Germans spend the night in the shelters whether there is an alarm or not. Each night we see them dragging their bedding, prams and pushchairs and screaming kids. The next morning we watch them dragging the whole mess back again. How long will they stick it out, I wonder. I hadn't been long back from leave when Gelsenberg, close to our camp, was bombarded, and 48 Flemish men were killed outright. They had arrived from Belgium just two hours before the bomb fell, and were in the barracks unpacking their bags and settling in. I went to look at the disaster area, and all that remained was a pile of rubble. What a horrible way to meet your Maker. All the Belgians in the area were asked to attend the funeral in their blue work overalls, and they all did so. Zweckel was getting its fair share of bombing, and we were asked to tour the houses still standing and see what we could do to help with the repairs. The faces of those people will remain with me forever. They stood there wringing their hands and looking at their roofless, windowless homes. Some didn't even have a home anymore. The Russian prisoners of war were employed in clearing the rubble of demolished houses, or replacing the tiles on remaining houses. The gruel they lived on didn't give them the energy needed for these tasks, and their progress was slow. I felt guilty that when we entered a house to start repairs, we received good food and drink from the owners in the hope that we would work harder and finish the work quickly. I would walk into a house with my tool kit and ask the lady of the house if she needed repair work. Her face would light up. In this particular house she and her husband and children were trying to sleep in rooms with no windows or doors and were freezing to death. At another house there was a very sick child and my first job was to put glass in the windows of the bedroom. At another house they told me not to bother because they would be killed before the week was out anyway. I listened to one and all, sad and sorry stories and manic depression, and the acceptance that they would probably not live much longer. Hitler has a lot to answer for. He should come and see what he has done to his own people, never mind the people he had declared war on. I was able to help many, many people in these devastated streets and in return they fed me well and pressed cigarettes into my hand. Many gave me ration coupons also. At one of the houses there was a girl who kept asking me to take her out. I took her up on the offer and we had a few nights out, but when she realized that I didn't have pockets full of Dutch goodies to give her, she dropped me like a stone. Another woman I visited had lost more than 50 kilos in weight in the last 18 months, all the result of nerves. She showed me a photograph of herself before....a happy, fat woman without a care in the world. Now she was skinny, with hanging folds of skin and enormous bags under her eyes. She had been in the hospital in Gladbeck when it had received a direct hit. There were more than a hundred people killed as a result. In the cellar where she had lain, several were killed outright. They had sent her home immediately, but two days later her house was hit too, taking out all the doors and windows. Just listening to her gave me an attack of the nerves. The hell of war was never more painful. On one occasion I was working in the house of a young couple with two small children. Her husband was a miner and worked nights. I finished the house on the Saturday morning and she and her sister were busy cleaning up. The sister was 19 years of age and asked me to stay and help with the clearing up. I was free that afternoon so I agreed. I also offered to make pancakes and chocolate milk for the evening meal, and they agreed. We had a really enjoyable evening and I was a regular guest. At a certain moment I realized it was time to stop. The mother was a nervous wreck as a result of the bombardments, and at meal times she would ram the food into the children's mouths till they gagged. She used to beat them for no reason at all. She was in a terrible state with hands that shook like leaves in the wind. One day she appeared with a cat-o-nine tails and started laying into the children. I took it off her, comforted the children and walked out of the house never to return. CHAPTER 3 - Concentration Camp 10th June 1945 (16 months later) I can once again pick up my diary. I am home on leave. Last year on the 18th March 1944 I was also on leave and decided to see a film in the local flea pit. I shall never forget the film. It was called "Dawn", but for me it was sunset. When the film finished and the lights went up, we gasped in shock. The whole theater was sealed off by the Green Police. No escape. They told the men to remain sitting and the women were asked to leave. When the women were gone, we were called into the Hall, one by one. There an officer sat on a stool in front of an open cellar door, and requested to see our papers. Old men and young boys were allowed out of the theater, but the rest, me included, disappeared into the cellar. The women remained outside the doors looking in and calling to their men. For several women the emotion was too much and they fainted clean away. When the Police had finished their filtering process, there were about 75 men in the cellar. I wasn't too afraid because I had valid papers. After a while they removed half of us, and a little later it was my turn. There were police vans waiting for us outside and we were loaded into them and taken to the Europestraat. There we were interviewed - but 'interviewed' is not the right word - as we were brought before the commandant and told whether you were to be sent home or remain there. He had decided beforehand, and kept our papers. Of the 75 men, 68 were allowed home and 7 remained. I was one of the seven. When I was called they accused me of hiding from the regime. I disagreed and told him that my papers were in order, but he just shook his head and told me to get back in line. I felt the blood draining from my face. One minute you're in the cinema and the next minute you're a prisoner. We were loaded back into the police vans and at 2:30 a.m. we arrived at the prison on the Amstelveenseweg. The minute we walked in we were pounced upon by Dutch SS, brats of 18 years old, who spun us around to face the wall and gave us an almighty kick up the backside that brought tears to my eyes. We were told to turn around when our name was called. Then we had to removed our socks, ties, collars, belts, etc. as if we were murderers or something, and were led away one by one to separate cells that were up three flights of iron stairs. I was shoved into a cell and a heavy door was slammed behind me. I found myself in a two-man cell with cold stone walls. Four men were laying on straw mattresses on the ground, rubbing sleep from their eyes as though the slamming of the door indicated that it was time to get up. There was one straw mattress over and I let myself slump down on it, planning suicide at the first possible moment. I was devastated at what was happening to me and scared senseless at what was going to happen. The four men stared at me for a while and then began to ask me what I had done and how I had been picked up. Their concern raised my spirits a little and I told them the story. In response they told me theirs. The first was a butcher on the Amstelveenseweg. He was about 60, and he had sold meat on the black market and got four years. The second was a man of about 30 and he worked for Fokker, building aircraft. Without asking permission, he had taken five days off work to nurse his sick wife. When he returned to work he was arrested and thrown in jail. The third member was a boy of 18 who was accused of sabotage in a factory. The fourth member had been in hiding, and when he was warned that the Police were on their way to arrest him, he dived out the back door. He was spotted and the Police began shooting at him. Unfortunately they hit a young girl instead. He dived into another house and out the back door, over the fences, through gardens and over roofs. It was only when he tripped and fell into a canal that the Police caught up with him. They bundled him into a car and drove away along the street where he lived. Unseen by the Police, he managed to toss a wallet with 3000 gilders out of the car to his father who was standing in front of their house. I didn't sleep much that first night and it was 7 a.m. when a ram on the door indicated it was time to get up. We first had to pile the mattresses on top of one another with the bedding folded neatly and laid on top of them, and then we were given a small bucket of water with which to wash. Coffee and two slices of stale bread followed. Then it was time to clean the cell and wait till we were let out for exercise at 11 a.m. At 12 midday we received a meal from the Red Cross. Not bad at all, and then it was time to sit again. Sitting in a cell and waiting for who knows what is soul destroying. Our evening meal was four slices of bread and we had to be in bed by 9 p.m. That was the daily routine, day in and day out. Sometimes of an evening we had the company of one of the Dutch SS 'children'. He would lurch into the cell, drunk out of his mind, and start tapping on the cell wall with his key. It's strictly forbidden in the prison to communicate between cells in this way, and when he got a reply from the next cell he dived in there and carted the culprit off to the punishment cell. I was never there, but I heard some horror stories that made my blood run cold. The 18 year old boy was released a week later, and was he ever happy. His face said it all. We felt sad it was not one of us. Four days later a young boy was brought in. He had been beaten hard and long until he confessed to being Jewish. The very next morning we were woken up at 4 a.m. and made to stand in the corridor. There must have been about 250 standing there. Our personal possessions were returned to us and we were once more made to face the wall and the little bastards of the Dutch SS were let loose to beat us up at will. We were led outside to the courtyard and made to wait. I was given my first cigarette in weeks and it made me dizzy and it really didn't taste good at all. The massive entrance doors were opened and revealed a row of trams in an area that had been sealed off. Outside the area were thousands of people waiting. They had been tipped off by the Red Cross that we were being transported to Amersfoort. The Red Cross were brilliant in all they did for the prisoners, giving us food packages in the prison which kept us alive. We were marched out through the gates onto the trams, which set off in the direction of the Weteringschans to pick up 250 men from a detention center there, and then we carried on to Central Station. Five hundred prisoners were escorted by 300 Amsterdam Police. These police must have been the biggest black market racketeers that ever walked on the face of the earth. Their pockets were stuffed full of tobacco and cigarettes, which they tried to sell to us at exorbitant prices. They wanted our ration books, telling us that we wouldn't be needing them where we were going. I was offered a packet of cigarettes for my book, and when I agreed and handed it over, all I got was one cigarette. Our own countrymen ripping us off. A sad day. We were put on a train and taken to Amersfoort station, from where we walked for half an hour, five abreast, surrounded by rows of policemen. When we reached the camp, we were marched through the double doors into the "Rose Garden" as it was named. We had all heard of the "Rose Garden" of Amersfoort. It sent shivers down my spine. It was used for torturing prisoners. It is a rectangle of ground, surrounded by barbed wire. It was at the front of the parade ground where the morning head count of prisoners took place. The whole camp was surrounded by a double barbed wire fence at least six meters high, and in between the two fences were enormous rolls of barbed wire. If you managed to scale the first fence you had to get through the rolls of barbed wire before you reached the second fence ..... totally impossible. The first hours that we were made to stand in the Rose Garden were for me in particular the worst. I had eaten eight apples from my Red Cross box, one after the other because I was so hungry, but I was now in trouble. I needed to use the toilet and there was none available. Later in the day they brought a bucket into the area and we all made a dive for it, and as I was further away, I still had to wait for ages before I could get near it. When I finally got possession of it I could hardly do what I wanted because they were trying to pull me off again. All this was watched by the prisoners in the exercise yard, with sad faces and shaved heads. The camp commander had rounded up a simple tradesman from the village that stood outside the camp watching the inmates. He was instructed to stone anyone who tried to urinate outside of the designated bucket. One of the younger men was in such need that he urinated in a corner of the yard and was immediately stoned by the tradesman. The commander grabbed him by the neck and frog marched him off to a hut on the side of the compound. The poor lad was forced to lean over a chair and he received 25 lashes on his bare bottom. It was supposed to be a lesson for us. The exercise yard was full of other prisoners, with their heads shaved and their pale faces watching us. They frantically screamed questions at us and we shouted back with questions for them. We threw them cigarettes and chunks of bread, but they dared not pick them up for fear of a beating. Many of the lads were so hungry and longing for a cigarette that they decided to risk it, but they were severely beaten. We turned away, no longer able to watch what was obviously in store for us. As the afternoon wore on we were taken out of the infamous yard, one by one, and into a wooden hut. It was evening before my turn came to be called. Once in the hut I was stripped of all my possessions yet again, my name was entered in the books and I was given my prison number. From there I was sent to the clothing hut, where I was made to strip naked, and my clothes were put into a paper bag and my prison number written on it. In another part of the hut I was given clogs and foot cloths before being marched out into the cold, still as naked as the day I was born. I was taken to a barracks and through an open window that had wooden steps in front of it. Once through the window I found myself in the wash room where 50 other naked men stood against the wall. When there were 75 of us lined up, the window was closed and a doctor arrived to inspect us. He appeared to be looking for lice. If he found any, then the man was made to stand on a wooden bench, where he was soaped and shaved of every hair on his body. After that process, it was time for a bath and the issue of underpants with long legs and vests. The underpants I received could be safely tucked under my chin and the vest practically reached to my toes. We were once again shunted outside, where a huge collection of old, lice ridden, military uniforms had been piled high. The whole process had been a waste of time. We had to scramble to find the best items that fitted and I ended up with a pair of trousers that ended high above my ankles and a jacket with no buttons on it. The process of head shaving was postponed till the next day and we were led to our barracks. I was put in a large stone barracks which housed 600 men, with three tiered bunk beds. The barracks were divided into four sections, and each section had a head honcho. He was responsible for the supply of food and to see that we appeared at roll call each morning in an orderly fashion. He had a truncheon that ensured a speedy response to his orders. I was given a bed and a blanket and decided that I had had more than enough for one day and went straight to bed. Little did I know that they had an 8 pm bed roll call. I had only just fallen asleep when I was woken up again. I had to stick my bare feet out of the bed and a German SS'er filed past checking they were clean. If they were not, the punishment was a beating or made to do push ups all night long. It was half an hour before I could go back to sleep and I was exhausted. Less then three hours later I was woken up yet again for another bed count. This time we had to stand next to our beds while we were counted. They must have counted us ten times before they left. We were then made to stand for another hour before they came back and said we could go back to bed. I asked the head man why we had the last roll call, and if it was done every night. He said it was not every night, but very often, simply because the Germans couldn't count. Tonight they thought they were missing six prisoners, and once they thought they had more prisoners than they should have had. We were not given food in the mornings, but were given a piece of bread the night before, and that had to do for breakfast as well. Nobody saved the bread, firstly because they were too hungry, and secondly it would have been nicked from under your pillow while you slept. Roll call was at 7 am, and if you didn't spring out of bed the minute the bell rang, the truncheons came into action, and oh how they loved the chance to beat the living daylight out of us. I'm not talking of the Germans, I'm talking of my own countrymen, prisoners like me. They volunteer for the job and receive perks in return. The better they perform the more perks. The roll call was carried out on the large parade ground. Each barrack formed a separate block. We were lined up in rows, and if the line was crooked, look out!. When this was done, a tall, skinny bloke of about 25 years old arrived to inspect us. Cap off, cap on, eyes right, eyes left, stand to attention, and then stand easy. When the call for stand to attention came, all thousand prisoners were expected to slap the heels of their clogs together in total unison. If not, then it was repeated till it was right. The commandant then arrived with a list in his hand, and block by block we had to count down ourselves, turn to our neighbor and scream our number in his ear. If you didn't scream loud enough or forgot the number, it earned you a boot in the backside and a trip to the Rose Garden, where you spent the rest of the day calling out the number till your voice gave up. After this roll call, there was a work roll call. When a command was given the entire population broke ranks and after about five minutes of what seemed like walking around in circles, groups began to form, all of different sizes. The men who had gone underground and the contract breakers worked outside the camp in Amersfoort or Soesterberg, but the political prisoners who had a red circle of material sewn on the back of their jackets, were not allowed to leave the camp and were forced to chop wood and do gymnastics all day. There were vicars and priests among this group and we called them the red balls. The first day, those of us who had just arrived were singled out, as we still had long hair. We were instructed to get our heads shaved and do gymnastics and marching for the rest of the day. What a day that was, marching between the barracks, left, right, left, right, caps on, caps off, backwards and forwards all morning. At the end of that morning most of us were in desperate need of a W.C., but when we asked if we could be excused, all hell broke loose. We were forced back onto the main parade ground and they set about us with those truncheons. It was nothing to see a bloke with a hole in his head and the blood streaming down his face and neck. On top of that we were forced to spend the rest of the day doing gymnastics, without a jacket and naked to the waist. We had to stay outside whatever the weather, and only allowed inside for the miserable bowl of gruel at 12 o'clock. That was the way we spent our time in Amersfoort, day in, day out. The long roll calls three times a day were a nightmare, they seemed to take forever. The evening sessions were the worst. They took hours, and when it didn't go properly you started to shake from terror because they could make you stand out there in the freezing cold for the rest of the evening, and if necessary half the night as well. It wasn't unusual to see a prisoner faint clean away from total exhaustion. There was one roll call when I was standing in the second row. Without any warning, the chap in front of me fell forward, face down on the ground. His teeth broke off and flew in every direction. As the roll call was still in progress, he was left on the ground for another hour. When we were disbanded, the SS bastards walked over to him and kicked him in the head a few times before we were allowed to drag him away to the camp hospital. I've lost count of the number of men dragged to the hospital, only to die the same day. There were also cases of men collapsing on the ground and lying there with their legs and arms shuddering, before going very quiet for a while, then standing up as if nothing had happened. On the third day of my stay I was allocated to a group of 75 men and an outside job in Amaf, a machinery factory in Amersfoort. As we marched out of the entrance, we learned that it was guarded by a Dutch traitor and torturer, and we had to take our caps off as we passed him. It was a three quarters of an hour walk to the factory, and we had to march in formation, singing our heads off. Not because we were happy, but because we had to, and if we didn't, the truncheons would encourage us to do better. The first day we were very new to the marching business, and oh how they rained those blows down on us. We marched through Amersfoort and the population stood and stared as we passed by. No one laughing, no one poking fun at our shaved heads or uniforms, just sad faced men and crying women. If they saw a chance, they pressed things into our hands. It was a relief when we arrived at the factory. At least I had some work to concentrate on and it passed the time, but above all they fed you two slices of bread in the mornings and a decent sized warm meal at midday. The first day in the factory there was a party organized for the personnel, not for us of course, but for the staff. Normally we wouldn't see the rest of the staff as they were instructed to keep well away from us. But this particular day we had to stand up in front of a whole gathering and sing three songs. I have never been more embarrassed in my whole life, standing there with my shaved head and ill fitting clothes. At 5 o'clock it was time to march back to the camp, but halfway there we had to leave the road and walk into the wood, sit down in a half circle, and get singing lessons. One of the group was singled out to be the conductor, and we were taught songs which we had to learn by heart before we left the woods. When the singing was over, men were picked at random and they had to stand up in front and tell dirty jokes and a few other disgusting performances, that I don't even want to tell you about. When this was all over, the command was given to be on the road and to line up in ten seconds - something that was practically impossible. If it didn't happen, then we had to sit down and then try it again, again and again until it worked. One of their favorite tricks was to make us lie on our stomachs and use our elbows to propel us forward. Legs had to be dragged behind us, not used. I've known the day when we had to return to camp on our elbows. Utter torture. I've also seen the day when we were made to squat, sitting on our heals, with our arms outstretched, for as long as half an hour. Just five minutes and you've had it. Once back in the camp it was time for the evening roll call. This lasted sometimes for hours. When that was over there was little time to rest before the 8 pm roll call. Then if that went off without a hitch, it was time to collapse in bed until the next morning. I had worked in the factory for about a week when I was called to report for transport to Germany. Oh, what a feeling of joy welled up inside me. I was now a free man and back to Germany to work. What a bitter disappointment when I later discovered that this was not the case. Apparently, when you have been called for transportation, it can take all of ten days before you leave, and meanwhile you have to remain inside camp until called for. So it was back to the marching, gymnastics and truncheon dodging. One morning I sneaked off to the W.C. barrack and was followed by a few others. Unfortunately we were spotted and they were waiting for us at the door. We had to leave the barrack through a barrage of truncheons and, although I took an almighty jump to clear the door, I still managed to get a black eye. The chaps still inside were beaten black and blue whilst sitting on the pot with their trousers around their ankles. One of the chaps was so badly beaten his face swelled up to twice the size, and if that was not enough he was made to stand in the Rose Garden the rest of the day as an example to us all. The worst torture I have seen was meted out to a man when his comrades discovered he was a Jew. They dragged him out of the barracks and into the Rose Garden, and there he was made to squat on his heels, arms outstretched in front of him, and pump himself up to a standing position and then squat again, and then back up. This started early in the morning and went on through the rest of the day. He fell over constantly and the SS kicked him till he was back up again. By the evening he was more dead than alive when they placed a 5 kilo rifle across his arms and made him continue. He was tortured to death before our eyes. It was Easter Sunday, and one of the truncheon brigade was taught a lesson he will never forget - he was killed. Good news for us, but the down side was that the whole camp had to pay for it when no one owned up. That afternoon 6000 of us were lined up, five to a row, and the rows stretched around the huge parade ground in a complete circle. A young Dutch SS'er stood in the middle of the circle with a whip in his hand and made us run as hard as was possible for about ten minutes. Then at the crack of the whip, we had to fall flat on our faces in the mud and puddles, trying to avoid the clogs of the men in front of you. If your face wasn't down in the mud and water as far as it could go, then the SS'er helped by standing on your head until it was. This went on for an hour, and then it was time for a little walking on your elbows, dragging yourself forward as fast as you could. The bastard let us do that for a half hour before making us stand up and get back into line. The SS'er then asked the person who was responsible for the death of the torturer, to step forward. Needless to say, no one was willing to sign his own death warrant by owning up. They made us do gymnastics until 10 o'clock that night, and without food we were sent straight to bed. Nothing much happened the next few days, but the day dawned when we were to be taken out of this hell hole. As a parting shot, we were made to run naked around the parade ground for a couple of hours. Then we had to have a head inspection by one of the SS'ers, who stood on a table to judge if our heads were shaved enough, and surprise, surprise, he passed us all. We were then reunited with the clothes we arrived in. Once we had changed, we were transferred to Barracks 3, and there we had to wait until midnight for the transport. If we had stayed there much longer the lice would have eaten us alive. Three days previously, we had filled in forms requesting our families to forward our clothes from home. The cases had arrived and were piled high in the yard outside the barracks. It was pitch black and impossible to sort one case from another. Eventually they put a spot light on the pile and we were able to find our own case. Most of us, including me, found their case. But for many of the group there was nothing. They had to leave without clothes. I couldn't wait to open my case and see if there was food or cigarettes inside, but there was nothing. Nice family I've got! It was 2.30 am before we finally marched through the floodlit main gate, to be greeted by the sight of two long rows of police. There must have been about 400 of them, enough to tell me that this didn't look very much like imminent freedom for yours truly. Once we were through the main gate we had to be counted. They must have counted us ten times before they got it right and we could march off. This time we didn't march over the main road, but through the woods, which of course were pitch black, and many of the men decided to make a dive for freedom. Funnily enough those who were recaptured didn't even receive punishment, they were just pushed back into the line as if nothing had happened! The march through Amersfoort also offered many of the group the chance to make a run for it, and many of them succeeded, diving into houses which were unlocked and where families were obviously waiting to help where they could. The march continued through the town to the station, where a long train was waiting for us. Amid much cursing and complaining, we were bundled into the carriages. Once the police were on board, the doors were locked behind us. Each carriage had two of the rotters to guard us. It's normal procedure, when a train of prisoners is being transported, for the Red Cross to deliver food parcels for the journey. They had done so this time, but the police and SS'ers ate the lot. Just before the train was due to leave the station, a man arrived at the window of our carriage banging and screaming. He was one of the station staff, and the police unlocked the door to let him in. The man sprung into the carriage and his arms flew around the neck of one of our men, and they hugged each other frantically. It was his brother-in-law, and he had caught wind of the transportation. In desperation he had made his way down the full length of the train until he at last found him. He pushed a large bag into the hands of his brother-in-law and with a final embrace he was out of the train just as it was pulling away. The contents of the bag were very precious to him, but he shared the generous amount of bread, milk and cookies with his mates. There were also letters from home which brought a smile to his face. It was a real old bone shaker of a train, and it crawled along at a snail's pace. Our carriage was blue with cigarette smoke because they wouldn't allow a window open in case we tried to make a break for it. It was dawn when we arrived in Arnhem Station and they were already busy on the platforms. We ground to a halt, but no-one was in danger of getting into our train, as one look at our 500 shaven heads would soon change their minds. We were on our way fairly quickly, picking up speed as we left the station platform. Suddenly we heard the breaking of glass, screaming from the people on the platform and the sound of pistol shots. It turned out that a chap in the next carriage to us had broken the window and sprung out of the moving train. The police pulled the emergency stop chain which brought the train to a shuddering halt. Unfortunately the chap didn't get far, and the police brought him back to the train, once again with no punishment. When we reached the border station of Bentheim, the train stopped and the Commandant got out to talk to the customs men. This didn't take long and soon we were on our way again, leaving Holland and once more entering this hell hole of a country, Germany. I had expected the Police to leave the train at the border as they normally do, but this time they didn't. After a few hours the train stopped in the middle of nowhere, and we saw the train driver, the Commandant and a few policemen talking on the track beside the train. Once they got back in the train we started going backwards until the train reached a junction. We changed to another track and then we started moving forwards again. A few more times backwards and forwards, and we finally stopped at the perimeter of an air field on what was obviously a goods line. All around us were goods trains full of stones, and Italians were hard at work unloading. Guards with rifles stood on each wagon. Here we had to disembark and stand in rows of five. It was then we seriously began to doubt if we would be freed after all. Escape was also out of the question with the air field on one side and endless stretches of open land on the other, as far as the eye could see. We were marched onto the air field and straight across it. In fact we marched for nearly an hour, and still there was no perimeter in sight, just acres of fields interspersed with concrete take off and landing strips, and a couple of planes. The whole area was peppered with bomb craters, one after the other. One of the take off strips had bomb craters along its whole length. Eventually buildings appeared on the horizon, and as we got closer we saw barracks too, then as we got even closer, barbed wire fences appeared, indicating the end of the air field. We arrived on a road with barracks on either side, and when we saw the double row of barbed wire fences we realized there was a camp on either side, just like Amersfoort, but this time there were no rolls of barbed wire between the double fence. Three hundred of us were marched into the right hand camp and the main gate was closed and locked behind us. The other 800 men went left into the other camp, why we couldn't understand, as it was full of Italian POW's. All three hundred of us were put in one barrack, which consisted of 10 small rooms, 30 to a room. On each side of the room stood five bunk beds, three beds high, without straw mattresses. They left us sitting there for eight hours, and as it got dark we were issued with mattresses but no blanket, and half a bowl of soup. It had been 24 hours since our last meal, which was in Amersfoort and was only a cup of soup, in barracks that were crawling with lice. We crawled into bed early. There was nothing to say to each other, and you couldn't even walk outside as it was only two steps to the barbed wire. When it was dark, the windows were locked and heavy roller blinds were pulled down on the outside and padlocked. The doors were also locked and padlocked. I didn't sleep much that night because of the heat. I was on the top bunk almost hitting the ceiling and the smell of sweat from 30 unwashed bodies crammed into a small and hermetically sealed room was disgusting. The ceiling was black with flies and when the light went on they dropped like a rain shower, buzzing around the beds. I was glad when it was 7 am and time to get up. The shutters were opened and the windows and doors were unlocked and thrown open, and I gulped in the luxury of fresh air. Outside stood a troupe of armed soldiers waiting for us. No food was offered and we were told to line up outside in rows of three. Then the soldiers lined up along the flanks. The air field commandant arrived to tell us that we were being put to work. He guessed we were surprised not to be freed, as promised, but stressed that we still had time to serve and it was to be here on the air field where there was a lot of work to be done, and when it was completed there was a chance we would be free. We had to put any ideas of escaping out of our heads, as we were told that those who tried would be hanged or shot to death in front of their comrades, and those not obeying the wardens orders would be beaten to death. Well, at least we knew what to expect. There was at least six months work here and no guarantee we would ever finish. An air field is never finished in war time. As quickly as you make repairs it gets bombed again. We were divided into groups of 18, and each group was allocated an armed soldier, who was responsible for guarding us, for work delegation, for shooting us if we tried to escape and for beating us if we didn't work hard enough. The last responsibility he took to like a duck to water. We were marched onto the air field and once again had to walk to the other side of the field where there was a work hut. Here we were given a shovel with a long handle and a spade. Our job was to fill the bomb craters in the take-off strip. I got the worst job. Our gang had to fill one of the biggest craters; it must have been six meters deep and about 25 meters across, with enormous chunks of concrete scattered all over the place. It was our job to fill the crater with the blocks of concrete, but if the blocks were too big, we had to break them down first with a sledge hammer. Some of them were almost immovable, but if we didn't find a way in double quick time, the soldier was there with his instruments of torture. Some of the mountains of concrete blocks were so impossible that we had to dig the ground away from underneath so they fell into the hole. This was a dangerous business, as we had to spring to safety when the blocks started falling. The weather didn't help either. We were forced to continue work during a rain storm. The guards donned their bad weather gear, but we were forced to work in jackets and trousers. I was lucky that I had work clothes that had been sent from home to Amersfoort before I left there. During the day I found out that the air field was Viegerhorst Hopsten in the Rheine area. When the ten hour work day was over, we marched back again to the camp. We had not eaten all day and were ravenous and praying we would be fed. That evening we were given a gruel of peelings and a piece of moldy bread. The bread was intended for breakfast the following day, but naturally we were all so hungry that we ate it with the pig swill they called soup. The need for cigarettes had got to many of the men and they were swapping their chunk of bread for cigarettes. Not me, I was too hungry. At 5 a.m. the next morning we were awoken by soldiers streaming into the room screaming for us to get up. If we weren't quick enough, they lunged at the beds with their bayonets. They gave us ten minutes to get washed and dressed and use the W.C. The wash hut had five taps for 300 men. Don't ask me how we did it, but with a bayonet pricking your rear, you manage. Outside we were lined up in our rows of three and counted. It took them ten counts before they decided that there were still 300 of us. After all that, we had only been marching for ten minutes when one of the lads dropped down a gully alongside the road, and within seconds we saw him disappear from sight among the long grass and scrub. The soldiers were lined up on our right, and they didn't have a clear view of the left flank, and he was never seen again, having at least 24 hours head start before the next head count. Today we didn't have to move concrete blocks. The Italian POW's were already on the site and working on them. We were destined to start creating a new take off and landing strip. We had to remove acres of grass sods, trees, uneven ground and whatever else that stood in the way: this to include even cottages and farm houses. The area concerned was about 2 km long by 1 km wide. The grass sods had to be piled high along the intended strip to form a protective wall in the case of an air raid. Little did I know how soon we would be grateful for that cover. That very afternoon the air raid siren sounded, but we were forced to keep on working. Within a few minutes a couple of British bomber planes came into view and started circling over the air field. The command to seek shelter was bawled in haste by our guard, who even gave us permission to dive into the gully round the field. The bomber planes were coming lower and lower and their wheels practically touched the tops of the barracks. The ground defense guns were blasting out their ammunition, some flying directly over our heads. The planes also started firing, and one moment they flew directly over my head, shooting like maniacs. The guard had just started to climb out of the gully when he saw the belly of a plane, and he dropped like a stone back into the spot where I was hiding. He landed on top of me and his boots slammed like a hammer onto my head. A lad in front of me caught a bullet in his back and lay there groaning in terrible agony. I had the shakes and was trembling from head to toe, convinced that my time had come. Eventually they left, and we climbed out of the ditch and went back to our work. A casual glance around me confirmed that many of the lads had used the confusion to escape. I saw one lad bury himself in a pile of grass sods, just leaving a tiny hole for air, and a couple of others crawling on their stomachs into the tall grass in the ditch to wait for nightfall. At roll call the next morning all hell broke loose when they were eventually missed, and a gang of soldiers were sent to look for them. With a bit of luck the lads would be miles away by now, and soldiers on foot would never catch up with them. Our guard was punished and ended up in the guard house on a diet of bread and water. When we next went to the air field we had to put our jackets and caps in a pile and collect them again when we went home. No one would try and escape with a shaved head and no jacket. This was the best escape deterrent they could have thought of. If I tried to tell you everything that happened in this camp I would need another couple of chapters. Suffice to say that on many occasions I tried to escape, but each time I was thwarted. One day we were given the job of clearing a wood of trees. I managed to accumulate a nice pile of branches and twigs in a ditch, planning to dive under the pile at the first opportunity, but that chance never came. The next day we were back to the fields to dig the grass sods. When the field was clear, a truck arrived with stones and we had the job of covering the whole takeoff strip with them, 20 cm deep. After climbing in and out of these trucks all day, and then eating the evening's excuse for a meal, we fell into our beds in an exhausted sleep, only to be woken up because a train-load of stones had arrived. Of we had to go to unload the train instead of getting some much needed rest. Sometimes we got back to the barracks at about 3 a.m. and we had just two hours to sleep before the 5 a.m. wake-up call. After a few days of this treatment, walking became a problem, feet felt like lead bricks and legs were trembling underneath you. We didn't walk home, we just dragged our legs along. The guards tried to insist that we sing on the way home, but they could have shot me dead, because there was no way I was going to sing. A couple of weeks later we made a start on the removal of land next to the take-off strip, which was about 2 meters too high. They had two trains which were used to remove the soil. When one was full and left the site, the other would arrive. The soldiers thought up a plan to make us work even harder. The ones who removed the most soil in a day would get a loaf of bread in the evening, and the slower ones would be treated to a beating. The farm workers in our group were the only ones capable of such hard labor. Us city lads didn't have it in us. I tried so hard, but in the end I strained my back so badly that the pain became too much to bear. I couldn't sit, stand or lay down. When I went to the commandant to ask for something to get rid of the pain, he battered me on my back with the wooden butt of his rifle. When we appealed to the farmers in the group to slow down a little or we city lads would die in the process, they just laughed and accused us of being bone idle. I tried to reason with them that we were all prisoners together, but they were too stupid to listen or try to understand what we were saying. The food we received was dismal. Soup made from vegetable peelings, and bread covered with mold. If I had nothing and saw someone eating their moldy bread, I was so jealous I could have killed him, but instead I stuffed my head under the pillow and cried from hunger and misery. One day I saw a lad pushing clothing through the barbed wire fence and in return receiving bread and cigarettes, and gradually we all started dealing this way. We received very little in return, and the soldiers enjoyed exploiting our hunger for gain. My good winter coat fetched a miserly amount of tobacco, from which I made four cigarettes. These cigarettes I exchanged for a piece of bread or a bowl of peelings soup. When the cigarettes were all gone, I started swapping more and more of my clothes until there was not much left from the two suitcases full that I brought with me. There was a period of two weeks when the hunger got more than I could bear and I had nothing left to swap. I had managed to smuggle letters out to my brother in Gladbeck and my parents in Holland. We were allowed to receive letters and parcels, but were not allowed to send any communications out of the camp. One morning to my delight I received two parcels and couldn't open them fast enough. One was from my brother, Jan, and contained two loaves of bread and the most delicious piece of cake I can ever remember eating since before the war started. I sat on my bed and ate two slices of the bread. Oh goodness, suddenly I accumulated so many friends. The day before they had ignored me, but now they were climbing all over me with Bas this, and Bas that. I would have to carry all my newly acquired riches around with me from now on, otherwise they would be stolen the first time I turned my back on them. It is a fact that hunger turns a person into a thief, and those that were caught was given no mercy. This time we were assembled outside and the thief was brought in front of us. Truncheons were given to a couple of our group and they had to beat him senseless. If they didn't strike hard enough, three of the soldiers helped them. They beat him so hard that he was unconscious when he hit the ground, and then they still had to continue the beating. They were breathless when they finished and the thief was dead. A deadly warning to would-be thieves. One of the blackest periods in the camp was when three new guards arrived. One of them seemed to be quite a nice chap, and he always wore a pair of white trousers. He turned out to be the camp executioner! In the morning he would charge through the doorway screaming at us to get up, and lunging at all the beds with his bayonet, which was always in readiness on his rifle. He ran from one room to the other, and even if you were out of bed he would poke you and scream at us for not being outside already. We were given no time to eat, wash or use the toilet before we were frog marched off to work, with the instructions to sing as we went. Even if we were working as hard as we could, he would still be behind you lashing out with the butt of his rifle or his bayonet. We had never seen anyone as inhuman as this bastard. The other two also needed hanging. They were two very small men. One had a flat nose, spoke as if he had a hair lip, and was a nancy boy to boot. The other could have been his twin, but had a very large nose that turned upwards about 45 degrees, and heaven help you if that nose pointed in your direction, because then you started to wish you were dead already. They didn't carry rifles, but enormous truncheons. It turned out that they were selected and trained to deal out punishment at the camps. They were given their own 'penal colony' on the air field. The day after their arrival they had their first customer! Anyone who appeared to be unwilling was carted off to these guys. I know how it all works because I was there twice. On the air field next to the train tracks there was a ten meter high mountain of asphalt chips ready to be mixed with hot tar for the runway surface. The chips wouldn't allow themselves to be shoveled up, and they slid down as fast as you threw a spade full up. Our instructions were to move the mountain of chips a meter away from the railway line, a totally impossible task. You could shovel for a week and not make a scrap of difference, but you sure had to make a try. If you didn't try hard enough according to them, then another of your group was singled out to beat the living daylights out of you. He of course didn't hit too hard, so the henchmen added their muscle until the 'offender' was battered to a pulp, and then you got the same treatment afterwards. We had another very young under-officer with a truncheon under his arm, who took delight in standing over you, wringing his hands, and telling you that he was in the mood that day to beat the brains out of you. A few of his little quirks was to make you dig a bomb crater out with your bare hands, or to run across a newly mowed field of corn in your bare feet till the blood was flowing. One of his little tricks was to fire at you when you were sitting on the W.C. Actually, you couldn't call it a W.C. as it was a long trench with a piece of wood placed over it to sit on. He would wait until you had just sat down, and then start firing over your head. As most of us had diarrhea, the seconds he allowed us was not enough, but we had to spring up with our trousers around our ankles and charge back to work, with him firing in the ground around our feet if we didn't move fast enough. As a complete contrast, we also had a real nut case as a guard. He was all sweetness and light, didn't make us work hard and liked to sit around with us on the ground and chat. He talked utter nonsense and promised us our freedom the next day because he had talked to the Commandant. All fantasy of course. He was always playing with his rifle and practicing on theoretical enemies. If he saw a plane in the sky he slumped on the ground and took up a defensive stand, rifle pointing skywards. He didn't differentiate between British or German planes either. That man was very mentally challenged, but at least we were safe when he was in charge. The day arrived when a group of us decided to make a break for it. We had managed to lay our hands on a pair of pliers to cut through the barbed wire and had loosened the screws in the padlock of the door in preparation. That night after the guards had locked us in, we waited a short while and quietly removed the screws and slowly opened the door and crept out. There were guards patrolling the side perimeters of the camp, but none at the back of the camp where our door opened out. One of my mates from Amsterdam offered to cut the double barbed wire fence and crawled on his hands and knees to the wire. Lying flat on his back he worked quickly and quietly and it took him nearly an hour to make a hole big enough for us to crawl through. The chaps who were going with me were crowded into the hallway, 200 men, nervous and excited and making far too much noise, which was dangerous. The wire was cut and the chap arrived back in the barracks covered in dirt and sweat. I will never know why he made this sacrifice for us, he was not even going with us. One by one the men crept out, crawled through the wire and disappeared into the night. I was seventh in line to go and was barely out of the doorway when a machine gun started to fire and all hell broke loose. Guards were shouting and shooting and the search lights were switched on around the camp. In ten seconds flat we were all back in our beds and laid deadly still under the blankets. The guards and soldiers came charging in through the still open door and kicked us all out of bed for a head count, but of course six were missing. They searched the barracks for the pliers, but we had thrown them high up onto the top of a cupboard and they didn't find them. They screamed we would be sorry for this and were ordered back to bed. They nailed the door shut and went to search for the ones who had escaped. Our punishment was light the next day because they had managed to catch all six of the chaps, and they were now in the penal colony working on the pile of asphalt chips. So that was the escape that wasn't. Better luck next time. Next time came very soon. I was attached to a new group of seven men and we had to camouflage the aircraft in the woods surrounding the air field. There was one civilian German who was a builder and one soldier to guard us, and they were both O.K. guys. The work was hard but reasonable. We had to make enough room between trees to let a plane in, cover the tops of the remaining trees with camouflage and build hollow brick walls around three sides of the plane, which were then filled with sand. Sometimes we finished an hour or so earlier than the other chaps and we even got a ride back to camp in a truck. One Sunday they brought us back to the camp at about one o'clock in the afternoon. All the rest of the chaps were due to work until 6 pm, and there was only one guard walking around the perimeter. The gate was still unlocked, so if I wanted a chance to escape, then this was it. I rushed into the washroom and peeled off my lice-ridden work clothes and shoved them into the furnace under the hot water tank. I washed quickly and thoroughly and dressed in my last remaining decent suit that I had been saving for this moment. I plastered my inch long hair with some brillcream to flatten it, and was ready to go. I had sold my suitcases, so I had nothing to take with me. I slid my bare feet into my shoes, put 30 marks into my pocket and a packet of cigarette papers in case I could find a few butts on the road. Three butts would make a welcome cigarette. Our camp was in the forest and close to a curve in the road. I waited until the lone guard had turned the corner and I slipped out of the camp and into the forest. I was now a target for any soldier I came across. They now shot to kill at escapees. I carried on through the woods until I had rounded the bend in the road. To carry on through the woods was not a good idea as it would arouse suspicion. As I was dressed smartly, apart from no socks, I decided to bluff it out and walk openly along the road. If it didn't work out, then I was dead meat. I spoke German very well by now, and as I was well dressed I might just scrape through. I realized later that I was probably too well dressed to pass as a farm laborer. I was about one mile from the camp when I saw one of the camp officers coming towards me. He would recognize me instantly, and therefore I dived into the undergrowth and carried on walking through the woods. After about an hour I decided to try the road again. There was no one in sight and I started walking again. It was warm weather and I was sweating like a pig. After another hour I saw the first soldier. He was part of the outside guard whose job was to capture escapees. This cordon was about 20 miles in circumference I had heard. It was intended to be a deterrent for potential bolters like me. As he had seen me I could no longer avoid him, so I straightened my shoulders and walked towards him. My first test was imminent. My heart was in my mouth. I started to whistle a confident tune and adopt my most casual walk. When I came face to face with him he started to say something, but changed his mind, and I strolled past him. I had three more like him, and not one of them asked me a thing. My accent would have given me away and I would have been asked for my papers. I didn't have a scrap of paper on me! So far so good. I knew that when they discovered I was missing they would search in all directions that led to Holland, so I decided to go east and deeper into Germany. I took my directions from the sun, but I didn't have a clue where the road was leading me. I was surrounded by apple and pear trees and they were a welcome sight. I hadn't eaten in 36 hours and was starving, and they served well to fill my aching stomach. I stuffed my pockets full to eat later. I finally reached a little village where quite a lot of police were in evidence. It was Sunday and the local church was emptying of worshipers. I tagged onto the stream and strolled with them till I was through the village and out the other side. By the time darkness fell, I had been walking for 35 kilometers. My feet were covered in bleeding blisters because my sock less feet were in shoes that were too big for me. I had to look for a place to hide for the night, but I was on a long straight road with a railway line on one side and a river on the other, and so I was forced to walk for several more miles. I was exhausted and ready to give up when I spotted a side road crossing the railway line. I turned in there and continued along until I came to a wheat field. There were other people on the road who would become suspicious if I dived into the wheat, so I carried on for yet another hour, until at last I found a spot. It was in a ditch covered in reeds and shrubs and I slipped down into the undergrowth. It was a bit cramped, but I was safe and would try and get some sleep. Sleep never caught up with me that night because too much was going on around me. People and soldiers were back and forth all night, and I daren't move in case they heard me. The night was cold and misty, and by the morning I was blue with cold and as stiff as a post and very hungry. My hair stood on end, and I had to rub my head through the trees to get enough dew to help flatten it down again. I had slept in my shirt and used my jacket as a pillow, so I dressed and straightened myself out and checked that the road was clear of people, then I ventured out into the unknown. I had decided the night before to try to get to Gladbeck, as my brother Jan was in a work camp there. I had been there before and the commandant knew me, so hopefully he would accept me without too many questions. This was really my only chance. I tired sooner that day and could find no fruit trees to plunder for food. After a couple of hours I reached the town of Osnabruck and decided to venture into the town and look for food. It was also safer to be among people. Everything was on coupons here except the national dish of Kartoffel salad. I found a restaurant in a cellar that looked inviting and went in. I had a table to myself and ordered a beer. I had to wait an hour until midday before they would start serving. Three people came and sat at my table, a soldier and a man and woman, and they tried to draw me into their conversation. This didn't suit me one little bit. They remarked on my accent and I told them I worked in Gladbeck and had been visiting my brother in the Osnabruck hospital. When my food arrived I wolfed it down and made a hasty departure. You can't trust anyone these days and I was very nervous because of my escapee status. When I walked back on the street, I felt sore and stiff from sitting for more than an hour, and realized my feet were not going to make the 125 kilometers I still had to walk to Gladbeck. I decided to take a risk and go by train, although nobody was allowed to travel further than 100 kilometers without written permission. To get permission you had to explain where you were going and why, so I thought I would just buy a ticket to Munster first. At the departure gate there were two Green Police checking tickets and asking questions of the people holding them. As I couldn't risk that kind of confrontation, I returned to a restroom to contemplate my next move. I have always believed in God, so I prayed to the Lord to help me out of this hole. I told Him I couldn't walk another step and just had to get on that train. When I walked out of the restroom, the Green Police were gone from the gate, and I was able to walk straight through and onto the platform. There were more checks going on there, so I mingled with a group of women and children and was left well alone. There were no questions asked when I boarded the train either. God had answered my prayers and I would never forget it. Unfortunately I had to stand the whole two hours it took to get to Munster, and my poor feet burned as if they were on fire. In Munster I was still a little scared and I asked a teenage boy to buy me a ticket to Essen, which he did for a mark tip, and asked no questions either. I had five hours to wait for the train, so I decided to go into town and look for another off-ration meal. I found a nice place and ordered the meal. I was still waiting for this to arrive when a soldier and a women walked in. I nearly died on the spot from shock. It was the executioner in white trousers from my old camp. I didn't give him the chance to spot me. I turned my head quickly in the other direction, stood up and casually walked out of the restaurant without getting the precious meal I had ordered. To be safe I bought a cinema ticket and sat in the warm, dark interior for the next couple of hours. I nodded off to sleep and woke as the cinema lights went up at the end of the evening. I then walked the streets until it was time to catch the train, and boarded it without any trouble. I stayed on the train until it reached Gelsenkirchen and disembarked there instead of Essen, where I knew I could catch a tram which would save me a long walk. I caught the last tram, but it didn't go any further than Horst and that was still ten kilometers from Gladbeck. I started out on my last ten kilometers walk in the pitch dark, having to make many detours to avoid bomb craters and bombs lying in the middle of the road which had failed to explode. A few times I had to run for cover from the British air force carrying out raids overhead. The British were having a very busy night. Finally Gladbeck was reached, and from there it was only a couple of miles to Zweckel where my brother Jan's camp was, and where I too had been for two years, so it was more like coming home, after all I had been through since I left there. I had to sprint the last few miles as the sky was full of Allied planes raining bombs down on nearby towns. I made it to the air raid shelter in Zweckel, and after an hour there, made my way to the camp, which to my surprise was now surrounded with a barbed wire fence. I couldn't find the main gate in the dark, and it would look a bit suspicious if I was found climbing the wired fence to get in, instead of out! So I was lucky that a gang of men who had been hiding in the shelter were making their way back into the camp. I just tagged along at the back and followed them in. Although it had been a year since I was there, I could still find my way around, and went to the barracks that used to house the Dutch contingent. It was as good a place as any to start. I poked my head around the door and asked if the Hollanders were still here. Although it was 3 am, I got a Dutch reply back. The lights went on and I was surprised to see so many of my old mates still here. They too were surprised to see me and yelled at my brother, Jan, to wake up as his brother Bas was here. I had a lot to tell them, and after my brother had given me a loaf of bread to eat, we talked well into the dawn. The next morning I had to present myself to the camp commandant. He knew me still, but didn't know the story behind my being here. I told him I had come back from sick leave and had been robbed of my passport en route. He swallowed the story and sent me to the kitchen to be fed. The girls were a bit skeptical about my story as I looked so sick and skinny, but they played along with me. The next day I was re-employed by me old German boss and life started all over again. I was not really free, but a lot freer than I had been in the concentration camp. Within a few days trouble reared its ugly head again. Hundreds of Allied bombers flew over, dropping bombs nearer and nearer to our camp. Then one night they dropped a regiment of parachutists over our area, who escaped into the countryside. The Germans couldn't find them, and that's where we came into the picture. The Germans were convinced that, as we were allies, we would help the parachutists if we got the chance. We were therefore confined to our barracks until further notice. We all complained bitterly, but security was tight and we had to show our pass to leave and enter the camp. The war now seemed to us to be coming to a climax, and therefore an end. The Allied army was on the other side of the river Rhein and fighting for all they were worth. Their small aeroplanes, which we nicknamed Jabos, filled the sky. They arrived at 7 o'clock each morning and were in the air until dark. They shot at anything that moved - trains, cars, trucks, and I must say they made a real good job of bombing factories too. They dived to reach their targets, skimming the trees as the bombs flew out of them like confetti, then screaming back into a steep climb once their load was dropped, with their on board guns firing to cover their retreat. Air raid sirens blared off and on for about ten hours every day, and it seemed that they met with very little resistance. When darkness came, the heavy bombers took over. It was not long before the Americans crossed the Rhein river, and we tried to stay within reach of an air raid shelter at all times. We rushed to work in the morning and immediately dropped into the bunkers where we could watch the Jabos dive. The whine they made coming down sent shivers through my whole body. Early one morning I was sent to do a job on the outskirts of town which involved crossing a bridge spanning a railway line 20 feet below. I was just about to cross the bridge when I heard the familiar whine above me, and turned to see a Jabo diving straight at me, shooting as he came. As the bullets sprayed around my feet, I made an almighty dive to the bank alongside the railway line, and slid down as fast as I could. My toolbox slid down behind me and landed with a clang on the rails. Boy, was I ever scared! When the Jabo left I picked myself up and made for the nearest shelter, not to come out for the rest of the day. Once it was dark there was usually a short lull before the next battering. That was when I would run and get my food, eat it and make it back to the shelter before the heavy bomber planes appeared. I had made myself a little stool to sit on while I was in the shelter, and instead of going to bed at night, I would sit on it all night in the shelter. Most of the civilian population and a large portion of the foreign workers had also decided that this was the safest place to be. My brother, Jan, was a lot braver and stayed in the camp. I was scared stiff and stayed in the shelter, which was to pay off later. The shelter we used was near our camp and on top of a coal mine, where there was a huge mountain of stone about 40 feet high, that had been excavated from the mine. The miners had dug tunnels through the middle of the mountain and lined them with concrete. Although water leaked through every crevice in the concrete, it was the safest place in town and was full to overflowing each night with villagers sleeping on the ground. The air was foul, the ground was wet, and there was cursing and screaming and crying children all night. Once in a while we had to move when the water started pouring in through cervices in the ceiling. Candles could not be used because they would burn up the little oxygen that we had, so we had to sit in the pitch black. As people spent more and more time down in the shelter, flash lights and miners' lamps were installed. As the weeks progressed and the slaughter outside got worse, many people would stay in the shelter permanently, and as there were no toilets or washing facilities the stench was terrible. Only the bravest went out to look for food. I had to leave each day to go to work, trying to rebuild things when everything around us was being bombed flat. It was March 21st, 1945 when the American bomber planes flew over us throwing out millions of leaflets instead of bombs. They warned us that the area had been declared a dead zone and civilians were advised to leave immediately. I didn't see a leaflet as the Germans didn't allow anyone to pick them up or read them, but I heard from one of my mates that managed to hide one in his pocket. Needless to say the Germans didn't allow us to leave. The next morning it was much too quiet in the sky and I had a gut feeling that something terrible was about to happen, and it did. I was standing in line for my food when the sirens went off. We had three types of alarm. The first warned that planes might be heading this way, the second was the full alarm that they were heading this way, and the acute alarm that sounded when the bombing started. The alarm that sounded now was the full alarm and I grabbed my mate by the arm and told him this was a big one and we sprinted for the coal mine shelter, with the acute alarm sounding as we ran. Just as we dived head first into the tunnel entrance the first bomb made a direct hit on the top of our stone mountain. The noise was ear splitting, the concrete walls cracked and gusts of warm air were forced at an enormous speed along the tunnels, where women and children were screaming hysterically. It was like hell. The sensation is hard to describe, of the terror of bombs falling on top of you and the anguish of what would happen next. There was silence - the tunnel inhabitants waiting with baited breath for the next onslaught. Within five minutes the drone of the planes was heard, and the sound of bombs reaching their target shook our mountain once again. How much longer would our walls hold out we wondered. It was as though the end of the world had come. We suffered four more of these onslaughts one after the other, and by the fourth one we were all just a quivering mass of humanity, huddled together in small groups, holding onto one another as if this would somehow help us. I kept my eye on the roof of the tunnel expecting it to succumb at any time, but it survived the bombardment. Things stayed quiet for some time after that. Someone arrived in the tunnel to tell us that the whole village was in ruins. The villagers wailed hysterically and made a stampede to the tunnel entrance. There was a dead woman at the entrance, and once she had been laid to one side, then we left the tunnel to view the devastation for ourselves. There was nothing left of the village, but clouds of smoke and pockets of fire as far as the eye could see. Then to my horror I saw planes in the distance heading our way again. I screamed to everyone to get back inside, but the villagers were still trying desperately to get out and see for themselves what had happened to their village and homes. Everyone was running wild, screaming and crying and trying to get out, while we were pushing and shoving and trying to get back in again. When the first bomb fell, the traffic rapidly changed direction. It was late afternoon when the all-clear finally sounded. We all streamed out of the tunnels to face the total and utter devastation that was waiting for us. The village was now totally flattened and burned out and we left the villagers to their misery and made a run for the camp. At least that was our intention. The roads had gone and with them our sense of direction. Every street was flattened and we had no idea in which direction the camp was. When we finally reached our destination we stared in horror at the scene confronting us. The camp and its six enormous barracks were just smoking ruins, the result of direct hits by fire bombs and phosphor bombs. The first thing we came across was a corpse, naked apart from his shoes, burned black, no hair and a large hole in his head, laying in a pool of his own blood. We recognized him as Marian, a young polish man. We found another body lying head first down the concrete steps to the cellar. He was so burned you could see the bones of his arms and legs through the scant covering of skin. He was burnt black too, but he was face down on the steps and his face was untouched. We recognized him as Joep, a young Belgian, and one of our own room mates. We found another friend who was in the sick bay when the bombs fell. His skeleton was still on his iron frame bed. We made our way to the camp shelter to look for the rest of our comrades. The shelter was a ditch about 7 feet deep and 4 feet wide, with 4 inch concrete slabs for the walls and roof. This was covered by three feet of earth. The shelter was built in a zig zag fashion about 500 feet long with three entrances. Many of the men had used the shelter along with all the female kitchen staff. The shelter had received four direct hits with smaller bombs and all the entrances were closed up, but a hole in the roof had served as an escape hatch for the survivors. I don't know how many men died in there, but the kitchen girls had been lucky and were all safe. I went in search of my brother, Jan, who seldom went to the shelters, but preferred to stay in bed when the alarm sounded at night. He swore he slept better when the bombs were falling and there was shooting all around him! It was fortunate that this last raid was a daylight raid, because where his bed stood was now a big hole in the ground as it had received a direct hit. I found him safe and sound later. The camp next to us was also completely destroyed and about 50 men killed. A number of barracks in the Russian POW camp were still intact. As the Russians had moved out recently, we were given these barracks for the time being. It was a strange world now. So many people were dead, the village was gone and all nationalities were together in one enormous barrack room. We had no possessions, only the clothes we stood up in, no money and no comforts. Fortunately none of the Hollanders had been killed, and as the Dutch contingent was only 19 strong, we managed to get a room to ourselves. We were still scared to go to bed, as shells were continuing to fly over the area, and our barracks was the only thing left to bomb. The reason for the terrible bombardment we had suffered was to clear the road for the allied army to move up, but the Germans were still fighting like mad. We could hear the roar of the front coming closer and closer. It never stopped, day or night, and we could see the shells flying past. This particular night the shells were whistling over our barracks in ever increasing numbers. We were all very, very scared and decided to sleep with our clothes on in case we needed to get out fast. We even took turns to mount a guard, but nothing happened. The following day we stayed close to the camp and shelters, and stole some food from the store in case we needed extra supplies in the shelters, but the day passed with nothing untoward happening. We knew the front was close now. The Germans were still fighting on, but the air was full of Allied fighter planes and we saw no German planes in the air. Maybe they had none left. We got some sleep that night, as we were getting used to the shells from the big guns. The next morning however was like a nightmare. The Allied army had moved very fast during the night, the roar of the big guns was deafening and the ground vibrated under our feet. Shells were flying everywhere and the Allied planes were shooting at anything and everything. The camp commandant insisted I went to work at the local grocery shop that had been damaged. It was half an hour's walk to get there, a walk through hell. There was no one on the streets, and when I reached the shop it was closed, with a sign on the door saying they would be open between 12 and 1 p.m. only. A bunker built to house 2000 people was just across the street from the shop and I decided to wait there. At 12 o'clock I went back to the shop. They explained they only opened for this hour because it was always the quietest part of the day. The owners told me not to bother trying to repair anything because it would just be bombed again. Instead they were busy selling their whole stock, no coupons, just money. They loaded me down with bread, butter, sugar, cheese and sweets. They said they sympathized with the life we were forced to lead, and they wanted to help by giving me this food for free. They told me I could return after dark and they would have a lot more stuff for me and my comrades. When I returned to camp loaded down with my windfall, my brother, Jan, advised me to build a wooden suitcase to store the food. He felt that once the front had passed us, we would have to fend for ourselves, and it would be wise to ration the food from the start in case we were able to make a run for it in the very near future. That night we were both planning to go back to the shop and stock up, but when the time came to leave, it was impossible. The front had arrived and were just a half-hour's walk away. It was impossible to stay in the barracks, as the shells were now accompanied by machine gun bullets and they were flying over the camp as well as through the camp. We headed for the shelters, but to our anger they were already full of Germans who told us they were not for foreigners, and that we had to find our own shelter. There was then a scene of blind panic, with men and women of all nationalities running around trying to find cover in ruins, ditches and open basements in ruined buildings. I led our group to the coal mine, but that too was already full. Eventually we found a kind of dug-out under a huge pile of coal from the mine. There was a tunnel inside and we followed it down. It was lined with wood supports and moisture was running down the walls. Finally we reached the end of the tunnel and emerged into a large cave about 30 feet underground. Although it was damp and the floor awash with water, we decided we would be safe here till the front had passed. A Russian girl was already installed and was boiling potatoes in a pail of water. She had a group set about gathering wooden planks, which we laid on the floor to provide us with a dry spot where we could sit and sleep. We had brought our blankets with us too. Once we were installed Jan and I decided we should go and look for more food in case we were shells started whistling past us. My brother yelled at me to lie down, but I panicked and started to run down the coal hill, with shells landing all around me. I just kept on running and escaped, container in which the coal was burning, and a pail of water sat on top and was boiling away quite nicely. At least we had an ample supply of coal and water! Jan and I and the rest of the stuck in the cave for several days. We had no sooner poked our heads out of the hole when then we both dived back into the hole and stayed there. During the night we could hear the fighting going on over our heads. A couple of times I went to the entrance to see what was happening. I heard the machine guns and heavy artillery blasting away and I even saw the German army retreating. They were pulling their cannons with horses, as they must have run out of fuel as well as aircraft. When morning came, after a brief sleep, we were blue with cold, stiff and wet, but alive. Jan and I had food in our suitcase, but the other chaps had nothing and so they decided to go outside to search for a meal. They were back very quickly with the news that a horse had been killed close by and they needed help to cut it up and bring it back to the cave. None of us felt much like venturing out into the battlefield, but the thought of all that ready food made us change our minds. A group of five men set out and an hour later they were back loaded down with great chunks of horse meat. The horse's legs came with horse shoes and all. The meat was hung from the ceiling and skinned. The fire was built and soon big chunks of horse meat were cooking merrily away in a pail of water. The water became a hot soup and the taste was good. We ate the chunks of meat straight from the pail, eating as much as we could for the first time in a long while. We spent the whole of the next day in the hole again. We kept hoping we would be soon liberated by the Americans, but the Germans were still very much the bosses and the front was further away now. On one mission outside to find out exactly what was happening, we were told that the Germans were rounding up all the foreign workers and taking them further inland. We decided to lay low and keep quiet till this danger was over. CHAPTER 4 - The march to freedom We didn't realize, however, that smoke from our fire was blowing out of our hide-out and this was seen by a cruel and wicked monster of a woman, the wife of a Russian Camp Commandant, who was known for committing acts of atrocity to the Russian prisoners and other foreigners. We heard she was on the hit list once the war was over. She came and told us that we could stay in the cave and we would be safe, but we didn't trust her. Before we could decide on a plan of action, our hide-out was invaded by a bunch of the People's Police and we were ordered to gather up our things and join the others outside in preparation for a move to mid-Germany. We explained that as Hollanders we were not obliged to go. They left to check on this, but were soon back again, with rifles pointing at us, threatening to shoot if we didn't move out pronto. They gave us no time to grab anything for the journey and we were forced to leave our precious horse meat behind. They marched us back to the old Russian camp where about a thousand foreign workers were lined up at the kitchen barracks waiting for food. The food had been promised to us before the march, but standing in the long line-up was a dangerous place to be. Although the front was further away now, the Germans were still firmly in control and shells were still flying around the camp. A couple of shells whistled past us and exploded in the barracks close by. Everybody jumped and dived for cover. My brother and I were together the whole time now and we dived down the steps of the basement cellar, but the door was locked and no amount of pushing and shoving could open it. A group of Russian men and women, wild with fear, had managed to break open a boarded up window and we all piled in there instead. The bombing was over and the Russians left again. My brother suggested we stay put in the basement and hide till everyone had gone. I didn't want to as I was scared in case the building received another direct hit, so we went back outside. If I had listened to my brother we could have saved ourselves from the sheer hell that was still to come. We finally got some food - spinach soup, bread and sugar for the march. We were marched out earlier than predicted because of the heavy shelling from the Americans. There were about a thousand of us - Hollanders, French, Belgians totaling about 60, and the rest were all Russian. Soldiers in uniform, children, civilian men and women and prisoner of war. I shall never forget the faces of the German people as we marched past. I think they were relieved to see us go, fearing reprisals for the way we had been treated. Allied planes circled above us, quite low, but they didn't attack us, and I prayed that they would realize who we all were, in spite of the many uniforms they could see in our long column of humanity. Thank God they flew off and left us in peace. Our journey from Gladbeck revealed that the devastation was not limited to Zweckel. In Gladbeck there were a few buildings still standing, and we were marched to one of them, an old school. We had the chance to rest now for a while, but the German army had set up their artillery in the school play ground and were firing at the Americans, and the noise was deafening. We dived for cover every time they fired. When we had rested, we were sent outside to stand in the play ground next to the artillery. What I feared now happened. The Americans had pin-pointed the school and shells were raining all around us. We scattered in all directions, and I could hear the crying and yelling of the wounded. I headed for a hole in the wall and climbed in. As luck would have it I had landed on a stairwell to the concrete bunker. I didn't know where my brother Jan was, but hoped he was safe. The firing only lasted ten minutes, but it stopped the Germans firing. Four of the Russians had been killed, some Germans and a number of others were wounded. While I was sitting in the stairwell of the bunker, I saw a hatch in the wall open and a German looked out. I begged him to let me in, but he said nothing and closed the hatch in my face. When the shelling stopped we were rounded up once again and marched off to the east. We looked back and saw that Zweckel was now in American hands. The sky was red and great clouds of smoke billowed into the heavens. It looked as though the coal mine and oil storage tanks had been shelled and were on fire. Some time later we marched into the outskirts of a town. One side was farmland and on the other side were small blocks of houses. Soon the shells started whistling over our heads yet again. A plane had been circling low above us and had taken off again. It must have informed the American artillery that we were a military column because of all the people in uniform, as they flew in and aimed directly at us, scattering the column. Once again we dived for whatever cover we could find. I don't know how many people were killed or wounded, but in no time flat the rest of us had disappeared into ditches or grass verges. I lay on the ground behind a house, my brother Jan was with me. A Russian girl next to me had been hit and her leg was an open mass of flesh and blood. They were firing at us from Zweckel, the place we had so recently come from. The firing continued and we realized that we had to move as soon as possible. We could hear the canons firing, one after the other, and seconds later they exploded around us. We listened for the firing and then made a mad dash to the next block, which were 30 feet apart. We were flat on our stomachs by the time the shells arrived. A few shells landed on the block we were hiding behind and we were showered with stone, glass and other debris. My brother and I didn't really get hurt. I lost my suitcase with our food and clothes, but my brother found it again. He led me all the way, and never showed fear. He was very pale, but that was all. He always knew the right thing to do, and that was how we got out of the firing line without a scratch. We never looked back and I don't know what happened to the others, it was every man for himself. We found out later that all our Dutch comrades had escaped unhurt. The People's Police rounded up what was left of the original 1000-strong column. We were still closely guarded and the road was marked by arrows. If you veered off this straight path you were liable to be shot. We heard later that foreign workers were being marched out of every town up and down the country, but as yet we hadn't seen any of them. We were walking faster now, trying to get as far away from the front line as possible. After keeping up this pace for an hour we were allowed to rest by the road side, but there was another German stronghold close by, firing at the Allies. We were soon off again, desperate to get more space between us and the front line, but as fast as we walked, the front line moved faster. We passed more German artillery and assumed we were now safe, but the Germans caught up with us again and went ahead. I came to the chilling conclusion that we were now at the back of the line, with the Germans firing over the heads of their own troops and us in the direction of the approaching Allies. We were in constant danger and I lost count of the times we had to hit the deck as shells whistled past or exploded near us. Jan and I had eaten something that didn't agree with us and we had terrible cramp in our stomachs. We had to stop every 15 minutes to squat alongside the road, and by night we had trouble catching up with the column. We walked most of the night and it was very late before we were allowed to rest. We had reached the outskirts of Gelsenkirchen. By this time most of the column had belly ache and they were all busy fertilizing the gardens and lawns of the houses close to the road.. We rested for only half an hour and were off again. We walked for hours in the pitch black night before we were allowed another rest. I was half dead with exhaustion and slumped down on the grass verge and fell asleep in spite of the pouring rain and storm that was raging around me. When they woke me up I was soaked to the skin and as cold as ice. We kept walking until dawn. A Russian women who was walking just ahead of me gave birth to a baby in the middle of the road. The blood was running down her legs and into her shoes. She was in a terrible mess. Nobody offered to help her and the German Police had to force two Russian men to carry her. A little later we were stopped again and waited for hours in the storm and rain. We hoped that they might put us in a camp here, but we sat outside all morning. The Russians built themselves a big fire to try and get warm, and we all followed suit. Soon there were about 50 fires burning away, drying clothes and warming frozen bodies. It was noon and we were ordered to march again. Things were quiet now and we could hear the front both to the left, right and ahead of us. We figured out that the Allies had surrounded the area and were circling us. We later found out this was true. The Germans were trying to make us walk faster and faster in order to escape the circle. We were secretly praying that as we were in the circle we would soon be free. We walked through many villages that day and gradually our group got bigger and bigger as we picked up another group at each village we passed through. When we finally reached Castrop Rauxel we were about 3000 strong, all foreign workers. The police had little control over such a large group. In one village our Dutch group sat in front of a house and were treated to mugs of coffee by the owner. Oh, that coffee tasted good after all we had been through. CHAPTER 5 - Freedom at Last Things were steadily getting more and more confused, and it was obvious the Police had no idea what to do with us. We had noticed small groups of Russians taking off on their own. One of the Belgians suggested we group together with them and organize our own 'disappearance'. He suggested we walk casually away in groups of 5 or 6 and meet at the corner of the road that led to the main highway to Essen. We did just that, and once we were out of sight, we ran to the meeting point. The others were waiting when we got there, but there was no sign of the Belgium ring leader, and now nobody knew what to do. They all wanted to go in different directions, but the majority agreed that going back to Essen was our best bet. We would meet up with the advancing front somewhere along the road. The danger was that the road was constantly under fire and we were liable to walk right into the line of fire. We agreed to take the risk and set off. On the other side of the bridge we walked straight into the arms of a bunch of soldiers who threatened to shoot us if we didn't get back into the column. A few groups managed to slink off in other directions without being seen, but Jan and I decided to stay with the group of fugitives, which seemed to us to be the safest option. We were just setting off again when several hundred Allied bomber planes came thundering over us. Scared witless we dived into the nearest ditch and buried our heads in the undergrowth, but nothing happened. We were not their target. When we got back into town it was to discover that the column of 3000 had evaporated, along with the Police! They must have all sneaked off in the confusion. There were just a few of us left, and not knowing what was going on, we hung around the town awaiting developments. When nightfall arrived, so did most of the fugitives. They had been stopped wherever they were and sent back. Finally, when most of the column was assembled, the Police also appeared from nowhere, and we were ordered to march. We complained bitterly that we needed food and sleep and we were promised these when we reached a camp two hours march away. When we arrived, the camp turned out to be an iron ore mine. There was a building built of slats through which the wind blew clean through, and this was where we had to sleep. The food was non-existent. The mine was awful, so Jan and I went looking for something else. We found a building that was not open to the elements. It was a machine shop, closed and warm. Although we had to sleep on the iron floor, covered in oil and grease, we slept well that night. The next morning we marched again. The front was getting closer again and we were stiff and hungry. They had given us absolutely nothing to eat since we left Zweckel and didn't make any attempt to look for any. Jan and I still had our suitcase with a little food, but we didn't dare eat more than two slices of bread a day. We sucked on some sugar lumps at another desperate time. The other marchers had nothing, and you could see them getting thinner by the day. One chap just slumped on the roadside in front of us and we were unable to pick him up. We gave him a chunk of our bread and left him there. We walked all day again, and more and more people joined the column. It began to look as though there were millions in the group, fugitives of every nationality. It would be impossible to feed this many people. Russian women were walking with bundles on their backs that were bigger than themselves. They had crying children with them that they pushed in home made prams. Some of the group had wheels under their big suitcases. We walked yet another two days and night. The next day we came across a potato field where we set up fires and roasted the potatoes in their skins, which helped our hunger. The roads were still marked with white arrows, and a message warning us that anybody straying off the road would be shot. The road didn't take us through towns anymore because the Germans were scared of us. We were thousands and thousands of hungry foreigners who blamed the Germans for their suffering. their crop of sugar beet. The beets were stored in long shallow trenches and covered with the area there wasn't a single beet left. People were munching them raw as they walked. Unfortunately they made my throat very sore so I had to quit that way of satisfying hunger. Our group of western fugitives were always treated a little better than the others. There were several hundred of us now. Our police guard had been the same group of men for the whole route and we knew them well now. That night they found a hay barn for us to sleep in and even rustled up something for us to eat. A farmer's wife made us a huge kettle of soup, and although it smelled revolting, we were so hungry we would have eaten anything. She promised us more the next morning. We slept well in the hay that night, although we were wakened a few times by exploding shells close by, but we were so totally exhausted we couldn't have cared less if they had killed us. The road we were now on was surrounded by farms, many of which had recently harvested earth. The heaped up earth was a sign of buried treasure for the starving column. When we left The following morning we washed ourselves in the farm yard well. It was the first wash in four days of marching. The farmer's wife arrived with another kettle of the soup. The night before it was dark and I couldn't see what I was eating, but in the morning light I could. It was pig food, made with rotting potatoes, vegetable waste, peelings of all kinds. A large amount of hair and other oddments were floating around in it. I had eaten it the night before, but I'd rather have died than eat it again that morning. Three more days of marching and misery followed. There seemed to be no end to our suffering. We saw no more food, and the speed we had to walk got faster and faster as our torturers desperately tried to avoid the circle the Allies were obviously forming. We dragged our feet, praying we would be trapped in the circle. As it turned out, we were. We danced, screamed for joy and embraced each other. We were free at last. Our western group was on its own now and we immediately set out in the direction of Holland. We didn't return the way we came because the millions of refugees still in the column were still making for the non-existent bridge. There were going to be some very surprised police and soldiers any time now and we decided it was best to avoid them. After seven days of this torture and deprivation, we arrived on the outskirts of Lipstad. The Americans were expected here at any time and the Germans were getting ready to blow up the last remaining bridge over the river Lippe. The police tried to hurry us over the bridge, but the demolition crew said there wasn't enough time and told the police to make a dash for it now and leave us behind. They did just that, and ran like scared rabbits over the bridge with seconds to spare before it was blown sky high. We followed a road going north-west instead of west, walking with a spring in our step, but we as easy as we thought, because although we were in the circle, the Germans were still fighting saw no one. Every step we now took would bring us closer to home. Things however were not from the inside, and there would be no hope for us until the Allies finished them off. We kept going in our chosen direction, earnestly looking for some haven of rest that would provide a roof over our heads and something to eat whilst the Germans and Allies fought it out. We walked on for a few hours and arrived on the outskirts of the village of Hovestad. Here they had white flags and sheets draped from houses and official buildings. They had decided to give up without a fight, I guess. We were now 60 men strong, and we decided to be cautious and wait a while, so we sat on the side of the road. It was 5 pm and we proposed to enter the village at 7 pm. We could see the church steeple with its white sheet on top quite clearly from where we sat, but it was unusually quiet on the streets, with not a soul to be seen. For some reason we didn't trust this. Suddenly there was a terrific explosion, which sent the ground under us a-trembling, and a big column of smoke rose up from the village. We couldn't figure out what had happened, and then we saw people running through the fields from all directions, towards the village. At the same time a man was cycling by on his way to the village, so we stopped him and asked what was going on. He told us that the last retreating Germans had blown up a bridge in the center of the village, and the population had been evacuated before the explosion. Everyone was now running back to make sure that their homes were intact. The invading army was expected in the village within the hour, and all the German soldiers had left. The Mayor had told them to surrender without violence. This was just the news we had hoped to hear, and we moved into the village. When we reached the bridge that was blown up we were horrified to see a couple of heavily armed German soldiers standing there. They had decided to stay and defend the village after all. This meant that the Allies would now have to flatten the village to gain control. It was too bad that we had no guns or we could have got rid of those soldiers with no trouble at all. The soldiers gave us some very suspicious looks, but they said nothing. We went in search of shelter and food for the night, but this was difficult because many village houses were in shambles from the bomb damage and they had no food to share with us. The Belgians in our group wanted to leave the village and find a hay barn for the night, but the Hollanders wanted to stay in the village. After a lot of talking we split up, and seven Hollanders, including me and my brother Jan, stayed, while the rest left. Our chances of finding shelter would be better with our small group, and we asked a person passing by for help. He led us through the village to a large castle by the river. A moat surrounded the castle and we walked over a draw bridge and into a courtyard. A door into the castle stood open and we walked through it. The entrance led us down to a basement, very large, with tall brick pillars, rounded arches and tall ceilings. Windows, set high in the walls, looked out over the water in the moat. The basement was full of people, as it was used by the villagers as a bomb shelter. Many were now too frightened to go back to the village and were bedding down for the night. Nobody paid any attention to us and we found a corner under a stairway all to ourselves, and stretched out on the brick floor. Two hours later we were approached by a young woman who wanted to know who we were and where we had come from. As we told her our story she gazed at us in stunned, silent shock. She could see for herself we were half starved, our bodies so skinny we rattled, our clothes in tatters, and our embarrassment at the disgusting, filthy, state we were in. She turned out to be the cook of the castle and promised us food immediately. Soon afterwards she arrived back with an enormous pile of sandwiches. All we wanted to do was to cram them into our mouths, but we tried to eat politely. Later she returned with the owners of the castle, a Baron and Baroness. They talked to us for a while. They were lovely people, true aristocrats. A short while after another pile of sandwiches arrived, with something to drink. Also they supplied us with blankets and pillows, and we settled down to sleep, safe, warm and well fed. The following day we met the rest of the Baron's family, along with many other people hiding in their basement. They asked us many questions, and our answers were received with total horror and disbelief. Nobody had any idea what was going on in Germany and not a clue about the cruelty to prisoners in German care. Meanwhile, firing had started up again outside. It was the German artillery that was firing at the village of Herzveld on the other side of the river. The castle was on the banks of the river Lippe, and across the river the Allied army had taken possession of Herzveld. White flags and sheets were hanging out for all to see, and people just assumed that the Allies had arrived, but far from it. We were waiting with baited breath for the arrival of the American liberators, but that was not to be. Now that the bridge had been bombed, the Americans decided to change course, considering us too small to bother about, and they passed us by. It was two weeks before they arrived here in Hovestad. The Baron and Baroness were very good to us and fed us four times a day. We were unable to leave our hide-out as the shells were still raining down on us - first a load from the Germans, followed by a supply from the Americans. The Mayor of Hovestad had been ordered by the S.S. to remove the white flags, as they were determined to defend the village, and were shelling the Americans across the river. Shells landed in the moat, and water splashed through the broken windows, but fortunately none made it into our basement. After a few days it was quiet again. The Castle was badly damaged, and we decided to do some work to repay the Baron for his generous hospitality. There was a lot to do and the Baron asked us to make a start on the stable roofs. No sooner had we climbed onto the roof than the shelling started again. We had to beat a hasty retreat to the basement. This happened six times. Each time we showed our faces on the roof the shelling started again. Guess what, it was the Americans firing at us. They must have taken us for German soldiers. We gave up in the end and settled for work inside. A lot of carpentry work was needed and I set out to mend the broken doors, locks and windows. It was five days before there was a cease fire in the area and we started repairing the castle in earnest. Most of us were tradesmen, and we wanted to show our heart-felt gratitude to the Baron and his family. The evenings were a lot of fun. The castle personnel would gather in one of the barns and they made their own music. There were Russian and German maids, Russian men who played accordions and we all danced and got drunk on home-made whiskey and vodka. Our health and sanity was improving and it seemed impossible that we had arrived here more dead than alive a few weeks ago. Life went on in this vein for several weeks more. The castle looked a lot better now and we had repaired most of the damage. One morning the Baroness asked us to gather in the courtyard as the Americans were there and waiting for us. Our feet sprouted wings as we rushed up to meet our liberators. Yes, there they were. I have never been so pleased to see anyone in my whole life. An officer gave us a speech, but we didn't understand him, and as the Baroness spoke English, she translated for us. What he had to say was mostly for the benefit of the Germans, imposed curfew, and the surrender of guns and ammunition. The Baroness introduced us as Hollanders and we received 5-star treatment from them. They pressed chocolate and cigarettes on us. Oh the luxury of that first cigarette. It had been months since my last one. The evenings were special. The Germans were ruled by the curfew, but we sat outside with the Americans and they would tell us their stories, as far as we could understand them. Many spoke German, and that made it a lot easier. We had as much chocolate and cigarettes as we could handle. Another week went by and there was still no sign of us leaving the castle. We went to the Commander for permission to leave and it was refused. But we decided to leave anyway, and if necessary walk the 300 or so kilometers to Amsterdam. We made our farewells to the Baron and Baroness, their family and staff. They loaded us down with food for the journey and waved us goodbye as we left. Our 300 kilometer journey was no longer than 300 feet! A ferry now had replaced the bridge across the river, and American soldiers picked us up on the other side and took us to Herzveld. There we were handed over to the commander, who told us it was dangerous to try and travel anywhere at the moment because fighting was still going on in the area. We would be stopped and sent back no matter where we went. We were taken to a schoolroom in the village, given mattresses and blankets and told to make ourselves comfortable. We asked for, and got, tools and lumber and we set about building beds for ourselves. The soldiers helped us and we knocked up a whole roomful of beds, ready for a possible influx in the coming days. As well as providing us with our sleeping arrangements, they fed us lots of good food. We lived like kings for a week, together with another 300 refugees who had recently arrived in the village. The Americans separated us by nationality in case transport was available at short notice. After a few weeks, army trucks arrived to pick us up and take us to a farm where we were deloused. We had to strip, and they sprayed us with white powder. I don't know why they bothered because our home for the next few days was a factory. Our beds had been placed in and around machines, and everything was covered in oil. We shared this factory with refugees of every nationality, including Russians. The Russians were crawling with lice as big as marbles, and within days we had inherited an ample supply and were crawling with them too. The Americans stretched white tape around the factory perimeter and we were not allowed beyond it. They were good to us and fed us well. A few days later we were sent back to the school and segregated once again, and the Dutch contingent were given their own room. We stayed there for a week and had a really good time with lots of fun. We were not allowed into the town, but the town came to us in the form of girls and prostitutes. Eventually the great day arrived and we were loaded into trucks and soon we were heading for Holland. In Munster we had to get off at a former concentration camp where thousands of other Hollanders were waiting for transport home. We received coupons with which to buy food, and deloused once again. We were given an enormous meal before we left and packets of food for the journey. It took me the rest of the day and night to find a place in one of the trucks. If you didn't find a place, you had to stay because there was simply too many men and not enough transportation. We left the trucks and crossed the border on foot, screaming and yelling with joy that we were back in Holland. It was too late for the customs and we were led to an empty bar, where we slept on the floor. The next day we reported to customs and were deloused yet again. We were cooped up in the town of Glanerbrug for a week, but they tried to make us comfortable with lots of good food and music. We were served by girls with shaved heads, which was a punishment for going out with Germans. The next stop was Enschede and another delousing. It was a double dose this time, just to make sure. We had to go through miles of red tape, and we each had to answer hundreds of questions. We stayed there for three weeks, and by now we were getting thoroughly tired of it all. On the 4th June, 1945, we finally went home. We were driven into Amsterdam on a flat bed trailer and each one of the 80 men were dropped off at his own home. Source: The Times Colonist, Victoria, BC, 2008-03-08 Buitendyk, Bastiaan (Bart) Passed peacefully away on March 4th 2008, at the age of 88 years. He leaves behind his loving wife, Helen, his two children, Alison (David) and Peter (Lise), and five grandchildren, Shannon and Colin Gill, and Jacques, Sophie and Kevin Buitendyk. He is also survived by a son, Bart Jr., from his first marriage, who resides in Holland. Bart was born in Amsterdam, Holland, on January 13, 1920, the fourth child in a family of eight. He was 20 when the Second World War started, and was in forced labor and concentration camps during its duration. From 1946 to 1949 he served as a volunteer with the Dutch Army in Indonesia. In 1951 he immigrated to Canada, and worked as a Building Contractor in the Sidney area for around 35 years, building approximately 40 houses on the Peninsula, many of which were large waterfront houses. Over the years he gained a high reputation for quality workmanship. Bart was a member of the local Bethel Baptist Church for 35 years. He was a wonderful father and husband, and is leaving a lasting positive legacy to the next generation. 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Holbrook Academy Relationship and Sex Education Policy (RSE) September 2022 \| Date Approved \| 12th July 2022 \| \|---\|---\| \| Signed \| Louise Cullen – Chair of Governors \| \| Minuted \| 12th July 2022 \| This policy takes account of the Academy's public sector equality duty set out in section 149 of the Equality Act 2010. It can be made available in large print or other accessible format if required. It applies wherever staff or volunteers are working with students even where this is away from the Academy, for example at an activity centre or on an educational visit. Page 1 \| Member of staff with responsibility for this policy. \| \|---\| \| Governor with responsibility for this policy. \| \| Policy review date \| \| What is the purpose of this policy? \| \| What are its headline targets? (using quantitative and qualitative measures) \| \| How is this policy to be judged as successful? \| Contents Appendix 1: Curriculum Map Appendix 2: By the end of secondary school students should know Appendix 3: Parent form: Withdrawal from sex education within RSE Page 2 1. Aims The aims of Relationships and Sex Education (RSE) at our school are to: * Prepare students for puberty, and give them an understanding of sexual development and the importance of health and hygiene * Provide a framework in which sensitive discussions can take place * Help students develop feelings of self-respect, confidence and empathy * Teach students the correct vocabulary to describe themselves and their bodies * Create a positive culture around issues of sexuality and relationships The purpose and aims of RSHE in our school We define 'relationships and sex education' as learning about physical, moral and emotional development that students need in order to understand their own and others sexuality. Whilst knowledge of biology and the reproductive system is important, RSE is concerned with attitudes and values, personal and social skills, respect for self and others, family, stable loving relationships, feelings, gender roles and decision-making. It is about the physical, emotional, social, moral and legal dimensions of human sexuality as well as factual teaching about sex, sexuality and sexual health. We believe it is important to address this area of the curriculum because students have a universal entitlement to learning that will enable them to live safe, fulfilled and healthy lives. The programme contributes to protecting children and young people by addressing national and local health priorities. Recent NSPCC studies have also directly informed the programme. The programme also acts to protect children and young people from concerns raised through the pastoral system in school. Aspects of RSE are a statutory entitlement for young people at Key Stages 3 and 4. It provides a comprehensive body of knowledge and understanding about sexual health to manage fertility and avoid infection. We believe it is important to address relationships and sex education in this age group because they are considered to be a vulnerable age. This is further supported by the recent studies into child exploitation and teenage domestic violence. The vision for safe and effective RSHE * RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in Religious Education (RE). There are a number of cross curricular links for RSE. * As a school our RSE programme focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including: * Families * Online and media * Respectful relationships, including friendships * Being safe * Intimate and sexual relationships, including sexual health Page 3 These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers). 2. The Law It is important to know what the law says about sex, relationships and young people, as well as broader safeguarding issues. This includes a range of important facts and the rules regarding sharing personal information, pictures, videos and other material using technology. This will help young people to know what is right and wrong in law, but it can also provide a good foundation of knowledge for deeper discussion about all types of relationships. There are also many different legal provisions whose purpose is to protect young people and which ensure young people take responsibility for their actions. Students should be made aware of the relevant legal provisions when relevant topics are being taught, including for example: * marriage * consent, including the age of consent * violence against both genders * Online behaviours including image and information sharing (including 'sexting', youth-produced sexual imagery, nudes, up-skirting, etc.) * pornography * abortion * sexuality * gender identity * substance misuse * violence and exploitation by gangs * extremism and radicalisation * Criminal exploitation (for example, through gang involvement or 'county lines' drugs operations) * hate crime * Female genital mutilation (FGM) 3. Statutory Requirements As a secondary academy school, we must provide RSE to all students as per section 34 of the Children and Social work act 2017. In teaching RSE, we are required by our funding agreement to have regard to guidance issued by the Secretary of State as outlined in section 403 of the Education Act 1996. Page 4 At Holbrook Academy, we teach RSE as set out in this policy. (From Funding Agreement:- 28) The Academy Trust shall have regard to any guidance issued by the Secretary of State on sex and relationship education to ensure that children at the Academy are protected from inappropriate teaching materials and they learn the nature of marriage and its importance for family life and for bringing up children.) 1. PSHE is timetabled for all students and taught on a fortnightly basis by subject specialists. 2. Teachers are encouraged but not pressurised to teach sex education. CPD and all teaching materials are provided to the team in advance. 3. To deliver certain topics, we use local health experts. These visitors are rigorously briefed about the content and moral framework of the sessions they are to deliver. The school team goes to considerable lengths to provide quality assurance. Meetings are held and resources viewed prior to their visits to school and evaluation is done after the session through questionnaires. 4. Sex education is taught in mixed groups, in a relaxed, non-threatening atmosphere where questions may be asked without fear of humiliation and answered sensitively and honestly. 5. Links with other subject areas are essential: Science, RE and especially with the ICT/Computing curriculum. As part of RSE it is important that students recognise ways they could put themselves at risk through the use of technology. These can include risks to their emotional and physical wellbeing and safety and their personal reputation. It is important to explore the risks, the law as it pertains to the sharing and downloading of images and information and safe ways of sharing personal information, social networking, online dating and sharing images (sexting). This links with our Online Safety & Acceptable Use policies. 6. Different activities, teaching methods and use of language are adopted so that the approach and content of the syllabus is adapted to meet the different ages, abilities and needs of the students. 7. The Sexual Health Programme is reviewed and evaluated annually in the summer term. 4. Policy Development This policy has been developed in consultation with staff, students and parents/carers. The consultation and policy development process involved the following steps: a) The RSE policy was reviewed in the Summer term 2022 and appropriate updates were implemented in accordance to the current guidelines. b) Staff consultation – all school staff were given the opportunity to look at the policy and make recommendations. c) Parent/stakeholder consultation – parents/carers and any interested parties were invited to attend read about the changes to the policy. d) Student consultation – via a remote survey. e) Ratification – once amendments were made, the policy was shared with governors and ratified. Page 5 5. Definition * RSE is about the emotional, social and cultural development of students, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. * RSE involves a combination of sharing information and exploring issues and values. * RSE is about the understanding of the importance of a stable and loving relationship. * RSE is not about the promotion of sexual activity. * Our curriculum is also designed to support children growing up in an increasingly complex and digital world. * We aim to support children to make the right decisions and keep themselves safe and happy. 6. Delivery of RSE RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in Religious Education (RE). Students also receive stand-alone sex education sessions delivered by a trained health professional. RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds. This is taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers). For more information about our RSE curriculum, see Appendices 1 and 2. Students with additional educational needs: As far as is appropriate, young people with special educational needs follow the same RSE programme as all other students. Careful consideration is given concerning the level of differentiation needed, and in some cases the content or delivery will be adapted. Learning support assistants work with individual students where required, sometimes on a one-toone basis. It is the school's policy not to withdraw young people with special educational needs from RSE to catch up on other national curriculum subjects, as we believe that these aspects of personal and social development are as important as academic achievement 7. Roles and Responsibilities 7.1 The Governing Body The Governing Body will approve the RSE policy and hold the Headteacher to account for its implementation. Page 6 The Governing Body will: * Ensure all students make progress in achieving the expected educational outcomes * Ensure the curriculum is well led, effectively managed and well planned * Evaluate the quality of provision through regular and effective self-evaluation * Ensure teaching is delivered in ways that are accessible to all students with SEND * Provide clear information for parents on subject content and their rights to request that their children are withdrawn * Ensure the subjects are resourced, staffed and timetabled in a way that ensures the school can fulfil its legal obligations 7.2 The Headteacher The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw students from components of RSE (see section 9). * Oversee the overall implementation of this policy * Ensure staff are suitably trained to deliver the subjects * Ensure that parents are fully informed of this policy * Review requests from parents to withdraw their children from the subjects * Discuss requests for withdrawal with parents * Organise alternative education for students, where necessary, that is appropriate and purposeful * Report to the governing board on the effectiveness of this policy 7.3 Staff Staff are responsible for: * Delivering RSE in a sensitive way * Monitoring progress * Modelling positive attitudes to RSE * Responding to the needs of individual students * Responding appropriately to students whose parents wish them to be withdrawn from the [non-statutory/non-science] components of RSE Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Headteacher. Teachers ensure that the learning environment is safe by: * setting clear ground rules which are to be adhered to by all staff and students present * making provision for supporting students who may struggle to adhere to the ground rules or deal with the content of the lessons (this may include arranging for additional staff to support in the lesson or be on standby) * organising seating so that students do not feel threatened or embarrassed * ensuring that lessons are well prepared and that all staff present are clear about the level of content that will be covered – age and stage appropriate * providing adequate lesson time for discussion, to answer questions, deal with misconceptions and ensure that the students have properly understood the content Page 7 * providing regular opportunities for students to ask questions in written form to avoid risk of embarrassment or judgement. This will also provide the teacher with time to assess whether the question fits within the age & stage requirements and decide how/whether the question should be answered * giving scenarios for discussion which allow students to explore an issue without relating it to personal experience (de-personalisation) * being aware of students personal backgrounds when possible, discussing with them prior to the lesson the content being covered and if they will feel comfortable in that scenario (bereavement, etc.).To make arrangements for alternative provision if required. Ground rules might include; * allowing others to speak without interruption or judgement * accepting that people will hold a range of views * avoiding giving personal information or asking others to do so * being respectful to everyone in the lesson at all times * accepting that people will have a range of knowledge and understanding * discussing and challenging viewpoints respectfully De-personalisation techniques are used to; * allow students to share and explore different aspects of RSE without fear of being judged or labelled * allow students to consider issues that they have not had experience of * support students to understand that all people are different and that not everyone feels the same way, lives the same lifestyle or will share the same experiences * teach students that all issues which affect society, such as discrimination, are relevant to everyone The teaching of sensitive and controversial issues must; * not be avoided because they are difficult to teach * be supported by the senior leadership team who will enable teachers to deliver the lessons safely and effectively * be supported by relevant school staff who have been made aware when these issues will be being taught in order that any issues arising can be dealt with promptly and effectively * be communicated to parents and carers well in advance so that they are aware of the broad content of lessons and also the period of time in which they will be taught. Teaching methodologies * The RSE programme will be taught through a range of teaching methods these are outlined in the Teaching and Learning policy. Our programme recognises that young people will bring prior learning and real-life experiences to their learning. Our programme respects and builds on these, providing a programme that reflects both the universal and unique needs of our students. * We will ensure that all RSE sessions remain positive in tone by setting clear expectations at the beginning of the year and reinforcing them at the start of each topic. Behaviour will also be managed according to the Behaviour & Rewards policy. Page 8 * We will ensure cross-curricular learning by keeping an up-to-date overview of whole school deliveries and liaising with both the teaching and learning and pastoral team. Working closely with key subjects to ensure cross-curricular learning is explicit. Students' questions * Students' questions will be answered by teachers honestly but not referring to personal experience. Answers will endeavour to reflect different sides of an argument if the topic is one of debate. Staff are to provide information and guidance but not instruction. * Students who have been withdrawn from RSE lessons may still ask questions to staff. These questions will be answered with same guidance as above. Although students will be encouraged to speak with their parents/carers regarding the conversation, they will not be made to. * We will allow students to raise anonymous questions by having scheduled lessons in which students may write anonymous questions and drop them into a box. These questions will be answered during lesson time however students are also encouraged to speak with their teacher discretely after the lesson if they wish. * If a student discloses information which is of concern with regards child protection, the procedure outlined in the Child Protection and Safeguarding policy will be followed. * Dialogue between the RSE team and pastoral staff will ensure that any students who are thought to be 'at risk' are supported through sensitive discussion of topics. Students are also able to take a timeout if a topic is in anyway distressing for them. They will not be made to discuss this, rather they will be offered support if wanted. Parents/carers will: * Support school staff to shape the curriculum for relationships, health and sex education * Communicate openly and constructively with school staff regarding relationships, health and sex education * Attend, or contribute to, any consultation or information sessions regarding the delivery of relationships, health and sex education. 7.4 Students Students are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity. 8. Inclusivity and Equality of Opportunity In the teaching of RSE, as with all classroom practice and pedagogy, our school takes into account the needs of our school community; students' ability, age, readiness, cultural backgrounds, religious beliefs, family situations, Special Educational Needs, gender identity and sexual orientation (in accordance with our Equalities Policy). We promote diversity and inclusion and consider all students' needs by using materials, which are inclusive of race, age, gender identity and sexual orientation to ensure that all parts of our school community are recognised. We use RSE as a way to further address diversity issues, to challenge prejudice and to promote acceptance and equality for all. We aim for students to better understand their own bodies, instincts and feelings and therefore have a happy acceptance of their own sexual orientation (and/or gender/gender identity), giving them a positive sense of personal identity, value and esteem. Page 9 Where single sex sessions may be incorporated into Relationships and Sex Education sessions, due to need and sensitivities surrounding key topics, students identifying by a gender identity other than male or female are welcome to attend whichever session they choose. 9. Parents'/Carers' Right to Withdraw We are committed to working with parents and carers. Parents and carers are invited to contact the school directly with any queries or concerns. The resources used are also available on request. Parents have the right to withdraw their children from the [non-statutory/non-science] components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this. This does not include the content covered within the Science curriculum nor does it cover PSHE or Relationships content. Requests for withdrawal should be put in writing using the form found in Appendix 3 of this policy and addressed to the Headteacher. A copy of withdrawal requests will be placed in the student's educational record. The Headteacher will discuss the request with parents/carers and take appropriate action. Alternative work will be given to students who are withdrawn from sex education. 10. Training Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar. The PSHE team will also invite visitors from outside the school, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE. 11. Safeguarding 11.1 Advice to Individual Students – It would be inappropriate and, therefore, not encouraged for teachers to give advice about contraception or other aspects of sexual behaviour to individual students. The student should be encouraged to speak to one of the Pastoral team, his/her parents, the School Nurse or the relevant health service professionals. Students can access the School Nurse, who can provide as necessary, advice and counselling about; relationships, decision-making, condoms, emergency contraception, pregnancy tests, Chlamydia screening, referrals to GP or 'Two become one' – Suffolk Sexual Health - Ipswich Hospital Sexual Health Clinic where appropriate. If the child is: * Up to the age of 13 – this becomes a Safeguarding issue and the Safeguarding Designated Professional or alternate MUST be informed. * Between the ages of 13-14 the case is discussed with the Safeguarding Team. Appropriate and agreed action should then follow. * If the student is 14 or older and deemed to be competent to make a decision, then, following counselling, the School Nurse will respect their confidentiality as outlined in the Fraser Guidelines 1986 if they do not want their parent/carer to be informed. 11.2 Disclosures – If a teacher believes a student to be contemplating a course of action which is illegal or puts him/her physically or morally at risk, the teacher must ensure that the student is aware of the implications and is urged to seek appropriate advice. No teacher/professional/adult should ever agree/promise confidentiality but state they have a professional duty to report to and seek advice from the Safeguarding Team who will in turn decide the appropriate course of action. This team will in turn liaise with the Headteacher. 11.3 Resources – All resources are previewed and discussed by the Co-ordinator for PSHEE before being used. External contributors and visitors are used because of their specialist expertise about certain aspects of the programmes. Visiting speakers are well briefed, made aware of the school's Safeguarding Policy and their contribution to the programmes thoroughly discussed and researched as referenced in our External Contributors Policy. 12. RSE policy links This policy supports/complements the following policies: * Acceptable Use Policy * Child Protection & Safeguarding * Anti-bullying Policy * Equalities * SEND * Rewards & Behaviour Policy * Teaching & Learning This policy will be reviewed by the Quality & Monitoring Committee annually. At every review, the policy will be approved by Governing Body. Appendix 1: Curriculum Map Relationships and Sex Education Curriculum Map \| \| YEAR \| TERM \| TOPIC/THEME DETAILS \| \|---\|---\|---\|---\| \| \| GROUP \| \| \| \| 7 \| \| Autumn 1 \| • Transition to secondary school • Healthy eating • Physical health and fitness \| \| 7 \| \| Autumn 2 \| • Health and prevention: dental health • Managing friendships both on-and off-line \| \| 7 \| \| Spring 1 \| • Respectful relationships • Challenging stereotypes \| \| 7 \| \| Spring 2 \| • Drug awareness: caffeine and nicotine • Financial Education: the risks associated with gaming and gambling (YGAM) \| \| 7 \| \| Summer 1 \| • Changes in the adolescent body in puberty • Menstrual wellbeing \| \| 7 \| \| Summer 2 \| • Self-esteem and body image • FGM \| \| 8 \| \| Autumn 1 \| • Physical health and mental wellbeing: Attitudes to mental health • Digital resilience \| \| 8 \| \| Autumn 2 \| • Rights and responsibilities. Diversity and equality • Tackling discrimination & promoting human rights. \| Page 13 Page 14 \| \| YEAR \| TERM \| TOPIC/THEME DETAILS \| \|---\|---\|---\|---\| \| \| GROUP \| \| \| \| 10 \| \| Spring 2 \| • Families: understanding different families and parenting skills • Role models (through the lens of knife crime) \| \| 10 \| \| Summer 1 \| Online and Media, Intimate and sexual relationships: Pornography, pressure, persuasion and coercion \| \| 10 \| \| Summer 2 \| Intimate and sexual relationships: Contraception, fertility and parenthood \| \| 11 \| \| Autumn 1 \| • Promoting self-esteem and coping with stress. • Revision skills to maximise potential. \| \| 11 \| \| Autumn 2 \| • Post-16, what is out there and how to apply. • Skills for employment & career progression. • Basic first aid: recap life-saving skills, basic treatment for common injuries \| \| 11 \| \| Spring 1 \| • Skills for employment & career progression, including CV writing and interview skills • Record of Achievement preparation • Personal values and assertive communication in relationships \| \| 11 \| \| Spring 2 \| • Blood, organ and stem cell donation • How to be safe and make positive choices when living independently including post 16 finances \| Page 15 \| \| YEAR \| TERM \| TOPIC/THEME DETAILS \| \|---\|---\|---\|---\| \| \| GROUP \| \| \| \| 11 \| \| Summer 1 \| • Personal hygiene, germs including bacteria, viruses, how they are spread, treatment and prevention of infection, and about antibiotics • The facts and science relating to immunisation and vaccination • Record of Achievement completion \| \| 11 \| \| Summer 2 \| \| Page 16 Appendix 2: By the end of secondary school students should know \| \| TOPIC \| STUDENTS SHOULD KNOW \| \|---\|---\|---\| \| Families \| \| \| \| Respectful relationships, including friendships \| \| \| \| \| TOPIC \| \| STUDENTS SHOULD KNOW \| \|---\|---\|---\|---\| \| Online and media \| \| • Their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online • About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online • Not to provide material to others that they would not want shared further and not to share personal material which is sent to them • What to do and where to get support to report material or manage issues online • The impact of viewing harmful content • That specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners • That sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail • How information and data is generated, collected, shared and used online \| \| \| Being safe \| \| • The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships • How people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online) \| \| Page 18 \| TOPIC \| STUDENTS SHOULD KNOW \| \|---\|---\| Page 19 Appendix 3: Parent/Carer form: Withdrawal from sex education within RSE TO BE COMPLETED BY PARENTS Name of child Class Name of parent/carer Date Reason for withdrawing from sex education within relationships and sex education Any other information you would like the school to consider Parent / Carer signature TO BE COMPLETED BY THE SCHOOL Agreed actions from discussion with parent / carer	<urn:uuid:e0a7afba-fa43-4d28-968d-17623ff98a10>	CC-MAIN-2024-10	http://holbrookacademy.org/259-ha/wp-content/uploads/2022/08/RSE-Policy-July-2022.pdf	2024-02-29T04:22:30+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474784.33/warc/CC-MAIN-20240229035411-20240229065411-00567.warc.gz	16,781,876	5,733	eng_Latn	eng_Latn	0.938025	eng_Latn	0.998172	[ "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", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 581, 1068, 3797, 5883, 8744, 11242, 13747, 16557, 19714, 22333, 23951, 24909, 24918, 24927, 26049, 26421, 26614, 28229, 28282, 28685 ]	[ 2.765625, 1.9921875 ]	2	0
Oral history project overview April Grayson William Winter Institute for Racial Reconciliation May 2015 What is an oral history project? "Oral history is the systematic collection of living people's testimony about their own experiences. Oral history is not folklore, gossip, hearsay, or rumor. Oral historians attempt to verify their findings, analyze them, and place them in an accurate historical context. Oral historians are also concerned with storage of their findings for use by later scholars. In oral history projects, an interviewee recalls an event for an interviewer who records the recollections and creates a historical record." 1 An oral history is not just someone recording his or her own thoughts and reflections into a recorder. It requires these steps: 1. Formulate a central question or issue. 2. Plan the project. Consider such things as end products, budget, publicity, evaluation, personnel, equipment, and time frames. 3. Conduct background research. 4. Interview. 5. Process interviews. 6. Organize and present results. 7. Store materials archivally. Oral history projects use a set of established protocols, which are outlined by the Oral History Association. More information is available at http://www.oralhistory.or g/ ab o ut/principles-and-practices/ 2 "Oral history is distinguished from other forms of interviews by its content and extent. Oral history interviews seek an in-depth account of personal experience and reflections, with sufficient time allowed for the narrators to give their story the fullness they desire. The content of oral history interviews is grounded in reflections on the past as opposed to commentary on purely contemporary events." 3 There is also the StoryCorps model, which is essentially an oral history conversation that leaves the questions and topic of conversation open to the two participants. A relationship between the two people is at the core of the conversation. http://storycorps.org/ 1 DoHistory.org 2 Oral History Association 3 ibid Responsibilities of the Interviewer The interviewer should be grounded in and operate using this principles: * Basic oral history training * Good preparation, especially having at least a basic understanding of the interviewee's story (ie, what is significant or important about this particular person's perspective) * The ethics of respectful interviewing, to honor the interviewee's story * Following of an established plan for archiving the interview and ensuring it is part of the public record, according to the terms the interviewee agrees upon in the legal release form Proposed Central Question The project team should determine the central research question of the project. It could be a specific question, such as the desegregation of schools or the impact of Hurricane Katrina. Or, it could take a broader, more general approach, such as the history of race relations in a neighborhood, which would allow inclusion of a number of topics, including the history of racial violence, desegregation of schools, shifting attitudes and boundaries over the years, and current perspectives. Overview An oral history project can bring these benefits: * Trained interviewer participants will gain new skills in documentary field work * Participants will have opportunities to listen and share stories with each other, further deepening relationships * People whose stories might otherwise not have a platform will be able to share their experience and perspective for the historical-cultural record * An intergenerational approach can serve to increase relationships and understanding between younger and older people. * At times, the oral history interview provides the participant with a kind of cathartic healing process that has repercussions in other areas of their life * The project provides opportunities for public programming by the host archive and other possible partnerships * The project could provide opportunities for participants to engage in scholarship and present at conferences such as the Oral History Association annual meeting, which is a forum for academics, oral history professionals, and laypeople beginning the practice Interviews can be recorded using digital audio and video equipment, with digital files rather than tape. This can range from professional video cameras to cellphone audio recorders. Proposed steps 1. Secure an archival host partner * Is there a local institution that can serve as the archive of the interviews? * A consideration: can the archival host provide web access to interviews to make them accessible by scholars, teachers, students, and the public? * Release forms for interviewers and interviewees are necessary 2. Host oral history training workshop/s * A credentialed professional can provide training, or it can be done by a layperson experienced in oral history * Initial workshops could be about 3 hours. 3. Invite participants to be interviewed * Participants brainstorm good candidates to invite for the first phase of interviews * Utilize local people who can be an effective liaison to the person you'd like to interview * Ask interview participants and the wider public to recommend others who would be good candidates for interviews 5. Programming around oral history project * This can be led by local entities or institutions * Website for digital files to be accessible to teachers, students, researchers, the general public is ideal * DVD transfers for use at the host archive NOTE: It is recommended that there be a project coordinator responsible for logistical and legal issues such as the archiving host plan, the legal release forms (including archiving them in case any issue arises), securing/storing/maintaining any equipment (such as recording devices), publicity, etc.	<urn:uuid:ca08fc29-867f-4744-ba7a-f91633b92e05>	CC-MAIN-2018-34	http://winterinstitute.org/wp-content/blogs.dir/1/files/2016/09/OralHistoryProjectOverview.pdf	2018-08-14T13:42:43Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00335.warc.gz	470,581,210	1,101	eng_Latn	eng_Latn	0.996268	eng_Latn	0.997009	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2020, 4360, 5793 ]	[ 2.375 ]	1	1
www.heraldextra.com When you go to bed Saturday night you will face the twice-a-year ritual of adjusting your clocks for Daylight Saving Time. Adjusting your clock radio, wall clocks, microwave and stove may be relatively easy after practicing for a number of years. For most, the time change on the VCR is a thing of the past, but you may not remember to change the time on your programmable thermostat. Your cell phone, computer or tablet will probably automatically adjust. But what about your body? In the spring it's particularly difficult, as most of us lose an hour of sleep. Those who forget to change their clocks or sleep through their alarms might get away without problems, at least initially. There are ways for the rest of us, however, to minimize the effects of losing that precious 60 minutes of sleep without missing a church meeting -- or showing up, then sleeping through it. It won't work to go to bed an hour earlier, as you probably won't be able to fall into your regular sleep pattern, but instead toss and turn waiting for your normal bedtime. "Fitness and nutrition can play a key role in how our bodies adjust to the time change," said Franci Cohen, a New York City exercise physiologist and certified nutritionist. Fitness "Fitness has a more positive connotation than exercise, but there is a definite relationship," Cohen said. "Whatever you call it, it releases serotonin, a chemical in the brain that is sometimes attributed to creating a feeling of well-being and happiness. "Exercise regularly, preferably outdoors, and early in the day. A brisk morning walk is perfect." Exercising in the evening could make it harder to get to sleep or affect the quality of your sleep. One of the reasons for spending time outdoors is to expose the body to vitamin D, which increases immunity and well-being. "Too many people are deficient in vitamin D," said Dr. Joseph Miner, director of the Utah County Health Department. Vitamin D can be found through exposure to sunshine, but for many years people have been using sunscreen to avoid burning. Miner also recommended exercise, with some limits. "To combat fatigue, you can exercise," he said. "Moderate or light exercise helps you sleep better, but don't do it too close to bedtime." With more daylight in the evening, there may be a temptation to remain at your job longer. Psychologically, you may be used to heading for home when the skies begin to darken. However, keep to your regular quitting time and use that extra daylight to squeeze in a workout. You could walk home from work, if the weather permits and your home is close enough. If not, take a short walk from your home when you arrive. In the spring, lawn care, soccer games and other social events can take place on weekends. Those commitments can sneak up on people, so be aware. They can easily take the place of workout times. Instead, take advantage of more light on weeknights and exercise then. Nutrition There are some foods to avoid, some to eat with the right timing, and some things to be sure to eat. Spicy foods or others that may contribute to heartburn should be avoided, particularly in the evening hours. Caffeine should also be on the same schedule. "Going easy on caffeine, avoiding heavy or spicy foods in the evening, and limiting alcohol are all tips that we teach for better sleep," said Mindy Probst, outpatient dietitian at Utah Valley Regional Medical Center. "Sleep is a very important part of good health all year long." Changing the time could prompt people to grab a few extra minutes of sleep by skipping breakfast. In a word -don't. Probst said that meal is important. "People often do skip breakfast with the rationale that they don't feel hungry or they are too rushed in the morning," she said. "Making time for breakfast will provide the energy we all need to get through the morning. "Oatmeal with cinnamon and raisins, low-fat yogurt with toast, or a boiled egg with an orange and a glass of low-fat milk are all good options to get your morning off to a good energized start." "Skipping it will make you feel even more fatigued, potentially causing you to overdo it on caffeine and sugary foods," Cohen said. "This can set you up for a major energy crash later in the day." To save time, fruit and veggie smoothies can make an energizing breakfast. Avocados contain potassium, which has been shown to help regulate blood pressure and provide energy. Oatmeal, plain yogurt and apples are also among her recommendations for breakfast. Before the time change actually takes place, do what you can to eat dinner an hour earlier than you are accustomed to, with the goal of helping your body more readily make the adjustment. Even with the right nutrition, there is often a need for a snack to boost energy. If you find yourself in an afternoon slump, a healthy snack might help pick you up. "A snack that is high in fiber and includes a little protein will give you lasting energy to power through the afternoon," Probst said. "A slice of whole grain toast with a thin spread of peanut butter, an apple and a low-fat cheese stick, or a carton of low-fat yogurt with some low-fat granola are all great options. "Try to limit your snack to 200 calories or less to maintain a healthy calorie balance throughout the day." The transition to the new time should be completed within seven days. "After a week of springing forward, if you're still fighting fatigue, it's best to speak to a professional," Cohen said. "Consult your doctor about taking melatonin or other natural sleep aids. "Although experts don't agree on how long it takes for the body to fully adjust, most agree that addressing the issue sooner than later is a good idea. "Daylight saving time may exacerbate adrenal fatigue and increase stress hormones such as cortisol in the body. A health professional can provide you with tools and techniques to help you combat problems before they worsen."	<urn:uuid:5520a9b5-e63d-4fe4-bfdb-25148a70e897>	CC-MAIN-2018-34	http://francicohen.com/img/press/march_2015/FranciCohen_heraldextra.com3.6.18.pdf	2018-08-14T14:11:49Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00338.warc.gz	161,685,914	1,240	eng_Latn	eng_Latn	0.999417	eng_Latn	0.999468	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2271, 5213, 5966 ]	[ 2.296875 ]	1	1
PLATnM B Press Physical Education, Library, Art, Technology, Music, and Bilingual P.E. (Physical Education): I hope that everyone had a chance to get some rest during the winter break. Mental and emotional health are just as important as physical health. As we start January and head toward the finish of second quarter, all of the students will be kickin' it with some soccer in P.E. The skills they develop progress from basic dribbling, trapping, and kicking in the primary grades to more advanced kicks, passing, and game spacing in the intermediate grades, and finally to more strategic and skilled kicks, juggling, and skilled play development in the middle school. Soccer is also a sport that requires a lot of cardio endurance, so the students will be getting a good fitness workout as well. Simply getting any ball and practicing controlling it with only the feet is a good way to get better at soccer. Please make sure that your child wears or brings their gym shoes, even during snowy weather. They should not be participating in P.E. class without proper gym shoes. The state and city mandated Sexual Health Education classes will be taught in March. Please keep an eye out for notices coming home toward the end of January about this program. Each grade level from K-8 has a different curriculum that is provided by CPS. Playfully yours, Mr. Hennessy Library: Happy New Year! When we return from Winter Break all will be new -- a new month, a New Year, and a new quarter, too. In Library, we will be turning towards working with nonfiction. The primary students will work on using non-fiction text features, such as the table of contents, index, and glossary, to find information about American heroes. We will start with Dr. Martin Luther King, Jr. to lead into the holiday, as students learn more about American heroes and the genre of biographies. For the intermediate students we will finish creating summaries of a favorite book presented in a comic strip format. When we finish, we will start using the Big6 Research Model to start researching American heroes and the bigger question of what makes a person a "hero"? We have been working on generating rich, open-ended questions as part of the first step of the Big6 Research Model, Task Definition. Students have started generating rich, openended questions will be used to guide research. The questions are related to comparing as aspect of their own culture with another cultural group who immigrated to the U.S. Thus far, these questions are comparing and contrasting a specific celebration or tradition, such as weddings, funerals, or birthdays. I am sure we will all learn something in this process! Bibliographically Yours, Ms. Keller Art: Happy New Year! Ms. Kia and I hope you enjoyed the Winter Arts Festival! If you were not able to attend, check the News Nook and Instagram for performance highlights. A big thank you to our awesome administrators, student and staff helpers, and of course, the super star performers for all your hard work! Many classes with kick-off the new year by getting ready for another new year celebration: Chinese New Year. This year is year of the dog. Students will be creating all kinds of fun projects including lions, and dragons, and dogs (Oh my!) Many classes will simultaneously be working on projects for Black History Month. Students will learn about artists like Romare Bearden and Faith Ringgold, as well as study the Harlem Renaissance. We look forward to showcase all their beautiful artworks in February! During the cold winter months, you may be at a loss for fun activities to do with your family. I'd like to suggest a trip to any of the wonderful art museums in Chicago. The Museum of Contemporary art offers strollers tours and awesome family days that include make-and-take activities. (I used to volunteer there - family day is ton of fun!) Many other museum offer free admission for children under 14. The Art Institute of Chicago is one such place, and it's only a short El ride away from Chinatown (Monroe stop on the Red line; or transfer to Brown and get off at Adams). We are so lucky to live in a city with so many world class cultural institutions. Bundle up and go enjoy some art! Artistically yours, Ms. Hawkins Smith On Instagram @jchainesart Technology: Music: Welcome back and happy New Year! We concluded 2017 with awesome performances in Winter Arts Festival and we are ready for a fresh start. Seventh and eighth grade students will begin a modern band unit by learning about guitar. Fifth and sixth grade students will journey to recorder land. They will learn to play soprano or alto recorder while exploring concepts such as expressive speech, creative movement, improvisation, and composition. Kindergarten through fourth grade students will learn a final piece on Orff instruments. At the end of January, we must say goodbye and return the Orff instruments to Illinois Music Education Association. Choir will start its second season with a new repertoire (and cool t-shirts!). If your child is considering joining the choir, now it is the time to do it. All fifth through eighth grade students are welcome. Musically yours, Ms. Kia Bilingual/ESL: The ACCESS 2.0 test will take place between January 17, 2018 and February 20, 2018. This is a required assessment for all English Learners across the state of Illinois. The new format will be administered on the computers for students in grades 2-8. They will complete the Listening, Reading, and Speaking portions of the test using a computer. Grades 1-3 will take the Writing section in paper-pencil format, while 4th to 8th grade students will complete the Writing section on the computer. Kindergarten ELL students will continue to be assessed individually using the paper format. Over the next few weeks, we will be practicing the assessment with students in order to familiarize them with the format of the test. You may go on the website as well. It's a good idea to practice with your child at home on the computer: 1. Type in www.wida.us into the search bar 2. Hover over the ASSESSMENT tab at the top of the screen and select the first link to ACCESS for ELLs 2.0. 3. Scroll to the bottom of the screen and select Link to Interactive Sample Items Also we had our 3rd Bilingual Advisory meeting on Monday, December 4 from 5:00 to 6:00p.m. Miss Cheung, Ms. Liu, and Mr. Lee helped more than 20 students and their parents with technology support to monitor students' progress when using educational software. Ms. Mei and Mrs. Lei have started their OLCE EL After School Tutoring Program. The program will last until beginning of May 2018. The goal of the program is to provide ELL students in grades 2-8 Bilingual and ESL content support to improve their academic outcomes on ACCESS. Please contact me with any questions or concerns at firstname.lastname@example.org Wishing everyone a wonderful holiday season! Linguistically yours, Ms. Cheung	<urn:uuid:7d54531a-e5b9-4860-a4da-a220d5ac6bba>	CC-MAIN-2018-34	https://haines.cps.edu/tnewsletters/Physical%20EducationLibraryArtTechnologyMusicBilingual/PLATnM%20B%20January%20Newsletter.pdf	2018-08-14T13:22:05Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00337.warc.gz	701,039,828	1,485	eng_Latn	eng_Latn	0.998992	eng_Latn	0.998992	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2153, 3405, 5217, 6899, 6980 ]	[ 2.65625 ]	1	1
3 rd Grade Social Studies Public Year-at-a-Glance 2018 – 2019 Standards visited all \| Major Concepts / Topics \| \| \|---\|---\| \| GEOGRAPHY SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos to analyze geographic information. SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key/legend with symbols). SS.3.G.1.3: Label the continents and oceans on a world map. SS.3.G.1.4: Name and identify the purpose of maps (physical, political, elevation, population). SS.3.G.1.5: Compare maps and globes to develop an understanding of the concept of distortion. SS.3.G.1.6: Use maps to identify different types of scale to measure distances between two places. SS.3.G.2.1: Label the countries and commonwealths in North America (Canada, United States, and Mexico) and in the Caribbean (Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, and Jamaica). SS.3.G.2.2: Identify the five regions of the United States. SS.3.G.2.3: Label the states in each of the five regions of the United States. SS.3.G.2.4: Describe the physical features of the United States, Canada, Mexico, and the Caribbean. SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean. SS.3.G.3.2: Describe the natural resources in the United States, Canada, Mexico, and the Caribbean. \| \| \| Major Concepts / Topics \| \| \| GEOGRAPHY SS.3.G.2.6: Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area. SS.3.G.4.1: Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.2: Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean. SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five regions of the United States with Canada, Mexico, or the Caribbean SS.3.G.4.4: Identify contributions from various ethnic groups to the United States. \| Southeast Region Southeast Region narrated PowerPoint video States in the Southeast region Southeast Region Video Climate Games and Activities \| \| \| Midwest Region Midwest Region text US geography by regions United States locations \| \| \| West Region Interactive West Region map- \| \| \| Mexico and the US Mexican Culture Multicultural history of the United States \| All standards are designed to be learned by the end of the course. This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course are best answered by the individual teacher. Teachers may use a wide variety of instructional materials throughout their course. The Possible Resources listed may include the district adopted instructional resource or supplemental resources that align to the topic and/or standard. These Possible Resources provide sample problems that align to the topic/standard. All standards are designed to be learned by the end of the course. This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course are best answered by the individual teacher. 3 rd Grade Social Studies Public Year-at-a-Glance 2018 – 2019	<urn:uuid:b65e8954-0b5f-45fd-a3f1-59d57d36279b>	CC-MAIN-2018-34	http://www.stjohns.k12.fl.us/year-at-a-glance/wp-content/uploads/sites/101/2018/08/2018-19-Public-Year-at-a-Glance-Social-Studies-Grade-3.pdf	2018-08-14T13:51:49Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00336.warc.gz	586,801,104	812	eng_Latn	eng_Latn	0.99783	eng_Latn	0.997475	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3205, 3590 ]	[ 4 ]	2	0
Strategy Feedback in an E-learning Tool for Mathematical Exercises Johan Jeuring Wouter Pasman Department of Information and Computing Sciences, Utrecht University Technical Report UU-CS-2007-007 www.cs.uu.nl ISSN: 0924-3275 Strategy Feedback in an E-learning Tool for Mathematical Exercises Johan Jeuring 1 and Wouter Pasman 2 ``` 1 ICS, Utrecht University, and Computer Science, Open University, the Netherlands, email@example.com 2 EEMCS, Delft University of Technology, Delft, the Netherlands, firstname.lastname@example.org ``` Abstract Exercises in mathematics are often solved using a standard procedure, such as for example solving a system of linear equations by subtracting equations from top to bottom, and then substituting variables from bottom to top. Students have to practice such procedural skills: they have to learn how to apply a particular strategy to an exercise. E-learning systems oﬀer excellent possibilities for practicing procedural skills. The ﬁrst explanations and motivation for a procedure that solves a particular kind of problems are probably best taught in a class room, or studied in a book, but the subsequent practice can often be done behind a computer. There exist many e-learning systems or intelligent tutoring systems that support practicing procedural skills. The tools vary widely in breadth, depth, user-interface, etc, but, unfortunately, almost all of them lack sophisticated techniques for providing immediate feedback. If feedback mechanisms are present, they are hard coded in the tools, often even with the exercises. This situation hampers the usage of e-learning systems for practicing mathematical skills. This paper introduces a formalism for specifying strategies for solving exercises. It shows how a strategy can be viewed as a language in which sentences consist of transformation steps. Furthermore, it discusses how we can use advanced techniques from computer science, such as term rewriting, strategies, error-correcting parsers, and parser combinators to provide feedback at each intermediate step from the start towards the solution of an exercise. Our goal is to obtain e-learning systems that give immediate and useful feedback. 1 Introduction Many mathematical exercises are solved using a strategy. For example, to answer the question: 'What is the value of (4 + 8 ∗ 2)/5' we apply rules for evaluating operators, until no such rule can be applied anymore. ``` (4 + 8 ∗ 2)/5 ⇒ (4 + 16)/5 ⇒ 20/5 ⇒ 4 ``` Here a ⇒ b means: a is rewritten into b. Other examples of strategies are: – reducing a logical expression to disjunctive normal form by ﬁrst pushing ¬'s over ∨'s and ∧'s using de Morgan's rules, until they are in front of literals, and then distributing ∧ over ∨, and – solving a system of linear equations by subtracting equations from top to bottom, and then substituting variables from bottom to top. For almost all mathematical exercises, at any educational level, students have to learn to apply a strategy to solve a particular class of exercises. Learning a strategy is sometimes also called practicing procedural skills, but since the term procedural skills is sometimes also used to refer to the capability to apply individual rewrite rules, we will use learning to apply a strategy instead of practicing procedural skills in the technical part of this paper. E-learning systems oﬀer excellent possibilities for practicing procedural skills. The ﬁrst explanations and motivation for a procedure that solves a particular kind of problems are probably best taught in a class room, or studied in a book, but the subsequent practice can often be done behind a computer. There exist many e-learning systems or intelligent tutoring systems that support practicing procedural skills. The tools vary widely in breadth, depth, userinterface, etc, but, unfortunately, almost all of them lack sophisticated techniques for providing immediate feedback. If feedback mechanisms are present, they are hard coded in the tools, often even with the exercises. This situation hampers the usage of e-learning systems for practicing procedural skills. This paper investigates techniques for providing ﬂexible and immediate feedback in tools that support practicing procedural skills. The tools we envisage are interactive tools, in which a student gets an exercise, which consists of an expression (a structured object) from a certain domain. To solve the exercise, the student applies transformations to the expression, until a solution is reached. At each step, we want to be able to give feedback if the student does not follow the prescribed strategy correctly. For example, in the example of reducing a logical expression to disjunctive normal form, ﬁrst all ¬'s not in front of a variable have to be eliminated before we want to remove all ∨'s below top level. If a student starts with removing ∨'s below top level, while there are still ¬'s to be eliminated, we want to tell the student that (s)he should ﬁrst eliminate the ¬'s, before starting to remove ∨'s below top level. We show how we can automatically construct feedback at each intermediate step from the following components: – A domain description (for example logical expressions, or systems of linear equations). For a domain we need both the abstract syntax (what is the structure of expressions, for example frac (int 1) (int 2)), and the concrete syntax (how are the expressions visually presented to the student, for example 1 2 ). We will assume a domain consists of trees. – Rules for the domain (multiplication distributes over addition, zero is the unit of addition). This also includes basic evaluation rules, such as 3 + 5 equals 8. – 'Buggy rules' for the domain. Buggy rules represent common misconceptions (addition distributes over multiplication might be such a rule). – A strategy for solving an exercise in the domain (subtract equations from top to bottom, substitute from bottom to top). We can construct feedback by viewing each strategy as a language, where the alphabet consists of the transformation steps a student can apply. A sentence of a language for a particular strategy is a sequence of transformation steps, which transform a given problem into its solution. Our feedback engine checks that at each intermediate step, the sequence of transformation steps submitted until then by the student is a preﬁx of a sentence in the language of the strategy. Using techniques from the ﬁeld of parser generators, parser combinators, and errorcorrecting parsers, we can automatically construct feedback if a step submitted by the student is not valid according to the strategy. This paper has the following contributions: – It claims that if e-learning tools are going to provide good feedback, it is necessary to explicitly specify the strategy for solving an exercise. – It shows how any particular strategy can be viewed as the speciﬁcation of a language, the sentences of which consist of sequences of transformation steps which turn a particular problem into its solution. – It shows how we can give feedback to a student based on the strategy description and the transformation steps the student has taken. – It introduces a formalism for specifying strategies for solving mathematical exercises. This formalism is similar to context-free grammars, but it contains constructs speciﬁc to strategies for solving exercises. As far as we are aware, this approach to strategy speciﬁcation for mathematical exercises is original. The approach may lead to considerably better feedback in e-learning tools. This paper is organized as follows. Section 2 introduces the problem in more detail, and discusses related work. Section 3 shows an example domain with rules and a strategy in detail: namely logical expressions together with rules like de Morgan, a strategy for rewriting logical expressions to disjunctive normal form. Section 4 introduces a language for specifying strategies. Section 5 shows how we can construct feedback for a student given an exercise that should be solved according to a particular strategy. Section 6 concludes. 2 Feedback and e-learning Procedural skills. When studying mathematics, students have to acquire, amongst others, procedural skills. Problems are often solved using a standard procedure, such as for example solving a system of linear equations by subtracting equations from top to bottom, and then substituting variables from bottom to top. Procedural skills appear at any educational level. For example, at the primary school level, pupils have to learn how to calculate the value of an expression such as 3 ∗ (4 + 5), or 6+7 2+3 + 8 5 − 2 ; at secondary school level, students have to solve sets of linear equations; and at university level, students have to simplify logical expressions. What are procedural skills? In this paper, we consider a procedural skill to be the ability to apply a number of manipulations to a structured object following a prescribed procedure. This includes the typical skills, such as manipulating mathematical objects, practiced at schools and universities. But not, for example, skills needed for ﬂying [17]. A single manipulation of an object might be a rewrite step ('distribute multiplication over addition'), or it might be an evaluation step ('replace a + b by its sum', which might also be considered as a rewrite step). A procedure describes how basic steps may be combined to solve a particular problem. A procedure is often called a strategy (or 'meta-level reasoning', 'meta-level inference' [8], 'procedural nets' [6], 'plans', 'tactics', etc.), and we will use this term in the rest of this paper. Strategies range from very simple, for example describing that a simple arithmetic expression with constants, + and − has to be simpliﬁed, to very complicated, describing a complicated procedure for solving an exercise from linear algebra. Learning strategies. Strategies are usually taught in class. A teacher gives several examples of how to use a strategy on an example, and then lets students practice on examples. Students learn to apply a strategy both by the examples and explanation given by the teacher, as well as the individual practice on example problems. A student practices with exercises, makes errors, gets feedback, and possibly a renewed explanation, and uses the feedback to make progress. Feedback plays a very important rˆole in learning [22,28]. It is physically impossible to give each student immediate feedback when practicing, so feedback on errors in applying a strategy is usually only given long after an error is made. It is quite common that a teacher provides feedback on worked out exercises on paper, often many days after the exercise has been solved. E-learning systems and strategies. E-learning systems oﬀer excellent possibilities for practicing with applying strategies. The ﬁrst explanations and motivation for a strategy that solves a particular kind of problems are probably best taught in a class room, or studied in a book, but the subsequent practice can often be done behind a computer. The big advantage of using an e-learning system for practicing strategies is that such a system can provide immediate feedback [27]. Furthermore, it can use information it gathers about a student to select appropriate exercises for the student, it can analyze the behavior of the student to report possible sources of misconception, and it can inform a teacher about misconceptions that appear often in a group of students. Existing e-learning systems for practicing strategies. Many e-learning systems or intelligent tutoring systems support practicing strategies. We have investigated two domains in some depth: tools for practicing diﬀerent mathematical domains, such as calculus and algebra (many tools), and tools for teaching logic [11]. The tools vary widely in breadth, depth, user-interface, etc, but, unfortunately, almost all of them lack sophisticated techniques for providing immediate feedback. Among the tools that provide feedback, we have encountered several classes. First, there are many tools that only look at the ﬁnal answer of a student. Most of these tools only return correct or incorrect. Some of these tools derive feedback from analyzing the answer [5,18,31,26]. For example, when the question is: 'Suppose you have 125 euros. You give 25 euros to a friend, and keep the remaining 100 euros. What percentage of the original 125 euros do you have left?' If the answer given is 75%, the feedback tries to say something about the possible misconception. Some multiple-choice tools specify the feedback per question with each answer to the question. Tools like BUGGY [6], DEBUGGY [7], and BUGFIX [19] assume the existence of complete sets of correct and incorrect rewrite rules to diagnose bugs in students' solutions. These tools also look at the ﬁnal answer of the student, but they try to derive the most probable incorrect intermediate rule that has been applied. There are fewer e-learning tools that let a student solve an exercise in a stepwise fashion. Tools like Aplusix [9] and the Freudenthal applets [13] only report whether or not an intermediate rule has been applied correctly or not. Our own interactive exercise assistants for solving systems of linear equations [29], and rewriting logical expressions to disjunctive normal form [24], try to determine which rewrite rule has been applied by the student. If they cannot determine such a rule, they ﬁnd the closest possible match, and give that as feedback. The feedback does not have to be speciﬁed per exercise, but is derived generically. ActiveMath [10,14] also gives feedback at each intermediate step, but the feedback is either incorrect/correct, or the feedback has to be speciﬁed per exercise. Finally, a tool like Math(X)Pert [4,3] only allows correct transformation steps, but can give hints for the next step to take. All of these approaches have some problems. In the ﬁrst approach the effort required to specify feedback is substantial: the size of the description of the exercise might easily increase with a factor ten. Furthermore, it is hard to reuse feedback across exercises, and if a teacher thinks of a better way to provide feedback, for example because (s)he has found a common misconception of the students, all exercises that use this feedback have to be adapted. The second approach is promising, and has led to interesting results. The main idea of BUGFIX is to construct all possible paths using correct and incorrect rules between the exercise and the students' solution. A possible disadvantage of the approach is that there are already around 350 buggy rules just for the domain of expressions over integers with addition, subtraction, multiplication, and division. Determining and providing these buggy rules to an e-learning system thus becomes a task that may easily take months. In principle, the third approach suﬀers from fewer problems. Since feedback is given at and about intermediate steps, fewer buggy rules are applicable compared with the situation where a ﬁnal answer is compared with the initial exercise. However, most tools do not give more feedback than incorrect/correct. If a student follows a wrong strategy, no feedback is given. Only ActiveMath gives feedback on the level of strategies, but this feedback seems to have to be speciﬁed per exercise. Furthermore, it is impossible to specify a strategy in ActiveMath [1], so adding a new strategy to solve a problem often requires a partial reimplementation of the tool. Furthermore, the tools we have seen do not take the current expression of the student properly into account when providing feedback. Since it is impossible to make errors in rewriting in Math(X)Pert, the feedback given by Math(X)Pert is on the level of strategy. Exactly how feedback works in Math(X)Pert is not documented, but we did ﬁnd that it is easy to stray away from a good path towards a solution, and that it is possible to confuse Math(X)Pert by doing so. It is rather unfortunate that considering feedback, current e-learning systems hardly improve upon, and usually are worse than, the 35 year old Goldberg tuition program [16,15]. Goldberg's program is a computer-assisted instruction program that helps students learn Group Theory. Goldberg used a theorem prover to give hints to students when asked for help. A strategy is similar to a 'proof plan' of a theorem prover, so we expect we can provide similar feedback as Goldberg. Already in 1983, Bundy [8] says: 'Goldberg's system is based on the tenet that a teacher must understand something if (s)he is to teach it successfully, even if the teacher is a computer program. This may seem obvious, but it is a tenet which is violated by the more conventional 'drill and practice' Computer Aided Instruction programs.' The situation in 2007 is not much diﬀerent from the situation in 1983, or 1973. The fundamental problem is that in most elearning systems, strategies for solving problems are not explicitly modelled. Without explicit strategies it becomes diﬃcult to reason about strategies, and to provide feedback. To quote Bundy [8] again: 'Whatever aspect of intelligence you attempt to model in a computer program, the same needs arise over and over again – The need to have knowledge about the domain. – The need to reason with that knowledge. – The need for knowledge about how to direct or guide that reasoning.' Note that the three components from which we want to automatically construct feedback: domain, rewrite rules, and strategies, directly correspond to Bundy's essential components of intelligence. These three components are essential for proper mathematical knowledge management [12] when it comes to modeling mathematical exercises. Many existing e-learning tools for mathematical exercises use Computer Algebra Systems (CAS) to verify correctness of answers. This is attractive, because mathematical knowledge present in a CAS is reused for the e-learning tool. However, reusing a CAS in an e-learning tool has a distinctive disadvantage that the strategy for solving a mathematical problem is not directly available to the e-learning tool, and hence it is impossible to give feedback about possible misunderstandings of the strategy. Furthermore, the strategy for solving a mathematical problem used by a CAS might diﬀer from the strategy the student should learn. 3 An example domain This section gives an example in which we specify the three components we need for automatically constructing feedback. It introduces the domain of classical logic expressions, the rules for logical expressions, and the strategy for rewriting a logical expression to normal form. The domain. An example of a logical expression is ¬(x ∨ (y ∧ z)). A logical expression is a logical variable, a constant true or false, the negation of a logical expression, or the conjunction, disjunction, or implication of two logical expressions. In a grammar: ``` Logic ::= Var \| true \| false \| ¬Logic \| Logic ∧ Logic \| Logic ∨ Logic \| Logic → Logic ``` An identiﬁer starting with a capital is a non-terminal, and a lower-case identiﬁer is a terminal. The rules. Logical expressions form a boolean algebra, and hence there exist a number of rules for logical expressions, such as true is the unit of ∧, false is the zero of ∧, and ∧ is commutative and associative. Each rule is given a name. TrueLeftUnitAnd: ``` true ∧ x = x FalseLeftZeroAnd: false ∧ x = false AndComm: x ∧ y = y ∧ x AndLeftAssoc: x ∧ (y ∧ z) = (x ∧ y) ∧ z ``` where x, y, and z range over any logical expression. Similar rules hold for ∨. For negation we have de Morgan's rules, amongst others. NotTrue: ¬true=false NotFalse: ¬false=true NotNot: ¬¬x=x DeMorganAnd: ¬(x ∧ y) = ¬x ∨¬y DeMorganOr: ¬(x∨ y) =¬x∧¬y And, ﬁnally, ∨ and ∧ distribute over each other. ) AndRightOverOr: (x∨ y) ∧ z= (x∧ z) ∨ (y∧ z OrRightOverAnd: (x ∧ y) ∨ z = (x ∨ z) ∧ (y ∨ z) Buggy rules Many buggy rules can be formulated for the domain of logical expressions. For example, a student might forget to change an ∧ into an ∨ in the De Morgan rules: ``` DeMorganAndBuggy: ¬(x ∧ y) = ¬x ∧¬y DeMorganOrBuggy: ¬(x ∨ y) = ¬x ∨¬y ``` A strategy. To rewrite a logical expression to normal form, the basic rules for logical expressions have to be combined to describe how a logical expression is rewritten to disjunctive normal form. One possible strategy for rewriting logical formulas to disjunctive normal form is to – ﬁrst eliminate all ¬'s that are not in front of an expression variable by means of any of the rules for ¬. – Then bottom-up eliminate all ∨'s that appear below top level, using the rule that says that ∧ distributes over ∨. Both of these two parts have to be applied until they cannot be applied anymore. From this informal description we see that to specify a strategy, we need at least the concepts of – applying a single basic rewrite rule ('using the rule that ∧ distributes over ∨'), – choice ('any of the rules for ¬', denoted by \|), – sequence ('ﬁrst . . . Then . . . ', denoted by ;), – repeat until exhausted ('until they cannot be applied anymore', denoted by repeat), – bottom-up (and top-down and anywhere, denoted by bottomUp). If we have these concepts available, we can specify a strategy for rewriting a logical expression to normal form as follows: ``` Dnf = EliminateNots ; MoveOrToTop EliminateNots = repeat ( DeMorganAnd \| DeMorganOr \| NotNot \| NotTrue \| NotFalse ) MoveOrToTop = repeat (bottomUp ( AndLeftOverOr \| AndRightOverOr )) ``` For example, if we apply this strategy to the example logical expression, we get the following derivation: If we view Dnf as the speciﬁcation of a language of transformation steps, the three-rule sequence [ DeMorganOr , DeMorganAnd , AndLeftOverOr ] can be viewed as a sentence from the strategy Dnf transforming ¬(x ∨ (y ∧ z)) into its disjunctive normal form. 4 Specifying strategies Strategies are usually speciﬁed informally. To be able to automatically construct feedback for a student, we have to make the strategy that has to be used explicit. How do we specify a strategy? A strategy determines how basic steps are combined together to reach a solution to a problem. An example of an explicit strategy has been given in the previous section. This section discusses a formalism for specifying strategies. Concepts like applying a basic rewrite rule, choice, sequence, etc. all appear in a strategy language like Stratego, and a Stratego-like language for specifying strategies seems feasible [35,34,25]. We use the following grammar for specifying strategies: ``` Strategy ::= Var \| basic Rule \| Strategy \| Strategy \| Strategy ; Strategy \| repeat Strategy \| bottomUp Strategy ``` Var generates names that can be used in strategies, and Rule generates the set of basic rewrite rules that may be applied in a particular strategy. An example of a strategy, a sentence of this language of strategies, is the strategy Dnf deﬁned in the previous section. This is a rather basic and incomplete deﬁnition of strategies; the following components are missing: – Sometimes we want to specify that it is possible to work on diﬀerent parts of a problem separately, so we need a parallel strategy combinator. – Some basic rules require input from the student. For example, when subtracting two equations we need a multiplier for one of those equations. So we need variants of the basic combinator, with which we can specify that student input is required. Other basic rules require multiple selections in the domain. For example, when substituting x = . . . in another equation, we have to select both the equation to be substituted, and the equations in which it is to be substituted. Again we need a variant of the basic combinator to specify how many selections in the domain have to be made. – Some exercises require the student to show the existence of an object that satisﬁes a particular property. So the student has to supply a particular value. We expect we have to add a combinator to the strategy speciﬁcation language with which we can express that a student has to supply a value at a particular point in a strategy. We have experimented with specifying strategies in the domains of logic and parts of linear algebra. However, we have to experiment with more domains to validate the choice of language for specifying strategies. We need a language with at least the power of a context-free grammar, since we want to be able to specify strategies that require performing a certain substrategy n times, and then another substrategy equally often. Such a strategy cannot be expressed by means of a regular grammar (or a ﬁnite-state automaton). 5 Feedback on strategies Our main reason to explicitly specify a strategy is to give feedback to a student if (s)he does not follow the strategy. A second reason is to be able to give a hint when a student asks for it. Using techniques from the ﬁeld of parser generators, parser combinators and error-correcting parsers, we can automatically construct feedback if a step submitted by the student is not valid according to the strategy. This section explains how we do this. To determine whether or not a student is on the right track in solving an exercise using a particular strategy, we try to determine whether or not the sequence of transformations speciﬁed by the student is a preﬁx (an initial segment) of a sentence from the grammar speciﬁed by the strategy. We have implemented a set of combinators corresponding to the strategy combinators speciﬁed in Section 4 in Haskell [30]. These combinators are very similar to the parser combinators used in higher-order lazy functional programming [21,32]. But instead of parsing sentences, they recognize initial segments of sentences. For example, we can write (<> corresponds to ;, <\|> to \|): ``` dnf = eliminateNots <> moveOrToTop eliminateNots = repeatExhausted (basic DeMorganAnd <\|> basic DeMorganOr <\|> basic NotNot <\|> basic NotTrue <\|> basic NotFalse) moveOrToTop = repeatExhausted ``` ``` (bottomUp (basic AndLeftOverOr <\|> basic AndRightOverOr)) ``` Here, the <>-combinator takes two recognizers, and tries to recognize the ﬁrst followed by the second. The <\|>-combinator takes two recognizers, and tries to either recognize the ﬁrst or the second. The basic-combinator recognizes a single transformation step. To check whether or not a transformation step can be applied, we have to know where it has to be applied in an expression. For example, the transformation step DeMorganAnd is only applicable to the right argument of the operator ∧ in the expression ¬x ∧¬(y ∧ z). It follows that a transformation step has to be accompanied by a selection, which tells the system where to apply a transformation step. So each basic recognizer recognizes a transformation step, followed by a selection in the expression where the transformation step has to be applied. We do not describe the implementation of the library in this paper; the implementation will be published with this paper on our publications page 3 . Recognizers have an underlying state: the expression (exercise) that is being transformed. Each basic rule represents a rewrite step. So besides combinators for recognizers, we also need an implementation for the rules. At the moment we use Strafunski [23], a strategy rewriting library for Haskell, for this purpose. For example, the rule DeMorganAnd is implemented as follows: ``` ruleDeMorganAnd (Not (x :&&: y)) = return (Not x :\|\|: Not y) ruleDeMorganAnd x = fail "DeMorganAnd" ``` Here Not is the ASCII representation of ¬, :&&: of ∧, and :\|\|: of ∨. Since the underlying language of Strafunski is Haskell, we can encode powerful rewrite rules with side-conditions, if-then-else expressions, etc. For example, for arithmetical expressions we would deﬁne amongst others: ``` ruleDiv (Con x :/: Con 0) = fail "Divide by zero" ruleDiv (Con x :/: Con y) = return (x/y) ruleDiv x = fail "Div" ``` Each time we recognize a transformation step we apply the corresponding rewrite rule to the underlying state. The standard approach to recognizers would give a program that either says accept or reject. We want to provide better feedback than just correct/incorrect. For this purpose, we use a variant of error-correcting parsers [33]. In particular, we have used the 'polish parsers' introduced by Swierstra and Hughes [20] to rewrite our combinators into recognizers that provide better feedback. For example, if a student submits the sequence (where submitting a sequence might mean pressing the buttons corresponding to the transformation steps, and selecting subexpressions) [ DeMorganOr , DeMorganAnd ] together with the appropriate selection commands, to rewrite ¬(x∨(y∧z)), and then says she is ﬁnished, our tool signals that a transformation step is missing, namely AndLeftOverOr . How to report this to the student is a diﬀerent question ('the solution of the exercise has not been reached yet', or, 'you should try to apply the rule that distributes ∧ over ∨', or . . .). The adapted recognizer analyzes the strategy, signals errors, and suggests possible correct steps when asked for. When using error-correcting parsers, the feedback is always given on the level of a single transformation step. It is desirable to provide feedback at a higher level. For example, when rewriting ¬(x ∨ (y ∧ (z ∨ w))) with the sequence [ DeMorganOr , AndLeftOverOr ] we might prefer the error message 'you have not eliminated all ¬'s not in front of a variable yet' instead of a message 3 See http://www.cs.uu.nl/∼johanj/publications 'insert the transformation-step DeMorganAnd '. This kind of high-level feedback can be speciﬁed in the recognizer. For example, for the dnf strategy we can write ``` eliminateNotM = "not all not's in front of a variable have been eliminated yet" moveOrToTopM = "not all or's have been moved to top level yet" ``` dnf = addMessage eliminateNotM eliminateNots <> addMessage moveOrToTopM moveOrToTop Using this recognizer, we get the desired feedback in the above example. 6 Conclusions We have shown how we can give good feedback to students interactively solving an exercise on the level of the strategy for solving the exercise. As far as we are aware, our approach to automatically constructing feedback is novel. Good feedback can only be given if the domain, the rules with which an expression in the domain can be rewritten, possibly known buggy rules, and a strategy for solving an exercise in the domain are explicit. We have introduced a context-free grammar like formalism for specifying strategies. A strategy speciﬁed in this formalism can be viewed as a grammar. When solving an exercise, a student constructs (preﬁxes of) a sentence of this grammar. By using techniques from the ﬁeld of parser generators, parser combinators, and error-correcting parsers, we have implemented a library, with which we can build recognizers for particular strategies which recognize preﬁxes of sentences of a grammar, and which can automatically construct feedback if a step submitted by the student is not valid according to the strategy. Using our results, we can build an e-learning system that provides good feedback. There are many advantages of such a system: – Feedback may be given at each step in a calculation towards a solution, not just after solving an exercise. Thus feedback is given earlier than in tools that construct feedback based on a ﬁnal answer, and almost always more accurate. – Feedback is automatically constructed for each intermediate step for each exercise. Feedback need not be speciﬁed for every exercise anymore, and hence deﬁning new exercises becomes much easier. – Feedback is automatically constructed for each strategy. Hence, feedback need not be speciﬁed for every class of exercises anymore, and deﬁning a strategy for a new class of problems, or a new strategy for solving a particular class of problems does not require developing or reimplementing a tool. – To construct an e-learning system for a new domain is a matter of specifying the domain, the rules, the buggy rules, and the strategies. The e-learning system comes for free. A single framework for constructing e-learning systems for diﬀerent domains suﬃces. We think it is not realistic to assume that teachers can adapt e-learning tools to cater for new strategies. We do think there is a possibility that teachers can adapt a strategy to their needs. Thus an e-learning system that is generated from a domain, its rules, and a strategy makes it easier for a teacher to adapt an e-learning tool. This probably increases the acceptance and usage of such a tool by teachers. Future work. We have only taken the ﬁrst steps towards an e-learning system that provides good feedback. We have to integrate the results from this paper into our existing e-learning systems to experiment with the expressiveness of our formalism. We have already formulated a number of strategies as recognizers, but we have to experiment with a larger set of strategies to validate the formalism introduced in this paper. Some problems we want to work on in the future are: – To allow working on diﬀerent parts of an exercise using a diﬀerent strategy, we want to introduce a parallel combinator. We expect we can use variants of permutation parsers [2] to implement a parallel combinator. – How do we deal with strategies in which many trivial intermediate steps are silently applied (such as associativity and commutativity of ∨)? – Can we also specify 'reﬁnement' rules instead of transformation rules? Reﬁnement rules are useful when developing a program or a UML model, for example. – Some exercises require the student to show the existence of an object that satisﬁes a particular property. So the student has to supply a particular value. We expect we have to add a combinator to the strategy speciﬁcation language with which we can express that a student has to supply a value at a particular point in a strategy. – How do we deal with buggy strategies, or with sub-optimal strategies? We expect we will add 'known' buggy strategies to strategy descriptions, and build recognizers to recognize such buggy strategies, and provide appropriate error messages. Dealing with sub-optimal strategies might be done similarly: recognize and comment. The diﬀerence might be that we do not allow a student to make progress when in a buggy strategy, whereas we allow a student to follow a sub-optimal strategy. – We expect we will need several variants of the basic combinator. At the moment the basic combinator may be preceded by a number of selection commands, which determine where the transformation step is applied in the underlying expression. However, some transformation steps need more than one selection in the underlying expression. For example, substitution requires selecting an equation of the form x = . . ., and a set of equations in which this equation is substituted. Other transformation steps require student input, which might also be considered as a kind of selection. – Using the strategy descriptions given in this paper, we can give good feedback when a student makes an error. Giving a hint when a student is stuck can be done using almost the same approach, with the exception that we have to be speciﬁc about which choice to make when a student has to provide input to a transformation step. For example, a student sometimes has to supply a particular value for a variable. We expect we have to adapt our strategy language such that transformation steps that require student input also contain information about how to choose appropriate input when such input is not given, or when a student asks for a hint. Acknowledgements. Doaitse Swierstra helped in implementing the recognizers for strategies. Eric Bouwers spent a lot of time in ﬁnding related work. Josje Lodder and Arthur van Leeuwen commented on a previous version of this paper. The partners in the Dutch Surf educational innovation project Intelligent Feedback in e-learning, in particular Erik Jansen, Hans Cuypers, and Evert van de Vrie, stimulated the research reported in this paper. References 1. The Activemath Group, Erica Melis, Jochen B¨udenbender, George Goguadze, Paul Libbrecht, and Carsten Ullrich. Knowledge representation and management in activemath. Annals of Mathematics and Artiﬁcial Intelligence, 38(1-3):47–64, 2003. 2. Arthur I. Baars, Andres L¨oh, and S. Doaitse Swierstra. Parsing permutation phrases. Journal of Functional Programming, 14(6):635–646, 2004. 3. Michael J. Beeson. A computerized environment for learning algebra, trigonometry, and calculus. Journal of Artiﬁcial Intelligence and Education, 1:65–76, 1990. 4. Michael J. Beeson. Design principles of Mathpert: Software to support education in algebra and calculus. In N. Kajler, editor, Computer-Human Interaction in Symbolic Computation, pages 89–115. Springer-Verlag, 1998. 5. C Bokhove, A. Heck, and G. Koolstra. Intelligent feedback to digital assessments and exercises (in Dutch). Euclides, 2, 2005. 6. John Seely Brown and Richard R. Burton. Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2:155–192, 1978. 7. John Seely Brown and Kurt VanLehn. Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 4:379–426, 1980. 8. Alan Bundy. The Computer Modelling of Mathematical Reasoning. Academic Press, 1983. 9. H. Chaachoua et al. Aplusix, a learning environment for algebra, actual use and beneﬁts. In ICME 10 : 10th International Congress on Mathematical Education, 2004. Retrieved from http://www.itd.cnr.it/telma/papers.php, January 2007. 10. Arjeh Cohen, Hans Cuypers, Dorina Jibetean, and Mark Spanbroek. Interactive learning and mathematical calculus. In Mathematical Knowledge Management, 2005. 11. Hans van Ditmarsch. Logic software and logic education. http://www.cs.otago. ac.nz/staffpriv/hans/logiccourseware.html. These pages contain a comprehensive, alphabetically ordered list of educational logic software, 2005. 12. William M. Farmer. MKM: a new interdisciplinary ﬁeld of research. SIGSAM Bull., 38(2):47–52, 2004. 13. Freudenthal Institute. Digital math environment. http://www.fi.uu.nl/dwo, 2004. 14. G. Goguadze, A. Gonz´alez Palomo, and E. Melis. Interactivity of exercises in ActiveMath. In International Conference on Computers in Education, ICCE 2005, 2005. 15. A. Goldberg and P. Suppes. A Computer-Assisted Instruction Program for Exercises on Finding Axioms. Educational Studies in Mathematics, 4:429–449, 1972. 16. Adele Goldberg. Computer assisted instruction: The application of theorem proving to adaptive response analysis. PhD thesis, Stanford, May 1973. 17. Ira P. Goldstein and Eric Grimson. Annotated production systems: A model for skill acquisition. In IJCAI, pages 311–317, 1977. 18. Andr´e Heck and Leendert van Gastel. Diagnostic testing with Maple T.A. In M. Sepp¨al¨a, S. Xambo, and O. Caprotti, editors, Proceedings of the Web Advanced Learning Conference and Exhibition, WebALT 2006, pages 37–52. Oy WebALT Inc., 2006. 19. Martin Hennecke. Online Diagnose in intelligenten mathematischen Lehr-LernSystemen (in German). PhD thesis, Hildesheim University, 1999. FortschrittBerichte VDI Reihe 10, Informatik / Kommunikationstechnik; 605. D¨usseldorf: VDI-Verlag. 20. R. John M. Hughes and S. Doaitse Swierstra. Polish parsers, step by step. In ICFP '03: Proceedings of the eighth ACM SIGPLAN international conference on Functional programming, pages 239–248. ACM Press, 2003. 21. Graham Hutton. Higher-order Functions for Parsing. Journal of Functional Programming, 2(3):323–343, July 1992. 22. Anan Erev Ido Erev, Adi Luria. On the eﬀect of immediate feedback, May 2006. Retrieved from http://telem-pub.openu.ac.il/users/chais/2006/05/ pdf/e-chais-erev.pdf, December 2006. 23. Ralf L¨ammel and Joost Visser. Typed combinators for generic traversal. In PADL '02: Proceedings of the 4th International Symposium on Practical Aspects of Declarative Languages, pages 137–154. Springer-Verlag, 2002. 24. Josje Lodder, Johan Jeuring, and Harrie Passier. An interactive tool for manipulating logical formulae. In M. Manzano, B. P´erez Lancho, and A. Gil, editors, Proceedings of the Second International Congress on Tools for Teaching Logic, 2006. 25. Mircea Marin and Tetsuo Ida. Progress of rholog, a rule-based programming system. Mathematica in Education and Research, 11(1):50–66, 2006. 26. Manolis Marvrikis and Antony Macioncia. Wallis: a web-based ILE for science and engineering students studying mathematics. In M. Sepp¨al¨a, S. Xambo, and O. Caprotti, editors, Proceedings of the Web Advanced Learning Conference and Exhibition, WebALT 2006, pages 111–126. Oy WebALT Inc., 2006. 27. B. Jean Mason and Roger Bruning. Providing feedback in computer-based instruction: What the research tells us. retrieved from http://dwb.unl.edu/Edit/ MB/MasonBruning.html, august 2006, 2001. 28. E. H. Mory. Feedback research revisited. In D. H. Jonassen, editor, Handbook of Research on Educational Communications and Technology, chapter 29, pages 745–783. Lawrence Erlbaum Associates, 2004. 29. Harrie Passier and Johan Jeuring. Feedback in an interactive equation solver. In M. Sepp¨al¨a, S. Xambo, and O. Caprotti, editors, Proceedings of the Web Advanced Learning Conference and Exhibition, WebALT 2006, pages 53–68. Oy WebALT Inc., 2006. 30. Simon Peyton Jones et al. Haskell 98, Language and Libraries. The Revised Report. Cambridge University Press, 2003. A special issue of the Journal of Functional Programming, see also http://www.haskell.org/. 31. Christopher J. Sangwin and Michael Grove. Stack: addressing the needs of the ¨neglected learners¨. In M. Sepp¨al¨a, S. Xambo, and O. Caprotti, editors, Proceedings of the Web Advanced Learning Conference and Exhibition, WebALT 2006, pages 81–96. Oy WebALT Inc., 2006. 32. Doaitse Swierstra. Combinator parsers: From toys to tools. In Haskell Workshop 2000, September 2000. 33. S. Doaitse Swierstra and Luc Duponcheel. Deterministic, error-correcting combinator parsers. In John Launchbury, Erik Meijer, and Tim Sheard, editors, Advanced Functional Programming, volume 1129 of LNCS-Tutorial, pages 184–207. SpringerVerlag, 1996. 34. Eelco Visser. A survey of strategies in rule-based program transformation systems. Journal of Symbolic Computation, 40(1):831–873, 2005. Special issue on Reduction Strategies in Rewriting and Programming. 35. Eelco Visser, Zine-el-Abidine Benaissa, and Andrew Tolmach. Building program optimizers with rewriting strategies. In Proceedings of the third ACM SIGPLAN International Conference on Functional Programming (ICFP'98), pages 13–26. ACM Press, September 1998.	<urn:uuid:236ee168-aad4-41a7-b32f-3469d65c3194>	CC-MAIN-2018-34	http://www.cs.uu.nl/research/techreps/repo/CS-2007/2007-007.pdf	2018-08-14T14:05:32Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00341.warc.gz	466,169,780	9,494	eng_Latn	eng_Latn	0.934485	eng_Latn	0.995881	[ "eng_Latn", "eng_Latn", "eng_Latn", "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	[ 230, 2471, 5943, 8795, 12072, 16021, 18411, 19960, 21668, 24192, 27100, 29634, 32717, 35754, 42755 ]	[ 2.203125, 0.91796875 ]	3	2
Energy: Measured in calories Men – 2500 per day Female 2000 per day Factors effecting calorie consumed/required: GCSE PE – Paper 2 Reasons for balanced diet: To maintain body weight To have the nutrients/energy required to take part in physical activity Nutrients required for growth and hydration Balanced diet Gender Height Age Amount of activity ``` 55-60% carbohydrates (preferred energy source – moderate to high intensity) 20-30% fat (energy used for low intensity exercise 15-20% protein (growth and repair of muscle) ``` Water Dehydration – Excessive loss of body water interrupting the function of the body Hydration – having enough water (water balance) to enable normal functioning of the body Rehydration – Consuming water to restore hydration Effects of dehydration Blood thickens (known as increased viscosity) – slows blood flow around the body Heart rate increases Increase in body temperature Reaction times slow down Fatigue occurs quicker ``` Carbohydrates – pasta, potatoes, rice Fats – oils, butter, nuts, milk Protein – meat, fish, milk ``` Etiquette :The unwritten rules concerning player behaviour' Sportsmanship: Appropriate, polite and fair behaviour while participating in a sporting event (good etiquette) e.g. shaking hands after a game Gamesmanship: The use of dubious methods, that are not strictly illegal, to gain an advantage (poor etiquette) e.g. timewasting PROBLEM! COST! 'Home team' advantage Positives Familiar surroundings for the players Home team support/positive atmosphere Negatives Added pressure because of the 'expectancy' to win Reasons for 'hooliganism' Alcohol Rivalry Media hype from previous fixtures between teams Gang mentality/masculinity + being 'part' of a group Poor refereeing decisions Combating 'hooliganism' CCTV Improved level of policing and stewarding Segregation of fans Alcohol bans Early kick offs Prevention of known hooligans (banning orders, removal of passports) Punishing teams (playing behind 'closed' doors, removing teams from competitions) Building all seating stadiums Campaigns – 'Kick racism out of football' etc. Performance enhancing drugs (PED's) ``` Stimulants – increase alertness and decrease reaction time e.g. 100m Narcotics Analgesics – numb pain when carrying injuries e.g. any activity Anabolic agents – Build muscle mass, increase strength e.g. weight training Peptide Hormones (EPO) – Increase the amount of red blood cells – increase the ability to carry oxygen to the muscles e.g. marathon running Diuretics – Remove excess water from the body – used for rapid weight loss e.g. jockey in horse racing Blood doping – Increase the amount of red blood cells by removing blood and 'replacing' once the body has made up for the lost blood e.g. marathon running Beta blockers – lowers heart rate and muscle tension, blood pressure – helps remain 'calm' e.g. archery, shooting ```	<urn:uuid:33220e67-3576-42aa-89ba-697b7486df4a>	CC-MAIN-2018-34	https://www.immanuelcollege.net/wp-content/uploads/2017/12/Paper-2-learn-sheet-diet-hooliganism-and-drugs.pdf	2018-08-14T14:23:11Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00342.warc.gz	890,172,042	664	eng_Latn	eng_Latn	0.99218	eng_Latn	0.99218	[ "eng_Latn" ]	false	docling	[ 2902 ]	[ 2.890625 ]	1	0
BADGER WEATHER BLOG (badgerwxblog.blogspot.com) Guidelines and Expectations DESCRIPTION: Six times during the semester, you and your weather discussion partner will be responsible for posting a forecast for Madison on the "Badger Weather Blog". These forecasts will be made in conjunction with your in-class map discussions and each forecast will contain the following components: 1) Public Weather Briefing: This is a short description of the weather conditions that are expected throughout the forecast period. It should be written at a level that someone in the general public should be able to understand. 2) Forecast: This is where you describe the weather expected in the area. Imagine this as something you see while visiting the NWS website or weather.com. You will create a forecast for "Tonight", "Tomorrow", "Tomorrow night", "2 days from now", "3 days from now", and the "outlook for days 4-7". 3) Forecast Discussion: The final section is a technical discussion of the pertinent dynamical mechanisms driving the weather across southern Wisconsin. This part should be modeled after an area forecast discussion issued by a NWS office. LOGISTICS: You will be responsible for posting a forecast to the blog on the day prior and day of your map discussion. For example, if you give the map discussion on a Tuesday, you will post a forecast on both Monday and Tuesday. All forecasts must be published to blog by 10pm. Please do not re-edit the post after 10pm. In the event of a rapidly evolving, high-impact weather event, you may post an additional post with the title: UPDATE: <prior forecast title>. Each member of the class has been added as an author to the blog and can create a post in the following manner: 1) Go to blogger.com and enter your wiscmail address to log-in (you will be redirected to a UW webpage where you will enter your netID and password). 2) Click on "Badger Weather Blog" to access the blog's overview page. 3) On the left hand side of the screen click "New post" (orange box). 4) A blank template will appear. Add your text to the template and add a descriptive title to your post in the top toolbar. This title is the main headline that will describe your forecast. 5) Add both your partner's and your own name at the bottom of the forecast. 6) Once you are finished, click publish (orange box) on the top toolbar. Following the conclusion of your forecast responsibilities, you will have one week to write a short reflection evaluating the success of your forecast. For example, what went well? What didn't and why? What might you do differently the next time? This reflection should be posted as a comment on your second forecast. COMMENTS: This blog is meant to serve as a place for the class to have a professional dialogue about upcoming weather throughout the course of the semester. Consequently, each member of the class is expected to engage with the blog by regularly posting comments, questions, and thoughts on forecasts posted by your classmates. Those responsible for authoring the forecast are expected to respond (as appropriate) to these comments and questions. Please be aware that comments and posts cannot be anonymous and will be moderated at all times. Any disrespectful and inappropriate comments will not be tolerated. ASSESSMENT: Your blog posts will be assessed in accordance with the guidelines below: - Forecasts include a discussion of the pertinent atmospheric features that are affecting Madison throughout the duration of the forecast period. - Your reflection is a thoughtful analysis evaluating the success of your forecast and offers tangible examples for future improvement. - All posts should be polished, concise, well-written, and free of any grammatical and spelling errors.	<urn:uuid:32624200-8c53-4129-b5e4-1b034436b2a6>	CC-MAIN-2018-34	http://marrella.meteor.wisc.edu/aos452/labs15/BlogGuidelinesF15.pdf	2018-08-14T13:57:20Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00343.warc.gz	257,781,495	759	eng_Latn	eng_Latn	0.999089	eng_Latn	0.999143	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2677, 3764 ]	[ 3.234375 ]	1	1
GARDENING Gardening With an Eye on Water Quality WATERING Plants Need Water Ways to Water Proper watering is essential to a healthy garden. A plant is 7540% water. Water is necessary for all internal plant functions such as: photosynthesis and the transportation of nutrients. If water is applied at the proper times in correct amounts, it is possible to conserve it, thereby protecting water quality in the Sound. The method you use can make a difference. Hand Held Water Can or Garden Hose method is only appropriate for containers, small flower beds, newly planted trees, shrubs or recently sown flower or vegetable seeds. A small Overwatering can wash away soil, chemicals and plant nutrients. They can find their way into rivers, Long Island Sound, bays and the ocean - a loss to the garden and a hazard to marine life. The SoundGardening approach to watering is to plant drought-resistantspecies,landscapeusingxeriscapeprinciples (planned, drought-resistant landscapes) and to water only when needed. garden will require a great deal of time and patience to hand water properly. Sinking perforated plastic jugs into the ground next to plants will encourage infiltration. Using mulch will keep the soil moist and cool in the heat of summer. Sprinklers Keep the water pattern even by ving the sprinkler frequently and overlapping about one alf of each pattern. Place oscillating sprinklers higher than e plants to prevent water from being diverted by leaves. Do not apply water faster than the soil can absorb it. Be sure the sprinkler is not watering the sidewalk, street or other paved surface. Sonker Hoses There are a variety of special soaker hoses. They can reduce runoff and evaporative losses and generally do not cost more than normal g'arden hoses. Perforated m playtic hoses or soaker hoses should be placed with holes facing downward along one side of the crop row or underneath mulch. Water will slowly soak into the soil without wetting foliage, thus decreasingevaporation and the risk of foliage diseases. Trickle crnd Drip Systems Wlien to Water Wateronlywhenneeded. Agoodruleofthumbinwatering plants is to saturate the entire root zone and then allow the soil to dry out partially before the next irrigation. The speed of drying depends on plant size and species, the ability of the soil to hold water and the weather. Once plants are established, less frequent, deep watering with dry periods in between encourages deep roots. Gradually extend the length of time between waterings. Do not rely on automatic timers. If you use an automatic system, install a moisture sensor to turn it on and off. Also, do not water on windy days or during the heat of the day, especially with sprinklers; considerable water may be lost to evaporation. Early morning watering is best for lawn.. 'and most other plants. How Much Water A running hose can deliver about 375 gallons in hour. Too much water, especially in poorly drained soils, can be damaging. Apply water only as fast as the soil can absorb it. Turn off water at the first sign of puddling; turn it back on later if water did not penetrate the whole root zone. Do not apply water at rates greater than I /4" to l/2" per hour; faster watering can cause runoff and/or erosion. Use small containers to measure the amount of water being applied. A lawn can use I" to I l/2" of water per week during hot, dry weather. How to Reduce the Needfor Water * Select low water use plants. * Add organic matter to the soil to increase the water holding capacity of sandy soils and allow for better air and water movement in compacted soils. * Design the landscape around sound xeriscape principles, consolidating plants requiring similar amounts of irrigation. Azaleas and rhododendrons could be grouped in one area, junipers and potentilla in another. * Select a turfgrass that excels in low water conditions. * Mulch the tilled areas to help reduce evaporation of water. A small or newly-established plant will need watering before very much soil drying takes place - generally within a few days to one week. Seeds and seedlings need more frequent watering as they should never be allowed to dry out. A vegetable garden should be watered when the soil within 1" of the surface feels dry to the touch. When a lawn gets too dry it shows aloss of resilience: footprints will remain visible in the grass and its color will change to a grayish Hue. REMEMBER * Water deeply and slowly. * Water when needed, not according to a pre-determined schedule. * Water only as fast as it can be absorbed by the soil. * Follow watering restrictions when and where they For more information on Sound Gardening and waterihg, contact your local Cooperative Extension office. In Connecticut: In New York: Nassau (516)4%-0900 SUffOlk (516)727-7850 Westchester (914)682-3072 Sorrnd Gor;dening was made possible through the combinedefforts of Cornell Cooperative Extension of Nassau. Suffolk. and Westchester Counties. University of Connecticut Cooperative Extension System, and the Sea Grant Programs of New York and Connecticut. Arhvork by Susan Stone. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Connecticut and Cornell Cooperative Extension Systems. Kirvin Knox and La&da A. Noble Directors, the University of Connecticut and New York State Colleges of Agriculture and Life Sciences, Human Ecology and Veterinary Medicine at Cornell University. 4191	<urn:uuid:b46d7788-8d24-40b4-86d8-9a05a8db085b>	CC-MAIN-2018-34	http://survival.50webs.org/pdfs_food/sound_gardening_and_watering.pdf	2018-08-14T13:59:04Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00348.warc.gz	400,899,938	1,201	eng_Latn	eng_Latn	0.996622	eng_Latn	0.996638	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1543, 5524 ]	[ 3.359375 ]	2	0
Year-at-a-Glance: World History Please Note: This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course is best answered by the individual teacher. In general, teachers should remain within 1-2 weeks of the suggested pacing. Teachers may use a wide variety of instructional materials throughout their course. Resources may include district adopted instructional resources or supplemental resources that align to the topic and/or standard. Publisher Resource: World History - – Pearson World History \| Week/ \| Major Concepts / Topics \| \|---\|---\| \| Suggested \| \| \| Dates \| \| \| 1, 2, & 3 August 10 13,14,15,16,17 20,21,22,23,24 27,28,29,30,31 \| Early Medieval Europe • Topic 1, Lessons 1-3 • DBQ Project: “What is the Primary Reason to Study the Byzantines?” • SS.912.W.2.1, SS.912.W.2.2, SS.912.W.2.3, SS.912.W.2.4, SS.912.W.2.5, SS.912.W.2.6, SS.912.W.2.7, SS.912.W.2.9, SS.912.W.2.10, SS.912.W.2.11, SS.912.W.2.12, SS.912.W.2.13, SS.912.W.2.17 \| \| 4, 5, & 6 September 4,5,6,7 10,11,12,13,14 17,18 \| Rise of Islam • Topic 2 • SS.912.W.2.7, SS.912.W.2.8, SS.912.W.3.1, SS.912.W.3.2, SS.912.W.3.3, SS.912.W.3.5, SS.912.W.3.6, SS.912.W.3.9, SS.912.W.3.10, SS.912.W.3.11, SS.912.W.3.12, SS.912.W.3.13, SS.912.W.3.14 \| \| 6,7, & 8 \| Late Medieval Europe • Topic 1, Lessons 4-8 • SS.912.W.2.10, SS.912.W.2.11, SS.912.W.2.12, SS.912.W.2.13, SS.912.W.2.14, SS.912.W.2.15, SS.912.W.2.16, SS.912.W.2.17, SS.912.W.2.18, SS.912.W.3.7, SS.912.W.3.8 \| \| September \| \| \| 19,20,21 \| \| \| 24,25,26,27,28 \| \| \| October \| \| \| 1,2,3,4,5 \| \| \| 9 October 8,9,10,11,12 (continue in Quarter 2) \| \| \| 9 \| \| \| October \| \| \| 8,9,10,11,12 \| \| \| (continue in \| \| \| Quarter 2) \| \| World History \| Quarter 2 Oct 16 – Dec 21 (9 weeks) \| Week/ \| Major Concepts / Topics \| \|---\|---\|---\| \| \| Suggested \| \| \| \| Dates \| \| \| \| 1 & 2 (continued from Quarter 1) October 16,17,18,19 22,23,24,25,26 \| Renaissance and Reformation • Topic 4 • SS.912.W.4.1, SS.912.W.4.2, SS.912.W.4.3, SS.912.W.4.4, SS.912.W.4.5, SS.912.W.4.7, SS.912.W.4.8, SS.912.W.4.9 \| \| \| 3 October 29,30,31 November 1,2 \| The Americas • Topic 0, Lesson 4 • SS.912.W.3.15, SS.912.W.3.16, SS.912.W.3.17, SS.912.W.3.18, SS.912.W.3.19 \| \| \| 4,5,6, & 7 \| Scientific Revolution and Age of Exploration • Topic 5 • SS.912.W.4.5, SS.912.W.4.6, SS.912.W.4.10, SS.912.W.4.11, SS.912.W.4.12, SS.912.W.4.13, SS.912.W.4.14, SS.912.W.4.15 • DBQ Project: “Exploration or Reformation: Which was the More Important Consequence of the Printing Press?” \| \| \| November \| \| \| \| 5,6,7,8,9 \| \| \| \| 13,14,15,16 \| \| \| \| 19,20 \| \| \| \| 26,27,28,29,30 \| \| \| \| December \| \| \| \| 3,4,5,6,7 \| \| \| \| 8 December 10,11,12,13,14 \| Medieval Asia • Topic 3 • SS.912.W.2.19, SS.912.W.2.20, SS.912.W.2.21, SS.912.W.2.22, SS.912.W.3.4 \| World History \| Quarter 3 Jan 7 – Mar 14 (10 weeks) \| Week/ \| Major Concepts / Topics \| \|---\|---\|---\| \| \| Suggested \| \| \| \| Dates \| \| \| \| 1,2, & 3 January 7,8,9,10,11 14,15,16,17,18 22,23,24,25 \| Enlightenment, Absolutism, and Revolution • Topic 6 • SS.912.W.5.1, SS.912.W.5.2, SS.912.W.5.3, SS.912.W.5.4, SS.912.W.5.5, SS.912.W.5.6 \| \| \| 4 & 5 \| The Industrial Revolution • Topic 7 • SS.912.W.6.1, SS.912.W.6.2, SS.912.W.6.3, SS.912.W.6.4 \| \| \| January \| \| \| \| 28,29,30,31 \| \| \| \| February \| \| \| \| 1 \| \| \| \| 4,5,6,7,8 \| \| \| \| 6 February 11,12,13,14 \| Nationalism and Democracy • Topic 8 • SS.912.W.5.4, SS.912.W.5.7, SS.912.W.6.3, SS.912.W.6.4, SS.912.W.6.5 \| \| \| 7 & 8 \| The Age of Imperialism • Topic 9 • SS.912.W.6.4, SS.912.W.6.6, SS.912.W.6.7 • DBQ Project: “What Was the Driving Force Behind European Imperialism in Africa?” \| \| \| February \| \| \| \| 19,20,21,22 \| \| \| \| 25,26,27,28 \| \| \| \| March \| \| \| \| 1 \| \| \| \| 9 & 10 \| World War I and the Russian Revolution • Topic 10 • SS.912.W.7.1, SS.912.W.7.2, SS.912.W.7.3 \| \| \| March \| \| \| \| 4,5,6,7,8 \| \| \| \| 11,12,13,14 \| \| World History \| Week/ \| Major Concepts / Topics \| \|---\|---\| \| Suggested \| \| \| Dates \| \| \| 1 \| Interwar Years • Topic 11 • SS.912.W.7.3, SS.912.W.7.4, SS.912.W.7.5, SS.912.W.7.6 \| \| (Spring Break is \| \| \| 3/18-3/22) \| \| \| March \| \| \| 25,26,27,28,29 \| \| \| 2 & 3 April 1,2,3,4,5 8,9,10,11,12 \| World War II • Topic 12 • SS.912.W.7.5, SS.912.W.7.7, SS.912.W.7.8, SS.912.W.7.9, SS.912.W.7.10, SS.912.W.7.11 • DBQ Project: “How Did the Versailles Treaty Help Cause World War II?” \| \| \| The Cold War Era • Topic 13 • SS.912.W.7.11, SS.912.W.8.1, SS.912.W.8.2, SS.912.W.8.3, SS.912.W.8.4, SS.912.W.8.5, SS.912.W.8.7, SS.912.W.8.8, SS.912.W.9.2, SS.912.W.9.4 \| \| \| New Nations and Today’s World • Topics 14 & 15 • SS.912.W.8.6, SS.912.W.8.7, SS.912.W.8.8, SS.912.W.8.9, SS.912.W.8.10, SS.912.W.9.1, SS.912.W.9.2, SS.912.W.9.3, SS.912.W.9.4, SS.912.W.9.5, SS.912.W.9.6, SS.912.W.9.7 \|	<urn:uuid:a8756de2-5ba1-44cc-b02e-2e7ddc7a6ec6>	CC-MAIN-2018-34	http://www.stjohns.k12.fl.us/year-at-a-glance/wp-content/uploads/sites/101/2018/08/World-History-YAG-2018-2019.pdf	2018-08-14T13:54:03Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00343.warc.gz	560,352,674	2,260	eng_Latn	eng_Latn	0.997092	eng_Latn	0.992819	[ "eng_Latn", "unknown", "unknown", "unknown", "unknown" ]	false	docling	[ 639, 1817, 2913, 4025, 4910 ]	[ 2.71875 ]	1	0
Spanish 2 Major Concepts / Topics Resources 1 Spanish 2 Major Concepts / Topics Students will be able to: * Identify parts of the house; talk about household chores; give instructions on cleaning the house by using the present subjunctive with verbs of will and influence in both the written and oral form using the vocabulary and grammar structures presented in Lesson 3.3-3.4 in context. * Talk about and discuss the environment; express opinions and beliefs about environmental issues using the subjunctive with verbs of emotions, doubt, disbelief, and denial as well as the subjunctive with conjunctions in both the written and oral expression using the vocabulary and grammar structures presented in Lesson 4 in context. Sample Written Prompts: Ernesto is getting bad grades in Spanish class. Write a letter giving him advice using impersonal expressions and the present subjunctive. In a paragraph, describe your regions geographic characteristics and explain 2-3 environmental problems your community faces. Major Concepts / Topics Students will be able to: * Give advice to others; give and receive driving/walking directions; discuss errands and city life by using the subjunctive in adjective clauses, nosotros commands, and past participles used as adjectives in both the written and oral form using the vocabulary and grammar structures presented in Lesson 5 in context. * Talk about their health, well-being, nutrition, and physical activities by using the present perfect, the past perfect, and the present perfect subjunctive in both the written and oral form using the vocabulary and grammar structures presented in Lesson 6 in context. Sample Written Prompt: Write down written directions to the beach to a tourist who is lost in your city. Write a paragraph about what a health conscious friend or relative does to stay healthy. Imagine that he/she was the complete opposite a year ago and describe what he/she did to live a healthy lifestyle 2 Resources Lesson 3 (3.3-3.4) – La Vivienda - Panamá Text Book pg. 108-126 Workbook pg. 33-38 (optional Repaso of Lesson 1-3) pg. 39-40 Lesson 4 – La naturaleza- Colombia Workbook pg. 41- 50 Text Book pg. 127-160 REQUIRED Anchor Texts: Vista Higher Learning Descubre 2 Lengua y cultura del mundo hispánico VHL Supersite: http://vhlcentral.com Resources Lesson 5- En la ciudad- Venezuela Textbook pages: 161-192 Workbook pages: 51-60 Lesson 6- El bienestar- Bolivia Textbook pages: 193-226 Workbook pages: 61-70 (optional Repaso Lesson 4-6) wrkbk pg 71-72 REQUIRED Anchor Texts: Vista Higher Learning Descubre 2 Lengua y cultura del mundo hispánico VHL Supersite: http://vhlcentral.com	<urn:uuid:bbda82db-af20-4633-99a5-7285bef8eb03>	CC-MAIN-2018-34	http://www.stjohns.k12.fl.us/year-at-a-glance/wp-content/uploads/sites/101/2018/08/Spanish-2-YAG-18-19.pdf	2018-08-14T13:54:00Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00343.warc.gz	560,269,687	628	eng_Latn	eng_Latn	0.976656	eng_Latn	0.975352	[ "unknown", "eng_Latn" ]	false	docling	[ 48, 2691 ]	[ 3.703125 ]	2	3
World Journal of Pharmaceutical a World Journal of Pharmaceutical and Life Sciences WJPLS nd Life Sciences www.wjpls.org SJIF Impact Factor: 5.088 S-A-L-T AS SUPPORTIVE AND LUCRATIVE TASTE Viral Prajapati, Amit Thakor, Ketu Patel, Gautam Rajpurohit, Mihal Joshi, Kushal Saini and Prof. Dr. Dhrubo Jyoti Sen* Department of Pharmaceutical Chemistry, Shri Sarvajanik Pharmacy College, Gujarat Technological University, Arvind Baug, Mehsana-384001, Gujarat, India. *Corresponding Author: Prof. Dr. Dhrubo Jyoti Sen Department of Pharmaceutical Chemistry, Shri Sarvajanik Pharmacy College, Gujarat Technological University, Arvind Baug, Mehsana384001, Gujarat, India. Article Received on 15/03/2018 Article Revised on 05/04/2018 Article Accepted on 26/04/2018 ABSTRACT Iodized white salt (commonly available in the country) is chemically processed and bleached from yellowish/offwhite color to white color as it undergoes processing to convert brine from sea water to white salt with chemicals added for Iodine fortification and anti-caking agents like E551 (nanosilica; SiO2) & E536 (potassium ferrocyanide; K4[Fe(CN)6]). It is different from the natural sea salt or rock salt which is natural, unrefined healthier options. An image is attached for more clarity around the process. An anti-caking agent is an additive placed in powdered or granulated materials, such as table salt or confectionaries to prevent the formation of lumps (caking) and for easing packaging, transport, and consumption. There is no evidence to suggest there are any negative health effects. In fact, studies have shown it to boost immune function, reduce mortality and help with weight loss. An anti-caking agent in salt is denoted in the ingredients, for example, as "anti-caking agent (554)", which is sodium aluminosilicate, a man-made product. This product is present in many commercial table salts as well as dried milk, egg mixes, sugar products, flours and spices. In Europe, sodium ferrocyanide (535) and potassium ferrocyanide (536) are more common anti-caking agents in table salt. "Natural" anti-caking agents used in more expensive table salt include calcium carbonate and magnesium carbonate. Some anti-caking agents are soluble in water, while others are soluble in alcohols or other organic solvents. They function either by absorbing excess moisture or by coating particles and making them water-repellent. Calcium silicate (CaSiO3), a commonly used anti-caking agent, added to e.g. table salt, absorbs both water and oil. Anti-caking agents are also used in non-food items such as road salt, fertilizers, cosmetics, synthetic detergents, and in manufacturing applications. The most widely used anti-caking agents include the stearates of calcium and magnesium, silica and various silicates, talc, as well as flour and starch. Ferrocyanides are used for table salt. The following anti-caking agents are listed in order by their number in the Codex Alimentarius: tricalcium phosphate (Ca3(PO4)2:341), powdered cellulose (C6H10O5)n: 460), magnesium stearate (Mg(C18H35O2)2: 470b), sodium bicarbonate (NaHCO3: 500), sodium ferrocyanide (Na4Fe(CN)6.10H2O: 535), potassium ferrocyanide (K4[Fe(CN)6]·3H2O: 536), calcium ferrocyanide (Ca2Fe(CN)6·12H2O: 538), calcium phosphate (Ca3(PO4)2: 542), sodium silicate (Na2SiO2)nO: 550), silicon dioxide (SiO2: 551), calcium silicate ( Ca2SiO4: 552), magnesium trisilicate (Mg2O8Si3: 553a), talcum powder (Mg3Si4O10(OH)2: 553b), sodium aluminosilicate (554), potassium aluminium silicate (555), calcium aluminosilicate (Na2Al2Si14O32·3H2O: 556), bentonite (558), aluminium silicate (xAl2O3.ySiO2.zH2O: 559), 570 stearic acid (C17H35COOH: 570), polydimethylsiloxane (C2H6OSi)n: 900). KEYWORDS: Sodium chloride, Anti-caking agents, Evaporation, Brine, Sea Water, Salt Lakes, Sub Soil, Rock Salt, Black salt, Iodized salt. INTRODUCTION Sodium chloride (NaCl), also known as salt, common salt, table salt or halite, is an ionic compound. Salt is most widely distributed inorganic compound throughout the world. It is responsible for the salinity of the ocean and of the extracellular fluid of many multi-cellular organisms. It is a part of human food and life without salt is probably impossible. Other living beings, such as animals, also require salt for their growth. In India, about 70% of the salt is consumed by human being and rest 30% is used in the manufacture of chemicals. Salt is the basic raw material for the caustic soda and chlorine, soda ash (sodium carbonate), sodium sulfate, hydrochloric acid etc. Salt is also used in a large number of other industries, such as hydrogenation of oil, manufacture of soap, dyes, textile, food processing etc. [1] SOURCES OF SODIUM CHLORIDE manufacturing centers are Gujarat, Maharashtra, Tamilnadu, Kerala, Andhra Pradesh, Karnataka, Orissa and West Bengal. About 70% of the total salt production comes from sea water. 2. Salt Lakes: There are two important salt lakes in India. Sambhar lake in Rajasthan and Chilka lake on eastern coast. Sambhar lake produce more than 2.5 lakh tones of common salt every year. 3. Sub Soil: Water which contains more salt than the sea water that is why, is becoming an important source of salt in the country. Leading salt manufacture sites form sub soil water are Kharagoda, Didwana, Dharangadhra and Tucticorin. 4. Rock Salt: Rock salt is used during religious festivals mainly produced in Mandi (Himachal Pradesh). MANUFACTURE 1. Sea Water: As the India has one of the largest seashore in the world, salt manufacture sites are spread throughout the country. Main salt Salt obtained from above sources 1, 2, or 3 is in solution or liquid form. This form is called as brine. The various methods used for concentrating the brine solutions are: 1. Solar Evaporation: It is the cheapest and best method of manufacturing salt from the brines. Brine is a highconcentration solution of salt (usually sodium chloride) in water. In different contexts, brine may refer to salt solutions ranging from about 3.5% (a typical concentration of seawater, on the lower end of solutions used for brining foods) up to about 26% (a typical saturated solution, depending on temperature). Lower levels of concentration are called by different names: fresh water, brackish water and saline water. Brine naturally occurs on Earth's surface (salt lakes), crust, and within brine pools on ocean bottom. High-concentration brine lakes typically emerge due to evaporation of ground saline water on high ambient temperatures. Brine is used for food processing and cooking (pickling and brining), for de-icing of roads and other structures, and in a number of technological processes. It is also a byproduct of many industrial processes, such as desalination, and may pose an environmental risk due to its corrosive and toxic effects, so it requires wastewater treatment for proper disposal. This method has widely been used in India. Sea brine (3-3.5°Be) is first conveyed to a reservoir through channels to store brine, remove suspended impurities and to concentrate the brine from original, 3- 3.5°Be to about 10°Be by solar energy. The reservoir is usually kept at a certain height, where brine flows under gravity. The 10°Be brine is again concentrated to 25°Be brine by solar evaporation by passing it to condensers through the channels. Due to evaporation of water from brine the solution gradually concentrates and different impurities separate out at different concentration as follows: 1 °Ré = 1.25 °C 1. At 7.5°Be ferrous iron present separates out as ferric oxide: At 10°Be, calcium carbonate precipitates out. 2. At12-25°Be, calcium sulfate precipitated out. 3. At the 25°Be brine from the condensers is now passed on to the crystallizes, where salt crystallizes from 25.4°Be to 30°Be and other impurities also start separating. Salt form the solar evaporation method may be purified by dissolving it in purified brine or water then crystallize in grainer which is open pan having 15-20ft width, 150-200ft length and 2ft depth. Beneath the submerged coils is a system of reciprocating rakes for the salt removal. Evaporation takes place in grainer at 95-100ºC. Flat hopper shaped crystals formed on the surface and then fall to bottom of the grainer, where the crystal grow further before removed by rack system. The wet crystal are centrifuged, dried and screened. 99.98% NaCl can be obtained, if the incoming brine treated properly. The mother liquor (bittern) is separated for the recovery of other by products. The main constituents of bittern are NaCl, MgCl2, MgSO4, KCl and Br2. [2] Major engineering problem The factors which influence solar evaporation are as under: 1. Absorption of solar energy 2. Air humidity 3. Temperature 4. Wind velocity Suitable dyes or black sand are used to increase the rate of absorption of solar energy and thereby increase the evaporation rate. Suitable soil stabilization is necessary for the open brine condensers and crystallizers to reduce seepage and increasing their bearing strength for mechanical harvesting of salt crystals. In modern salt farms soil is stabilized by blending the soil with salt, gypsum, bentonite and lined with bricks, bituminous plaster and plastic films. Heavy mechanical salt harvesters are used for gathering salts. 2. Artificial Evaporation: Raw material: Saturated brine = 3450kg, Soda ash (58%) = 3.5kg, Caustic soda (50%) = 0.375kg, Steam = 1135kg (for triple effect evaporator) MANUFACTURE Artificial evaporation was carried out in open pans but it is now carried out in vacuum pans, known as vacuum evaporation methods. It this method, brine is boiled under reduced pressure in vacuum pan in order to get cubical grains of salt. Brine is first aerated to remove H2S. Addition of chloride removes the last traces of H2S and oxidize ferrous ion (Fe ++ ) to ferric ion (Fe 3+ ). Then brine sent to settling tank where it is treated with dilute solution of caustic soda (NaOH) and soda ash (Na2CO3) to remove most of calcium (Ca 2+ ), magnesium (Mg 2+ ) and ferric ions (Fe 3+ ). Purified brine is pumped to the vacuum pans, where calcium sulfate (CaSO4) is removed as a result of counter current flow and hydraulic washing with brine. The vacuum pan evaporators are usually triple effect evaporators made of cast iron steel sheets and copper tubes. Salt slurry is continuously drawn from each evaporator through the salt leg at the bottom of which brine is feed so that the salt slurry is washed by incoming brine, thus washing back the impurities into the pans. The salt slurry is then conveyed to a cone shaped tank from where it passes to feed tank for dewatering and drying. The filtered and partially dried salt from the feed tank finally goes to a rotary drier for final drying. The lumps of the dried salt are removed from fine dry crystals by passing through a scalping screen. The salt is then conveyed to storage bins, where it is screened, sized and packed. Free flowing table salts are made by blending 0.5-2% magnesium carbonate (MgCO3), hydrated calcium silicate (Ca2SiO4) or tricalcium phosphate [Ca3(PO4)2] with the salt. Iodized salt after blending contains 0.01% potassium iodide (KI), 0.1% sodium carbonate (Na2CO3) as stabilizer and 0.1% sodium thiosulfate (Na2S2O3). [3] PROPERTIES Molecular formula: NaCl, Molecular weight: 58.44gm/mole, Appearance: White crystal, Odor: Odorless, Boiling point: 1413 º C, Melting point: 801ºC, Density: 2.165gm/mL, Solubility: Soluble in water. USES (a) In chlor–alkali industries (b) In manufacture of chemical like caustic soda and chlorine, soda ash, sodium sulfate, hydrochloric acid etc. (c) In manufacture of soap, dyes (d) Used in textile, food processing, pharmaceutical industries (e) High way ice and snow removal (f) Used in fire extinguisher (g) Used in house hold food preparation. [4] 3. Freezing Method: In some countries, salt is also manufactured by freezing the brine, but it is not a common method. Figure-4: Salt from brine from its yellowish/off white color is bleached by chemical process-stripped of its minerals like Calcium, Magnesium by bleaching with chemical process. CONCLUSION Salt is obtained from two sources: rock salt and brine. Rock salt is simply crystallized salt, also known as halite. It is the result of the evaporation of ancient oceans millions of years ago. Large deposits of rock salt are found in the United States, Canada, Germany, Eastern Europe, and China. Sometimes pressure from deep inside the Earth forces up large masses of rock salt to form salt domes. In the United States, salt domes are found along the Gulf Coast of Texas and Louisiana. Brine is water containing a high concentration of salt. The most obvious source of brine is the ocean, but it can also be obtained from salty lakes such as the Dead Sea and from underground pools of salt water. Large deposits of brine are found in Austria, France, Germany, India, the United States, and the United Kingdom. Brine may also be artificially produced by dissolving mined rock salt or by pumping water into wells drilled into rock salt. Natural brines always contain other substances dissolved along with salt. The most common of these are magnesium chloride, magnesium sulfate, calcium sulfate, potassium chloride, magnesium bromide and calcium carbonate. These substances may be as commercially valuable as the salt itself. Rock salt may be quite pure, or it may contain various amounts of these substances along with rocky impurities such as shale and quartz. For table salt, however, additives are usually mixed in. Most table salt is iodized in order to provide the trace element iodine to the diet. This helps to prevent goiter, a disease of the thyroid gland. To supply iodine, a small amount of potassium iodide is added. Table salt also contains a small amount of various chemicals used to keep the salt from absorbing water and caking. These chemicals include magnesium carbonate, calcium silicate, calcium phosphate, magnesium silicate, and calcium carbonate. Processing rock salt: 1. Underground salt deposits are usually discovered by prospectors searching for water or oil. When salt is detected, a diamond-tipped, hollow drill is used to take several regularly spaced core samples throughout the area. These samples are analyzed to determine if salt mining would be profitable. 2. When a site is selected for mining, shafts are sunk into the center of the salt deposit. Then a machine that looks like a gigantic chain saw is used to cut a slot about 6.0 inches (15 cm) high, about 66 feet (20 m) wide, and about 10 feet (3 m) deep into the salt at floor level. This process is known as undercutting. A series of holes are drilled into the undercut salt with an electric drill containing a tungsten carbide bit. These holes are filled with an explosive such as dynamite or ammonium nitrate. Electric blasting caps connected to long wires are attached, and the explosive is detonated from a safe distance. Cutting and blasting are repeated in a pattern that leaves pillars of salt standing to support the roof of the mining area. This is known as the room-and-pillar method and is also used in coal mines. 3. Chunks of blasted rock salt are transported to an underground crushing area. Here they are passed over a grating known as a grizzly which collects pieces smaller than about 9 inches (23 cm). Larger pieces are crushed in a rotating cylinder between metal jaws with spiked teeth. The salt is then transported outside the mine to a secondary crushing area where a smaller grizzly and a smaller crusher reduce the particle size to about 3.2 inches (8 cm). At this point foreign matter is removed from the salt, a process known as picking. Metal is removed by magnets and other material by hand. Rocky material may also be removed in a Bradford breaker, a rotating metal drum with small holes in the bottom. Salt is dumped into the drum, breaks when it hits the bottom, and passes through the holes. Rocky matter is generally harder than salt, so it does not break and does not go through. The picked salt then goes to a tertiary crushing area, where an even smaller grizzly and crusher produce particles about 1.0 inch (2.5 cm) in size. If smaller particles are needed, the salt is passed through a grinder consisting of two metal cylinders rolling against each other. If purer salt is needed, rock salt is dissolved in water to form brine for further processing. Otherwise the crushed or ground salt is passed through screens to sort it by size, poured into bags, and shipped to the consumer. 4. The simplest method of evaporating brine is solar evaporation, but it can only be used in hot, dry, sunny places. The brine is collected into shallow ponds and allowed to evaporate in the sun. Insoluble impurities such as sand and clay and slightly soluble impurities such as calcium carbonate settle to the bottom as evaporation begins. The brine is pumped or moved by gravity flow to another pond where calcium sulfate settles out as evaporation continues. The remaining brine is moved to yet another pond where the salt settles out as evaporation proceeds. The brine is moved one more time before evaporation is complete to prevent highly soluble impurities such as magnesium chloride, magnesium sulfate, potassium chloride, and magnesium bromide from settling out with the salt. These substances may be collected separately for commercial use. 5. The salt is scooped up by machines running on temporary railroad tracks laid on top of the layer of salt. It is then washed with highly concentrated salt water. This water contains so much salt that it cannot hold any more, so the salt is washed free of any trace impurities without dissolving. The washed salt is removed from the salt water, rinsed with a small amount of fresh water, and piled into huge stacks to drain for two or three months. At this point the salt is about 99.4% pure and can be used for many industrial purposes. If purer salt is needed, it is rewashed in salt water and fresh water, allowed to drain for one or two days and then dried in a hot air oven at about 365°F (185°C). This salt is about 99.8% pure and can be used for food processing. 6. Most brine is processed by a multiple-effect vacuum evaporator. This device consists of three or more closed metal cylinders with conical bottoms. Brine is first treated chemically to remove calcium and magnesium compounds. It then fills the bottom of the cylinders. The brine in the first cylinder passes through tubes heated by steam. The brine boils and its steam enters the next cylinder, where it heats the brine there. The steam from this brine heats the brine in the next cylinder, and so on. In each cylinder the condensation of steam causes the pressure inside to drop, allowing the brine to boil at a lower temperature. Salt is removed from the bottom of the cylinders as thick slurry. It is filtered to remove excess brine, dried, and passed through screens to sort the particles by size. Salt made this way is known as vacuum pan salt and consists of small cubic crystals. 7. Brine may also be processed in a grainer. The brine is chemically purified and pumped into a long open pan heated by steam running through pipes immersed in the brine. The brine is heated to a temperature slightly below the boiling point and flakes of salt form on its surface as it evaporates. Usually a temperature of about 194°F (90°C) is used. Lower temperatures produce larger flakes and higher temperatures produce smaller flakes. The flakes grow until they sink to the bottom of the pan, where they are collected and dried. Grainer salt consists of small flakes rather than cubes and is preferred for certain uses in food processing. Sometimes the Alberger process is used, in which the brine is first partially evaporated in a vacuum evaporator then moved to a grainer. This process produces a mixture of flakes and cubes. 8. At this point salt used for most purposes is ready to be packaged in bags or boxes and shipped to consumers. To make iodized table salt, however, potassium iodide is added and then magnesium carbonate, calcium silicate, calcium phosphate, magnesium silicate, or calcium carbonate is added to make it free-flowing. The salt is then packaged and shipped to restaurants and grocery stores. Quality Control: Specifications for salt vary widely according to the intended use. Salt intended for human consumption must be much purer than salt used for melting snow and ice, but salt used for certain scientific purposes may need to be even purer. For most purposes, rock salt is allowed to have a gray, pink, or brown tinge rather than being pure white. The impurities that cause these colors may make up as much as 4% of a test sample. To test solubility, a 0.7-ounce (20 g) sample is placed in 6.8 fluid ounces (200 ml) of water. It should completely dissolve in no more than 20 minutes. Evaporated salt intended for food processing is very pure, containing as much as 99.99% sodium chloride before additives are mixed in. This is important not only for safety and good taste, but because certain impurities can cause problems with certain foods. For example, small amounts of calcium tend to toughen vegetables. Traces of copper or iron tend to destroy vitamin C and to increase the rate at which fatty foods become rancid. In addition, calcium and magnesium both tend to make salt absorb more water, causing it to cake. Health Aspects: Salt intake—or more precisely, sodium intake—is a controversial topic in health care today. Healthy adults can safely consume 0.2-0.4 ounces (6-11 g) of salt daily, which is equivalent to 0.08-0.14 ounces (2400-4400 mg) of sodium. For some people with high blood pressure, salt intake should be reduced. About onethird to one-half of all hypertensive people are saltsensitive and will benefit from a low-sodium diet. Since there is no way to tell who these people are, most hypertensives under medical care will be placed on such a diet to see if it helps. A low-sodium diet usually aims to reduce sodium intake to less than 0.08 ounces (2400 mg) per day. While some have suggested that everyone should reduce salt intake, others point out that there is no evidence that salt restriction is of any benefit to otherwise healthy individuals. REFERENCES 1. Apurbo Sarker, Arittra Ghosh, Kinsuk Sarker, Debojyoti Basu and Prof. Dr. Dhrubo Jyoti Sen; Halite; the rock salt: enormous health benefits: World Journal of Pharmaceutical Research, 2016; 5(12): 407-416. 2. Debojyoti Basu, Divyesh Sharma, Vipul Darji, Honey Barot, Jyoti Patel, Dinkal Modi and Prof. Dr. Dhrubo Jyoti Sen; Discard biochemical malfunction by black salt through naturopathy: European Journal of Pharmaceutical and Medical Research, 2015; 2(6): 96-101. 3. Lück Erich, von Rymon Lipinski, Gert-Wolfhard. Foods and Food Additives. Ullmann's Encyclopedia of Industrial Chemistry, 2000. 4. Lipasek R. A., Taylor L. S and Mauer L. J. Effects of anti-caking agents and relative humidity on the physical and chemical stability of powdered vitamin C. Journal of Food Science, 2011; 76(7): C1062–74.	<urn:uuid:a28fc9e5-1a11-4498-a773-5ce463ac92a4>	CC-MAIN-2018-34	http://wjpls.org/download/article/26042018/1525428965.pdf	2018-08-14T13:41:51Z	crawl-data/CC-MAIN-2018-34/segments/1534221209040.29/warc/CC-MAIN-20180814131141-20180814151141-00353.warc.gz	465,805,323	5,478	eng_Latn	eng_Latn	0.983527	eng_Latn	0.995976	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3913, 7984, 10619, 15057, 21078, 23187 ]	[ 2.0625, 2.0625 ]	2	0
About Bible Translations For some people, just thinking about all of the various Bible translations can be overwhelming. But what exactly is a Bible translation? Translations, simply put, take the original Greek and Hebrew texts and put them into the English language. There are a many accurate and high quality Bible translations available today. The translation method used for each Bible is what differentiates one Bible from another. Translating the Bible is not easy. Ask any Greek or Hebrew scholar and they'll tell you that translation is a long and arduous process…one that takes years. For example, a committee of 13 of the most respected evangelical scholars in the world spearheaded the translation of both the New International Version (NIV) and the Today's New International Version (TNIV) Bible translations. This committee spent more than 10 years working on Today's New International Version (TNIV), a readable, reliable translation for today's generation. Prior to that endeavor, the same committee spent roughly 13 years translating the New International Version (NIV), the most read, most trusted translation. So why is Bible translation so difficult? Well, for starters there's no such thing as a word-for-word translation. Anytime you translate something from one language into another language, there is some degree of interpretation. Take for example the Spanish phrase "¿Como se llama?" The most literal translation of that phrase is, "How you call?" But a meaning-based translation is, "What is your name?" Which is more accurate? The scholars who translated the TNIV and NIV would tell you the second phrase is much more accurate, because it captures the meaning of "¿Como se llama?" in everyday English. And we think most English speakers would agree. Therefore, the goal of Bible translation is not simply to swap words, but to translate the text in a way that conveys the original, intended meaning. But why do we need to keep translating the Bible into English? Don't we have enough versions already? Before you answer that, consider this: In only 10 years, Merriam-Webster's Collegiate Dictionary made 100,000 changes and added 10,000 new words. Language changes—and it changes quickly. Whether it's advancements in biblical scholarship or just plain clearer English, there will always be new Bible translations as well as a variety of translations available for you to choose from. There are three basic approaches to translation including: Word-for-Word: As much as possible, biblical scholars take each "word" from the original Greek or Hebrew text and an English word in its place. Thought-for-Thought: Translators take the "meaning" of the original language and rewrite it in modern language that's easy to read and understand. Balanced Approach: Scholars translate word-for-word where it results in a translation that's both clear and accurate. But where a word-for-word approach might result in an unclear or inaccurate translation (take the ¿Como se llama? example above), these translations use the most natural English possible to clearly and accurately communicate the meaning. Paraphrases help people who are new to the Bible understand it. And literal translations are helpful for people who want to study each word. The NIV and TNIV are literal where possible and "thought-for-thought" where necessary to help the reader understand. The NIV and TNIV are the best balance between accuracy and readability. The graphic on the back can help you understand how each translation fits into the philosophies There are five main translation families that make up over 90 percent of all Bibles sold. The main translation families include: 1. The New International Version Family: New International Verion (NIV), Today's New International Version (TNIV), New International Reader's Version (NIrV), and La Bíblia Nueva Versión Internacional (NVI). 2. The King James Version Family: King James Version (KJV), New King James Version (NKJV). 3. The New Living Translation (NLT). 4. The New American Standard Bible (NASB). 5. Paraphrase Bibles such as The Message. In addition to these five translation families, there are a number of other translations available.	<urn:uuid:09ccfe98-e536-4fda-a3f2-212c33a009e0>	CC-MAIN-2017-47	http://cldibillings.org/wp-content/uploads/2011/11/Bible-Translation-2.pdf	2017-11-19T16:21:10Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00478.warc.gz	61,301,957	854	eng_Latn	eng_Latn	0.933867	eng_Latn	0.989411	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1940, 3906, 4221 ]	[ 2.21875 ]	1	3
Making your own fuel from vegetable oil can be easy, costeffective, and environmentally beneficial. What makes this fuel even more attractive is that you can make it from the waste vegetable oil produced in the United States every year, which amounts to more than three billion gallons. With a bit of know-how and persistence, you can run any diesel engine on vegetable oil. Grow Your Fuel We produce a large quantity of used vegetable oil in the United States, but there is an oilseed crop you can grow no matter where you live. The possibilities include coconut, soybean, canola (rapeseed), sunflower, safflower, corn, palm kernel, peanut, jatropha, and hundreds more. To learn which vegetable oil crop is best suited for your area, contact your state's office of agriculture, the agriculture department of a local university, or talk to local farmers. One of the crops with the highest yield of oil per acre is canola. From just one acre of canola, you can produce 100 gallons (379 l) of vegetable oil. The most common oilseed crop in the U.S. is soybeans, which produce 50 gallons (189 l) of vegetable oil per acre. Only diesel engines can run on vegetable oil-based fuels. This means that any engine that has spark plugs and is made for leaded or unleaded gasoline cannot use vegetable oil fuel. If you want a practical homemade fuel for a gasoline engine, you might consider making ethanol, methane, or wood gas. Growing your own oilseed crop has an added bonus. The meal that is separated from the oil is an excellent source of protein. This meal can be used as animal feed or in breads, spreads, and other food products. Pressing the oil from the seed does not require a large, expensive press. TabbyPressen of Sweden makes a tabletop press for around US$1,000. Although the press usually comes with a 240V/50 cycle electric motor, you can buy the press with a 120V/60 cycle motor from the U.S. distributor. The press looks like a powerful juicer. To operate it, pour the oilseed into the funnel and wait for the vegetable oil to pour out of the bottom. The meal oozes out of the side of the press. The Three Ways to Use Vegetable Oil as a Fuel Diesel engines that are found in cars, trucks, generators, boats, buses, trains, planes, pumping stations, tractors, and agricultural equipment can all run on fuel from vegetable oil. Pure vegetable oil, lard, and used cooking oil work just as well as diesel fuel. Biodiesel The most conventional method of running a diesel engine on vegetable oil fuel is to produce a fuel called biodiesel. Biodiesel is made by combining 10 to 20 percent alcohol with 0.35 to 0.75 percent lye and 80 to 90 percent vegetable oil. A very reliable reaction can be made with 80 parts new vegetable oil, 20 parts methanol, and 0.35 parts lye. These ingredients are mixed together for an hour and left to settle for eight hours. After the chemical reaction is complete and the new products settle out, you have biodiesel fuel and glycerin soap. The fuel is yellow to amber in color and flows like water. The soap is brown in color and has the consistency of gelatin. The soap settles to the bottom, allowing you to pump, siphon, or pour off the biodiesel. Veggie/Kero Mix The second method for using vegetable oil in a diesel engine is to simply "cut" the oil with kerosene. This method is best suited for emergencies, heavy duty engines, and warm temperatures. Although it is possible to mix other petroleum products with vegetable oil, kerosene is most suited for the diesel engine. Depending on ambient temperature, the blend of kerosene to vegetable oil will be anywhere from 10 percent kerosene and 90 percent vegetable oil to 40 percent kerosene and 60 percent vegetable oil. A fairly reliable blend is 20 percent kerosene to 80 percent vegetable oil. The effectiveness and reliability of the veggie/kero method is increased by starting and cooling down the diesel engine on diesel fuel or biodiesel fuel. This can be accomplished by installing an extra fuel tank and switching to the veggie/kero mix when the engine is warmed up. Straight Vegetable Oil other methods, you can use either pure vegetable oil or used cooking oil. To ensure the reliability and longevity of your diesel engine, the engine must be started and cooled down on diesel or biodiesel fuel. This also requires the use of an extra fuel tank and a valve to switch between the tank of diesel or biodiesel fuel and the tank of vegetable oil. Think of it as a startup tank and a running tank. The key to running a diesel on straight vegetable oil is to heat the vegetable oil at every stage—in the fuel tank, fuel hose, and fuel filter. The vegetable oil must be heated to at least 70°C (160°F). Most diesel engines have hoses that carry hot coolant. This coolant can be channeled to heat the vegetable oil hoses, tank, and filter. You can make simple modifications to the coolant hoses. These modifications combined with some extra fuel and oil hoses, an extra fuel tank, and an electrically operated switch will allow you to run your diesel engine on straight vegetable oil. Fuel Comparison The third method for running a diesel engine on vegetable oil is to use straight vegetable oil. As with the The chart will show you the differences between the three vegetable oil fuel methods. As you can see, biodiesel is a good substitute or additive fuel for diesel fuel. Veggie/kero mix is decent for use as an emergency fuel. And using straight vegetable oil is good if you have the time and know-how to properly modify GoPower Comparison of Different Vegetable Oil Fuel Methods \| Can be used as lubrication additive to diesel fuel \| yes \| no \| no \| \|---\|---\|---\|---\| \| Requires vehicle modification \| no \| yes \| yes \| \| Reliably cuts emissions in all diesel engines \| yes \| no \| unknown * \| \| Considered an alternative fuel under the United States Energy Policy Act (EPACT) \| yes \| no \| yes \| \| Simple way to run a vehicle in an emergency \| no \| yes \| no \| \| Stable fuel at room temperature \| yes \| no \| no \| \| Requires added chemicals to produce \| yes \| yes \| no \| \| Requires startup tank of biodiesel or diesel fuel \| no \| yes \| yes \| \| Good startup fuel \| yes \| no \| no \| \| Better lubrication than diesel fuel \| yes \| yes \| yes \| \| Gels in cold weather \| yes \| yes \| yes \| \| Covered by many engine warranties \| yes \| no \| no \| \| Can be made from used cooking oil \| yes \| yes \| yes \| \| Can be made from pure vegetable oil \| yes \| yes \| yes \| \| Safe to store and handle, biodegradable, won't spontaneously ignite, and non-toxic \| yes \| no \| yes \| \| Works in all diesel engines \| yes \| yes \| yes \| \| Can be reliably mixed in any proportion with diesel fuel without vehicle modification \| yes \| no \| no \| \| Approved for use by EPACT in a 20% mix with 80% diesel fuel * \| yes \| no \| no \| \| Engine life, power, torque, fuel mileage, and overall performance are relatively unaffected \| yes \| yes \| yes \| \| Can clog fuel injectors if used improperly \| no \| yes \| yes \| \| Requires heating for operation at any temperature \| no \| no \| yes \| \| Tested and documented by U.S. universities \| yes \| no \| yes \| \| Possible substitute for home heating oil in furnaces \| yes \| no \| no \| \| Can be used in Petromax brand and similar lanterns and stoves \| yes \| no \| yes \| * No recent U.S. University studies have been published on this. Under EPACT regulations, any biologically-derived fuel is considered an alternative fuel. * EPACT legislation states that a fleet must use a minimum of 450 gallons (1703 l) of biodiesel per year. milliliters of vegetable oil and 20 milliliters of methanol. Then you must determine how much lye to use. If you are using used vegetable oil, use 0.45 grams of lye for the first test batch. If this batch makes biodiesel and glycerin, use the same proportions for the large batch reaction. If the test batch does not form two distinct layers, increase the amount of lye to 0.55 grams and make another test batch. If this batch is unsuccessful, make another batch and increase the amount of lye to 0.65 grams. If that batch is unsuccessful, make another batch with 0.75 grams of lye. Make sure you can make biodiesel on a small scale before attempting a large reaction. Once you have made a successful small test batch of biodiesel, multiply the number of grams of lye you used by ten to see how much lye you will need for each liter of oil in the large reaction. For example, if you used 0.55 grams of lye in the test batch, you will need to use 5.5 grams of lye per liter of used cooking oil for a large reaction. Here is the basic procedure for making biodiesel fuel. Read the safety information at the end of this article before you begin. your engine's heating and fuel tank systems. Diesel engines are used in many different situations. For each situation, there is a way to make fuel from vegetable oil. How to Make Biodiesel This section outlines the process for making biodiesel fuel from new vegetable oil or used cooking oil. This fuel can be made in a blender or in a larger, homebuilt mixer. The materials you'll need are vegetable oil, methanol, and lye. 1. Purchase or collect new or used vegetable oil. 2. If the oil is used cooking oil, use a restaurant fryer filter to remove burned food bits, etc. 3. Purchase some methanol alcohol from a local racetrack or chemical supply store. Ethanol alcohol can also be used, but the process is different. If you are using new vegetable oil, always use 3.5 grams of lye per liter of oil. Since each batch of used cooking oil is different, the amount of lye in each batch of biodiesel will be different. To ensure that you are using the correct amount of lye, make a small test batch of biodiesel in a blender before attempting a reaction in a large mixing tank. For the test batch, use 100 4. Purchase some granulated lye (Red Devil is one brand) or caustic soda sold as a drain cleaner from the hardware or grocery store. It must be pure sodium hydroxide (NaOH). 5. Measure the amount of vegetable oil you want to use in liters. We will call this number V. Pour the vegetable oil into the mixing container. 6. When the temperature is below 70°F (21°C), or when the vegetable oil is solid or lumpy, it will be necessary to heat the reactants before, during, and possibly after the mixing. The ideal temperature to attain is 120°F (49°C). A fish tank heater will heat 10 to 30 gallons (40–120 l) of reactants. For larger batches of biodiesel, a water heater element can be mounted in a steel biodiesel mixing tank. Make sure that you follow the manufacturer's directions and safety precautions when adding any electrical device to the system. Be careful when heating vegetable oil in a plastic container. Polyethylene cannot withstand temperatures above 140°F (60°C). 7. Multiply V x 0.2. The result will be the amount of methanol you will need in liters. We will call this number M. 8. To determine how much lye you will need to use for new vegetable oil, multiply V times 3.5 grams. For used vegetable oil, use the number of grams of lye you got in the small test batch. For example, if you used 0.55 grams of lye in the test batch, you will multiply V times 5.5 grams of lye. Call this number L. 9. Carefully pour L grams of lye into M liters of methanol. Stir until the lye is dissolved in the methanol. Be careful, this creates a toxic substance called sodium methoxide. 10. Pour the sodium methoxide into the vegetable oil right away. Stir vigorously for one hour. 11. Let the mixture settle for eight hours. 12. Pump the biodiesel from the top, or siphon it off with a hand siphon. Or if you are lucky enough to have a container with a spigot, open the spigot and drain the bottom layer of glycerin. The glycerin will be much thicker and darker than the top layer of biodiesel. 13. Allow the glycerin to sit in the sun for a week. After that, the trace methanol will be evaporated. You have made a nice glycerin soap. You can scent it with the fragrance of your choice, add other soap agents as desired, or just use it as it is. This soap is especially good for cleaning grease off your hands and cleaning greasy equipment! 14. Make sure your biodiesel goes through a 5 micron filter before entering your diesel engine. A Simple Biodiesel Processor Making Biodiesel Flow Chart A pump or stirrer will cost about US$200 if you buy it new, but you can build your own instead. With a bit of ingenuity, you can build a biodiesel processor that is inexpensive and effective. Tim Garrits of Kelseyville, California built such a processor from mostly recycled parts for under US$50. A simple biodiesel processor can be built from the following parts: * A 55 gallon (208 l) metal drum. * A 1/2 hp electric motor. * Two pulleys that give about 250 to 400 rpm at the mixer blade. * A belt that goes around both pulleys. * A rolled 2 inch (5 cm) rod for the mixer shaft. The simplest way to make a biodiesel processor is to use a 55 gallon (208 l) steel drum and some sort of mixer. The mixer can be a circulating pump, such as a sump pump, or it can be an electric mixer for chemicals, specially made for drum stirring. * A propeller made from two shelf brackets, welded to either side of the rolled 2 inch rod. The shelf brackets look like two opposed "L"s and form a propeller about 14 inches (36 cm) in diameter. Basically any propeller-shaped metal would do, if it is made from about 12 or 14 gauge steel. GoPower * A 3/4 inch (19 mm) brass ball valve for draining the glycerin. * A hinge and piece of wood acting as a belt tensioner. * A 2,000 watt electric water heater element. * A water heater thermostat. * Wood, screws, bolts, and other assorted mounting hardware. A Note of Caution You are dealing with dangerous chemicals when you make biodiesel. Both methanol and lye are strong bases. They can deaden nerve endings and cause permanent damage. For this reason, chemical resistant gloves, aprons, and eye wear should be worn when dealing with methanol and lye. Shoes, long sleeve shirts, and long pants are a must. Keep both methanol and lye in clearly marked containers. We recommend putting a skull and crossbones on them and writing something to the tune of "Danger! Toxic! Do Not Eat!" in addition to the contents. Sodium methoxide, the chemical combination of lye and methanol, is even more toxic than the separate components. Keep this stuff away from any exposed skin. Do not let children play in or around biodiesel equipment. Remember, although you are creating two chemically benign substances when you make biodiesel, you are using dangerous chemicals in the process. Always keep safety in mind when preparing a biodiesel reaction. Have a faucet or hose nearby. Keep some vinegar handy to neutralize any methanol or lye that may spill. If you take the time to prepare and follow safety guidelines, your biodiesel reaction will go smoothly and you should have no problems. Fuel Tax & Engine Specifications If you live in the U.S., you are responsible for paying the IRS for any on-road fuel that is not taxed at the pump. If you live outside the U.S., it would be wise to check with local authorities as to taxation. You are responsible for any damage that may result to your engine if you use a fuel that does not meet your engine manufacturer's specifications. Go For It! Disclaimers aside, biodiesel is used all over the world. Island people are making biodiesel from coconut oil, some countries are experimenting with biodiesel from hemp seed oil, and many others are using canola oil. Millions of miles of road tests have been done with this fuel. Tests have shown less wear on the internal components of engines using biodiesel. Biodiesel is a reliable, exciting fuel that you can make. If you are worried about your diesel engine, you can install an extra fuel filter system from Racor or a similar aftermarket parts manufacturer. After traveling over 25,000 miles (40,000 km) on biodiesel made from used cooking oil, we continue to choose and recommend biodiesel over toxic, carcinogenic petroleum diesel fuel. Complete instructions, diagrams, photos, and parts lists for the three methods of running a diesel engine on vegetable oil and building a biodiesel processor are included in the new, second edition of From the Fryer to the Fuel Tank. Access Author: Joshua & Kaia Tickell, GreenTeach, PMB 311, 15 Paradise Plaza, Sarasota, FL 34239 USA email@example.com • www.veggievan.org New Second Edition! From the Fryer to the Fuel Tank: The Complete Guide to Using Vegetable Oil as an Alternative Fuel by Joshua and Kaia Tickell, US$29.95 postpaid (outside USA add US$5) from BookMasters, PO Box 388, Ashland, OH 44805 • 800-266-5564 or 419-281-1802 • Fax: 419-281-6883 firstname.lastname@example.org • www.bookmasters.com The Green Wire, a free email newsletter covering homemade fuel and more: www.veggievan.org/greenwire Diesel fuel filtration and heating equipment manufacturer: Racor Division, PO Box 3208, Modesto, CA 95354 • 800-344-3286 or 209-521-7860 Fax: 209-529-3278 • email@example.com www.parker.com/racor Plastic products, electric drum mixers, & sump pumps: United States Plastics Corp., 1390 Neubrecht Rd., Lima, OH 45801 • 800-537-9724 or 419-228-2242 Fax: 800-854-5498 or 419-228-5034 firstname.lastname@example.org • www.usplastic.com TabbyPressen Type 20, U.S. dealer: Magic Mill, 382 Route 59, Sec. #338, Monsey, NY 10952 914-368-2532 • Fax: 914-368-2533 email@example.com • www.oilpress.com Tim Gerrits, Tim Gerrits Designs, PO Box 493, Kelseyville, CA 95451 • firstname.lastname@example.org www.kelseyville.com/biodsl	<urn:uuid:fbe6a1ca-e239-49ca-99ae-5b69709c5b82>	CC-MAIN-2017-47	http://savoiapower.com/biodiesel72.pdf	2017-11-19T15:39:45Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00474.warc.gz	266,088,397	4,144	eng_Latn	eng_Latn	0.994935	eng_Latn	0.997169	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1739, 5545, 10235, 13438, 17597 ]	[ 2.734375 ]	4	7
BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐỀ CHÍNH THỨC (Đề thi có 07 trang) Họ, tên thí sinh ĐỀ THI TUYỂN SINH ĐẠI HỌC NĂM 2011 Môn: TIẾNG ANH; Khối D Thời gian làm bài: 90 phút, không kể thời gian phát đề Mã đề thi 942 : ....................................................................... ... Số báo danh: ............................................................................ ĐỀ THI GỒM 80 CÂU (TỪ QUESTION 1 ĐẾN QUESTION 80) Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions. Question 1: Fruit and vegetables grew in abundance on the island. The islanders even exported the surplus. A. large quantity B. small quantity C. excess D. sufficiency Question 2: There is growing concern about the way man has destroyed the environment. A. ease B. attraction C. consideration D. speculation Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is closest in meaning to the underlined part in each of the following questions. Question 3: His new work has enjoyed a very good review from critics and readers. A. look B. viewing C. regard D. opinion Question 4: We have lived there for years and grown fond of the surroundings. That is why we do not want to leave. A. planted many trees in the surroundings B. loved the surroundings C. possessed by the surroundings D. haunted by the surroundings Question 5: Such problems as haste and inexperience are a universal feature of youth. A. separated B. hidden C. shared D. marked Read the following passage adapted from A. Briggs' article on culture, Microsoft® Student 2008, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 6 to 15. Culture is a word in common use with complex meanings, and is derived, like the term broadcasting, from the treatment and care of the soil and of what grows on it. It is directly related to cultivation and the adjectives cultural and cultured are part of the same verbal complex. A person of culture has identifiable attributes, among them a knowledge of and interest in the arts, literature, and music. Yet the word culture does not refer solely to such knowledge and interest nor, indeed, to education. At least from the 19 th century onwards, under the influence of anthropologists and sociologists, the word culture has come to be used generally both in the singular and the plural (cultures) to refer to a whole way of life of people, including their customs, laws, conventions, and values. Distinctions have consequently been drawn between primitive and advanced culture and cultures, between elite and popular culture, between popular and mass culture, and most recently between national and global cultures. Distinctions have been drawn too between culture and civilization; the latter is a word derived not, like culture or agriculture, from the soil, but from the city. The two words are sometimes treated as synonymous. Yet this is misleading. While civilization and barbarism are pitted against each other in what seems to be a perpetual behavioural pattern, the use of the word culture has been strongly influenced by conceptions of evolution in the 19 th century and of development in the 20 th century. Cultures evolve or develop. They are not static. They have twists and turns. Styles change. So do fashions. There are cultural processes. What, for example, the word cultured means has changed substantially since the study of classical (that is, Greek and Roman) literature, philosophy, and history ceased in the 20 th century to be central to school and university education. No single alternative focus emerged, although with computers has come electronic culture, affecting kinds of study, and most recently digital culture. As cultures express themselves in new forms not everything gets better or more civilized. The multiplicity of meanings attached to the word made and will make it difficult to define. There is no single, unproblematic definition, although many attempts have been made to establish one. The only non-problematic definitions go back to agricultural meaning (for example, cereal culture or strawberry culture) and medical meaning (for example, bacterial culture or penicillin culture). Since in anthropology and sociology we also acknowledge culture clashes, culture shock, and counterculture, the range of reference is extremely wide. Question 6: According to the passage, the word culture ______. A. comes from a source that has not been identified B. develops from Greek and Roman literature and history C. is related to the preparation and use of land for farming D. derives from the same root as civilization does Question 7: It is stated in paragraph 1 that a cultured person ______. A. does a job relevant to education B. takes care of the soil and what grows on it C. has a job related to cultivation D. has knowledge of arts, literature, and music Question 8: The author remarks that culture and civilization are the two words that ______. A. share the same word formation pattern B. are both related to agriculture and cultivation C. do not develop from the same meaning D. have nearly the same meaning Question 9: It can be inferred from the passage that since the 20 th century ______. A. classical literature, philosophy, and history have not been taught as compulsory subjects B. all schools and universities have taught classical literature, philosophy, and history C. classical literature, philosophy, and history have been considered as core subjects D. schools and universities have not taught classical literature, philosophy, and history Question 10: The word " attributes" in paragraph 1 most likely means ______. A. fields B. qualities C. skills D. aspects Question 11: The word " static" in paragraph 2 could best be replaced by "______". A. unchanged B. dense C. regular D. balanced Question 12: Which of the following is NOT stated in the passage? A. Distinctions have been drawn between culture and civilization. B. Anthropology and sociology have tried to limit the references to culture. C. The word culture can be used to refer to a whole way of life of people. D. The use of the word culture has been changed since the 19 th century. Question 13: It is difficult to give the definitions of the wordcultureEXCEPT for its ______. A. agricultural and medical meanings B. historical and figurative meanings C. philosophical and historical meanings D. sociological and anthropological meanings Question 14: Which of the following is NOT true about the wordculture? A. It evolves from agriculture. B. Its use has been considerably changed. C. It is a word that cannot be defined. D. It differs from the word civilization. Question 15: The passage mainly discusses ______. A. the multiplicity of meanings of the word culture B. the figurative meanings of the word culture C. the distinction between culture and civilization D. the derivatives of the word culture Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction in each of the following questions. Question 16: A professor ofeconomyand history at our universitydevelopeda new theory of A B the relationship between historical events and financial crises. C D Question 17: During our tour of the refinery, it was seen that both propane and gasoline A B C were produced in large volumes. D Question 18: Hardly did he enter the room when all the lights went out. A B C D Question 19: The first important requirements for you to become a mountain climber are A B C strong passion and you have good health. D Question 20: Publishing in the UK, the book has won a number of awards in recent regional book fairs. A B C D Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions. Question 21: A. fabulous B. immediate C. optimist D. accuracy Question 22: A. intimacy B. hydrology C. facilitate D. participate Question 23: A. future B. involve C. prospect D. guidance Question 24: A. financial B. reduction C. popular D. romantic Question 25: A. continent B. permanent C. represent D. sentiment Read the following passage adapted from Cultural Guide - OALD, and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 26 to 35. The issue of equality for women in British society first attracted national attention in the early 20 th century, when the suffragettes won for women the right to vote. In the 1960s feminism became the subject of intense debate when the women's liberation movement encouraged women to reject their traditional supporting role and to demand equal status and equal rights with men in areas such as employment and pay. Since then, the gender gap between the sexes has been reduced. The Equal Pay Act of 1970, for instance, made it illegal for women to be paid less than men for doing the same work, and in 1975 the Sex Discrimination Act aimed to prevent either sex having an unfair advantage when applying for jobs. In the same year the Equal Opportunities Commission was set up to help people claim their rights to equal treatment and to publish research and statistics to show where improvements in opportunities for women need to be made. Women now have much better employment opportunities, though they still tend to get less well-paid jobs than men, and very few are appointed to top jobs in industry. In the US the movement that is often called the "first wave of feminism" began in the mid 1800s. Susan B. Anthony worked for the right to vote, Margaret Sanger wanted to provide women with the means of contraception so that they could decide whether or not to have children, and Elizabeth Blackwell, who had to fight for the chance to become a doctor, wanted women to have greater opportunities to study. Many feminists were interested in other social issues. The second wave of feminism began in the 1960s. Women like Betty Friedan and Gloria Steinem became associated with the fight to get equal rights and opportunities for women under the law. An important issue was the Equal Rights Amendment (ERA), which was intended to change the Constitution. Although the ERA was not passed, there was progress in other areas. It became illegal for employers, schools, clubs, etc. to discriminate against women. But women still find it hard to advance beyond a certain point in their careers, the so-called glass ceiling that prevents them from having high-level jobs. Many women also face the problem of the second shift, i.e. the household chores. In the 1980s, feminism became less popular in the US and there was less interest in solving the remaining problems, such as the fact that most women still earn much less than men. Although there is still discrimination, the principle that it should not exist is widely accepted. your th Question 26: It can be inferred from paragraph 1 that in the 19 century, ______. A. most women did not wish to have equal status and equal rights B. suffragettes fought for the equal employment and equal pay C. British women did not have the right to vote in political elections D. British women did not complete their traditional supporting role Question 27: The phrase " gender gap" in paragraph 2 refers to ______. A. the social distance between the two sexes B. the social relationship between the two sexes C. the visible space between men and women D. the difference in status between men and women Question 28: Susan B. Anthony, Margaret Sanger, and Elizabeth Blackwell are mentioned as ______. A. pioneers in the fight for American women’s rights B. American women with exceptional abilities C. American women who had greater opportunities D. American women who were more successful than men Question 29: The Equal Rights Amendment (ERA) ______. A. was not officially approved B. was brought into force in the 1960s C. changed the US Constitution D. supported employers, schools and clubs Question 30: In the late 20 th century, some information about feminism in Britain was issued by ______. A. the Equal Pay Act of 1970 B. the Sex Discrimination Act C. the Equal Opportunities Commission D. the Equal Rights Amendment Question 31: Which of the following is true according to the passage? A. The US movement of feminism became the most popular in the late 20 th century. B. The women’s liberation movement in the world first began in Britain. C. The movement of feminism began in the US earlier than in Britain. D. The British government passed laws to support women in the early 20 th century. Question 32: The phrase " glass ceiling" in paragraph 4 mostly means ______. A. an overlooked problem B. a ceiling made of glass C. a transparent frame D. an imaginary barrier Question 33: Which of the following is NOT mentioned in the passage? A. British women now have much better employment opportunities. B. There is now no sex discrimination in Britain and in the US. C. Many American women still face the problem of household chores. D. An American woman once had to fight for the chance to become a doctor. Question 34: It can be inferred from the passage that ______. A. the belief that sex discrimination should not exist is not popular in the US B. the British government did not approve of the women’s liberation movement C. women in Britain and the US still fight for their equal status and equal rights D. women do not have better employment opportunities despite their great efforts Question 35: Which of the following would be the best title for the passage? A. Opportunities for Women Nowadays B. Women and the Right to Vote C. Feminism in Britain and the US D. The Suffragettes in British Society Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions. Question 36: He cannot lend me the book now. He has not finished reading it yet. A. As long as he cannot finish reading the book, he will lend it to me. B. Not having finished reading the book, he will lend it to me. C. Having finished reading the book, he cannot lend it to me. D. He cannot lend me the book until he has finished reading it. Question 37: Smoking is an extremely harmful habit. You should give it up immediately. A. You should give up smoking immediately and you will fall into an extremely harmful habit. B. When you give up smoking immediately, you will affect your health with this harmful habit. C. Stop your smoking immediately so it will become one of your extremely harmful habits. D. As smoking is an extremely harmful habit, you should give it up immediately. Question 38: He behaved in a very strange way. That surprised me a lot. A. He behaved very strangely, which surprised me very much. B. His behaviour was a very strange thing, that surprised me most. C. I was almost not surprised by his strange behaviour. D. What almost surprised me was the strange way he behaved. Question 39: Crazianna is a big country. Unfortunately, it has never received respect from its neighbours. A. Crazianna has never received respect from its neighbours because it is a big country. B. It is Crazianna, a big country, that has never received respect from its neighbours. C. Crazianna is such a big country that it has never received respect from its neighbours. D. Though Crazianna is a big country, it has never received respect from its neighbours. Question 40: His academic record at high school was poor. He failed to apply to that prestigious institution. A. Failing to apply to that prestigious institution, his academic record at high school was poor. B. His academic record at high school was poor as a result of his failure to apply to that prestigious institution. C. His academic record at high school was poor; as a result, he failed to apply to that prestigious institution. D. His academic record at high school was poor because he didn't apply to that prestigious institution. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. ``` Question 41: “Why don’t you sit down and ______?” A. make yourself at rest B. make yourself at peace C. make it your own home D. make yourself at home Question 42: The Second World War ______ in 1939. A. broke out B. brought about C. turned up D. took out Question 43: The sky was cloudy and foggy. We went to the beach, ______. A. so B. even though C. yet D. however Question 44: ______ without animals and plants? A. How will life on earth be like B. What will life on earth be like C. How would life on earth be for D. What would life on earth be like Question 45: The temperature ______ takes place varies widely from material to material. A. at which they melt B. which melting C. which they melt D. at which melting Question 46: “You’ll recognize Jenny when you see her. She ______ a red hat.” A. wears B. is wearing C. will be wearing D. will wear Question 47: “We'd better ______ if we want to get there in time.” A. speed up B. take up C. put down D. turn down Question 48: Sue: “Can you help me with my essay?” Robert: “______” A. Yes, I’m afraid not. B. Why not? C. Not completely. D. I think that, too. Question 49: This shirt is ______ that one. A. much far expensive than B. not nearly as expensive as C. as much expensive as D. a bit less expensive Question 50: “You ______ have cooked so many dishes. There are only three of us for lunch.” A. oughtn’t B. wouldn’t C. couldn’t D. needn’t ``` ``` Question 51: Alfonso: “I had a really good time. Thanks for the lovely evening.” Maria: “______.” A. I’m glad you enjoyed it B. Yes, it’s really good C. No, it’s very kind of you D. Oh, that’s right Question 52: “Never be late for an interview, ______ you can’t get the job.” A. or so B. otherwise C. if not D. unless Question 53: I could not ______ the lecture at all. It was too difficult for me. A. make off B. get along C. take in D. hold on Question 54: Our boss would rather ______ during the working hours. A. us not chatting B. we don’t chat C. us not chat D. we didn’t chat Question 55: She built a high wall round her garden ______. A. in order that her fruit not be stolen B. to prevent her fruit from being stolen C. so that her fruit would be stolen D. to enable people not taking her fruit Question 56: “______ you treat him, he’ll help you. He’s so tolerant.” A. As if B. No matter how C. Even though D. In addition to Question 57: If it ______ for the heavy storm, the accident would not have happened. A. were B. hadn’t been C. weren’t D. isn’t Question 58: Harry: “Are you ready, Kate? There’s not much time left.” Kate: “Yes, just a minute. ______!” A. No longer B. I won’t finish C. I’d be OK D. I’m coming Question 59: The sign “ NO TRESPASSING ” tells you ______. A. not to approach B. not to smoke C. not to photograph D. not to enter Question 60: Before I left for my summer camp, my mother told me to take warm clothes with me ______ it was cold. A. in case B. whereas C. despite D. so that Question 61: The instructor blew his whistle and ______. A. off the runners were running B. the runners run off C. off ran the runners D. off were running the runners Question 62: I did not want to believe them, but in fact, ______ was true. A. what has said B. what they said C. which they said D. that they were said Question 63: He never lets anything ______ him and his weekend fishing trip. A. come between B. come up C. come on D. come among Question 64: The village was ______ visible through the dense fog. A. barely B. mostly C. hard D. only Question 65: Joan: “Our friends are coming. ______, Mike? ” Mike: “I’m sorry, but I can’t do it now.” A. Why don’t we cook some coffee B. Shall you make some coffee, please C. Shall I make you like some coffee D. Would you mind making some coffee ``` Read the following passage adapted from Understanding Rural America - InfoUSA and mark the letter A, B, C, or D on your answer sheet to indicate the correct word for each of the blanks from 66 to 75. The well-being of America's rural people and places depends upon many things - the availability of good-paying jobs; (66)______ to critical services such as education, health care, and communication; strong communities; and a healthy natural environment. And, (67)______ urban America is equally dependent upon these things, the challenges to well-being look very different in rural areas than in urban areas. Small-scale, low-density settlement (68)______ make it more costly for communities and businesses to provide critical services. Declining jobs and income in the natural resource-based industries that many rural areas depend on (69)______ workers in those industries to find new ways to make a living. Low-skill, low-wage rural manufacturing industries must find new ways to challenge the increasing number of (70)______ competitors. Distance and remoteness impede many rural areas from being connected to the urban centers of economic activity. Finally, Trang 6/7 - Mã đề thi 942 changes in the availability and use of natural resources located in rural areas (71)______ the people who earn a living from those resources and those who (72)______ recreational and other benefits from them. Some rural areas have met these challenges successfully, achieved some level of prosperity, and are ready (73)______ the challenges of the future. Others have neither met the current challenges nor positioned themselves for the future. Thus, concern for rural America is real. And, while rural America is a producer of critical goods and services, the (74)______ goes beyond economics. Rural America is also home to a fifth of the Nation's people, keeper of natural amenities and national treasures, and safeguard of a/an (75)______ part of American culture, tradition, and history. Question 66: A. access B. challenge C. advantage D. key Question 67: A. when B. because C. since D. while Question 68: A. tools B. patterns C. styles D. means Question 69: A. offer B. make C. force D. turn Question 70: A. rural B. foreign C. abroad D. lateral Question 71: A. encourage B. affect C. effect D. stimulate Question 72: A. involve B. bring C. evolve D. derive Question 73: A. of B. with C. for D. in Question 74: A. research B. concern C. stimulus D. impatience Question 75: A. abnormal B. incredible C. simple D. unique Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. Question 76: “If you don’t pay the ransom, we’ll kill your boy,” the kidnappers told us. A. The kidnappers promised to kill our boy if we refused to pay the ransom. B. The kidnappers ordered to kill our boy if we did not pay the ransom. C. The kidnappers threatened to kill our boy if we refused to pay the ransom. D. The kidnappers pledged to kill our boy if we did not pay the ransom. Question 77: "Mum, please don't tell dad about my mistake," the boy said. A. The boy requested his mother not to talk about his mistake any more. B. The mother was forced to keep her son’s mistake as a secret when he insisted. C. The boy begged his mother not to tell his father about his mistake. D. The boy earnestly insisted that his mother tell his father about his mistake. Question 78: “Don’t forget to tidy up the final draft before submission,” the team leader told us. A. The team leader asked us to tidy up the final draft before submission. B. The team leader simply wanted us to tidy up the final draft before submission. C. The team leader reminded us to tidy up the final draft before submission. D. The team leader ordered us to tidy up the final draft before submission. Question 79: “You shouldn’t have leaked our confidential report to the press, Frank!” said Jane. A. Jane criticized Frank for having disclosed their confidential report to the press. B. Jane accused Frank of having cheated the press with their confidential report. C. Jane suspected that Frank had leaked their confidential report to the press. D. Jane blamed Frank for having flattered the press with their confidential report. Question 80: “My company makes a large profit every year. Why don’t you invest more money in it?” my friend said to me. A. My friend suggested his investing more money in his company. B. My friend persuaded me to invest more money in his company. C. My friend instructed me how to put more money into his company. D. 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Policy Number. 31 Policy Date: April 2014 Reviewed: April 15 Food policy Overall aim of the policy This food policy demonstrates our commitment to early education and the intervention of child obesity in line with government targets. It also shows our commitment to the welfare and development of young children through the promotion of healthy eating, providing visual, physical and written information for all stakeholders of the setting. Mission statement By meeting the requirement of the Early Years Foundation Stage (EYFS), children within Clever Cloggs will be given opportunities, through a variety of foods and drinks, to increase and expand their knowledge and understanding to develop their likes and dislikes and understand their need for a variety healthy snacks, meals and drinks. Development and implementation of the food policy The development of staff knowledge through training will support the development of the settings food policy and their commitment to the early education of young children. The standards of healthy snacks produced by the staff and the lunches brought in will provide visual support to the policy. The policy will be published for all to see and will be incorporated into our policy booklet, staff handbook and student/volunteers guidelines. All staff, children and visitors are encouraged to support our food policy. When and who the policy applies to - The policy applies to food provided by the setting for snack activities and treats, cooking activities and food provided at events or on trips. - The policy applies to all staff/students and volunteers within the setting, including those planning menus, staff lunches and to parent/carers who bring food into the setting from home. - To promote the policy everyone who it applies to will have access to a copy and it will be made available via the internet along with all our other policies. All policies will make up our handbooks for students, volunteers and staff. Food and drink provision - Children can obtain free fresh drinking water at all times inside and out. - There will be a selection of food made accessible for snack during both the morning and afternoon sessions. A pre-booked school cooked dinner will be available daily at cost for those families wishing to pay for this service above the normal childcare fee. Along with fresh water inside and out, milk will be accessible at snack times and for an accompaniment to the cooked dinners. - The menu for snack time will be in conjunction with our healthy eating activity and will run on a half termly rota allowing for allergies, ethnic and religious beliefs. Snack is made available as a free flow café, this allows the children to attend when they are ready. The morning session closes approximately 1 hour before lunchtime, the afternoon snack café opens approximately 1 hour after lunch has finished. All children are asked if they wish to have any snack before the café closes. Carisbrooke Clever Cloggs Day Care Ltd Wellington Road, NEWPORT IOW PO30 5QT Policy Number. 31 Policy Date: April 2014 Reviewed: April 15 Carisbrooke Clever Cloggs Day Care Ltd Wellington Road, NEWPORT IOW PO30 5QT Communicating and the eating environment During the café session a member of staff will encourage social interaction and conversation using this time as a learning opportunity to develop numbers, sharing, choosing, amounts, likes and dislikes, sweet, sour, hard and soft fruits and the origins of fruit and the changes that food go through i.e. milk to cheese, yogurt. The whole setting is a nut free zone and at times when food has been brought in which either contains nuts or the packaging indicates that the produce may contain nuts, letters and reminders will be sent home to address the situation, staff will also chat to the parent/carers at the end of the session and explain why the item was taken away. Newsletters are also used as a reminder. Celebrations and special occasions Food and drink often play an important role at special occasions and events and provide opportunities for children to learn about food and drink from different religions and cultures. To celebrate the growing ethnic culture within the setting and build on our own knowledge and experiences, our snack menu and cooking activities will include a variety of foods to reflect this. At different times of the year special ethnic and religious festivals occur that may coincide with our families beliefs. On these special occasions we will invite these families in to share their celebrations which will develop the children's understanding as well as our own learning and development. Children with religious based dietary requirements will be catered for to enable them to enjoy activities or sessions the pre-school plans. When we provide ethnic foods for the children to sample, we will provide for all children paying attention to allergies and the needs of the families attending the setting. Encouraging fussy eaters to eat well Fussy eating and fear of new foods are part of development affecting 10-20% of young children. To encourage children to try new foods within the setting we will not discuss diet and the health benefits in a negative way, we will share with the families of all children the good experiences had with food and at times when food is a barrier to a child's development we will use food as an everyday activity to help the children form different views and connections with food. Food brought in from home As food is brought into the setting from home in the form of packed lunches, our welcoming booklet will include guidance and offer advice for families on the types of food and drink they should provide and work with them to support any allergies, ethnic or religious needs, to provide an inclusive setting. We will provide menu's and display healthy food choices which will support the same or similar healthy food choices offered at home. This will ensure that children are receiving consistent messages about healthy eating. The registration document asks specific questions on diet and allergies which helps parents/carers communicate any dietary needs or food allergies that their child/ren may have. Lunch box ideas are given to new parents and newsletters also informs parents of do's and don'ts. Learning about and Protecting children's health through food Everyone working in early year's settings has a responsibility to protect children's health including helping children to maintain a healthy weight as they grow, and encouraging breastfeeding and good dental practices. To do this we will work with the attached Children's Centre to provide written information on child obesity, dental care for all our children and breastfeeding for all our nursing parents. Policy Number. 31 Policy Date: April 2014 Reviewed: April 15 Carisbrooke Clever Cloggs Day Care Ltd Wellington Road, NEWPORT IOW PO30 5QT Learning about food is integrated into our settings educational plan. Key workers provide various activity plans in line with the Early Years Foundation Stage curriculum. The café will offer opportunities for children to learn about food products and their preparation including the process for hygiene and safety. This will include the development of knife, fork and spoon control along with the development of the key skills, pouring, spreading, cutting and mixing. At lunchtimes the pre-school staff will sit with the children, identifying this as a social time, promoting further knowledge and development regarding healthy foods by engaging in conversations on items in lunch boxes, types of food, where it may have originated from and how it is made. Cooking with children Cooking with children is an enjoyable activity and an effective way to encourage all children to try and eat a wide range of foods. Sometimes children will try foods with peers more than their families. A rewards system of stickers is given for children who try or eat new foods, the healthy food of the week is produced in may ways to allow a child the chance to try the same food in various forms. Cooking activities while being enjoyable will be a place to re enforce key skills learnt through snack times allowing the children to become as independent as possible and providing them with foundation stones for building additional self-development and independence as time goes on. Food safety and hygiene The importance of food safety and hygiene regulations is a high priority within the setting. Food storage preparation and presentation is carried out in a safe and hygienic environment and children are taught basic hygiene from the first day. It is important that food is stored in line with the food hygiene guidelines. They are used within their use by and best before dates and within the strict allergy protocol of the setting. Foods with nuts in or foods with packaging that is labelled 'may contain nuts' will not be purchased for consumption in the setting and gifts containing nuts should be removed from the setting at the earliest possible opportunity. The staff are trained in food hygiene requirements and meet the guidance of the EYFS and are committed to providing an environment that achieves high standards above that set by the EYFS. Evaluation and review of the setting's approach to food and drink provision It is important for us to evaluate the impact our food policy has on our settings daily approaches towards food and drink and to provide evidence to review the food policy at regular interviews. Through parent involvement and keeping up to date with current good practice on meeting the welfare requirements for food and drink we will work together with our stakeholders to plan new menus, produce written and visual information and visit the Children's Food Trust website: www.childrensfoodtrust.org.uk to keep up to date on all areas of eat better start better. We will encourage parents to provide their views on the food policy along with all policies of the setting using the comment boxes on our yearly questionnaire.	<urn:uuid:f0937b9f-aeeb-4092-a2ea-d01ff9cea8b7>	CC-MAIN-2017-47	http://clevercloggsiow.co.uk/No.%2031%20Food%20Policy.pdf	2017-11-19T15:41:28Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00485.warc.gz	57,365,102	1,911	eng_Latn	eng_Latn	0.998494	eng_Latn	0.998619	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3043, 6795, 10090 ]	[ 3.359375 ]	1	1
English I can orally compose sentences. I can create sentences for an adventure story I can use coordinating and subordinating conjunctions. I can recognise and use word types such as adjectives, nouns, verbs and adverbs. I can use different sentence types such as statements, commands, exclamations and questions. I can describe a setting. I can recall and sequence events from a story. History, Geography and Citizenship I can 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. I can use simple compass directions and locational and directional language to describe the location of features and routes on a map. I can learn about the lives of significant individuals in the past Computing I can tell you what kind of information I could use to help me investigate a question I am starting to understand a branching database I can use technology to present my ideas in different ways I can use the keyboard on my device to add / delete and space text for others to read I can save and open files on the device I use Art and Design, Languages and Music I can design purposeful, functional, appealing products. I can learn about the work of Van Gogh I can use a range of materials creatively to design and make a product. I can use my voice expressively and creatively by singing songs and speaking chants and rhymes. Year: Two Theme: Land Ahoy Hook: Pirate Day and Cleethorpes Trip Mathematics I can solve simple problems in a practical context for money. I can recognize symbols for pounds and pence. I can read relevant scales to the nearest numbered unit. I can compare and order length, mass, volume/capacity. I can use different equipment to measure accurately. I use the correct standard units to estimate and measure. Science I describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. I can identify and name a variety of plants and animals in their habitats, including micro-habitats. I can identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other. I can explore and compare the differences between things that are living, dead, and things that have never been alive. PE I can jump, run and throw effectively. I am beginning to use good technique for jumping, running and throwing. I can throw and catch consistently and accurately I can apply throwing and catching skills in a game situation	<urn:uuid:58f6990e-f854-4cd7-8f23-a06fe7d49716>	CC-MAIN-2017-47	http://wyberswood.org.uk/documents/download/26322	2017-11-19T15:49:33Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00484.warc.gz	552,698,127	543	eng_Latn	eng_Latn	0.998576	eng_Latn	0.998576	[ "eng_Latn" ]	false	docling	[ 2707 ]	[ 4.125 ]	1	1
Northland Preparatory Academy 6 th Grade Science Syllabus Mrs. Heins firstname.lastname@example.org Course Description: The sixth grade science class is designed to challenge the students and help them learn more about the world around us. We have a lot of engaging and exciting projects planned for this year! You will need to work on some of these projects outside of class and 100% effort will be expected of you each day. Come prepared to explore our atmosphere, oceans, energy, life, the scientific method, and so much more! Course Timeline: 1 st Quarter * Experimental Design (Scientific Method) 1. Lab Safety 2. Observations, Questions, Hypotheses 3. Hands-on Labs and Investigations * Measurement (Metric) 1. Nature of Scientific Knowledge 2. Measurement Labs * Physical Science 1. Transfer of Energy 2. Wind Power, Solar Power 3. Renewable vs. Nonrenewable 2nd Quarter * Environmental Science 1. Changes in Environments 2. Disasters and Solutions 3. Science and Technology (Satellites) * Computer Science 1. Programming 2. Lego Robotics 3. Sphero Robotics General Rules: 1. Be on time 2. Be respectful to others and yourself 3. Be prepared 3rd Quarter * Earth Science (Structure of the Earth) 1. Water Cycle 2. Atmosphere, Lithosphere, Hydrosphere 3. Ocean Zones and Layers 4. Layers of the Atmosphere 5. High Altitude Balloon Project * Earth Processes and Systems 1. Climate vs. Weather 2. Climate Investigations 3. Water Based Investigations 4 th Quarter * Cells 1. Structure and Function in Living Systems 2. Cell Models 3. Microscopy * Human Body 1. Human body (Circulatory system, Endocrine system, digestion, Respiratory system, skeletal system 2. Dissection (heart and kidney) 3. Plants 4. Root and vascular systems 4. Raise your hand to speak 5. The teacher has the right to teach and the students have the right to learn Expectations for Class: Come to class every day prepared to give 100%. We have very high expectations so it will be your responsibility to be on time, homework completed, and ready to participate during class time. Homework: Assigned homework will be posted on my website, which can be accessed on the NPA website. Homework is usually posted over the weekend before the week starts. Homework is assigned a couple of times a week depending on the content being covered. There will also be a couple large projects each quarter for students to demonstrate research and presentation skills. Students will have a short quiz each week so Mrs. Heins can monitor their understanding of science topics. These quizzes will be open note so that they become familiar with using their science notebooks and work on good note-taking skills. Students will also have what is called the "Article of the Week", which is a science article related to the content we are covering at the time. Absences and Late Work: If a student is absent during the week, it is expected that they will make up any assignments in a time frame equal to the number of days missed. Failure to complete the assignment in the number of days missed will result in a zero for the assignment. Please be sure to check the class website if your child is absent so they know what work they will need to make up. Extra Help/Make-up Work If you are having difficulty with anything in this course, please see me as soon as you feel that you have a problem. We can schedule a time that is convenient for both of us. You will receive one day to make up assignments for each day of school that is missed. Science Notebooks: Each student will be required to keep a science notebook in Mrs. Heins classroom. These notebooks will help students keep records, notes, and labs just like real scientists. Occasionally, students will be able to go back and use their notebooks for quizzes and labs. The science notebooks will need to be kept neat and organized because they will be graded each quarter as well. Tests & Quizzes: Throughout a unit, quizzes will be given weekly to check for student understanding of the material. In addition to that, there will be a unit test at the end of each unit. These tests include multiple choice as well as short answer questions in most cases. These are designed to test both your conceptual understanding of the class material, as well as your problem solving abilities. As an NPA student, you are expected to possess a high level of integrity and ethics and as such, any cheating will not be tolerated. Grading: The letter grade earned in this class is based on the school wide scale identified in the Student Handbook. A - 90% - 100% B - 80% - 89% C - 70% - 79% D - 60% - 69% F - Below 60% Participation: As a regular part of this class we will be discussing various concepts, results, or homework. During these discussions it is expected that each student is ready to participate (this includes listening attentively to classmates or adding to the discussion yourself). These discussions will be a way for me to check your understanding and assess how well you are learning the material. There is a high correlation between students that participate in discussions and students that get good grades. Likewise, there is a high correlation between students who perform poorly in class and students that do not participate in discussions. It is to your advantage to raise any questions or comments when discussion is going on. Electronics/Cell Phone Policy: Electronics are welcomed in my class when the need arises. However, on days we are not using devices they will be put in the Electronics Bin next to the teacher's desk at the beginning of class (they may picked up after class is over). Bathroom Policy: As noted earlier, laboratories and classroom experiences are a huge part of learning the content in this class. As such, if any time is missed in class, you will likely miss important details from class. To go to the restroom you will sign out on the clipboard by the door, and take the bathroom pass with you. If your name is on the clipboard frequently to go to the restroom we will need to have a conference to try and understand why you are missing so much of our class time. Please have the following section initialed, signed, and returned to class by _____________________________. _____ (Student Initials) I understand the above concepts and requirements. _____ (Student Initials) I have reviewed the syllabus, requirements, and policies of the course (including the homework policy), and agree to abide by them. Student Name____________________________ Student Signature__________________________ Date___________ Parent Name _____________________________ Parent Signature __________________________ Date____________	<urn:uuid:96d585c8-a73d-43c0-9de1-ab55355ab040>	CC-MAIN-2017-47	http://www.northlandprep.org/wp-content/uploads/2013/03/6th_syllabus_science.pdf	2017-11-19T15:39:23Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00483.warc.gz	468,665,001	1,429	eng_Latn	eng_Latn	0.997261	eng_Latn	0.999162	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2834, 6708 ]	[ 3.25 ]	1	1
PROTECTING PARKS AND PUBLIC LANDS Michigan is rich with pristine natural areas that should be preserved and protected for future generations. In Michigan, we have long understood the importance of vibrant parks and public lands to our economy and our way of life. Through the establishment of Michigan's park system and decades of conservation work, our state has become known as a destination for seemingly endless opportunities to enjoy the outdoors. BACKGROUND Michigan's parks and public lands spur tourism and generate millions in revenue annually: ➔ Michigan has 102 state parks total. ➔ In 2012 and 2013 over 1 million camp spots were booked nightly in Michigan parks. In 2014, the nightly booked camping spots came in at 964,776. ➔ After Michigan launched a new program in 2010 called the Recreation Passport that funds Michigan parks through optional license plate fees, nearly 25 percent of Michigan motorists opted in immediately . That percentage climbed to 28.5 percent in fiscal 2014. However, the legacy of conserving and protecting Michigan's natural areas is slipping away. In recent years, the legislature has sought to hamstring the protection of public lands in Michigan by arbitrarily capping the amount of land the state can own and trying to prevent the Department of Natural Resources (DNR) from using proven, science-based management practices. And even with the success of the Recreation Passport funding, Michigan's park system still faces more than $300 million in deferred capital improvement projects. ACTIONS NEEDED TO PROTECT PUBLIC LANDS: * The Michigan Legislature should stop any effort to prohibit the DNR from managing public lands in order to conserve and enhance the biological diversity of Michigan's natural areas. * The Michigan Legislature should prevent any attempt to force the DNR to list large portions of Michigan's public lands as "surplus" and therefore eligible for sale. * The Michigan Legislature should remove the cap on the amount of land Michigan can own and provide legislative approval to the DNR's statewide public land policy. * The Michigan Legislature should ensure that oil, gas and mineral revenues continue to fund acquisition and permanent protection of public lands through the Michigan Natural Resources Trust Fund and the Michigan State Parks Endowment Fund. * The Department of Natural Resources (DNR) should improve stewardship of existing public lands by acting on pre-existing proposals for special land designations as natural, scenic, ecologically significant, or wilderness areas * The DNR should prevent efforts to drill and mine under Michigan's state parks, including Hartwick Pines and Porcupine Wilderness.	<urn:uuid:ca40779a-3229-4da8-868c-f50e8e806d58>	CC-MAIN-2017-47	http://michiganlcv.org/cms/assets/uploads/2017/03/LandConservationFactSheet.pdf	2017-11-19T16:08:29Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00482.warc.gz	204,573,583	517	eng_Latn	eng_Latn	0.996437	eng_Latn	0.996437	[ "eng_Latn" ]	false	docling	[ 2704 ]	[ 2.296875 ]	2	2
Literacy: First Steps Toward Reading and Writing What do we know? The term "early literacy" refers to skills that are developed during the preschool years and that are required to read and write. These fundamental skills are developed in early childhood. They play a role in how well your child will succeed in school. "These fundamental skills are developed in early childhood. They play a role in how well your child will succeed in school." Your child will learn the foundations of reading and writing most easily when he is taking part in stimulating activities that are supervised by caring adults. Singing songs, reading aloud and playing with letters are all activities that set the stage for learning to read and write and improve your child's well-being. Preschool children who have low language skills are more likely to have problems in school later on. Children who have trouble reading at the end of Grade 1 are likely to find reading difficult throughout primary school. Strategies that help young children take their first steps toward reading and writing can reduce or even prevent school problems. It is important to integrate these strategies in activities with children at home, child care and kindergarten. Paying attention to... ... making sure that every day your child has many opportunities to learn while having fun. ... awakening your child's curiosity so that he is more ready to learn. ... getting your child's full attention in any new learning situation. ... your child's need to practice language. What can be done? ■ Make daily activities (going places, getting dressed, preparing meals, bath time) more fun with songs that have rhythm and interesting gestures. ■ In the park, help your child pay attention to when there is more sand in one pail than in another, etc. ■ Play word games (rhymes, repetition). ■ Thank your child for sharing his discoveries. ■ Encourage your child's efforts and recognize his ideas. ■ Invite your child to think of subjects for conversation. Ask questions that encourage him to express his ideas and his observations. ■ Use voice intonations when playing, show enthusiasm, ask your child questions, invite him to point, name, or move toward whatever interests him. ■ When talking to your child, remember to wait for a response. Give him enough time to answer your questions or contribute to the conversation. ■ When your child speaks to you, repeat what he says. Then add a bit more to the conversation. This will help him see that you are listening to him and share his interests. It will also help him learn more about the topic you're discussing together. Coordinator: Lucie Beaupré Collaborators: Susan Rvachew Ginette Dionne and Isabelle Vinet (CPEQ) Copy editors: Valérie Bell and Lana Crossman Graphic design: DesJardins Conception Graphique inc. Information The Centre of Excellence for Early Childhood Development identifies and summarizes the best scientific work on the social and emotional development of young children. It disseminates this knowledge to a variety of audiences in formats and languages adapted to their needs. For a more in-depth understanding of Language development and literacy, consult our experts' articles in the Encyclopedia on Early Childhood Development, available free of charge at www.child-encyclopedia.com. This information sheet is published by the Centre of Excellence for Early Childhood Development, one of four Centres of Excellence for Children's Well-Being. Funding for the Centres of Excellence is provided by the Public Health Agency of Canada. The opinions expressed in this publication are those of the authors/researchers and do not necessarily reflect the official views of the Public Health Agency of Canada. We are grateful to the Fondation Lucie et André Chagnon and the Alberta Centre for Child, Family and Community Research for their financial contributions to produce this information sheet. Centre of Excellence for Early Childhood Development GRIP-Université de Montréal P.O. Box 6128, Succursale Centre-ville Montreal, Quebec H3C 3J7 Telephone: 514.343.6111, extension 2541 Fax: 514.343.6962 E-mail: firstname.lastname@example.org Website: www.excellence-earlychildhood.ca	<urn:uuid:ffc61468-b8ea-45de-9c22-fe97f9a90c13>	CC-MAIN-2017-47	http://www.child-encyclopedia.com/sites/default/files/docs/coups-oeil/literacy-info.pdf	2017-11-19T16:17:40Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00479.warc.gz	353,656,309	862	eng_Latn	eng_Latn	0.981557	eng_Latn	0.998214	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 48, 1230, 2629, 4226 ]	[ 4.3125 ]	2	9
3 rd ASIAN JUDGES SYMPOSIUM ON LAW, POLICY AND CLIMATE CHANGE 26 TH - 27 TH SEPTEMBER 2016 ASIAN DEVELOPMENT BANK, MANILA, PHILIPPINES DAY 2 TOPIC: ADDRESSING CLIMATE CHANGE - EVOLVING LEGAL JURISPRUDENCE IN ASEAN REGION AND ITS CHALLENGES Speaker: Mr. Justice Richard Malanjum, Chief Judge of the High Court of Sabah and Sarawak, Malaysia and Justice of the Federal Court of Malaysia Introduction Today, climate change is no longer a mere fiction. While there were earlier declarations and treaties related to the environment, 1 climate change was still then a controversial and debatable topic with both sides coming up with strong legal arguments. However, it is the United Nations Framework Convention on Climate Change (UNFCCC) 1992 that clearly demonstrated, despite it being based on the principle of reciprocity between states, the acceptance by the world community of its responsibility in addressing climate 1 For instance, the Declaration of the United Nations Conference on the Human Environment from 1972, also known as the Stockholm Conference change. Hence, as a follow up to UNFCCC, the Kyoto Protocol was adopted in 1997 as an implementation tool to further the efforts of the world community. This Protocol contains rules and procedures on how to curb the amount of greenhouse gas emissions (GHG). Since then the world community and individual nations have been addressing climate change issues with the Paris Agreement on Climate Change 2015 being the latest document on the subject. There are of course skeptics who still argue that climate change is inevitable. Their view is to let the Earth takes its own course. After all Earth for the last 4.5 billion years had experienced tropical climates and ice ages many times over. Indeed the last ice age ended only about 11,000 years ago. 2 Climate Change And Us While the skeptics may have their points, it has also been acknowledged that human activities are accelerating the climate change phenomenon. 3 It is these human (anthropogenic) activities that the world community and individual nations are attempting to regulate otherwise the Earth's lower atmosphere temperature could increase to more than 4° Celsius by the end of 21 st Century 4 . 2 http://www.metoffice.gov.uk/climate-guide/climate-change 3 The Intergovernmental Panel on Climate Change (IPCC) reported in 2014 that scientists were more than 95% certain that global warming is mostly being caused by human (anthropogenic) activities, mainly increasing concentrations of greenhouse gases such as carbon dioxide (CO2). 4 http://www.un.org/climatechange/blog/2015/03/will-weather-like-2050/ If that happens, the sea level would rise and island nations and coastal cities would mostly likely be inundated. Based on the study in 2009 conducted by the Asian Development Bank, Indonesia by 2100 can expect temperature increase between 2.1ºC to 3.4ºC, the Philippines between 1.2º C and 3.9º C by 2080, Singapore between 1.7º C and 4.4º C while Thailand and Vietnam between 2.0º C and 4.0º C by 2100 respectively. And in the worse case scenario with a temperature increase by 4.0º C the sea level could increase up to 59cm. 5 If such event were to happen ASEAN cities like Bangkok, Thailand and Jakarta, Indonesia would likely be partly submerged. 6 In fact the "Climate Change Vulnerability Mapping for South East Asia" conducted with the assistance of international organizations identified all regions of the Philippines, the Mekong Delta region of Vietnam and the Bangkok region, all of Cambodia, North and East Lao PDR, west and south Sumatra, western and eastern Java would be adversely exposed to sea level rise. 7 And according to the report "Climate Change 2014: Impacts, Adaptation and Vulnerability", as a result of global warming, people in Asia would experience "heat stress, extreme precipitation, inland and coastal flooding as well as drought and water scarcity, pose risks in urban areas with risks amplified for those lacking essential 5 Asian Development Bank, The Economics of Climate Change 7 Moving forward in the climate change policies and practices – Wan Portia Hamzah – Post-2020 Climate Change Regime Formation - Routledge 6 http://environment.asean.org/asean-working-group-on-climate-change/ & https://www.ipcc.ch/publications_and_data/ar4/wg2/en/ch10s10-4-3.html infrastructure and services or living in exposed areas" 8 . Heat stress, for example, could decrease productivity as it has significant impact especially on the outdoor workers. Worst hit will be Singapore and Malaysia, which could experience decrease in productivity by up to 25%. Expected decrease in productivity will vary across the region, with Indonesia predicted at 21%, Cambodia and the Philippines at 16% and Thailand and Vietnam at 12% 9 . Vector-borne diseases such as Zika, dengue and malaria will also likely to flourish as a result of global warming. Three other factors how climate change exposes human to vectorborne diseases 10 : i) Rising global temperatures can lengthen the season and increase the geographic range of disease-carrying insects. As temperatures warm up, mosquitoes and other warm-weather vectors can move into higher altitudes and new regions farther from the Equator. For instance, in some regions in the United States, warming is lengthening the season for Zika-carrying mosquitoes; ii) Increased rainfall, flooding and humidity creates more viable areas for vector breeding and allows breeding to 8 http://ipcc-wg2.gov/AR5/images/uploads/WGIIAR5-PartA_FINAL.pdf 10 http://climatenexus.org/learn/public-health-impacts/climate-change-andvector-borne-diseases 9 http://www.todayonline.com/world/asia/global-warming-increase-heatdecrease-productivity-south-east-asia-report occur more quickly as eggs hatch faster in hotter climates. For example, officials braced for an increase in risk for Zika and West Nile virus infections after the massive flooding event in Louisiana in August 2016 which increased the breeding habitats for Aedes mosquitoes; iii) Human migration exposes people to viruses to which they are not immune. As populations migrate in response to climate change they bring diseases to new regions and urban areas. Infectious diseases spread more quickly in overcrowded urban areas. Causes Of Climate Change In addressing climate change from the legal perspective it is necessary to determine its cause or causes. Some of the causes may be beyond human control. They may be governed by the laws of Nature in which case there is no issue of evolving legal jurisprudence. But as stated earlier human activities do have a major role either in triggering or accelerating climate change. The major cause in the rise of global temperature is human-caused greenhouse gas (GHG) emissions by the burning of fossil fuels and deforestation 11 . In this sphere legal jurisprudence can evolve as measures are taken to check, control and mitigate the effects on climate by those human activities. 11 http://www.conservation.org/what/pages/climate.aspx - Deforestation accounts for about 11% of global greenhouse gas emissions caused by human It has also been scientifically established that there is a causal link between rapid industrialization and deforestation and the rise in Earth's temperature for the past 70 years. This is indicated when the 2011 Durban Conference of Parties (COP17) concluded a set of agreements including the "Durban Platform for Enhanced Action" that sets the agreed target limit of carbon emission by 2020 to not more than 2º C above the pre-industrial levels. It is generally accepted that life can still be sustained without irreversible damage at that level of temperature increase. 12 Basically there are two main identifiable culprit groups of humanrelated activities that are responsible for global temperature increase, namely, the unchecked emission by fossil-fueled energy generating stations, automobiles and factories on the one hand while on the other hand it is the unmitigated deforestation. While ASEAN Member States are not as industrialized as the developed nations they have a fair share in the blame on climate change. Based on the 2013 report the region contributed about 4% 12 Note 7 in GHG emission. 13 The blessing of green tropical forests with abundant biodiversity of the region has triggered the human greed for hard wood and agricultural produce. Indeed Southeast Asia region is losing at about 1.2% of its remaining forest area each year with Cambodia, Indonesia and the Philippines reporting annual losses of up to 2% over the last five years 14 . Malaysia has lost an estimated 14.4% (4.5 million ha) of its forests and tree cover from 2000-2012 15 . The culprits are the logging, legal and illegal and land clearing, including the practice of open burning on large scale for the planting of oil palm and other crops. And during the dry seasons uncontrollable wild fires, especially in the peatland areas, would degrade vast areas. Loggings cause the loss of the forests while the open burning for oil palm and other crops and wild fires cause the loss of forests and biodiversity as well. It is therefore not surprising that most, if not all, of ASEAN Member States have been addressing climate change not only on GHG emissions but also through the prism of deforestation and the methods employed. 13 IEA's Report on Southeast Asia Energy Outlook 2015 – page 35. Although ASEAN's share of global emission is rather small, but it almost doubles by 2040 15 Carol Yong, SACCESS and JKOASM, "Deforestation Drivers and Human Rights in Malaysia – A National Overview and two-sub regional Case Studies" 2014 14 http://www.unep.org/vitalforest/Report/VFG-15-The-forests-of-southeastasia.pdf Evolving Legal Jurisprudence At the outset it should be appreciated that the 10 Member States of ASEAN are still categorized as developing countries with the exception of Singapore and are quite diverse in terms of political, administration and legal and judicial systems. On judicial system some adopted the common law system while the others took the civil law system. As such one should not hope to find from the ASEAN region a robust judicial activism in addressing climate change unlike in some developed nations. Further, climate change litigations that involved attempting to advance policy and seem to be gaining traction in the United States of America are yet to be conceived or at best only at a gestation stage in the ASEAN region. However, the European and Australian approach in climate change litigations, that is, focused almost exclusively on enforcing existing domestic environmental legislations, including by challenging governmental failures at enforcement, is not too alien to the judiciaries of ASEAN Member States. 16 Notwithstanding, legal responses to climate change in the ASEAN region are evolving. Being very much aware on the challenges posed by climate change, ASEAN Member States are not only increasingly involved at the international level in addressing climate change but they are also formulating laws in order to implement their international obligations, domestic key policies and set goals to meet the impact of climate change 17 . In other words, 16 Example - Oposa v Factoran, GR No 101083 (SC, 30 July 1993) (Phil). 17 Stockholm Environment Institute "Climate Change adaptation readiness in the ASEAN countries" Discussion Brief the focus is also on enhancing adaptation to the impacts of climate change. It should be noted as well that when one speaks of legal jurisprudence in addressing climate change it should not be focused only on the judiciary. The roles of the Legislature and Executive branches of government are equally important. This is because key policies and legislations are the essential framework to achieve the goals in addressing climate change. With clear policies and legislations, the judiciary will be able to play an important role in interpreting and enforcing those laws so as to ensure that the rationale of those laws are realized effectively. The primary approach currently adopted in addressing climate change in the ASEAN region is very much based on legislativeexecutive actions. International, regional and at times bilateral agreements, conventions, protocols, declarations and treaties have been either signed and ratified or signed or noted by ASEAN Member States. And in fact the ASEAN Vision of 2020 calls for "a clean and green ASEAN" with fully established mechanisms to ensure protection of the environment, sustainability of natural resources and high quality of life of people in the region. The follow up of such Vision is verified by the many Declarations and Statements made by the Member States, namely: * ASEAN Declaration on Environmental Sustainability (13 th ASEAN Summit in 2007); * ASEAN Declaration on COP13 to the UNFCC and CMP-3 to the Kyoto Protocol (13 th ASEAN Summit in 2007); * Singapore Declaration on Climate Change, Energy and the Environment (3 rd EAS Summit in 2007); * Joint Ministerial Statement of the 1 st EAS Energy Ministers Meeting in 2007; * Ministerial Statement of the Inaugural EAS Environment Ministers Meeting (2008); * ASEAN Joint Statement on Climate Change to COP-15 to the UNFCCC and CMP-5 to the Kyoto Protocol (15 th ASEAN Summit in 2009); * ASEAN Joint Statement on Climate Change 2014; * ASEAN Agreement on Trans-boundary Haze Pollution. At the domestic level ASEAN Member States have enacted various legislations and regulations intended directly or indirectly to tackle climate change. SINGAPORE In order to tackle the haze crisis in Southeast Asia, Singapore has made a bold move with its Trans-boundary Haze Pollution Act 2014 (the Act). This is an extra-territorial action because the Act also claims jurisdiction over non-Singapore entities operating outside Singapore, i.e. companies or individuals with little or no link to Singapore. Examples of potential accused parties or defendants would include Indonesian or Malaysian companies operating in Indonesia. The bases for Singapore's jurisdiction or the claimed "nexus" in such cases would have to reside in the "passive personality" principle, the "protective" principle, and/or the "effects doctrine", given that the harm of haze pollution is felt in Singapore by Singapore citizens. Hence, for example a company on the ground in Indonesia is burning the land and if there is evidence to link it to any of the Singapore-based companies, Singapore can take action against the latter based on the Act 'if they "participate in the management or operational affairs" of the company on the ground. But the problem is securing the evidence. It would be very much dependent on the cooperation of Indonesia. So far there has been no reported prosecution although there are investigations ongoing against several firms. 18 Perhaps Singapore may also consider applying the precautionary principle as a response to the 'problem of proof'? 19 The Act was inspired by a piece of legislation in the United States of America known as the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), also known as "Superfund". CERCLA is a U.S. federal law that authorizes federal natural resource agencies, states and private individuals to 18 The "Haze" Crisis in Southeast Asia: Assessing Singapore's Transboundary Haze Pollution Act 2014 by Alan Khee-Jin Tan 19 Gray v Minister for Planning, Dir-General of the Dep't of Planning & Centennial Hunter Pty Ltd, [2006] NSWLEC 720 recover natural resource damages caused by releases of hazardous substances. CERCLA also establishes a clean up authority that is tasked with the powers to direct the cleaning up of sites contaminated with hazardous substances. In 2006, in the case of Pakootas v. Teck Cominco Metals Ltd, the Ninth Circuit Court of Appeals in the U.S. ruled that a CERCLA case could proceed against a Canadian lead-zinc smelter that discharged hazardous untreated effluents into the Canadian part of the Columbia River that carried the effluents southwards into the U.S. state of Washington. The Pakootas case was significant in that it was the first to establish that a U.S. court had jurisdiction over a foreign entity for operations conducted abroad that would have been permitted in its own country (Canada) but which violated U.S. law. In January 2008, the U.S. Supreme Court denied certiorari (i.e. declined to hear the case on appeal) and allowed the Ninth Circuit ruling to stand. CERCLA is a remedial statute that aims to address contamination occurring in the U.S. alone. It was never meant to regulate the activities at the source in a foreign country like Canada, something that was wholly within the province of Canadian law. Hence, what was at issue was the smelter's failure to prevent and address the harm occurring in the U.S. – in short, to clean up the mess in the U.S. that it had created. On this point, the District Court had supported the extra territorial application of CERCLA. However, the Ninth Circuit clarified that the release of hazardous substances complained of had occurred within the U.S. and therefore involved a domestic as opposed to extraterritorial application of CERCLA. The Pakootas case was eventually resolved when the U.S. government and the smelter entered into a settlement agreement pursuant to which the smelter's U.S. subsidiary agreed to fund and perform the requisite remedial feasibility studies. Anyway, Dr. Vivian Balakrishnan, Singapore's minister responsible for the environment has reiterated that the Act is "no silver bullet". He further added that there would be challenges faced. Certainly he is being very frank and realistic in order to manage public expectations of immediate or even short-term relief. 20 Therefore, only time will tell whether the Act is a silver lining or silver bullet to the haze problem that threatens to engulf Singapore and Malaysia annually. Be that as it may, the Act proves that human society is quite reactive, in that it only acts swiftly when immediate or imminent harms are felt. In the case of Singapore the trigger is the annual haze problem that invariably contributes to climate change. INDONESIA Indonesia has laws governing the issues of open burning and deforestation. They are as follows: a. Forestry Law No. 41 0f 1999, Article 50 20 Article by Dr. Raman Letchumanan - Singapore's Transboundary Haze Pollution Act: Silver Bullet or Silver Lining - https://www.rsis.edu.sg/rsispublication/nts/co15021-singapores-transboundary-haze-pollution-actsilver-bullet-or-silver-lining/#.V7rTNaLl8To i. Intentional setting off of fires - 15 years' imprisonment and fine of 5 billion Rupiah; ii. Negligent setting off of fires - 5 years' imprisonment and fine of 1.5 billion Rupiah. b. Law for Protection and Management of the Environment (Law No. 32 of 2009) i. Minimum punishment of 3 years' imprisonment and fine of 3 billion Rupiah ii. Maximum punishment of 10 years' imprisonment and fine of 10 billion Rupiah However, from the above, the challenge is that the laws lead to confusion for prosecutors as the various punishments prescribed for forest and land fires have not been properly reconciled. It is unclear which Law is the overriding provision – the prosecutors have been charging different perpetrators under both Laws but mostly the Forestry Law 21 . From the judicial aspect the Indonesian courts have recognized strict liability for actions that cause a 'serious threat to the environment'. 22 Further, in recognizing the rights of the Indigenous communities over their customary lands, the Indonesian Supreme 21 Note 17 at page 12 22 Current Legal Challenges in Climate Change Justice - Achieving Justice and Human Rights in an Era of Climate Disruption www.ibanet.org/Presidential Task Force Climate Change Justice and Human Rights Court had thus indirectly given effect in protecting and preserving the forests. 23 Some other interesting cases decided by the Indonesian courts are the decision of the Bandung District Court, Dec. No. 49/Pdt.G/2003/PN.BDG (4 Sept. 2003), upheld on appeal, Supreme Court, Dec. No. 1794 K/Pdt/2004 (22 Jan. 2007) (known as the "Mandalawangi Landslide Case") where the court not only relied on the precautionary principle 24 but also ruled that even though the precautionary principle was not part of Indonesia's legislation, it was jus cogens, that is, it is a fundamental principle of international law and an accepted norm from which no derogation is permitted. The decision marked for the first time the Indonesian courts had applied the "precautionary principle" to establish causation between the company's activities and the landslide. The application of this principle was considered as judicial activism since it was not expressly stated in the relevant environmental legislation but only recognized in various international declarations that Indonesia's legislature had ratified. 23 The case of Aman and two others – Putusan Nomor 35/PUU-X/2012 24 Principle 15 Rio Declaration: 'In order to protect the environment, the precautionary approach shall be widely applied by States according to their capabilities. Where there are threats of serious or irreversible damage, lack of full scientific certainty shall not be used as a reason for postponing costeffective measures to prevent environmental degradation'. 'Principle 15 codified for the first time at the global level the precautionary approach, which indicates that lack of scientific certainty is no reason to postpone action to avoid potentially serious or irreversible harm to the environment. Central to principle 15 is the element of anticipation, reflecting a requirement that effective environmental measures need to be based upon actions which take a long-term approach and which might anticipate changes on the basis of scientific knowledge'. - www.gdrc.org/u-gov/precaution-7.html Briefly the facts of the case are that on 28 th January 2003 heavy rain poured on Mount Mandalawangi in Garut, West Java. After several hours of heavy rain and at about 10 pm landslide and flood flowed from the mountain thus destroying some villages below, claiming 15 human lives and forcing the villagers to leave their homes and properties. For some years after the disaster the villagers sought for compensation from the Government (i.e. the President, the Minister of Forestry, the Governor of West Java, and the Regent of Garut) and PT. Perhutani, a state-owned forestry company responsible in the area of Mount Mandalawangi. It was the Plaintiff's case that the Government had failed to monitor the activities of the company in managing the forest and had converted the protective forest into production forest. As a result of such poor management there was a landslide after extreme rainfall. The court found conflicting expert witnesses on the question of whether the landslide was due to extreme rainfall or due to Perhutani's inappropriate management of the resource under its control. This, according to the court, amounted to scientific uncertainty concerning the exact cause of the landslide. To resolve the problem the court relied on the precautionary principle adopted in Principle 15 of Rio Declaration. The court stated that although this principle was not included in the Indonesian environmental legislation the court could still rely on it as necessary to guide its decision. The court found that by invoking the precautionary principle the liability rule has shifted from the negligence rule to one of strict liability. 25 The ruling 25 'When an activity threatens harm to human health or the environment, precautionary measures must be taken'. 'Under the Precautionary Principle it implied that the reliance on the precautionary principle allowed the court to reject the natural disaster defense submitted by the company. Another case decided by the Indonesian court was the bush fire case, (State v Pt. Adei Plantation/Bangkinang Forest Fires Case (2001). The case was the first when the panel of judges applied the principle of corporate liability. The Bangkinang District Court ruled that officers of the company were guilty of intentionally committing acts resulting in pollution and environmental degradation. The High Court and Supreme Court of Indonesia upheld the decision. MALAYSIA Article 5(1) of the Malaysian Federal Constitution which reads "No person shall be deprived of his life or personal liberty save in accordance with law" has been given fresh interpretation by the Malaysian Court of Appeal in the case of Tan Teck Seng v Suruhanjaya Perkhidmatan Pendidikan [1996] 1 MLJ 261. The Court opined on the expression "life" therein as thus: "The expression "life" incorporates all those facets that are integral part of life itself and those matters which go to form is the responsibility of the proponent of an action to establish that a proposed activity will not result in harm' - precautionarygroup.org/precautionaryprinciple.html the quality of life... it includes the right to live in a reasonably healthy and pollution free environment." In so doing as it did the Court has recognized that it is a constitutional right of a person to have healthy and clean air. Thus, any person that infringes such right by carrying out open burning or allowing excessive smoke emission of his automobile which both activities could contribute to climate change, can be made liable. Although the Court of Appeal in the case of Ketua Pengarah Jabatan Alam Sekitar & Anor v Kajing Tubek & Ors & Other Appeals 26 (commonly known as the Bakun Dam case) declared that the Environmental Quality Act 1974 did not apply to the State of Sarawak due to the doctrine of federalism in relation to the need for Environmental Impact Assessment (EIA) before the construction of the dam could begin, the case nevertheless highlighted the importance of EIA. As such the forests should not be simply cleared. As in Indonesia the Malaysian Federal Court, the apex court, has also recognized claims on native customary rights land. 27 The effect of such recognition is that vast areas of forests are preserved where the native communities can forage for their daily needs. Thus, in turn deforestation is being checked. 26 [1997] 4 CLJ 253 27 Superintendent of Land & Surveys Miri Division & Anor v Madeli Bin Salleh (suing as Administrator of the Estate of the Deceased, Salleh Bin Kilong) [2008] 2 MLJ 677 There are also domestic legislations enacted in Malaysia that address climate change directly or indirectly. Some of them are these: a. Renewable Energy Act 2011 (Act 725) that provides for the establishment and implementation of a special tariff system to catalyze generation of renewable energy. The clean Energy Cash-back schemes are introduced via this piece of legislations. This approach could help reduce dependency on fossil-fueled generating stations for energy. b. Forest and Land Use such as Forestry Act 1984 and Peat Soil Management to prevent forest fires – these laws help in controlling open fire and forest fires thus mitigate deforestation. Moves to regulate backyard open burning with a compound penalty is also being finalized while plantation operators that practice slash - and – burn could be made to pay compound fee up to RM500, 000.00. 28 The Courts in Malaysia have also been sensitized on the importance of protecting the environment including the impacts of climate change. Emphasis has been made to all judges and judicial officers on the importance of imposing deterrent sentences on offenders in order to send a clear message to the public. In fact 28 http://www.theborneopost.com/2016/08/31/wan-junaidi-indonesia-hasmeasures-to-tackle-trans-boundary-haze/ Judges and judicial officers have been invited to visit the many national parks and forest reserves to appreciate the forests and their beauties. The purpose is to create awareness especially those who have been living in the cities throughout their lives. Not surprising that after those visits many have shifted their perceptions on the roles and importance of the trees and forests to our Earth. Such shift can be gleaned from the serious attention they are now giving to environmental cases including meaningful and deterrent sentences imposed upon those convicted for illegal logging and opening burning. Further, the setting up of the Malaysian Environmental Court not only to deal with criminal offences but also civil matters related to the environment is another proactive step taken by the Malaysian Judiciary in protecting the environment including addressing climate change. Just a few years ago environmental cases were given a very casual attention almost at par with traffic offences and considered as mere technical offences. It is no longer true today. This is largely due to the result of active participation by the Malaysian Judiciary in the ASEAN Chief Justices' Roundtable on Environment spearheaded by ADB. Recently on 8 th September 2016, in Sandakan, Sabah, Malaysia, a foreigner was sentenced to two years imprisonment for illegal logging and unlawful possession of Gaharu wood 29 . If the case were heard a few years ago the offender might have been only sentenced to a minimum fine of a few hundred ringgit. 29 http://www.newsabahtimes.com.my/nstweb/fullstory/9404 Due to the active role played by the Malaysian Judiciary in environmental matters it is interesting to note that the other government agencies dealing with environment are also now taking active roles. They have taken steps to review all the existing legislations and have sent their officers to be trained as capable investigating officers and prosecuting officers. Indeed there has been a domino effect upon the other government agencies after the Judiciary has been sensitized on the need to protect the environment especially the forests. PHILIPPINES Philippines, a signatory to the Paris Agreement has promised to reduce its carbon emissions by 70% by 2030 with assistance from the international community. But the initial stand of the present Administration of the Philippines was one of dismissal of the Agreement. The rationale was that the country should go for industrialization in order to create jobs opportunities for her citizens. However recent development seemed to show that the rigid stand has softened. In a news report dated 22 nd July 2016, the President was reported to have said that he has "misgivings" about the international climate pact. However, he is ready to talk if the Agreement takes into consideration his plans for the country's economy. 30 30 http://www.rappler.com/nation/140606-duterte-paris-climate-changeagreement In spite of the apparent misgiving expressed by the current Administration it must not be overlooked that the Philippines is one of the pioneers when it comes to climate change adaptation 31 . The country has implemented significant policies to adapt the issues on climate change. One may say that an effective adaption framework has to be put into place in the case of the Philippines. She is highly susceptible to hydro-meteorological hazards and other natural destructive phenomena such as typhoons and flooding. Such unfortunate circumstances are aggravated by the high percentage of poverty. The framework is provided by the Climate Change Act 2009, the National Framework Strategy on Climate Change (2010 - 2022) and the National Strategy Change Action Plan (2011 - 2022). Accordingly, the legislations that have bearing on climate change are as follows: a. Climate i. Climate Change Act of 2009 1. Section 2: Declaration of Policy - "It is the policy of the State to afford full protection and the advancement of the right of the people to 31 Stockholm Environment Institute, "Climate Change Adaptation Readiness in the ASEAN Countries" – Philippines and Vietnam are the adaptation pioneers in ASEAN. a healthful ecology in accord with the rhythm and harmony of nature." 2. Section 4: Creation of the Climate Change Commission 3. Section 8: Climate Change Office 4. Section 10: Panel of Technical Experts 5. Section 13: National Climate Change Action Plan - "The Commission shall formulate a National Climate Change Action Plan…" b. Energy i. Renewable Energy Act (2008) 1. Section 2: Declaration of Policies a. Accelerate exploration and development of renewable energy resources and increase utilization of renewable energy 2. Section 4: Renewable Portfolio Standards a. Fraction of electric power must be supplied from eligible Renewable Energy (RE) Resources 3. Section 5: Feed-in Tariff System 4. Section 10: Renewable Energy Market 5. Rule 5: General Incentives and Privileges for Renewable Energy Development c. Philippines Clean Air Act of 1999 i. Section 3: Declaration of Policies 1. Holistic national program of air pollution management ii. Section 4: Recognition of Rights 1. The right to breathe clean air 2. Right to utilize and enjoy all natural resources iii. Chapter 6: Fines and Penalties 1. Section 45 – 48 d. Sustainable Management of Forest Act (2011) i. Executive Order No. 23 1. Creation of anti-illegal logging task force Meanwhile, the Philippines Judiciary has not been just idling. The Philippines Supreme Court case of Oposa et al. v. Fulgencio S. Factoran, Jr. et al., Supreme Court of the Philippines, G.R. No. 101083, 30 th July 1993 had effectively imported the principle of intergenerational equity into its procedural doctrine, an essential principle for effective climate change governance. THAILAND The Kingdom of Thailand has also been active in addressing climate change especially through legislations and other administrative actions. Some of them are these: a) On Climate Change Ø The establishment of a Greenhouse Gas Management Organization (TGO) B.E. 2550 (2007): The TGO functions as the Designated National Authority for CDM projects in Thailand b) On Energy Ø The introduction of the Energy Conservation Promotion Act of 1992 c) On Forest And Land Use Ø The National Park Act (1961) Ø The National Forest Reserve Act 1964 Ø The Forest Act (1941) THE SOCIALIST REPUBLIC OF VIETNAM The Vietnam Administration has also introduced legislations intended to address climate change. They are as follows: a. The Law On Climate Change Ø The Decision No. 158/2008/QD-TTg Approving the National Target Program on Response to Climate Change (2008) to set out the master plan for sustainable economic development. b. On Air Protection Ø The Joint Circular No. 47/2011 Providing the Management of the Import, Export of Ozone LayerDepleting Substances According to the Montreal Protocol on Substances that Deplete the Ozone Layer (2011). c. On Energy Ø The No. 50/2010/QH12 Law on Economical and Efficient use of Energy (2010) to promote policies that encourages organizations and households to use energy sustainably. Ø The Decision No. 1855/QD-TTg Approving Vietnam's National Energy Development Strategy up to 2020, with a Vision Toward 2050 (2007) to promote the expansion of nuclear energy generation and consumption to between 15 and 20% of the national energy mix. Ø The Decision No. 177/2007/QD-TTg Approving the Scheme on Development of Biofuels up to 2015, with a vision to 2025 (2007) to promote and induce industry level production of bio fuels. Ø The No. 79/2006/QD-TTg Decision Approving the National Strategic Program on Energy Saving and Effective Use (2006) to encourage and require household level energy savings through efficient usage. Ø The Decision No. 265/QD-TTg Approving the Scheme on Building Research and Development and Technical Assistance Capacity for Atomic Energy Development and Utilization and Safety and Security Assurance (2010). Ø The Decision No. 37/2011/QD-TTg Providing the Mechanism to Support the Development of Wind Power Projects in Viet Nam (2011) to outline the plan for wind development and provide economic incentives for expansion. Ø The Decision No. 957/QD-TTg Approving the Master Plan on Peaceful Development and Utilization of Atomic Energy Through 2020 (2010). d. On Forests And Land Use Ø The Decision No. 799/QD-TTg on Prime Minister Approval of Vietnam's REDD+ National Action Plan (2012) to participate in the United Nation's REDD program which seeks to reduce greenhouse gas emissions by mitigating deforestation and degradation. Ø The No. 117/2010/ND-CP Decree on Organization and Management of the Special-Use Forest System (2010) to designate certain forests as "special-use" protected areas for conservation, research, or historical significance. Ø The Decision No. 2730/QD-BNN-KHCN Promulgation of the Climate Adaptation Framework Action (2010) to promote agricultural development and adaptation strategies accounting for the threat of climate change. e. On Environmental Impact Assessment Ø The Circular No. 04/2012 Stipulating Criteria for Identification of Establishments Causing Environmental Pollution or Serious Environmental Pollution (2012) to outlines the broad assessment standards for a wide variety of environmental issues. Ø The Law on Environmental Protection (2005) to outline environmental standards and waste standards. THE KINGDOM OF CAMBODIA Cambodia has also introduced several measures to address climate change but mostly if not all in the form of legislations and statements of policies. Cambodia is consistently ranked among the top ten countries most vulnerable to climate change and among the three most vulnerable in Asia. This is due in large part to a relatively low adaptive capacity. Efforts made in recent years have allowed Cambodia to develop a comprehensive plan for the climate change response (Cambodia Climate Change Strategic Plan 2014-23), as well as the corresponding key sector plans. Key governmental and nongovernmental institutions have also had the opportunity to manage their first climate change projects on a pilot basis. a. The Cambodia Climate Change Strategic Plan 2014 – 2023 (CCCSP) The first comprehensive national policy document responding to the climate change issue that Cambodia could be facing. The CCCSP reflected the political will, the firm commitment and readiness for reducing climate change impacts on national development and contributing with the international community to global efforts for mitigating GHG emissions under the UNFCCC. b. The Law on Forestry (2002) This legislation defines the framework for management, harvesting, use, development and conservation of the forests in the Kingdom of Cambodia. The objective of this legislation is to ensure the sustainable management of these forests for their social, economic and environmental benefits, including conservation of biological diversity and cultural heritage. MYANMAR Although Myanmar only submitted its initial communication to UNFCCC in December 2012 there were already legislations promoting the adaptation to climate change, namely: a. Forest Law Act (1992) b. Protected Area and Forest Policy Statement (1995) Myanmar has also drawn up her latest action plan in the form of Myanmar Climate Change Strategy and Action Plan (MCCSA) 2016 – 2030 There are 6 priority action areas under MCCSA, namely: a. Integrating climate change into development policies and plans; b. Establishing institutional arrangements to plan and implement responses to climate change; c. Establishing financial mechanisms to mobilize and allocate resources for investment in climate smart initiatives; d. Increasing access to technology; e. Building awareness and capacity to respond to climate change; f. Promoting multi-stakeholder partnership to support investment in climate smart initiatives. BRUNEI The Sultanate of Brunei has a legislation to protect her forest, namely the Forest Act (Chapter 46). Brunei is also developing or has developed a Nationally Appropriate Mitigation Action Plan but 'there is no policy document on adaptation. 32 LAOS Laos is the first ASEAN Member State to ratify the Paris Agreement 33 . Meanwhile there are also legislations and policies declared to address climate change. They are as follows: a. On Air Protection Ø The Ministerial Decision No. 7858/MONRE on the Ozone Depleting Substances Management (2012) – decision that regulates import, export, transit, distribution, and utilization of Ozone Depleting Substances; 32 Governance on adaptation to climate change in the ASEAN Region –Koh Kheng Liang and Lovleen Bhullar – International Environmental Law Research Centre – 1 Carbon and Climate Law Review (2011) p.82-90 33 http://www.diplomatie.gouv.fr/en/french-foreignpolicy/climate/events/article/climate-paris-agreement-ratification-by-laos-0709-16 & http://climateanalytics.org/hot-topics/ratification-tracker.html Ø The Regulation No. 2358/STEA-PMO on Control of Imports, exports and Consumption of Ozone Depleting Substances (2004) – earlier regulation on Ozone Depleting Substances. b. On Energy Ø The Law on Electricity (1997) – establishing rules and regulations for the electricity industry, including government investment in hydropower and regulation of the import/export of energy resources; Ø The Law on Minerals (2011) – revises the original Law of Minerals and includes principles and regulatory measures for mineral mining operations, with respect for environmental sustainability; Ø The Decree No. 90/PM on Export of Mining Products (2008) – regulating the export of Mining Products; Ø The Regulation No. 1116/MEM on Sending Mining Samples for Testing (2010) – regulating the testing of mining sample with the goal of coordinating management of local and international testing; Ø The Decision No. 0352/MEM on Import and Export Licensing Procedures of Minerals and Mineral Products (2012); Ø The Decision No. 0481/ME on selling and buying Mines [Ores] and Mining Products (2012). c. On Forests And Land Use Ø Land Law (2003) – framework legislation that provides for the management of various types of land, including forestry and agricultural land; Ø Law on Urban Plans (1999) - determines principles, regulations and measures regarding the management, land use, construction and building of structures at national and local levels to ensure conformity with policies and laws, aimed at urban development to meet the direction of the national socioeconomic development plan; Ø Forest Law (2007) – creating categories of forests (protection, production, and conservation) and promoting sustainable management, preservation, development, and utilization of forest resources; Ø Regulation on the approval procedure for proposed Clean Development Mechanism (CDM) (2007) – regulatory document approving the Clean Development Mechanism as part of the REDD Programme on deforestation; Ø Council of Ministers Decree No. 117/CCM on the Management and Use of Forests and Forested Land (1989) – Early forest conservation Decree allowing for privatization of certain forested lands provided that owners "preserve, manage, maintain, rehabilitate forests". The Challenges There are numerous challenges in the evolution of common legal jurisprudence on climate change within the ASEAN family. Some have been briefly mentioned above such as the diverse legal and judicial systems. But this has not prevented any of the Member State to nurture the evolution of its own legal jurisprudence as seen above. Anyway, one observation that may be made after examining the approaches taken by each of the ASEAN Member States in addressing climate change is that while there have been many declarations and joint statements made exalting cooperation among Member States there seems to be still the lingering absence of real collective response as a group. In fact there were times when conflicts seemed imminent between Member States on the appropriate responses to adopt when confronted with environmental issues. Quite recently the Malaysian Minister of Natural Resources and Environment commented that Malaysia's effort to fight haze would become more difficult if 'Indonesia does not fully enforce the ban on open burning in the country'. He said that the Indonesian government is still allowing open burning in areas less than two hectares. His hope is that the 'Indonesian authorities will review the law and if possible abolish it for the benefit of the regional countries'. 34 But it is not a case of where Indonesia has not been doing anything to address the annual haze problem. She has implemented 'The Sustainable Peatland Management project began in 2010 across five different pilot sites in the archipelago after it was proposed by the Ministry of Agriculture and had its funding approved by the Indonesian Climate Change Trust Fund (ICCTF).' Indeed Indonesia and environmentalists are very concerned on 'the impact of one of the world's most pressing environmental problems — Indonesia's ticking carbon time bomb'. 35 Now, in the event of any dispute between Member States on the appropriate response to be taken in addressing climate change or other environmental issues there is no institution to adjudicate amicably such dispute. As such perhaps the idea of an 'ASEAN judiciary' may be ripe for consideration. When that happens the opportunity for the evolution of uniformed legal jurisprudence in the ASEAN region should be promising. 34 http://www.thestar.com.my/news/nation/2016/09/01/open-burning-ban-vitalto-fight-haze-says-wan-junaidi 35 http://www.theborneopost.com/2013/10/02/how-an-indonesian-peatlandproject-is-offering-a-new-way-to-curb-forest-fires/ The 'ASEAN Way', premised on consensual decision-making is based on the principles of sovereignty and non-intervention, has also to a certain extent restricted ASEAN in implementing measures at the national level. And a fortiori a judiciary of one Member State could not be expected to have any jurisdiction in another Member State. Such problem has been anticipated by Singapore when enacting the Trans-Boundary Haze Pollution Act 2014. 36 Indeed the ASEAN Way allows each Member State to act or declare a policy or change of policy on climate change that might be in contradistinction to the stand of the other Member States. 37 It should also be appreciated that all the Member States of ASEAN with the exception of Singapore are still developing. Economic growth is needed to provide job opportunities for their population. But of course it would be preferable if economic growth could be tailored in an environmentally sustainable form. On an individual basis of ASEAN Member States there are also challenges in the development of legal jurisprudence on climate change. One challenge is on the issue of locus standi. Some have adopted a restrictive approach while some have taken a liberal 36 The "Haze" Crisis in Southeast Asia: Assessing Singapore's Transboundary Haze Pollution Act 2014 by Alan Khee-Jin Tan. 37 https://www.theguardian.com/environment/2016/jul/19/philippines-wonthonour-un-paris-climate-deal-president-duterte approach. For instance, Malaysia is still quite on the former 38 while the Philippines and Thailand are on the latter. 39 Environmental law is also still quite foreign to many judges and legal practitioners in the ASEAN region. Not all Law Schools in the region have made Environmental law a compulsory subject. As a result the creation of pools of lawyers conversant in environmental laws has been impeded. And added by the lack of interest or awareness among ordinary people it is not surprising that there is hardly any public interest litigation on climate change or related to it filed in courts. This has deprived the courts an opportunity to develop robust legal jurisprudence on climate change. There is also a need for shift in mind-set by both the governing authorities and the governed in addressing climate change. Presently too much reliance has been placed on the governing authorities to decide on climate change without the participation and contribution from those who are in fact affected or would be affected by its impacts. Such reliance has created a situation in which laws intended to address climate change are legislated leaving the courts merely to interpret them. As stated above some judges might adopt a plain and literal interpretation of a piece of 38 Ketua Pengarah Jabatan Alam Sekitar & Anor v Kajing Tubek & Ors & Other Appeals – Note 24 39 Resident Marine Mammals of the Protected Seascape Tanon Strait, et al. v. Secretary Angelo Reyes, et al., G.R. No. 180771, 24 April 2012; Rules of Procedure for Environmental Cases in the Philippines; Judge Pairoj Minden, president, Chamber of the Central Administrative Court, and spokesperson, Thailand Administrative Court – 2nd Chief Justices' Roundtable on Environment legislation thereby defeating the very purpose in enacting the law and at the same time stifled constructive judicial activism. Conclusion Upon a quick perusal of the development of environmental jurisprudence in the ASEAN region for the last decade it can be safely said that it is evolving albeit at a slower pace when compared with that of the developed countries. But the important point is that it is evolving including those related to climate change.	<urn:uuid:c730af43-7e8e-40b3-912e-3d92be1222eb>	CC-MAIN-2017-47	http://ajne.org/sites/default/files/event/7081/session-materials/3ajs-ts3-3-malanjum-addressing-climate-change-paper.pdf	2017-11-19T15:48:57Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00482.warc.gz	12,451,731	10,241	eng_Latn	eng_Latn	0.95659	eng_Latn	0.993579	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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	[ 1065, 2638, 4341, 5756, 7131, 8227, 9742, 11418, 12828, 13712, 15533, 17386, 18619, 19875, 21936, 23744, 25020, 26469, 27763, 29359, 30717, 31932, 32597, 33185, 34019, 34738, 35754, 36807, 37931, 38966, 39692, 40758, 41750, 42743, 44329, 45528, 46968, 48724, 49185 ]	[ 2.4375, 1.1796875 ]	2	0
Growth Model Visualization Tool LEA-LEVEL DATA 1. Using the Search function, view your LEA's performance. 2. Record the name of the school in your district that has the highest growth in Math: ________________________ English Language Arts/Literacy: _________________________ 3. Record the name of the school in your district that has the highest overall proficiency in Math: ________________________ English Language Arts/Literacy: _________________________ 4. Choose Math or English Language Arts/Literacy and, under the tab under the LEA name in the top left, record LEA’s: Median Growth: _____________ Average Overall Proficiency: ________________ 5. Using the tab under the LEA name in the top left, select “By Ethnicity”. What is the largest growth gap between two ethnicities in your LEA? 6. Select "By Grade". Which grade has the highest growth percentile? _________________ 7. Select “By District/LEA”. Click “Add District/LEA” (top right) and add another LEA of comparable size and urban/urban-ring/suburban designation. Median Growth: _____________ Average Overall Proficiency: ________________ 8. Click “Add District/LEA” (top right) and add an LEA that is either much larger, much smaller, or of a differed urban/urban-ring/suburban designation. Median Growth: _____________ Average Overall Proficiency: ________________ SCHOOL-LEVEL DATA B. Choose one school whose data surprised you, worries you, or excites you to look at in more depth. 9. What patterns, themes, or tendencies did you notice that made you select this school? 10. What is the Median SGP? _______________________ 11. What is the Percent at/above Proficient? _______________________ 12. Click “Discover” and select the designation that applies to this school (e.g., charter, suburban). If the school is an elementary school, unclick “Middle”. If the school is a middle school, unclick “Elementary”. Find the school on the list on the right. Click “More Info”, then “Student Groups”. What do you notice? 13. Close the “More Info” pane. What do you notice about this school’s growth and/or overall proficiency, relative to the other schools you see? 14. What questions does the data raise for you about this school? 15. What might be some limitations of this data? 16. What other data would you want to collect to get a fuller picture of what is going on at this school? 17. What next steps might be guided by this school's data?	<urn:uuid:a7b3a79a-54a9-4b20-905b-c38a3e845c1e>	CC-MAIN-2017-47	http://ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Instructional-Resources/RIGM/Growth_Model_Visualization_Tool.pdf	2017-11-19T16:02:23Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00482.warc.gz	261,335,093	543	eng_Latn	eng_Latn	0.995055	eng_Latn	0.996655	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1353, 2438 ]	[ 2.171875 ]	1	0
Title: Hampden County 4-H Urban Programs Project Leader: Lauren Dubois Project Overview Based on feedback from youth, community partners, and parents, young people in our hands-on afterschool and summer programs (STEAM, Citizenship, Sewing, Gardening, and Cooking) are learning skills that will better prepare them for their future. Young people in our STEAM programs show an increase in their interest towards STEAM in school and as future careers. Young people in our Citizenship programs have completed community service projects and have learned about local organizations that they can support. Young people in our Sewing program are learning how to handstitch and use a sewing machine to create usable things, such as: pillow cases, bags, and aprons. Young people in our Gardening program get hands on experience in a garden, planting and harvesting their own vegetables, fruits, and herbs. They learn about the importance of knowing where their food comes from and they get to cook with food that they grew. Young people in our Cooking program get to learn about measurements and healthy substitutes. They get to taste food they've cooked from start to finish and share that with their friends and families. The Massachusetts 4-H Program continues to assist in delivering quality educational programs in out-ofschool settings. Project leaders will continue to seek partners in the Springfield and Holyoke communities and at UMass Amherst to expand the array of educational enrichment and youth development experiences to help prepare youth for success in school while creating connections and pathways between Springfield and Holyoke youth and the University of Massachusetts Amherst. STEAM curriculum Creature Features: Adaptations Activity (biology): Using homemade dough, students will create an original creature to survive a designated habitat. Objective: This activity teaches how various organisms adapt to the specific features of their habitats and how those adaptive features ensure survival. Paper Tower Project (engineering): Using just 2 sheets of newspaper, students will build a tower as tall and stable as possible. Objective: This activity teaches how to use different shapes to construct a tower. We will discuss how engineers consider outside forces such as friction and wind when building their structures. Edible DNA Project (biology): Students will use food items to design and construct a DNA double helix. Objective: This activity teaches the structure of DNA, all the components of a nucleotide, and base – pairing. They will learn how much information and organization is contained in DNA. Fingerprinting activity (technology): Students will take fingerprints and see how they can classify them into categories, just as fingerprint specialists do. Objective: This activity teaches how to collect large amounts of data, identify patterns, and organize them so that they can be useful. ______________________________________________________________________________ Homemade Thermometer Project (chemistry): Using rubbing alcohol, a plastic bottle, and a straw, students will make a thermometer that accurately records temperature. Objective: This activity teaches the relationship between heat and temperature as well as how heat affects matter. We will also introduce the Laws of Thermodynamics. Inertia Towers and Cart-Race Project (physics): Using blocks, cups, and index cards, students will create towers and then remove some of its components without compromising the integrity of the structure. Students will then race using a large cardboard box with an object inside. Objective: This activity teaches Newton's First Law of Motion and introduces key concepts such as inertia and equilibrium. Properties of Water and Water Transport Activity (chemistry): Students will use a paper towel and dyed water to see how water travels. They will compete with one another in simple, water-based challenges. Objective: This activity teaches how plants transport water from their roots to their leaves as well as the structure of a water molecule and its unique properties. It introduces key concepts such as capillary action, transpiration, plant biology, and water transport. Speed Project (physics): Students will engage in a physical activity to determine how time and distance are used in calculating speed. Objective: This activity teaches how to calculate average speeds while thinking about and comparing them to instantaneous speeds. Students will be able to determine an unknown distance based on calculated average speeds. Consumer Report Project (engineering and math): Students will design their own experiments to test which brand of tissue paper is the best buy. Objective: This activity encourages to compare different brands of products, design scientific tests to compare those brands while developing independent thinking skills. They will use math skills to quantify and qualify the gathered data. Osmosis Project (biology): Students will study the movement of water into and out of gummy bears. Objective: This activity teaches how cells transport substances through their membranes. They will become familiar with key vocabulary such as diffusion, osmosis, concentration, and selectively permeable membrane. Racers and Rollercoasters Project (physics and engineering): Students will race marbles and design different tracks, some of which will include loops. Objective: This activity teaches to develop problem-solving and teamwork skills while touching upon some basic physics concepts such as energy, acceleration, and momentum. Wind and Lego! Project (physics and engineering): Students will design and build wind-powered Lego contraptions. Objective: This activity teaches about alternate energy sources; such as wind power. They will review basic physics concepts such as energy, interference, power, and work. __________________ Life-skills Curriculum Activities: Identity Wheels, Definition of Active Listening, Definition of Empathy Purpose: to practice communication skills and create awareness of one's self and become better acquainted with other members. Objectives: Youth will be able to: Self-reflect on who they are, understand what Empathy means, Actively Listen. Activities: What is Leadership? Purpose: Allow space for young people to think about what it means to be a leader and to talk about leadership. Objectives: Youth will be able to establish personal definitions of leadership, describe attributes of leaders, determine their leadership characteristics; what are their strengths and weaknesses? Activity: What are Role Models? Purpose: Role models impact everyone. Often times, who your role model is determines many of your life choices. Objectives: Youth will be able to:Think about the role models in their lives, explain why they look up to certain people, communicate how those role models have impacted their lives Activity: Teamwork Purpose: For youth to develop skills that will allow them to work effectively in groups Objectives: Youth will be able to:Learn the value of communication between team members, Work with others to achieve a common goal Activity: Critical thinking and Communication Purpose: Critical thinking is important for leaders. Everyone has had different experiences in life and therefore each of us have a different understanding of how the world around us works. Objective: Youth will be able to:Learn from each other, Practice critical thinking skills, communicate their thoughts and feelings based on their personal experiences Citizenship Projects: Created dog and cat beds and toys for Dakin Humane Society animal shelter. Created Cards for the clients at CHD's Cancer House of Hope. Clean-up project in the community collecting over 10 bags of trash. Outcome: Young people will get to give back to their community and see first-hand the importance of service learning. The facilitation of curriculum that we provide in Holyoke and Springfield align with the mission of 4-H which is to empower young people with the skills to lead for a lifetime. It's a research-based experience that includes mentors, hands-on projects and activities, and a meaningful leadership opportunity. We work side by side with our community partners, UMass Extension faculty, and 4-H volunteers to create programs that will positively impact youth throughout their lives. Activity Summary - 2016 * 4-H Program Staff Meetings with Community Partners and UMass Students (32) * After School Program Workshops (8) Total Educational contacts Narrative Summary and Impact STEAM is the foremost growing funding field in the United States because the US realizes that in this climate of financial uncertainty, innovation and pioneering designs are required to lead the nation's future to prosperity. However, getting the initial support for STEAM is challenging, primarily because strong leaders in the field are needed to teach the upcoming generations. Developing STEAM curriculum is difficult and time consuming, in part due to the intricate nature of the topic. Then there is the challenge of engaging and teaching youth topics unfamiliar to them. We have been able to hire a new program assistant, Lizmarie López, who has an extensive knowledge of Science, Technology, Engineering, the Arts, and Mathematics (STEAM) and experience teaching young people. The addition of the program assistant to our team working in Holyoke and Springfield has elevated the quality of our programs and the impact for the young people engaging in STEAM. This is exactly the goal we strive for. Lizmarie is from the same community that she is serving here in Springfield. She not only understands the barriers that urban young people face but she knows what it takes to overcome those barriers. The passion she brings to her work is seen in her interactions with each young person she meets. She is dedicated to sharing her STEAM knowledge with the youth in Holyoke and Springfield in hopes of better preparing them for a world where knowing STEAM is necessary for their future success. 4-H After-School in Holyoke and Springfield primarily focuses on STEAM education and exploration, as well as community awareness and outreach coupled with college access. Young people from Holyoke and Springfield are introduced to the fields of STEAM and have the opportunity to learn more about STEAM careers through a higher education lens that college students, volunteers, UMass faculty and 4-H staff provide. Over the past 26 years, 4-H has worked in Holyoke creating two community gardens where young people and adults from the community can grow their own fruits, vegetables, flowers, and herbs. At the two after-school program sites, young people learn about nutrition, cooking, sewing, and horticulture. In the past 8 years Springfield 4-H youth have developed varying science skills by attending the biannual Science Quest event held at UMass Amherst, exploring the field of Veterinary Science at the UMass Hadley farm, attending the annual Explore UMass 4-H Summer of Science program, and completing STEAM projects with UMass Engineering faculty and students. They have also increased community awareness by visiting local museums and taking college tours, all the while practicing public speaking and participating in leadership workshops. Collaborating Organizations * (4-H) New North Citizens' Council * (4-H) South End Community Center * Chestnut Accelerated Middle School South * The Center for Human Development * Make-It Springfield * Sargeant West Community Center * South Canal Community Center * UMass Engineering Departments * UMASS Agricultural Sciences Department * UMass Design Center in Springfield * Student Bridges Organization * UMASS Nutrition Extension	<urn:uuid:a14713fa-a77a-4ca3-beb4-6326d605a8b4>	CC-MAIN-2017-47	http://ag.umass.edu/sites/ag.umass.edu/files/pdf-doc-ppt/lauren_dubois_2016.pdf	2017-11-19T16:09:34Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00491.warc.gz	11,995,847	2,222	eng_Latn	eng_Latn	0.996434	eng_Latn	0.997473	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2016, 4237, 6171, 7766, 10136, 11827 ]	[ 4.25 ]	1	4
MOSQUITOES DESCRIPTION Adults are approximately 1/8 to 3/8" long, with the body and legs normally covered with scales. They are mostly gray to black in colour; some marked with white, silver, green, or iridescent blue scales. The head is long with 15‐segmented antennae that are feathery on the male and hairy on the female. They have two wings that are long and narrow with scales along the veins and wing margin. Larvae have a wider head and thorax than the abdomen, the thorax consisting of 3 fused segments and being the widest. Antennas have only one segment. Their mouthparts with labial brush usually consist of numerous fine hairs. HABITS Mosquitoes have adapted to almost every kind of aquatic situation such as permanent ponds and marshes, temporary flood waters or woodland pools, drainage ditches, and water contained in tree holes, leaves of plants, or artificial containers. Exceptions are flowing streams and the open waters of large streams, rivers, lakes, seas, and oceans. The number of generations per year ranges from 1 in cold climates to many in warmer climates where they breed continuously. The larvae feed on small aquatic organisms and organic debris, the pupae do not feed, and the adult males feed on nectar. Adult females also feed on nectar but most females require a blood meal before they can lay fertile eggs. Flight ranges vary with the species but the average range is around 8‐16 kilometres, with record ranges between 30 kilometres coastal and 180 kilometres at sea. The time of day in which biting occurs varies but most bite from dusk to dawn. CONTROL Control begins with an accurate and thorough assessment of the problem. On the household level, relief can be achieved by preventing entry to structures through proper screening and sealing and applying residuals to resting surfaces. Larvicides can be used in areas of standing water such as ditches, birdbaths, ponds and marshes. These will kill the larvae before they hatch. Fogging or spraying will also provide you with a mosquito free zone for a period of time. Treat under shrubs, short cut grass and tall grass.	<urn:uuid:0124c34a-41ac-4fb5-97a2-b9baf592650e>	CC-MAIN-2017-47	http://poulins.ca/pest-library/mosquitoes?format=raw&task=download&fid=46	2017-11-19T16:03:18Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00487.warc.gz	244,533,717	808	eng_Latn	eng_Latn	0.998321	eng_Latn	0.998321	[ "eng_Latn" ]	false	docling	[ 2208 ]	[ 3.015625 ]	1	0
From Blubber Bay to the World Who knew in 1907 that the Vancouver syndicate formed that year to mine and process Blubber Bay limestone would eventually see their company grow into a multi-national shipping conglomerate! By 1916 the Pacific Lime Company had become the largest lime producer in BC. As well, their lumber mill could turn out 40-foot lengths at a capacity of 40,000 feet a day. In addition to exporting building materials, laths and railroad ties, the mill produced barrel staves for the local limeworks. Pacific Lime president Edward D. Kingsley soon realized that getting the products to market from Texada Island would be a major consideration. The company purchased a steamship (the Queen City) and two barges, the Iwalani and the Baramba - a former 1887 Canadian Pacific sternwheeler. (The Iwalani burned and sank in 1920 and eight years later the Baramba was abandoned on the beach in Sturt Bay.) In 1919 a brand-new ship (the E.D. Kingsley) was contracted from Fort William, Ontario to serve as a coastal freighter. Captain Michael Uldall relaxed onboard in the spacious master's quarters (nicknamed "the bungalow") which was considered to be the most luxurious on the coast. By 1920 the newly-incorporated Kingsley Navigation Company served the BC and US west coasts, carrying lime (from Blubber Bay), lumber (Vancouver, Blubber Bay, Dollarton, Genoa Bay, Chemainus, Port Alberni, Victoria), grain (Vancouver), pulp (Port Alice, Woodfibre), canned fish and asphalt shingles (Sidney). Glycerine (for explosives), asphalt, oil, vegetables, canned goods and dried fruit were transported back from San Francisco on the return trip. In 1928 the Seattle-based ship El Cicuta was purchased and renamed Texada. Unfortunately Texada seemed to attract trouble, colliding with a freighter under the Lions Gate Bridge in 1930, drifting onto the rocks at Deadman's Island (Vancouver) in 1936 and, later that year, striking a reef in Puget Sound causing a seven-month repair wait. By 1932 Kingsley Navigation had expanded to the east coast via the Panama Canal. Operations were suspended in WWII when its fleet was requisitioned for supply ships. When the war ended the company morphed again into a major shipping agent representing countless international companies. A very successful history for a Texada company that started with a simple limestone deposit in Blubber Bay. Peter Lock Texada Island Heritage Society	<urn:uuid:e4bb2cf2-0139-4425-8338-c17de2621683>	CC-MAIN-2017-47	http://www.texadaheritagesociety.com/Musings/2013/Oct/From%20Blubber%20Bay%20to%20the%20World2.pdf	2017-11-19T15:59:11Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00490.warc.gz	505,533,041	552	eng_Latn	eng_Latn	0.994818	eng_Latn	0.994818	[ "eng_Latn" ]	false	docling	[ 2536 ]	[ 2.078125 ]	1	5
Literacy Participate in discussions, presentations, performances, role play, improvisations and debates. Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures. Propose changes to grammar and vocabulary to improve writing. To write an interesting story involving a mythical/legendary character. To write a letter of persuasion. Mathematics To be able to use a range of written methods to calculate the answers to problems involving the main four operations. To be able to use mathematics in a range of real life situations. To be able to recognise and use fractions, decimals and percentages. To identify and measure angles using a protractor. Computing To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. To select, use and combine a variety of software on a range of digital devices to collect, evaluate and present data and information. Art and Design, Languages and Music To improve mastery of art and design techniques, including sketching and sculpture by creating drawings and mosaics. To select from and use a wider range of materials and textiles, according to their functional properties and aesthetic properties. To speak in sentences in French, using familiar vocabulary, phrases and basic language structures. To play and perform in solo and ensemble contexts playing a guitar with increasing accuracy and control. Year: Four Theme: I am Warrior!! Hook: Trip to Leeds Royal Armouries 14 th of November History, Geography and Citizenship To locate the world's countries using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries and major cities. To understand the geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country. To describe and understand key aspects of 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. To learn about the Roman Empire and its impact on Britain. Science To compare and group materials together according to whether they are solids, liquids or gases. Identify differences, similarities and/or changes related to simple scientific ideas and processes. Ask relevant questions and use different types of scientific enquiries to answer them. Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius. PE (including Dance) and PSHE To develop flexibility, strength, technique, control and balance through gymnastics. To take part in outdoor and adventurous activity challenges both individually and within a team. To compare their performances with previous ones and demonstrate improvement to achieve their personal best. To learn how to reflect on progress and develop a confident approach to learning. To support peers in their own learning and in turn developing communication skills. To develop strategies to deal with emotions.	<urn:uuid:45489135-eccd-4fbe-9a52-319c179bd9c7>	CC-MAIN-2017-47	http://wyberswood.org.uk/documents/download/26328	2017-11-19T15:46:10Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00490.warc.gz	542,396,567	589	eng_Latn	eng_Latn	0.994773	eng_Latn	0.994773	[ "eng_Latn" ]	false	docling	[ 3280 ]	[ 3.84375 ]	1	1
Literacy * Discuss and record ideas. * Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures. * Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar * In narratives, create settings, characters and plot. * Organise paragraphs around a theme. * In non-narrative material, use simple organizational devices. – Non Chronological reports Mathematics * Count in multiples of 6, 7, 9, 25 and 1000. * Find 1000 more or less than a given number. * Count backwards through zero to include negative numbers. * Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones). * Order and compare numbers beyond 1000. * Identify, represent and estimate numbers using different representations. * Round any number to the nearest 10, 100 or 1000. * Solve number and practical problems that Computing Graphing Art and Design, Languages and Music Art and Design: Create sketches and record observations and use them to review and revisit ideas. Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. Artist – Andy Goldworthy French:To speak in sentences in French, using familiar, phrases and basic language structures Music: To play and perform in solo and ensemble contexts playing a guitar with increasing accuracy and control. Year: Four Theme: Blue Abyss 2016 – 17 BVB and SB * Have regular opportunities to enter data into a graphing package and use it to create a range of graphs, and to interpret data across all subjects * To compare how different graphs can be used for different purposes * With support, plan structure and layout of document/ presentation * Select and import graphics from digital cameras, graphics packages and other sources and prepare it for processing using ICT History, Geography and Citizenship Geog, skills and fieldwork: Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Geog - Locational Knowledge: Locate the world's oceans. Identify the position of the Northern hemisphere, southern hemisphere, equator, tropics of cancer, tropic of Capricorn. Georg - Place Knowledge: Describe and understand key aspects of 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. Science – Living things and their Habitats * Recognise that living things can be grouped in a variety of ways. * Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. * Ask relevant questions and use different types of scientific enquiries to answer them. * Construct and interpret a variety of food chains, identifying producers, predators and prey. * Recognise that environments can change and that this can sometimes pose dangers to living things. PE (including Dance) and PSHE * I can demonstrates precision, control & fluency in response to stimuli * I can vary dynamics & develop actions with a partner or as part of a group * I continually demonstrate rhythm & spatial awareness * I can modify my performance & that of others as a result of observation & basic understanding of the structure of the body	<urn:uuid:94f64348-5ad6-4543-9882-9b65680c9cd4>	CC-MAIN-2017-47	http://wyberswood.org.uk/documents/download/26326	2017-11-19T15:53:16Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00488.warc.gz	551,067,864	698	eng_Latn	eng_Latn	0.994567	eng_Latn	0.994567	[ "eng_Latn" ]	false	docling	[ 3461 ]	[ 4 ]	1	1
Oliver Rackham - Notes Oliver Rackham. 1975. Hayley Wood. Its History and Ecology. Cambridgeshire & Isle of Ely Naturalist's Trust LTD, Cambridge, England. Harry Godwin. "…Conservation of an ecosystem must be based upon though knowledge of its many components and of the mechanisms by which they operate. The need for management, like the need for adequate knowledge and controlled experimentation on which to base it, is now fully conceded. The means for realizing this in practical terms is another matter…" W.H. Palmer. One of finest ancient woods in eastern England; unrivaled detailed study of the social history of a site. "detailed ecological study in the field has revealed again and again that, even in quite unexpected regions, past human activity has strongly shaped the apparent natural cover of the landscape." 1963 on – coppice plots to show traditional cyclical coppice treatment; small permanent clearings (glades) – opened and maintained by annual cutting and partly as thickets and brambles; re-open rides, removal of silt accumulated in Great Pond; studiously avoided anything that would encourage drainage as detrimental to distinctive plants. Shelter, two hides and bridges for visitors. S. Max Waters. 1962 purchase. Clay soils so despite dry climate the flat site hold waters; wet spring, may dry suddenly in summer. Largest surviving semi-natural oak-ash wood in West Cambridgeshire; fame as an oxslip wood and large primrose population. Secluded yet near Cambridge; square so could accommodate experimentation. Rackham. Ancient woods (doesn't definitely characterize – or distinguish from primary; page 50 infers ancient = primary) – biologically important and historical monuments in themselves. Hayley Woods recognizable single element to resident of Domesday Book times. Form is intricate blend of natural and artificial elements including features derived form practices of centuries long past and even prehistoric forest. Comprise half of county's total woodland. West Cambridgeshire – 25 ancient woods mainly on chalky boulder-clay. Generalizations of English history are detrimental to historical study of woods – regional differences, specific distinct qualities. Subject – development of woodland as an element in local topography; function as an element in local economy; influence of past management on present-day ecology. Sources – pollen analysis, earthworks, woodland structure and vegetation (annual rings of living trees), maps and other documents, timber of ancient buildings. World's earliest large mosaic air photo – 1922 (no plates just published prints) 1251 first mentioned. Appears in every succeeding century. Probably much older. Maps reconstructed – 1251, 1600, 1810, 1969. Reconstructed some details from air photos – don't plow forests and seldom dig in them, etc. Hayley – 95% primary – 114 acres, Old Hayley Woods "a site which has never been other than woodland since prehistoric times". "woodland continuously since prehistoric times". Two secondary woods. Woods preserve surface features that have been on the site since wooded. Ridgeand-furrow etc. indicate secondary woods. Bank and ditch – banks invariably on woodland side as earthwork to drain field and fence the woods. Stabilizes the outline of a wood. Not straight as went around large trees. Often scattered pollarded trees. Irregular hollows – characteristic of primary woods – few inches deep up to so feet across. Natural irregularities form glaciation. Non-woodland origin. Easily destroyed by plowing, can't survive outside primary woodland. Great Pond – "armed" with 3-6 arms, starfish; 5 feet deep, steep-sided with flat bottom. One per 100 acres – provided large edge for herd – possibly >1 field. Most woods have ponds – for horses working in them (?but shape?). No mound – worked form existing hollow? Dry in summer. Describes the history of the roads, ownership, splitting and merging. Depicts elm invasion and other plant movement, clearing etc. with arrows and lines. Medieval woods common as medieval churches until 1945. Managed for sustained yield beginning 600 years ago and maintained for half-millennium. Produced timber and wood or underwood. Main regular product was such wood – mostly for fuel. Coppice from stump or stool. Standards – mainly oaks, allowed to each full size, scattered among coppice. Felled to yield timber and wood form branches. Two crops compete against each other. Woodmanship NOT forestry (forester plants trees). Intensive and yet conservative as maintains continuity of site. Woodmanship always taken for granted by contemporaries and seldom discussed in abstract. History needs to be laboriously reconstructed. Management descriptions from five centuries. 1251 – cut rods, hurdles, fencing. 1356 – underwood sold every seventh year = average coppice rotation. 1584 – felled twice in 21 years, keeping animals out, oak as timber separate from underwood. 1765 – timber, bark, underwood. Coppice cycle lengthened form 7 to 10 years and then to 20-30 in 1900s. Great detail by OR from data in other woods. Rings show decline after cutting followed by a gradual recovery. Most fuel was domestic – industrial elsewhere. Went to lord's demense farm, villagers, other estates. Timbers reconstructed form buildings – posts, joists, rafters. Trees 5-40 per acre. 2 – 4 men to run the woods. Loppium et chippium – bark, branches, rotten wood, leaves. Very little allowed to burn or rot. 1000 BC – West Cambridgeshire almost a continuous forest. Anglo-Saxons destroyed most of prehistoric forest. No idea how – killing the stumps is the difficult part. By Domesday – 1086 - about as open as today. Minimum around 1279. Reconstructed coppicing form one stool back to 1785 – 9 coppicings, 14 year cycle. Coppice cycle lengthened presumably because growth declined. Wattle and daub form buildings show a decline. Exhausting the phosphate in the soil (no climate influence? Evidence strong for P and soil explanation?). Most woodlands not grazed. Some for pigs but relativel unimportant overall for pigs. Most woods heavily cut between the wars. But such "devastation" was once part of woodland practice. But preferentially cut larger trees – unusual. Hayley Wood in Decline – He means woodland management. Economic and political – cheap coal, investment in wood industry to forestry, which is not woodmanship. Commercial woodsmanship ended about 1950. Most of Hayley last cut in 1887 – 1915. Also more valued for sport than produce. Deer also arrived (~1900?unclear) Prehistoric flora – mosaic pattern. Moisture a strong factor and sections very wet. Oxlip – ancient woodland indicator is gradually invading, slowly advancing into the Triangle (secondary). Whereas Primrose usually on woodland margins. Cowslips form grasslands – remain around Old Wood. Certain plants characteristic of ancient woodlands others of secondary. Mercurialis perennis, Paris quadrifolia, Millium effusum. Slowly invade adjacent secondary woods. Absence of secondary woodland indicators. Some are god indicators even after centuries. Many woodland species don't cross open country so each wood left with species that were in it when separated, less those becoming extinct. Possible hedge connections. Possible evolution. Underwood is a much better indicator of history – less control by the woodmen, little direct manipulation. Represent the prehistoric forest as modified by centuries of coppicing acting indirectly as an environmental factor. Floras little changed since Ray's 1660 records. Coppicing impacts – decline in species that don't stand coppicing or don't compete well as a coppice. Beech – poor; pine – never; lime – doesn't comete well, good by itself; exterminates herbs that don't fare well with exposure – sun, drying, or competition by tall vegetation; tidying up and removal of wood that reduces bryophytes, fungi, etc.; removal of big trees and their epiphytes; grazing – pigs etc. Conditions now more uniform But no controls, no comparable unmanaged woods. Some changes in the reverse direction due to the decline in woodland management but not possible to revert. Loss of marginal grassland very damaging – plough and expanding woods. Also decline of coppicing and declining management in general. Many light demanding species of woods declining. Increase of dead wood – good. Stools – some low and massive; some small and underground; Maidens – originate form seed Even in a remote place – flora tends to increase by migration and accidental introductions. Emergents – vey tall Suckers – form roots or underground stems Clones Standards – single-trunk trees Large coppice – low massive stool with a few trunks, telegraph pole size Ash stools – gets bigger with each cutting; diameter is rough guide to age. Generally elongate, not round. Typical – massive hollow trunk 3 ft in diameter and 2 ft high with 3-4 large poles. Always rotten inside. Some in Suffolk and Essex up to 3m in diameter. Among oldest trees in Britain. 7-12 inches – cut once. Decreasing numbers with size. Death due to shading. A few very old ones. Some medieval. One with rings to 1775. Poles on given stool generally same size. Average height 16 inches, larger are taller – possible due to higher cutting each time or earlier woodmen cutting higher so out of reach of rabbits. Small coppice – many slender stems, small form small stools Scrub – trees of coppice height, no stools; hawthorn Maple – stools uneven in size and age (presumably). Stools lower (<18 in) as cut near the ground. Plots diameter versus number of stems. Tree ring chronology. Unusual in that a number of trees are dying, near end of normal lives. Rare in GB. Oaks form 1916-24 catepillar outbreak. Die at different age sin elm woods where doesn't compete. 50-100 years to decay. Oldest trees 200 years. Foresters – most trees form seed. Woodmen – from suckers and coppice. nd Oak – rarely establishes from seed. None in Hayley since 1840. Abundant seed. 92% germinate. Predation of seeds and seedlings. Rodents, deer, caterpillars. Managed woodlands – gets complete light when cut. Few species require shade. Continuous shade not a natural feature of deciduous woods. Coppicing leads to cycle of conditions and ground vegetation. Flowering and growth. Light, temperature, moisture,. Need to establish oaks for 22. But don't know how to do this. Drainage – bad for rich woods – turn valued plant communities into dull ones. Management – Trust opened up rides, started coppice experimentation. 57 species confined to railway – 1/5 th of species. 13 recorded in woods in 19 th C. Deer incompatible with oxlips, coppicing and oak replacement The Hayley Wood railway, with its complex structure and history, is the most interesting wood margin in the country…Unfortunately there is no substitute for railwaymen in managing railway vegetation." Oliver Rackham. 1986. The History of the Countryside. Dent, London. Domesday Book. William the Conqueror. 1086. Reviews sources of information – plants, air photos, maps, boundaries, written records (place names, Anglo-Saxon charters, Domesday Book, medieval records,), testimony and tradition. Many peats have lost their top layer from digging. Due to modern ag, modern forestry, development comes a long way behind; also "neglect of traditional land-uses and consequent natural changes, especially trees growing where they do not belong". "I cannot analyze the historic landscape without noticing how much almost every aspect of it has been lost since 1945". Leads to loss of: beauty, freedom, vegetation and wildlife, and meaning. · Beauty especially the loss of the small and complex and unexpected. · Freedom from movement into open spaces. · Of historic veg – "to recreate an ancient wood is beyond human knowledge, though we might re-create a historic grassland if we were to live to the age of 200". * Meaning – of our roots and the growth of civilization. Each historic wood, hearth, grassland etc. is unique and has something meaningful to tell us. New habitats do not replace old. Most new ag has spread the commonplace at the expense of the wonderful or rare. Subsidize ag to have expensive food and a ravaged countryside. Myth – countryside always changing. Kaleidoscope Myth. Evidence and tendency make the most of change versus stability. Changes in some places and at some times. "Conservationists should not usually seek the restitution of features already destroyed, which is rarely worthwhile. They should seldom seek to remove land from production: long-standing land-uses should be maintained or restored. But they should resolutely oppose any further advance of the commonplace or loss of meaning. Historic landscapes and buildings are similar in many ways…" "More intractable than destruction…is the blight of tidiness which every year sweeps away something of beauty or meaning." Grind away stumps, remove mis- shapen trees, cut hedges to ground, "unconscious vandalisms that hate what is tangled and unpredictable" "Education in the knowledge and care of the countryside has far to go and has yet to reach many important people. No art gallery's conservation department would think of burning a picture by Constable, however badly decayed…Yet this kind of pastiche is daily perpetrated in the guise of the 'conservation' of the landscape." "The landscape is like a historic library of 50,000 books. Many were written in remote antiquity in languages which have only lately been deciphered; some of the languages are still unknown. Every year fifty volumes are unavoidably eaten by bookworms." (Imperfect metaphor) Auroch – woodland animal. Last extinct in 1627 in Jaktorowa Forest, Poland. Bear, wolf, beaver, wild swine, crane. "Allowing heath, grassland, or fen to become overgrown with trees does more damage than burning and is almost as destructive as plowing." Loss of plants – destruction and alteration of habitat – drainage, ploughing, neglect of management, increasing heath fires; collecting and eradication; air and rain pollution; Many woodland plants are affected by the decline in woodland management". "Many weeds, such as plaintain, mugwort, and shepard's purse, were originally arctic plants living in the tundra of late-glacial Britain; they somehow survived the millennia of wildwood, and in Neolithic times found a new lease of life as weeds. Other weeds…came from the oriental homeland of agriculture." "The most severe declines in all wild plants are among the weeds". Naturalized animals – rats, mice, rabbit, fallow deer, pheasant, grey squirrel, dove. Naturalized plants – chestnut (shown to be non-native by pollen), sycamore (Acer pseudoplatanus), Rhododendron ponticum in Ireland (was there in prior interglacials) now a menace to conservation, rosebay willowherb (Epilobium angustifolium), Spartina anglica, Bromus interruptus "The history of woods is infiltrated ad corrupted by myth and pseudo-history". Wildwood – natural forests. E NA patches still survive. Woods…result from long-running interactions between human activities and natural processes, to both of which the historian has to give due weight". Woodland – lands on which trees have risen naturally. Managed by the art of woodmanship. Reproduce by natural growth. Wood-pasture – land-use involving grazing animals and trees. Conflict with techniques to resolve these. Forest – with capital F is land on which the king or other magnate has right to keep deer. Place of deer to medieval, not trees. Plantation – not natural vegetation. Few species, often conifers that do not maintain themselves. Established and replaced by planting = forestry in GB. Coppicing and suckering – efficient and very reliable ways of getting a new crop. "Woods do not cease to exist through being felled". Self-renewing, not exhausted. Pollard and bolling (permanent trunk) Timber trees vs underwood – timber buildings and wood fires. Both have different meanings and uses. "Almost all land by nature turns into woodland. Let a field be abandoned – as many fields have been down the centuries – and within a year it will b invaded by oaks springing form acorns dropped by passing jays, or by birches form wind-blown seed. In ten years it will be difficult to reclaim; in thirty years it will have 'tumbled down to woodland'. The same happens to chalk downs, heaths, fens, and some moorland whenever the grazing and burning cease that had held trees in check." Some woods derived form the original wildwood. Others are secondary – arisen on land that has at some time not been woodland. Secondary woods may be of any age – prehistory onwards. Primary woods = ancient woods. Secondary = ancient woods. Secondary – generally pioneer species that easily invade. Within each geographic province – many types of wildwood. Soils, etc., mosaic, varied structures, disturbance (no fire, less destructive storms). Few native trees that can grow up in the shade of other trees. Wildwood. To understand the wildwoods of British prehistory we should look across the Atlantic to the wildwoods encountered by early American settlers and still surviving in fragments." Mesolithic impacts. Hunting, gathering and may have involved definite management of land and vegetation. Neolithis – sudden impact. "They immediately set about converting Britain to an imitation of the dry open steppes of the Near East, in which agriculture had begun." Attacked elm and may have let loose the elm disease. "To convert millions of acres of wildwood into farmland was unquestionably the greatest achievement of any of our ancestors. It belongs to an age far beyond record or memory, and we know little of what men were involved, how they were organized, how much of their time they spent on it, how many man hours it took to clear an acre and what they lived on while doing it". "Cattle, sheep and goats probably helped the clearance process by browsing the regrowth and eventually killing the stumps." But may doubt whether in prehistory there were enough livestock to do this except close to settlements. Neolithics spread almost instantly throughout British Isles. 50% decline in wildwood by early Iron Age – 2500 BP. In New England a task of similar magnitude was accomplished by European settlers in about 180 years (1650 to 1820)." Metal tools, partially combustible woods, large population continually reinforced form homeland, places already [periodically burned by Indians, conifers easily killed, lived where hurricanes kept trees small, grew maize which gave them time. But boulders to remove and even more rapid regrowth than GB. British trees difficult to kill. Don't burn, difficult even with machine and poison. "Almost the whole area had become woodland again by 1900 – American agriculture is a story of wasted toil". Some Neolithic areas regrew – were abandoned for unknown reasons. "British woodlands (except pine) burn like wet asbestos". New England …"thousands of miles of field-walls lost in the woods, and the cellarholes where thousands of farmsteads had rotted back into the ground. In America there was merely an economic cataclysm, and only pots lie under the bushes…" Farmland doesn't result form people felling trees for use. Most wood wasted. Big trees not much use. But the resprouting stems are much more useful than the original tree. First evidence of this woodmanship and elaborate coppicing to produce rods of exactly the same size – 6000 years old – Somerset Levels. Domesday (1086 A.D.) – 6208 of 12580 settlements reported woodland. "Most of England consisted of farmland with islands of wood". Norman England – few woods > 4 miles across, many areas > 4 miles from woods. Anglo-Saxon earlier times are similar. Woods have individual names and were permanent. No real evidence of A-S clearance – already tamed. Good roads; large impot business form Norway, Baltic, C Europe – pine. Woodland in 1086 – 15% of Englandl 10% by 1350, decline slowed by Black Death in 1349. Much of that then survived to 19 th C. Buildings. Over 90% timbers are oak. Most made from the smallest pieces possible. Waney – rounded corners on piece squared up to work form roundwood. Typical 15 th C farmhouse – 330 trees – only 3 18 inches; half <9; 10% <6" Can rarely ascertain why one woods survived and another not; social value, economic value and cost of destroying them. Oak bark for tanning – principal tree; initially as by-product for timber felling; 17801850 became gigantic industry – huge consumer form almost every source of wood; Not destroyed for fuel. Woods not used up. Not aware of a single woods which was destroyed for iron, etc. Not fly by night operations; actually more woods in areas around industry; industry protects against farmland; large tracts protected; not destroyed for shipbuilding; Since 1800 – long careful wood management declined; qoods linked to boom and bust economy; management for timber not energy – wood replaced by coal, oil, atoms; paper and pulp form other countries; clearing for farms etc; gamekeeping and removal of public; Not so in France, Germany, Switzerland. 1870 most woods survived to 1945. "The greatest threats to ancient woodland for a thousand years came form the destructive course which both agriculture and forestry took in Britain after 1945... Foresters acquired woods and treated them as if they were moorland, trying to poison or otherwise destroy the vegetation and to replace it by plantations" "Ancient woods have great powers of recovery" – 1914-45 fellings not damaging overall and allowed some to catch up on neglect. Confier plantations destroy trees and herbs – shade and litter. Woods are not on land that was good for growing trees., but on land that was bad for anything else". "Many ancient woods refuse to die; replanting merely wastes money but has no lasting effect". Sinuous outline to woods – digging trench and bank around existing trees. Bank to inside. Red maple stools 2 ½ feet across; English maple may be 15 feet; ash rings may be 18 feet; giant coppice stools are among the oldest things in Britain. "Stools are not men or machines; they do not die of old age or wear out; the process can go on indefinitely." Tilia cordata – pry tree. Lime. Largely confined to AW. Oxlips. Suite of indicators. Recent woods – ivy, Alliaria, cow parsley. Agriculture = real destroyed of woodland. But les in last 10 years; more fuel use. "Almost every wood of which the coppice stools still remain is worth preserving." "Our historic woods are not mere isolated relics of antiquity, but belong to an unbroken tradition extending through the Middle Ages back to the beginnings of coviliazation and beyond". "…all over Wales, Scotland, and Highland England woods have been ravanged for decades by sheep getting in through breaches in the boundaries. The simples conservation of them all is three strands of barbed wire". "If we cannot coppice for the present, let use not be ashamed of doing nothing". Wood pasture – 1200 years. Pannage – not very important. When grazing suppressed the wood pasture reverted to woodland. "Old trees are almost as rare as in the United States". (!!??) Bets preserved woodland – Hatfield – deer, cattle, coppice woods, seven species of pollard, scrub, timber trees, grassland, fen, lodge and rabbit warren. 'grey, gnarled, low-browed, knock-kneed, bowed, bent, huge, strange, long-armed, deformed, hunchbacked, misshapen oak men' Francis Kilvert 1876. Ancient wood-pasture – many creatures on them. Overtopped and shaded. Stag-headed trees – many like that for decades. Hedges – planted; inadvertent due to misuse and neglect of edges; remnants of former woods hollowed out. Great loss of hedges after WWII. Oxford and Wallingford – "fords" of rivers. Ancient roads – abandoned, plowed, privatized; Sherwood Forest – not wood – vast heath encompassing many woods in 1154. Heath – dry versus moor with peat; old belief that these were wholly natural; from clearings created by people; some Mesolithic, many Neolithic; form common woods, not form thin areas or lightly forested areas. Some ploughed (much more so in grasslands and moors); no evidence of deliberate destruction of trees for framing – effect of long-term grazing; Calluna, Erica, Broom, bracken,; rabbits added motive for maintaining heath. Warrens all over England. Fire often called necessary; "but we must not suppose that all heaths were burnt". Rarely burn a crop. Amny so closely grazed that they seldom burned; those not grazed were kept free of animals for other purposes; Most heathland plants can be grazed; furze = Ulex erupaeus; many harvested for fuel, litter, thatch, compost, potash (bracken), brickmaking, "Fire in a heath, as in a wheatfield, was a rare accident which most people did their best to prevent . . . many heathland plants and animals are now endangered by fires, and could not have survived to the present had heath firs been a regular event of the past". "Heathland is an ancient and beautiful part of our heritage. It is a symbol of liberty: most heaths are de facto open to the public, and their destruction has curtailed Englishman's already meager right to explore his own country." Ag reclamation destructive. "On most heaths there is not enough grazing to keep down the oak and birch" Moorland – some natural due to rising water table and some generated by people. Wholly natural to wholly artificial. Much interaction of the two. Burning always more common than on heath. All kinds of other artifacts. Meadow = grassland mown for hay vs pasture grazed by farm animals. Very different plants as seasons different and selectivity different. Scythe does not pick what it bites. George Peterken – Natural Woodland "The pattern of working is determined by modern limitations, not historical needs". Potential conflict – conservation of the natural environment and the maintenance of historic conditions. No one historic state. Naturalness is a continuous variable. Woodland is natural if grown without direct management – quite impractical as all affected. "The woods are an expression of mankind as well as nature, and the people that matter have changed greatly". "Ancient" – wooded since 1600; versus "recent". "Primary" if existed continuously since before original forests fragmented. "Secondary" originated on unwooded ground. Very difficult to prove conclusively if primary but relatively easy to determine Ancient. Many slow colonists Cline and Spurr 1942. "The primeval forest. . . did not consist of stagnant stands of immense trees stretching with little change in composition over vast areas. Large trees were common, it is true, and limited areas did support climax stands, but the majority of the stands undoubtedly were in a state of flux resulting form the dynamic action of wind, fire and other forces of nature. The various successional stages thus brought about, coupled with the effects of elevation, aspect , and other factors of site, made the virgin forest highly variable in composition, density and form." Link between stability and diversity – uncertain. Beech limited by – spring frost (sensitive), summer drought, late arrival after ice retreat. Nature conservation management – natural woodland; traditional management; and management designed to achieve explicit targets such as diversity or conservation of a rare species. Rackham – importance of "meaning". Britain – distinctive: predominantly temperate broadleaf; native woodland reduced to a scatter of small remnants by extensive and prolonged deforestation; substantial reforestation in 20 th C using non-native conifers such that Britain remains poorly wooded. "Surviving examples of traditional management demonstrate relationships between people and nature which cannot be re-created once they have been abandoned." Value in research, social and economic history. Historical monuments, some of oldest features in land. "The countryside is a 'book' where we can study in minute and varied detail the long coevolution of human societies and the environment" (Rackham 1986) but only if preserve pollard etc. along with records to interpret. Epping Forest and Dalby Woods show…"the diversity created by and inherited form traditional management is likely to be lost if reserves are allowed to grow naturally." Woodland conservation in Britain characterized by underlying conservatism. Including keeping forest types as what they are. Prudent, based on primary woods recognition, reinforced by limited amount of natural woodland. But kept people form recognizing value of secondary woods; plantations; purist attitude towards sycamore and other species; Traditional management – manage as in the past. Protects the complement of species, usually maintains the greatest diversity of habitats, preserves the historic interactions between people and nature. Maintain traditional management where it survives and restore it elsewhere. SO, maintain some reserves as coppice. But what to do as management actually changed slowly over time? What are the essential features of traditional management? What to do with damaging aspects of TM? What to do with natural disturbance? Do forests need restoration form degradation? WIdley believed initially that natural woods were degraded – needed rehabilitation. Envisioned dense reproducing and self-replicating stands. Assumed stable forests, diverse, increasing richness over succession. "Foresters have long found professional inspiration in the supposed need to rehabilitate degraded woodland. They have an urge to control and to predict". "It was believed that human actions had sacrificed this diversity, degraded this original state and created instability in a system which was naturally stable. These assumptions led further to a belief that existing forests could be rehabilitated to a highly productive, diverse condition." "Everyone was aware that mankind had destroyed most of the original woodland, but few entertained the possibility that the remnants were richer in some respects than the original on that site." Restoration of ancient semi-natural woodland to natural woodland limited by: difficulty in effacing effects of past management, restoring lost species, etc.; cannot insulate site from surrounding landscape or human activity including management; need to accept instability. Various options: restore site and soil; remove planted and naturalized trees; reintroduce trees and shrubs; accept and simulate natural disturbance; re-introduce keystone species; control grazing; re-introduce other wildlife; (Transport lichens, beetles, fungi, bats; buffer form surrounding area; control physical process; herbicide, fertilizer, nutrients form birds etc., soil, water flows; control people; Restoration goals: original natural woodland; present-natural woodland; futurenatural woodland. Or accepting present condition and configuration. Recreating natural woodland is largely a benefit to science. Only approximate, always a facsimile, many values realized even when not very natural; * Natural principle – wildlife will propose to the degree that management approaches natural conditions appropriate to site. Can be in conflict with #1 Broad principles: · Historical principle – wildlife etc. better when historical approaches adopted and maintains features long present Wood Pasture – conflict owners of wood and rights to graze. Reduced form 87230 ha in 3 counties in 1086 to 1450 ha in 1976. Most to farmland. * Graded response – nature conservation interest shound be highest priority in woods that hold greatest interest Coppice – generally 4-30 year rotation; standards 60-100 years; widespread in prehistoric times; 18% of all British woodland in 1924; 1/6 th that in 1980. In Middle Ages likely grazed once shoots tall; High Forest "'Don't waste time, Jump to conclusions'. This exhortation was found whilst surveying Castle Crag Wood, Borrowdale, Lake District, etched into the walls of a small cave. It seemed appropriate for scientists in nature conservation". Wood Meadow – cut for hay, branchwood burned for fertilizer. (Sjors). 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Stay on target and move forward with your reading and writing skills to get ready for the new school year! Current Grades: 3-5 American Girls Students will learn about American History and today's world through the American Girl Dolls. We will make crafts for our dolls, play games, make snacks, read books, and watch videos. Come explore the world with American Girl! Current Grades: 1-2 Art Fun Do you like painting, coloring, drawing, and making crafts??? If you do, then this course is for you! We will be doing a little of everything and having a lot of "art" fun. Special note: a pair of white socks and a white t-shirt will be required for a tie-dyeing project. Current Grades: 1-2 Computers for Kids Embrace the technological future! Play several interactive reading and math games, while also learning new programs. Create a PowerPoint about you and design a t-shirt of your very own! Current Grades: 1-2 Games, Games, Games Games are always a lot of fun. Take this class and learn to play some of the best board games, computer games, team games, and outdoor games! Current Grades: 1-2 Getting Ready for Kindergarten This class will focus on the language, motor, and social skills necessary to succeed in kindergarten. A variety of academic and fun activities will be used to help prepare students. This is a four-hour class. Recommended students get first preference. Current Grades: 4K Getting Ready for 1 st Grade A variety of activities will be used to strengthen and improve the academic and social skills of kindergarteners to better prepare them for first grade. The activities will focus mainly on reading, writing, and math skills. This is a four-hour class. Recommended students get first preference. Current Grades: 5K Getting Ready for 2 nd Grade A variety of activities will be used to strengthen and improve the academic and social skills of first graders to better prepare them for second grade. The activities will focus mainly on reading, writing, and math skills. This class is two hours. Recommended students get first preference. Current Grades: 1 Getting Ready for 3 rd Grade A variety of activities will be used to strengthen and improve the academic and social skills of second graders to better prepare them for third grade. The activities will focus mainly on reading, writing, and math skills. This class is two hours. Recommended students get first preference. Current Grades: 2 Get Fit Learn about maintaining a healthy lifestyle and good eating choices. Plan on participating in some fun and physical activities at the same time! Current Grades: 1-2 Keyboarding Learn how to type using keyboarding software. This class will focus on learning the keys of the keyboard, proper fingering position, speed, and accuracy. What a great way to prepare for the technological future! Current Grades: 3-7 Lego Mania Start "building" a great summer with Lego Mania. Let your imagination soar by creatively solving building challenges like a boat that floats or the highest free standing tower. If you can imagine it, we will build it. Legos will be provided; students will not bring their own Legos. Current Grades: 3-5 Engineering Current Grades: 3-5 Do you want to be an engineer? Work together to plan, design, and build bridges, towers, catapults, gliders and marble mazes. You'll work together with a team on these amazing engineering and mathematical feats. Be ready to use your critical thinking skills. Math Readiness Get a jump-start on the new school year by reviewing and applying basic math skills. Recommended students get first preference. Current Grades: 1-2, 3-5, 4-7 Math Games Everyone loves to play games. What a fun way to brush up on basic math skills and learn some new ones at the same time. You can "count" on this class being fun! Current Grades: 3-5 Once Upon a Time Students will study the elements of a fairytale genre, read and compare various types from different cultures, write their own, and perform a reader's theater! Current Grades: 4-7 Physical Education In Physical Education, you will engage in a variety of team and individual games, with different and exciting activities planned for each day. Be sure to register early and join a winning team! Current Grades: 1-3, 3-4, 4-7, 6-7 Poetry Slam Students learn about different types of poetry and write different forms of poetry - choosing one to perform at the end of the session at our Poetry Slam. Current Grades: 4-7 Reading Readiness In this class, you will receive reinforcement of basic reading and language skills through whole-group and individual instruction. Recommended students get first preference. Current Grades: 1- 2, 3-5, 6-7 Robotics This course teaches the fundamentals of robotics using LEGO® WeDo and NXT Kits. The course is made available through a grant with the Kenosha County Extension. Each section is limited to 10 students. Current Grades: 1-3, 2-4 Run4Fun Running a 5K is all the rage today. Why not put away the video games and enjoy the morning by learning how to be a strong, long distance runner? In this class, you will learn to develop or increase your running stamina as well as mix it up by doing pilates, yoga, and more while jamming out to some fun music. Current Grades: 3-7 Science Do you have a little "Bill Nye" in you? Take this class and discover a world of scientific principles through fun, hands-on activities. Current Grades: 1-3 Scratch Programming The perfect program for aspiring young coders! Scratch is a program built by MIT to educate young minds in computer science skills through exposure to fun, game based learning. Students use visual elements to learn some of the fundamentals that are applicable to many coding languages. (No programming experience required.) Current Grades: 4-7 Technology Travelers Want to get away? Plan an exciting trip to a dream location using the Internet, digital cameras, and productivity software. In this class students will create a brochure, passport, postcards, tickets, and an electronic scrapbook! Current Grades: 3-7 What a Novel Idea! Do you LOVE to read? Is one of your goals this summer to dive into one of today's popular young adult books? This class will explore language arts components of a novel through creative, hands-on activities. Current Grades: 4-7 Click here to use the electronic form to sign up for summer school.	<urn:uuid:140c3dd7-771a-4a98-ad5f-06c846ab6341>	CC-MAIN-2017-34	http://trevorwilmotschool.net/index.php/parents/documents-forms/category/17-summer-school?download=89:summer-school-2017-courses	2017-08-22T01:24:54Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00160.warc.gz	420,491,282	1,900	eng_Latn	eng_Latn	0.99843	eng_Latn	0.998741	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1518, 3743, 5613, 7548 ]	[ 2.40625 ]	2	0
µ MicroCoat Technologies http:www.m-coat.com What is the electromagnetic spectrum? The electromagnetic spectrum describes all the wavelengths of light. From dark nebulae to exploding stars, it reveals an otherwise invisible universe. Color spectrum viaShutterstock When you think of light, you probably think of what your eyes can see. But the light to which our eyes are sensitive is just the beginning; it is a sliver of the total amount of light that surrounds us. The electromagnetic spectrum is the term used by scientists to describe the entire range of light that exists. From radio waves to gamma rays, most of the light in the universe is, in fact, invisible to us! Light is a wave of alternating electric and magnetic fields. The propagation of light isn't much different than waves crossing an ocean. Like any other wave, light has a few fundamental properties that describe it. One is its frequency, measured in Hertz, which counts the number of waves that pass by a point in one second. Another closely related property is wavelength: the distance from the peak of one wave to the peak of the next. These two attributes are inversely related. The larger the frequency, the smaller the wavelength – and vice versa. You can remember the order of the colors in the visible spectrum with the mnemonic ROY G BV. Image via University of Tennessee. The electromagnetic waves your eyes detect – visible light – oscillates between 400 and 790 terahertz (THz). That's several hundred trillion times a second. The wavelengths are roughly the size of a large virus: 390 – 750 nanometers (1 nanometer = 1 billionth of a meter). Our brain interprets the various wavelengths of light as different colors. Red has the longest wavelength, and violet the shortest. When we pass sunlight through a prism, we see that it's actually composed of many wavelengths of light. The prism creates a rainbow by redirecting each wavelength out a slightly different angle. The entire electromagnetic spectrum is much more than just visible light. It encompasses of range of wavelengths of energy that our human eyes can't see. Credit: NASA (via Wikipedia) But light doesn't stop at red or violet. Just like there are sounds we can't hear (but other animals can), there is also an enormous range of light that our eyes can't detect. In general, the longer wavelengths come from the coolest and darkest regions of space. Meanwhile, the shorter wavelengths measure extremely energetic phenomena. Astronomers use the entire electromagnetic spectrum to observe a variety of things. Radio waves and microwaves – the longest wavelengths and lowest energies of light – are used to peer inside dense interstellar clouds and track the motion of cold, dark gas. Radio telescopes have been used to map the structure of our galaxy while microwave telescopes are sensitive to the remnant glow of the Big Bang. This image from the Very Large Baseline Array (VLBA) shows what the galaxy M33 would look like if you could see in radio waves. This image maps atomic hydrogen gas in the galaxy. The different colors map velocities in the gas: red shows gas moving away from us, blue is moving towards us. Credit: NRAO/AUI Infrared telescopes excel at finding cool, dim stars, slicing through interstellar dust bands, and even measuring the temperatures of planets in other solar systems. The wavelengths of infrared light are long enough to navigate through clouds that would otherwise block our view. By using large infrared telescopes, astronomers have been able to peer through the dust lanes of the Milky Way into the core of our galaxy. The majority of stars emit most of their electromagnetic energy as visible light, the tiny portion of the spectrum to which our eyes are sensitive. Because wavelength correlates with energy, the color of a star tells us how hot it is: red stars are coolest, blue are hottest. The coldest of stars emit hardly any visible light at all; they can only be seen with infrared telescopes. At wavelengths shorter than violet, we find the ultraviolet, or UV, light. You may be familiar with UV from its ability to give you a sunburn. Astronomers use it to hunt out the most energetic of stars and identify regions of star birth. When viewing distant galaxies with UV telescopes, most of the stars and gas disappear, and all the stellar nurseries flare into view. A view of the spiral galaxy M81 in the ultraviolet, made possible by the Galaxy space observatory. The bright regions show stellar nurseries in the spiral arms. Credit: NASA (via Wikipedia) Beyond UV, comes the highest energies in the electromagnetic spectrum: X-rays and gamma rays. Our atmosphere blocks this light, so astronomers must rely on telescopes in space to see the x-ray and gamma ray universe. X-rays come from exotic neutron stars, the vortex of superheated material spiraling around a black hole, or diffuse clouds of gas in galactic clusters that are heated to many millions of degrees. Meanwhile, gamma rays – the shortest wavelength of light and deadly to humans – unveil violent supernova explosions, cosmic radioactive decay, and even the destruction of antimatter. Gamma ray bursts – the brief flickering of gamma ray light from distant galaxies when a star explodes and creates a black hole – are among the most energetic singular events in the universe. If you could see in x-rays, over long distances, you'd see this view of the nebula surrounding pulsar PSR B1509-58. This image is from the Chandra telescope. Located 17,000 light-years away, the pulsar is the rapidly spinning remnant of a stellar core left behind after a supernova. Credit: NASA (via Wikipedia) Bottom line: the electromagnetic spectrum describes all the wavelengths of light – both seen and unseen. The shorter the wavelength, the more energetic the light. By using telescopes sensitive to different wavelength ranges of the spectrum, astronomers get a glimpse into a wide variety of objects and phenomena in the universe.	<urn:uuid:87513a52-5679-480e-9586-3cdc2c116ba4>	CC-MAIN-2017-34	http://m-coat.com/What%20is%20the%20electromagnetic%20spectrum.pdf	2017-08-22T01:23:39Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00160.warc.gz	253,945,760	1,216	eng_Latn	eng_Latn	0.998838	eng_Latn	0.998899	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1961, 3194, 4372, 5994 ]	[ 3.796875 ]	1	1
Glossary of Key Vocabulary for GSCE English Language and Literature - alliteration is derived from Latin's "Latira". It means "letters of alphabet". It is a stylistic device in which a number of words, having the same first consonant sound, occur close together in a series. Owen: 'the stuttering rifles' rapid rattle' - antithesis: opposition; contrast: the antithesis of right and wrong. The direct opposite (usually followed by of or to): her behaviour was the very antithesis of cowardly. The placing of a sentence or one of its parts against another to which it is opposed for a balanced contrast of ideas, as in "Give me liberty or give me death." - analyse is 'examine in detail': 'break down in order to bring out the essential elements and/ or structure'. Here both, of course. In OFQUAL's words 'make linkages between writing and its results that are complex and detailed.' - appropriate: suitable, relevant, usually to do with making the right supporting references to text to justify what is said. - assonance: takes place when two or more words close to one another repeat the same vowel sound but start with different consonant sounds. - apt: as for appropriate. - assured: confident, convinced. - bathos: a ludicrous descent from the exalted or lofty to the commonplace; anticlimax. Waugh: 'Sword of Honour' sergeant to senior officer: 'quite frankly sir its time you shut your bloody trap'. insincere pathos; sentimentality; mawkishness,. triteness or triviality in style. - balanced: both sides of a question/ issue/ statement have been considered in something approaching equal measure: often found in comments on 'compare and contrast' or 'how far' tasks. - characterisation: the ways in which different people, places and things are described and developed. - climax: event or point of greatest intensity or interest. - clarify: make or become clearer to see or easier to understand. - closure: closing, ending: refers to the ways writers deal with the final moments of their texts. - conceptual ideas that can be read between the lines, infer what is implied (as above). A concept is defined as a 'generalisation or abstraction from experience based on or relating to ideas.' Ideas are 'plans or schemes formed by thinking'. - comment: describe and make some straightforward judgements about: 'give a view of' what has been read and how it works in the light of the task and, critically, support what is said with reference to the text. In its simplest form: 'say something about'. - connections between: 'adduce similarities'. - consistent: 'compatible, in harmony with'. - considered response and consider(ed): 'contemplate mentally, esp. in order to reach a conclusion'; 'look attentively at. to examine the merits of'. - context: both in its generally understood sense: 'parts that precede and follow a word or passage and fix its precise meaning' (OED) in other words its place in the scheme of things: and in the sense it has come to have in literary rubrics, 'circumstances'. As described here by 'social, cultural, historical'. - critical: or in this context the work of a critic: 'censure, review, judge… merit' here it doesn't refer to the associated sense of 'crisis'. The suggestion is that candidates may find things to criticise as poor/inadequate/could have been better done, as well as praise as merit worthy ('good' in more common parlance). Essential, therefore to see that these judgements are substantiated. - conveyed: 'communicated' (OED) here the plural refers (if not exclusively) to one perspective in each text. - culture: less 'refined understanding of the arts' than 'way of life' in this context. - developed: (of a response, essay etc.) continued, followed up, expanded. - detachment: this is a challenging requirement: it suggests both engagement and involvement but also taking an overview from a critical distance as well as textual references that are apt, convincing and persuasive. Personal opinions that are unconsidered and unsupported are not judgements. Detailed work is all of the high quality suggested here and fully, aptly supported. Well differentiated, penetrating. - discourse markers: A discourse marker is a word or phrase that is relatively syntax-independent and does not change the meaning of the sentence, and is somewhat empty. Examples of discourse markers include the particles "oh", "well", "now", "then", "you know", and "I mean", and the discourse connectives "so", "because", "and", "but", and "or". - dissonance: inharmonious or harsh sound; discord; cacophony. Blake, 'The `Garden of Love'. And Priests in black gowns, were walking their rounds, And binding with briars, my joys & desires. - discuss: offer a considered and balanced response that includes a range of arguments factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. - echo: repetition of sound; close imitation, reinforce, support, imitate. - emotive: arousing feeling, exciting emotion (possibly at the expense of/ instead of taking a logical route, response). - enigmatic: puzzling, riddling, ambiguous: a paradox. - emphathise, empathy: power of identifying oneself with the thoughts and feelings of another. - establish: set up, argue successfully. - evidence both openly stated factual information and what is implied. What a passage says about someone or something and how it is said. - evaluation, evaluate: 'appraisal, assessment'. It certainly includes 'making judgements about'. - explain is 'make clear or intelligible/ give meaning of/ make known in detail': or slightly more mundanely 'show how it works': starting to analyse with apt supporting examples. - explores: 'travel extensively in order to learn or discover'; 'inquire into'. The 'travel' of course, is metaphorical here: we often speak of reading as a 'voyage of discovery'. It is the candidate's response to this voyage through the texts supported by relevant detail that is wanted in comparative format. The strong suggestion is that candidates can see more than one (or two) ideas and perspectives. - explicit: openly, expressly stated, stated in detail, reading along the lines. - form: the shape and arrangement of parts, usually but not necessarily of a poem, e.g. sonnet, ode, epic etc. - grammar, grammatical; the rules governing the relations between words; according to the rules of grammar. - genre: specific type/ kind of literature: gothic novel, fantasy adventure, science fiction story etc. - hierarchy of skills: the declension of what is required for each band as stated in the band descriptors for each task. - Identify: retrieve data or facts: show what is explicit and/ or implicit as directed by the task. - hyperbole: obvious and intentional exaggeration; extravagant statement or figure of speech not intended to be taken literally, as "to wait an eternity." - imbalanced: more on one text/ issue/ idea etc. than another. - influence: (verb) have a strong effect on; capacity to be a compelling force on opinions. - impact: (noun) force, strong effect or influence. - integrated: 'combine into a whole' another version of 'synthesise'. - interpret: read between the lines and make simple inferences, explain what is happening; show what is implied; explain, bring out the meaning of: 'infer'. - intentions: the aims and objectives: of a writer or a candidate in a response to a task. - interpretation: as a noun of the above. - irony: dissimulation, sarcasm, understatement the use of words to convey a meaning that is the opposite of its literal meaning: the irony of her reply, "How nice!" when I said I had to work all weekend. A technique of indicating, as through character or plot development, an intention or attitude opposite to that which is actually or ostensibly stated. A manner of organizing a work (especially in contemporary writing) so as to give full expression to contradictory or complementary impulses, attitudes, etc., especially as a means of indicating detachment from a subject, theme, or emotion. - interwoven: comparison again, the emphasis on a detailed account of the texts which effectively compares and contrasts throughout; intimately blended. - knowledge: what is known, range of information. - link/s: the ways different segments of a text are connected, joined together. - limited: little or nothing given in response. - litotes: A deliberate understatement for effect; the opposite of hyperbole. For example, a good idea may be described as "not half bad," or a difficult task considered "no small feat." - metonymy: A figure of speech in which a related term is substituted for the word itself. Often the substitution is based on a material, causal, or conceptual relation between things. For example, the British monarchy is often referred to as 'the Crown'. In the phrase "lend me your ears," "ears" is substituted for "attention." "O, for a draught of vintage!" exclaims the speaker in John Keats's Ode to Nightingale, with "vintage" understood to mean "wine." - meter: the rhythmical pattern of stressed and unstressed syllables in verse. - mnenomics: 'aforest' for instance, which can often lead to a distorted or partial view of task and text. - pathetic fallacy: The assignment of human feelings to inanimate objects, as coined by the Victorian literary critic John Ruskin. For him, a poet's tendency to project his or her emotions outward onto the workings of the natural world was a kind of false vision. Today the term is used more neutrally, and the phenomenon is usually accepted as an integral part of the poet's craft. It is related to personification and anthropomorphism, but emphasizes the relationship between the poet's emotional state and what he or she sees in the object or objects. - parenthesis: word or clause in a sentence inserted as an explanation or an afterthought or rider which is grammatically complete without it and is usually marked off by brackets, dashes or commas. Not to be overused for effect in writing. - pathos: writing (or any use of language) that arouses pity or sadness. - perceptive: understanding of similarities…..quick to comprehend': more simply 'shows good/deep/clear understanding'. - perspectives: the word comes from the Latin perspicio-spect: 'look at' and although there is a detailed technical definition to do with drawing multidimensional objects on a plane surface (which might have some residual metaphorical sense of writers' approaches to their craft) what is meant here is the writer's viewpoint, or way of looking at the material s/he is using. It is about the relationship between the writer, the material and their craft. - persona: literally, an actor's mask: in this context, taking the role, place, personality of: not being simply one's self. - phrase: group of words forming a conceptual unit equivalent to a noun, adjective or adverb but not forming a complete sentence. - reinforce: make stronger: often used with impact and effect. - register: one of the many styles or varieties of language determined by such factors as social occasion, purpose, and audience. Also called stylistic variation. More generally, register is used to indicate degrees of formality in language use. The different registers or language styles that we use are sometimes called codes. - reorganise: specifically in English Language AOs 1/1 and 1/2 select from and re-shape what has been read to conform with the requirements of the set task. - - repertoire: range of regularly used techniques, styles. repetition : as a rhetorical device, it could be a word, a phrase or a full sentence or a poetical line repeated to emphasize its significance in the entire text. Repetition is not distinguished solely as a figure of speech but more as a rhetorical device. The following examples of repetition are classified according to the different types of repetition used both in literature and in daily conversations. Anadiplosis: Repetition of the last word in a line or clause. Anaphora : Repetition of words at the start of clauses or verses. Antistasis: Repetition of words or phrases in opposite sense. Diacope : Repetition of words broken by some other words. - rhetoric: (in writing or speech) the undue use of exaggeration or display; bombast. The art or science of all specialized literary uses of language in prose or verse, including the figures of speech. The study of the effective use of language. The ability to use language effectively. the art of making persuasive speeches; oratory. (in classical oratory) The art of influencing the thought and conduct of an audience. - response: the written (or spoken) answer to a specific question or task. - rhetorical question: a question to which the answer is already known; which is asked for a particular effect. - rule of three/ tricolon: clustering a repetition of the same concept, idea, statement, vocabulary in a set of three for effect. Do not over use in writing. - rhyme identity in sound of some part, especially the end, of words or lines of verse. a word agreeing with another in terminal sound: Find is a rhyme for mind and womankind; verse or poetry having correspondence in the terminal sounds of the lines. A poem or piece of verse having such correspondence. - sarcasm: a form of irony, usually crude; remarks that mean the opposite of what they say, made to criticise someone or something in a way that is amusing to others but annoying and offensive to the person criticised. - secure understanding: may be straightforward and workmanlike but is still doing as required with clarity and confidence. - secure ability….the candidate clearly understands and can execute what is required. - select: choose (usually what is apt, relevant enlightening) detail from texts, a range of vocabulary to show understanding and flair in both reading and writing. - setting: the place, time, class, context etc. in which a piece of writing takes place. - sentence lengths: are denominated by the number of words, phrases, clauses and complexity they contain: can be used for dramatic effect in writing. - simile: an expression including the words 'like' or 'as' to compare one thing with another. - skilled analysis which demonstrates….skill: 'expertness, practiced ability, facility in an action' analyse' as above. The point is that this can be taught and practiced and developed. - straightforward: without much subtlety or sophistication but sensible, workmanlike and relevant. - sophisticated: 'make worldly wise, cultured or refined'. Beware the overlap with sophistication: 'using sophisms or false arguments': better to think of this as a synthesis of 'polished/accomplished.' Answers in this level will show flair, commonly defined as 'we don't know what the definition is but we know it when we see it'. In fact it means 'the best way of achieving something'. - structure: the shape, sequence and linking of a piece of writing (as opposed to 'form' of a poem). Critically, in OFQUAL's words 'it is very difficult to make absolute distinctions between language and structure - though the former may be more about words and phrases; the latter more about sentences, punctuation and paragraphs. We would add that the latter is often less well represented than the former and should include opening,development and closure. - summation: concluding summing up, bringing to a closure. - surface features: what is literally given in a piece of text without the need for inference or suggestion or reading between the lines. - symbol: anything (but in this case a word or phrase) used to represent something else, for example 'Queen Victoria was the symbol of the British Empire'. - sustain/ed: thoroughly developed with detail and consistency; 'keep up'. - synecdoche: a word or phrase in which a part of something is used to refer to the whole of it, e.g. 'a pair of hands' for a worker; 'the law' for a police officer. - terminology: the subject of this glossary: special words or expressions used in relation (here to literary understanding and commentary) to a particular subject. - synthesise appropriate ideas and evidence from both texts…combine elements into a whole' or, as above 'locate and reorganise'. - themes: main ideas concepts and concerns. - transactional: vending/ giving information about. - tone: quality, sound of voice that expresses the speaker's feelings to either or both what and who is being addressed; mood of something. A key element of responding to texts. - understanding: here a sense of 'how' a passage works/ will work rather than 'knowledge': what it says or is going to say. - valid: acceptable because based on what is true and/ or reasonable (and 'validity'; 'validate).	<urn:uuid:451e2fcb-3366-4650-aead-15a43958c22f>	CC-MAIN-2017-47	http://iowstudioschool.co.uk/wp-content/uploads/2017/02/Glossary-of-Key-Vocabulary-for-GSCE-English-Language-and-Literature.pdf	2017-11-19T16:10:31Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00492.warc.gz	147,481,916	3,576	eng_Latn	eng_Latn	0.998891	eng_Latn	0.999042	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4949, 10061, 15352, 16677 ]	[ 3.453125 ]	2	0
Lansing Community College Math 119 Jack Rotman, Math119 course leader (firstname.lastname@example.org) Math: Applications for Living Description: Uses strategies of arithmetic, geometry, and algebra to solve problems and effectively communicate solutions in a variety of occupational disciplines. Applies reasoning, problem solving, teamwork, mathematical thinking and modeling to measurement, proportions, percents, graphs, formulas, variables, geometry concepts, coordinate systems, and statistical reasoning and probability. Prerequisite: Beginning Algebra or Mathematical Literacy Textbook: Bennett & Briggs Using and Understanding Mathematics (Pearson), 6 th edition Sections: 3 per semester and growing Grades: 67.7% 2.0 or higher (over the past 8 years) [compared to 63.3% in intermediate algebra] Course Outline: A. Measurements, dimensional analysis, geometry (plane and 3-d) B. Percent growth & decay, multipliers, finance formulae; significant digits C. Statistical concepts and graphs, measures of center, correlation concepts, margin of error and confidence intervals D. Probability concepts, product and sums, law of large numbers, counting methods E. Functions (linear and exponential), finding rate of change, models, graphing, half-life, doubling time Learning Outcomes: << a bit "out of date" >> A. Use mathematical principles, concepts, processes, and rules to investigate, formulate, and solve problems in disciplinary and career contexts. C. Use appropriate tools and equipment, including graphing calculators, in investigating, and solving problems in disciplinary and career contexts. B. Work with others in teamed situations using mathematical principles, concepts, processes, and rules to investigate, formulate, and solve problems in disciplinary and career contexts. D. Use standard references and resources, both print and electronic, from disciplinary and career areas as resources in investigation, formulating, and solving problems in disciplinary and career contexts. F. Apply appropriate techniques, tools, and formulas to determine measurements in disciplinary and career contexts. E. Use measurable attributes of objects and the units, systems, and processes of measurement in disciplinary and career contexts. G. Use and develop formulas for applied situations in disciplinary and career contexts. I. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships as they apply in disciplinary and career contexts. H. Use proportions, ratios, and percents in disciplinary and career contexts. J. Specify locations and describe spatial relationships using coordinate geometry and other representational systems in disciplinary and career contexts. L. Formulate questions in disciplinary and career contexts that can be addressed with data and collect, organize, and display relevant data to answer them. K. Apply transformations and use symmetry to analyze situations in disciplinary and career contexts. M. Select and use appropriate statistical methods to analyze data in disciplinary and career contexts. O. Understand and apply basic concepts of probability in disciplinary and career contexts. N. Develop and evaluate inferences and predictions that are based on data in disciplinary and career contexts.	<urn:uuid:a03b2954-f27c-4b7e-8df9-1be7a04945ab>	CC-MAIN-2017-47	http://michmatyc.org/QRDocuments/LCC_Math119_Application_for_Living.pdf	2017-11-19T15:52:58Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00492.warc.gz	198,231,621	624	eng_Latn	eng_Latn	0.948555	eng_Latn	0.975405	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1268, 3335 ]	[ 2.421875 ]	2	1
How to Balance Your Health for Stability and Longevity Glycoscience is Your Ticket for Quality LIFE Glycoscience Lesson #44 by JC Spencer Here are three of the many unseen influence factors involved in achieving homoeostasis in the human body. Each influence is a balancing act with a tipping point that allows for optimal health or catastrophic results. A slide down either side from the tipping point is catastrophic. Homoeostasis (or homeostasis) is the self-regulating process of the body's biological systems to achieve and maintain an equilibrium for stability of optimal health. pH Factor A balanced pH Factor is essential to life. Your pH is the active electrical state of your body chemistry. The action of your pH influences your whole body. Measurement of the pH makes known the acid action in relationship to the alkali action of a solution. The scale is from 0 to 14 pH with hydrochloric acid at "0" and alkali (sodium hydroxide/lye) at "14". Your body works hard to keep the blood at a neutral pH balance of 7.3. A blood pH that is too acidic or too alkaline will result in health issues. This quest to balance the blood pH is to compensate for the dominance of an acidic diet. To maintain a balanced blood pH of 7.3 is the first step toward Optimal Health. Temperature Factor Normal internal human body temperature is established at 98.6 degrees F (37 degrees C). When the mitochondria is producing clean neuro-electricity and there is proper blood flow, the temperature is regulated throughout the body. Clean energy (without free radicals) is made possible by consuming good food and keeping toxins out of your body. The mitochondria may work harder to overcome infections and produce a fever in the process. Fever is your body's way to compensate or adjust away from the dominance of cold, as in dead. To maintain a normal body temperature is a vital step toward Optimal Health. Metabolic Factor The two balancing phases of your metabolism are the catabolic phase and anabolic phase. Catabolic means to break down in a catastrophic or cataclysmic manner. Anabolic means to build up. Food is broken down to build up cells. Cells constantly break down in our bodies and we are constantly building new cells and tissue. The catabolic/anabolic factor is a continuous cycle throughout the day and night, work and rest. Catabolic/anabolic balance shifts with age. As we grow older, we need additional energy and rest to overcome fatigue and all its consequences. The tendency with age is to be more fatigued during the day and to not be able to "sleep like a baby" at night. To maintain your energy helps to balance our pH and your rest helps detox all of our vital organs. Smart Sugars Factor Glycoscience can help us achieve homoeostasis and the quality of life we desire. Low pH can result in fatigue. Proper exercise can help maintain a balanced pH. I have personally learned that additional Smart Sugars can reduce fatigue, inflamation, pain and even the need for as much additional rest as would otherwise be required. Balancing the work and rest is especially important for the workaholic and the couch potato. Rest eventually takes dominance so we are to work while it is still day. We have an ongoing pH Study with Matched Funding for individuals interested in taking a significant step towards optimal health. To participate in the pH Fusion Studies: http://PilotStudies.net No medical claims are made or intended and these statements have not been evaluated by the FDA. Source and References: Smart Sugars - Chapter Three - Glycoscience Meets Quantum Physics http://www.amazon.com/Smart-Sugars-Speak-Should-Listen/dp/0692232028/ref =sr_1_14?ie=UTF8&qid=1463345239&sr=8-14&keywords=Smart+Sugars http://www.medicalnewstoday.com/articles/8871.php http://naturahealthproducts.com/anabolic-catabolic http://www.ncbi.nlm.nih.gov/pubmed/16607115 Expand Your Mind - Improve Your Brain http://endowmentmed.org/content/view/826/106/ Change Your Sugar, Change Your Life http://DiabeticHope.com Glycoscience Lesson #44 http://GlycoscienceNEWS.com/pdf/Lesson44Homeostasis.pdf http://EzineArticles.com/?expert=JC_Spencer © The Endowment for Medical Research, Inc. http://endowmentmed.org	<urn:uuid:e0765ecb-5d49-4eb2-91e6-12377cf28118>	CC-MAIN-2017-47	http://glycosciencenews.com/pdf/Lesson44.pdf	2017-11-19T15:40:56Z	crawl-data/CC-MAIN-2017-47/segments/1510934805687.20/warc/CC-MAIN-20171119153219-20171119173219-00493.warc.gz	125,340,055	948	eng_Latn	eng_Latn	0.995675	eng_Latn	0.995675	[ "eng_Latn" ]	false	docling	[ 4223 ]	[ 2.09375 ]	2	4
Time Line –– Hinsdale, MA PRE-HISTORIC AND HISTORIC BACKGROUND 1 375 - 325 million years ago: The Acadian orogeny (mountain building) forms the mountain range including the eastern section of the Berkshire Hills, giving the Hinsdale area a hilly topography. 2 100,000 - 13,000 million years ago: The last wave of glaciation, and thousands of years of erosion since, smooth off the ridges that later become Warner Hill/ Tully Mountain on the west, and the Peru/Middleﬁeld ridges on the east side, framing a future river valley. 3 10,000 B.C.: Last phase of the glacier melts, leaving Muddy Pond, a glacial kettle, as the origin of the East Branch of the Housatonic, and creating a glacial lake, Lake Hinsdale, in the Housatonic East Branch headwaters valley. The melting leaves several small moraines: sand and gravel deposits in the future Hinsdale area, and a cataract that in the 1800s is dammed to power local mills. 4 8,000 AD - 1,500 AD: Successive levels of Native American cultures – paleo-indian, archaic and woodland – occupy selected areas of New England, usually in valleys most favorable for agriculture, hunting and ﬁshing. 5 1600ʼs: Native Americans are summer hunters in the Housatonic East Branch head waters valley, but have no permanent settlements like those further south in the Shefﬁeld area. Hinsdale farmers have found arrowheads in the South Street ﬂats area. 6 1620: English colonial settlement begins on the Atlantic Coast when the Pilgrims establish their settlement at Plymouth,MA, almost two centuries before Hinsdaleʼs incorporation. 7 1636 ff : English colonial settlements spread west to the Connecticut River valley area – Springﬁeld, Northampton, Hatﬁeld and Deerﬁeld. 8 1676: First historical reference to the Berkshire area when a colonial military unit pursues a Native American group into the southern Berkshire mountains. 9 1691: English rulers, William and Mary, give a charter to the colony of Massachusetts Bay, enabling the General Court to provide land grants to land developers and to grant town charters to qualiﬁed settled areas. 10 Early 1700ʼs: Hunters and colonial land prospectors from Connecticut Valley settlements begin to explore the hill and valley regions of the future Berkshire area, following river courses and creating early trails as predecessors of later road routes. 11 1703 - 1763: A series of wars between England and France, partly over North American land claims, discourages occupation and settlement of western Massachusetts. 1701: Queen Annes War; (1704 - Deerﬁeld Massacre); 1744-1748, the First French War (King Georgeʼs War in Europe) 1756 - 1763: the Second French War - the French and Indian War, The 1763 Treaty of Paris ends all French claims and reduces the threat of French and Indian attacks on Berkshire area settlements. 12 1730ʼs: Settlement begins in the southern Berkshire area: Shefﬁeld incorporated in 1733. Occupation and Settlement of the future Hinsdale Area 13 1740: The ﬁrst land grant is made in the future Hinsdale area: the General Court makes a land grant "lying in a bow of the East Branch of the Housatannuck River" (in the future Hinsdale South Street area) to Seth Dwight. 14 Dec. 1, 1742: The General Court conﬁrms a plat of 800 acres to Seth Dwight, laid out by Oliver Partridge and chain men. (Proprietors Records, p. 47) 15 June 20, 1743: The General Court approves a land grant to Ephraim Jones and Joseph Wright as an equivalent for what they lost in Winchester in the township of the Lower Ashuelot [New Hampshire], to be laid out in 12 months.(the future Dalton). 16 June 20, 1744: A plot of 9,423 acres lying east of and adjoining the Boston Township on the Housatannuck River (Pittsﬁeld), is laid out by Oliver Partridge and chainmen to satisfy the June 20, 1743 grant. The survey creates the outlines of the future Dalton and establishes the west border of the future Partridgeﬁeld (Hinsdaleʼs predecessor town). 17 May 10, 1749: Oliver Partridge lays out 700 acres for Elias Van Schaack; the second land grant in the future Hinsdale area, extending from the Longview Avenue height by Camp Emerson easterly to the South Street/Middleﬁeld Road junction. 18 June 5, 1749: General Court (Acts and Resolves) conﬁrms 700 acres to Elias Van Schaack on land between the Ashuelot Equivalent and the Dwight grant. 19 1750s: Both the Dwight and Van Schaack grants are sold to Israel Williams, and the area becomes known as the Williams grant, later sold to Christopher Lefﬁngwell and called the Lefﬁngwell grant. 20 1750: The Survey of Ashuelot Equivalent (Dalton), and its division into lots by order of the General Court, establishes a line extending south from Wahconah Falls along the approximate Longview Avenue location. That line later becomes the west boundary of Partridgeﬁeld, Hinsdaleʼs predecessor town. 21 1753: Francis Miller (a future Hinsdale settler) surveys a route "cut through" from Boston to Pontoosuck settlement (Pittsﬁeld). Running from Northampton through the future Peru (Rte 143), upper Maple Street, Dalton Road and Stagecoach Road and along the river valley to Ashuelot Equivalent(Dalton), its route eventually becomes a turnpike and a site for taverns, a store, a school and three churches along the Maple Street Flats, the ﬁrst village center. 22 1754: Settlement of the central Berkshire area begins with the Pontoosuck Plantation, the future Pittsﬁeld. 23 August 1754: Oliver Partridge and three associates buy an 800-acre plat along "Miry Brook", the future Ashmere Lake area, hoping to create a stopping point along the new road and sell land to settlers. 24 April 21, 1761: Berkshire County is incorporated by act of the General Court. 3 25 June 1762: Nathaniel Dwight and chain men survey the unsettled central Berkshire area land into ten townships to be auctioned off by the General Court to help pay for French and Indian War debts. 26 June 2, 1762: At a land auction in Kingʼs Tavern in Boston the ten townships in central Berkshire County are auctioned off. Township No. 2, approximately thirty-six square miles, (the future Partridgeﬁeld/Hinsdale) is bought for £1,400. by Elisha Jones, Oliver Partridge and silent partner Governor Bernard. 27 1763: The Treaty of Paris ends the threat of French and Indian attacks making settlement of the Berkshire frontier much more safe. 28 1763 ff : Township Number 2 is surveyed into 136 Proprietorʼs plats assigned by lot to each of the three Proprietors: Partridge, Jones and Bernard. (Proprietors are absentee owners, land speculators, not settlers). 29 Mid-1760ʻs: Gradual settlement of the future Partridgeﬁeld area begins (the future Hinsdale and Peru), as settlers migrating north from Connecticut and Rhode Island buy lots from Proprietors Partridge, Jones and Bernard. 30 1763: The Miller brothers, Surveyor Francis, David and Thomas, from Middlebury, CT settle near the Housatonic East Branch. Other early settlers are the ﬁve Watkins brothers from Hopkinton and the two Torrey brothers, Nathan and Wilson, from Rhode Island. 31 1767: The ﬁrst team crosses the mountains into the town of Partridgeﬁeld. 32 July 4, 1771: Partridgeﬁeld (Hinsdaleʼs predecessor town) is incorporated by the General Court, enough families having settled in the town to qualify it for incorporation. 33 1771: Nathan Fisk builds the ﬁrst grist mill in Partidgeﬁeld on lower Bennett Brook ﬁfty yards or so west of Middleﬁeld Road, a few rods south of its intersection with Creamery Road. 34 1772: Nathan Fisk builds the ﬁrst saw mill in the same area, reportedly receiving a land grant of 150 acres. He soon sold his mills to Samuel Watkins and left the area. 35 1772: A Partridgeﬁeld west district school house is built on "School House Hill", the northwestern corner of Maple Street and New Windsor Road, later the site of the First Congregational Church building. 36 1783: Dalton, formerly Ashuelot Equivalent, is incorporated as a town, named after Tristram Dalton, Speaker of the Massachusetts General Court. 37 1795: The West Parish of Partridgeﬁeld is established by two groups of settlers, those living along the Maple Street Flats stage coach roads, and those on the eastern slope of the Warner Hill/ Tully Mountain ridge that were then a part of Dalton. 38 April 24,1795: Rev. Theodore Hinsdale and family arrive from Windsor, CT, settling on a farm along the future Robinson Road (the current Ulmer place), a hillside section just becoming part of the West Parish of Partridgeﬁeld. 4 39 Late 1790ʼs: Rufus Tyler and then Andrew Belcher each build a tavern on the Maple Street Flats area. Rufus Tylerʼs, reportedly the ﬁrst, is now the William Zeitler residence, and Andrew Belcherʼs is Charlotte and Bob Baillargeonʼs Maplewood Bed and Breakfast. 40 1795 - early 1800ʼs: The future Hinsdaleʼs ﬁrst village center develops on the Maple Street Flats where two stage coach roads overlap for a quarter mile, one route via the future Peru Road (Rte 143) to Northampton, the other – Chester Turnpike via Creamery Road – to Springﬁeld. Travel on the turnpikes eventually makes the area a site for a post ofﬁce, a general store, a blacksmith shop, three churches, and the two taverns. 41 1797: The county stage coach road from Pittsﬁeld through the Maple Street Flats to Northampton is incorporated as a turnpike, later known as the 3rd Massachusetts Turnpike. A toll house, managed by Ichabod Post, is erected on the Chester Turnpike at the junction of Creamery Road and Maple Street. 42 1797-1798: The First Congregational Church is built on School House hill, the northwest corner of future Maple Street and East Windsor Road at a cost of £1,230 and dedicated October 17, 1799, (J.H. Holland, 502). 43 April 1797: The Baptist Church is organized by leaders Joshua Jackson, Nathan Torrey and Eleazer Cady. 44 October 29, 1801: Daniel Merriman acquires a grist mill and a saw mill "on the west line of Partridgeﬁeld and the east line of Dalton a little south of the county road." The Centuries of Hinsdale as an Incorporated Town 45 June 21,1804: The Partridgeﬁeld West Parish is incorporated as the Town of Hinsdale, named after Theodore Hinsdale, a leader in the movement for creation of a town centered on the Maple Street Flats, separate from Partridgeﬁeld centered on the future Peru Hill. 46 August 13 1804: Hinsdale holds its ﬁrst town meeting, with the townʼs ﬁrst resident lawyer, Thomas Allen, as Moderator. Rufus Marsh, William Pearce and James Wing are chosen as Hinsdaleʼs ﬁrst selectmen. 47 About 1806: a Methodist Church is organized by leaders Nathan Warner (of Warner Hill), Levi Loveland and others, meeting in the southwest schoolhouse in a section called Wing Town after an early settler there, James Wing. 48 1812: Trafﬁc generated along the two turnpikes by the transport of troops and munitions for the War of 1812 stimulates business in the two taverns, as whole companies of troops camp near the Rufus Tyler tavern, then owned by Chester Moody. 49 About 1818: Joseph Bonaparte and suite en route east from Pittsﬁeld stop for a midday meal at Chester Moodyʼs Maple Street tavern. 50 1816-1818: A Baptist Church building is built on the southeast corner of Maple Street and Buttermilk Road. 51 1819: Ichabod Emmons, a prosperous blacksmith shop and store owner, builds his brick house on Maple Street across from the original site of the Congregational Church, later Shady Villa and then the John Stritch Studio. 52 1820s: Daniel Merrimanʼs mills are expanded along the river cascades north of the current central village. An 1830 map identiﬁes them: (south to north), as a grist mill, saw mill, linseed oil mill, woolen factory, dying works and a second saw mill. 53 October 24,1823: Israel Bissell dies and is buried in the Maple Street Cemetery with the gravestone inscription: " In Memory of Mr. Israel Bissell who died October the 24th 1823 Aged seventy one years." 54 1830: A Methodist Church is built, a brick building on the Maple Street Flats opposite Creamery Road, now a residence at 481 Maple Street. 55 1831: Charles H. Plunkett buys Merrimanʼs water privileges along the East Branch cascades, and erects a new woolen mill, with his partners: his Pittsﬁeld brother Thomas F. Plunkett and Mr. Durant, a HInsdale merchant. Said to be the ﬁrst frame in town raised without liquor. (Whipple, p. 96) 56 January 30,1834: The Congregational Church Parish is re-organized and by law is ofﬁcially separated from Town of Hinsdale government. 57 March, 1836: The Hinsdale Manufacturing Company is incorporated by three partners: Frederick Curtiss, D.M. Hinsdale and William Hinsdale. Later it becomes the partnership of Hinsdale and Richards and then the Hinsdale brothers Franklin and James, grandsons of Theodore Hinsdale.(Whipple, p. 88) 58 1838 -1839: The Western Railroad right of way is created and tracks are laid on a route bordering the East Branch of the Housatonic. Railroad House – later named Hinsdale Hotel and Belmont House – is built, ﬁrst to house the mostly Irish railroad workers, and later for travelers and summer vacationers. 59 December 27, 1841: With a small crowd gathered to watch, the Western Railroadʼs train runs through the village of Hinsdale for the ﬁrst time, traveling from Boston to Albany 60 1840ʼs - 50ʻs: Sheep raising expands and hills are being cleared for pasture and fuel for trains. 61 Mid - 1840ʼs: A new central village is built along Water Street – later Main Street: business structures, residences, a railroad station, a post ofﬁce and the current central village streets. The active business center moves from the Maple Street Flats to its current location along the East Branch of the Housatonic River. 62 1847: Plunkett Reservoir Dam is built, creating Plunkett Reservoir as a source of water power for the village mills, enlarged a few years later by a higher dam to its approximate current size. 63 1847: The Congregational Church is moved from School House Hill to its present Maple Street location. 64 1848: The Hinsdale Academy is organized and housed in a new building built in the Greek Revival style on the knoll next to the Congregational Church. (The future Town Hall and currently the Youth Center) 65 1850: A new Baptist Church is built on Water Street(now Main Street) to be nearer the water than the original Baptist Church on the Maple Street Flats, which becomes a residence. 66 1851: C. H. Plunkett along with another partner, Charles J. Kittredge, builds the lower valley mills known as the Kittredge Mills. 67 1852: A new Hinsdale Depot Post Ofﬁce opens on Main Street, temporarily giving Hinsdale two post ofﬁces. The original post ofﬁce, located on the Maple Street Flats, is ﬁnally closed in 1861. 68 1852: St. Patrickʼs Church building is built under the direction of Rev. Patrick Cudahy on Church Street. 69 1866: Construction of the Hinsdale Public Library begins with initial funding from the Mary Plunkett Twining estate, in a modiﬁed Gothic style designed by architect Leopold Eidlitz. 70 1867: Lewis P. Brague begins the Brague fern business. At his 1882 death it becomes the L. B. Brague and Company that continued through two generations until the 1930ʼs. 71 December 24,1873: The Hinsdale Grange, Grange No. 19, is organized. 72 1876: Ashmere Dam is built by the Tracey Brothers creating a reservoir for more water power for the valley mills. It is named Ashmere Lake by poet William Cullen Bryant because of the ash trees along its shore line. 73 1879: T. A. Frissell buys the Main Street general store, re-naming it Frissellʼs General Store. Three generations of the family run it for nearly 100 years, when Clinton Frissell closes it in 1970. 74 1879: Carlton A. Pierce acquires the coal and grain business on the Maple/Main Street corner. Three generations of the family run it as Carl A Pierce and Sons until 1952. 75 1885 - 1892: Hinsdaleʼs peak mill prosperity years. 76 1886: Hinsdale dairy men form the Hinsdale Cooperative Creamery and open the creamery on the south side of the village road (now Creamery Road) running southerly from Maple Street by the Ichabod Emmons house. 77 1893: Kittredge Mills in the Lower Valley become bankrupt and are closed. 78 1895: The First Congregational Church holds its hundredth anniversary celebration. 79 1895: Carl A. Pierce builds a freight house, grain elevator and two coal pockets on the railroad siding along Commonwealth Avenue opposite the passenger station. 80 1899: Mr. and Mrs. George Page open the Hinsdale Mining and Milling Company on East Washington Road, selling stock to gullible investors. The fraudulent enterprise lasts about two years when the Pages abandon the enterprise and leave town. 81 1899: A Fire District is formed and Belmont Reservoir created, providing the ﬁrst water pipe lines and ﬁre hydrant protection for the central village. 82 Summer, 1899: The New England Telephone Company extends its phone lines to the central village area. 83 1900: The ﬁrst volunteer ﬁre department is organized to protect the central village area. 84 1900: Bridge Street is constructed over the railroad, ending the two grade crossings at Church Street and lower Curtis Street. 85 1900: John Naughton, Sr. opens Naughtonʼs Market at the corner of Plunkett Avenue and Main Street. Continued by his son John Naughton, Jr., the Naughton Market operates through two generations until John Naughton Jrʼs death in 1980. Bought by later owners, it continues as Hinsdale General Store. 86 1901: Frederick Barden acquires the Maple Street Ichabod Emmons brick house and converts it into a fashionable summer inn he names Shady Villa. Enlarging it with an el and adding a pond, he and his wife run it until they retire in the 1930ʼs. 87 1902: The Pittsﬁeld Electric Street Railway extends it tracks from Dalton to the Hinsdale village center. The service ends in 1921; the rails are removed in 1926-1927. 88 1903: The ﬁrst automobile is registered in Hinsdale – a 5-horsepower Locomobile – by William D. Watkins. 89 1908: The Kirchner family opens the Kirchner Farm Inn near Ashmere Lake. A popular summer place later known as Ashmere Lake Hotel, it is run by Jennie Lawrence Kirchner for over twenty years, at times having over 100 guests. 90 1910 On February 9, 1910, the Hinsdale-to-Dalton morning trip of the Berkshire Street Railway Company trolley car on Old Hinsdale Road crashed into the Gaffney railroad bridge abutment near St. Patrickʼs Cemetery, killing Bessie Ryan and injuring some 25 people who were en route to work at Crane & Co. 91 1911: The granite gate entrance to the Maple Street Cemetery is constructed, with the original bronze plate inscription: "Erected by bequest of Clinton Wells Curtiss, as the gift of Sarah Wells Curtiss, Arthur Frederick Curtiss and Clinton Wells Curtiss. A. D. 1911." 92 1913: Electric lights are installed in the central village, replacing generations of oil-lit street lights and the local lamp lighter. 93 1914: Rev. Samuel Ross Swift organizes the Hinsdale Boy Scout troop, one of the earliest in the country, later Troop 21. 94 1915: Camp Ashmere opens as a summer Sunday School camp, organized by the First Baptist Church of North Adams, MA. 95 July 16, 1916: The Hinsdale Grange No. 19 dedicates its new building on Maple Street, now the Community Center occupied by the Hinsdale Lions Club. The building was originally built by Louis Sherman in 1900 for the local Sons of Temperance Society on land donated by his wife: Mrs. Mary Ellen Mack Sherman. 96 1916: Isaac Spectorsky and his wife open Camp Lenore for girls on Ashmere Lake. 97 1917: The Hinsdale Grange sponsors the ﬁrst Community Fair. 98 1918: Charles Cobb opens Hinsdaleʼs ﬁrst garage, originally in the Hinsdale Hotel livery stable and then in the newly-built "Hilltop Garage" on the site of the current service center and gas station. 99 1919: Charles Cobb begins Hinsdaleʼs ﬁrst bus line for transporting school students. At his 1923 death, his head mechanic, Carl Wallin, buys and operates the bus line. 100 1919: Harry E. Freshler opens Hinsdaleʼs second garage in a former Hinsdale mill building on lower Main Street, now Wetherellʼs Service Station. 101 February, 1921: Cora Couch Lovell is elected as Hinsdale Town Clerk, becoming the ﬁrst woman in the state of Massachusetts to be elected to the town clerk ofﬁce. 102 1923: Senator Francis H. Warren of Colorado, a Hinsdale native, a decorated Civil War veteran and friend of Hinsdale merchant T. A. Frissell, presents the Civil War Memorial to Hinsdale. 103 1924: Camp Oesopus opens on Plunkett Lake at about the site of Camp Romacaʼs water front. 104 1926: The old Russell Bridge over the railroad on outer South Street (Washington Road) is replaced by a newly oriented and safer bridge. 105 May 13, 1927: The Hinsdale Golf Club is organized with Harry Brague as president and Carl A. Pierce as secretary. 106 Summer, 1927: Kenneth G. Kirchner and his father George W. Kirchner build The Ashmere Casino opposite the Ashmere Lake hotel on Peru Road. A popular dance and entertainment site for many years, it was demolished in 1969. 107 1928: A new volunteer ﬁre department is organized by 24 men, acquiring the ﬁrst motorized equipment to protect the entire town. 108 1928: Route 8 – River Road – is constructed from Plunkett Avenue, opening a route across the residential block to the junction of Maple Street and South Street. 109 1928: A predecessor camp to the future Camp Taconic is opened by Majors Ford M. Terry and R.I. Purcell on Ashmere Lake. It is re-named Camp Taconic in 1934 and directed by Robert Kinoy. 110 1929: Mr. Rosenthal opens Camp Romaca on Plunkett Lake, named for its Catskill predecessor, ROsedale MAnor CAmp for girls. 111 1930: The last Hinsdale Mill is closed, ending the mill era in Hinsdale and creating a major unemployment problem. 112 1930: A Chamber of Commerce is organized, promoting ski trains to help Hinsdaleʼs sagging economy. 113 1932: Father James P. Moore opens Camp Wyoma on Michaels Road by Plunkett Reservoir, a camp for children from St. Charles Parish in Pittsﬁeld, and known for its handsome grounds and swimming pool. The Stigmatine Fathers of Springﬁeld, MA buy it in 1940 as a student retreat. 114 1936: Kittredge School opens on the site of the former Kittredge/Brague house, replacing several district schools and Center School on Church Street. 115 Sept 2, 1937: Passenger service at the Hinsdale Railroad Station is terminated, ending a service that began with the ﬁrst train through the village on December 27, 1841. The station remains open, but only for mail service. 116 Early 1940ʻs: The ﬁrst ﬁremenʼs muster is held between two teams of the local ﬁre department. 116 1948: Camp Danbee opens on Ashmere Lake. 118 Late 1950ʻs: A Hinsdale ﬁremenʼs muster group joins the newly organized New England Muster Association. 119 1950: Earl and Jeanne Carmel open Berkshire Furs on Rte 143 – upper Maple Street. 120 1952: Mail service through the Hinsdale Railroad Station ends, mail now being delivered to Hinsdale by a Star Route truck. 121 1953: The Hinsdale Depot, built about 1875, is razed, both passenger and mail service having been terminated. 122 1954: Hinsdaleʼs Sesquicentennial is celebrated with week-long festivities. 123 1955: The Hinsdale Lions Club is organized with 20 charter members. 124 1955: Charlie DeAngelus opens the Home Club on South Street. 125 1958: The Lions Club opens the Plunkett Lake Beach. 126 1963: The Lions Club restores the old Town Hall converting it to a Youth Center. 127 November 11,1967: The DAR Peace Party Chapter of Pittsﬁeld dedicates a plaque at Israel Bissellʼ s Maple Street Cemetery gravesite with the inscription: "In Memory of ISRAEL BISSELL Post rider from Watertown to Philadelphia Alerting towns of British attack at Lexington, April 19,1775. Placed by the Peace Party Chapter Daughters of the American Revolution." 128 1968: Marvin and Addie Lein open Camp Emerson on Plunkett Lake. 129 September 1968: The Belmont Hotel (Railroad House, Hinsdale Hotel) and bordering buildings on Main Street are demolished, ending nearly a century and a half of hotel occupancy, and creating the current corner parking space at the junction of Main and Maple Streets. 130 1975: The Lions Club creates the outdoor basketball court on the site below the Youth Center(the former Town Hall). 131 1976: Hinsdale celebrates the United States Bicentennial with a week-long array of activities. 132 1970: Mike and Elaine Frederic open the Christmas Tree Farm on Washington Road. 133 1972: Dr. John Stritch, a widely-recogized artist and metal sculptor, acquires the former deserted Shady Villa on Maple Street and converts it into a much-visited art center, The John Stritch Atelier. 134 July 20,1975: Israel Bissellʼs 1 & 1/4 acre homesite on Plunkett Reservoir Road is donated to the Hinsdale Conservation Commission by Pittsﬁeld realtor Isidore Goodman. 135 1978: Bernie Collins, the last Hinsdale pharmacist retires, ending pharmacy service in Hinsdale. 136 June 1980: The new Fire House on Maple Street. is completed and dedicated in July, 1980. 137 1984: The Lionʼs Club provides new equipment for the Kiddie Park at the northeast corner of Taylor Avenue and Maple Street. 138 1986: Hinsdaleʼs latest Post Ofﬁce is completed on the site of the old hotel livery stable next to the East Branch of the Housatonic River. 139 1987: Bernie Collins drugstore building on Main Street is razed, eliminating a structure that had lasted some 160 years and that contained an early meeting place – Merrimanʼs, then Tuttleʼs Hall. 140 1988: Ed Sanders builds the apartment house paralleling Main Street, followed by second apartment house to its immediate north in 1989. 141 1989: The Volunteer Firemenʼs Association builds the muster grounds in back of the Maple Street Fire House. 142 1991: The state secretary of environmental affairs designates some 14,000 acres of the Hinsdale Watershed Resource Area as a Critical Environmental Area, saving a substantial section of the town from the environmental degradation of a proposed massive landﬁll. 143 March 1994: Due to structural weakness, the old ﬁre house on the Maple Street Frissell block bordering the river is demolished. 144 1997: Dennis Wendling, Jr. opens the Partridgeﬁeld Trading Center at the junction of Old Dalton Road and lower Main Street. 145 1998: The new Town Hall is built at 39 South Street. 146 October 23,1999: Hinsdale holds its First Community Day, sponsored by several community groups. Activities include dedication of the new Town Hall. 147 2001: Dan Duquette buys Camp Wyoma and converts it into The Duquette Sports Academy which opens in May, 2003. 148 2002: Scott Jarvis creates the ﬁrst Hinsdale Web site for the Bicentennial Planning Committee: Hinsdale200.org. 149 2002: JeanAnn Hatch opens Your-site.com, a global internet service site in the former Pierce/ Bellinger block at 16 Maple Street . 150 March 10, 2003: Alan and Tracey Lussier open Ozzieʼs Steak and Eggs, a popular restaurant in the old Raymond Block at 35 Maple Street. 151 2003: David Howe creates Hinsdaleʼs ﬁrst ofﬁcial town Web site: Hinsdale-Mass.org. 152 2004: Hinsdale celebrates its Bicentennial with a memorable parade, ﬁreworks, week-long activities and construction of the Depot Park gazebo. 153 2005: Joe Renzi acquires the South Street Deli and Variety Store, re-naming it the Renzi Country Store. 154 2005: Hinsdale Dayze, a successor to the Bicentennial Committee, is organized with Carole Forward as chair, providing periodic civic entertainment activities for the town: childrenʼs movies, a summer crafts fair and the fall Harvest Festival with the Israel Bissell race. 155 2005: Peter White, new manager of the Bicentennial Web site, expands its text and picture content, changing its name to HinsdaleDayze.org and continuing to maintain it. 156 May 26, 2006: Topsyʼs Treats, an ice cream/creamee/gelatin store, opens at 258 Maple Street, the former site of John and Daisy Caseyʼs small grocery and package store. 157 2007: Mike Ciaburri buys the Partridgeﬁeld Trading Center and re-names it The Hinsdale Trading Center. 158 July 2007: Peter Frissell arranges a Grand Opening of the redecorated old Frissell Store block on Main Street with two new tenants: Ashmere Realty, Inc. and Box Car Gallery. 159 2008: The new Main Street Veterans Memorial Bridge over the East Branch of the Housatonic River is dedicated. 160 2009: A pavilion, complete with weather vane, is constructed on the Fire House grounds as a sheltered site for the annual Firemenʼs Muster and other community activities. 161 2009: Terri Davis of Boxcar Gallery on Main Street donates to the Town Hall a stained glass window she designed. Installed on the Town Hall east wall, the circular window depicts the War Memorial and the Public Library. ( Leonard F. Swift, July 8,2011 version)	<urn:uuid:7989dda6-0976-4912-a2e9-40e6d2779f2f>	CC-MAIN-2017-34	http://hinsdaledayz.org/TIME%20LINE,%20HINSDALE.pdf	2017-08-22T01:34:47Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00163.warc.gz	186,168,982	7,416	eng_Latn	eng_Latn	0.983919	eng_Latn	0.987055	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2919, 5719, 8530, 11273, 14262, 16913, 19582, 22042, 24478, 26824, 29036 ]	[ 3.578125, 1.46875 ]	1	2
Key words 2 Warmer 1 The creatures below can all kill humans. Put them in order from 1 to 5, 1 being the creature that kills the most humans and 5 the fewest. * crocodile * snake * tiger * mosquito * shark 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________ 5. ______________________ Fill the gaps in the sentences using these key words from the text. The paragraph numbers will help you. 1. A ______________________ is a period of ten years. (para 1) 2. If people ______________________ a disease, they destroy it completely and it never returns. (para 2) 3. A ______________________ is a small animal that lives in or on another animal and feeds on it. (para 3) 4. Malaria is ______________________ from one person to another by mosquitoes. (para 3) 5. A ______________________ is someone who is receiving medical treatment. (para 6) 6. If a mosquito is ______________________ to a drug, the drug does not have any effect on it. (para 7) 7. A ______________________ is something you use in order to achieve an aim. (para 7) 8. If you show ______________________, you do not let anything stop you from doing what you have decided to do. (para 7) 9. An ______________________ is something you can choose instead of something else. (para 7) 10. An ______________________ is a chemical for killing insects. (para 7) decade transmitted patient eradicate parasite resistant insecticide determination alternative tool Find the information 3 Find the following information in the text as quickly as possible. 1. How many people does malaria kill each year? 2. What percentage of the population of Sri Lanka live in rural areas? 3. By what percentage did the number of new malaria cases fall between 2000 and 2015? 4. Which two African countries suffer more than 40% of all malaria deaths? 5. How many cases of malaria were there in Sri Lanka in 1963? 6. How many cases of malaria were there in Sri Lanka in 1998? Dozens of countries poised to drive out malaria by 2020 Sarah Boseley 9 September, 2016 1 Malaria may soon disappear from more than 30 countries with a total population of two billion after the successful removal of the disease from Sri Lanka. Thirteen countries, including Argentina and Turkey, have reported no cases for at least a year and may follow the success of Sri Lanka. By the end of the decade, another 21 countries, including China, Malaysia and Iran, could be free of the disease, which kills 400,000 people, mostly babies and pregnant women, every year. 6 In 2015, the UN and the Bill and Melinda Gates Foundation formed a plan to eradicate malaria worldwide by 2040. The countries where the problem is most difficult are in sub-Saharan Africa, which is suffering most of the child deaths. "There should be no deaths from malaria if you have the right health system and identify patients early on," Alonso said. The Democratic Republic of the Congo and Nigeria suffer more than 40% of all malaria deaths. 2 In years to come, people will probably see the disappearance of the disease from Sri Lanka as the beginning of the end for malaria. "The people of Sri Lanka wanted to eradicate malaria even with the problems they had in the last decade. They paid for it themselves," said Dr Pedro Alonso, director of the World Health Organization's global malaria programme. 3 More than 80% of Sri Lanka's 22 million people live in rural areas, which provide ideal conditions the type of mosquitoes that are one of the main carriers of malaria in the region. It was not possible to kill all the mosquitoes in jungle areas so the government focused instead on the parasite which causes the disease in humans and is transmitted from person to person by the mosquito. 4 The quick diagnosis of malaria in children meant they could be treated earlier so mosquitoes could not pass on the parasites in their blood and transmit the disease to other people. Sri Lanka also sent mobile clinics into the worst-affected areas and spent time, money and effort on educating the public. 5 Other countries, including China, Mexico, South Africa and Iran, have also been doing well. The number of new malaria cases worldwide fell by 37% between 2000 and 2015 and death rates dropped by 60% overall and by 65% among children under the age of five. 7 Mosquitoes are becoming resistant to drugs so new tools are needed. But most important is the sort of determination shown by Sri Lanka's government. "Eradication is the only solution to malaria," says Bill Gates. "The alternative is endless investment in new drugs and insecticide. The world can't afford that approach." 8 The reason why Sri Lanka's success is so symbolic is because we have been here before. In 1955, the UN promised to end malaria. It was optimistic because it thought there were effective tools. The pesticide DDT killed the mosquitoes that spread the disease in US army camps in the Pacific during the Second World War. DDT ended malaria in many countries in the Americas, Europe and parts of Asia. Then, in 1962, Rachel Carson published her book Silent Spring, telling the world about the environmental damage caused by DDT. The UN officially dropped its malaria eradication plan in 1969. 9 Sri Lanka had been so close. Two million cases a year had dropped to just 17 in 1963. But, when control efforts ended, the numbers rose quickly and malaria returned. By 1998, there were more than 250,000 cases a year. "In the world of malaria, Sri Lanka is the example of what happened during the first malaria eradication programme," says Alonso. "They didn't complete the job and malaria came back. We need to learn from the past so we don't repeat the mistakes." © Guardian News and Media 2016 First published in The Guardian, 09/09/16 Comprehension check 4 Chunks 5 Rearrange the words to make phrases from the text. 1. end the of beginning the 2. end the by of decade the 3. under children five the of age 4. have before we here been 5. the War during World Second 6. the learn need from past to we Complete the phrases from the text using these prepositions: 1. free _______ the disease 2. focus _______ something 3. resistant _______ drugs 4. the only solution _______ malaria 5. learn _______ the past 6. for _______ least a year Match the beginnings and endings to make statements about the text. 1. People hope that the disappearance of malaria from Sri Lanka … 2. Malaria is … 3. Malaria kills … 4. Most of the child deaths from malaria … 5. Bill Gates believes that … 6. In 1963, there were … a. … eradication is the only solution to malaria. b. … just 17 cases of malaria in Sri Lanka. c. … will be the beginning of the end for the disease. d. … more than 400,000 people each year, mainly pregnant women and babies. e. … are in sub-Saharan Africa. f. … transmitted from person to person by mosquitoes. Phrases with prepositions 6 to to at from on of Word-building Complete the table using words from the text. \| 1. \| symbol \| \|---\|---\| \| 2 \| environment \| \| 3 \| success \| \| 4 \| optimist \| \| 5 \| effect \| \| 6 \| democracy \| Discussion 8 Should governments spend more money to eradicate diseases like malaria? Why? Why not? KEY 1 Warmer 1. mosquito 2. snake 3. crocodile 4. tiger 5. shark 2 Key words 1. decade 2. eradicate 3. parasite 4. transmitted 5. patient 6. resistant 7. tool 8. determination 9. alternative 10. insecticide 3 Find the information 1. 400,000 2. more than 80% 3. 37% 4. the Democratic Republic of the Congo and Nigeria 5. 17 6. more than 250,000 4 Comprehension check 1. c 2. f 3. d 4. e 5. a 6. b 5 Chunks 1. the beginning of the end 2. by the end of the decade 3. children under the age of five 4. we have been here before 5. during the Second World War 6. we need to learn from the past 6 Phrases with prepositions 1. of 2. on 3. to 4. to 5. from 6. at 7 Word-building 1. symbolic 2. environmental 3. successful 4. optimistic 5. effective 6. democratic	<urn:uuid:9c7ca3d2-8ad2-4664-a396-aad5b6231afc>	CC-MAIN-2017-34	http://eoiutebo.com/pdfs/readerscorner/readingintermediooctubre.pdf	2017-08-22T01:45:56Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00163.warc.gz	131,513,604	2,071	eng_Latn	eng_Latn	0.996832	eng_Latn	0.999375	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2082, 5875, 7095, 7371, 8185 ]	[ 4.46875 ]	1	0
SERMON TEXT FOR PROPER 10A PREACHED JULY 16, 2017 AT ZION LUTHERAN, ENOLA PA TEXTS: Matthew 13.1-9, 18-23; Isaiah 55.10-13; Psalm 65.1-13; Romans 8.1-11 By the lake, Jesus tells the crowd a parable about a sower whose seeds fall into various places. Some seeds fall on the path and are eaten by birds. Other seeds fall on rocky ground, spring up and die quickly because they do not have roots. Other seeds fall among the thorns and the thorns choke them. Finally, some seeds fall on good soil and yield fruit. Jesus ends the parable saying: "'Let anyone with ears listen!" For the ancient audience, like many of us today, perhaps this parable seems self-explanatory - a sower sows seed and, depending on where they fall, there will be various yields. That is, good seed plus good soil results in a harvest. Both parts of the equation are necessary for a yield. However, it's important to note that even in good soil, the yield or increase differs. As Jesus notes, "But as for what was sown into good soil, this is the one who hears the word and understands it, who indeed bears fruit and yields, in one case a hundredfold, in another sixty, and in another thirty." The sower plants into good soil not knowing what the yield may be. So, as Jesus explains, we are to be the "good soil." That is, we are to be the soil that hears God's word, understands it, has it take root within us, and then bears fruit - leading to some kind of change and transformation within us and in the world. Interestingly enough, however, the parable is not titled the parable of the soil or the parable of the seed - although much of Jesus' explanation of the parable seems to focus on these two elements. Instead, Jesus himself calls it the parable of the sower. So, what can we learn from this sower? The parable itself describes a sower who is ridiculously generous with the amount of seed he scatters, throwing it not only on the good soil but on soil that most of us can recognize weren't good bets: thorny soil, dry soil, and even a beaten path. I mean, what are the chances the seed is going to take root in that? This makes this sower not simply generous but wasteful. Seed was not cheap in the ancient world, so everyone who listened to Jesus' parable would have recognized the sheer wastefulness, recklessness - even stupidity - of such an approach to farming. Plus, most gardeners and farmers generally map out what kinds of seeds will go where and then carefully place each seed into the soil bed, spacing them out uniformly. But, as we know, nature is not always our friend. Wind blows seeds from trees and flowers all over the place - sometimes onto good soil, sometimes to places where they do not stand a chance of survival. Birds and insects crosspollinate and drop seeds as they move about. Fruit falls from trees and vines and then cracks open to expose seeds that may or may not go on to bear more fruit. And then there's always the stray growth from our neighbor's yard. This sower in the parable sounds much more like nature itself than like an experienced farmer or gardener. But maybe that's exactly how Jesus intended it. Perhaps that is how the original gardener, the God of Genesis who walks in the Garden of Eden, actually works. To us it seems wasteful - almost irresponsible - to just scatter seeds anywhere and everywhere and hope for good results. But to the God of abundance, to the God of grace and mercy and love, perhaps that is exactly the right way to go about it. After all, it can be surprising to see what grows where. I have seen flowers blooming from the cracks in sidewalks where thousands of feet walk each day. I have seen vines climbing up brick buildings that rarely get any sunlight. And I am constantly amazed at the flowers that bloom well into the winter months despite the bitter cold winds and the blowing snow. Good soil that allows for growth and fruit may be found where we are not looking, in places we have not already cultivated. So, what if churches stepped outside of their safe four walls and began to scatter seeds in every corner of the city, town and borough? What might be possible if our ministries, our hospitality, our proclamation and teaching of the gospel, our love and service, extended far beyond the walls of our sanctuaries and fellowship halls? Where might they extend to, and what kinds of people might they reach there? The parable of the sower challenges the church and its leaders to scatter seed broadly and widely. We should not hold back, just as God never holds back. God never worries whether there will be enough seed or grace or love and neither should we, because there is enough. So I think this parable speaks to us on several levels. First, it challenges us to be, as the hymn suggests, good soil - to be faithful disciples and to produce good fruit. Then, we are equally challenged to be sowers, to "go and make disciples of all nations, baptizing them in the name of the Father, Son and Holy Spirit." We are to be lavish and extravagant in our sharing of the gospel, in sowing seeds of love and mercy. The gifts that God has given to us and to the church are boundless, and we are not to hoard them or hide them under a bushel basket. They are to be sown and scattered to the winds! Finally, it is good to remember that it is not our job to worry about whether the seeds will grow and flourish. We are merely to be the sowers: to sow the seeds, and trust that God will do the rest. And we are neither to accept the blame if the seeds doesn't produce much, nor take the credit if the yield is decent. Ultimately, the Parable of the Sower is not about what good soil we are or what kind of sowers we ought to be. This parable is about God and what God is doing in the world. God both allows and causes marvelous things to be done in Jesus' name - sometimes because of us and sometimes in spite of us. For there is good soil in God's world, soil and seed that together will bear fruit and yield a hundredfold or sixty or thirty. "'Let anyone with ears listen!" AMEN	<urn:uuid:d0acd17b-d84a-4990-ba03-c96265edff10>	CC-MAIN-2017-34	http://zionelca.org/Resources/Sermons/2017/July%2016%20-%20PROPER%2010A%20SERMON%202017.pdf	2017-08-22T01:26:19Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00168.warc.gz	760,822,058	1,394	eng_Latn	eng_Latn	0.998814	eng_Latn	0.99894	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2683, 5615, 6082 ]	[ 2.125 ]	1	0
APPENDIX SUGGESTIONS FOR TEACHERS, COUNSELORS, AND GROUP LEADERS I originally developed this book to give teens a self-generated journey to success. But I tested and reﬁned the activities with groups of teens ranging in number from ﬁve to ﬁfty. Thus, although each reader will have to do the work required to set an individual course to success, most of these activities can be shared in a group setting. To help you facilitate that process, I offer suggestions for sharing some of the activities with groups. Whenever appropriate, I also include personal comments on how to make each activity most effective. SUGGESTIONS: Depending on the size of the group, ﬁlling out and sharing the favorites list takes about half an hour. If you want this exercise to take an entire class period, (I always did because teens LOVE this "Return to Childhood" day), you may include warm-up exercises such as reading aloud a favorite children's book or having them draw a picture with crayons. Teens relish talking about their favorites even as they ﬁll in the list. Encourage them to ACTIVITY #1 save their comments until after everyone has ﬁnished writing, then allow them to say as much as they wish. Let the sharing ﬂow spontaneously. Each group will favor different topics to discuss. Some teens will have much to say, and their enthusiasm becomes contagious. Feel free to contribute your own favorites as much as possible. It humanizes you to the group and makes the entire process more inviting. Surprisingly, thanks to television reruns and pop culture nostalgia, your sharing will not date you, but rather create a common bond with your teen participants. COMMENTS: Teens of all ages relish the chance to remember and talk about their past. If you have a close-knit group, they'll feel even more free to share comic, embarrassing, even moving experiences. Although this day is usually fun and happy, sometimes reminiscing brings up sad memories that deserve attention. On those rare times when teens have painful experiences to share, give them time to express and process their feelings. Their peers will be tremendously supportive, and by providing a safe environment to share and giving them encouraging feedback, you can help teens heal old wounds they've carried with them for a long time. ACTIVITY #2 SUGGESTIONS: To help teens generate possible answers, lead a brainstorming session. Let them suggest possible activities, events, hobbies, projects, skills, talents, etc. Once they realize how vast their range of answers can be, they'll more easily and thoroughly complete this activity. ACTIVITY #3 SUGGESTIONS: The biggest challenge most people have is discovering their passion. Many teens have only begun to explore what they like, and how those interests can translate into their life's Work. Use yourself as an example, or ﬁnd articles (or young adult biographies of people that teens like and have heard of) to illustrate the power of passion and pursuing one's real dreams. Illustrations abound, and they are often more convincing than direct instruction. ACTIVITY #7 SUGGESTIONS: Make sure that the new routines that your group members adopt are not counterproductive to their life's Work. The purpose of changing a routine is to stay passionate about their life and goals. Some teens mistakenly think that changing a routine requires choosing an entirely new dream. To the contrary, it requires ﬁnding new strategies to stay excited about the path they're already on. ACTIVITY #8 SUGGESTIONS: If you have the time and inclination, you can let your group members keep an extra copy of their "To Do" list in the room where you meet. Occasionally, peruse the lists to encourage their success, to note when they're not making much progress, or to watch for opportunities that might help teens achieve their goals. ACTIVITY #9 SUGGESTIONS: Counselors are especially adept at helping teens distinguish between issues that are theirs and someone else's. One verbal skill that helps teens take ownership of, and responsibility for, their own issues is expressing their feelings and thoughts in ﬁrst person. Using "I" to describe a feeling, especially in relation to others, is empowering. If the "I" point of view doesn't ﬁt well in the context of the issue they're exploring, it's probably one the teen could let go of. COMMENTS: Once, when practicing this ﬁrst-person exercise, one of my students merely added "I think" to the beginning of the same thought he was expressing. When he said aloud, "I think she should . . .," he, as well as everyone else, knew without doubt that "she should" held all the power of that sentence. Hearing himself say it aloud helped him recognize an issue that wasn't his. ACTIVITY #10 SUGGESTIONS: If you're in a retreat setting, this activity can be very effective. It gives you the opportunity to show a ﬁlm in its entirety instead of dividing it into two or more class periods. (Sometimes having to interrupt viewing to ﬁt into school schedules lessens the impact.) Even though not all teens will share the same view of what is and isn't life-afﬁrming, there are universal themes of courage, fortitude, and self-sacriﬁce that impact nearly all people. COMMENTS: If you show an older ﬁlm, sometimes you need to give teens background information about the context of the time period for them to understand certain challenges. For example, some teens cannot fathom a time when women or minorities were not permitted to enroll in some colleges. "Not permitted?" they ask. "What do you mean, not permitted?" The concept seems totally beyond their grasp. Although it never stopped me from showing It's a Wonderful Life (my favorite inspirational ﬁlm), some teens complain about having to watch black and white movies. Usually just warning them before you start the ﬁlm (or, better yet, offering them a reading assignment as an alternative) eclipses any griping. ACTIVITY #11 SUGGESTIONS: This activity makes a great ice breaker. Often I pair teens up with someone they don't know well and let them describe and explain their lifeboards to one another before we start sharing as a group. As an alternative to having teens share their own lifeboards to the entire group, I sometimes invite teens to describe their partner's lifeboard and explain what they learned about the other teen that they didn't know before. COMMENT: Whenever I have teens pair up one-on-one for an activity, I mingle among the pairs, offering suggestions or encouragement when appropriate. If there is an odd number of participants in a group, I become an active participant and pair up with one of the teens myself. ACTIVITY #13 SUGGESTIONS: If you have the time and inclination, you can let your group members keep an extra copy of their cards in the room where you meet. Occasionally, peruse the lists to encourage their success, note when they're not making much progress, or watch for opportunities that might help teens achieve their goals. ACTIVITY #14 SUGGESTIONS: As often as possible, notice and remark about teens demonstrating excellence. Often teens assume that the most studious member (and often not one of their more popular peers) has cornered the market on excellence by making perfect grades. By recognizing and praising students for expressing excellence in different ways and in different tasks, you invite all group members to consider how they may be demonstrating excellence in tasks they take for granted. Consider social, artistic, athletic, and scholastic achievements. Note unique aptitudes, such as trivia knowledge, or hobbies that take skill, such as chess, skateboarding, even outﬁt coordinating. Though they feel uncomfortable asking for it, teens thrive on praise, especially when it allows them to explore their true passions without ridicule or condemnation. ACTIVITY #16 SUGGESTIONS: Most classroom teachers have extra activities on hand to give students who ﬁnish assignments early. Often, however, students who've completed their class work don't want to ﬁll in a worksheet, do word puzzles, or read a novel. Thus, encourage your group members to leave in the room where you meet materials that allow them to work on their dreams whenever time permits. Let them store this material with the extra copies of the 3 x 5 cards you invited them to keep in the room. With the materials at their disposal, they'll have no reason to complain of being bored. Even better, if there are exercises that don't apply to some group members, you can invite them to work on their own dream activities without your having to ﬁnd something constructive for them to do. ACTIVITY #18 SUGGESTIONS: When you request that teens leave in the room materials that will help them use all their time wisely, do the same yourself. Keep some of your own back-up materials with the teens' index cards and materials. Whenever possible, demonstrate constructive use of your time by pulling out those materials when you're not doing anything pressing. As you retrieve the materials and work on your dream, let group members know what you’re doing. Telling teens that something is worthwhile makes a small impression. Showing them through action that you believe what you teach them makes an indelible impact. ACTIVITY #19 SUGGESTIONS: As always, use yourself as a model for success. Teens like the personalized touches that make a teacher, counselor, or group leader more human. Find your own trigger for happiness (or a replica of it if it's something you need to safeguard) and leave it in plain view. As always, explain to teens what you're doing so they can see effective life strategies in action. ACTIVITY #20 SUGGESTIONS: To begin this process, you may want to give each teen a seed of good luck and suggest they pass it on, then see what results. Another very effective strategy is to create a simple note that you can share with a teen at the appropriate time. For example, I draw a smiling face on a card and write, "Every time you look at this card today, you have my permission to feel happy for one full minute." When teens have a bad day, I discretely slip them the card. If they seem more troubled or concerned, and they don't want to accept my invitation to talk, I sometimes give them another note that reads, "Sorry you're having a hard time. You're not alone. I'll be thinking of you today, and wishing great things for you. Mr. Leslie." It's a simple kindness that often makes a huge difference. ACTIVITY #22 SUGGESTIONS: Many teens aren't clear about what values are, let alone what their values are. To help them identify their own values, you can dream up fun and enlightening moral dilemma questions for them to answer. I created about one hundred moral dilemmas and wrote each on an index card. Sample moral dilemma card: "You ﬁnd a wad of money in a locker at the gym. Because no one else is there to claim it, you put it in your gym bag and head for the door. As you do, another person runs into the locker room and frantically begins searching for something. What do you do?" I divide the group into clusters of about eight people, then hand each cluster part of the stack. I let them answer and discuss their responses, explaining their choices. When clusters ﬁnish one stack, they exchange with another cluster until every teen has had the opportunity to answer and discuss every dilemma. It's a fun exercise and a great learning tool. From it, teens recognize the values that inspire their decisions. They draw sometimes surprising conclusions about their thoughts and behaviors. They see how many different ways there are to perceive the same situation. They also (usually good-humoredly) pick out the honest and untrustworthy people in the group. ACTIVITY #26 SUGGESTIONS: Consider starting a Bravehearts Club. (Because this title may date the exercise, you might let your group come up with its own name for it.) The club is dedicated to challenging each member to take a wise risk that they know will enhance their life. Invite teens to determine something they want to do but are afraid to. Allow them to discuss what mental or emotional roadblocks prevent them from going after what they want. Set a speciﬁc time period (usually a week or two) by which they must take some constructive action toward achieving their goal. Then let them pair off so every teen has a support partner who will encourage them and hold them accountable for taking action. After the deadline, discuss victories and setbacks. Those members who successfully take their risks should then plan to take another. Those who don't should recommit to their original goal and try again. ACTIVITY #31 SUGGESTIONS: Several variations for expressing gratitude work for groups. Some like to list "100 things we're grateful for" in a brainstorming session. Around the holidays, some teens choose a group project of doing something charitable for a group or individual who makes a difference in people's lives. At the end of each school year, my students picked favorite teachers in our school and gave them a special award. Sometimes the most rewarding challenge is to acknowledge people whose tireless efforts often go unnoticed. Share some of these options with your group, then let them create their own way of expressing gratitude. ACTIVITY #35 SUGGESTIONS: Mentors are everywhere, but most teens have no idea where to look for them. Sometimes the best resource people are school or public librarians. They can point teens in the direction of local people who are succeeding in what they aspire to do. Many librarians have resource ﬁles of community members, contact lists that include local businesses and Chambers of Commerce, and reference books and web site addresses that can connect teens with mentors of all professions and interests. Sometimes the best way to help teens ﬁnd a mentor is to visit a library media center as a group and research together. Career counselors and teachers who coordinate high school and college independent studies classes are also outstanding resource people to contact. Either go to them or give them a list of the kind of mentors you seek. Give them time to do the research, then let them visit your group with their ﬁndings. Many teens are shocked to discover how many people very near their own home are excelling at what they dream of doing. ACTIVITY #39 SUGGESTIONS: Teens love a play day, especially if your group activities are usually challenging and work-intensive. After a particularly challenging work period, tell teens you're rewarding them with a play day. Invite them to bring materials that support fun. If your facility allows it, let them bring music or board games. If not, coordinate your own games that tie in (directly or indirectly) with your group goals or curriculum. My regular level English classes loved playing "Literary Wheel of Fortune." (I used the word literary loosely. Besides quotations from Shakespeare, I included comic book heroes and titles of popular movies and television shows.) My Honors classes preferred "Literary Jeopardy." COMMENTS: If you let teens decide how they want to spend their fun day, many will vote for sitting and doing nothing. I always vetoed that suggestion. Whatever your teens do, ACTIVITIES #41#43 whether as one large group, in small clusters, or even independently, let it be something active and engaging. So many of today's teens grew up expecting to be entertained, they often need your help ﬁguring out how to create fun. With minimal help from you, they can have the (self-created) time of their lives. SUGGESTIONS: The goal setting section is comprised of systematic, sequential, left-brained activities. It is very appropriate to guide teens step-by-step through every part of this process. I spend much time explaining and modeling these stages even before we set our goals. It seems to help signiﬁcantly. When you do goal setting as a group activity, allow every teen to choose an individual goal, but make everyone's deadline the same. Also set a goal along with the teens. Leave your goal sheet in plain view, both to demonstrate how to chart your progress and to remind teens to keep working on their own goals. During the period they're working on their goals, occasionally give teens some time to update their goal sheets and to ask questions, if necessary. At the end of the goal period, spend time sharing achievements and challenges. Invite volunteers to come to the front of the room and explain what worked (if they achieved the goal) or what didn't (if they didn't). Being able to identify why we didn't achieve our goals is often more valuable than accomplishing the goal too easily. (That usually indicates the goal was not well chosen.) COMMENTS: Each year, we set a six-week goal, then a twelveweek goal, then an eighteen-week goal. During each period, I set aside ten minutes or so every other week to help teens update their goal sheets and make sure they're monitoring their own progress. I write my own goal sheet in regular black ink, but chart my progress in red marker. Then I post it on a bulletin board near the entrance to my room. The placement and color help to draw teens' attention to it. ACTIVITY #44 SUGGESTIONS: Usually, adults are great about staying on-target with their goals and dreams until they get very close to achieving them. It's that ﬁnal step that intimidates them most. The toughest challenge for teens comes much earlier. They struggle to choose a path and to stay with it long enough to get results. They will often drift from one possibility to another, or keep exploring so they don't have to decide. Do not accept a mere "I don't know what I want" as a response. They do know—or at least they're on the way to ﬁnding out. Help them recognize the routines in other areas of their lives that work for them, then encourage them to apply those qualities to pursuing their goals. ACTIVITY #50 SUGGESTIONS: After teens complete their self-assessments individually, invite them to share their results as a group. They learn much from their peers. Often, they gain entirely new perspectives about themselves by talking through their responses, rather than only answering the questions. Soon after they complete this self-assessment, you might encourage the teens to take a vocational interest test. If you are not a counselor, you can send teens to their school counselor to take the test. If you prefer, you may invite a counselor to proctor the test, or secure a set of tests to give to teens yourself. Directions for taking the test and interpreting the results are clear and easy to understand. Teens need help correlating their interests and passions to career choices. By completing both the selfassessment activity and a vocational interest test, they can use their personal strengths and preferences to explore career options. Knowing their likes and aptitudes does more than help them see job opportunities. It enhances their selfesteem, helps them build better relationships, and empowers them to choose the best path for their life.	<urn:uuid:f5908fad-8fe7-4484-ac21-d6d42abf1e1d>	CC-MAIN-2017-34	https://www.bayoupublishing.com/PDFs/UsingSuccessExpressInClassroom.pdf	2017-08-22T01:48:51Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00175.warc.gz	875,002,263	3,963	eng_Latn	eng_Latn	0.99794	eng_Latn	0.998346	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1086, 2813, 4732, 6380, 7969, 9664, 11390, 13313, 15274, 17231, 19108 ]	[ 3.90625 ]	2	1
Summer is Ripe for Juicy Melons By: Patti Griffith, University Extension Educator, Nutrition and Food Safety, University of Wyoming Cooperative Extension Service – Northwest Area. What says summer more than a juicy red watermelon or sweet tasting cantaloupe? Melons have been a favorite food for centuries. Watermelon seeds were found in the tomb of Tutankhamen. Napoleon and Pope John Paul II considered honeydew melons their favorite fruit. Fresh, ripe watermelon and cantaloupe is a refreshing treat at picnics and the perfect end to a backyard barbecue. Melons are divided into two classes, watermelon and muskmelon which includes cantaloupe, honeydew, Crenshaw, and casaba melons. Watermelons, considered one of America's favorite fruit, are cousins to the cucumber and kin to the gourd. Americans purchase and consume about 3 billion pounds of watermelon annually. While most watermelons will range around 25 pounds, the largest watermelon on record was grown in Bixby, Oklahoma, and weighed in at 255 pounds. To really enjoy melons, you want to select the most delicious, ripest melon you can find, but how do you tell if a melon is ripe? Following are some useful tips in selecting melons: Cantaloupe are popular because they're easy to select and very sweet. Ripe cantaloupe have dull yellow backgrounds with raised netting. Avoid those with protruding stems, or tears in the rind at the stem end; they're tell-tale signs that the melon was picked too soon. When ripe melons are picked, the stem falls off easily, leaving a small, clean depression. After checking the stem end, flip the melon over and check the blossom end. It should be fragrant and yield a bit when pressed. Honeydew are large, choice melons with either green or orange flesh. As honeydew ripen, they turn from green to creamy white to yellow. Avoid green ones, but a creamy white one (unlike other melons) will ripen on your countertop in a few days. Perfectly ripe honeydew will yield just a bit to pressure at the blossom end and have a sticky, velvety rind. Good-quality Casaba melons are fairly large and firm with a little softness at the stem end. The coloring will be rich yellow with very little green on the skin. The rind will be ridged when the melon has been allowed to ripen on the vine and the skin will have a slightly waxy feel when the melon is ripe. Casaba melons should be stored at room temperature until fully ripe and the skin has turned bright yellow. You can refrigerate cut Casaba for up to two or three days. Avoid melons that are too firm, too soft, extremely green-colored, or that have dark blemishes on the skin. There are about 50 varieties of watermelon on the market. They all taste similar, but vary in size, flesh color, and whether they are seeded or seedless. Picnic melons are largest, while icebox melons are round and compact. Many stores also carry yellow-fleshed, white-fleshed, and seedless melons. The melon should be heavy for its size, and free of bruises, soft spots, or cuts. To check for ripeness, look at the pale side of the melon (where it rested while growing); it should be yellow, not white. If your market sells halved watermelons, inspect the flesh; it should be firm, brightly colored, and free of white streaks. Seeded watermelons should have dark brown or black seeds. To store, wrap watermelon slices loosely in plastic and refrigerate for up to two days. Uncut watermelon can be stored in a cool spot for up to two weeks. Be sure to practice food safety and wash melons thoroughly with a vegetable brush and plenty of water just before cutting. Use a clean knife and a clean surface when cutting melons. Minimize the growth of harmful bacteria that might be present by refrigerating cut melon before serving. When transporting melons to a picnic, consider cutting up the melon at home, placing pieces into a covered food container, and storing the container in a chest full of ice until serving. Melons are an excellent source of Vitamins A and C, and a very good source of potassium and phytochemicals. They are low in calories, saturated fat, cholesterol and sodium. Melons do make interesting pickles and wine. For reliable information on pickling melons, use the U.S. Department of Agriculture Complete Guide to Home Canning, www.uwyo.edu/cesnutrition/Food_Preserve/usda_home_canning.htm. Other reliable sources of food preservation information include the University of Wyoming Cooperative Extension Service Food and Nutrition website, www.uwyo.edu/cesnutrition/Food_Preservation.htm ; the current Ball Blue Book or the Ball Blue Book on-line at www.freshpreserving.com; or the So Easy to Preserve book from the University of Georgia Extension Service. Be sure to adapt canning recipes for your altitude. According to the National Center for Home Food Preservation, melon can be cut into edible slices, cubes or balls and frozen, either in a syrup or in an unsweetened pack. The melon balls enjoyed straight from the freezer in the summer, as a type of frozen fruit treat. Melon Grape Salad 1 c. cubed cantaloupe 1 c. cubed and seeded watermelon 2 c. green seedless grapes 5 tsp. lime juice ½ c. honey 2 Tbsp. Dijon mustard Toss fruit with 1 Tbsp. of lime juice and refrigerate, covered. When ready to serve, pour out the liquid, drying out the serving bowl. Whisk together remaining lime juice, honey and mustard. Toss with fruit. Summer is the time to enjoy the sweet taste of melons, whether in salad or in finishing a meal. This low-calorie, nutrition-packed food pleases young and old alike. For Living Well in Wyoming food preservation tips, contact your University of Wyoming Extension Nutrition and Food Safety Educator. Sources: 1. Canner's Corner, Issue 2, www.uwyo.edu/cesnutrition/Food_Preserve/Canners_Corner.htm Patti Griffith, University Extension Educator, Nutrition and Food Safety, University of Wyoming Cooperative Extension Service – Northwest Area. , 2. RockyFordMelon.com 3. Why is Sliced Melon a Dangerous Food?, Dr. Angela Fraser, Food Safety Specialist, Family and Consumer Sciences, North Carolina Cooperative Extension Service, North Carolina State University. 4. How do I….Freezing Melons, National Center for Home Food Preservation, www.uga.edu/nchfp/how/freeze/melon.html . The University of Wyoming and the United States Department of Agriculture cooperate. The University is an equal opportunity/affirmative action institution.	<urn:uuid:b7ac7610-8169-4c04-8226-2b4abe30a830>	CC-MAIN-2017-34	http://www.uwyo.edu/foods/_files/fact-sheets/fact-2011-06-joys-of-summer-fresh-melons.pdf	2017-08-22T01:30:05Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00176.warc.gz	730,519,644	1,488	eng_Latn	eng_Latn	0.990649	eng_Latn	0.996544	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2060, 4788, 6462 ]	[ 2.8125 ]	2	2
The Lily Pad The Pine Lily Chapter of the Florida Native Plant Society Volume 2, May 2008 Mark's Remarks At our last meeting, we were reassured by the upswing in attendance and the reception of Jenny Welch's photographic flower identification program. We know summer is around the corner and want to urge you to make sure our meetings are on your calendars (third Thursday of every month); because it is just as important to let our presenters know that their effort has been worthwhile, as it is to provide great programs for our community. Our goal is to provide opportunities that interest you, as well as that will attract others to our cause and educate the public about it. We hope to have an evening plant walk at an upcoming meeting (although, we'll have a back-up in case of a thundershower) and will work on more Saturday morning walks, as members express an interest. So, we welcome you to come to our next meeting on Thursday, May 15 th . You're welcome to show up late, but we will begin promptly at 6:30. Our new location at First United Methodist Church in Kissimmee will allow you to find an open seat with no problem. So, early or late, we look forward to your participation. Remember, refreshments are provided. If you miss the May 15th meeting, we meet the third Thursday of each month. Regards, Mark Johnson May Program Come join us this month as Claudia Canty (an employee at The Disney Wilderness Preserve) presents her work on the re-introduction of the red-cockaded-woodpecker. There are a lot of plant related aspects to the project, so it is pretty appropriate for our venue. Beautiful Blooms! Thank You Jenny Leafless Beaked Orchid Ladies’- Tresses Orchid Milkwort Colic root Tickseed Grasspink Orchid Rosegentian FLORIDA NATIVE PLANT SOCIETY CONFERENCE AND PLANT SALE Uplands to Estuaries Celebrating Florida's Native Plant Heritage Experience the best natural areas in west central Florida, improve your knowledge of environmentally friendly landscape design, learn about FNPS' conservation initiatives and what you can do in your communities, enjoy socializing with likeminded native plant enthusiasts. * Over 50 Sessions to choose from with expert speakers from all over the state * Over 20 field trips to wonderful natural areas in west-central Florida led by botanists and local plant specialists. * Walter Taylor as Michaux! * FNPS Jeopardy -- you don't know what you're missing until you've experienced this!Friday Book Signing Social with environmental authors at the South Florida Museum * Full children's conference for kids 4-14 on Fri.-Sat. with field trip, nature photography environmental art, and more. * Native plant sale providing locally grown trees, shrubs and wildflowers throughout the event * Expansive native plant sale and great vendors of books, artwork, and other items of interest to people interested in nature WHY: Promote the planting of, preservation, and restoration of the native plants and native plant communities of Florida WHERE: Manatee Conference Center, Palmetto, FL Enjoy comeraderie at our waterfront conference hotel! Holiday Inn Riverfront, 100 Riverfront Dr., Bradenton, FL 34205. 941-747-3727 WHEN: May 15-18, 2008 Full conference information at www.fnps.org Please join us for fun and the latest information & research. Florida Forever Bill We wanted to give everyone a big thank you for doing their part in making the Florida Forever bill known and heard. The Florida Forever bill was passed unanimously by the House of Representatives. Now we just have to wait for the governor to sign it. This bill will allow $300 million dollars per year to be allotted for conservation in Florida until 2020. Upcoming Event and Volunteer Opportunity Come visit us at Gatorland on May 17 th for Endangered Species Day. Listen, Learn and explore the wilder side of understanding some of Florida's endangered species at the "Alligator Capital of the World." This one-of-a-kind event will feature interactive experiences with some of the countries leading plant and animal experts along with games and education stations sure to capture the attention of even the smallest reptile wrangler. For a complete list of events and prizes visit www.gatorland.com. Events and contests are included with admission to Gatorland. We are looking for volunteers to help man our booth the day of the event. If you are interested please contact Mark at firstname.lastname@example.org. Thank you and hope to see some of you there. 2008 Campus and Community Sustainability Conference "The University of Central Florida is proud to announce that registration has opened for the 2008 Campus and Community Sustainability Conference being held October 19 th 21 st , 2008 in Orlando, Florida. We are excited that UCF was awarded this opportunity to showcase sustainable practices this fall and have chosen the theme of 'The 3 C's of Sustainability: Communication, Community Involvement, and Campus Environment. The conference will have over 400 leaders from around the state attending this twoday event which will showcase best practices in sustainable development in Florida and in the nation, highlight new products and innovations, and provide a forum for organizations public and private - to explore how to best develop a "green" culture. Please visit http://www.sustainablefloridaconference.org/ for registration and the "Call for Intent" information." Guttation by Danny Husband Have you ever noticed drops of "dew" on the tips of a leaf on a cool central Florida morning? These drops may not be dew at all but rather the result of a phenomenon known as guttation. Dew comes from the air. During the day the ground surface is heated by the sun. The heated rocks and soil begin to loose heat after sunset. The heat radiated (lost) by the earth's surface actually warms the air above it. The result of this radiant heat loss is that the ground actually cools more rapidly than the air above. As we all know, cooling water vapor results in the conversion of the vapor (steam) to liquid water. Water vapor in the warm air precipitates to liquid water when it contacts the cool ground surface; the result is dew (or frost if it is cold enough). The water evident in the picture above, a result of guttation, actually comes from the soil (via the roots), rather than from the air. The water is released from specialized cells at the tips of the leaf known as hydathodes (from the Greek for water-road). Why does this occur? In order to understand guttation we need to understand a bit about how plants obtain water from the soil. Plants have a specialized type of tissue (called xylem) that is essentially made of hollow cells placed end to end to form, in essence, a water-tight straw the leads from the roots, through the stem, and to the leaves. During the heat of the day, water evaporates (evaporation from plants is called transpiration) from the leaves and is literally pulled into the roots and up the stem as a result. In essence the phenomenon is quite similar to drinking through a straw. There is a continuous column of water from the source (the soil), through the roots and stem, to the leaves and then ultimately transpired from the leaves to the air. Another important aspect of water movement in plants that explains guttation, involves the amount of salt dissolved in plant cells. Water follows salt. What happens if you put salt on a slug (not that any of us would do such an awful thing!)? The slug shrivels up, dries out, and dies. What about if you put salt water aquarium fish into a glass of tap water? They swell up and die. What happens in each case? In the case of the slug, the water leaves the slug's tissues in response to the extra salt you just sprinkled on the poor creature (why would you do such an awful thing?!). In the case of the fish, water entered the fish's tissues (there is more salt in the fish's cells than in the tap water, and the water follows the salt). If you drink seawater it won't hydrate you, but dry you out. This is because the seawater has more salt in it than your cells do. Your cells in this case are like the slug. You have, no doubt, heard of people dying from water intoxication (drinking too much water). These deaths are a result of drinking too much pure water (with no dissolved salts). Because your cells have more salt dissolved in them than pure water does, your cells take on the excess water and actually burst. Gatorade has just the right amount of dissolved salts in it, relative to your cells, and therefore does not dehydrate you or cause your cells to burst. The important thing to remember is that water follows salt. Plants can use this to their advantage. One way that plants can get water from the soil (which has varying degrees of salt in it) is to pack their root cells with lots of dissolved salts (and other similar compounds). If the root cells have a higher concentration of salt dissolved in them than does the soil water, then water will flow from the soil into the cells (think about the salt water fish). During the heat of the day transpiration (evaporation) of water from the leaf surface is so rapid that the uptake of water via the "water follows salt" mechanism isn't noticeable. However, during the night, or anytime when transpiration is limited (high humidity and cool temperatures, both characteristics of the morning hours) the phenomenon of guttation can occur. What happens is that the root cells continue to take up water during the evening hours via the "water follows salt" mechanism. The water is literally forced upward as it is continuously drawn into the roots, because there is no where else for it to go. When it reaches the leaves it is discharged from the specialized hydathodes. This prevents over inflation by water and a "blow-out" of the tissues. The water is evident in the morning because it is not yet warm enough to be evaporated off the leaves. As the day progresses the water evaporates and the "straw mechanism" of water uptake overtakes the "water follows salt" mechanism. So next time you see water on leaves in the morning look closely. Is it coming from the tips of leaves, or is it in rows, etc…? If so it is likely not dew but a result of guttation. We have a diverse constituency and want to make sure we are doing our best at meeting your needs. If you have ideas for program topics, speakers or field trips, please feel free to send an email to email@example.com We Need You! Would you like to take a leadership role in the chapter? We have a few open spots to serve as board members. If anyone would like to serve as an officer, we have an opening for Membership Chair, Conservation Chair, Publicity Chair, and Education Chair. We also need a Historian and Hospitality Chair. If you are interested, any present officer would be glad to discuss these opportunities with you. Don't forget our Next Meeting is on May 15 th at 6:30 p.m. at First United Methodist Church in Kissimmee. Located at the corner of Dakin and Church. The Board of Directors, Committee Chairmen, and Contacts President: Mark Johnson firstname.lastname@example.org Vice President: Kimberly Duffy email@example.com Treasurer: Cindy Meketa firstname.lastname@example.org Secretary: Jenny Welch email@example.com Chapter Representative: Christina Uranowski firstname.lastname@example.org Field Trip: Danny Husband email@example.com Newsletter: Michelle Guidry firstname.lastname@example.org Florida Native Plant Society Membership Application Membership in the Floirda Native Plant Society enables you to receive their wonderful quarterly magazine The Palmetto. Joining the FNPS also entitles you to membership privileges in the Pine Lily Chapter of the FNPS and a subscription to their monthly newsletter The Lily Pad. Check pertinent category w Individual $25 w Not-for-profit organization $50 w Full time student $15 w Library subscription $15 w Family or household $30 w Business or corporate $100 w Contributing $40 w Donor $250 w Supporting $250 FNPS Make check payable to: Detach and mail to: Pine Lily Chapter of Florida Native Plant Society P.O. Box 278 Melbourne, FL 32902-0278 w New Member w Renewal Name _____________________________________________________ Business name or organization _________________________________ Address ___________________________________________________ City, State and Zip ___________________________________________ Home phone Work phone	<urn:uuid:962112f6-34f8-4a6a-9301-0b01e725cdf2>	CC-MAIN-2017-34	http://pinelily.fnpschapters.org/data/uploads/newsletters/the-lily-pad-0508.pdf	2017-08-22T01:34:23Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00176.warc.gz	340,448,928	2,714	eng_Latn	eng_Latn	0.993932	eng_Latn	0.998724	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1673, 2151, 3705, 5435, 10083, 10497, 12497 ]	[ 2.484375 ]	3	1
Intermediate World History B: Our Modern World, 1400 to 1917 Course Overview Continuing a survey of World History from prehistoric to modern times, K¹² online lessons and assessments complement the second volume of The Human Odyssey, a textbook series developed and published by K¹². This course focuses on the story of the past from the fourteenth century to 1917 and the beginning of World War I. The course is organized chronologically and, within broad eras, regionally. Lessons explore developments in religion, philosophy, the arts, and science and technology. The course introduces geography concepts and skills as they appear in the context of the historical narrative. Major topics of study include: * The cultural rebirth of Europe in the Renaissance * The Reformation and Counter-Reformation Course Outline Beginning History is the study of the human past—the story of change over time. It's a story based on evidence. Our physical world is the setting that helps shape the story, and real people are its heroes. Historians ask questions about all of these elements. Why did Europeans of the Middle Ages build cathedrals? How did the shoguns of Japan maintain their power? What inspired explorers to set sail across the seas? Join our odyssey through history. The questions are endless; the answers, amazing. * Getting Started A Renaissance Begins in Europe Most Europeans lost touch with classical Greece and Rome in the centuries after the fall of the Roman empire. They lost touch with each other and with Asia when trade declined. But in Italy, there were constant reminders of what had been. People used stones from the Colosseum to build their homes. They walked beneath great aqueducts, and scholars still read classical works. When the plague subsided and trade picked up in the fourteenth century, Italian artists, scholars, and authors were ready to try out new ideas, and there were merchants who could afford to help them. We know this period of enormous achievement as the Renaissance. * Europe Reborn: Discovering Greece and Rome * Cities Spur Change * Genius in Florence * Rome Revived * The rise of Islamic empires * Changing civilizations in China, Japan, and Russia * The Age of Exploration, and the civilizations that had been flourishing in the Americas for hundreds of years prior to encounters with Europeans * The changes that came with the Scientific Revolution and the Enlightenment * Democratic revolutions of the eighteenth and nineteenth centuries * The Industrial Revolution and its consequences * Nineteenth century nationalism and imperialism * The remarkable transformations in communications and society at the turn of the twentieth century The Spread of New Ideas The Renaissance wasn't limited to Italy, and it wasn't limited to new styles of art and literature. Ideas spread north from Italy and artists and thinkers across Northern Europe used those ideas to create their own distinct styles. Renaissance ideas spread into other fields as well. Ideas that we take for granted today in politics and religion came about during the Renaissance. Machiavelli questioned the political world, while Luther and Calvin questioned the practices and beliefs of the Christian Church and the Church examined itself. Europe and the world would never be the same. * The Renaissance Beyond Italy * The Reformation Splits Christendom * The Counter-Reformation and Beyond New Powers in Asia While European culture grew and redefined itself, political and cultural changes occurred in Asia, too. Almost every part of Asia had suffered hardship during Mongol rule. Now, each region developed its own political and cultural identity. Great Muslim empires rose in Western and Southern Asia, and the religious differences within Islam led to political conflict in some places. Farther east in China, the Ming dynasty achieved greatness and supported tremendous cultural accomplishment. In Japan, a feudal system maintained control. And in Russia, rulers borrowed cultural ideas that would become distinctly Russian. * Three Islamic Empires * Ming China and Feudal Japan * Russia Rising 1 Intermediate World History B: Our Modern World, 1400 to 1917 Europe Seeks Asia and Meets the Americas * The Scientific Revolution Asia had much to offer and Europeans knew it. But how could they get the spices, silks, porcelain, and all the rest? The Ottomans controlled the ancient Silk Road, and it was terribly dangerous to travel through mountains and deserts anyway. But what if ships could sail to Asia and back again? New ship design and new navigation aids might make such trips possible. The race was on. The explorers and those who sent them knew what they were after. They had no idea that they would actually find whole worlds unknown to them. At the same time, the people of the powerful empires across the seas knew nothing of Europe or Asia or Africa. They had no idea what was about to happen. * Portugal and Spain Explore, and the Age of Exploration * Filling in the Map * Old Civilizations Exploration Changes the World Gold, glory, and God. The Spanish and Portuguese conquistadors and their sponsors knew what their goals were, and they were willing to go to great lengths to achieve them. Guns and germs helped them defeat two great empires. But the conquistadors could not have predicted the long-term and often unintended consequences of their actions. Farming changed on three continents. Diets changed. Thousands of people willingly crossed the oceans to start new lives. Millions were kidnapped and forced to cross the oceans as slaves. And millions more died of disease and abuse. We still feel the consequences today. * Clash of Civilizations * The Spanish and Portuguese Empires * The Columbian Exchange * Songhai, Benin, and the New Slave Trade Changing Empires, Changing Ideas Elizabeth I was quite a woman and quite a ruler. One of England's most powerful monarchs, she had an entire age named for her, and the explorations she sponsored led to the colonies that became the United States. But England faced difficult times after Elizabeth, and a political revolution there meant that no English monarch would ever again have so much power. At the same time, a revolution in science changed the way people think and started "modern times." Have you ever examined something to find out more about it? Or conducted a small experiment? Do you believe you can figure a lot of things out for yourself by using your mind? Then you are part of an enlightened age. * Elizabethan England and North American Initiatives * England: Civil War and Empire * The Enlightenment: An Age of Reason Writing The world changed in many ways between 1300 and 1800. Think of all that happened and all the people who influenced what happened. Which individual had the most influence on the way people thought, particularly in Europe? Could it have been Leonardo da Vinci? Or Johannes Gutenberg? How about Martin Luther, or John Locke, or Isaac Newton? Prepare to choose someone who interests you as a topic for research and writing. * Writing from Research Age of Democratic Revolutions England's revolution was just the beginning. Educated people in many places read and thought about what had happened in England and what John Locke had said about the purpose of government. They gathered in French salons to discuss politics as well as philosophy and art. And the more they thought about it, the more they grew dissatisfied with the status quo—the way things were. In British colonies like Virginia and Massachusetts, in France, in the Spanish colonies of Latin America, and even in Russia, the time had come for change. A revolution is just that—a dramatic change—and the world was about to witness a series of revolutions. How many would succeed? How difficult would they be? * The World Turned Upside Down: The American Revolution * The French Revolution * Napoleon: From Revolution to Empire * Latin American Independence Movements * The Russia of the Romanovs Revolutions in Arts, Industries, and Work The eighteenth and nineteenth centuries saw remarkable political revolutions. But not all revolutions are about government. In the midst of the political changes taking place in the eighteenth and nineteenth centuries, there were revolutions taking place in arts and industries, in economics, and in communication and transportation, too. Everyday life may have changed more between 1750 and 2000 than in all the human history before that. Much of that change gave people longer lives and less labor. But some of it brought human misery and indescribable hardship—problems the world is still trying to solve. * Romantic Art in an Age of Revolution * Britain Begins the Industrial Revolution * A Revolution in Transportation and Communication * Hard Times * Slavery in a Modern World 2 Intermediate World History B: Our Modern World, 1400 to 1917 Picturing Your Thoughts A picture is worth a thousand words. So what is a whole collage of pictures worth? When you put it together thoughtfully, a collage can speak volumes and even prove a point. End-of-Course Review and Assessment * Picturing Your Thoughts Congratulations! You have almost finished the course. To wrap up World History, read some conclusions about the world between 1400 and 1917, and draw some conclusions of your own. Then, demonstrate your knowledge in the Year-End Assessment. Nations Unite and Expand Can you name the nations of Europe? If you thought of Italy and Germany as two of them, you would be right. But that wasn't true 150 years ago. As old as their cultures and histories are, Italy and Germany are fairly young as unified nations. The United States had to fight to be unified 150 years ago, too. But once those issues were settled, there was time for enormous innovation. A new industrial revolution occurred and it resulted in both astonishing inventions and a need for raw materials and markets. A new race started; this one for empire. * Growing Nationalism in Italy and Germany * The United States Fights and Unites * Age of Innovation * The New Imperialism Answers and Questions People of the nineteenth century were confident that they could change things for the better. So when cities grew too fast and workers lived there in filth, it was time to take action. Scientists worked on disease. City governments worked on sanitation. Industrial workers organized unions to gain better conditions, and women demanded a voice. Writers and artists looked for answers to serious questions, too, as did musicians. And entrepreneurs— business leaders with vision—saw the cities and the people in them in a whole new way. * Organizing for Change * Reaching Millions * Culture Shocks * Remarkable Individuals The Dawn of the Twentieth Century The world seemed to be getting smaller and smaller as the twentieth century opened. Canals made travel from one part of the world to another faster and safer. Soon, people would be traveling at unimaginable speeds through the air, as well. And ideas about who people are and what rights they have brought people together in their demands for self-rule. In Southeastern Europe, in Central Europe, in India, and in China and parts of Africa, people developed a sense of nationalism, identity with their own country. And they demanded the freedom to throw off the old empires and rule themselves. * Rising Expectations in Waning Empires * Linking the Seas and Reaching for the Skies * Wrapping Up * Review * Assessment Lesson Time and Scheduling Total lessons: 180 Lesson time: 60 minutes Standard Curriculum Items The Human Odyssey, Volume 2: Our Modern World, 1400 to 1914, edited by Klee, Cribb, and Holdren (K12 Inc., 2005) 3 Intermediate World History B: Our Modern World, 1400 to 1917 4	<urn:uuid:73dec8eb-0aae-4fe0-b88d-bc49b3689e40>	CC-MAIN-2017-34	http://www.k12.com/sites/default/files/pdf/scope-sequence/intermediate_world_history_b.pdf	2017-08-22T01:47:15Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00175.warc.gz	591,527,022	2,428	eng_Latn	eng_Latn	0.997582	eng_Latn	0.9978	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 4130, 8852, 11738, 11803 ]	[ 3.296875 ]	1	3
…in Room 5, with Miss Williams My name is Ka5e Williams and I am excited to be teaching Year twos this year at Kohia Terrace School. I am looking forward to geCng to know all of you and to provide all members of Room 5 with an enjoyable, posi5ve and successful year in 2017. I am currently entering my ﬁMh year of teaching aMer moving from liNle Feilding to the big smoke. I completed my teaching degree in Palmerston North. Daily Routine 8:30-8:50: Children are allowed into the classroom when the 8:30 bell rings but before this 5me they must wait outside. Children are expected to place their book bags in the box, with their reading books s5ll in the bag, when entering each morning. AMer the 8:30am bell, children may ﬁnd a quiet ac5vity to occupy them or play outside. Morning tea 10:30-11:50: 12:30-1:30 Lunch 3:00pm School ﬁnishes but before this 5me children will work together to 5dy and clean the classroom. Please wait outside in the junior courtyard. If you are running late please phone the oﬃce and a message will be sent to me. If you arrive aMer 3:15pm your child with be wai5ng in the school oﬃce. WRITING In Room 5, we aim to write everyday. Every child will aNempt to meet the success criteria for that par5cular day either individually or by working in small conference groups with me. The conference groups are ﬂexible working groups that are developed from needs within the classroom. Children are then encouraged to re-read their wri5ng ensuring it makes sense, known words are spelt correctly and for unknown words they have used sensible spelling to record the dominant sounds in order. We also… We start each wri5ng lesson as a whole class discussion, focusing on the days topic. Children have the opportunity to share their ideas and thinking and to build on others. We then make a plan (drawing a picture or mind maps) to organise our thinking. From here, as a whole class, we co construct a piece of wri5ng which meets the success criteria and then the children have a go at their own piece of wri5ng referring back to their plans. - do 'Flying Start' most days where children develop their phonological awareness around leNers and sounds - write across the curriculum throughout each day - do 'Say and Write' Monday through Friday where children prac5ce their spelling words in rela5on to the Essen5al Spelling Lists READING Our reading programme is run extensively from Monday to Thursday. Children begin by 'learning to read', where processing strategies are taught, then 'reading to learn' where comprehension strategies are developed further. Children are placed in small ability groups where they read with the teacher every day or every second day. When not reading with the teacher, the children are comple5ng reading ac5vi5es based at their level. Some of these reading ac5vi5es include: - reading from browsing baskets - say and write where children are prac5sing their spelling words - reading big books - exploring speciﬁcally chosen ac5vi5es on iPads or laptops - comple5ng follow up ac5vi5es which are in direct rela5on to their daily reader It is of vital importance that children return their book bag to school every day in order to take home their new reader. MATH Again, our maths program is run daily with strand maths being taught on a Friday. We start we a whole class maths warm up focussing on a par5cular skill. The children will then prac5se this skill either individually or in small groups. The children are placed in ability groups depending on needs of the learning being taught. Similar to the reading program, when the children are not working with the teacher, they are comple5ng ac5vi5es which are speciﬁed to their levels. Some of these ac5vi5es include: - number and dice games which help to develop many basic skills - follow up ac5vi5es related to the learning being taught - exploring speciﬁcally chosen ac5vi5es on iPads or laptops Helping at Home It is of vital importance that learning is encouraged and explored at home as well. Please take the 5me to read the book in their book bag each day and read the Friday poem with your child over the weekend. Along with their reader, some children will have ﬂash cards with words or leNers on them. These are not for spelling. Children are to quickly recall the words or leNer sounds. Please, prac5se these with your children every night. recalling these words with your child and we will aim to test these words every Friday. We also encourage children to spend at least 10 minutes aMer school on Maths Whizz. Also, in their reading folders, children will have a notebook containing spelling words. Prac5se wri5ng and Communica5on If you have any ques5ons or concerns please do not hesitate to email me firstname.lastname@example.org	<urn:uuid:f1cf7376-de49-49c6-8d35-acf27038bd90>	CC-MAIN-2017-34	http://www.kts.school.nz/uploads/R5%20Katie.pdf	2017-08-22T01:36:35Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00176.warc.gz	601,772,571	1,120	eng_Latn	eng_Latn	0.997646	eng_Latn	0.99799	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1124, 3922, 4765 ]	[ 2.34375 ]	1	3
A.P. Statistics Assignment 7.9 Remember to show your thinking through your work. 1) Describe in simple terms what a Type I error is (yes, again). In a study of possible iron deficiency in infants, researchers believe that breast feeding children reduces iron deficiency in babies. They compared several groups of infants who were following different feeding patterns. 2) Statisticians prefer large samples. Describe briefly the effect of increasing the size of a sample (or the number of subjects in an experiment) on each of the following: (a) The width of a level C confidence interval. (b) The P-value of a test, when H0 is false and all facts about the population remain unchanged as n increases. 3) A researcher looking for evidence of extrasensory perception (ESP) tests 500 subjects. Four of these subjects do significantly better (P < 0.01) than random guessing. (a) Is it proper to conclude that these four people have ESP? Explain your answer. (b) What should the researcher now do to test whether any of these four subjects have ESP? 4) In the past, the mean score of the seniors at South High on the American College Testing (ACT) college entrance examination has been 20. This year a special preparation course is offered, and all 53 seniors planning to take the ACT test enroll in the course. The mean of their 53 ACT scores is 22.1. The principal believes that the new course has improved the students' ACT scores. (a) Assume that ACT scores vary normally with standard deviation 6. Is the outcome x = 22.1 good evidence that the population mean score is greater than 20? State H0 and Ha, compute the test statistic and the P-value, and answer the question by interpreting your result. (b) The results are in any case inconclusive because of the design of the study. The effects of the new course are confounded with any change from past years, such as other new courses or higher standards. Briefly outline the design of a better study of the effect of the new course on ACT scores. 5) The financial aid office of a university asks a sample of students about their employment and earnings. The report says that "for academic year earnings, a significant difference (P = 0.038) was found between the sexes, with men earning more on the average. No difference (P = 0.476) was found between the earnings of black and white students." Explain both of these conclusions, for the effects of sex and of race on mean earnings, in language understandable to someone who knows no statistics.	<urn:uuid:251a2682-15a9-4a03-a937-0b879295b25e>	CC-MAIN-2017-34	http://montemath.com/apstats2010unit7Assignment79.pdf	2017-08-22T01:27:53Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00177.warc.gz	276,216,429	533	eng_Latn	eng_Latn	0.997311	eng_Latn	0.99789	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1301, 2511 ]	[ 2.828125 ]	1	0
School District No.48 Superintendent's Report on Student Achievement January 2012 What is improving? School Completion Information: [x] 2010/11 six year completion rate for SD48 Aboriginal students [x] 2010/11 SD48 boys' six year completion rate [x] SD48 students' grade 11 to 12 transition rates Literacy Information: [x] SD48 grade 4 and 7 FSA trend results for reading [x] SD48 grade 4 and 7 Aboriginal student FSA reading trend results [x] 'Grade 3 Reading Project' Aboriginal and 'All Student' participants' reading levels Numeracy Information: [x] SD48 grade 4 and 7 students' (FSA) numeracy results [x] SD48 grade 7 Aboriginal students' (FSA) numeracy trend results [x] SD48 grade 2 and 6 students' (ANIE) numeracy results from 2008/09 through to 2010/11 [x] SD48 grade 2 Aboriginal student (ANIE) numeracy results from 2008/09 through to 2010/11 Satisfaction Surveys Information: [x] SD48 grades 4, 7, and 10 students' trend results for the question, "How many adults at your school care about you?" [x] SD48 grades 7, 10, and 12 students' trend results for the question, "Do you feel safe at school?" [x] SD48 grades 4, 7 and 12 students' trend results for the question, "At school, are you bullied, teased, or picked on?" [x] SD48 grades 7 and 12 students' trend results for the question, "Do you know what your school's expectations are for student behavior?" What evidence confirms this area of improvement? Completion Rates: SD48 Aboriginal six year completion rates improved 17% from (39%) 2009/10 to (56%) 2010/11. This completion rate also exceeded the provincial Aboriginal student completion rate (54%) by 2% in the same year. This one time improvement is encouraging. SD48 boys' six year completion rates improved 9% from (67%) 2009/10 to (76%) 2010/11. The 2010/11 boys' results were within 3% of the provincial boys' completion rate (79%). This one time improvement is also encouraging. As well, the trend data for SD48 students' grade 11 to 12 transitions slightly improved, with a successful grade to grade transition rate of 82% in 2009/10. Transition rate data is not yet available for 2010/11. Literacy: SD48 grade 4 and 7 FSA results for reading were well above the provincial year to year and trend results. SD48 grade 4 and 7 Aboriginal students' FSA reading results exceeded the provincial Aboriginal results for 2010/11. Trend lines for this same group were similar to provincial results over 3 years. The 'Grade 3 Reading Project', involving the Repeat Reading intervention program, resulted in 77% of all selected grade 3 students and 69% of SD48 selected grade 3 Aboriginal students improving in grade level reading. Numeracy: 2010/11 Numeracy (FSA) results for SD48 grade 4 students indicate that 80% of students were meeting or exceeding expectations. This is up from 66% the previous year, and exceeds the 2010/11 provincial results by 13%. As well, the 2010/11 Numeracy (FSA) results for SD48 grade 7 students indicate that 71% of students were meeting or exceeding expectations. This is up from 68% the previous year, and exceeds the 2010/11 provincial results by 9%. The trend line for SD48 Aboriginal grade 7 student (FSA) numeracy results is consistently improving, from 27% in 2007/08 to 55% in 2010/11. Math results from the Assessment for Numeracy Education Evaluation (ANIE) assessment tool indicated that SD48 grade 2 and 6 students improved numeracy results from 2008/09 through to 2010/11, with 82% (grade 2) and 74% (grade 6) of students meeting or exceeding expectations. Similarly, the grade 2 Aboriginal students had an improving trend line over this same time frame, with 81% meeting or exceeding expectations last school year. Satisfaction Surveys: On the specific question "How many adults at your school care about you?", SD48 students in grades 4, 7, and 10 all had improving trend lines from 2007/08 through to 2010/11. SD48 students in grades 7, 10, and 12 indicated improving trend results for the question, "Do you feel safe at school?". As well, SD48 students in grades 4, 7 and 12 showed improving trend results for the questions, "At school, are you bullied, teased, or picked on?", and "Do you know what your school's expectations are for student behavior? What trends in student achievement are of concern to you? School Completion Information: [x] SD48 students' six year completion rates [x] SD48 Aboriginal six year completion rates trend results [x] SD48 boys' six year completion rates trend results [x] SD48 students' grade 11 to 12 transition rates [x] SD48 Aboriginal grade 11 to 12 transition rates Literacy Information: [x] SD48 grade 4 and 7 Aboriginal students' (FSA) reading results [x] SD48 grade 3 Aboriginal and 'All Student' reading results (Grade 3 Reading Project) Numeracy Information: [x] SD48 grade 4 and 7 Aboriginal students' (FSA) numeracy results [x] SD48 grade 6 Aboriginal students' (ANIE) numeracy results from 2008/09 through to 2010/11 Satisfaction Surveys Information: [x] SD48 grades 4, 7, and 10 students' results related to the specific question "Do your teachers care about you?" [x] Grade 10 and 12 SD48 students' responses related to job preparation [x] Grade 10 and 12 SD48 students' responses related to post secondary preparation [x] Grades 10 and 12 SD48 students' trend results for the question, "Do you know what your school's expectations are for student behavior?" What evidence indicates this area of concern? Completion Rates: SD48 students' six year completion rates were inconsistent, but remain below provincial graduation rates. In 2010/11, 80% of SD48 students completed school within six years. SD48 Aboriginal six year completion rates trend results remained well below provincial trends for the same students, and all other groups of students, except in 2010/11. However, in 2010/11, 44% of SD48 Aboriginal students did not complete school within six years. SD48 boys' six year completion rates trend results were below the provincial results, and most other student groups' completion rates. In 2010/11, 24% of SD48 boys did not complete school within six years. Both "All Student" and Aboriginal students' year to year and trend results for the grade 11 to grade 12 transition rates were below the same provincial results. In 2009/10, 82% of SD48 students, and 68% of SD48 Aboriginal students, successfully transitioned from grade 11 to 12. While, the trend data for SD48 students' grade 11 to 12 transitions slightly improved, the actual year to year transition rates were still below provincial results. As well, the SD48 Aboriginal grade 11 to 12 transition rates were generally about 5% below provincial rates for the same group of students. Literacy: SD48 grade 4 Aboriginal students' (FSA) reading results indicate that 42% or more students continue to not meet expectations, over time. As well, SD48 grade 7 Aboriginal students' (FSA) reading results indicate that 32% of these students were not meeting or exceeding expectations. As well, although 'The Grade 3 Reading Project' resulted in 69% of at-risk SD48 grade 3 Aboriginal students improving their grade level reading rates, 31% of these students still did not meet the improvement targets. As well, 77% of at-risk SD48 grade 3'All Students' improved their grade level reading, but 23% did not. Literacy results were a challenge in that there was very little authentic classroom information available to deeply understand SD48 students' specific strengths and areas of concern. Numeracy: SD48 grade 4 Aboriginal students' (FSA) numeracy results indicate that 49% or more students continue to not meet expectations, over time. As well, SD48 grade 7 Aboriginal students' (FSA) numeracy results indicate that only 55% of these students were meeting or exceeding expectations. Similarly, the Aboriginal grade 6 Numeracy results remained a concern over the three years of using the ANIE assessment tool to guide instruction. In 2008/09, 67% of SD48 Aboriginal students were meeting or exceeding expectations on the ANIE, and only 50% of the same group achieved these results in 2010/11. Numeracy results were a challenge in that there was very little authentic classroom information available to deeply understand SD48 students' specific strengths and areas of concern. Satisfaction Surveys: On the specific question "How many adults at your school care about you?", SD48 students in grades 4, 7, and 10 all had improving trend lines from 2007/08 through to 2010/11, but still did not meet the established targets. As well, the Grades 10 and 12 SD48 students' trend results for the question, "Do you know what your school's expectations are for student behavior?" were not improving. Fewer than 50% of grade 10 and 12 SD48 students felt that school was preparing them for a job in the future. Similarly, fewer than 50% of grade 10 and 12 SD48 students felt that school was preparing them for post secondary opportunities. This specific question showed a significantly decreasing trend of confidence from SD48 grade 10 students with results decreasing from 56% (indicating 'all of the time' or 'many times') of students in 2007/08 to 33% of students in 2010/11. Comment on the effect of interventions and programs with specific reference to goals and targets set out in your last Achievement Contract. Literacy Initiatives To improve student achievement in Literacy. Targets: - Grade 4 and 7 FSA Reading results will be equal to or greater than the Provincial results for 'All Students'. - Grade 4 and 7 FSA Reading results will be equal to or greater than the Provincial results for 'Aboriginal Students'. Additionally, the Aboriginal three year trend target for 2008 to 2011 is to meet the Provincial average for 'All Students'. - Grade 3 Reading Project: 100% of students meeting/exceeding 'Reading for Information' expectations in Grade 3 using BC Performance Standards – Reading for Information. Grade 3 Reading Project: Across the district, grade 3 students, and specifically grade 3 Aboriginal students, who were not yet reading at grade level were selected for participation in a reading intervention program. School Completion Initiatives To improve student completion rates. Targets: - Six Year Completion Rates: 100% of All Students and Aboriginal Students will complete their Dogwood within 6 years of enrollment Grade 8. - Transition Rates for Grade 11 to 12: All Students and Aboriginal Students will have improving year to year results for successful transition from Grade 11 to 12. - Satisfaction Surveys: All Students' and Aboriginal Students' results will improve each year on three specific Ministry of Education, Satisfaction Survey questions: How many adults (2 or more) at your school care about you? Are you satisfied that school is preparing you for a job in the future? Are you satisfied that school is preparing you for post secondary education (ie. College, University, Trade School) in the future? Missing in Education (MIE) Initiative: New 2010/11 improved results regarding the SD48 six year completion rates for Aboriginal students and boys demonstrate that the MIE drop-out prevention strategies may be having a positive effect. Numeracy Initiatives To improve student achievement in Numeracy. Targets: - Grade 4 and 7 FSA Numeracy results will be equal to or greater than the Provincial year to year and trend results for 'All Students'. - Grade 4 and 7 FSA Numeracy results for 'Aboriginal Students' will be within 5% of the SD48 'All Student' Numeracy results. - 100% of grade 2 and 6 'All Students' and Aboriginal students will meet or exceed expectations using the ANIE. District Numeracy 'Assessment for Learning' Project: Results from this project indicated that SD48 grade 2 and 6 students showed an improving trend for their numeracy problem solving results from 2008/09 through to 2010/11. Grade 2 Aboriginal students' results demonstrated similar improvement trends. Early Learning Initiatives To reduce the vulnerability rates of children ages 0 to 6. Targets: - To reduce the vulnerability rate, as indicated on one or more scales of the EDI, to 20% of our total Kindergarten population. StrongStart and Kindergarten Partnerships: SD48 had 287 child registrations in three StrongStart Programs. The Kindergarten teachers collaborated with StrongStart community partners using EDI data. KLP Assessment Tool: The Kindergarten teachers also used aspects of the Kindergarten Learning Project (KLP) as an assessment tool. 'Putting Children First' Planning Committee: SD48, together with community organizations, formed a committee called 'Putting Children First'. The purpose of the committee was to look for long term trends and needs in the 0-6 population, and to plan for improvements. Please include comments on the effect of interventions and programs. Based on acquired evidence, what efforts appear to be making a difference? Literacy Initiatives Grade 3 Reading Project: This project has been underway for three school years now. Over these years, the teachers changed their criteria for the reading project intervention strategies based on their collective learning. In 2010/11, grade three teachers, along with the Literacy Coordinator, met and reviewed research linking 'Reading Fluency' with 'Reading for Information'. These grade 3 teachers then used the BC Performance Standards – Reading for Information, to identify At Risk readers (students not yet able to read at grade level). These students received 'Repeat Reading' as an intervention. The intervention was provided primarily by Teaching Assistants and usually occurred for a half hour per day, for six to eight weeks. The strategy included a 'face to face, shoulder to shoulder' approach to intervention. The student reading rates were measured before and after the intervention. The teachers met with the Literacy Coordinator three times during the school year to analyze the data and complete group marking sessions using the same Performance Standards. After the intervention strategy, 69% of the Aboriginal students were reading at grade level according to the criteria from the Performance Standard – Reading for Information. As well, 77% of all selected students were reading at grade level according to the same criteria. Anecdotally, the teachers reported significant improvements in students' confidence in reading. An unintended outcome also anecdotally reported by the same teachers was the implication that the relationship from a caring adult seemed to make a difference to the children's overall happiness and confidence at school. These qualitative findings, combined with the quantitative increase in Aboriginal students reading at grade level are positive indicators to drive further consideration. With this in mind, the use of Performance Standards to focus understanding of student learning, combined with a collaborative and targeted approach to intervention, and budget alignment to this same effect, was a 'Promising Practice' we plan to continue and further explore. The Grade Three Reading Project would appear to be making significant achievement gains for those involved students. School Completion Initiatives Missing in Education (MIE) Initiative: These drop-out prevention strategies are aimed at reducing truancy and increasing school completion rates. This initiative was aligned with the SD48 Aboriginal Enhancement Agreement. First, 'Missing in Education' (MIE) Students (students who did not graduate since 2007/2008) were tracked to find out why they had not yet completed grade 12. The MIE Team assisted schools in keeping students in school, tracking students not in school and identifying strategies that keep students engaged. The MIE team worked with students not attending school and liaised with family and community agencies in both the Squamish and Pemberton/Whistler areas. In alignment with this initiative, four other significant strategies were implemented: - Two half time 'Aboriginal Student Success' Completion Advisors were hired (North and South); - The suspension policy and codes of conducts were written to emphasize restorative practices; - A 'RAP' Alternative Program (Reconnect Alternative Program) was further established for those students, for whom the regular school system was not working. From within this program, both academic and social emotional supports were provided.; and, - A Distributed Learning (DL), through on-line learning, program was enhanced to offer choice and flexibility for students to meet graduation requirements. New 2010/11 improved results regarding the SD48 six year completion rates for Aboriginal students and boys demonstrated that these MIE drop-out prevention strategies may be having a positive effect. It is, however, unclear at this point which specific interventions were working most effectively. With this in mind, the use of specific student tracking, research based exploration for enhancing academic, social, and intellectual engagement strategies, staff collaboration, community partnerships, and program building provided a sound foundation for continued planning and action. Numeracy Initiatives District Numeracy 'Assessment for Learning' Project: This Numeracy Project involved a team of grade 2 and 6 teachers, along with the District Numeracy Coordinator using the Assessment for Numeracy Education Evaluation (ANIE) to gain an understanding of student learning in problem solving. Because of their work and learning, the District Numeracy Assessment for Learning Team focused on grade 2 and 6 students for the building of district baseline data. This data was intended to be used for tracking numeracy student development and the effectiveness of problem-solving instructional approaches. This data was further disaggregated for Aboriginal Grade 2 and 6 student information. Although the Aboriginal grade 6 students do not show gains through this approach alone, results from this project indicated that SD48 grade 2 and 6 students realized an improving trend for their numeracy problem solving results from 2008/09 through to 2010/11. Similarly, grade 2 Aboriginal students had an improving trend line over these same three years. Once again, this use of specific formative assessment information to focus on a deep and data driven understanding of student learning, combined with a collaborative and targeted approach to instructional response is a 'Promising Practice' we plan to continue and further explore. Early Learning Initiatives StrongStart and Kindergarten Partnerships: StrongStart Centers for three to four year olds operated in partnership with "Sea to Sky Community Services" at Squamish Elementary (Squamish), Valleycliffe Elementary (Squamish), and Signal Hill Elementary (Pemberton) Schools. The StrongStart initiative was in place to help promote positive early childhood development. While specific data was not yet available to measure this progress, anecdotally, these programs were reported by Kindergarten teachers to significantly assist children with Kindergarten readiness. The hope is to implement more StrongStart Centers in the various SD48 communities. Additionally, Kindergarten teachers collaborated with community partners to influence StrongStart programming. These groups used the EDI data for their decision making. For example, large groups of Kindergarten students were previously identified as being low on the physical characteristics included in the EDI results. From there, new tools were provided to the StrongStart Programs for enhancing pre-Kindergarten students' fine motor skill development. KLP Assessment Tool: The Kindergarten teachers also used aspects of the Kindergarten Learning Project (KLP) as an assessment tool. The language from the KLP (Emerging, Developing, Applying, Extending) was used as a Performance Standard for reporting to parents. This data was used exclusively at the classroom level and was not available for District reporting, but is another 'Promising Practice' worthy of further perusal. 'Putting Children First' Planning Committee: SD48, together with community organizations, formed a committee called 'Putting Children First'. The purpose of the committee was to look for long term trends and needs in the 0-6 population, and to plan for improvements. This committee met monthly to assess needs, plan for programming, align resources and provide updates to stakeholders. Again, no specific data was available yet to report progress, however, the committee created a Strategic Plan. This plan included the vision of "Safe inclusive communities empowering children and families to be whole – physically, mentally, emotionally and spiritually." The Strategic Plan included guiding principles, priorities and goals. As well, it contained strategies and data collection processes. For the purpose of educational planning, this committee primarily used EDI data. List any other Achievement programs you may have implemented in addition to previous years goals and targets and their results. The Board of Education, with public input, developed a set of Board Goals around "1.0 Engagement", "2.0 Sustainability" and "3.0 Leadership". Under the "1.0 Engagement" category, the Board and district staff further developed an "Education Plan 2009-2011" with two distinct goals. Goal 1.1 SCHOOL AND CLASSROOM CULTURE: Provide clear expectations and support for the continuing development of safe, inclusive, caring, respectful, and collaborative school and classroom learning environments. Objective: 100% (or 0%) of SD48 students in gr. 4, 7, 10 and 12 participating in the Ministry of Education's annual Satisfaction Survey in the section on "safety" will respond "all of the time" or "many times" to the following questions. Do you feel safe at school? (100%) \| Grades \| \| 2007 / 2008 \| \| 2008 / 2009 \| \| 2009 / 2010 \| 2010 / 2011 \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| 72 \| \| 75 \| \| 79 \| \| \| \| Grade 12 \| \| \| \| \| \| \| \| \| \| 72 \| \| 76 \| \| 67 \| \| \| \| Grade 10 \| \| \| \| \| \| \| \| \| \| 77 \| \| 71 \| \| 75 \| \| \| \| Grade 7 \| \| \| \| \| \| \| \| \| \| 83 \| \| 79 \| \| 80 \| \| \| \| Grade 3/4 \| \| \| \| \| \| \| \| At school, are you bullied, teased, or picked on? (0%) \| Grade 12 \| 10 \| 10 \| 4 \| \|---\|---\|---\|---\| \| Grade 10 \| 11 \| 9 \| 12 \| \| Grade 7 \| 10 \| 10 \| 8 \| \| Grade 3/4 \| \| \| \| Do you know what your school's expectations are for student behavior? (100%) \| Grades \| \| 2007 / 2008 \| \| 2008 / 2009 \| \| 2009 / 2010 \| 2010 / 2011 \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grade 12 \| 62 \| \| 68 \| \| 64 \| \| \| \| Grade 10 \| 67 \| \| 64 \| \| 54 \| \| \| \| Grade 7 \| 81 \| \| 73 \| \| 77 \| \| \| \| Grade 3/4 \| 90 \| \| 84 \| \| 87 \| \| \| Goal 1.2 INSTRUCTION: Promote the organization and delivery of instruction in classrooms, school and the community in ways that enable student responsibility for learning, active engagement in tasks of learning, and success. Objective: Use "Assessment for Learning" practices to achieve improving results in the following areas. Six Year School Completion Targets and Trends \| \| TARGET \| \| Province ALL \| \| SD48 ALL \| \| Province \| SD48 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| (= or > Province) \| \| Students \| \| STUDENTS \| \| ABORIGINAL \| ABORIGINAL \| \| \| \| \| \| \| \| \| STUDENTS \| STUDENTS \| \| 2007-2008 Baseline \| \| 77 \| \| 80 \| \| 47 \| \| \| \| Target for 2008-2009 \| \| 79 \| \| \| 79 met \| 49 \| \| 35 not met \| \| Target for 2009-2010 \| \| 80 \| \| \| 73 not met \| 50 \| \| 39 not met \| \| Target for 2010-2011 \| \| 81 \| \| \| 80 not met \| 54 \| \| 56 met \| \| 3 Year Average Target 2008/09 to 2010 /11 \| \| 80 \| \| \| 77 not met \| 51 \| \| 43 not met \| Grade 3 Reading Project Targets and Trend Information BC Performance Standard –Reading for Information \| TARGET \| ALL STUDENTS \| \| ABORIGINAL \| \| \|---\|---\|---\|---\|---\| \| \| \| 77 \| \| 69 \| Numeracy (problem based) ANIE Results Target and Trend Information: \| Grades \| \| Targets \| \| 2008 / 2009 \| \| 2009 / 2010 \| 2010 / 2011 \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| meeting / exceeding \| \| \| \| \| \| \| \| \| expectations \| \| \| \| \| \| \| Grade 6 \| 100% \| \| 67 \| \| 86 \| \| \| \| All \| \| \| \| \| \| \| \| \| Grade 6 \| 100% \| \| 67 \| \| 67 \| \| \| \| Aboriginal \| \| \| \| \| \| \| \| \| Grade 2 \| 100% \| \| 54 \| \| 84 \| \| \| \| All \| \| \| \| \| \| \| \| \| Grade 2 \| 100% \| \| 67 \| \| 77 \| \| \| \| Aboriginal \| \| \| \| \| \| \| \| Literacy: Identify your district's target(s) for Literacy Literacy Goal: To improve student achievement in Literacy. Targets: - Grade 4 and 7 FSA Reading results will be equal to or greater than the Provincial results for 'All Students'. - Grade 4 and 7 FSA Reading results will be equal to or greater than the Provincial results for 'Aboriginal Students'. Additionally, the Aboriginal three year trend target for 2008 to 2011 is to meet the Provincial average for 'All Students'. - Grade 3 Reading Project: 100% of students meeting/exceeding 'Reading for Information' expectations in Grade 3 using BC Performance Standards – Reading for Information. State the specific evidence and measures of student achievement in literacy and the results that have been realized. Summary of SD48 Grade 4 FSA Reading results (% = or > equal to or greater than provincial rate) \| \| TARGET \| \| ALL STUDENTS \| \| \| ABORIGINAL \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Target for 2008-2009 \| \| = or > 69 \| \| 76 exceeded \| = or > 52 \| \| 51 not met \| \| Target for 2009-2010 \| \| = or > 68 \| \| 78 exceeded \| = or > 51 \| \| 49 not met \| \| Target for 2010-2011 \| \| = or > 69 \| \| 78 exceeded \| = or > 51 \| \| 58 exceeded \| \| 3 Year Average Target 2008/09 to 2010/11 \| \| = or > 69 \| \| 77 exceeded \| = or > 51 \| \| 53 exceeded \| \| \| \| \| \| \| Aboriginal Trend Target is to meet Provincial Average for All Students = or > 69 \| \| 53 not met \| Summary of SD48 Grade 7 FSA Reading results (% = or > equal to or greater than provincial rate) \| \| TARGET \| \| ALL STUDENTS \| \| \| ABORIGINAL \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Target for 2008-2009 \| \| = or > 67 \| \| 78 exceeded \| = or > 48 \| \| 46 not met \| \| Target for 2009-2010 \| \| = or > 65 \| \| 77 exceeded \| = or > 46 \| \| 46 met \| \| Target for 2010-2011 \| \| = or > 66 \| \| 79 exceeded \| = or > 49 \| \| 68 exceeded \| \| 3 Year Average Target 2008/09 to 2010 /11 \| \| = or > 66 \| \| 78 exceeded \| = or > 48 \| \| 53 exceeded \| \| \| \| \| \| \| Aboriginal Trend Target is to meet Provincial Average for All Students = or > 66 \| \| 53 not met \| Grade 3 Reading Project Descriptor: Teachers in each school used the BC Performance Standards – Reading for Information to identify 'At Risk' readers. Each school identified students as 'At Risk'. The Table below reflects the percentage of these identified 'At Risk' students who were reading at grade level for the Reading for Information strand, after the intervention. Grade 3 Reading Project Targets and Trend Information \| \| TARGET \| \| ALL STUDENTS \| \| \| ABORIGINAL \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Target for 2010-2011 \| \| 100 \| \| 77 \| 100 \| \| 69 \| Completion Rates: Identify your district's target(s) for completion rates. School Completion Goal: To improve student completion rates. Targets: - Six Year Completion Rates: 100% of All Students and Aboriginal Students will complete their Dogwood within 6 years of enrollment in Grade 8. - Transition Rates for Grade 11 to 12: All Students and Aboriginal Students will have improving year to year results for successful transition from Grade 11 to 12. - Satisfaction Surveys: All Students' and Aboriginal Students' results will improve each year on three specific Ministry of Education, Satisfaction Survey questions: How many adults (2 or more) at your school care about you? Are you satisfied that school is preparing you for a job in the future? Are you satisfied that school is preparing you for post secondary education (ie. College, University, Trade School) in the future? State the specific evidence and measures of student achievement for completion rates and the results that have been realized. Six Year Completion Rates: Six Year Completion Rate Targets and Trend Information \| \| TARGET \| \| Province ALL \| \| SD48 ALL \| \| Province \| SD48 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| Students \| \| STUDENTS \| \| ABORIGINAL \| ABORIGINAL \| \| \| (= or > Province) \| \| \| \| \| \| STUDENTS \| STUDENTS \| \| 2007-2008 Baseline \| \| 77 \| \| 80 \| \| 47 \| \| \| \| Target for 2008-2009 \| \| 79 \| \| \| 79 met \| 49 \| \| 35 not met \| \| Target for 2009-2010 \| \| 80 \| \| \| 73 not met \| 50 \| \| 39 not met \| \| Target for 2010-2011 \| \| 81 \| \| \| 80 not met \| 54 \| \| 56 met \| \| \| \| \| \| \| 77 not met \| \| \| 43 not met \| Transition Rates for Grade 11 to 12: The % of students who successfully transition from Grade 11 to 12. \| \| TARGET \| \| Province ALL \| \| SD48 ALL \| \| Province \| SD48 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| (= or > Province) \| \| Students \| \| STUDENTS \| \| ABORIGINAL \| ABORIGINAL \| \| \| \| \| \| \| \| \| STUDENTS \| STUDENTS \| \| 2007-2008 Baseline \| \| 84 \| \| 76 \| \| 67 \| \| \| \| Target for 2008-2009 \| \| 85 \| \| \| 79 not met \| 69 \| \| 66 not met \| \| Target for 2009-2010 \| \| 86 \| \| \| 82 not met \| 73 \| \| 68 not met \| \| Target for 2010-2011 \| \| \| \| \| Not yet \| \| \| Not yet available \| \| \| \| \| \| \| available \| \| \| \| \| 3 Year Average Target 2008/09 to 2010 /11 \| \| \| \| \| \| \| \| \| Satisfaction Surveys: 'Many Times'/'All of the Time' Do your teachers care about you? \| 2007-08 Baseline \| 93 \| \| 80 \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Target for 2008-2009 \| 95 \| 86 not met \| 85 \| 67 not met \| 60 \| 55 not met \| New question as of 2009/10: How many adults at your school care about you? (2 or more) \| Target for 2009-2010 \| 98 \| 97 not met \| 90 \| 85 not met \| 70 \| 68 not met \| \|---\|---\|---\|---\|---\|---\|---\| \| Target for 2010-2011 \| 100 \| 97 not met \| 95 \| 93 not met \| 80 \| 75 not met \| \| 3 Year Average Target 2008/09 to 2010 /11 \| 98 \| 94 not met \| 90 \| 82 not met \| 70 \| 66 not met \| Satisfaction Surveys: 'Many Times'/'All of the Time' "Are you satisfied that school is preparing you for a job in the future?" Targets and Trends \| \| TARGET \| \| GRADE 10 \| \| \| GRADE 12 \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| Prepared for \| \| \| Prepared for \| \| \| \| \| \| Job \| \| \| Job \| \| \| 2007-2008 Baseline \| \| 50 \| \| \| \| \| \| \| Target for 2008-2009 \| \| 55 \| \| 50 not met \| 50 \| \| 35 not met \| \| Target for 2009-2010 \| \| 70 \| \| 38 not met \| 60 \| \| 31 not met \| \| Target for 2010-2011 \| \| 80 \| \| 37 not met \| 70 \| \| 33 not met \| \| 3 Year Average Target 2008/09 to 2010 /11 \| \| 68 \| \| 42 not met \| 60 \| \| 33 not met \| Satisfaction Surveys: 'Many Times'/'All of the Time' "Are you satisfied that school is preparing you for post secondary education (ie. College, University, Trade School) in the future?" Targets and Trends \| \| TARGET \| \| GRADE 10 \| \| \| GRADE 12 \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| Prepared for \| \| \| Prepared for \| \| \| \| \| \| Post-Secondary \| \| \| Post-Secondary \| \| \| 2007-2008 Baseline \| \| 56 \| \| \| \| \| \| \| Target for 2008-2009 \| \| 60 \| \| 56 not met \| 50 \| \| 49 not met \| \| Target for 2009-2010 \| \| 70 \| \| 47 not met \| 60 \| \| 47 not met \| \| Target for 2010-2011 \| \| 80 \| \| 44 not met \| 70 \| \| 48 not met \| \| \| \| \| \| 49 not met \| \| \| 48 not met \| Identify your district's target(s) for aboriginal student improvement. \| Performance Indicator \| \| 2010-11 Target \| \| 2010-11 Results \| 5 year average \| \|---\|---\|---\|---\|---\|---\| \| Goal 1: Improve Successful School Completion for Aboriginal Students \| \| \| \| \| \| \| Trades and Apprenticeship \| 100% \| \| 100% \| \| \| \| Completion \| \| \| \| \| \| \| 6 Year Aboriginal \| 100% \| \| 56% \| \| \| \| Dogwood Completion Rate \| \| \| \| \| \| \| Graduation: \| 100% \| \| 59% (33/56) \| \| \| \| First Time Aboriginal \| \| \| \| \| \| \| Grade 12 Students \| \| \| \| \| \| \| Performance Indicator \| \| 2010-11 Target \| \| \| 2010-11 Results \| \| \| 5 year average \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Goal 2: Improve Performance of Aboriginal Students Identified as having Behavioural and Learning Needs According to \| \| \| \| \| \| \| \| \| \| \| Ministry of Education Criteria \| \| \| \| \| \| \| \| \| \| \| Gr 4-7 Social Studies \| March 2011 80% \| \| June 2011 100% \| March 2011 93% \| \| June 2011 67% \| March 2011 80% \| \| June 2011 82% \| \| (Ab Students H, Q or R \| \| \| \| \| \| \| \| \| \| \| Categories receiving a C- or \| \| \| \| \| \| \| \| \| \| \| better on RC) \| \| \| \| \| \| \| \| \| \| \| Gr 4-7 Science \| 80% \| \| 100% \| 93% \| \| 67% \| 82% \| \| 79% \| \| (Ab Students H, Q or R \| \| \| \| \| \| \| \| \| \| \| Categories receiving a C- or \| \| \| \| \| \| \| \| \| \| \| better on RC) \| \| \| \| \| \| \| \| \| \| \| Performance Indicator \| \| 2010-11 Target \| \| \| 2010-11 Results \| \| \| 5 year average \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Goal 3: Academic Performance of “At-Risk” Aboriginal Students \| \| \| \| \| \| \| \| \| \| \| Gr 4 Social Studies \| March 2011 95% \| \| June 2011 100% \| March 2011 87% \| \| June 2011 89% \| March 2011 96% \| \| June 2011 98% \| \| (Receiving C- or better on RC) \| \| \| \| \| \| \| \| \| \| \| Gr 4 Science \| 95% \| \| 100% \| 90% \| \| 89% \| 96% \| \| 98% \| \| (Receiving C- or better on RC) \| \| \| \| \| \| \| \| \| \| \| Gr 7 Social Studies \| 85% \| \| 100% \| 68% \| \| 86% \| 81% \| \| 82% \| \| (Receiving C- or better on RC) \| \| \| \| \| \| \| \| \| \| \| Gr 7 Science \| 85% \| \| 100% \| 73% \| \| 86% \| 79% \| \| 79% \| \| (Receiving C- or better on RC) \| \| \| \| \| \| \| \| \| \| \| Transition Rate \| 100% \| \| \| 91% 2009/10 only available \| \| \| 93% 2005/06 to 2009/10 \| \| \| \| Gr 8 to higher grade \| \| \| \| \| \| \| \| \| \| \| Transition Rate \| 100% \| \| \| 93% 2009/10 only available \| \| \| 91% 2005/06 to 2009/10 \| \| \| \| Gr 9 to higher grade \| \| \| \| \| \| \| \| \| \| \| Transition Rate \| 100% \| \| \| 92% 2009/10 only available \| \| \| 87% 2005/06 to 2009/10 \| \| \| \| Gr 10 to higher grade \| \| \| \| \| \| \| \| \| \| \| Transition Rate \| 100% \| \| \| 68% 2009/10 only available \| \| \| 60% 2005/06 to 2009/10 \| \| \| \| Gr 11 to higher grade \| \| \| \| \| \| \| \| \| \| \| Graduation: Aboriginal \| 100% \| \| \| 56% \| \| \| 45% \| \| \| \| First time Grade 12 \| \| \| \| \| \| \| \| \| \| \| 6 Year Aboriginal \| 100% \| \| \| 56% \| \| \| 47% \| \| \| \| Dogwood Completion Rate \| \| \| \| \| \| \| \| \| \| \| Gr 4 FSA Reading \| 69% \| \| \| 58% \| \| \| 52% \| \| \| \| (Meeting or Exceeding \| \| \| \| \| \| \| \| \| \| \| Expectations) \| \| \| \| \| \| \| \| \| \| \| Gr 7 FSA Reading \| 67% \| \| \| 68% \| \| \| 49% \| \| \| \| (Meeting or Exceeding \| \| \| \| \| \| \| \| \| \| \| Expectations) \| \| \| \| \| \| \| \| \| \| State the specific evidence and measures of student achievement for aboriginal students and the results that have been realized. Specific Information from the Aboriginal Enhancement Agreement - The 2010/11 results indicated the highest six year completion rate over the last 5 years at 56% - The trend for trades and apprenticeship completion results for Aboriginal students increased over the last five years with 100% of Aboriginal students completing their programs in 2010/11 - Over the last four years the first-time grade 12 graduation rate increased - Report Card data for Social Studies and Science measures improvement from March to June each year. In 2011, Report Card letter grades for grade 7 students in the two subject areas and for grade 4 students in Social Studies improved - FSA results for grade 4 (reading) improved over the last three 3 years - FSA results for grade 7 (reading) improved over the last five years with the highest results in 2010/11 school year - English 10 completion rates increased over the past 5 years to 92% in 2010/11 - English 12 completion rates have been maintained between 88-100% over 5 years - Communication 12 completion rates increased over the past 4 years - Participation rates for English 10 improved for 2010/11, with 100% of Aboriginal students taking English 10 in their grade 10 year Summarize the work and your efforts in meeting the needs of Children in Care. A District Principal was identified as the SD48 contact for the Ministry of Children and Families (MCFD). The District Principal held monthly meetings with the MCFD managers. As well, the District Principal liaised with the Social Development Department of the Squamish Nation. What categories of Children in Care have been successfully identified and are being monitored? SD48 initially identified and monitored children with Continuing Custody Orders (CCO) only. More recently, SD48 expanded the monitoring to include children with Temporary Care Orders (TCO) and Youth Care Agreements (YAG). What structures are in place to provide effective communications among MCFD offices, social workers, foster parents and schools? Each school had a designated staff member responsible for Children in Care. These designates review the 'Change in Living' and 'Change in School' documents with families, teachers and social workers before September 30 th each year. School District employees took the lead in contacting social workers and foster families when new students arrived at the school. What results are being achieved by students within the identified categories? \| Kids in Care: Continuing Custody 2010 / 2011 \| \| \| \| \| \|---\|---\|---\|---\|---\| \| \| \| Special Education \| Aboriginal \| Reading \| \| Grade \| Number \| Designations \| Students \| Last FSA Score \| \| \| \| \| \| (If written) \| \| K to 12 \| 31 \| 20 \| 25 \| Meeting: 61% \| \| \| \| \| \| Not Meeting: 39% \| Summarize your district's Early Assessment in kindergarten classes. Early Learning Goal: To reduce the vulnerability rates of children ages zero to six. SD48 does not have any classroom based assessment information for Kindergarten students, other than EDI data. Kindergarten teachers complete the Early Development Index (EDI) annually for each of their students. \| Early Development Index (EDI) Results for Kindergarten 2010 / 2011 \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Wave \| Valid Assessments \| Vulnerable on 1 or more Scales \| V \| ulnerable on 1 or more Scale \| \| \| \| Raw Data \| \| Percentage \| \| Two: 2004-2007 \| \| \| \| \| \| Pemberton \| 48 \| 14 \| \| (29%) \| \| Whistler \| 57 \| 10 \| \| (18%) \| \| Squamish North \| 108 \| 27 \| \| (25%) \| \| Squamish South \| 78 \| 29 \| \| (37%) \| \| Three: 2007-2009 \| \| \| \| \| \| Pemberton \| 54 \| 23 \| \| (43%) \| \| Whistler \| 60 \| 14 \| \| (23%) \| \| Squamish North \| 95 \| 18 \| \| (19%) \| \| Squamish South \| 73 \| 29 \| \| (40%) \| \| Four: 2009-2011 \| \| \| \| \| \| Pemberton \| 114 \| 9 \| \| (16%) \| \| Whistler \| 118 \| 25 \| \| (21%) \| \| Squamish North \| 205 \| 49 \| \| (24%) \| SD48 participated in all four waves of the EDI data collection. Overall SD48 had a vulnerability rate of 26%. District-wide, the highest level of vulnerability was on the Emotional Maturity scale at 14%. The smallest proportion of children vulnerable was on the Language and Cognitive Development scale at 8%. The Pemberton neighborhood had the lowest level of vulnerability (16%). The highest vulnerability was 39% in Squamish South. The overall vulnerability rate remained consistent between Wave 2 and Wave 4. Despite the consistency, some of the short term trends should be noted and monitored. Promising interventions were put in place as a response to the EDI data. Planning for continued intervention will be based on discussions regarding community trends. Specific strategies to address the vulnerability in 'Physical Health and Well Being' were put in place in all SD48 StrongStart Centres and Day Care Centres. For example, the children were provided with opportunities for the supervised use of scissors (fine motor skills) and improved physical fitness programs for outdoor and indoor play (gross motor skills). Vulnerability trend rates in the 'Physical Health and Well Being' category improved in 3 of the 4 communities in SD48. As well, specific strategies to address 'Social Competence' items were put in place in SD48. For example, 5 'High Scope' Pre Schools and several 'High Scope' inspired centres were accredited. Two of these programs were housed in SD48 schools. SD48, and the Early Learning community, also hosted an Early Childhood Education (ECE) Conference for parents and teachers, focused on attachment and resilience. Vulnerability trend rates have also improved in the category of 'Social Competence' in 3 of the 4 communities in SD48. High Scope: The philosophy of the High Scope Program features active learning that is planned both by parents and children. The children learn through direct hands on experiences with objects, events and ideas. Trained adults provide guidance, support and scaffolding. The Kindergarten teachers also used the Kindergarten Learning Project (KLP) as an assessment tool. Due to the depth and breadth of the tool, teachers did not use the entire tool each term. SD48 also developed a two-page document with all of the Prescribed Learning Outcomes (PLO) organizing the different subject areas. This was developed to help teachers focus the PLOS in both planning and practice. The language of the KLP (Emerging, Developing, Applying, Extending) was used as a Performance Standard for reporting to parents. This data was used exclusively at the classroom level and is not available for District reporting. The StrongStart initiative was in place to help promote positive early childhood development. These programs were reported by Kindergarten teachers to significantly assist children with Kindergarten readiness. Three successful programs existed within SD48. \| ‘StrongStart’ Attendance 2010 / 2011 \| \| \| \|---\|---\|---\| \| Age \| Registration \| Number of Visits \| \| \| Numbers \| \| \| 3 Years \| 148 \| 1590 \| \| 4 Years \| 118 \| 2068 \| \| 5 Years \| 23 \| 253 \| \| Total \| 287 \| 3911 \| What strategies are in place to address the needs identified? SD48 shared zonal and school EDI results with Kindergarten teachers and Principals, each school year. Meetings were held to discuss the information in detail. As previously mentioned, these conversations then translated into planning for differentiated strategies within the classrooms and community programs, to meet the needs of different schools. In the 2010-2011 school year the following school based strategies and interventions were used in Kindergarten classrooms: \| \| General \| \| Specific \| Teacher/Parent Education \| \|---\|---\|---\|---\|---\| \| Vision and Dental Screening for all Kindergarten children. Discreet Hearing Testing at Health Fairs and Ready, Set, Learn events. \| \| The purchase of gymnasium equipment. \| \| \| \| Playground improvements to foster accessibility and gross motor growth in young children. \| \| Transition planning for children with Special Needs. \| \| \| \| Implementation and use of the Language Performance Standards for primary. \| \| Occupational Therapy assessments in Kindergarten classrooms with classroom-based follow up strategies implemented. \| \| \| Putting Children First: Community Strategic Plan SD48 together with community organizations formed a committee called 'Putting Children First '. The purpose of the committee was to look for long term trends and needs in the 0-6 population, and to plan for improvements. This committee met monthly to assess needs, plan for programming, align resources and provide updates to stakeholders. This committee created a Strategic Plan with the vision of "Safe inclusive communities empowering children and families to be whole – physically, mentally, emotionally and spiritually." This Strategic Plan included guiding principles, priorities and goals. As well, it contained strategies and data collection processes. For the purpose of educational planning, this committee primarily used EDI data. Each year the 'Putting Children First Committee' reviewed their progress. The outcomes of the data were then used to drive program planning for neighbourhoods (ex. Mother Goose, Nobody's Perfect), in-service for teachers (ex. Sea to Sky Early Learning Conference), and grant applications (ex. Accessible Playgrounds). Other Comments One Vision, One Goal The SD48 Board of Education approved an Education Plan in 2009 as a part of their established goal areas. We will continue with this work through to the end of the 2012/13 school year, as we synchronously develop a collaborative community process for SD48's new direction. This collaborative process will include the creation of a new Education Plan developed through a large scale input process involving all partners. As well, it is intended that this plan will align with our Achievement Contract with the Ministry of Education, and our Enhancement Agreement for the next five years. A new educational technology plan will be embedded in these conversations and, ultimately, in the plan itself. We envision a very exciting process through to significantly improving results in the future. Fall 2012: Desired Results The objective of our visioning and goal setting process will be to seek input from our various partners and community. We will ask essential questions to guide our understandings around our collective hope for what students should know and be able to do for a successful future. Specific areas of concern from our data will infuse the conversations in order to check for understanding through our input. For example, our grade 10 and 12 students not feeling ready for either jobs or post secondary opportunities in the future are of significant concern. Efforts to this end will align well with the Ministry of Education planned changes to curriculum, and education planning efforts. A single new goal will be established for our work, in order to align our efforts and provide a clear focus for our District. Early 2013: Assessment Evidence After gaining input throughout the many communities of the School District, targets for our work will be determined. A clear plan for the collection of both direct and indirect assessment evidence will be charted. Spring 2013: Action Plan Throughout the action planning process, existing 'Promising Practices' of noticeable improvement will be honoured and maintained. As well, authentic student data to drive our planning, actions and budget alignment, will be a necessary area for consideration. In keeping with educational reform research, teaching and learning will be the emphasis of the new Education Plan. The 'Core Foundational Skills' of student learning will also be a continued thread through our new work. Finally, our Education Plan of the future will have a continued focus on collaborative models of support, for responsive instruction and intervention. 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HONAKER ELEMENTARY SCHOOL SCHOOL WIDE TITLE I 2014 - 2015 PROGRAM MISSION STATEMENT The mission of Honaker Elementary/Middle School is to provide a stimulating learning environment that is safe, caring, encouraging, and challenging. The school, in partnership with the home and community, will strive to prepare each student to be a successful, educated, responsible, and contributing member of a changing society. Honaker Elementary School believes in the county mission statement, "Excellence through Education" and Honaker Elementary School's Mission statement that, "Together we can make a difference". OVERVIEW OF PROGRAM The goal of the school wide program at Honaker Elementary School is to provide an opportunity for all children to meet proficient and advanced levels of performance on the Virginia Standards of Learning Assessments. All services will be coordinated to achieve this goal and to meet the Standards of Learning and related objectives. A Pre-Kindergarten program that promotes the growth in educationally and socially deprived four year olds before they reach school age. The Kindergarten program expands and provides a developmentally appropriate environment for five and six year olds. First Grade offers students a year of experiences through teacher-child interaction which will develop, enhance, and extend basic Language Arts and Mathematic skills. Second grade provides instruction in Language Arts and Mathematics to prepare the student for appropriate academic and socialization skills. The third grade program provides a more expanded curriculum in Language Arts and Mathematics to provide the necessary skills and knowledge to prepare the student for a higher academic level. The students in fourth grade begin to use learning styles that are a basis for lifelong learning. The fifth and sixth grade programs are focused on providing an instructional environment which contains challenging learning experiences that will provide the necessary skills critical thinking skills and knowledge to enable them to pass the Virginia Standards of Learning Assessments. Seventh grade students are provided the necessary skills to make the transition from elementary/middle school to high school. A Special Education Program is offered to students in grades kindergarten through the seventh grade to provide individualized instruction based on handicapping conditions. In grades three through seven, special needs students are provided assistance through an intensive inclusion program. The accelerated reader program is provided for students in kindergarten through seventh grade to facilitate and accelerate learning on an individualized reading level. The two technology labs strive to provide the knowledge and experiences that will prepare the students for the Twenty-First Century, by enabling the students to use the latest state of the art equipment and materials proficiently. Remediation classes are provided in Kindergarten and first grades. These classes identify and help students who are at risk of failure of mastering the skills for these grades. A Phonemic Awareness program has been established in grades PreKindergarten through first grade. The PAL's Assessment Test is being given to recognize those students who may have a problem with phonemic sounds. Extra phonemic instruction is provided to those students who need help. Effective age-appropriate, grade level appropriate Music and Physical Education programs are provided to all students in Pre-Kindergarten through seventh grade. All students in pre-kindergarten through seventh grade are provided with a well equipped library and trained and knowledgeable library staff. All students in pre-kindergarten through seventh grade are provided an Elementary Guidance and Counseling program. The summer tutoring program provides an effective instructional program that increases the quality and amount of learning time for students. The school shares a resource officer that helps provide for a safe school environment and provides students with instruction on preventing drug abuse, violence, internet safety, and bullying. Academic competitions offer the academically gifted and highachievers the opportunity to enhance learning and the concepts of team work. The Science Fair promotes an interest in science and provides an opportunity for enrichment beyond the regular curriculum. The elementary Forensics program provides opportunities to encourage growth in oral language, speaking, and written language skills outside the regular classroom setting. The elementary Spelling Bee provides students with a unique spelling ability an opportunity to excel. The White Christmas program, the Honaker Men's Club, the Honaker Women's Club, the Fall Festival and many other community services provide additional funds and opportunities for students to succeed both academically and socially. The United Way of Southwest Virginia provides extra food for those students who may need nutrition over the weekend or on holidays through the back-pack program Mini-Grants that are sponsored and provided by local businesses provide extra funds and school experiences each and ever year. An awards program is held at the end of each year to recognize those students who have outstanding attendance, grades, or other achievements for the year. Students are also recognized at the end of each six weeks for academic achievement and perfect attendance. A parent volunteer program is in effect at Honaker Elementary. Several parents and members of the community provide assistance and services to the faculty and staff. Students travel to many local sites of interest throughout the school year to enhance learning outside the regular classroom. An art contest provides students an opportunity to expand and display their artistic abilities. A school wide Positive Behavior Intervention Program is implemented and followed to ensure student safety. A Student Council Association for grades four through seven assists in planning and conducting extracurricular activities, recognitions, and school beautification projects for Honaker Elementary School. Students at Honaker Elementary School are served by forty-eight teachers, a part time band director, a music teacher, a librarian, one full time guidance counselor and one shared guidance counselor, a full time speech and auditory therapist, ten teaching assistants, one principal, one assistant principal. The support staff consists of two secretaries, three custodians, and eight cafeteria workers. The school administration, the principal, and the assistant principal provide leadership for instruction, discipline and coordination of extracurricular activities. The principal is concerned with the total development of each student and works with parents, teachers, and students, to accomplish this goal. The assistant principal's primary tasks are discipline and attendance. There has been improvement in attendance because of a school wide truancy program and the schools efforts in calling students who are absent on a daily basis. The parents have made this task easier by their cooperation in contacting the school when their child cannot be present. The guidance department, through counseling and parent conferences serves as a liaison between the school and the community. Scheduling, enrollment, withdrawals, achievement, and testing are a part of the many responsibilities of the guidance counselor. A student whose achievement is below levels of expectation may be screened for several resource programs that are available. Grades three through seven school screening committee accepts teachers' referrals for students who are suspected with learning disabilities and emotional problems or mental retardation. Upon the recommendation of this committee, student records are screened. If additional testing is necessary, the guidance counselor, LD/ED resource teachers, the school psychologist, visiting teacher, and a physician may conduct evaluations from which the committee may recommend appropriate placement. The faculty and patrons of Honaker Elementary School realize that there must be a harmonious interaction between the school and the community if the school is to meet the needs of the students. A continuous effort is being made to strengthen the ties between the school and the home so that the best educational opportunities for the students at Honaker Elementary can be achieved and maintained. I. NEEDS ASSESSMENT DATA FOR SCHOOL WIDE PROGRAM Honaker Elementary School's poverty level is 58 percent of its total enrollment in grades Pre-kindergarten through seven. This is based upon the fact 375 of its students receive free or reduced lunches. Many of these students (all of whom are Caucasian) come from single parent homes. A high percentage of the students come from homes in which the parents are unemployed or are dependent upon welfare funds to meet their family's needs. Therefore, the financial circumstances of many of the parents do not allow them to provide background experiences and opportunities that prepare children for school. Located within the coalfields and agricultural areas of Russell County, Honaker Elementary School opened in 1964. The building houses the main office, a guidance office, classrooms, a library, a cafeteria, a multipurpose room, a gymnasium, a conference room, two teachers' lounges a janitorial office and a storage room. The building was renovated recently and new windows, lighting, doors, ceilings and air conditioning were installed. Two surveys were conducted to determine the needs of Honaker Elementary School. The faculty and staff were surveyed along with the parents. The surveys determined that all students in grades Kindergarten through seven needed to learn technology skills and use computer assisted instruction for remediation in the areas of Reading and Math. A need was also indicated for the technology program to serve as an outreach to expand the full curriculum through software and technology. Remediation can be offered in the tech lab for students to improve their performance on the Virginia Standards of Learning Assessments. The school day at Honaker Elementary School begins at 8:30 A.M. Students begin arriving around 7:45 A.M. each morning. Students in PreKindergarten through grade two wait in the primary hallway until 8:25 A.M. to be greeted at their respective classrooms by a teacher. Students in grades three, four and five wait in the upstairs hallway outside their classroom. Students in grades six and seven wait in the cafeteria. Fourteen teams comprised of four teachers each, rotate bus duty to and from 7:545A.M. to 8:25 A.M. and from 3:30 P.M. until 4:00 P.M. when the last students leave the premises. The professional development for the faculty and staff at Honaker Elementary attains a high degree of academic excellence. Staff and faculty members are encouraged to participate in programs and in-service training which will keep them informed of the latest educational research and development findings and helps them to implement these findings in their daily practice. In-service training sessions are scheduled throughout the school year. Workshops, conferences and seminars are provided at the local, state and national levels. A progressive educational program for the students and an on-going educational development for the faculty and staff creates a positive learning environment at Honaker Elementary School. Valuable practical experiences are continually provided to afford opportunities which foster responsibilities, productivity, and mental and physical growth for the school community. - School Report Card Data Math Performance \| All Students \| 74 \| 78 \| \| 74 \| \|---\|---\|---\|---\|---\| \| Students w/ Disabilities \| 47 \| 52 \| 48 \| 48 \| \| Students as Disadvantaged \| 65 \| 71 \| 65 \| \| \| Writing Performance \| \| \| \| \| \| All Students \| 81 \| 71 \| \| 61 \| \| Students w/ Disabilities \| 31 \| < \| 17 \| 17 \| \| Students as Disadvantaged \| 67 \| 66 \| 49 \| \| \| History Performance \| \| \| \| \| \| All Students \| 91 \| 89 \| 86 \| \| \| Students w/ Disabilities \| 71 \| 69 \| 66 \| \| \| Students as Disadvantaged \| 89 \| 86 \| 82 \| \| \| Science Performance \| \| \| \| \| \| All Students \| 91 \| 87 \| 75 \| \| \| Students w/ Disabilities \| 57 \| 76 \| 44 \| \| \| Students as Disadvantaged \| 87 \| 84 \| 71 \| \| \| Attendance Rate \| \| \|---\|---\| \| All Students \| 95 \| \| Students w/ Disabilities \| \| \| Students as Disadvantaged \| \| Yellow highlights are areas needing improvement. Yellow highlights and asterisks are areas that Adequate Yearly Progress was not met. (<) = A group below state definition for personally identifiable results. - The professional staff at Honaker Elementary Schools is comprised of the following: o (1) Principal o (1) Assistant Principal o (2) Secretary/Bookkeeper o (1.2) Guidance Counselor o (37) Homeroom Teachers o (2) Title I Reading/Math Instructors o (1) PALs Teacher o (3) Physical Education Instructors o (1) Librarian o (6) Special Education Instructors o (4) Special Education Aides o (3) Part Time Special Education Aides o (1) Nurse o (3) Custodians o (8) Cafeteria Personnel o (1) Speech Therapist o (1) Part-time Hearing Instructor o (1) Part-time Band Director o (1) Part-time Music Teacher o (1) Part-time Resource Officer o (1) Part-time Physical Therapist o (1) Part-time Occupational Therapist II. SCHOOL REFORM STRATEGIES Honaker Elementary School's administration and staff provides several opportunities for all its students to meet the state's academic achievement standards. As a result of the review of the comprehensive needs assessment, the following will be continued or implemented for school improvement: - Updating the School Improvement Plan - Grade Level Teams/Core Department Teams will meet once a month to discuss data and strategies to enhance learning for all students. Administration and lead-teachers will also introduce topics such a classroom and behavioral management; collaborative teaching; Response to Intervention; and differentiating instruction. - Special needs students are placed in the special education program as needed. These students go through approved educational and psychological testing before they are placed in this program. If the student qualifies for the program, then he or she is placed so that may receive the needed basic educational tools to achieve academic success. These students may fall into three basic categories: learning disabled (LD), educable mentally disabled (EMD), which is the same as the mentally retarded (MR) classification, or other health impaired (OHI). The learning disabled and other health impaired students are placed in a collaborative classroom setting with a highly qualified regular classroom teacher and special education teacher. The educable mentally disabled students are pulled for math and reading classes. They are in a collaborative classroom setting for science and social studies classes. Each of these students has an Individual Education Plan (IEP) and their instruction is based on this plan. - The school also has seven other personnel that are involved with remediation of students who need extra help. o A teacher that is responsible for the Phonological Awareness Literacy Screening (PALS) works with the reading program and small groups of students who do not reach benchmarks on PALS test. o - A summer school tutoring program is available that provides remediation and instruction that helps prepare them for the coming school year. Remediation students enrolled in Honaker Elementary may participate in this program. - Teachers are provided with the latest technology when funds permit. All teachers have access to computers and Internet in their classroom. All grade levels will have access to a Smart board. All teachers have access to up-to date audio-visual equipment in their classrooms and from the library. There are also several electronic games available to enhance learning. Electronic resources will be purchased to enhance student learning and assist differentiated instruction such as: Education City; Study Island; Brain Pop; Accelerated Math; Accelerated Reader; DVDs and websites for differentiated instruction. - New Teacher Mentoring Program for new and non-tenured teachers. These teachers will meet once monthly with different county administrators. There will also be meetings at the school with lead teachers and administrators discussing needs, resources, and strategies to assist them in the classroom. - Parent/Community Volunteer Program will be used to assist with the Response to Intervention program. Volunteers will be trained to help teachers in the classroom with enrichment and remediation activities. They will also be used with one-on-one tutoring. - Pre-, mid-, and post- assessments (Interactive Achievement) will be given to students in all grades to monitor progress of learning. - Phonemic instruction will be a major goal in Pre-Kindergarten, Kindergarten and first grade. - The Pre-Kindergarten Program's major emphasis will be on language development, physical development, and social/emotional development. - Field trips will be taken to extend learning beyond the classroom. - Head Start will supplement the early learning programs for those students who might be considered "at risk" without help in early formative years. - The guidance counselor will promote self-esteem and work with behavior modifications. - The Physical Education program will promote physical fitness. - The Music program will provide history of music and develop an appreciation for music. - The library will provide the materials to increase the students' appreciation for reading. - The Study Island Curriculum Program is being used in the Technology Lab for Students in Trades 3-7 to provide students with enrichment in the core curriculum subject areas. Education City Curriculum is being used for specific skill remediation. - Tutors are offered for students in Kindergarten and First grade to provide extra help in mastering the necessary skills for successful reading. - Individualized help is provided for those students who need additional help in addition to all the other services provided. - Manipulatives are provided in all classrooms. - Citizenship skills are taught through the use of character counts and democratic policies that allow the students the opportunity to realize that we are all equal and should be treated as such. - After-school tutoring is provided to all students to improve academic weaknesses. This program especially targets those students who have fallen behind academically. - The Accelerated Reading Program is used with all students to challenge them to read more advanced books and to raise the students reading levels. - Two Technology Labs are provided for all students in grades Kindergarten through seventh grade to provide them with technology skills and knowledge to prepare them for the 21 st century. - The Speech/Language Therapist will find and correct speech and language problems at an early age. - The Auditory Processing Therapist will work with students who have processing problems. - The Family Life program will provide the students with opportunities to acquire knowledge and skills that will enable them to become strong members of a family unit. - Cooperative Learning provides the students with an opportunity to work in group learning. - Parent Conferences provide the parents with knowledge to help their child become successful in school. - Various units are taught by many faculty members to promote learning on specific topics not contained in the textbook, but are required to master an objective. - The Science Fair promotes an interest in science and provides an opportunity for enrichment beyond the regular curriculum. - The Academic Competition affords the academically gifted and high-achievers in grades four through seven an opportunity to interact on a countywide basis, thereby enhancing the concepts of team work and school and personal pride. - The Dare Program offers an education program to the fifth grader's that intends to prevent or reduce drug abuse and violence among children and youth. - Remediation of study habits will be provided to students in need of this service by a parent volunteer, the classroom teacher, or the guidance counselor. - The Spelling Bee provides enrichment for the regular curriculum on a school wide and county wide level. - Reference materials are supplied to all students from the library and the Internet. - The Writing Process is taught in Grades 1-7 to increase and strengthen the students writing ability. - Behavior Modification is promoted by the individual classroom teachers and the guidance counselor. - Team teaching promotes the concept of changing classes in fifth, sixth, and seventh grades. This is especially important to seventh grade students to better prepare them for the transition from elementary school to high school. - The Technology Lab provides instruction for the use of the Internet in a positive manner. - The Summer School program identifies and implements effective instructional strategies that increase the quality and amount of learning time for students. - Progress reports are sent home to the parents each six weeks throughout the school year to increase parental awareness. All school wide programs participate in this process. - The Forensics Program provides enrichment for the regular curriculum in grades three through seven by offering opportunities to participate in prose and/or poetry reading and/or composition and public speaking. - A school newsletter is published to inform the students and parents of upcoming school functions. - Open House sessions are held each year for the parents to come and visit their child's classroom and meet the teachers. These - The Special Education Program offers students in grades Kindergarten through seventh grade individualized instruction based on disabling conditions. - Two of the faculty members and the assistant principal are trained and have First Aid and CPR Certification. - A school nurse is available five days per week. - A full time school resource officer is provided through a grant fund. - All students have the opportunity to receive a hot lunch each day. - The Heart Association provides an opportunity for the school to receive free teaching materials by the students participating in the Jump Rope for Heart program each spring. - The Cultural Arts Contest allows students to enter their work to provide awareness, socialization, and enrichment. - Through the guidance services, clothing and health services shall be met. - The White Christmas program is made available through cooperation with local civic organizations to ensure a toy and clothing shall be made available to each student that would otherwise not receive gifts at Christmas. - Peer-tutoring is implemented in all grades and in all classrooms to some extent. - Students in grades four through seven shall become a reading buddy for a student in grades Kindergarten through tree in enhance reading abilities and enjoyment. - The CAPS (Cultural Arts Program) shall be made available periodically throughout the school year to all students to enhance cultural awareness, socialization, and enrichment. - Mentors and special speakers (such as sports players) shall visit the school periodically to speak on selected topics and to serve as role models. - The Career Awareness program is made available to all students to prepare them for a successful career of their choice. - Special activities are planned during Fire Prevention Week in October to teach all students fire safety. - Special activities are planned during the first week of school to teach bus safety and are built upon throughout the school year to teach students bus safety in transportation to and from school. - Computers are available in each classroom and in the two technology labs for all students to learn proper use of the computer and technology skills. - Phonemic Awareness shall be employed in repeated readings, finger plays, nursery rhymes, Reader's Theatre, flannel board stories, and activities and dramatizations of favorite stories. - Books are printed materials are made readily available for all students to use at school and to share with their families at home. - Physical Education tournaments (such as volleyball and basketball) are made available to all students throughout the school year to promote physical growth, cooperation with others, and enjoyment. - Students in all grades are provided the opportunity to participate in Honaker Elementary School and Russell. County Field Days events to promote physical growth, cooperation with others and enjoyment. - Special Olympic events are held for students with a physical, emotional, or educational handicap to promote physical growth, cooperation and enjoyment. - A proper Nutrition and Eating Habits program is made available to all students to teach and promote a life-long development of healthy nutrition for physical well-being. - The Good-Touch, Bad-Touch program is made available to all students to enhance their awareness of "good touching" and "bad touching". This program also makes students aware of available help in cases of abuse. - All third grade students participate in an art study program at the William King Regional Arts Center in Abingdon, Virginia to promote and teach art techniques and to develop an appreciation of art. - Line Dancing is taught to students in the physical education classes. Students that choose to do so shall perform at Honaker High School basketball games for physical development, citizenship, and enjoyment. - Students in grades three through seven are given an opportunity to participate in the town of Honaker's Redbud Essay Contest each April to enhance writing skills and to develop and promote an appreciation for their culture and heritage. - Pearson Early Learning OWL Curriculum is implemented in the Pre-Kindergarten classes to assist the students in developing intellectually, physically, emotionally and socially. - Heterogeneous schedules are used with all students in grades five, six, and seven in their departmentalized classes to promote intellectual, physical, emotional, and social growth and development. - Visual teaching assistance and supplemental equipment such as overheads and smart boards shall be used at all grade levels. - As the "at risk" and slow learner students are mainstreamed into the regular classroom, they shall receive assistance with assignments in the departmentalized classes through original study notes provided by the teachers and lessons taped to be used by the individual student with a tape recorder. - A wide variety of activities are implemented with all students to assist in their success. - Cooperative learning activities are implemented with all students to assist in their success. - Individualized remediation plans are written and implemented for all students that fail to pass the Literacy Passport Tests. These plans are monitored by the guidance counselor to assure that they are completed and written for specific areas in which the individual student needs assistance. - Students with severe speech impediments receive therapy during the summer through Lebanon Speech and Hearing Clinic. - Technology lab plans are coordinated with the classroom teachers and their plans to assure student success. In addition to the reform strategies listed above, the following activities shall also be implemented to ensure that students who experience difficulty mastering any of the standards will experience timely success: Classroom modifications shall be made to ensure that these students will experience timely success. These modifications include: - Due to limited abilities, oral presentations, filmstrips, videotapes, etc. shall be the primary mode of presentation. - Alternate texts, (covering the same topics as the text, but on a lower reading level) shall be substituted for the regular test. - The student shall be allowed to tape class lectures and discussion. - The student shall be allowed to copy another student's class notes. - The student may be provided a copy of another student's class notes. - The student shall be seated in the front of the class. - The student shall not be required to read orally in class. - Homework and other class work shall be accepted that is of poor handwritten quality and contains spelling errors. - Oral presentations may be substituted for written ones. - The teacher shall quietly repeat and explain directions to the student (assuring that he understands). - The student shall not be required to do lengthy reading assignments. - Arrangements shall be made for homework assignments to be conveyed to the parents. - Examinations and quizzes may be given orally. - Examinations and quizzes may use true-false, matching, or multiple choice formats. - The teacher shall mark correct and acceptable work, rather than the student's mistakes. - Poor handwriting, spelling, etc. shall not be counted against the student. - Evaluations may be based on demonstrated competency or knowledge, oral participation in class, and work done on projects rather than conventional testing procedures. - Extra test time shall be provided. - Students shall be allowed to respond orally to test items. - Lengthy written assignments shall be limited. - The teacher shall look for ways to enhance the student's small accomplishments. - If the student tires easily, he shall be allowed brief rest periods. - The student shall not be placed under pressure of time or competition. - The student shall be given extra time to complete assignments and/or given a limited number of problems to solve. - No specific time limits for work completion shall be given. - Students shall be given "graduate time" (slowly moving up or down) for skills work. - Daily correction time shall be given to the student. - The student shall be allowed to make corrections orally with the teacher. - The teacher shall give the student continuous praise and reinforcements. - The teacher shall do many "hands-on" activities with the student. - The student shall work in small groups or cooperative groups. - The student shall be allowed more "attempts" at work when the teacher is introducing new materials and/or skills. III. Listing of Highly Qualified Teachers IV PROFESSIONAL DEVELOPMENT All teachers and administrative staff are given many opportunities to attend professional development sessions. The county sponsors several events throughout the year and we are made aware of many others. The School Improvement Team assesses the school's needs and that determines most of the professional development for the year. The following are some of the activities to date that our staff has attended: - Math Institute for No Child Left Behind – - History Institute for Highly Qualified Status - Southwest Virginia Community College Math Conference - Southwest Virginia Reading Council - Regional Curriculum Alignment Workshop - Math for Struggling Students – Presenter Dan Mulligan - Middle School Math – Presenter Dan Mulligan - Reading Workshop – Debbie Diller - Using Data Disaggregation for Improving Instruction - Using Smart Boards to Improve Instruction - Development of Pacing Guides - Better Math Practices - Bullying Prevention for Administrators - Crisis Intervention - Technology Workshops V. Strategies to Attract High-Quality and Highly Qualified Teachers - Academic academies funded by district office to offer recertification classes and/or endorsement in content areas, often at no charge to the recipient - Aides are required to have two-year degrees and/or passage of ParaProfessional test for certification. - Hiring of fully licensed teachers - The number one attraction is obviously salaries. Russell County needs to be within a competitive range with our starting salary and salaries at the top of the scale. - Mentors for new teachers should be chosen carefully. Mentors should be teachers that are more progressive in their thinking and has more up to date techniques. - Manageable student/teacher ratios. - Teachers should have access to the latest technologies and resources to assist them with classroom management and instruction. - Certification and licensure partnership with local college and universities - Job Fairs - Tuition assistance - Staff Development Opportunities VI. Parental Involvement Honaker Elementary/Middle School has partnered with our community to ensure that both parties play an active role in our students' educational development. - Parents and other members in the community support the school system through activities such: parent-teacher conferences; letters and grades sent home each six weeks, mid-term, and end-term; parent volunteers; and school fundraisers - Our school also has a school renewal team that incorporates parents. Parents are encouraged to talk with teachers, visit the school, and participate actively in the whole school learning process. - We involve parents in the development of the School-Wide Title I Plan. o Parent/Community Advisory Committee that will meet four times a year. - Make available to parents and community members the School-Wide Title I Plan. The plan can be found in the following places: o School Website o School Library o Russell County Public Schools Central Office - Arrange an annual meeting at the beginning of the school year in order to inform parents about the school-wide program and Title I requirements and offerings. - Parents are informed in the actual document and at the advisory meetings that they may make comments if they disagree with any of the content found in the Honaker Elementary School-Wide Plan. o Invite all parents to an annual meeting held at the beginning of each year in which parents are informed of the role, rights, and responsibilities of parents in the education of their child. - Involve parents in the planning, review, and improvement of the school-wide program. - Provide parents information about programs, curriculum, assessment, and achievement expectations. o Newsletters o School Website/Moodle o School calendars posted on website and in student handbooks o E-mails o Telephone calls o Newspapers o Conferences o Open House - Provide parents with opportunities that explain state academic and achievement standards, state assessments, and student progress. o Parent/Teacher Conferences o Parent/Community Advisory Meetings o Student Report Cards o Student Progress Reports o State School Report Card o Open House o School Website o Student Handbook - Coordinate and integrate parent involvement programs/activities and other system-wide supported programs such as: o Tutoring o Teacher Assistant - Conduct workshops/seminars to assist parents in helping their child with homework, improving their performance in the classroom, and/or behavioral issues. VII. Transition of Students - ADRT for high school Algebra I placement - SOL test results prepared for high school counselor to place students in appropriate courses in eight grade - Guidance Counselor field trip with seventh grade to visit the high school in the spring - Guidance Counselor comes to the school to plan and schedule seventh grade students for their high school classes - Pre-K and Kindergarten night prior to opening of the school for students and parent visitation - SOL test results reviewed for placement in summer school and remediation programs VIII. Academic Assessment Decision Making - All teachers participate in grade level meetings. Each grade then reports both to the school wide committee and the principal. - Each teacher administers a pre and post test that utilizing the Interactive Achievement Testing Program. - Grades Pre-Kindergarten through third administers a pre and post test using the Phonological Awareness Literacy Screening. - Teachers are given the opportunity to participate with Pearson in creating bank questions to be used on SOL test. - School wide parent surveys are used to gain input on adequate assessment measures. - In a collaborative effort teachers from around the county meet to participate in math, reading and history, institutes to share ideas. - Teachers are encouraged to use the "Student Performance by Question" reports that come with SOL test results to disaggregate data and find areas of strength and areas of weakness. This applies not only to individuals but also to each teacher and each grade level. - Teachers will be trained to access their students' test scores (SOL scores; Interactive Achievement; PALs; Dibels) information and to interpret this data for effective instructional planning. XI. Activities to Ensure Students Academic Achievement In this plan the cooperation, coordination, and combination of funds and programs will be utilized in the delivery of services to enrich and enhance a comprehensive plan for Honaker Elementary School to fulfill the needs of the students. - Peer tutoring o Students work together in small groups or on a one-to-one basis for remedial work to accomplish: o Review vocabulary words o Oral reading o Class project work o Study teams for test review - Homework Assistance After School Program o Students will receive one hour and thirty minutes teacher directed homework assistance - Buddy Reading o Students with a higher reading potential will read with another student or older students will read with younger students. o Encourage more reading o Allow students of different reading levels to help one another o Encourage team work o To share opinions of books by different view points - Accelerated Reader Program o The students will read a book and then be tested on a computerized program for comprehension. o To test comprehension of book o To challenge one's self to excel in reading o To encourage more individual reading to develop a life long habit for pleasure o Use rewards as motivational tools - Teacher Cadets/ Future Teacher Program o Future teacher program that works with students to meet certain objectives and this program gave the future teachers practical hands-on experience with students. The program works on the basis of remedial assistance for certain students. - Parental Volunteer Program o This program allows for remedial assistance for students to meet academic objectives. The parents are involved in the activities of their child's school. The parents see first hand the process of running a school and feel apart of the school. The parents perform daily task for the teachers i.e. duplicate worksheets, decorate bulletin boards, participate in art and craft activity, tutor lesson assignments, help prepare students for extra curricular activities, i.e. Spelling Bee, Forensics, Science Fair. - Career Day Students participate on Career Fairs to introduce them to various occupations and the criteria needed to be employed in that particular field of employment. The students and speakers have informal discussions of the careers. o To introduce students to potential job opportunities and skills to perform that job. o To explore the job force within our county. - 4-H Talent Show o The students perform a talent show of skits, song, dance, and pantomime to the student body and visitors. The school winners then perform in county wide competition. o To develop talent within the school. o To develop oral and stage presentation skills. o To develop self confidence. o To provide the opportunity to participate in group functions. o Basic Adult Education Programs (ABE and GED in conjunction with the Even Start Early Childhood Program) o A free comprehensive program of adult literacy skills in offered at the school to encourage parents to further their own educational skills. o To encourage parental participation to help parents further their education o To meet requirements for employment. o To self-confidence. o To develop a better socioeconomic climate. o Field Day (county and school-wide) o The students compete against one another within the same class on a number of athletic skills. There are ribbons given for awards. The students compete in a number of events to go to the county competition. o Students participate in athletic competition to test their strength and to have fun at the school level and on a county level against other schools. o Students receive ribbons for awards and their participation. o Journal Writing o Students write in class every day to encourage writing and to express themselves. This gives students practice in sentence combining, using descriptive words and a chance to express ideas and opinions. This activity reinforces the skills necessary to pass the SOL fifth grade writing component. This reinforces the writing process, which will be a life long skill. o Novel Reading o The teacher selects novels to be read orally in the class as part of the curriculum to develop basic reading skills. The books are selected on the basis of award winning, historical fiction, or subject matter as part of grade level curriculum. o To develop reading skills. o Introduce a variety of literature works. o To develop a broader o To develop basic skills i.e. character sketches, setting, and plot, comprehension, and summarization skills. o Participation in County Competitions: o Science Fair, Spelling Bee, Art Contest, Forensics o Students participate in school competition and then go to county competition with peers to test their knowledge and skill on a given subject matter or activity. o The students are encouraged to develop higher level thinking skills by achieving excellence in the field of science with a hands-on project. o The students practice spelling words to test their skills as to who can spell the most words correctly. o Art skills are showcased in the county competition. The students can sketch a picture in many different forms i.e. oils, pastels, crayons, pen, pencils, etc. o Trash Cart to Art competition encourages students to create art work with items that recycled. It encourages creativity while teaching the importance of recycling. o Forensics allows the students to develop oral presentation skill in poetry, prose, and public speaking. The students compete at their respective schools and then the first place winner will continue to compete at the county level. o DARE: The program is designed to help students resist the use of drugs and other potentially dangerous habits. A county deputy works with the classroom teacher on a weekly basis to encourage and promote positive self-esteem. The students role play, discuss, and complete individual workbooks to learn how to handle peer pressure, confrontational situations, and how to develop decision making skills. o The program is ended with a county-wide graduation with rewards being given for essay competition and a T-shirt for each participant. o All County Choir: The choir program provides the students an opportunity to participate in a community presentation. The programs are presented at a host school. Each presentation is designed to teach a lesson, introduce the performing arts, and to entertain. This activity supports school and community cooperation. The students are introduced to the performing arts. The programs are colorful and entertaining to the students. The programs introduce an array of songs and music for the students. o 4-H Extension Service (cooking class, outdoor science class, and art lessons) o The 4-H Extension program provides the students with activities in science, public speaking, food preparation, art, and craft activities. The county extension agent visits the school to encourage public speaking skills. The agent uses hand-on activities to teach ecosystem curriculum i.e. food webs, food chains, ecology, and biomes, in a fun outdoor lesson. The agent uses cooking a means of teaching nutrition, food groups, and the importance of healthy life styles. The program provides seasonal craft activities. The program supports school and community cooperation. This program provides hands-on experience. The service encourages student development in his/her skills, i.e. forensic and cooking. o Storytelling o Various storytellers' share stories and poems with the students. These literary presentations are used to enhance the student's oral language skills. The program is informative, persuasive, and entertaining. o Jamestown/Williamsburg Cultural Outreach Program o The fourth and fifth grade students are introduced to a program which informs them of the development of Virginia as a new colony and in turn a new country. The outreach program introduces the dress, medicine, and hunting skills of colonial times. The presenters discuss the life and hardships of Virginia's history. The presentations introduce SOL material. The students learn of the lifestyle of early pioneers. The students have hands-on experience and see artifacts of colonial times. The students study geographic lessons from the outreach program. The students learn historical facts from the outreach program. o Scholastic Book Fair o The book fair which is held each spring serves many purposes. First, and foremost, it provides a wide selection of books from which students may choose. Choices include award winning books, most current authors, non-fiction, science, and hobby and game related books. It also includes some reference and professional books. Good lesson in counting, spending, and budgeting money are learned. As book fair time approaches some students begin to save or earn money to spend at the book fair. The students are given the opportunity to shop independently and make their own choices as to how they will spend their money. Often parents and grandparents attend the fair with their child, which promotes school-community relationships. Proceeds from the book fair enable the school library to update its collection, to purchase additional accelerated reader books, audio visual equipment, computer software and many other little, extra necessary items in the library. The book fair promotes school and community relations. The book fair encourages reading and reading activities. The book fair promotes money skills, such as counting, purchasing. The book fair introduces a wide variety of literary forms. Scholastic Magazine, Weekly Reader reading for current events. The classrooms purchase scholastic magazines of the teacher's choice. The magazines are informative, colorful, and present current world affairs on a student read ability level. Students are encouraged to read and become aware of current affairs. The magazine introduces science skills, graphs, vocabulary, puzzles, comics, and lessons of great interest. The magazine encourages extracurricular reading that broadens a student's knowledge and interest. o Summer School o The summer school program reinforces skills taught during the regular school year. The students attend summer school for 20 days from 8:30 to 12:00 each day. The program offers the students field trips, computer lesson activities, hands-on activities, and positive interaction between the students and the teacher. The program activities are correlated with activities at the Russell County Library and the Honaker Community Library, to encourage community involvement. The Russell County Health Department is also actively involved in many activities. The summer program encourages remedial work for the students. The program offers positive interaction for the student with smaller work groups, one-on-one tutoring, funfilled activities such as games, manipulative, and computer lessons. The summer classes offer field trips to experience first hand plays, science, museums, and historical artifacts. - Cafeteria Lunch Awareness o The students participate in an awareness of the duties of the cafeteria. The students help plan the menus for one week with the help of the cafeteria staff. o The students study the different food groups and the importance of good nutrition and a balanced diet. - Special Music and All-County Choir o The sixth and seventh grade students form a choir to present the Christmas play each winter and a spring county-wide concert. The students present the Christmas play to the public at a nightly performance and an afternoon performance for the student body. The spring concert is preformed by a county choir consisting of sixth and seventh grades students from all county schools. The spring concert is directed by a guest director with the students memorizing selected songs. o The music programs develop individual talents. o The concerts encourage community support. o The concert promotes team work. - Open House o Open house is a community school relation activity to encourage parents to take part in their child's life at school. Open house is the communication between the teacher and the parents on the student's progress, behavior, and social skills. The teacher can communicate to the parents any concerns of the child's success and the parent can communicate any concerns he/she has about their child's success. - Progress Report o A printed progress report is sent home to the parents for each student. o The report informs the parents of the success of their student. The progress report is sent home in conjunction with the report card at the end of the six-week grading period. The progress sheet lists the skill, the date of completion, and the grade of each skill. Mastery level of 70 percent is required. If a student does not meet this requirement, then the skill or lesson can be repeated until mastery is reached. - Pre-Kindergarten Program o The Pre-Kindergarten program will assist students in their development through activities that help them to think, question, explore, and discover learning experiences in a secure climate. The students will develop a positive self-concept and confidence to enable them to meet daily tasks and challenges. The program is designed for four year old children to develop the educational foundation and the fundamental social skills that will allow them the opportunity to succeed academically. The program encourages early literacy in a positive setting. - Breakfast and Lunch programs o The school breakfast and lunch programs offer balanced, nutritious meals to the students. All students are given the opportunity to have a meal tray regardless of socioeconomic levels. A balanced diet is essential to the development of the student. - Mini-Grant money provided by Community Business Partners o Grants are written by the teachers explaining equipment or materials that are needed by the classroom to enhance their curriculum. The teacher explains what the funding will be used for and how the students will benefit from the materials. The grant money, from local community business partners, shows support to school community relationships. - Extra-curricular athletic programs o The school participates in athletic programs with the area men's club to provide the students with physical activities as well as recreational entertainment. The students are offered the opportunity to participate in football, basketball, baseball, and soccer. The athletic programs teach fundamental rules and regulations, team work, and sportsmanship. All students may participate in the sports programs. - Standards of Learning Testing o The third grade through seventh grade students will be tested on standard objectives to measure the level of mastery in a subject area. The tests are designed to be a bench mark of the knowledge a student has reached in a certain time frame. The test is designed to be comprehensive in math, reading/language arts, science, and social studies. - Computer Lab o Honaker Elementary/Middle School has two separate computer labs. o One provides access to Kindergarten through third grade, the other grades fourth through seven. Each classroom has a licensed teacher and an aide. The labs reinforce lessons taught by the self-contained classroom teacher. Both labs focus on remediation of math and language art skills taught in the classroom. The technology teacher also provides lessons in technology by instructing the student in computer software programs, internet safety, and the utilization of smart boards. - PALS o All Pre-Kindergarten through third grade students are tested using the o PALS phonemic awareness test to measure the knowledge of sounds with letter recognition. The test is administered in the fall semester and again in the spring semester, in a pre and post test format. The test will be used to build decoding and word building skills. - Fall Festival o The fall festival is a community-school fund raiser. The school joins with the Honaker Men's Club to raise funds to be used by the school and in the community. The school uses their funds to purchase items for the school. The Men's Club uses a portion of their funds for a white Christmas program at our school. - White Christmas o The Men's Club of Honaker provides a program for children of the area. o The school is contacted to compile a list of children that would benefit from the services of this organization. The club provides clothes, toys, and food to the children that are in need during the Christmas holidays. A party is given at a local destination with the children and their families attending. The White Christmas program develops community support: o The program supplies the needy family with items they may be in need of. o It builds citizenship. o This program builds a bridge between the school and community to benefit the children. - Dental Screening o Every year the students of Honaker Elementary school receive a free dental screening by the county dentist. The students are given the check up and then if a problem is identified the parents are informed of the problem. If dental work is needed and the parents can't afford the service, then free dental services are provided at the local social services dental office - Fire Prevention Week o The Honaker Volunteer Fire Department provides a program to teach fire safety and fire prevention. The program consists of local volunteer firemen giving fire prevention tips and a demonstration of what to do in the event of a house fire. The firemen demonstrate how the fire truck operates as well as various other pieces of their equipment. o The program teaches fire safety. o The program opens the door to career awareness. o The program provides community support. - Parent's Appreciation Meal o Every year the cafeteria staff provides a meal for the parents of the school. o The meal is given in appreciation for all the hard work the parents have put forth during the year. The parents are honored for their volunteer work at the school. o The program shows community support. o The program develops parent-teacher relationships. - Awards Day o At the end of the school year, a program is presented to honor the student for his/her achievements for the academic year. The awards are given for a wide array of accomplishments: academics, physical education, and DARE, etc. X. Activities to Ensure Students Academic Achievement Teachers are asked to identify students as soon as possible that are having difficulty. Students are given pre- and post- assessments. Teachers will review previous SOL scores, pre-test assessment results, class work, test grades, and attendance records to identify struggling students. As soon as the teacher realizes there is a problem, intervention should begin. This is done at Castlewood Elementary in several ways: - Teachers will review permanent records, test information, and results from SOL testing to determine student strengths and weaknesses. - Once a student is recognized by the parents or the teacher as having difficulties, a meeting is scheduled to discuss the problem and the options available for the students. - The reading coach tests all students in kindergarten through third grade to determine their reading level and placement in our reading program. PALS tests are also used to determine placement. Students are placed by their instructional level. - Students in all grade levels may be referred to the after-school program and tutoring as needed. These services are available as funding permits. - Continue training for instructional staff in recognizing difficulties. - The students that are challenged are referred to our special education program. These students go through testing to determine their level of functioning or academic problem areas. 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THE VICTORIAN PERIOD When King William IV died in the winter of 1837 his niece Victoria was to be crowned Queen at the age of 19. Victoria was born in 1819 the daughter of Edward, Duke of Kent, George III 's fourth son (Bly1971) , she married Prince Albert in 1840 . Little did she know she was about to embark on one of the longest and most auspicious reigns of English regal history. There are many reasons for this , on a political level ( Collins 1979 ) states "… her sense of vocation did much to restore the prestige of the British monarchy" . On a technological level this was a period in which heavy engineering was to flourish, " …the harnessing of steam, gas and electricity, of the development of travel, large hotels , postage and newspapers , telegraphs , tramcars and underground railways (Bly1971). Victoria came to the throne just after it was recommended that the Palace of Westminster should be redesigned in the now fashionable Gothic and Elizabethan styles. Augustus Welby Pugin helped to design these new Houses of Parliament along with Sir Charles Barry between 1836 and I843 level (Collins 1979)(Price 1978). Railway stations colleges, and town halls rose up all over the country with gothic style arches and pierced wrought iron work. This new "gothic mania" (Price 1978) found its main outlet in churches. "The Rector of Buckland in Devon went so far as to pull down the genuine medieval church in his parish and replace it with a new, very ornate, very Gothic structure which was consecrated in 1863" (Price 1978). Architects were still the main impetus behind furniture design as they had been since about 1750 (Hayward 1936). When the architect Pugin published his designs in "Gothic Furniture" his drawings were " …lavishly adorned with pinnacles, crockets (small stylised curled leaves), tracery (an interlaced rib type pattern) and gables " (Price 1978). Pugin applied this gothic theme to all kinds of furniture as well as to buildings and interiors. For the student of furniture and history seems apparent that any period of excess, whether of over simplicity or over decoration, is usually a symptom of an unsettled state of the nation's political, social and economic situation (Bly1971). The first few years of Victoria's reign produced a strange mixture of design and decoration meshed together as if in an attempt to find stability at least in the decorative arts (Bly 1971). It was this tide of enthusiasm for the decorative arts that prompted Henry Cole, the Head of the "Society of Arts" to organize three annual exhibitions from 1847 to 1849 , a great success , they were to prompt calls from the society for an international exhibition to be held in Hydepark , London (Bly 1971). The Royal commission set up in 1843 and presided over by Prince Albert at the request of Sir Robert Peel was to organize the event, a task the Prince "…threw himself into" (Price 1978). One month was allocated as time for receipt of all designs, and over 230 designers submitted drawings. None of these were considered suitable, and as the deadline approached detailed drawings of a plan by the head gardener at Chatsworth " (Price 1978), Joseph Paxton (1803 - 1865) to build a huge structure of iron and glass, the Crystal Palace. This superstructure was to cover approximately 19 acres of Hyde Park, and would be tall enough to enclose some of the huge elm trees growing on the site. It was to accommodate 15,000 exhibitors from all over the civilized world. Thirty miles of iron frame (Price 1978) formed the roof, and 900,000 square feet of glass were used to form the shell. "To allay any fears of its structural safety eight ton carts of cannonballs were hauled up and down the aisles, and companies of troops marched in closed ranks around the bays" (Bly 1971 p122). The six million visitors to the exhibition found exhibitors were separated into four groups, "Fine Art and Sculpture", "Machinery", "Raw Materials" and "Manufacturers". English furniture manufacturers produced huge and fantastic exhibition pieces which, although not what was actually required for the exhibition, were to be a great stimulus to nineteenth century design and constructional techniques (Price 1978). The exhibition was in many ways a turning point in mainstream furniture quality as it was a time when woodworking machines came into much more general usage. It was also a turning point stylistically as the foreign visitors to the exhibition exerted much influence. Practically too things were on the move, the coiled upholstery spring, produced in Birmingham since 1833 (Bly1971) was being extensively used in fashionable seating of the period. Up to this time seat padding was kept to a minimum, as you can appreciate this philosophy contrasts sharply with the now popular "Chesterfield settee" originally called a Library or Hall sofa. It was deep buttoned and sumptuous, with comfort a paramount consideration, at least visually! Close nailing, in decline since the 1830's had all but died out and "Bottom canvassing" was now in vogue (Bly1971). Papier-mâché furniture was becoming increasingly popular, Jennens & Bettridge being one of the major exponents of this trend much of it being inspired by the japanned forms of the late seventeenth century, the Chiffonier and sideboard became increasingly popular , appearing in many forms , and many sizes (Price 1978). The circular or more commonly oval "Loo" table was now fashionable and so too was the draw leaf table, the predecessor to the well known "Wind-out" table that appeared in the last quarter of the nineteenth century. Mass production was firmly established in 1845 by the invention of a mechanized carving device. Its inventor T.B. Jordan was most likely unaware that a battle between good design, and perceived need to establish the superiority of machine made furniture, was to rage from 1851 until 1870. Furniture from this period often suffers from chronic over decoration and is questionably constructed (Bly 1971). Providing the opposition to this mechanical revolution was the so-called "Warwick school", a group founded by the long established family firm of carvers W.G. Rogers and sons. They were to produce pieces for Queen Victoria and it is said their work impressed Prince Albert enough to inspire him to offer a prize for amateur woodcarving to be presented by the then "Society of Arts" (Price 1978). As early as 1860 William Morris (1834 - 1896) was proclaiming himself a medievalist and predicting the self-destruction of the furniture industry through over mechanization and over decoration. By 1865 it could be said that the first seeds of the "Arts and Crafts" movement were now sprouting. The movement soon gathered momentum as many of his contemporaries, especially among the young and more highly educated, found much to despise in the results of mass-production. They were anxious to return to what they considered to be the values of an older and simpler way of life. In a highly formal period where fine tailoring and stiff collars were de rigeur, Morris' contemporaries wore loose jackets and flowing cravats, ladies renounced bustles, tight lacing and wasp-waists and also opted for practicality and simplicity (Price 1978). Groups of craftsmen began to come together in what was actually a revival of the medieval Guild system, their ideals were simplicity of design and the highest possible standards of craftsmanship. They took great pleasure in the natural qualities of the timber they used. Decoration came in the form of visible tenons and dowels and in the various means of jointing deliberately exposed and some surfaces were deliberately left unfinished (Bly1971). One of the most important of these groups was the Cotswold School whose-members shared a passionate interest in traditional country-made furniture. They were among the most original designers of their day and worked strictly to William Morris' ideology Among the most prominent were Ernest and Sidney Barnsley,- Ernest Gimson, William Lethaby and Reginald Blomfield; Gimson and the Barnsleys were the founders of the group, who first set -up a workshop in the Cotswold Hills not far from Cirencester (Price 1978). Much of their furniture shows considerable use of frame and panel construction as in early Gothic chest furniture. Wrought iron frequently provided the only decoration, another favorite was showing the plane marks, hammer blows and other toolmarks to emphasize the hand-made nature of the product. There was a renewed passion for painting furniture, borrowing heavily from thirteenth century Gothic originals. In 1862 Exhibition such pieces were prominent, including the famous St. George Cabinet designed by Philip Webb (Price 1978). Much of the fashionable furniture was painted, usually in pale colours – particularly green – and ebonised woods were also very much in favour . On some of the painted cabinets and wardrobes, tooled and gilded painted leather panels were often added as decoration (Price 1978). Modernization of old furniture was also common and it became popular to replace brass pulls with turned wooden knobs, Morris himself was in favour of this. Tunbridgeware was becoming increasingly popular, being so called because it originated in Tunbridge Wells. Tunbridgeware is a mass-produced parquetry mosaic banding used to decorate furniture and smaller objects built up from stained and coloured woods arranged into patterns and cut into strips (Bly 1971). Bentwood furniture was becoming popular late in the century after its introduction in the 1830's (Bly 1971). The name Thonet of course immediately springs to mind, it is estimated that the firm sold a stggering 50,000,000 of their famous café chair alone (Salazar 1980). It is without question that in the Arts and Crafts movement outlined briefly above lay the first vestiges of the stylistic period that was to be called “Art Nouveau”. The movement took its name from a fashionable shop in Paris called L'Art Nouveau (Bly 1971). This was a style firmly rooted in the arts and crafts philosophy but carrying the principles further by using heavily slylised foliate motifs in an attempt to further forge a bond between nature and design. An ashwood fire screen by Emile Galle that resides in the Victoria and Albert Museum demonstrates this technique perfectly (Salazar 1980). Whilst some were looking forward others were looking back. This was a period of great interest in the Antique, and therefore the inevitable emergence of the faker. Many earlier pieces were being copied, and plain late eighteenth century furniture was inlaid in the Sheraton style (Bly 1971). Eighteenth century plain oak bureau were being carved in the medieval style not only for commercial reasons but also as an outlet for the now popular "hobby" of woodcarving, a movement highly influenced by Prince Albert as mentioned above. Victoria's reign ended in 1901 when she died after 64 years as Monarch at the end of a century which had seen the flourishing of the industrial revolution and tremendous political and empirical upheaval. Stylistically furniture had evolved from elegant gothic sophistication through ugly over indulgence and on into modern simplicity. Practically the furniture industry had gone from a labour intensive hand craft whose fruits were only enjoyed by the upper classes to a mechanized factory based industry able to provide mass produced furniture to the ever growing middle classes. REFERENCES BLY J (1971) Discovering English Furniture Aylesbury : Shire Publications 4 COLLINS (1979) Dictionary of the English Language London : Collins HAYWARD C H (1936 ) English Period Furniture London : Evans Bros PRICE B (1978) The Story of English Furniture London : BBC Books SALAZAR T (1980) The Complete Book of Furniture Restoration London : Bison Books	<urn:uuid:bcb424a8-7fe7-4464-a28c-0d3acbd709b4>	CC-MAIN-2017-34	http://www.hampshire-antique-restoration.co.uk/P%20D%20F/THE%20VICTORIAN%20PERIOD%201837.pdf	2017-08-22T01:25:40Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00177.warc.gz	552,637,031	2,578	eng_Latn	eng_Latn	0.912542	eng_Latn	0.998974	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3811, 6416, 9195, 11606, 11897 ]	[ 2.25 ]	2	1
Summer Showers In Brindavan 1979 31 "Sathyam Vada Dharmam Chara" The trees give shelter to all, irrespective of caste and creed, and proclaim that all men are equal. The plants teach us not to be overfond of the body; and the birds, that are content with the food they get for the day, tell us not to worry about the morrow. In their death, too, the birds give us a lesson about the transience of the world. Mother Nature exhorts us to discard attachment to ourselves and our earthly possessions. Verily, Nature is the school where man, taught by the greatest sadguru, God, can acquire divine wisdom. Embodiments of Love! Economic and social welfare programmes promote material well-being and are no doubt necessary in this world. For the spiritual wellbeing and divinization of man, however, character and 236 morality are of paramount importance. Spirituality is the life-breath for all human beings. Indian culture has been based on spirituality and ethical values. To recognise the great significance of our ancient culture and hoary traditions and adapt them to meet the needs of the present age, is our primary duty. Indian culture and traditions have stood the test of time. These timehonoured traditions bring great felicity in our practical life. A system of education that does not take into cognizance the high ideals of spirituality and our ancient culture cannot really promote social harmony. It is precisely because of the conspicuous absence of spiritual and moral values in our present-day education that we are witness to social turmoil and the degeneration of the human personality. Modern man has mastered science and technology, but has thereby become the servant of mammon. He gloats over his apparent success in harnessing nuclear energy, yet, he lives as a moral dwarf. Culture is the life-blood of a community. It is the backbone of a country. The rishis of yore, who attained freedom from selfishness and rose above worldly desires, illuminating society with the lambent light of their spirituality, bear testimony to the sanctity of our culture. Our culture has been giving us sacred norms of behaviour that are best honoured by being put into practice in our daily lives. The sacred relationship between the guru (teacher) and the sishya (pupil) has been idealised in Bharath as in no other country. It has come down to us over the aeons as a cherished tradition. The words of the preceptor, at the time the pupils left the gurukulam (school in which sishyas live with their guru, serving him and learning from him) for their homes, were vibrant with meaning. "Worship your mother and father as God. Regard your teacher as God and receive your guest as God Himself", (Mathru Devo bhavah, Pithru Devo bhavah, Acharya Devo bhavah, Athithi Devo bhavah), the guru would say. "Sathyam vada, Dharmam chara" (speak the truth and practise dharma). This is also one of the important aphorisms enunciated by the ancient gurus of India. It emphasises the importance of sathya and dharma. Sathya is the eternal, absolute and unchanging truth. Dharma is often translated as righteousness, but it is much more than that. Dharma is a power-packed term epitomising an entire philosophy and a way of life. It is the summum bonum of Indian ethics. A sishya or disciple, is one who has grasped the content of sathya and dharma by constant sadhana or spiritual practice. Sathya and dharma sum up the code of conduct and scale of values explicated in the immortal scriptures of India. If you want to grow paddy, you have to take a good deal of trouble. You have to plough the land and enrich it with manure and fertilisers. You have to use good seeds for sowing. You must put up a fence around your land to protect the plants from men and cattle. You should also remove the weeds periodically and irrigate the land properly. You must take all these steps to grow paddy. But, for growing grass you need not make any special effort. Harmful weeds grow by themselves. In a similar manner, adharma or unrighteousness grows like poisonous weeds without any special effort. But the delicate plant of dharma or righteousness should be carefully tended and looked after for its survival among the wild and poisonous weeds of adharma or unrighteousness. Special sadhana and concentrated efforts are essential for the establishment and protection of dharma. We should constantly remind ourselves of the sacred statement: "Dharmo rakshati rakshitah" (Dharma protects those who protect dharma). We should, however, also bear in mind a corollary of the foregoing statement: "Dharma eva hatohanti" (Dharma destroys those who try to destroy dharma). Thus, dharma is not only a metaphysical concept, but also a powerful moral force to be reckoned with. One who deviates from the path of dharma will have to pay a price for it in the long run. Dharma protects the world (Dharayateeti dharmaha). Dharma is permanent and everlasting. The sun rises and sets causing day and night, we say. But in reality, the sun neither rises nor sets. The sun is always there, eternally effulgent. Similarly, dharma is eternal, immutable and imperishable. In the sloka "Yada yadahi dharmasya glanir bhavati Bharata. ..", the word glani is used in relation to dharma . Glani means attenuation, atrophy and decline. Dharma is never really subject to glani or decline. It is only the practice of dharma that suffers from glani . Bhagavan emerges as an Avatar for the revival of the practice of dharma and not for the protection, because it is eternal and absolute. It is only the practice of dharma that needs a renaissance. The Ramayana proclaims, "'Ramo vigrahavan dharmah" (Rama is the embodiment of dharma). As God Himself is dharma, the dereliction of dharma is tantamount to the neglect of God. We often worship God through a picture or an idol. Some may worship a tree as God. There are, however, some atheists, agnostics, rationalists and humanists, who adore dharma itself and treat it on a par with God. Such people cannot be regarded as atheists for their apparent atheism is really theism in disguise. Dharma is their God, and they worship dharma as God, who, in fact, is an embodiment of dharma. This deification of dharma is itself theism. On the other hand, there are many who pray to God but ignore dharma in practice. Such people are not really God-fearing theists. There are many people in this world who profess to be theists, devotees, yogis and ascetics. But, it is doubtful how many of them have really understood the fact that dharma is the essence of divinity. A large number of pious people go on a pilgrimage to visit sacred places and bathe in holy rivers. There is no use of going on pilgrimages, however, if character does not improve. Instead of wasting time and money in visiting holy places, people should try and purify their minds and apprehend the divinity that exists in humanity. The youth should also constantly remember that physical strength, money and popularity do not last forever. Strength of character is always superior to the power of pelf which is the most ephemeral thing in the world. Vishwamitra did penance and acquired stupendous powers. Blinded by the powers of his austerities, Vishwamitra challenged Vasishta and suffered defeat and humiliation. The Kauravas who were terribly proud of their power and wealth, waged a war against the righteous Pandavas but were annihilated completely. Their dynasty came to an ignominious end, because they followed the path of adharma and fought against the virtuous Pandavas. Ravana also had acquired prodigious powers by doing penance. He, however, became tyrannical and immoral and ultimately destroyed himself. The Ramayana, the Mahabharatha, and the Bhagavatha contain stories of great heroes who died in tragic circumstances on account of their immoral behaviour and unrighteous conduct. That is why every individual must grasp the meaning of dharma and follow the path of dharma. During youth, when a person is physically strong and mentally alert, he should conquer the six vices of kama (desire), krodha (anger), lobha (avarice), moha (attachment), mada (pride) and matsarya (envy). Above all, a young person should acquire self-confidence. Faith creates love. Love creates tolerance and compassion, and God reveals Himself to those with tolerance and compassion. Thus, faith in yourself is of primary importance. Students should be full of love and compassion, and thereby acquire great moral and spiritual strength. The ideal of dharma should inspire students to participate in social service activities. They should become the harbingers of the renaissance of dharma in the modern world. They should put an end to the unrest in society and re-establish the dharmic order. This tremendous programme of moral rearmament should be regarded as a Yajna. It is a crusade against evil and injustice. Young students who have assembled here are like cars damaged in the accidents of life. During this month these damaged cars have been properly serviced and fitted with suitable spare parts. They have also been newly painted. They will now go back to their places invigorated with noble ideals and sacred ideas. They should be guided in all their future activities by the three D's of "Devotion, Duty, and Discipline". The cataract in a person's eyes does not come from the outside. It is a growth from the inside. A red-hot piece of burning wood or coal is covered by a layer of embers. This layer of ashes does not come from the outside. The embers are produced by the burning wood itself. The moss growing in water covers the surface. The sun changes the water on earth into water vapour, which rises up into the sky forming clouds. Thus, the clouds formed by the sun cover the sun. Likewise, the ignorance which arises in man's mind clouds his discrimination and leads him to grief. The cataract in the eyes will have to be removed by a surgical operation. Wisdom is the surgical instrument that removes the malignant growth of ignorance. The weapon of wisdom enables the sadhaka to conquer ignorance and attain enlightenment. The attainment of spiritual enlightenment by the instrument of wisdom is known as Vibhaga Yoga, which is facilitated by constant practice and ceremonial ritual. Students should try and put into practice at least a few of the immortal aphorisms of the Bhagavad Gita, though they may not be able to follow the elaborate ritualism of the scriptures. Selfishness is like a balloon filled with air. If you puncture the balloon, the air inside will combine with the air outside. When the ego is deflated, altruistic love takes its place. Love all and cultivate universal compassion. Love of oneself should evolve into divine love, which is the highest form of love. We should ascend from a lower state of love to a higher state of love, just as we ascend from a lower level of truth to a higher level of truth. It is only through altruism that you can achieve divinity. The help rendered by us to others as well as the harm done to us by others should be completely forgotten. Do not brood over the injuries inflicted on you. At the same time, do not expect either recognition or reward for services rendered by you. If you expect good results for your actions, you will have to be prepared for bad results also. Clay and water are created by God. A potter uses clay and water for making pots. You are of divine origin and have inherited your personality, the totality of your physical, mental, emotional and spiritual characteristics from your father and mother. They are responsible for your birth and nurture. Therefore, adore them, make them happy and implicitly carry out their wishes. They love you regardless of your successes and failures in life. They love you in spite of your faults and foibles. Parental love is the purest and the most unselfish form of love. There is sanctity and purity in the love lavished by parents on their children. Students should follow the example of a fish in water. A fish purifies water by removing all the impurities in it. Students should be active in society. They should not escape from social duties or civic obligations and should become responsible citizens. They must purge society of all its evils and become the architects of a new social order. Young people should co-operate with one another in all noble endeavours. They should form associations for the promotion of social justice. You have lived together and taken part in social service programmes for nearly thirty days. This assembly of youngsters must strengthen these personal relations and renew them periodically. This congregation is not a fortuitous concourse of students. They have gathered here as a result of the merit acquired during their past lives. It is their great fortune that they should all have come together to take part in this Summer Course. With the hope that they will put into practice at least a few of the ideals they have been taught here, I bless them all for their material and spiritual well-being. Summer Showers In Brindavan 1979 244	<urn:uuid:581fc9ce-762a-4346-8ba2-0443688af2d3>	CC-MAIN-2022-40	https://sssbpt.info/summershowers/ss1979/ss1979-31.pdf	2022-10-03T12:30:49+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00235.warc.gz	549,502,514	2,856	eng_Latn	eng_Latn	0.997752	eng_Latn	0.998284	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 816, 3658, 6578, 9466, 12314, 13096 ]	[ 2.125 ]	1	0
CORN CORN (MAIZE) & BIOFUEL CORN NaanDanJain has many years' experience with corn irrigation. Modern irrigation can increase the productivity of the crop for higher yields, using less water and fertilizers. Corn is one of the crops that can be used for biofuel production. The economic considerations of biofuel farming can be justified by adopting advanced irrigation technology. The following information will help you to maximize corn yields and income. Maize is a grain that was first grown by the indigenous peoples of Central America in prehistoric times. Today maize is the most widely cultivated crop in the world, followed by rice and wheat. The United States produces about 50% of the world's maize harvest; while other top producing countries are India, Brazil, Mexico, France and Argentina. Maize may be consumed as food or used for the production of flour, starch, oil, biofuel, feed for livestock, etc. Maize is an annual summer crop. It is usually planted at the end of winter and harvested during the summer, although in certain regions it is grown all year round. The crop requires a warm climate and constant, reliable irrigation. The growing period is 75-80 days when grown for kernels and 110-115 days when grown for silage. Average yields are dependant on many parameters, such as the maize species, the region in which it is grown, and the timing of planting. Yields may vary from 15 to 25 tons/ha of cobs (10 to 12 tons/ha of kernels). When grown for fodder, yields may reach 20 to 30 tons/ha, as dry matter. SOIL Crop rotation must be considered when choosing the location of the field for maize cultivation. Maize can follow any other crop, except maize and sorghum. It is not advisable to cultivate maize on the same plot at intervals of less than 3 years. When maize is cultivated at shorter intervals (e.g. every year), there is a constant need to combat soil diseases and replenish soil minerals. The maize root system is well-developed and requires deep, non-compacted soil for proper plant development. PLANTING Minimum temperature for germination: 8˚C, emergence after 16-20 days. Optimum temperature for germination: 20˚C, emergence after 5-6 days. Desired plant density to achieve maximal yields: 65,000–80,000 plants per hectare. Plant density should be lowered to 50,000–70,000 plants per hectare when the growing season extends into the winter. This is done in order to achieve thicker stalks, which are more wind and rain resistant, during the season. When grown for silage, plant density may be increased to as high as 120,000 plants per hectare. It is common practice to plant two rows of maize on one growing bed. The rows should be planted 75–100 cm apart. The planting depth should be 3 cm when the soil temperatures are low and 5-6 cm when the temperatures are high. IRRIGATION: When corn is grown intensively, it is quite sensitive to any • water deficits imposed during vegetative growth. This can be results in a lessened photosynthetic process and reduced root system. Water deficits imposed during silking and tasseling are most • detrimental to corn yields. Stresses during reproductive growth often result in increased leaf senescence and a reduction in both the rate and duration of seed filling. Efficient water management is important in order to achieve • higher yields. Under varying climatic conditions, high and stable corn yields • are achieved only through efficient irrigation. YIELD LOSS DUE TO WATER STRESS \| Growth stage \| Yield loss per day caused by stress % \| \|---\|---\| \| Seedling to 4 leaf \| - \| \| 4 leaf to 8 leaf \| - \| \| 8 leaf to 12 leaf \| - \| \| 12 leaf to 16 leaf \| 3.0 \| \| 16 leaf to tasseling \| 3.2 \| \| Pollination (R1) \| 6.8 \| \| Blister (R2) \| 4.2 \| \| Milk (R3) \| 4.2 \| \| Dough (R4) \| 4.0 \| \| Dent (R5) \| 3.0 \| \| Maturity (R6) \| 0 \| Source: Rhoads and Bennett (1990) and Shaw (1988) SOIL PROFILE FILLING AND GERMINATION Before planting maize, the soil moisture level must be kept at • field capacity, up to a depth of 1.2 m. A continuous supply of moisture must be maintained along • all soil layers during the sprouting and rooting periods. This can be controlled via proper irrigation during these periods. Insufficient irrigation will result in the poor establishment of the seminal & supporting roots system(nodal roots), increasing the probability of plant lying down . The maize root system is adversely affected by high soil • temperatures, salinity and compactness, low levels of soil moisture and lack of potassium. If these poor conditions are prevalent, the maize yields will eventually be affected. CROP FACTOR VS. PLANT DEVELOPMENT \| Crop stage \| Time \| \|---\|---\| \| Emergence till differentiation \| 25–30 days from emergence \| \| Until full tasseling \| 30–50days from emergence \| \| Until silking and pollination \| 6–10 days from full tasseling \| \| Kernel development until milk \| 15–20 days from pollination \| Average water requirement for one crop is 400–700 mm. SPECIAL ADDITIONAL IRRIGATION FOR SOWING IN DRY SOIL: Germination: 350–450 m 1. 3/ha Rooting—stage 1 (4 days after germination): 350–450 m 2. 3/ha Rooting—stage 2 (10 days after rooting 1): 350–450 m 3. 3/ha DRIP IRRIGATION IN CORN The most effective method of irrigating corn with the greatest benefits: Better uniformity • Better irrigation efficiency - saving water and fertilizers • Lower operating pressure and • energy Saving labor • Reduction of foliar diseases • Usage of the system during • all hours of the day - no wind influence Better uniformity and less water • waste in plot edges Higher yields (10–20%), mainly • due to uniformity and efficient fertilization DESIGN DRIPLINE The common dripline design is one lateral for two rows of crop. Recommended dripper spacing is 50 cm–75 cm with dripper flow rate 1–2.2 l/h. IRRIGATION SYSTEMS COMPARISON \| \| Center pivots \| Hose reels (Gun sprinklers) \| Furrow irrigation \| \|---\|---\|---\|---\| \| Precipitation rate (mm/hr) \| 60–70 \| 30–40 \| No standard definition \| \| Operating pressure (bar) \| 4-5 \| 6–8 \| Gravity \| \| Energy efficiency \| Average \| Very low \| High \| \| Water efficiency \| Good 70–85% \| Low 60–70% \| Poor 50% \| \| Sensitivity to wind \| Medium \| High \| None \| \| Soil crust (clay texture) \| Medium- high risk \| High risk \| High risk \| \| Fertilizer application \| Moderate efficiency \| Low efficiency \| Not practical \| \| Aeration status \| Poor \| Poor \| Poor \| \| Water run-off \| Yes \| Yes \| Yes \| \| Sensitivity to disease \| High \| High \| Low \| \| Environment-friendly \| No \| No \| No \| \| Crop quantity/quality \| Good \| Moderate \| Moderate \| \| Return on investment \| Moderate \| Good \| Moderate \| FERTILIZATION Corn is a heavy consumer of nutrients. Sufficient fertilization will ensure the quality and quantity of the crop. Corn fertilization should be based on soil tests. Crop requirement: Nutrient removal kg/ha Fertilizers to be applied: \| \| Nitrogen (N) kg/ha \| Phosphorus (PO) kg/ha 2 5 \| \|---\|---\|---\| \| Base fertilization* \| 80-120 \| 100-125 \| \| Until tasseling \| 175–225 \| 50–75 \| NAANDANJAIN SOLUTIONS FOR CORN IRRIGATION NaanDanJain provides a wide range of solutions for drip irrigation of corn. These range from thin-walled dripline (for seasonal use) to thick-walled dripline (for multi-seasonal use), PC and non - PC drippers. Installation may be done above surface or subsurface. Our system is fully mechanized for laying and retrieval. Hydraulic retrieving mechine ,2.0m reel THIN-WALLED DRIPLINE Thin-walled dripline system for seasonal use, providing maximum performance at minimum cost. Excellent for biofuel crops at low energy requirement and efficient irrigation. Can be used on the surface or shallow subsurface. TalDrip Innovative thin-walled, multi-purpose dripline with the most advanced labyrinth dripper on the market. Provides maximum durability, accuracy and clog resistance. Wall thickness: 10–25 mil Diameter: 16–23 mm Flow rate: 0.6, 1.0, 1.7 l/h MULTI-SEASONAL MECHANIZED SYSTEM This retrieval and storage system facilitates easy laying out and collection of the dripline. For long-term use of medium-walled or heavy-walled dripline, PC and non-PC. Rolling can be done on a small cardboard reel or a large metal reel, according to dripline type and customer requirements, with suitable machinery for rolling up and laying out. AmnonDrip Thick-walled, pressure-compensating, flat dripline for maximum accuracy at variable topography and long laterals. The integrated Cascade labyrinth provides strong self-cleaning turbulence with the best clog resistance in the market. Wall thickness: 0.63–1.2 mm (25–45 mil) Diameter: 16–23 mm Flow rate: 1.1, 1.6, 2,2 l/h Naan PC Heavy-duty, pressure-compensating cylindrical dripper for maximum accuracy in variable topography and long laterals for multiple uses. Excellent for rolling, due to the cylindrical structure of the pipe. Wall thickness: 0.9–1.2 mm (35 – 45 mil) Diameter: 16–20 mm Flow rate: 0.9, 1.1, 1.6, 2,2 l/h SUBSURFACE DRIP SYSTEM (SDI) A great solution for water saving, protection from animal and bird damage and increased fertilization benefits. It also keeps the top soil dry and reduces diseases and weeds. Prevents the need for constant installation and retrieval of the drip system, season after season. Methodical implementation and operation is recommended. AmnonDrip (Anti-Siphon PC) Special NaanDanJain dripper for subsurface drip irrigation, with pressure-compensating anti-siphon design to prevent suction at the draining stage. Wall thickness: 0.63–1.2 mm (25–45 mil) Diameter 16–23 mm Flow rate: 1.1, 1.6, 2.2 l/h LAY FLAT SYSTEM NaanDanJain has a wide range of lay flat hose for more flexibility and quick installation in the field. The lay flat pipe can be used as a main pipe or as a submain pipe. This mobile system can be storied conveniently and efficiently and it lasts for many years. THE BOTTOM LINE By adopting NDJ solutions, you will increase production with lower expenses in the long run. Contact our office for design and quotation. © 2010 NaanDanJain Ltd. All rights reserved. All specifications are subject to change without notice. All information should be used only as a guideline. For specific recommendations contact your local agronomist.	<urn:uuid:fd6570b2-698b-45a8-9519-3add2bfcb75f>	CC-MAIN-2017-34	http://www.naandanjain.com/uploads/catalogerfiles/corn-2/NDJ_Corn_booklet_eng_130311_F.pdf	2017-08-22T01:31:52Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00178.warc.gz	616,039,178	2,587	eng_Latn	eng_Latn	0.98172	eng_Latn	0.993038	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4, 2049, 3880, 5818, 7049, 8338, 10056, 10272 ]	[ 2.203125 ]	3	1
Early Head Start Program Mission: - To enhance the growth and development of young children - To support and strengthen healthy family development and well-being - To promote healthy prenatal outcomes for women who are pregnant - To serve children with disabilities and their families ————————— Contact Information: Burke Early Head Start 501 E. Concord St. Morganton, NC 28655 Phone: 828-475-0107 www.enolagroup.org Facebook: Early Head Start of Burke, The Enola Group Men Zone Meeting February 25th 6:00-7:30 pm Parent Meeting February 17th 11:30-12:30 pm Burke Early Head Start February 2016 Newsletter Keep your child's teeth healthy – Follow these tips each day!! - Brush children's teeth for two minutes, two times a day. - Use a tiny smear of fluoride toothpaste on a child's toothbrush. Increase to a pea-size drop at age 3. - Begin flossing around teeth as soon as the first one appears. - Offer water between meals. - Begin dental visits at 1 year old, have a check-up every 6 months These simple steps, followed daily, will help prevent cavities. Regular dental checkups keep small problems from becoming big ones!! Make Tooth Brushing Fun! - Brush to the beat. Let your child choose their favorite song to listen to while brushing for two minutes. - Follow the leader. Brush along with your child, copy each other's actions. - Set a timer. Tooth brush timers can be found on the tooth brush isle in your local department store. - Get your child involved in the beginning. Let them pick out their own toothbrush. Give them a special cup to fill and rinse from after brushing. Fine motor development - Give your toddler opportunities to use crayons, markers and pencils. - Choose a table or floor space where your child can draw and color freely. Gently remind them to keep the "crayon on the paper". - Children enjoy tearing paper. Give them old mail or sales papers to rip and tear. - Squeezing, patting and rolling playdough strengthens muscles in the hand. Allow your child to work with playdough often. Jazmine is learning to scribble. Jazmine puts the crayons one by one in mom's hands and mom counts the crayons. Jazmine's mom says each color as she touches them. Jazmine chooses a crayon and begins to scribble. Scribbling helps Jazmine with her fine motor skills.—In Home Educator Planning for Preschool Transition meeting for Burke County Preschool Services When: February 10th, 10:30-11:30 Where: Burke EHS Family Resource Center Childcare and transportation will be provided. Families will have the chance to ask questions and complete applications for preschool services with Burke County Schools.	<urn:uuid:2fe6ffd8-83f4-45df-b664-fa32e78c5020>	CC-MAIN-2017-34	http://enolagroup.org/uploads/media/pdfs/burke_february-2016-newsletter.pdf	2017-08-22T01:48:28Z	crawl-data/CC-MAIN-2017-34/segments/1502886109803.8/warc/CC-MAIN-20170822011838-20170822031838-00180.warc.gz	137,054,741	605	eng_Latn	eng_Latn	0.996582	eng_Latn	0.996507	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1602, 2644 ]	[ 2.65625 ]	1	0
National Park Service U.S. Department of the Interior Death Valley National Park CA Highway 190 PO Box 579 Death Valley, CA 92328 phone 760.786.3200 fax 760.786.3246 Death Valley National Park News Release Release Date: April 13, 2022 Contact: National Park Service: email@example.com, 775-537-0787 x207 Fish and Wildlife Service: firstname.lastname@example.org, 702-515-5079 Nevada Department of Wildlife: Brandon Senger, email@example.com, 702-668-3999 AMARGOSA VALLEY, NV – Fish biologists are excited to report increased numbers of one of the world's rarest fishes. Scientists counted 175 Devils Hole pupfish, which is the most they've observed in a spring count in 22 years. This momentous count also marked the 50 th anniversary of counting pupfish using SCUBA, dating back to April 6 th , 1972. Devils Hole pupfish (Cyprinodon diabolis) live in the upper 80 feet of a deep water-filled cavern and sun-lit shallow pool at the cavern's entrance, making this the smallest range of any vertebrate species on the planet. Devils Hole is a detached unit of Death Valley National Park adjacent to Ash Meadows National Wildlife Refuge in Nye County, Nevada. U.S. Fish and Wildlife Service, Nevada Department of Wildlife, and National Park Service staff cooperate to manage this critically endangered species. Population size is estimated by counting fish throughout its habitat, with standard counting protocols. Scientists SCUBA dive to count fish in the cavern, starting at depths below 100 feet. Simultaneously, other scientists count fish on the shallow shelf at the waters' surface. The final count includes both surface and underwater fish. The official result, 175 observable pupfish, is the highest count recorded in 22 years. Before the 1990s, the population was around 200 pupfish in the spring. However, pupfish numbers have been especially low during the last two decades, averaging only 90 fish. A return to higher numbers of pupfish this time of year could signal important changes in the ecosystem. Kevin Wilson, Aquatic Ecologist for Death Valley National Park, manages resources of Devils Hole, and states "such shifts highlight the importance of maintaining long-term data as we work to find out what's changed." The official result, 175 observable pupfish, is the highest count recorded since April 2000. On this count, Brandon Senger, Supervising Fisheries Biologist for Nevada Department of Wildlife, scuba-counted a surprising number of young fish below the surface. For biologists at Devils Hole, it's always great to confirm spring reproduction coming out of winter. Other biologists on site noted fish appeared both in remarkable condition, and very active. Having more pupfish in Devils Hole also affects the direction and focus of species recovery. This week's count continues an overall springtime increase over the last 9 years from the all-time low of 35 fish. Michael Schwemm, Senior Fish Biologist for the US Fish and Wildlife Service, states "it's exciting to see this shift, because if persistent, allows more opportunity for study and to explore new management options." The next pupfish count occurs next fall.	<urn:uuid:6fd211e1-10e9-4341-b83f-5896f17bb072>	CC-MAIN-2022-40	https://www.fws.gov/sites/default/files/documents/DevilsHole_SpringCount2022_PR_final.pdf	2022-10-03T11:44:21+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00236.warc.gz	795,216,138	696	eng_Latn	eng_Latn	0.99046	eng_Latn	0.990227	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2404, 3155 ]	[ 2.328125 ]	1	0
Five Stones Learning Federation British Values Policy Adopted: September 2020 Review: September 2021 Vision "Life in all its fullness" Our vision guides us in all that we hope to be, enabling every part of our community to grow and develop. This means growing in body, mind and spirit in order to flourish and experience the joy and hope of, 'life in all its fullness' (John 10.10). Introduction The DfE have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs" Rationale The Governing Body wishes to make every effort to prevent and protect pupils, families and staff from extremism in all its forms and continually reinforces these British Values in school. However, as a Church of England School we also hold Christian values which we believe are important values for all humanity. Our school ethos is based on our core Christian values - Respect, Responsibility Thankfulness, Love, Peace, Courage, Hope, Friendship, Forgiveness, Truth, Kindness, Compassion, Perseverance, Creativity, Justice, and Wisdom. British Values, Christian Values and the UNHRC Articles are embedded in the National and wider curriculum we offer. Democracy Democracy is an important value at our school and is consequently extensive as democratic processes are embedded in the way we work at St. Michael's. Pupils have the opportunity to have their voices heard through our 'Pupil Parliament', Learning Conferences and Pupil Questionnaires. The election of class leaders for the Pupil Parliament are based solely on pupil votes. At Class Council meetings, any concerns are passed onto their representative who brings them to Pupil Parliament meetings. The children have worked together and agreed sets of charters, which we at St. Michael's C of E Primary School actively work and live by. These charters are available in each classroom and are actively used by children and adults influencing what is an agreed acceptable behaviour. Our School Positive Behaviour Policy promotes rewards. Individual Liberty Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our Online Safety teaching and PSHE/RSE lessons. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs, choose the level of challenge in some lessons and are becoming increasingly more involved in child–led learning. Within the curriculum we promote enquiry based learning that enables children to become independent learners. We work with agencies such as NSPCC, Durham Constabulary, the Health Service and many more. Tolerance of those of Different Faiths and Beliefs Members of different faiths or religions have shared their knowledge to enhance learning within classes and the school. Visits to local places of worship also shape the RE curriculum across year groups. With the curriculum children have the time to reflect on their own beliefs and discuss their opinions with others so their spiritual development is enhanced. The school provides a culture where pupils can do this and celebrate diversity and through developing every child's awareness of their place in a culturally diverse society. We want our children to understand the wider community they live in as well as the global community and how they can contribute to both and make a difference. Five Stone Learning Federation British Values Policy We actively promote British Values and this also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including 'extremist' views. St. Michael's works closely with parents and the community to ensure inclusivity. This is achieved through enhancing pupils' understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our local community which is by large white British. Collective Worship and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE/RSE. We work whenever we can with different groups and agencies to give our children access to different views. Our International School status and our work in RE and PSHE/RSE all reinforce and broaden our children's knowledge and understanding. The Rule of Law The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school PSHE/RSE sessions. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our positive behaviour policy reflects our aim to teach children about the importance of respect, justice and consequence in a nurturing supportive environment that develops the whole child. Visits to and visitors from authorities such as the Police; Fire Service; paramedics etc. are regular parts of our school calendar and help reinforce this message. The importance of laws or rules is reinforced in many ways. The class identities agreed ways of behaving agreed with each class at the start of the school year are linked to their own 'Class Charter' by which they as a group choose to abide. Our behaviour system is aligned to an agreed set of codes and if children are given warnings / red Dojo's, this is always set against the behaviour charter agreed by the class. Children are asked to identify which aspect of the code they have broken to ensure that this connection is made and understood. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken Mutual Respect As a church school, part of our school ethos and positive behaviour policy revolves around core Christian values for life such as 'Respect', and pupils have been part of discussions and assemblies related to what this means and how it is shown. Displays around the school promote the core Christian values and this is celebrated in Collective Worship as example to all. Collective Worship is based on 'Values for Life' and themes and are central to how we expect everyone to go about their life at our Church of England school. Children and adults alike, including visitors, are challenged if they are disrespectful in any way. Values are highly visible around the school and can be seen in posters, certificates and as part of our agreed codes of behaviour. We regularly ask parents for their views on our school and how it meets the needs of their child in terms of their happiness and wellbeing. We hope that by living in an environment where mutual respect is demonstrated daily they will enter the wider world understanding its importance.	<urn:uuid:cc8b4f17-db0a-491c-a62f-b71a2eb2dcc6>	CC-MAIN-2022-40	https://www.stmichaelsprimary.durham.sch.uk/wp-content/uploads/sites/127/2020/10/British-Values-Policy-September-2020.pdf	2022-10-03T11:48:52+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00238.warc.gz	1,017,169,599	1,385	eng_Latn	eng_Latn	0.971747	eng_Latn	0.997846	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 102, 3890, 7326 ]	[ 3.015625 ]	1	1
SARYARKA - STEPPE AND LAKES OF NORTHERN KAZAKHSTAN KAZAKHSTAN The area preserves two large lake systems in a diverse and barely altered dry central Eurasian steppe, an ecosystem much reduced since its reclamation for agriculture in the 1950s. Northern pine forest overlaps semi-arid desert flora at Naurzum; and the Korgalzhyn-Tengiz lakes, on a major migratory crossroads, support the largest breeding, moulting and resting waterbird populations in Asia, including relict, endemic and rare species. COUNTRY Kazakhstan NAME Saryarka - Steppe and Lakes of Northern Kazakhstan NATURAL WORLD HERITAGE SERIAL SITE 2008: Inscribed on the World Heritage List under natural criteria ix and x. STATEMENT OF OUTSTANDING UNIVERSAL VALUE The UNESCO World Heritage Committee issued the following Statement of Outstanding Universal Value at the time of inscription Values Saryarka - Steppe and Lakes of Northern Kazakhstan protects substantial, largely undisturbed areas of Central Asian steppe and lakes in the Korgalzhyn and Naurzum State Nature Reserves. The property's wetland areas are of outstanding importance for migratory waterbirds, including substantial populations of globally threatened species, as they are key stopover points and crossroads on the Central Asian flyways. The property's steppe areas provide a valuable refuge for over half the species of the region's steppe flora, a number of threatened bird species and the critically endangered Saiga antelope. Criterion (ix): Ongoing biological and ecological processes: The property contains substantial areas of steppe and lakes with largely undisturbed associated biological and ecological processes. The seasonal dynamics of the hydrology, chemistry and biology of the lakes, with the diverse flora and fauna of the wetlands have evolved through complex wetting and drying cycles, and are of global significance and scientific interest. The wetlands of Korgalzhyn and Naurzum State Nature Reserves are key stopover points and crossroads on the Central Asian migratory bird flyways and are of outstanding importance for migratory waterbirds on their way from Africa, Europe and South Asia to their breeding places in Western and Eastern Siberia. The property also contains over 200,000 ha of Central Asian steppe, more than half of which is pristine, and which is part of the temperate grassland biome. Criterion (x): Biological diversity and threatened species: Korgalzhyn and Naurzum State Nature Reserves protect large areas of natural steppe and lake habitats that sustain a diverse range of Central Asian flora and fauna and support vast numbers of migratory birds, including substantial populations of many globally threatened species. The Korgalzhyn-Tengiz lakes provide feeding grounds for up to 15-16 million birds, including flocks of up to 2.5 million geese. They also support up to 350,000 nesting waterfowl, while the Naurzum lakes support up to 500,000 nesting waterfowl. The property's steppe areas provide a valuable refuge for over half the species of the region's steppe flora, a number of threatened bird species and the critically endangered Saiga antelope, a once abundant species much reduced across its range by poaching pressure. Integrity The property contains high quality steppe and lake habitats that are essential for the long term conservation of the region's biological diversity and each of its two component areas is of sufficient size to maintain associated biological and ecological processes. Korgalzhyn and Naurzum State Nature Reserves have benefited from longterm legal protection as strict nature reserves. Korgalzhyn is completely surrounded by a buffer zone, while Naurzum consists of three strictly protected areas, each surrounded by a buffer zone and linked together by an ecological corridor. The reserves are complementary in their values despite the 350 km distance between them. The property and the buffer zones, which are not part of the inscribed property, are adequately demarcated in the field. Protection and Management Requirements The property has effective legal protection, is currently well managed and benefits from strong support and funding from the government and international partners. An integrated management plan has been developed for the property and the government has committed human and financial resources for its effective implementation. All land in the reserves is state owned and no permanent settlements are allowed. No uses of wild animals and plants are allowed and there is limited visitor access to the property. At present there are only few visitors to the property but tourism is likely to increase in the future and needs to be well planned and managed. Another key management priority is the maintenance of the hydrological regimes on which the viability of the property's wetland ecosystems depend, in the case of Lake Tengiz primarily the inflows from the Nura River. IUCN MANAGEMENT CATEGORY Naurzum State Nature Reserve: Ia Strict Nature Reserve Korgalzhyn State Nature Reserve: Ia Strict Nature Reserve INTERNATIONAL DESIGNATION 1976: The Tengiz-Korgalzhyn Lake System designated a Wetland of International Importance under the Ramsar Convention (260,000 ha). 2007: The designation extended (353,341 ha). 2009: The Naurzum Lake System designated a Wetland of International Importance under the Ramsar Convention (139,714 ha). BIOGEOGRAPHICAL PROVINCE Pontian Steppe (2.29.11) GEOGRAPHICAL LOCATION The nominated area comprises four sites in two separate areas in north central Kazakhstan: Naurzum Reserve is 200 km south of the regional capital Kustanay and 300 km west-northwest of Korgalzhyn Reserve. It includes Naursum-Karagay and two smaller outliers, Sypsyn-Aebu and TersekKaragay with a connecting corridor buffer area. Lies between 51°12'N to 51°56'N and 63°42'E 64°42'E. Korgalzhyn Reserve is 120 southwest of Astana the national capital, and is located between 50°00' to 50°43'N and 68°38' to 69°41'E. DATES AND HISTORY OF ESTABLISHMENT Naurzum 1931: Naurzum State Nature Reserve founded by RSSR state Decree 826; 1968: The Reserve confirmed by the Kazakh Republic and Kustanay Regional Council; 1977: 2 km buffer zone established by Regional government Decree 188; 1998: Naurzum State Nature Reserve Statute approved by Order 17 of the Ministry of Agriculture; 2004: Reserve enlarged to the present area by Decree 79, including an ecological corridor; 2009: The Naurzum Lake System designated a Ramsar Wetland of International Importance. Korgalzhyn 1958: The Korgalzhyn State Hunting Territory designated for protection, economic use and hunting; 1968: The Korgalzhyn State Nature Reserve established by Decree 214 of the Council of Ministers of the Kazakh Republic (177,200 ha); invasive uses eliminated; 1974: 2 km buffer zone established by Regional government decree; 1976: The Tengiz-Korgalzhyn Lake System designated a Ramsar Wetland of International Importance; 2007: extended; 1994: Lands assigned to Nature Reserve by State Act AN2000329 of the Korgalzhyn Region; 1999: Regional assignment of lands confirmed by Kazakh government Decree 767; 2000: The Korgalzhyn -Tengiz Lakes became a member of the Living Lakes international network of the Global Nature Fund; 2008: The two reserves inscribed on the World Heritage List as a serial site. LAND TENURE State Government. Naurzum is in Kustanay province; Korgalzhyn is in Akmola and Karaganda provinces. All the reserves are administered by the Forestry and Hunting Committee of the Ministry of Agriculture. AREAS *450,344 ha (UNESCO, 2009) ALTITUDE Naurzum-Karagay: 120m to ~220m Sypsyn-Aebu: 180m to 230m Tersek-Karagay: 305m to 320m PHYSICAL FEATURES The reserves lie in the 500-900 km-wide strip of temperate Eurasian steppe grassland, which runs from the Black Sea to the Chinese border between pine forests to the north and semi-deserts to the south, covering the entire northern half of Kazakhstan. They include two groups of fresh and salt water lakes lying in unaltered short-grass steppe: Naurzum (within an area approximately 65 km by 65 km) in the upper Turgai Depression which runs north-south for hundreds of kilometers towards the Aral-Irtysh basin; and Korgalzhyn (an area of approximately 80 x 45 km) with Lake Tengiz, in a depression with no outlet, in the Kazakh Rolling Hills. They both lie in the Melkosopochnik (small hills) belt which crosses central Kazakhstan east to west. Naurzum Reserve, comprises Narasum-Karagay, a group of small shallow lakes, with two smaller and slightly higher outliers, Sypsyn-Aebu 10km west and Tersek-Karagay, 20km northwest lying in the upper catchment of the Turgay depression. This lowland, of tectonic origin, cuts through a plateau of Triassic to Tertiary continental and marine sediments in a 25-30 km wide valley with intermittent scarp slopes, floored by former river and lake terraces, lake sediments, aeolian deposits, and winter-flooded chains of lakes. The main reserve has pine forests and is divided by a belt of hummocky fixed sand dunes which also run through the Sypsyn-Aebu reserve, an area of high quality steppe. The TersekKaragay reserve has low clay hills on a sandstone and gravel plateau above the scarp. The two main lakes are L.Aksuat (22,000ha) and L. Saramoin (12,600ha). They average 2.5-3m deep on 12-25-year flood/drought cycles which create a white crust of sodium and sulfate salts – solonchak, and less saline winter-flooded areas of sor solonchak. Tributary streams are intermittent. The soils of the meadows are hydromorphic and in lake depressions, halomorphic, which dry to saline solonchak or become sterile wet alkalic solonetz soils. Outside the valley bottom the dry but fertile dark chestnut soils of the humusbuilding gramineous steppe predominate. Korgalzhyn Reserve is 300km to the east in the Tengiz-Korgalzhynskiy depression in the Kazakh Rolling Hills, which lies on a denuded plain over Tertiary sediments, lacustrine and alluvial, clays and loess, above Palaeozoic rocks. It contains an inward-draining labyrinth of marshes and over sixty fresh and saltwater lakes fed by the permanent Nura and intermittent Kon and Kulanut Pes rivers. When flooded, these merge in shallow Lake Korgalzhyn (47,100ha and ~1.6m deep after floods), and drain to Lake Tengiz. The total water area is about 260,000ha. Lake Tengiz ('sea' in Kazakh) is much the largest at 156,000ha and 6- 7m deep, but can shrink to 113,600ha after drought and is lifeless, being high in sulphate and chloride salts, floored by thick silt and surrounded by wide mudflats. Most of the freshwater is in the Nura river delta. This flows in a dynamic network of 0.5 to 2.5 metre water channels of fluctuating water levels and varying salinity. Most of these watercourses and lakes are shallow, brackish and seasonal, creating when dried saline areas of solonchak and sor solonchak and deposits of salt and medicinal muds. The groundwater is salt but there are some freshwater springs. The soils are alluvial meadow and halomorphic solonetz soils, saline to 30 cm deep, less saline below that level. The delta is situated in a steppe landscape with little relief and covered by an ocean of grass which stretches to the horizon. The land west of Lake Tengiz is not strictly protected but may added to the nominated area later. CLIMATE Kazakhstan has an arid strongly continental climate dominated by arctic air masses, with hot summer winds, blizzards and constant shortage of water which causes droughts, duststorms and low snowfall. In the Turgay Depression reserves the average and minimum January temperatures are -18°C and 45°C, rising to 24.4°C and a mean maximum of 42°C in July. Spring and autumn last only a month. Frost persists between late October and early April when the lakes are frozen over. The average rainfall is 250mm a year, mostly in June and July. Winters are dry. The waters come mainly from winter snowmelt in the Kysyltas Hills to the southeast. Evaporation is very high and on average there are 34 days of drought. Strong and frequent south-north winds are channeled by the valley, in winter from the south and southwest bringing snowstorms, in summer from the north. Summer cyclones from the south bring dust storms and hot winds that regularly cause fires which are an intrinsic part of the steppe and forest ecosystems. Korgalzhyn temperatures are very similar though cooler by 4-5°C in summer. The rainfall is irregular, mostly in summer, and averages 280mm a year. Annual evaporation is ~1000mm. Winters are long with strong and frequent winds from the southwest and west; the ground freezes to one meter deep. Spring and autumn are short and temperatures can change 20-25°C within hours. Over recent decades the average annual temperature in the region has increased by 0.6°C. VEGETATION The Turgay Plateau and Depression and the Kazakh Rolling Hills are in the Zauralsko (east-of-Ural) Turgay sub-province of the Eurasian steppes which cover 44% of Kazakhstan. It is a fertile ecosystem which has been much modified by man. The reserves protect a 200,000 ha swath of natural steppe, 60% of which is quite unaltered, in an unusually complete sequence of undisturbed ecosystems which support the highest biodiversity in the region. The vegetation is adapted to drought, fire, grazing, high winds and long frosts. At Naurzum the northern pine forest reaches its southernmost point alongside the northernmost flora of semi-arid desert. The ecosystems of the Kazakh Hills are described as being larger and better preserved than those of the floristically richer Crimean steppe. In all, the proposed sites have nearly 770 species of plants - a third of Kazakhstan's plant species and over half of all the region's steppe and halophyte floras. Naurzum has 687 plant species in six distinct biomes: dry steppe, semi–arid sandy scrub steppe, boreal forest, meadows, halophytic and aquatic. The dry steppe is dominated by feathergrass Stipa lessingiana, S.capillata, and sheep's fescue Festuca sulcata communities and in spring is brilliant with flowers; rare species such as Schrenk tulip Tulipa schrenkii, Ornithogalium fisherianum and Stipa tirsa. The sandy steppe has psammophytic herb and feathergrass vegetation: Stipa capillata, S.zalesskii, S.pennata, S.parviflora and xerophytic motley-grass species: Helichrysum, Artemisia, Silene and Centaurea. The forests grow on sandy and rocky soils. They are of pine Pinus sylvestris and birch Betula pubescens, B. pendula and the endemic Kirgiz birch B.kirghizorum with aspen Populus tremula and associated herbs. The related scrub steppe has almond Amygdalus nana, cherry Cerasus fruticosa, some Juniperus sabinea with Salix, Tamarix, Rosa, Spirea and Cytisus species. The steppe and forest ecosystems are adapted to regular fires. The meadows have several meadow grasses with rush Juncus gerardii mixed with halophytic wormwoods and saltworts Puccinellia tenuissima and Limonium gmelinii. A pink tamarisk Tamarix ramosissima grows on lake edges. Aquatic species are dominated by reed Phragmites australis, cat-tail Typha angustifolia and club-rush Scirpus lacustris. The halophytes of the saline semi-desert include wormwoods Artemisia shrenkiana, A. nitrosa, A. pauciflora, A. lessingiana, and desert saltworts Atriplex cana, Anabasis salsa, A. aphylla. Where soils are very saline, hyper-halophytic species grow: Halocnemum strobilaceum and seablite Suaeda corniculata. Korgalzhyn has about 350 plant species, a quarter of the Rolling Hills flora and a half the area's halophytes. Within the nominated site area there is little steppe flora except for a fringe on the lakesides of Stipa lessingiana, and Festuca sulcata feathergrass communities. One species endemic to the Kazakh hills is the Kazakh milkvetch Astragalus kasachstanicus. The rare Schrenk tulip Tulipa schrenkii and many species of Liliaceae and Cruciferaceae occur, and relict species such as yellow and white water lilies Nuphar lutea and Nymphaea candida. But most of the vegetation consists of halophytic and hyper-halophytic plant communities. The solonetz soils and solonchaks support halo-xerophytes such as communities of black sagebrush Artemisieta pauciflora, grey sagebrush Atriplex cana and Halocnemum strobilaceum associations. Salty meadows have quackgrass Elytrigia repens and alkali grass Puccinellia dolicholepis communities. Aquatic margins have vast areas of common reed Phragmites australis. The channels of Lake Korgalzhyn support rich aquatic vegetation and meadows of pondweed Potamogeton pectinatus and P. perfoliatus. The interaction of fresh, brackish and saline waters produces a rich variety of habitats for fish and invertebrates. FAUNA The wetlands of the northern Kazakh lakes are a crossroads of central Asian migratory flyways between northern Scandinavia and the far east, and between the Arctic, Siberia, and the southern hemisphere, of great importance for breeding, moulting and resting migratory waterfowl. The Korgalzhyn-Tengiz lakes are capable of feeding 10-15 million birds, among them migratory flocks of 2-2.5 million geese. After rains, these lakes support 350,000 nesting waterfowl, and the Naurzum lakes, 200,000. The four sites are on the border between the circumboreal forest and middle latitude deserts, and are a mixture of northern forest, steppe and semi-desert with life-forms representative of each. Many species are rare or endangered, but overall, the populations, which include those typical of the Kazakhstan gramineous steppes, remain undisturbed and stable. Because of the large-scale conversion of steppe to arable in the 1960s, 70-80% of the original steppe species have been reduced in numbers. The records list 341 birds, 112 breeding and 239 migratory or vagrant species, and 53 mammals, 10 reptiles and amphibians, 16 fish and over I,000 invertebrate species. The Naurzum reserves have 47 species of mammals. Its forests harbour elk Alces alces and lynx Lynx lynx, both at their southern limits, Siberian roe-deer Capreolus pygargus, western hedgehog Erinaceus europaeus, red squirrel Sciurus vulgaris, mountain hare Lepus timidus, badger Meles meles, ermine Mustela erminea, weasel Mustela nivalis, raccoon dog Nyctereutes procyonoides and European pine marten Martes martes, listed on the national Red List. Wild boar Sus scrofa live in the reedbeds. Over half of its steppe species are rodents, many living on the northern or southern margins of their range. Characteristic animals are bobak marmot, ground squirrels or souslik, two of which, the little and yellow Spermophilus pygmaeus and S. fulvus are locally endemic, two jerboa, several voles Microtus spp.and lemmings Lagurus spp., long-eared hedgehog Hemiechinus auritus, European hare and predators Siberian polecat Mustela sibirica, corsac fox Vulpes corsac, common fox Vulpes vulpes, and wolf Canis lupus. Desert species are lesser and dwarf fat-tailed jerboas Pygeretmus platyurus and P.pumilio and the rare Mongolian saiga antelope Saiga tatarica (CR). There are 6 reptile species and 4 amphibians: moor frog Rana arvalis, spadefoot toad Pelobates fuscus, an isolated population of green toad Pseudepidalea viridis, Renard's meadow viper Vipera ursinii ursinii (VU), sand lizard Lacerta agilis, steppe and rapid racerunners Eremias arguta and E. velox. Of the 10 fish species, those adapted to fluctuating water levels are commonest: Crucian carp Carassius carassius, goldfish C. auratus, also tench Tinca tinca, perch Perca fluviatilis, pike Esox lucius, roach Rutilus rutilus and common carp Cyprinus carpio. There are over a thousand invertebrate species: 180 ground beetles Carabidae 88 lamellicorn beetles Scarabaeidae, over 100 weevils Curculionidae and 39 ants Formicidae. Rare insects listed in the Red Data Book of the USSR are predatory bush cricket Saga pedo and steppe hairy flower-wasp Scolia hirta. Seven others are listed on the Red List for Kazakhstan. The birds are far the most varied and unusual wildlife of the area. 279 species (57% of Kazakhstan's avifauna) are found among the forests, steppes and lakes of Naurzum, 158 being breeding species. 22 species are listed on the IUCN Red List and 33 on the Kazakhstan Red List: 18 breeding, 8 migratory and 7 vagrant. The extension of pine forest so far into the dry steppe with its plentiful rodent prey has led to a concentration of 28 raptors. Endangered species on the IUCN list for the reserves as a whole are the saker falcon Falco cherrug (VU; 16-20 pairs), Siberian white crane Grus leucogeranus (CR), slenderbilled curlew Numenius tenuirostris (CR), white-headed duck Oxyura leucocephala (EN: 5.000 – 40% of the world total) and the endemic sociable plover Vanellus gregarius (CR). There are also nine vulnerable species: lesser white-fronted goose Anser erythropus (VU: 1,000, 4% of world population), red-breasted goose Branta ruficollis (EN: 6,000 – 5% of world total), Pallas's fish eagle Haliaeetus leucoryphus (VU), greater spotted eagle Aquila clanga (VU) and imperial eagle A. heliaca (VU: 30+ pairs), lesser kestrel Falco naumanni (VU), great bustard Otis tarda (VU) The black and whitewinged larks Melanocorypha yeltoniensis and M. leucoptera, are also local endemics. In addition to the above, five further species are listed in the Kazakhstan Red Data Book as endangered, and 11 further species as vulnerable. Listed as endangered are the white pelican Pelecanus onocrotalus, ferruginous duck Aythya pyroca, osprey Pandion haliaetus, steppe eagle Aquila nipalensis, peregrine Falco peregrinus, red-footed falcon Falco vespertinus, pallid, western marsh and Montagu's harriers Circus macrourus, C. aeruginosus and C. pygargus. Nationally vulnerable species are nesting Dalmatian pelican Pelecanus crispus (VU), squacco heron Ardeola ralloides, glossy ibis Plegadis falcinellus, spoonbill Platalea leucorodia, greater flamingo, whooper swan Cygnus cygnus, white-tailed eagle Haliaeetus albicilla (18 pairs), short-toed snake-eagle Circaetus gallicus, corncrake Crex crex, little bustard Tetrax tetrax, houbara bustard Chlamydotis undulata (VU), greater blackheaded gull Larus ichthyaetus and eagle owl Bubu bubo. Korgalzhyn reserve has 41 mammal species, including the endemic steppe pika Ochotona pusilla (VU) and the pond bat Myotis dasycneme. Rodent species predominate on the steppe, being 55% of the total, including bobak marmot Marmota bobak schaganensis, the endemic steppe lemming Lagurus lagurus, Dzhungarian hamster Phodopus sungorus, black-bellied hamster Cricetus cricetus and southern birch mouse Sicista subtilis. A steppe carnivore is the steppe polecat Mustela eversmanii. Semi-desert species include long-eared hedgehog Hemiechinus auritus, northern mole-vole Ellobius talpinus, two jerboas and the the Betpak-Dala population of Mongolian saiga antelope Saiga tatarica (CR), which calves on the steppe southwest of Lake Tengiz, the only time when it is not on the move. This is the most threatened population of saiga, at the northernmost limit of its very extensive range but it is considered endemic to the region. It was much hunted in the recent past, and numbers plummeted during the 1980s. Forest species include four shrews, four voles, blue hare, badger, ermine, weasel, corsac fox and wolf. 180-200 wild boars live in the reedbeds. The invertebrates are incompletely studied. Many species of beetles, dragonflies and freshwater molluscs are recorded. There are only two species of amphibians: moor frog Rana arvalis and an isolated population of green toad Pseudepidalea viridis. Reptiles include Renard's meadow viper Vipera ursinii ursinii (VU), steppe ratsnake Elaphe dione, sand lizard Lacerta agilis and steppe racerunner Eremias arguta which are rare and at the northern edge of their range. The freshwater Korgalzhin Lake has 14 species of fish; the saline lakes have none. Crucian carp Carassius carassius, perch Perca fluviatilis, and roach Rutilus rutilus are common; pike Esox lucius, goldfish Carassius auratus, dace Leuciscus leuciscus, ide L.idus and ruff Acerina cernua, less so. This lake has large populations of zooplankton and phytoplankton. The avifauna of the Korgalzhin-Tengiz lakes is extremely rich in waterfowl and wading birds and in wet years 500,000 nest on the site. 314 species are found, 126 being breeding species. Fifteen million migrating birds of 219 species, moulting and resting, pass through each year: 150,000 pochard Aythea ferina, 50,000 red-crested pochard Netta rufina, 40,000 widgeon Anas penelope, 20-40,000 mallard A. platyrhyncos, 40,000 coot Fulica atra, 100,000 ruff Philomachus pugnax, 50-80,000 red-necked phalarope Phalaropus lobatus, red-breasted goose Branta ruficollis (EN), vagrant Siberian white crane Grus leucogeranus (CR), slenderbilled curlew Numenius tenuirostris (CR) and great bustard Otis tarda (VU). Summer visitors include 2,000 globally threatened white-headed duck Oxyura leucocephala (EN) and the common and ruddy shelducks Tadorna tadorna and T. ferruginea. Lake Tengiz is globally significant as the northernmost breeding site in the world for greater flamingo Phoenicopterus ruber: 10-14,000 pairs gather on islands in the lake, a number which can rise to 60,000. Other breeding birds include relict maritime species: relict gull Larus relictus (VU), black-headed gull L. ridibundus (2,000 pairs), mew gull L. canus (8-900 pairs), Pallas's gull L.ichthyaetus (350 pairs), common tern Sterna hirundo (1,500 pairs), slender-billed gull L.genei, Caspian tern Sterna caspia, Caspian plover Charadrius adriaticus, Kentish plover Charadrius alexandrinus and mute swan Cygnus olor (200 pairs); also demoiselle crane Grus virgo (5,000 birds), Dalmatian pelican Pelecanus crispus (VU: 4,000 individuals – 10% of the world total), white pelican Pelecanus onocrotalus and little bustard Tetrax tetrax. There are 31 species of Falconiformes, 11 on the Kazakhstan Red List and 7 in the IUCN Red Data Book, which include the greater spotted eagle Aquila clanga (VU), golden eagle A. chrysaetos, steppe eagle Aquila nipalensis, Pallas's fish eagle Haliaeetus leucoryphus (VU), pallid harrier Circus macrourus. and lesser kestrel Falco naumanni (VU), all of which breed in the area, The surrounding steppe is also the summer breeding ground for the uncommon sociable plover Vanellus gregarius (CR) and black-winged pratincole Glareola nordmanni. An enormous number of birds stop over in the region - on the mud islands on lake Tengiz the northernmost colony of greater flamingo (the symbol of the Korgalzhyn Nature Reserve), reaches up to 14,000 breeding pairs. The Korgalzhyn Lakes harbor big colonies of the Dalmatian Pelican (VU: with over 500 nesting pairs in the vast reed beds - 10% of the world population). The white-headed duck Oxyura leucocephala (EN) is breeding and resting at the fresh and brackish lakes; in autumn it can be observed in numbers of up to 4,000 birds (30-40% of the world population) in the protected area. Only 30 species overwinter there. CONSERVATION VALUE The nominated site combines four reserves which have a wide range of undisturbed habitats: plateau and hillside, forest, steppe, semi-desert, meadow, wetlands and extensive lakes. It lies at the crossroads of two major flyways of great importance for breeding, moulting and resting migratory waterfowl with several endangered, endemic or vulnerable species. The Reserves protect over 200,000 ha of wetlands, support the largest populations of waterbirds in Asia and are in good biological condition: some 500,000 birds of 120 species breed in the two reserves. The sites also preserve 200,000 ha of barely altered dry steppe and at Naurzum, northern pine forest overlaps semi-arid desert. They also provide habitat for the saiga antelope and locally endemic small mammals. KorgalzhynTengiz is a long established Ramsar wetland. CULTURAL HERITAGE 'Saryarka' is the term describing the endless ridges of yellow short-grass steppe. There is evidence of Palaeolithic occupation of the area, and of Neolithic farming and cattle-raising from 8000 to 3000BC. From the time the climate became drier between 3000 and 1000BC, the steppes became the summer pastures of nomadic cattle-breeders until settlers entered from the south and west in the second half of the 19 th century and began to convert it to arable. During the Soviet Virgin Lands program between 1954 and 1960, the very extensive reclamation of the steppe for agriculture greatly reduced the area of the ecosysytem. LOCAL HUMAN POPULATION The semi-arid grassland is sparsely populated. The people are almost entirely Kazakh in the Korgalzhyn area and 75% Kazakh in the Naurzum area. Under the Soviet agricultural program, settlement of the steppes was intensified though the areas of the reserves were not disturbed. They were lightly used for fishing, also for hunting and haying which are still permitted outside the Korgalzhyn Ramsar site and its buffer areas where two small villages, Abay and Nygman with 680 inhabitants remain. After 1968 only conservation-related activities were permitted within the reserves though there is some farming in the buffer zones outside the nesting season, mainly for hay. Since 1990 the whole region has depended on diminishing livestock farming and the productivity of the Naurzum area has halved. The region is one of the poorest in Kazakhstan, with very high unemployment. VISITORS AND VISITOR FACILITIES Since 2000 Naurzum reserve has had an average of 240 visitors per year to the small museum, and 100 to the reserve itself, 15% being foreigners. There are six excursion routes for scientific tourism but no other facilities: since it is isolated there is little call for recreational use. The museum in Korgalzhyn village east of that reserve has averaged 1,150 visitors a year since 2000. It emphasises public education and many visitors are from schools but few go on to see the reserve. In fact, only scientific and guided eco-tourism are permitted within the reserve itself, and tourism is not expected to increase greatly, But small group visits are organized and between 2000-5 some 254 visitors a year visited this way, 20% being foreigners. There are four long (1 to 3-day) routes across and around the reserve and the smaller L. Tengiz. Tracks are the only access. There is a 12-person guesthouse at Karazhar ranger station with a café and shop. Three popular scientific publications in Russian have been produced for each reserve. SCIENTIFIC RESEARCH AND FACILITIES Chronicles of Nature for Naurzum Reserve were first published in 1967 and included data from as far back as 1934. From 1981 all its scientific material has been synthesized in 5-year reports. There are now more than 600 publications on the area. The most important studies include the reports for 19911995 (Bragina et al., 1998), and 1996-2000 (Bragina et al., 2000 in manuscript), on birds (Bragin, 1999a, b), fauna (Bragina, 1999), on lakes and wildlife (Bragin, 2000a) and forest soil invertebrates (Bragin et al., 2000b). There was a Sanitary & Epidemiological Station at Akmola near Korgalzhyn from 1975-1998 and Chronicles of Nature for Korgalzhin Reserve were published since 1974 with materials synthesized in 5-year reports. A successor Hydrometeorological and Environmental Management Centre has been created there. There is a museum with laboratory and library in Korgalzhyn village. The Scientific and Technical Council of the Reserve programs research and training. Of the more than 300 reports on the area the most important are studies on environmental research on the lakes (Tursunov et al., 1993), soils and vegetation (Ala'din et al., 1996) and fish (Koshkina, 1999). There are currently eight international biodiversity projects under way concerning migratory bird habitat, wildfowl, the condition of the Korgalzhyn -Tengiz lakes, the protection of saiga, biodiversity and plant communites, and wetland networks in Kustenay province. Most of these topics are monitored annually. The bibliography in the nomination document cites 89 detailed references, mostly in Russian. MANAGEMENT Under the management of the Forestry and Hunting Committee of the Ministry of Agriculture the Reserves have been successfully preserved from exploitation and their condition is good, with large and healthy populations of birds, fish and steppe wildlife which have long been stable. Some farming and grazing is permitted in buffer areas but pollution from this source is decreasing as farming declines. Lake Tengiz itself is untouched because of its salinity and muddy shores. Management follows the detailed statutes for each reserve, executed through annual plans adopted by their scientific and technical councils. These allow for monitoring, research, training, education, recreation and tourism. Monitoring of lake water, fish, vegetation, waterbirds and other animal populations has been done for many years. A management plan is being developed under a GEF/UNDP project. Development programs for nature conservation, research and tourism in Naurzum for 2000-5 and Korgalzhyn Reserve for 2004-6, proposed their extension over neighboring steppe with the eventual aim of establishing a Biosphere Reserve. An integrated management plan has been drawn up which assumes inclusion of these extensions. A 382,660 ha extension proposed mainly west of L. Tengiz around Lakes Kypchak and Kerey is partly to protect the Saiga calving grounds but also to increase the site's proportion of steppe land. An extension to the south of the Naurzum Reserve may include the Sarycopa (Sary-Kopinskiy) State Wildlife Reserve, hitherto incompletely protected. The proposed extensions are into lightly populated areas with a total of 11,000 people in 12 settlements (Korgalzhyn) and 6,000 people in six settlements (Naurzum). There should also be benefit from three large-scale conservation projects, for wetlands important to migratory birds, for environmental improvement in developing north Kazakhstan and for conservation along the Silk Road. MANAGEMENT CONSTRAINTS There are few constraints, except for inadequate funding, on the continued successful management of the reserves. Alien species are few and not troublesome. Poaching for saiga horn has diminished, but for subsistence is increasing. In Naurzum agricultural pollution is minimal. In Korgalzhyn pollution from farming in the large River Nura catchment could occur and there has been trouble when dams which regulate the incoming water are breached, and flooding or drying out occurs. Heavy industry which has been developed upstream in the Karaganda-Timirtou region on the Nura has caused pollution by mercury, other heavy metals, oil and chemicals. An EU-funded study has measured the extent of this pollution and discovered almost no research into the water quality of the Tengiz-Korgalzhyn system downstream (EU, 2007). A canal has been cut between the Nura and the Ishim River at Astana, the new capital of Kazakhstan, through which it is intended that 25% of the flow of the Nura will be eventually diverted for the new town. A World Bank-funded project is working to contain the effects of the pollution which could destroy the ecological balance of the nominated site. COMPARISON WITH SIMILAR SITES The main bases for comparison with similar existing World Heritage sites are: ix) The dynamic seasonal and long-term cycles of flood and drying with consequent richness of marsh and aquatic habitats in good condition make the Tengiz-Korgalzhyn wetlands a key example of these processes; The undisturbed steppe is the opposite: an unchanging ecosystem, also in good condition; little noted in the World Heritage system, much of which has been converted into farmland because of its fertility; x) The vast numbers of migrating waterfowl, including endangered and endemic species, attracted to the lakes, plus the uncommon saiga antelope give the area notable biological importance. The nomination of undisturbed natural steppe land and lakes together is a combination unmatched by any World Heritage site except for Uvs Nuur in Mongolia and Tuva. There are 22 protected wetlands in the Eurasian steppe between Moldova and north China, which the nomination discusses, and which include the Volga and Ural deltas on the Caspian coast; but grasslands which are not savanna sites are little featured on the World Heritage List. Hortobágy in Hungary is a large steppe for Europe but is designated for being man-made not natural. Grassy wetland World Heritage sites attracting large numbers of migratory waterbirds are commoner. The Danube delta is Europe's largest marshland and attracts vast numbers of birds, but is not steppe, and is being developed. Doñana is a similar, smaller, coastal marsh but is Mediterranean. Waterton Lakes and Wood Buffalo Parks in Canada both have temperate grassland and bird-attracting wetlands, but are otherwise too different to be closely comparable. Lake Turkana and the Rift Valley lakes, a possible future nomination, may be compared for birds but are equatorial desert or savanna. All except Uvs Nuur and Doñana attract fewer waterfowl than the Kazakh sites. Uvs Nuur itself is a saline but non-dynamic lake and a quarter of its surroundings are similar (Mongolian-Manchurian) semi-desert steppe and wetland, although other sites in the series are much more varied. STAFF At Naurzum the state ranger service has 59 employees: Director, 5 researchers, 5 conservationists, 40 rangers, 7 management and 1 technical support staff. There are 7 ranger stations, a mobile patrol and a fire station. At Korgalzhyn there are 51 employees: 5 scientists, 5 management, 5 in public awareness, 32 rangers, and 2 support staff. There are 4 ranger stations and mobile 4WD and motorboat patrols. Training in monitoring, wildlife surveys, inspection routines and safety is given in both areas. BUDGET Funding comes from the Kazakh Ministry of Agriculture which was until 2003 insufficient for adequate maintenance. In 2004-5 Korgalzhyn was granted the equivalent of US$380,000, Naurzum US$300,000. New equipment has been supplied and training expanded. A little money comes from environmental tourism and museum visitors (US$2,500 in 2002). Between 2005 and 2009 a GEF/UNEP Siberian crane project will bring in US$3,700,000, and from 2003-2010, a GEF/UNDP Wetlands project will bring in US$12,000,000. Ramsar, BirdLife International, the Association for the Conservation of Biodiversity in Kazakhstan, NABU Germany and the UNDP Astana helped to develop the nomination. LOCAL ADDRESSES The Director, Committee of Forestry and Hunting, Ministry of Agriculture, 49 Abay Avenue, 010000 Astana, Kazakhstan. Director, Korgalzhyn Zapovednik, 474210 Akmola Province, Republic of Kazakhstan Director, Naurzum Zapovednik, 5,Lesnaja Street, Karamendy Village,457930, Narzum Raion, Kostanay Oblast, Republic of Kazakhstan Website: www.oopt.kz REFERENCES The principal sources for the above information were the original nomination and re-nomination submissions for World Heritage status. Bragina, T., et al. (2001). Steppe and Lakes of Northern Kazakhstan. Nomination for Inscription on the List of Cultural and Natural World Heritage of UNESCO. Koshetaw, Kazakhstan. Claus, S. & Lenk, M. (2004). Outline of the Hydrological Status in the Nura River and Tengiz Lake Basin - Focusing on the Maintenance of Natural Flows in Nura River to Safeguard Long-term Water Supply of Korgalzhyn Nature Reserve. Astana. EU Specific Targeted Research (2007).TWINBAS. Twinning European and Third Countries' River Basins for Development of Integrated Water Resources Management Methods. Final Project Report. Appendix 3: River Nura. EC Research Project For EU Water Framework Directive. IUCN (2009). The Red List of Threatened Species. IUCN, Cambridge, U.K. Magin, C. (2005). World Heritage Thematic Study for Central Asia: A Regional Overview. Report for IUCN, Gland, Switzerland. 78 pp. Karpowitz, Z. & Reap, J. (2002). Mission to Almaty Kazakhstan, December 2002. Report for IUCN, Gland, Switzerland & ICOMOCS. 33 pp. Kustanay Regional Forests & Bioresources Administration (2000). Regional Development Program of the Naurzum State Nature Reserve for 2000 –2005. Naurzum. Ministry of Agriculture, Forestry & Hunting Committee of Korgalzhyn State Nature Reserve (2003). Program of Developing Public Institution Korgalzhyn State Nature Reserve in the Period 2004 –2006. ---------- (2002), Management Plan for the Saryarka - Steppe and Lakes of Northern Kazakhstan. Korgalzhyno. Molloy, L. & Hogan, R. (2002). World Heritage Nomination - IUCN Technical Evaluation. Saryarka Steppe and Lakes of Northern Kazakhstan (Kazakhstan). Gland, Switzerland. Sidorova, T., Bragina, T., Bragin, E., Lenk, M. & Dieterich, T. (2007). Nomination Dossier, Saryarka Steppe and Lakes of Northern Kazakhstan, for Inscription on the List of Cultural and Natural World Heritage of UNESCO. Prepared for the Government of Kazakhstan.106 pp [Contains a bibliography of 89 references, mostly in Russian. Attachments include 38 maps, 7 species lists, a Management Plan, Development Plans for Korgalzhyn and Naurzum Reserves, legal documents, photographs, slides.] DATE July 2009, May 2011.	<urn:uuid:6e1fb09b-732e-4068-826c-c4db8e811e91>	CC-MAIN-2022-40	http://thesalmons.org/lynn/wh-wcmc/Kazakhstan%20-%20Saryarka.pdf	2022-10-03T11:45:15+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00242.warc.gz	54,852,065	10,232	eng_Latn	eng_Latn	0.926212	eng_Latn	0.98728	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3679, 7162, 11371, 16754, 21287, 26454, 31379, 36034, 40047, 41330 ]	[ 2.296875, 1.40625 ]	1	0
A Quick Start Guide Inclusive and meaningful youth participation is fundamental to the design and delivery of services that meet young people's needs. Article 12 of the United Nations Convention on the Rights of the Child holds that young people have the right to have a say in all matters that affect them. In Queensland, the Human Rights Act 2019 also guarantees the right of every person to take part in public life without discrimination. The Queensland Family and Child Commission model of participation refers to children and young people as 'young people' or 'youth', as it's intended for use as best practice when working with both children and young people (younger and older than 18 years of age). Youth participation is about genuinely connecting with young people, supporting them to share their views, amplifying what they've told us and making sure their views influence decision-making. The Queensland Family and Child Commission Model of Participation The QFCC model of participation combines two approaches and four key elements: 1. Engagement with young people involves proactively seeking opportunities to connect with them and providing appropriate support to help them to express their views in meaningful ways. 2. Advocacy for the views of young people involves taking steps to amplify what they say and ensuring their views influence decisionmaking. The QFCC model of participation draws together concepts from the UNCRC, the National Principles for Child Safe Organisations, Hart's Ladder of Participation and the Lundy model of child participation. Engagement Advocacy Connect with young people and support them to share their views. Amplify the views of young people and help their ideas have influence. Young people have the right to have their views heard and taken into account on decisions that affect them. Child and Youth Participation CONNECT SUPPORT AMPLIFY INFLUENCE Embedding meaningful youth participation within an organisation can take time and practice. The following questions have been designed to guide organisations to connect with young people, support them to share their views, amplify what they say and make sure their views influence decision-making. Further information on each of these elements can be found in the Queensland Family and Child Commission Model of Participation. Connect Connect is about creating opportunities to hear the views of young people in a way that works for them. It involves being proactive, adaptable and creating an approach that is safe and suited to the young people you want to hear from. * Why do I want to involve young people and what do I want to achieve? * What are the legal and ethical considerations? Is a formal ethics approval needed? * What aspects of my work can young people realistically influence? How will I communicate this to them before they take part? * How will I attract and involve the young people most impacted, keeping in mind the topic, their age and other characteristics? * How will I listen to and action the views of young Aboriginal and Torres Strait Islander people and other under-represented demographics? * Are there any cultural protocols relevant to the participants? How will I adhere to them? Support Support is about putting processes and mechanisms in place to ensure young people feel welcome, safe and confident to fully express their views. It involves offering a tailored approach that meets the needs of the young people who are participating. * How will young people be involved in planning and delivering the youth participation? * What are the risks for young people and for the organisation and what mitigation strategies can I put in place? * How will I maintain participants' confidentiality, ensure duty of care and respond to disclosures? * What age-appropriate support services will I recommend to young people? * How will I ensure young people are empowered and are heard among adults? * What interactive activities are best suited to the participants, keeping in mind the topic, their age and other characteristics? * How can I give back to young people (in an age-appropriate way) to let them know their time and expertise is valued? * How will I support the development and growth of young people throughout their participation? Amplify Amplify is about promoting the views of young people in an accurate way. It involves understanding why and how young people want to share their views and making sure it is done in respectful, safe and culturally appropriate ways. * How do the participants want to have their views heard and where would they like to publish or share them? * How will I get explicit consent to share the views of young people? * How will I ensure the safety of young people when sharing their views? * How will I share the views of young people in respectful and culturally appropriate ways? * How will I ensure an adult lens does not change the meaning of young people's contributions? * When will young people have the final view and edit of information being shared? * How will I share my experiences and learnings with others and encourage others to engage young people in their work? Influence Influence is about meaningfully incorporating the views expressed by young people into decision making processes. This involves taking young people's views seriously and providing transparent feedback on what action has been taken and why. * What opportunity will young people have to give feedback about the participation opportunity? * What have I learned from this process? How can I improve the next youth participation activity? * What action will be taken as a direct result of young people's participation? * How will I ensure the views of all young people who participated are valued and considered, including challenging or dissenting feedback? * How will I follow up with participants, provide feedback and inform them of the next steps and actions taken? * How will I connect young people with other decision-makers? * How will I support young people to stay involved with my organisation? * How will I embed youth participation in my work and in other areas of my organisation? Next steps Take steps to embed youth participation in your organisation's processes and continue to foster productive working relationships with young people. By widely promoting the benefits of youth participation, you can play a vital role in changing the discourse about young people and the positive impact they can have. 1. United Nations Convention on the Rights of the Child Art. 12; Human Rights Act 2019 (QLD) S23(1)	<urn:uuid:d29d5865-b056-48f3-bff1-9336f3ea9558>	CC-MAIN-2022-40	https://www.qfcc.qld.gov.au/sites/default/files/2022-06/Youth%20Participation%20Quick%20Start%20Guide.pdf	2022-10-03T10:59:51+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00240.warc.gz	983,048,656	1,259	eng_Latn	eng_Latn	0.994682	eng_Latn	0.995911	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2340, 4289, 6603 ]	[ 2.53125 ]	2	0
Teaching Philosophy Years ago, I identified myself as a teacher who was keenly aware of the need to teach skills; I still see the study of English as a study of the various aspects of the literacy enterprise. As a teacher in this subject area, I must always be focused on the need to help students access all that the practice of literacy has to give to us: the ability to communicate effectively and meaningfully with one another, the ability to express ourselves clearly and appropriately for the arena in which we communicate, the ability to connect with others and ourselves through language. Every aspect of the English classroom makes this possible: from the instructions students receive when they walk in the door to the most sublime of moments in a discussion, this entire classroom serves as a space where we wrestle with language and communication and can draw attention to even the smallest moments of human interaction to find the teachable moment. In this way, I see myself now focused on helping students become more skillful. Yes, I teach skills and help them deepen their experience of and facility with the products of literacy, and I also help them to bring those tools into connection with themselves. The skillful practitioner of literacy, the competent communicator is one who is open to experience, is thoughtful in response, is careful in discussion to listen. Over the years, I've come to understand skillful practice as an act of love, and I embrace love as the basis for my teaching now. Through the practical application of mindfulness (in secular and spiritual environments), I have found myself growing into a person who tries to be present to people. Whether I'm doing the one-on-one, group, or full class teaching moment, I try to bring my whole self to the space and to ensure that my whole self in that moment is, in the sense that Thich Nhat Hanh would be talking about it, my happiest self, my authentic self. To be a good teacher is, to me, to be present and to teach students to be present to the material they study. They may not enjoy every subject–just as they may not enjoy every person they meet–and that's just part of life. Finding a way through that difficulty– finding a way to connect with that which seems disconnected from one's interests and self–is what I want to help them do. Literacy is, in this regard, a gift. Reading gives us more opportunities to meet people, especially in our youth when our worlds are small. Writing allows us an opportunity to engage in conversation–with ourselves and others–and to see the ideas and beliefs, thoughts and feelings, that we live with, try on, occupy. Speaking and listening are the oral/aural versions of these two literacy skills and are easier to learn but can be so much harder to master. The English classroom is the place where these all come together, the lab of communication instruction. It's the best place to be. So, how does this manifest in my classroom? I use whatever methods are available and seem appropriate for the goal and the students. I try to teach in chunks of time; my least enjoyable lessons are the ones where I'm expected to lecture for an entire class period, and even in these moments, I find ways to break the rhythm with small group/pair discussion, brief writing assignments to help students think more deeply about the subject, and class-wide building of a concept together. One of most important aspects of the work is to teach students how to slow down. Being present to language and the people that use it to communicate with us demands that we take the opportunities available to thoroughly and thoughtfully engage them. My classroom is a space where we read, write, Rev. 7/24/2019 and think about those two activities. If I can help students to see the value in taking time to hone their abilities to work with texts now, I can better equip them to tackle the texts they'll encounter later. In the end, my teaching philosophy is really my student learning philosophy. I seek to help students become self-sufficient readers, to learn to question the texts they encounter in my and other classes. I hope that they emerge with an ability to read through and beyond primary text materials and to identify those moments when their discovery will be enhanced by further reading and secondary research. My ultimate hope is that students will see reading and writing as proper ends of education in themselves and as linked parts of the literacy continuum Classroom Management Plan Management and Instructional Priorities The study of language and literature is the study of boundaries; words provide shape to the world around us and allow us to break the borders of our solitary bodies to share with the other beings with whom we walk this earth. Classroom management is, to me, about setting and maintaining boundaries so that our small community can be productive. Boundaries contain us, yes, but they also set us free to explore and dive deeply into the wealth of knowledge the world has to offer. It took me a long time to understand that boundaries are part of the way we love one another. We have to know what is acceptable to ourselves and those around us in order to successfully negotiate and navigate the world and the spaces we inhabit. The classroom is one of the most important learning grounds in this regard. My commitment to creating the beloved community demands that I approach management and instructional priorities with an eye toward helping students understand, engage, and enact healthy boundary-respecting behaviors toward themselves and others, while also preparing them to meet the same in the outside world. Classroom rules and procedures are grounded in an understanding and expectation that our respect for one another's humanity—including the writers of the texts we study and the people and subjects of which they write—demands that we approach our time together in an orderly fashion so that we maximize our opportunities to learn and share with one another. Physical Space Arrangement To the extent that it is possible, I prefer a mixed seating arrangement that allows for customization in the moment; being able to group students around small tables or floor cushion seating, for example, or having the potential to create a mini-theatre platform to engage in learning about oral and theatrical communication demonstrates a level of care and concern for students as human beings with individual needs. Traditional classroom furniture (the chair with fixed desktop) is uncomfortable and unwieldy unless one simply would like to contain bodies in neat rows of seats. Having said that: I have been teaching for nearly two decades and I have taught in any sort of space you can imagine. The only thing that I know I want to include in any classroom space is a Zen Zone, a place for students to sit when they need to "check out" of an activity. Use of the space comes with the understanding that I will check in on them to make sure they're OK. Rules: Practicing Community Courtesy Basic Courtesies for Community: 1. Be on time. 2. Be ready to learn (materials needed are present and usable, assignments have been prepared, brain is on and focused). 3. Be open to new ideas, challenges, and opportunities for growth. 4. Be present to the work of this class. 5. Be the respect you want to receive in the world. These courtesies are posted in the classroom and will be explicitly taught and modeled in the opening weeks of the school year. Each of these courtesies are critical to strong classroom community formation; for students to learn, they must come ready and prepared to learn AND understand that they also have a duty to help ensure a good environment for others to learn as well. Courteous participation in the classroom community garners rewards through a simple point system. Five points are available on a daily basis, one for each of the five courtesies. These points will be factored into the student's quarterly grade. Note: points are not guaranteed; rather, students earn them by engaging in these behaviors in every class. When courtesies are not respected (i.e., the underlying rules are broken), students will first be given a warning (verbal and discreet). Continued community breaches will result in a conversation after class. If the breaches persist, I will contact parents/guardians and, if necessary, engage school behavior protocols. Severe breaches of community (i.e. situations that cause a danger to the student or others) will be immediately escalated according to school and/or district policy. Classroom Procedures Classroom Procedures are linked to our Courtesies: 1. Be on time: - Enter the classroom quickly and orderly. - Take your seat and put unnecessary items (backpack, cellphones, jackets, etc.) away neatly. - Check the board for the day's starter activity. 2. Be ready to learn: - Quietly begin your work on the day's starter activity. - Have any homework assignment on your desk ready to be checked/collected. - Have paper and pen/pencil prepared for work. 3. Be open to new ideas, challenges, and opportunities for growth: - Listen to classroom discussion and follow along with the conversation so that you can ask questions, offer ideas, and generally engage with the topic. - If you have a strong reaction to something that is said, read, or discussed in class, take a thinking break—use your notebook as a place to work out your thoughts on paper before you engage in the conversation. 4. Be present to the work of this class: Rev. 7/24/2019 - Electronic communication devices are generally not allowed. If you are unable to leave them appropriately stored in your backpack or purse, you are to use one of the slots in the classroom phone caddy. - Bathroom passes, bane of every classroom teacher's existence, are to be used judiciously. One pass, one person out at a time. Write your name on the board next to the pass when you leave. If you're gone too long (i.e., more than 5 minutes), I will send out a search party to escort you back. You don't want the search party. Trust me. - Turn in work to the appropriate spot/bin in the classroom. - Late work will be accepted for up to one week after the due date. After that point, the work cannot be submitted for credit or grading. 5. Be the respect you want to receive in the world: - Speak when it's your turn. Listen when it's not. - When we're working quietly, respect that quiet. If you finish your work early, work on your current book or your journal while you wait for us to finish. - Use your journal or the Zen Zone if you need to take a moment to manage strong emotional responses. 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Calculated Acts: Civil Disobedience and Social Change GRADE LEVEL: 7-9 TIME ALLOTMENT: Two 45-minute class periods (excluding homework time) OVERVIEW In this lesson, students will explore civil disobedience as a tool for social change, focusing specifically on Homer Plessy's 1892 refusal to leave a "whites only" train car in New Orleans, which led to the landmark Supreme Court case Plessy v. Ferguson. The lesson will begin with a brief examination of other acts of civil disobedience in American History, after which students will develop a definition for the term. Next, students will examine some of the post-Civil War legislation that led Homer Plessy's arrest, and view a segment of The African Americans: Many Rivers to Cross to develop further understanding of the case and its outcome. Finally, students will research and report on other acts of civil disobedience, and assess whether or not these acts resulted in immediate societal changes, or were contributing factors in larger social movements over time. The lesson is best used in a larger unit on post-Civil War history, or as a precursor to studying the Civil Rights Movement of the 1950s and 1960s, in particular Brown v. Board of Education. SUBJECT MATTER: Social Studies LEARNING OBJECTIVES After completing this lesson, students will be able to: Define the term "civil disobedience"; Provide multiple examples of civil disobedience American history; Describe some of the post-Civil War civil rights legislation that laid the groundwork for the act of civil disobedience central to the Supreme Court case Plessy v. Ferguson; Describe the key tenets of Plessy v. Ferguson and its outcome; Cite additional examples of civil disobedience in American history, and debate whether or not acts of civil disobedience are effective in isolation and/or against the larger sweep of history. STANDARDS From the Common Core Standards: English Language Arts, available online at http://www.corestandards.org/ELA-Literacy: Common Core Standards, now adopted in over 40 states, are designed to help educators prepare students for success in college and careers by focusing on core knowledge and skills. The English Language Arts standards reflect the need for young people "to read, write, speak, listen, and use language effectively in a variety of content areas" including history/social studies. This curricular resource, developed to accompany The African Americans: Many Rivers to Cross aligns most closely with the following Common Core Standards: RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. From the National Standards for United States History for grades 5-12, available online at http://www.nchs.ucla.edu/Standards/us-history-content-standards: Era 6: The Development of the Industrial United States Standard 2B: The student understands "scientific racism," race relations, and the struggle for equal rights. Grades 9-12: Analyze the arguments and methods by which various minority groups sought to acquire equal rights and opportunities guaranteed in the nation's charter documents. MEDIA COMPONENTS The African Americans: Many Rivers to Cross, Episode 3: "Into the Fire," selected segment. Segment 1: A Calculated Act An overview of Homer Plessy's act of civil disobedience and the resulting Supreme Court case. Access the video segments for this lesson at the Video Segments Page at www.pbs.org/manyrivers/foreducators. MATERIALS For the class: Computer with Internet access, projection screen, and speakers (for class viewing of online video segment) For each student: "Calculated Acts" Introductory Activity "The Road to Plessy v. Ferguson" legislation organizer PREP FOR TEACHERS Prior to teaching this lesson, you will need to: Preview the video segment used in the lesson. Prepare to watch it using your classroom's Internet connection. Print out and make copies of the "Calculated Acts" Introductory Activity and the "Road to Plessy v. Ferguson" organizer for each student in your class. INTRODUCTORY ACTIVITY 1. Ask your students what it takes to make big societal changes come about. For example, if they wanted to institute a new rule saying that teachers in your school would not be allowed to assign homework, what would they have to do? Would this change happen easily? Would it take a long time? What steps might they take in order to get a new rule like this in place? Can an individual make a difference? 2. Explain that throughout history, there have been times when people felt so deeply about a political or social issue, they resisted the status quo—the current state of affairs—in some manner. Some of these strategies were effective, some were not. 3. Tell your students that you will be examining different ways people have behaved in an effort to bring about big societal changes. Assign each student in your class a number from 1-4. Distribute the "Calculated Acts" document to each student. 4. Tell your students to examine the photograph or image matching the number they've been assigned. A hint accompanies each image and provides some additional information. As they examine the image, write the following questions on the board, and ask them to answer them in their notebooks or on a separate sheet of paper: Do you know what this event is? What do you think these people are resisting or trying to change? What words would you use to describe their actions? Do you think they were successful in making a big change happen? Why or why not? 5. Review the images as a class. Ask the students their responses to the questions they've been asked to consider. After you have reviewed each image, ask your students what similarities and differences they notice in the images. Did the Boston Tea Party resolve all of the American colonies' arguments with Great Britain? Did the slaves escaping on the Underground Railroad end slavery? Did one woman's arrest at the White House get women the right to vote? Do they think these individual acts brought about big changes? Why or why not? 6. Explain that all of these images depict acts of "civil disobedience." Project or write on the board the following quotes about civil disobedience: "If the machine of government is of such as nature that it requires you to be of injustice to another, then, I say, break the law." –Henry David Thoreau "One has a moral responsibility to disobey unjust laws." –Martin Luther King, Jr. 7. Ask your students to, based on the images they've examined and these two quotes, develop a definition for civil disobedience. (A possible definition is "the refusal to uphold certain laws or meet certain governmental demands in an effort to make change happen.") Explain to your students that there are multiple types of civil disobedience (peaceful and violent, public and private, etc.), and that during this lesson, they will be looking at one example in depth. LEARNING ACTIVITY 1. Tell your students you will now be examining an 1892 decision by a man named Homer Plessy that led to the Supreme Court case Plessy v. Ferguson. Remind your students that civil disobedience requires people to stand up against laws they feel are unjust. Explain that Homer Plessy's act was a reaction to a number of laws going back nearly 30 years. 2. Distribute "The Road to Plessy v. Ferguson" organizer to your students. Explain to your students that American laws have changed and grown over time; once a law is made, it isn't always necessarily permanent. As a class, review the four key pieces of legislation that were critical to the case. Ask your students to complete the organizer as you review it. The legislation includes: The 13 th Amendment: which abolished slavery in the United States and its territories, a tremendous advance in African American civil rights. The 14 th Amendment: which defines United States citizenship and prohibits state or local officials from denying rights to its citizens. The 14 th Amendment is one of the most litigated and debated parts of the Constitution, and has formed the basis of cases as diverse as Roe v. Wade and Bush v. Gore. The amendment represented an advance in African American rights, but its interpretation has varied over time. The Civil Rights Act of 1875: which guaranteed African Americans equal treatment in public accommodations, transportation, and prohibited exclusion from serving on a jury. The Act represented a significant advance in African American civil rights. The "Civil Rights Cases" Supreme Court Ruling of 1883: which declared the Civil Rights Act of 1875 unconstitutional. The Court ruled that the 14 th amendment prohibits discrimination by the state, but it does not give the government power to prohibit discrimination by individuals, organizations, or businesses. The Court also ruled that the 13 th Amendment eliminated "the badge of slavery," but did not prohibit discrimination in public accommodations. This decision was changed by subsequent cases and laws over many years. 3. Tell your students they will now examine Homer Plessy's act of civil disobedience in 1892. They will be watching a segment from the PBS series The African Americans: Many Rivers to Cross. As your students watch the segment, ask them to consider what the results of Homer Plessy's act of civil disobedience might be for his act, based on their knowledge of civil rights laws at the time. 4. Play the segment "A Calculated Act." (Access the video segments for this lesson at the Video Segments Page.) Pause the video when you see the steps of the Supreme Court building, and after Dr. Gates says, "the case did make it to the Supreme Court." Ask your students what would happen if the Court ruled in favor of Homer Plessy (Public transportation and accommodations would be desegregated under the Fourteenth Amendment). Ask your students what would happen if the Court ruled against Homer Plessy and upheld Louisiana's segregation laws. (Public transportation and accommodations would remain legally segregated.) Ask your students to predict what the Court's decision was. (The Supreme Court ruled against Homer Plessy and upheld Louisiana's segregation laws.) 5. Play the rest of the video segment. Ask your students if Homer Plessy won his case (No.) Ask your students what they think Dr. Gates meant when he said, "The United States Constitution was no longer colorblind." (Plessy vs. Ferguson made segregation, and "separate but equal," law.) Ask your student what they think "separate but equal" means. (Under the separate but equal doctrine, services, facilities and public accommodations were allowed to be separated by race, on the condition that the quality of each group's public facilities was to remain equal.) 6. Explain that, as mentioned in the video segment, "separate but equal" laws segregated schools, transportation, restaurants, hotels, and many other aspects of American life for more than fifty years after Plessy v. Ferguson. Ask your students if any of them know the Supreme Court case that overturned Plessy vs. Ferguson as it applied to public education. (Brown v. Board of Education.) 7. Ask your students if they think Homer Plessy's act of civil disobedience was effective, if it took over fifty years for segregation laws to change (Student answers will vary.) Remind students of the acts of civil disobedience they examined at the beginning of the lesson. Did those acts produce immediate results? Did social change happen later? Was it the direct result of civil disobedience or a result of many other factors? (Accept all answers.) CULMINATING ACTIVITY 1. Ask each of your students to select another act of civil disobedience from American History to examine more closely. Potential topics include: Rosa Parks and the Montgomery Bus Boycott 1934 General Strikes in San Francisco, Minneapolis, and Toledo The Freedom Riders The Boston Tea Party Women's suffrage voting arrests (including Susan B. Anthony) Student sit-ins against Vietnam Antiwar protests Abortion rights advocates and opponents The 1960 Greensboro and Nashville Sit-Ins Occupy Wall Street The Underground Railroad The Anti-Nuclear Movement Same-Sex Marriage protests 2. Ask your students to research and report on a) who the key players were in the act of civil disobedience, b) what was the act of civil disobedience they committed, what laws or policies the civil disobedience was seeking to change, c) whether or not the civil disobedience created immediate social or legal change, and d) whether or not the law or policy ultimately changed. 3. After your students have completed their reports, debate the question "Are acts of civil disobedience in American history effective in isolation, or one of many contributing factors that contribute to social change?" 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4E – Community Well-Being COMMUNITY WELL-BEING Cities exist for the primary purpose of ensuring the well-being of the people who live, work, and visit them. The availability of housing, transportation options, healthy food, open space, and economic stability affects the physical, social, and mental well-being of the people in the community. Residents greatly value the quality of life offered in Morro Bay, and visitors, whether employees or tourists, also benefit from it. The City will remain focused on ensuring the greatest livability possible for people of every age, race, ability, and socioeconomic group. OVERVIEW Scope and Content The Community Well-Being Element addresses the social aspects of community design. It anticipates the ways in which the built environment affects the overall well-being of residents and visitors and allows needs to be met easily and affordably. A person's social, physical, and mental well-being are inexorably linked, and this element touches on all three aspects and includes policies to improve the conditions that influence them. Community well-being goals and policies address quality of life, community health, and the anticipated health effects of climate change. Where data specific to Morro Bay is not available, estimates based on data for San Luis Obispo County are used to show trends in health and well-being for Morro Bay residents, along with input from local residents and staff. Relationship to Other Elements The Community Well-Being Element is connected to all other elements in Plan Morro Bay, as all parts of the plan work together to create a healthy and vibrant environment. Specifically, the Land Use and Circulation elements heavily influence resident activity levels and physical health, contribute to food and medical service accessibility, promote employment and housing stability, and establish locations for recreation and open space. The Conservation and Open Space elements establish policies that ensure residents and visitors have access to attractive natural areas and recreation, prioritize clean energy Commented [KK1]: Ditto with this chapter as will Noise and Economic Development. This chapter doesn't really address Coastal Act issues, and is mostly written as goals/programs for the City to undertake as opposed to regulating new development. options, and preserve the clean air and water residents need to stay healthy. The Noise, Community Design, and Public Safety elements focus on ensuring Morro Bay is a pleasant and safe place, which affects the likelihood of people to be active by walking, biking, and generally enjoying the community. RESILIENCY APPROACH The concept of resiliency describes a community's ability to respond to and recover from challenges it faces. The social resiliency of a population enables people to work together to cope, respond, and learn from an environmental, economic, or social threat. To best do so, people must have their basic needs met and must feel connected and involved in the community. This element complements the Morro Bay Climate Action Plan by ensuring the community has a strong base that is able to recover from the natural disasters and economic changes caused by climate change impacts. Policies focus on ensuring that Morro Bay remains a diverse and inclusive community with strong social capital and a connected, resilient population. COMMUNITY HEALTH Morro Bay residents tend to be healthier than the average Californian. San Luis Obispo County as a whole is ranked highly for general health, quality of life, health behaviors, and clinical care. Like most of California, however, chronic disease and cancer continue to be the primary causes of death for residents, and obesity, lack of physical activity and fresh food, and mental health concerns are common issues. A combination of the physical environment, socioeconomic conditions, and personal behaviors contribute to these issues and can be improved through conscious planning and community improvement. The demographic makeup of Morro Bay also requires consideration, as the relatively high number of residents over age 50 can have specific health concerns. Access to quality health care, food, and services, and the ability to respond to disasters become more important and less available as individuals age. Isolation and a lack of community involvement are also common and substantially detract from quality of life for both individuals and the community as a whole. 4E - Community WellBeing SOCIOECONOMIC CONDITIONS Socioeconomic factors are among the best determinants for health and well-being in a person or community. Income level, housing quality, and employment status can dramatically affect a person's ability to care for their well-being and contribute to society in a meaningful way. Morro Bay does not have any officially designated disadvantaged communities as described in state planning law, and the levels of both educational attainment and employment are higher in Morro Bay than in most of California. However, the median income is lower than the state average and more than half of residents pay at least 30 percent of their income toward housing. A strong household income, employment base, and education level will provide Morro Bay residents with the means to care for themselves and enjoy a high quality of life. KEY ISSUES Environmental Equity Planning and land use decisions have the capacity to dramatically affect the lives of residents, with low-income and minority groups often the ones most impacted by air pollution, hazardous waste, and other undesirable or even dangerous environmental issues. In 2016, the California Legislature passed Senate Bill 1000 (SB 1000) requiring cities and counties to address the environmental equity concerns of any designated disadvantaged communities in the general plan. Morro Bay does not contain areas with significant environmental equity concerns, but the City will always consider the equity impacts of planning decisions, particularly while preparing neighborhoods and the city as a whole for the effects of climate change, including becoming more prone to flooding, landslides, and extreme heat events. Quality of Life The quality of life in a community involves a wide variety of economic and social factors. While measuring many of these factors directly is possible, a simpler way to evaluate a community's quality of life is by focusing on key indicators, including commute times to work, population turnover, housing costs, and crime rates. By identifying what drives these indicators and improving upon them, Morro Bay can continue to provide a high standard of living. Table CW-1 lists the key indicators used to measure quality of life for Morro Bay residents. In general, Morro Bay residents are better off than or on par with residents throughout the state for each indicator; however, improving these indicators would positively affect the lives of the city's residents and increase their ability to achieve financial and social success and stability. Quality of Life Indicators (2014) \| \| \| Morro Bay \| \| California \| \|---\|---\|---\|---\|---\| \| Average Commute Time (minutes) \| 18.8 \| \| 27.6 \| \| \| Percentage Commuting 30 or More Minutes per Day \| 27% \| \| 40% \| \| \| Population Turnover \| \| \| \| \| \| Same House One Year Ago \| 82% \| \| 86% \| \| \| Different House One Year Ago \| 18% \| \| 14% \| \| \| Median Household Income \| $50,914 \| \| $61,818 \| \| \| Housing Cost 30 Percent or More of Income \| \| \| \| \| \| Extremely Low Income \| 86% \| \| Not available \| \| \| Very Low Income \| 55% \| \| Not available \| \| \| Crime Rates per 100,000 Residents \| \| \| \| \| \| Violent \| 487 \| \| 393 \| \| \| Property \| 2,282 \| \| 3,459 \| \| Source: US Census Bureau 2014; California Department of Justice, 2014 Crime in California Report and CJSC Statistics Crimes and Clearances Database; California Association of Realtors 2015 The shorter commute times and slightly lower population turnover in Morro Bay can significantly improve quality of life, although the crime rate is marginally higher than the state average. The impact of housing costs on low-income residents, including seniors, has severe consequences on living stability and available income for other needs. GOALS AND POLICIES GOAL CW-1: Morro Bay residents enjoy a high quality of life that contributes to their mental, physical, and social well-being. POLICY CW-1.1: Crime Prevention Through Environmental Design. Improve safety and the perception of safety by using the principles of Crime Prevention Through Environmental Design (CPTED), including use of adequate lighting, street visibility, and defensible space. POLICY CW-1.2: Family Enrichment Programs. Partner with the San Luis Obispo County Public Health Department, local nonprofits, and schools to provide child and family enrichment programs and after-school educational programs that emphasize intellectual and emotional preparation, particularly in underserved communities. POLICY CW-1.3: Services for All. Ensure the accessibility of facilities and services that meet the cultural, linguistic, gender, and sexual orientation needs of client populations. POLICY CW-1.4: Community Equity Training. Provide training and tools to public staff to advance equity and social justice across all areas of service. Promote similar training and awareness throughout local and regional government. Diverse, Multigenerational Community Morro Bay has many residents who span older and younger generations and have specific needs and desires for their community. The community welcomes people from all generations, backgrounds, and lifestyles, and the City seeks to provide for that diversity. GOALS AND POLICIES GOAL CW-2: Morro Bay residents of all ages, cultures, and lifestyles enjoy a community that is inclusive, enjoyable, and meets all physical, emotional, and mental needs. POLICY CW-2.1: Health Service Awareness. Partner with the County Public Health Department and local clinics and hospitals to promote public awareness of health and social services available in the area. POLICY CW-2.2: Preserve Diversity. Protect and enhance the individuality and diversity of the community. POLICY CW-2.3: Community Involvement. Promote and provide a variety of ways residents and visitors can be involved and connected to the community. POLICY CW-2.4: Multigenerational Housing. Provide for multigenerational living spaces including housing for single parents, young families, and seniors, including aging-in-place communities. POLICY CW-2.5: Public Accessibility. Improve the accessibility of public spaces. POLICY CW-2.6: Home Care Options. Increase the availability of home care and assisted living opportunities for older and disabled adults. Chronic Disease Chronic disease is one of the leading health concerns in the country, and it represents a significant cause of death for Morro Bay residents. The primary concerns for residents in Morro Bay are obesity, heart disease, diabetes, and asthma, with heart disease the leading cause of death for San Luis Obispo County residents after cancer. Many chronic diseases can be reduced or managed through proper diet, activity levels, and protection from environmental hazards such as air pollution. Morro Bay residents have many opportunities for an active lifestyle, including a highly walkable community and access to outdoor recreation. Access to healthy, fresh food in the city is low, however, and could be improved by providing for and incentivizing more opportunities for residential gardening, produce markets, healthy corner stores, a range of restaurant options, and fullservice grocers. GOALS AND POLICIES GOAL CW-3: Residents and visitors in Morro Bay are healthy and have access to essential services. Education Programming. Partner with local agencies and organizations to offer health education programs and organized activities for residents and visitors. Food Access. Promote the availability of fresh food throughout the city, both at retail locations and in restaurants. Local Food. Support additional local and sustainable food providers such as farmers markets, community gardens, and urban agriculture. Healthy Consumer Options. Partner with the County Public Health Department to encourage stores and restaurants to offer affordable and healthy options. Medical Access. Ensure residents and visitors have convenient access to health and medical facilities. Health Effects of Climate Change The effects of climate change will intensify concerns for the well-being of the Morro Bay community. Increases in sea level, natural disasters, heat events, vector-borne disease, air pollution, and disruption to food and water distribution systems will exceed the capacity that most communities can handle. To prepare for these effects, Morro Bay needs a strong social structure and an established network of community partners working together to address health and social needs, economic weaknesses, and physical vulnerabilities. Particular attention to maintaining the needs of vulnerable populations such as seniors, pregnant women, children, the homeless, the mentally ill, people with chronic diseases, and outdoor workers will be critical to minimizing risk and disruption as these effects occur. GOALS AND POLICIES GOAL CW-4: Morro Bay recognizes and is prepared for increased health risks due to current and anticipated future climate change effects. POLICY CW-4.1: Plan Updates. Recognize and address the health effects of climate change when updating local hazard mitigation plans, hazard emergency plans, specific plans, and other policies and ordinances. POLICY CW-4.2: Vulnerable Populations. Identify populations more vulnerable to and exposed to potential health impacts. Develop targeted population-level mitigation and adaptation strategies, and prioritize the use of resources to benefit the most significantly impacted populations. POLICY CW-4.3: Climate Change Response Plan. Prepare a response plan to be used in the implementation of Measure A-2 of the CAP to ensure the protection of vulnerable populations during times of high heat, extended drought, flooding, or other extreme weather events. POLICY CW-4.4: Vectors and Infectious Diseases. Work with the County Public Health Department to monitor vector-borne and infectious diseases, such as West Nile virus and Lyme disease, reduce the risks of these diseases, and better understand the disease effects of climate change. POLICY CW-4.5: Public Awareness. Increase public understanding of the impacts of climate change on health and ways to prepare for such changes. This policy should be implemented together with Measures E-4, TL-1, and TL-3 of the CAP. POLICY CW-4.6: Emergency Housing. Expand and plan for additional emergency, transitional, and supportive housing services provided by the City and community organizations to prepare for loss of housing and exposure of homeless populations during extreme weather events. POLICY CW-4.7: Urban Greening. Maximize urban greening and the use of green infrastructure to minimize the urban heat island effect, maintain and improve water quality, and contribute to the physical and social health of community members. 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Canadian History 11 Support Document Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and subsequent links, and is not responsible for the accuracy, legality, or content of those websites. Referenced website content may change without notice. Regional Education Centres and educators are required under the Department's Public School Programs Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to email@example.com Canadian History 11: Support Document © Crown copyright, Province of Nova Scotia, 2022 Prepared by the Department of Education and Early Childhood Development This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia. The contents of this publication may be reproduced in part provided the intended use is for noncommercial purposes and full acknowledgment is given to the Nova Scotia Department of Education. Table of Contents Introduction In a rapidly changing world, learners need an education system that keeps pace, stays relevant, and prepares them for the future. Nova Scotia is a diverse province and schools place a high value on students' languages, cultures, and identities. The Department of Education and Early Childhood Development has developed the following resources to support teachers in engaging learners with issues that are inclusive and respectful of demographic, cultural, and ethnic diversities. Teaching our learners to be good citizens means educating them about those who have different backgrounds, different perspectives, and emphasizing the importance of being inclusive, empathetic, and compassionate. Education also has a role to play in arming learners with the knowledge to support environmental stewardship. This resource includes learning experiences that provide opportunities for learners to engage in the rich and diverse histories and experiences of the Mi'kmaq and other Indigenous people, and African Nova Scotians and other Black Canadians. As learners consider how Mi'kmaw and other Indigenous people have taken action to bring awareness to the impacts of residential schools, explore how Black Nova Scotian and Canadians have created changes for their communities, and examine methods Canadians have used to address inequitable conditions, they begin to make connections between the past, present, and future of Canada. The resource also includes a learning experience to support learners as they consider the impacts of environmental racism on the health of communities across Nova Scotia and Canada. Through these learning experiences, learners will explore contemporary issues and consider how those issues are connected to our shared experiences as Nova Scotians and Canadians. Acknowledging the challenges of the past, examining the related impacts on the present, and focusing on the strength and resilience of Mi'kmaw and African Nova Scotian individuals and communities will allow learners to develop authentic understandings of contemporary issues. By learning about the actions taken to address these challenges, learners will examine various ways that community members can make changes that improve the lives of Nova Scotians and Canadians. Inquiry-Based Learning in Social Studies The learning experience described below is designed to support inquiry-based learning (IBL) in Social Studies. The learning experience is organized into three parts: - Inquiring The focus of the lesson is an inquiry introduced by the teacher or developed by the learners. The teacher provides explicit instruction and modelling to support learners with concepts, skills and strategies being developed. - Finding Evidence Learners use evidence from various primary and secondary sources to respond to the inquiry question. They practice skills and strategies that have been modelled with feedback from the teacher. - Communicating Learners choose and develop a communication form appropriate to the learning experience with support from the teacher. Learners share their findings. Outcomes Unit 7: Justice - J4 demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities - J5 analyze the evolution of the struggle to achieve rights and freedoms Black Change Makers Learning Experience Outcome Indicator Guiding Question Demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities Analyze the evolution of the struggle to achieve rights and freedoms How have Black Nova Scotians and Canadians advocated for rights in Canada? Introduction to the learning experience Black history in Canada spans over 400 years. In Nova Scotia, Black Nova Scotians founded fifty-two unique, diverse communities across the province. The resilience and innovation found in Black communities across Canada is the legacy of individuals, families, and organizations who have worked to create equitable, safe, and culturally responsive communities. Across Canada, Black individuals and organizations continue to work to effect changes that promote the growth and sustainability of their communities by centering decisions around first voice and priorities identified by the community. Black Nova Scotians and Canadians have faced, and continue to face, systemic barriers that create opportunity gaps in education, employment, healthcare, and other key areas. It is important that all Canadians understand and acknowledge the impacts that racism and other forms of discrimation have had on Black individuals and communities and honour the continuing work being done by the Black community to make positive changes. Difficult history is defined as historical content that evokes strong emotional reactions; it often includes oppression, violence and trauma. Difficult history can force both teachers and learners to confront their own worldviews and privileges, which can be challenging. Before beginning the learning experience, it is important that teachers create a safe and trusting space to foster respectful, reflective classroom discussions. Teachers can co-construct a classroom contract or agreement with learners that provides expectations to support them in engaging in respectful dialogue. Teachers should select resources that foster opportunities for responsible citizenship, respect for human rights, social justice, and building healthy, inclusive relationships. Teachers can provide context for historical figures and language that learners may encounter in their research and prepare them for the lesson. "Tips for Teaching Difficult History", a teacher resource developed by the Canadian Museum of history, can be found here. In this learning experience, learners will explore the ways Black individuals and organizations have led change from 1945 to the present. They compare the types of challenges individuals and organizations faced and the methods that were used to address those challenges. Learners have the opportunity to share their findings with the class or a larger audience to celebrate Black excellence and resilience. Before beginning this learning experience, learners can examine the diversity of Black communities in Nova Scotia and Canada and explore the significance of first voice and community-based consultation in government decision-making. Inquiring The teacher can begin by introducing a question such as: "How have Black Nova Scotians and Canadians advocated for rights in Canada?" The teacher can then share a preselected source that explores work that has been done by an individual or organization from the local community. The teacher may wish to share where they found the source and the strategies they used to determine the reliability of the source. The teacher can then think aloud some supporting questions they might use to locate evidence from the source in response to the question. For example, the teacher could ask: - From what community is the individual/organization from? - How has the individual/group advocated for changes? - What barrier(s) is the individual/group working to address? - What has been the result of the advocacy? Learners can also be invited to pose some other supporting questions. The teacher can then model some strategies for finding accurate and valid information in the source. The teacher can model various ways to record the information for the class. Using another source that features a different individual or organization, the teacher can then invite learners to find accurate, valid information in relation to the questions posed. As learners are locating information, the teacher can circulate and provide feedback on the strategies learners are using. Once learners have had the opportunity to find accurate information to support their responses, the teacher can invite learners to share the information they found during their research. The teacher can record the learners' findings. Using a graphic organizer such as a Venn diagram, the teacher can model identifying a similarity or a difference between the two examples the class explored. The teacher can then invite students to share similarities and differences they identified. Finding Evidence The teacher can choose to provide pre-selected sources for learners to use, or model strategies for locating reliable sources. Learners can choose an individual or organization to research, using the questions and strategies modeled in "Inquiring". The teacher can circulate and provide feedback to learners on the reliability of their sources or the accuracy and validity of their information. After learners have completed their research, they can break off into small groups to share and discuss the individuals or organizations they chose. In their discussions, learners should address the questions posed in "Inquiring". Once learners have had a chance to share their findings, they can pair off with another learner from their group to identify similarities and differences between their chosen individuals/organizations. Communicating Learners can work with their partner to develop biographical profiles that highlight the similarities and differences they found between their chosen individuals and organizations that have advocated for equity for Black Canadians. With the support of the teacher, learners can identify subtopics that can be used to organize their information by returning to the questions posed in "Inquiring". The teacher can model various ways the information can be communicated including: - A print and visual text - A Google site - A Google slides presentation - Short video - Other communication form Before learners begin working on their profiles, the teacher and learners can co-construct criteria to guide the development of their communication forms. For example, the class could co-construct a rubric where the teacher provides the assessment criteria and learners would help to describe the performance levels. In their partners or small groups, learners can be given time in class to develop their communication forms in relation to the individuals/organizations they have researched. As learners are working, the teacher can circulate to provide feedback based on the assessment criteria. Once learners have completed their communication forms, each group can be invited to communicate their findings with the whole class. Learners may also be invited to consider various ways to share their findings with the school or community such as through a hallway gallery, a link on the school website, or a presentation to another class. Assessment Based on their discussions and biographical profiles, teachers can look for evidence that learners can identify similarities and differences between the individuals and organizations they chose. Additional Resources News Reports: - Halifax-based learning institute creating change for Black students \| CTV News - In a time of protest, Black LGBTQ voices rise \| CBC News - Rocky and Joan: A history of sacrifice \| City \| Halifax, Nova Scotia \| THE COAST - How 902 ManUp is facing down street violence in Halifax \| CBC News - "Yarmouth sisters create T-shirt to celebrate notable African-Nova Scotians" - Quentrel Provo nominated for Canada's Top 40 Under 40 award - The fight for equality: A conversation with Don Oliver, the 1st Black man appointed to Senate Websites: - Noteworthy historical figures - Canada.ca - Black United Front - MemoryNS - Carrie Best \| The Canadian Encyclopedia - Calvin Ruck \| The Canadian Encyclopedia - Mayann Elizabeth Francis - One Woman's Resistance \| Viola Desmond's Story - Flying Officer Allan Bundy: The RCAF's first Black pilot - Black Athletes Who Made Olympic Sport History in Canada Print Resources: - Amazing Black Atlantic Canadians, Lindsay Ruck, James Bentley (NSSBB# 2002592) Environmental Justice Learning Experience Outcome Indicator Guiding Question Demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities Analyze the evolution of the struggle to achieve rights and freedoms How does environmental racism affect the physical and mental health of communities? Introduction to the learning experience In Canada, Mi'kmaw, African Nova Scotian, and other racialized communities are disproportionately affected by exposure to contamination and pollution through environmentally hazardous activities. Before beginning this learning experience, it may be helpful to have learners investigate the factors that influence decisions around land use to provide context for the practices and policies that contribute to environmental racism. As learners evaluate Canadian responses to environmental justice issues, they can investigate the effects of environmental racism on communities in local and national contexts. In this learning experience, learners ask questions about how environmental racism has affected the physical and mental health of Mi'kmaw, African Nova Scotian, and other communities. Using dependable sources, they locate relevant details about how the community's health is being affected by environmental racism before choosing a communication form to share their findings with the class. Inquiring The teacher can introduce one community affected by environmental racism in Nova Scotia using a resource such as a news article, video clip, photo montage, maps, or other. The teacher could share: * Where the community is located * What is causing environmental degradation * Who lives in the community * When the degradation began * Why the community facing this issue When the teacher introduces the resource, they can model posing a question they may have about how the community's health is being impacted. As the learners explore the resource, they can note down questions that they have. After the learners have recorded their questions, they can be invited to share and the teacher can record the responses. The teacher can choose one question and use it to model how to find relevant and dependable information about the effects of environmental racism on physical and mental health in the community. The teacher can share one pre-selected source and model strategies to find relevant information. For example, the teacher can answer the question by thinking aloud as they highlight, annotate or add notes to identify relevant information. The teacher may also wish to explain how they know the source is dependable. Before moving on to "Finding Evidence", the teacher may wish to choose another source featuring a different community and work collaboratively with learners to identify relevant information. This will help to ensure that learners understand the strategies that were modelled. Finding Evidence Learners can work in partners or small groups to investigate another community from Nova Scotia or elsewhere in Canada that is affected by environmental racism. The teacher can provide curated, dependable resources for learners to use. Using the strategies previously modeled by the teacher in "Inquiring", the learners can locate several relevant details to answer: * Where the community is located * What is causing environmental degradation * Who lives in the community * When the degradation began * How the community's physical and/or mental health has been affected by environmental racism * Why the community facing this issue As learners are locating information, the teacher can circulate and provide specific feedback to each group on the relevance of the details. Depending on their observations and conversations, the teacher may wish to provide further instruction on the strategies modelled in "Inquiring". Communicating The teacher can model various ways that learners can communicate their findings such as: - Presentation - Short Video - Story Map (see Appendix: ArcGIS) - News report - Other communication form The teacher and learners can co-construct criteria to guide the development of their communication forms. For example, the class could co-construct a rubric where the teacher provides the assessment criteria and learners would help to describe the performance levels. In their partners or small groups, learners can be given time in class to develop their communication forms in relation to the community they researched. As learners are working, the teacher can circulate to provide feedback based on the assessment criteria. Once learners have completed their communication forms, each group can be invited to share their findings with the whole class. Either through class discussion or note-taking, learners can compare details to identify similarities and differences in how the communities' physical and mental health are affected by environmental racism. Assessment Based on their chosen communication forms, teachers can look for evidence that learners can identify relevant information in relation to the questions. Based on the class discussion or notes, teachers can look for evidence that learners can identify similarities and differences in how the communities' physical and mental health are affected by environmental racism. Additional Resources Web-based Resources: ArcGIS is free to all teachers and learners in Nova Scotia. The program can be accessed through the GNSPES landing page by selecting the ArcGIS icon. Here teachers can select the 'Create a Story Map' button in order to find related step-by-step instructions and video tutorials. Please note, teachers will need to request ArcGIS accounts for themselves and their learners, which can be done after selecting the ArcGIS icon. - Africville Story Map - Environmental Racism in Canada Prepared for the Canadian Commission for UNESCO - In Whose Backyard? (documentary film) News Reports: - Canada votes to collect data to document 'environmental racism' - The movement to address environmental racism is growing - 'A community of widows': How African-Nova Scotians are confronting a history of environmental racism Websites: - Environmental Racism in Canada - Learning from Practice: Advocacy for Health Equity-Environmental racism - Canadian Institute for Climate Choices - It's time for Canada to address environmental racism Print Resources: - There's Something in the Water, Ingrid Waldron (NSSBB# 2002702 ) Place Name Learning Experience Outcome Indicator Guiding Question Demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities Analyze the evolution of the struggle to achieve rights and freedoms How have Canadians worked to raise awareness about inequitable conditions? Introduction to the learning experience As Canada moves towards greater equity in Canadian society, many individuals and communities are challenging colonialist place names and landmarks that represent derogatory language and the difficult histories of communities which have been negatively impacted by colonialism. Difficult history is defined as historical content that evokes strong emotional reactions; it often includes oppression, violence, and trauma. Difficult history can force both teachers and learners to confront their own worldviews and privileges, which can be challenging. Before beginning the learning experience, it is important that teachers create a safe and trusting space to foster respectful and reflective classroom discussions. Teachers and learners can co-construct a classroom agreement that provides expectations to support them in engaging in respectful dialogue. Teachers should select resources that foster opportunities for responsible citizenship, respect for human rights, social justice, and building healthy, inclusive relationships. Teachers can provide context for historical figures and language learners may encounter in their research and prepare them for the lesson. "Tips for Teaching Difficult History", a teacher resource developed by the Canadian Museum of history, can be found here. Across Canada, communities, streets, buildings, and other sites have been named after or created to commemorate historical figures whose legacies represent historical harms done to vulnerable communities. In recent years, this has led to community actions to rename sites such as communities, streets, and schools, and to remove statues and other forms of recognition for colonialist figures. In Nova Scotia, these community initiatives are seen by many as important steps in decolonization. In this learning experience, learners begin to consider how changing place names can create a more equitable society. They compare methods used by community members to change the names of controversial landmarks or places. They explore how governments have responded to proposed name changes. Based on their findings, learners develop a proposal to support changing the name of a community or landmark in Canada. Inquiring The teacher can begin the class by posing the question, "What's in a name?" and then sharing news articles or reports that feature two community initiatives that are working to change the names of a landmark or place. For example, the teacher may choose to begin by comparing initiatives to rename Nova Scotian landmarks or places such as those named after Edward Cornwallis, derogatory community names in Shelburne County, or other sites with controversial names. Using information from the news articles or other sources, the class can consider various questions with the support of the teacher. For example, learners may consider: - How can changing place names support greater equity and decolonization in Nova Scotia and Canada? - Who chose the original name? How might their perspective on this choice differ from our own? - Why was the community advocating for the name change? - What method(s) did the communities use to advocate for the change? The teacher can provide explicit instruction and model strategies to support learners in identifying similarities and differences in the methods chosen by community members in each example. Depending on the example selected, the teacher can introduce the municipal, provincial, or federal procedures community members must engage with to effect a name change. Based on information from the article, learners can discuss: - Did the community encounter any barriers to changing the name? - How did government procedures affect the methods community members chose? - What methods did the community use to address the barriers they identified? - What steps did the government take to engage in meaningful community consultations before coming to a decision? During the discussion, the learners can record the similarities and differences the class identifies in a graphic organizer such as a Venn diagram. Before moving on to "Finding Evidence", the teacher may wish to choose another source featuring a different community and work collaboratively with learners to identify relevant information. This will help to ensure that learners understand the strategies that were modelled. If possible, this could be an opportunity to invite a member of the affected community to talk about their experiences. Finding Evidence Before beginning "Finding Evidence", the teacher may wish to introduce the collaborative learning strategy think-pair-share to frame the learning experience. Learners can then choose another community that wants to change the name of a landmark or place. In response to learners' needs, the teacher may wish to provide pre-selected sources for learners to use, or to provide explicit instruction on how to locate dependable sources. Using the questions and strategies modeled in "Inquiring", learners can research their selected communities and identify the methods used to effect change. Learners can highlight or annotate their texts to mark relevant information that they find. Learners can then get into pairs with a classmate who chose the same community. Learners can share their information with their partners, Learners can expand their graphic organizers to include their community and record their findings. As learners are comparing methods, the teacher can circulate and provide specific feedback to each group on their findings. Depending on their observations and conversations, the teacher may wish to provide further instruction on the strategies modeled in "Inquiring." Partners can share their findings with the class, identifying similarities and differences in the experiences of various communities. The teacher can then lead a class discussion about how methods varied in response to the specific situation in each community. Learners can be invited to share their thoughts on which methods were most effective and why. Communicating Working with their partners, learners can select a landmark or place that they feel requires a name change. Using methods they or their classmates identified in "Finding Evidence", learners can develop a proposal to have the name changed. Before beginning their proposals, learners can reach out to various individuals or organizations to ensure that their findings are informed by those affected. In their proposals, learners can include: - a rationale behind changing the name that includes why the existing name is controversial and how changing name creates greater equity for the community - explanation for the selection of specific methods in relation to the learners' chosen landmark or place - methods that community members can use to advocate for the name change. Methods can include ways of engaging in community consultations, approaches to raising awareness around the issues, opportunities for political participation, etc. The teacher and learners can co-construct criteria to guide the development of their communication forms. For example, the class could co-construct a rubric where the teacher provides the assessment criteria and learners could help to describe the performance levels. In their partners, learners can be given time in class to develop their communication forms in relation to the community they researched. As learners are working, the teacher can circulate to provide feedback based on the assessment criteria. Once learners have completed their communication forms, each group can be invited to share their proposals with the whole class or the community. Assessment Based on their think-pair-share conversations, teachers can look for evidence that learners can identify similarities and differences between methods chosen by various communities. Based on learners' proposals, teachers can look for evidence that learners can identify relationships between the methods they chose and the specific landmark or place name while offering an interpretation to support their choices? Additional Resources News Reports: * Process to change racist Nova Scotia place names nears completion * Replacements proposed for four derogatory place names in Shelburne County * N.S. municipality looking to change controversial place names * Halifax starts process to rename Cornwallis Street * Statues and streets named after controversial figures in Canada * Former Cornwallis Park officially renamed Peace and Friendship Park * 'Shift in perspective': Indigenous place names moving Canada from colonialist past * Some of Windsor's streets are named after slave owners. Let's talk about them, says Black historian Websites: * Tips for Teaching Difficult History * Renaming places: how Canada is reexamining the map * Nova Scotia Place Names - GeoNOVA Residential Schools Learning Experience Outcome Indicator Guiding Question Demonstrate an understanding of how the lack of political and economic power has led to inequities and analyze the responses to these inequities Analyze the evolution of the struggle to achieve rights and freedoms How have Indigenous individuals and communities taken action to bring awareness to the legacies of residential schools? Introduction to the learning experience Education about the history and legacy of the residential school system is an important step towards reconciliation with Indigenous peoples in Canada. Sharing and honouring the experiences of former students and their families provides Canadians with the opportunity to contemplate the impacts of the residential school system and the resilience of survivors, their families, and their communities. Difficult history is defined as historical content that evokes strong emotional reactions; it often includes oppression, violence and trauma. Difficult history can force both teachers and learners to confront their own worldviews and privileges, which can be challenging. Before beginning the learning experience, it is important that teachers create a safe and trusting space to foster respectful, reflective classroom discussions. Teachers and learners can co-construct a classroom agreement that provides expectations to support them in engaging in respectful dialogue. Teachers should select resources that foster opportunities for responsible citizenship, respect for human rights, social justice, and building healthy, inclusive relationships. Teachers can provide context for historical figures and language that learners may encounter in their research to prepare them for the lesson. "Tips for Teaching Difficult History", a teacher resource developed by the Canadian Museum of history, can be found here. Through various art forms, Mi'kmaw and other Indigenous people in Canada are raising awareness about the impacts of residential schools. The residential school system was created by the Canadian government and run by churches with the purpose of assimilating Indigenous children into "mainstream" Canadian society through education. The system forcibly separated children from their homes and forbade Indigenous languages and cultures. The artwork being created in response to those experiences are acts of resilience and advocacy. Indigenous cultures are thriving and many Mi'kmaw and other Indigenous artists are expressing their languages, heritage, and cultures through their work. In this learning experience, learners begin to consider how artwork can be used to respond to the history of residential schools. They gather information from various forms of art and supporting sources about the impacts of residential schools to explore how artists are using their work to raise awareness. Before beginning this learning experience, learners can explore the intentions behind the establishment of the residential school system. Inquiring The teacher can begin by posing the question, "how can art teach us about history"? The teacher can then share a piece of art by a Mi'kmaw or other Indigenous artist to engage the learners, such as a song, poem, picture book, or piece of visual art. The teacher can model posing some questions about the artwork and invite learners to pose questions of their own. The teacher can record the questions for the class. For example: - Who is the artist? - How is the artwork addressing the residential school experience? - From which community or nation is the artist? - Why was the artwork created? - How does the artwork help to raise awareness about the impacts of residential schools? The teacher can model how to find details from the artwork to respond to the questions, and explicitly teach strategies for finding reliable information about the artist and their work. The learners can be invited to share their observations and findings. Before moving on to "Finding Evidence", the teacher may wish to choose another artwork featuring a different artist and work collaboratively with learners to identify appropriate information. This will help to ensure that learners understand the strategies that were modelled. (Examples can be found in Additional Resources.) Finding Evidence The teacher can curate 4-5 artworks by Indigenous artists and supporting resources before beginning this part of the learning experience. Learners are divided into small jigsaw groups and each learner is assigned one artwork to explore. Learners can use the questions and strategies modeled in "Inquiring" to gather and select appropriate, relevant information. The teacher can circulate to provide feedback to individual learners. Once learners have completed their research, they can get into an "expert" group with other learners who have studied the same artwork. Each member can share their findings with the group. Learners consider the implications of how Indigenous artists are using their work to raise awareness about the impacts of residential schools, and share their perspectives. Learners can change or add to their original notes. The teacher can circulate between groups to provide feedback or further instruction. Communicating Learners can return to their jigsaw group to communicate their findings. Each learner can share their artwork and findings with the group. The teacher can then invite learners to engage in a whole class discussion about how the artworks have raised their awareness about the impacts of residential schools. Assessment Based on their jigsaw and expert group conversations, teachers can look for evidence that learners can select appropriate, relevant information and consider the implications of the information from multiple perspectives. Additional Resources News Reports: - Rite Joe: Turning a painful past into poetry - "Mi'kmaq (sic) couple use their international attention and traditional art to create awareness of residential school system" - Ceremony remembers Indigenous children who died at residential schools Websites: - The Survivors' Flag - Picking Up the Pieces: The Making of the Witness Blanket Print Resources: - I Lost My Talk, Rite Joe (NSSBB# 1005286) - Out of the Depths, Isabelle Knockwood (NSSBB# 22383 - The Secret Path, Gord Downey, Jeff Lemire (NSSBB# 2001769) ) Videos: - "Gentle Warrior" - Kalolin Johnson (feat. 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Perusing Prepaid Cards Michele Wulff is a former public school educator of 30 years and a 2007 recipient of the peer award "Excellence in Teaching Economics." As an economic education coordinator with the Kansas City Fed, she works to heighten financial literacy throughout the seven states of the Tenth District. s your teen ready to make the move from a cash allowance to something more sophisticated for mall shopping trips and future college expenses? Do you want to give him practice in handling plastic to prepare him for the world of credit cards? Prepaid cards to the rescue! Use of these cards as a payment solution is rapidly expanding for those without access to credit or even without bank accounts. Prepaid cards offer the convenience of paying for purchases up to a certain limit, set by the dollars loaded on the cards. Using these cards keeps funds safe from loss or theft, and many cards can be tracked online or by app for balances and budgeting purposes. Prepaid cards can be useful tools to help develop smart spending habits without the fear of affecting future credit. * Activation fee: paid upfront to load money onto the card; ranging from $2.95$14.95 But watch out for a four-letter word— fees. Because banks can't charge interest on prepaid cards, as they can on credit balances, their profit comes from fees associated with card use. The Consumer Financial Protection Bureau is currently working on regulations to monitor these cards, but in the interim, many card options have fees. Here is a laundry list of fee possibilities on a prepaid card (fees noted are from Bankrate.com): * Monthly maintenance fee: to continue using the card beyond the first month; ranging from $3-$9.95 * Inactivity fee: if the card is unused for a month or longer; ranging from $1.95-$5.95 * ATM fee: for quick cash; ranging from $1.50-$2.75 * Transaction fee: for each point-of-sale transaction; ranging from $.49-$2.00 * Customer service fee: for inquiries on balance and bill-paying features; varies with each prepaid card issuer * Declined transaction fee: for insufficient funds on the card; ranging from $.25-$1.95 for each declined transaction So how do you find a prepaid card with minimal fees for your teen's first plunge with plastic? Time for a little website exploration. Check out the 2013 Prepaid Card Survey for detailed information at www.bankrate.com/ finance/banking/best-prepaid-debit-cards. aspx. This survey compares 24 prepaid cards, noting all fees, restrictions and other factors that you should be aware of before choosing a card. Now it's time for a financial teachable moment. Share the following data with your teen: Research has found that consumers spend Once you have the facts, think about the conveniences you'd like the card to offer. Use our "Prepaid Cards Prep" checklist on page 34 with your teen to choose features that are important to her card usage. Major conveniences to think about might include how to reload the card, so funds can be added; directly linking the card to a bank account; the amount of ATM activity expected and associated fees; and the ability to have 24/7 customer service. Use the prepaid card grid once the checklist is complete to have your teen evaluate her top card choices for the best overall option. 12 to 18 percent more when they pay with a card—credit or debit—than when they use cash. Ask them to think of reasons why this might happen. They may share ideas such as it's easier to part with cash you can't see and touch, or that the payment doesn't seem as "real" as a cash payment. Now ask your teen how this feeling could get them into financial trouble. Will they be able to reign in their impulses to blow through the cash on the card more quickly? What could they do to slow the spending process? Suggest tracking their purchases (online or on paper) to see exactly where the money goes on a weekly basis. When they see a spending splurge, tell them to backtrack and analyze their behavior. Was the splurge tied to emotions, peer group spending, or over-the-top sales? How could they prevent this impulse behavior from reoccurring? Revisit this conversation periodically so that you (and your teen) are keeping tabs on prepaid card use. Hopefully, responsible use of their prepaid card will pave the way to successful credit use as an adult. T The Kansas City Fed is committed to promoting economic and financial literacy and greater knowledge of the Federal Reserve's role by providing resources for teachers, students and the public. Visit our website at KansasCityFed.org for more information. Federal Reserve Resources Personal Finance 101 Chat on Prepaid Debit Cards Not Your Parents' Money Book: Making, Spending and Saving Your Own Money by Jean Chatzky (www.stlouisfed.org/education_ resources/personal-finance-101-chats/ pf-10.) Preventing Payment Card Fraud: Dos and Don'ts (www.philadelphiafed. org/consumer-resources/publications/ preventing-payment-card-fraud.pdf) Tips to keep payment cards safe as well as what to do in case of theft or fraud. Follow the conversation between two sisters as they discuss prepaid cards and checking accounts. What You Need to Know About Payment Cards (www.philadelphiafed. org/consumer-resources/publications/ what-you-need-to-know-about-paymentcards.pdf) Describes types of payment cards and answers questions on fees, transactions, and cash advances. Non-Fiction Books Money and Teens: Savvy Money Skills by Darby Kachut This book gives practical suggestions to develop money skills, including payment and debit card use. For ages 12-Adult. This book gives a grounded approach to spending and saving, with the hope of reaching kids before bad spending habits get out of control. For ages 12-18. Activity: Prepaid Cards Prep Directions: After researching prepaid card websites, complete the checklist by marking all features you feel are important in a prepaid card. ____ 1. Low overall fees ____ 2. Easy to reload cash ____ 3. Links to bank account ____ 4. Free balance inquiry ____ 5. Direct deposit ____ 6. Bill pay ability ____ 7. High maximum withdrawal amount ____ 8. 24/7 customer service Now fill in the first column of the grid with four prepaid card options that include many of the features you checked. Do a final evaluation by ranking the criteria across the top row from 1 (lowest) to 4 (highest) for each card. Add totals to find the highest ranking card as your best option. \| Matched the features I want in a card \| Overall convenience of the card \| Minimal fees associated with the card \| \|---\|---\|---\|	<urn:uuid:fa447f5d-03c1-4507-93d6-64c7e8a49fc0>	CC-MAIN-2022-40	https://www.kansascityfed.org/Education/documents/272/Common-Cents-Prepaid-Cards.pdf	2022-10-03T12:43:40+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00248.warc.gz	866,234,732	1,448	eng_Latn	eng_Latn	0.996387	eng_Latn	0.998055	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3291, 5763, 6610 ]	[ 3.890625 ]	1	0
APL Bright Futures Handout 3 Year Visit Here are some suggestions from your doctors and Bright Futures experts that may be of value to your family. ENCOURAGING LITERACY ACTIVITIES Reading and Talking With Your Child Offer at least 6 ounces of drinking water that contains fluoride each day. If you live an area that has well water, ask our physicians about supplemental fluoride vitamins. Your child may have an active imagination, engage in pretend play, and become more independent with brushing his own teeth, feeding himself and dressing and undressing. Read books, sing songs, and play rhyming games with your child each day. Reading together and talking about a book's story and pictures helps your child learn how to read. Use books as a way to talk together. Look for ways to practice reading everywhere you go, such as stop signs or signs in the store. Ask your child questions about the story or pictures. Ask him to tell a part of the story. Ask your child to tell you about his day, friends, and activities. PROMOTING PHYSICAL ACTIVITY Your Active Child Apart from sleeping, children should not be inactive for longer than 1 hour at a time. Be active together as a family. Limit TV, video, and video game time to no more than 1 hour each day. No TV in your child's bedroom. Keep your child from viewing shows and ads that may make her want things that are not healthy. Be sure your child is active at home and preschool or child care. NUTRITION Nutrition Provide three to four servings of dairy products per day. A serving may be a cup of milk, a cup of yogurt, or a slice of cheese. Ensure your child is eating a well-balanced diet and avoiding "junk foods" which contain too much fat, salt and sugar. Children at this age may start to show signs of finicky eating. Instead of coaxing and insisting that your child eat a full portion of an unfamiliar food, offer smaller portions of a variety of foods on his plate and applaud any efforts at tasting. Make meals a shared family event which allows your child to look forward to the conversation and fun of a family eating together. Refer to the website www.choosemyplate.gov for suggestions on healthy eating and proper food portions. CHILD DEVELOPMENT Developmental Milestones By three years of age your child may already be toilet-trained or in the process of toilet-training. Keep in mind that dryness is achieved first in the daytime, and many will still wet their beds at night. Your child may start skipping naptimes and because of this, may become irritable when overtired and may need help calming down. If your child needs a nap but refuses it, a "rest period" is a good alternative. Language at this age should include short sentences with plurals and past tense and be at least 75% intelligible. A child this age may know basic shapes and colors, sing the alphabet and know his full name, age and gender. Other activities that your child may show interest in is playing with building blocks and puzzles. A three year old can also jump in place, learn to pedal a tricycle and walk up stairs with alternating steps. FAMILY SUPPORT Family Support Take time for yourself and to be with your partner. Parents need to stay connected to friends, their personal interests, and work. Be aware that your parents might have different parenting styles than you. Give your child the chance to make choices. Show your child how to handle anger well— time alone, respectful talk, or being active. Stop hitting, biting, and fighting right away. Reinforce rules and encourage good behavior. Use time-outs or take away what's causing a problem. Have regular playtimes and mealtimes together as a family. SAFETY Safety Use a forward-facing car safety seat in the back seat of all vehicles. Poison Help: 1-800-222-1222 Child safety seat inspection: 1-866-SEATCHECK; seatcheck.org PAGE 1 OF 2 APL Bright Futures Handout 3 Year Visit Safety (cont.) PLAYING WITH PEERS Switch to a belt-positioning booster seat after your child weighs 40 pounds or when your child outgrows her forward-facing seat. Never leave your child alone in the car, house, or yard. Do not let young brothers and sisters watch over your child. Your child is too young to cross the street alone. Supervise play near streets and driveways. Apply sunscreen with SPF 15 or higher on your child's skin at least 15-30 minutes prior to outdoor activities. Reapply every 2 hours. If your child will be playing outdoors between dusk and dawn, be sure to spray insect repellent that contains up to 30% DEET on exposed skin as well as on clothing. The higher the percentage of DEET, the longer it will last (up to 6 hours for 30% DEET). Install a carbon monoxide detector in your home and have smoke detectors on every level of the house. Test smoke detectors monthly and change the batteries every year. Make sure there are operable window guards on every window on the second floor and higher. Move furniture away from windows. Set your hot water heater temperature at or lower than 120 degrees Fahrenheit. Never have a gun in the home. If you must have a gun, store it unloaded and locked with the ammunition locked separately from the gun. Ask if there are guns in homes where your child plays. If so, make sure they are stored safely. Playing With Others Playing with other preschoolers helps get your child ready for school. Give your child a variety of toys for dressup, make-believe, and imitation. Make sure your child has the chance to play often with other preschoolers. Help your child learn to take turns while playing games with other children. 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Embargoed until April 1, 2016 CONTACT: Kori Radloff, email@example.com, 402-502-4641 DATE: March 2016 Why Children's Theater Matters The Impact of the Arts on Young People (Omaha, NE) On the surface, children's theater seems simple: a few over-the-top characters, some brightly-colored costumes, a simple plot borrowed from a children's book and maybe a catchy song or two. It's an hour spent together as family, then it is back to the "real world," as the on-stage images fade into a distant memory. In reality, studies have found that children's theater has a powerful impact on children and their development. Studies show that engaging in imaginative activities like theater fosters increased intelligence. Seeing the world through a new perspective helps young minds imagine new worlds, new possibilities, and new ideas. Children who attend live theater have shown greater tolerance of different people and ideas, as well as increased empathy for others. They show a better understanding of reading materials. they view social studies concepts in a new light as history comes alive in front of their eyes. Teachers have even found that by incorporating drama activities in the classroom, their students' math scores have increased. There is no doubt that theater not only entertains, but also enhances children's lives in many ways. Here are a few excerpts that illustrate the power of children's theater: From Education.com: "Study after study has shown that the arts are more than fluff. Longitudinal data of 25,000 students involved in the arts, conducted at UCLA's Graduate School of Education by Dr. James Catterall, shows that consistent participation greatly improves academic performance and significantly bumps up standardized test scores. Students who make time for the arts are also more involved in community service, and less likely to drop out of school. And we're not just talking about upper middle class kids. These facts remain, regardless of a child's socio-economic background. = MORE = Contact: Kori Radloff, 402-502-4641 "Theater also connects to the importance of reading. A play has the ability to jump a story off the page and bring it to life. This can be a revelation to regular bookworms, but also a real boon to reluctant readers. "Part of it is that what's happening on stage is very similar, in a way, to the play acting and role playing all children do. It's live, and good plays are just a little bit 'incomplete', if you will—they need the audience to complete them, and they change slightly with the audience. Films, of course, are static," says Kim Peter Kovac, President of Theatre For Young Audiences/USA (TYA/USA), a national organization for professional children's theaters. "While plays work to jumpstart the imagination, they also lengthen the attention span. At first, Hartzell says, sitting still in a darkened room may not feel natural for children. But that's precisely why it's important. Because TV is such a popular form of entertainment, she says, kids aren't used to focusing for an hour or an hour and a half. "Kids today see a new image every 3-4 seconds. They're used to constant change. And they don't listen as well," she says." (http://www.education.com/magazine/article/Why_Childrens_Theater_Matters/) From The Huffington Post: "Bill English of San Francisco's SF Playhouse says, theater is like a gym for empathy. It's where we can go to build up the muscles of compassion, to practice listening and understanding and engaging with people that are not just like ourselves. We practice sitting down, paying attention and learning from other people's actions. We practice caring. "Kids need this kind of practice even more than adults do. This is going to be their planet and they've got more time to apply that empathy and make a difference. Buddhist roshi Joan Halifax challenges us to actively and specifically teach children (and vote for presidents with) empathy. Why not take your child to the theater to do just that." (http://www.huffingtonpost.com/lauren-gunderson/world-theater-for-children-andyoung-people-day_b_1343408.html) Page 3 of 6 Contact: Kori Radloff, 402-502-4641 From Medical Daily: "Researchers measured to see if live theater made students more tolerable of different people and ideas, as well as better able to read another person's emotions (empathy). Of course, researchers conceded students from a drama or advanced English course may have gone into the experiment already being familiar with plot and characters; same for those who have read or seen a movie version of Hamlet or A Christmas Carol before. "Even so, "it is very clear that reading or watching movies of Hamlet and A Christmas Carol cannot account for the increase in knowledge students experienced by winning the lottery to see the plays," researchers explained. "Even when we control for watching the movie or reading the material for school, the estimated effect of winning the lottery to see the plays remains basically unchanged, producing an effect size of 58 percent of a standard deviation for the treatment group on knowledge of the plot and vocabulary of the plays." "Live theater, it seems, matters as much as math and reading skills." (http://www.medicaldaily.com/live-theater-better-student-vocabulary-tolerance-andemotions-be-or-not-be-smarter-307407) From SocialStudies.com: "Creative dramatics, a highly effective method for integrating arts education into core curriculum, produces a positive and lasting impact on student learning, in terms of creative and critical thinking, language development, listening, comprehension, retention, cooperation, and empathy and awareness of others.1 Creative dramatics not only has the power to bring curriculum to life, but also to stimulate active involvement in the development of conceptual understandings. "By bringing the methods of drama in to their lessons, teachers can turn their classrooms into exploratory arenas of learning for themselves and their students. Integrating the arts nurtures global intelligence, speaks to emotional literacy, fosters innovative thought processes, and cultivates habits of lifelong learning. In my own teaching, I find that the more drama activities I am able to use, the more students understand the concepts we are working on and the more cognitively and emotionally engaged they are. Using creative drama is practical and engaging, and it brings the social studies curriculum to life in very meaningful ways." (http://www.socialstudies.org/system/files/publications/yl/2503/250309.pdf) From The Washington Post: "Instead of art as a stand-alone subject, teachers are using dance, drama and the visual arts to teach a variety of academic subjects in a more engaging way.... Educators and artists who are proponents of the method say it reaches students who might not otherwise absorb traditional classroom methods. "Some children can struggle with math because it's abstract. Children can get emotionally invested in acting out a story, though, that involves counting. And they are exceptionally good with imagination, far better than...adult acting students." (https://www.washingtonpost.com/local/education/teachers-are-using-theater-anddance-to-teach-math--and-its-working/2016/02/22/61f8dc0c-d68b-11e5-b195- 2e29a4e13425_story.html) From the National Arts Council: "Students who have arts-rich experiences in school do better across-the-board academically, and they also become more active and engaged citizens, voting, volunteering, and generally participating at higher rates than their peers. "Socially and economically disadvantaged children and teenagers who have high levels of arts engagement or arts learning show more positive outcomes in a variety of areas than their low-arts-engaged peers. In middle school, high school, and beyond, they tend to do better on a host of academic and civic behavioral measures than do at-risk youth who lack deep arts backgrounds. To varying degrees, those Contact: Kori Radloff, 402-502-4641 outcomes extend to school grades, test scores, honors society membership, high school graduation, college enrollment and achievement, volunteering, and engagement in school or local politics. "At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied. These findings suggest that in-school or extracurricular programs offering deep arts involvement may help to narrow the gap in achievement levels among youth..." (https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf) From AmericansForTheArts.org: "Data from The College Board show that in 2014, students who took four years of arts and music classes while in high school scored an average of 96 points higher on their SATs than students who took only one-half year or less. "The College Board...recommends that education stakeholders consider arts requirements for high school curricula, high school graduation requirements, and college and university admission requirements in the arts. "Students with four years of art and music classes averaged 523 on the Writing portion of the test - 57 points higher than students with one-half year or less of arts and music classes, who averaged 466 points." (http://www.americansforthearts.org/sites/default/files/pdf/2015/by_program/ reports_and_data/research_studies_and_publications/SAT_Scores_2014_Arts%20 Ed.pdf) From National Assembly of State Arts Agencies: "In a well-documented national study using a federal database of over 25,000 middle and high school students, researchers from the University of California at Los Angeles found students with high arts involvement performed better on = MORE = Contact: Kori Radloff, 402-502-4641 standardized achievement tests than students with low arts involvement. Moreover, the high arts-involved students also watched fewer hours of TV, participated in more community service and reported less boredom in school. (http://www.nasaa-arts.org/Publications/critical-evidence.pdf) About The Rose The Rose Theater is one of the largest and most accomplished children's theaters in the nation, with a reputation for enriching the lives of children and families through top-quality professional productions and arts education. In 2016, American Theatre magazine named The Rose one of the 20 top children's theaters in the United States. The Rose is committed to making the arts accessible to all children, providing opportunities for thousands of children throughout the community to attend shows and participate in classes each year. Over the course of a year, approximately 70,000 people attend the public performances held at the theater, and nearly 30,000 students attend field trip shows annually. The theater strives to introduce young people to a mix of both traditional favorites and ground-breaking original productions. A number of plays and musicals have made their world premiere on The Rose stage, including Pete the Cat: The Musical, Sherlock Holmes & the First Baker Street Irregular, Zen Ties, Buffalo Bill's Cowboy Band, and The Grocer's Goblin & The Little Mermaid. We take pride knowing that The Rose is the place where children of all ages experience theater for the first time, and we are dedicated to helping them appreciate theater for a lifetime.	<urn:uuid:b2a0027a-ff96-41bb-86b8-8b9fe432ed93>	CC-MAIN-2022-40	https://rosetheater.org/wp-content/uploads/2015/10/Why-Childrens-Theater-Matters.pdf	2022-10-03T12:23:48+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00249.warc.gz	545,496,736	2,352	eng_Latn	eng_Latn	0.998078	eng_Latn	0.998438	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2027, 4123, 6096, 8001, 9797, 11410 ]	[ 2.65625 ]	3	1
Customer Service Center City Hall 1101 S. Saginaw St. Postage Flint, MI 48501 The Consumers Annual Water Quality Report provides important information about your drinking water. This report includes information about the source of the water, health information, charts that summarize regulatory required testing results, and a table giving explanations of important terms to understand when viewing the test results. The City of Flint Department of Utilities is dedicated to providing quality drinking water to the residents of the community. The Flint Water Plant operates and maintains a certified drinking water laboratory to assure compliance with all state and federal regulations, and is committed to prompt and thorough notification to the consumers if there is any reason for concern about the quality of the drinking water. Information about your drinking water is available on the City of Flint web page at www.cityofflint.com or by calling the City of Flint Water Plant at (810) 787-6537. The Safe Drinking Water Hotline at (800) 426-4791 is a resource for health related questions and water quality issues. General drinking water information can also be found on the U.S. Environmental Protection Agency (EPA) web site at www.epa.gov/safewater/. Water Source Your source water comes from the lower Lake Huron watershed. The watershed includes numerous short, seasonal streams that drain to Lake Huron. The Michigan Department of Environment, Great Lakes, and Energy, (EGLE) f.k.a. Michigan Department of Environmental Quality (MDEQ), in partnership with the Detroit Water and Sewerage Department and several other governmental agencies, performed a Source Water Assessment (SWA) in 2004 to determine the susceptibility or relative potential of contamination. The susceptibility rating is on a seven-tiered scale ranging from "very low" to "very high" based primarily on geologic sensitivity, water chemistry, and contamination sources. The Lake Huron source water intake is categorized as having a moderately low susceptibility to potential contaminant sources. The Lake Huron water treatment plant has historically provided satisfactory treatment of this source water to meet drinking water standards. Great Lakes Water Authority (GLWA) voluntarily developed and received approval in 2015 for a surface water intake protection program (SWIPP) for the Lake Huron Water Treatment Plant. The program includes the following seven elements: roles and duties of government units and water supply agencies, delineation of a source water protection area, identification of potential of source water protection area, management approaches for protection, contingency plans, siting of new sources and public participation and education. If you would like more information about the SWA or the SWIPP, please contact your water department at (810) 787-6537. General Information Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline at (800-426-4791). The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include: Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife. Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming. Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses. Organic chemical contaminants, including synthetic and volatile organics, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff and septic systems. Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations, which limit the amount of certain contaminants in water provided by public water systems. The Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. General Information (cont.) Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These individuals should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800426-4791). Copper is an essential nutrient, but some people who drink water containing copper in excess of the action level over a relatively short amount of time could experience gastrointestinal distress. Some people who drink water containing copper in excess of the action level over many years could suffer liver or kidney damage. People with Wilson's Disease should consult their personal doctor. If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Infants and young children are typically more vulnerable to lead in drinking water than the general population. Infants and children who drink water containing lead in excess of the action level could experience delays in their physical or mental development. Children could show slight deficits in attention span and learning abilities. Adults who drink this water over many years could develop kidney problems or high blood pressure. Important Information About Lead If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Flint is responsible for providing high quality drinking water but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using your water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (800-426-4791) or at http://www.epa.gov/safewater/lead. The City of Flint, at the time of publishing, has 29,250 active service lines. Of these 29,250 service lines, 21,373 have been replaced or are known to be copper. There are 7,877 service lines that are of unknown composition. Officials recommend that all residents use water filters provided by the state in areas where construction activities are taking place to remove or replace service lines. Moving Forward The City of Flint and the Great Lakes Water Authority are committed to safeguarding our water supply and delivering the highest quality drinking water to protect public health. The following pages of this report include the results of 2018 regulatory testing. If you have any questions about this report or other water related concerns please contact the City of Flint Water Treatment Plant at (810)787-6537. Contact Information Water Treatment Plant: (810) 787-6537 Water Service Center: (810) 787-7202 Water Pollution Control: (810) 766-7210 Customer Service: (810) 766-7015 City of Flint & Great Lakes Water Authority - Lake Huron Water Treatment Plant Water Quality Data The table below lists all the drinking water contaminants that we detected during the 2018 calendar year. The presence of these contaminants in the water does not necessarily indicate that the water poses a health risk. Unless otherwise noted, the data presented in this table is from testing done January 1 – December 31, 2018. The State allows us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. All of the data is representative of the water quality, but some are more than one year old. Terms and abbreviations used below: - Maximum Contaminant Level Goal (MCLG): The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. - Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. - Maximum Residual Disinfectant Level (MRDL): The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. - Maximum Residual Disinfectant Level Goal (MRDLG): The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants. - Minimum Reporting Level (MRL): The minimum concentration that can be reported by a laboratory as a quantitated value for a method analyte in a sample following analysis. - Treatment Technique (TT): A required process intended to reduce the level of a contaminant in drinking water. - N/A: Not applicable ND: not detectable at testing limit ppb: parts per billion or micrograms per liter ppm: parts per million or milligrams per liter pCi/l: picocuries per liter (a measure of radioactivity). - Action Level (AL): The concentration of a contaminant which, if exceeded, triggers treatment or other requirements that a water system must follow. \| Regulated Contaminant \| \| \| MCL, \| \| MCLG \| Level Detected \| Range \| Date Sampled \| Violation Yes / No \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| TT, or \| \| or \| \| \| \| \| \| \| \| \| MRDL \| \| MRDLG \| \| \| \| \| \| \| Inorganic Contaminants – GLWA Lake Huron Water Treatment Plant \| \| \| \| \| \| \| \| \| \| Barium (ppm) \| \| 2 \| \| 2 \| \| 0.01 \| n/a \| 5-16-17 \| No \| \| Nitrate (ppm) \| \| 10 \| \| 10 \| \| 0.33 \| n/a \| 6-12-18 \| No \| \| Fluoride (ppm) \| \| 4 \| \| 4 \| \| 0.76 \| n/a \| 6-12-18 \| No \| \| Sodium1 (ppm) \| \| n/a \| \| n/a \| \| 5.21 \| n/a \| 2018 \| No \| \| Turbidity2 (NTU) \| \| TT \| \| n/a \| \| 0.17 \| n/a \| 2018 \| No \| Highest single turbidity reading cannot exceed 1 NTU Lowest monthly % of turbidity samples meeting the turbidity limit of 0.3 NTU (Minimum of 95%) 100% Turbidity is a measure of the cloudiness of water. We monitor it because it is a good indicator of water quality. High turbidity can hinder the effectiveness of disinfectants. 1 Sodium is not a regulated contaminant. 2 Turbidity is monitored every 4 hours at the Lake Huron Water Treatment Plant. 3 The chlorine "Level Detected" was calculated using a running annual average. 4 90% of the samples were at or below the level reported for our water. Additional Monitoring Unregulated contaminants are those for which EPA has not established drinking water standards. Monitoring helps EPA to determine where certain contaminants occur and whether it needs to regulate those contaminants. 1 Sampled under the third unregulated contaminant monitoring rule \| Average Level Detected \| MRL \| Year Sampled1 \| \|---\|---\|---\| \| 0.4 \| 0.2 \| 2014 \| \| 2.3 \| 1 \| 2014 \| \| 0.4 \| 0.03 \| 2014 \| \| 130 \| 0.3 \| 2014 \| Per- and polyfluoroalkyl substances (PFAS) and perfluorooctanoic acid (PFOA) The City of Flint is pleased to inform its water system customers that the water was tested for perand polyfluoroalkyl substances (PFAS). Samples were collected from the Great Lakes Water Authority (GLWA) Lake Huron Water Treatment Plant January 16, 2018. The results for PFAS showed Not Detectable (ND). What are Per- and polyfluoroalkyl substances (PFAS) and why are they harmful? Per- and polyfluoroalkyl substances (PFAS), sometimes called PFCs, are a group of chemicals that are resistant to heat, water, and oil. PFAS have been classified by the U.S. Environmental Protection Agency (EPA) as an emerging contaminant on the national landscape. For decades, they have been used in many industrial applications and consumer products such as carpeting, waterproof clothing, upholstery, food paper wrappings, fire-fighting foams, and metal plating. They are still used today. PFAS have been found at low levels both in the environment and in blood samples of the general U.S. population. These chemicals are persistent, which means they do not break down in the environment. They also bioaccumulate, meaning the amount builds up over time in the blood and organs. Studies in people who were exposed to PFAS found links between the chemicals and increased cholesterol, changes in the body's hormones and immune system, decreased fertility, and increased risk of certain cancers. Are there health advisory levels? The EPA has not established enforceable drinking water standards, called maximum contaminant levels, for these chemicals. However, EPA has set a lifetime health advisory (LHA) level in drinking water for two PFAS: perfluorooctanoic acid (PFOA) and perfluorooctanesulfonic acid (PFOS). The PFOA and PFOS LHA is the level, or amount, below which no harm is expected from these chemicals. The LHA level is 70 parts per trillion (ppt) for PFOA and 70 ppt for PFOS. If both PFOA and PFOS are present, the LHA is 70 ppt for the combined concentration. The estimated levels of PFOA and PFOS combined in the samples collected from the Lake Huron Treatment Plant Intake showed Not Detectable (ND). Not Detectable would be considered well below the LHA of 70 ppt. There are many other PFAS compounds that currently do not have LHA levels. For information on PFOA, PFOS and other PFAS, including possible health outcomes, you may visit these websites: https://www.epa.gov/pfas; www.atsdr.cdc.gov/pfas; or http://www.michigan.gov/pfasresponse. Why was the GLWA source water tested for PFAS? The DEQ coordinated sampling in our raw water supply to help characterize Lake Huron raw water quality. Who can I call if I have questions about PFAS in my drinking water? If any resident has additional questions regarding this issue, the State of Michigan Environmental Assistance Center can be contacted at 800-662-9278. Representatives may be reached to assist with your questions Monday – Friday, 8:00 AM to 4:30 PM. You may also contact the City of Flint Water Plant at (810) 787-6537. Is it safe to eat fish in these areas? Wild fish samples are being collected from local lakes and rivers. These samples will be analyzed to determine the levels of PFAS in fish and make recommendations on how much is safe to eat. Some information is already available in the State of Michigan Eat Safe Fish guides, which are available at www.michigan.gov/eatsafefish. May I bathe or swim in water containing PFAS? Yes, PFAS does not easily absorb into the skin. It is safe to bathe, as well as do your laundry and household cleaning. It is also safe to swim in and use recreationally. How can PFAS affect people's health? Some scientific studies suggest that certain PFAS may affect different systems in the body. The National Center for Environmental Health (NCEH)/Agency for Toxic Substances and Disease Registry (ATSDR) is working with various partners to better understand how exposure to PFAS might affect people's health. If you are concerned about exposure to PFAS in your drinking water, please contact the MDHHS Toxicology Hotline at 800-648-6942 or the CDC/ATSDR: https://www.cdc.gov/cdc-info/ or 800-232-4636. Currently, scientists are still learning about the health effects of exposures to PFAS, including exposure to mixtures. What other ways could I be exposed to PFOA, PFOS and other PFAS compounds? PFAS are used in many consumer products. They are used in food packaging, such as fast food wrappers and microwave popcorn bags; waterproof and stain resistant fabrics, such as outdoor clothing, upholstery, and carpeting; nonstick coatings on cookware; and cleaning supplies, including some soaps and shampoos. People can be exposed to these chemicals in house dust, indoor and outdoor air, food, and drinking water. Usually the amounts of PFAS a person may be exposed to is quite small. What is being done about this issue? State and local agencies are actively working to obtain more information about this situation as quickly as possible. Additional testing of the drinking water will be conducted to demonstrate that the PFAS levels are consistent, and reliably below the existing LHA. Additional monitoring in and around Lake Huron Watershed and other affected areas will also be performed by DEQ, which will help us answer more questions and determine next steps. How can I stay updated on the situation? The state has created a website where you can find information about PFAS contamination and efforts to address it in Michigan. The site will be updated as more information becomes available. The website address is http://michigan.gov/pfasresponse Notice of Reporting Violation The City of Flint did not meet the deadline to submit its Annual Cross Connection Report to the State of Michigan as required by March 31, 2018. The report was submitted to the State of Michigan on May 11, 2018.	<urn:uuid:7460821d-9ee7-4bd3-b3ca-c3fdb1e3a4ed>	CC-MAIN-2022-40	https://www.cityofflint.com/wp-content/uploads/2022/09/2018-CCR-Flint-Final-1.pdf	2022-10-03T10:19:17+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00247.warc.gz	715,876,535	4,033	eng_Latn	eng_Latn	0.991864	eng_Latn	0.995315	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1388, 5058, 8586, 11821, 12548, 16228, 18479 ]	[ 2.546875 ]	2	0
ISSN: 2456-0057 IJPNPE 2019; 4(1): 1252-1254 © 2019 IJPNPE www.journalofsports.com Received: 17-11-2018 Accepted: 19-12-2018 Traditional games in India: Their origin and status in progressive era Satish Gulia Ph.D. Research Scholar ASPESS, Amity University, Noida Campus, Uttar Pradesh, India Dr. Rajesh Dhauta Assistant Professor, ASPESS, Amity University, Noida Campus, Uttar Pradesh, India Correspondence Satish Gulia Ph.D. Research Scholar ASPESS, Amity University, Noida Campus, Uttar Pradesh, India Satish Gulia and Dr. Rajesh Dhauta Abstract Games are very popular throughout the world and everyone i.e. right from the children to adults prefers to participate in them. Various traditional games are part and parcel of Indian tradition. When we discuss about India, it has always exhibited its rich culture and tradition. Whereas, games have been an important part of Indian culture endlessly right from their origin. India is considered as a place of origin for a number of traditional games which are well-known throughout the world in present time. A number of leading traditional games which had Indian origin are Teerandaji, kabbadi, kho-kho, Polo, shatranj, and Martial Art etc. All these games require technical and tactical skills along-with other physiological components like speed, strength, stamina, agility and coordinative abilities. Apart from this our traditional games require very little equipment and they are less expensive in comparison to the modern games, and as a result traditional games of Indian origin became more popular amongst the masses. Yet much needs to be done at the govt. level so that they can be well promoted and Indians can retain their glorious heritage. Keywords: Traditional games, origin, culture, political history Introduction The word "GAME" is universal and does not have any cultural or linguistic boundaries. Games appear to be the common property of people who know them either professionally or as an amateur. Many games, which we think, are just pastimes are, in fact, relics of religious rituals, which often date back to the birth of mankind. Games echo the reflections of the traditions and ethos of a particular country or region. The pleasure of voluntary action is the soul of games. Traditional Games act as learning aids. They teach us many things while playing like to learn to win and lose, develop sensory skills, count, add, improve motor skills, identify color, improve hand-eye co-ordination and finally to have fun. The values that we achieve by playing these games are more when compared to the games that we play nowadays. Some of the values that we gain are that they are environment friendly, we get a chance to learn about our culture and history, and an important thing is, they are suitable for all ages, so they increase the interaction between generations. Many modern games played around the world have their origin in these traditional games. This is the matter of pride to our nation's culture. Some of the prominent traditional games which originated in our country and became popular all over the world are as follows. Objectives 1. To study the origin of traditional games in India. 2. To study the present status of regional traditional games. Research methodology The secondary data has been collected through journals, books and national newspapers for the present study. Atya-patya Atya patya is a traditional anciant game of india. It is very common game chiefly in the countryside areas. The game has been played since time immemorial, It was played with different names and improvised with convenient rules according to situation. This game was known by different names such as Sur-pati, Lon-pati, Darya-banth, saragari, saramani, tilli, uppinat, uppupatti, choupal pati, panchwati, chikka etc. The game is also referred as a game of tricks. Nine trenches constitute the playing area of Atya patya which emerges from either side of a central trench. Players of one team progress across the trenches while the other team tries to block it for which points are awarded. In Tamil Nadu this game is mentioned in old Tamil Literature by the name of klithatu. etc. Atya patya is a traditional Indian game played nine to a side, between two sides. Children love to play it in almost all parts of India in present time. Ball badminton Ball badminton is an indigenous game of India. It is a racquet game played with a woolen ball upon a court of unchanging size. Ball badminton is a fast-paced game; it demands skill, quick reflexes, good judgment, agility, and the ability to control the ball with one's wrist. Previously, ball badminton was an eye-catching game for countryside boys since it required a minimum gear. The game drew a huge number of students from South India, resulting in the formation of the Ball Badminton Federation of India in 1954. This game was played as early as 1856 by the royal family in Tanjore, capital of Thanjavur district in Tamil Nadu. Now this game is enjoyed by all age groups. Kabaddi It is one of the most popular sports in India played by the people in villages as well as in small towns. Kabaddi is an Indian game which requires both power and skill for its play. The origin of Kabaddi can be pin down to pre-historic times when man cultured how to shield in groups against animals or attack feeble animals independently or in groups for survival and food. "Mahabharata". has made an analogy of the game to a tight situation faced by Abhimaneu, the heir of ' the Pandava kings when he is surrounded on all sides by the enemy. History also reveals that princes of yore played Kabaddi to display their strength and win their brides Basically Kabaddi is more popular in various Asian Countries, though some other countries are also taking keen interest. Kalarippayattu (Martial Arts) Martial art is a part of India's ancient culture. Kalarippayattu is the one of the oldest form of Indian martial art. This famous art is from Kerala. Indian martial art is a gift to the modern world and mother of all other Asian martial arts. Ancient India claims to have been the origin of Judo and Karate. karate, Kung-fu Judo etc are all modern variations of Kalaripayate. Kho-Kho Kho-Kho is one of the most popular traditional sports in India. Many historians are of the view that the game of KhoKho is a modified version of 'Run and Chase'. In ancient era, a version of the Kho-Kho game was played on raths or chariots in Maharashtra and was known as Rathera. One of the main points of a successful animal life is "Active Chase" which is a fundamental principle of the Indian game called Kho Kho, one and the same with the phrase "Game of Chase". It will not be a fault to say that Kho Kho was a wellknown sport in the ancient times even at an earlier time to the oldest mythological writings of classic Mahabharata. With its origins in Maharashtra Kho- Kho is played and enjoyed by people of all ages throughout India. Mallakhamb The origin of traditional game of mallakabh can be pin down to earlier part of the 12th century. A reference of wrestlers exercising on wooden poles is found in the Manasollasa Sanskrit text, written by Someshvara Chalukya in 1135 A.D. The art lay dormant for many centuries, till it was revived by Balambhatta Dada Deodhar, the sports and fitness instructor to Peshwa Bajirao II, who reigned during the first half of the 19th century. Mallakhamb is an ancient traditional Indian game. 'Malla' means gymnast, and 'khamb' means pole. Thus, the name 'Mallakhamb' stands for 'a gymnast's pole'. Mallakhamb was used by wrestlers for practicing their skills in the game of Kushti. But now days the trend has changed and it has got a special identity. Polo Manipur is said to be the place of origin of Polo, which was destined to become the favorite sport of the Englishmen in India. The word polo comes from the Tibetan word 'Pulu' which means ball. Some records indicate that it was played by the ancient Indians long ago. Probably the game developed from the Central Asian nomads, who spent their lives on horseback. In India it was developed into a game to promote equestrian military skills and was considered the most important test of princes and warriors. In the 15th century, Babur made the sport popular when he founded the Mughal Empire. It was known as "Chaughan" meaning mallet. First Mughal emperor Zahir ud-din Babur established chaugan at the Mughal court. Mughal Emperor Jalal ud-din Akbar, an outstanding player himself, introduced a set of rules in 1560s & invented an illuminated ball for playing at night as well. He was also known to have gold & silver knobs fixed at the end of his mallet. Indian polo received boost after the Indian army officially adopted polo as a sport granting access to new stables of horses. Lot of tournaments are being hosted in post independence era in polo. Shatranj The game of Chess originated in India and in the beginning called as Ashtapada (sixty-four squares). Later this game came to be known as chaturang. which is well recognized as the earliest form of Chess. Chess is perhaps India's oldest and most loved board indoor game. Chess has been played in India through centuries. It is revered as an indication of a man's intelligence and strategic capabilities. A chess set can be found in almost every Indian home. Many of India's folktales are beleaguered with stories of kings and emperors and their chess games. Chess has also been mentioned in the great Indian epic, Mahabharat. In some form or the other, the game continued till it evolved into Chess. H. J. R. Murry, in his work titled A History of Chess, has concluded that chess is a descendant of an Indian game played in the 7th century AD. Chess is excellent for overall mental development. Chess has a very positive effect on children as well as adults. Teerandaji (Teerkamaan) The excavations at Harappa and Mohanjo - Daro revealed the use of bow and arrow as a classical Indian weapon during the warfare, right from the Vedic period, until the advent of Islam and even it has a mention in some Rig-Veda hymns. Detailed accounts of training methodologies in early India concern archery, considered to be an essential martial skill in early India. Legendary figures like Doran, are depicted as masters in the art of archery. Arjuna, Eklavya, Karna, Rama, Lakshmana, Bharata and Shatrughan the great warrior are also associated with archery. Dhanurvidya or archery is an indigenous game of Meghalaya. As such, it is an inherent part of the culture of Meghalaya and the festivals of the state are incomplete without Archery. Archery games were immensely popular all over India. Specially among the students in the renowned universities of Nalanda and Taxila in ancient India. Now it is one of the most prominent game in all continents of the world. Boat Race The snake boat race, well-known as Vallamkali in Kerala is an out of the ordinary traditional game apprehended on the event of Onam. It is a eminent water sport and one of the major magnetism held in Kerala. Boat Race is truly a delight to the eyes of the tourists, who come from far off places to witness it. The Vallamkali was first invented in Assyria, on a New Year day in BC.300. The history also reveals that, the Vallamkali (Boat Race) also took place in some other places like The Andaman and Nicobar Islands, Combodia, Bangkok, Burma, Britain etc. In the 14th century, there was a war crop up between Kayamkulam and Chembakasseri. In the course of that time the king Chembakasseri Devanarayana had strong-willed to build a right and proper war boat and he gave the accountability to the famous "Thachan" (Carpenter) in that period. Now the boat games has proceed in new version as sail boating, canoe racing etc. Conclusion The history of traditional games in India is very ancient and with its origin in early Vedic era (2000-1000 B.C.) it had passed from different periods of political history like epic age (1000-600 B.C.), historical age (600 B.C.) Nalandine period (300 A.D), Rajput period (300-1200 A.D), Muslim period (1200-1750 A.D), British period (upto 1947) and leading the way for the post independence era. It is more likely that many of today's Olympic disciplines are advanced versions of games of strength and speed that flourished in ancient India. Chess, wrestling, polo, archery and hockey (possibly a fallout from polo) are some of the games believed to have originated in India. But unfortunately, in spite of being the birth place of several leading traditional games, the condition is far from being satisfactory in India and below the desired level as compared to the other modern games. This is mainly due the lack of encouragement and promotion on the part of the government. A mix of good past practices and useful present-day innovations can ensure sustainable development in the actual sense. These age-old traditional games are one of the good things our rich culture has blessed us with and we must nurture them instead of ignoring them. Suggestions [x] In order to revive and promote these games as part of Indian heritage, the govt. should adopt a constructive attitude for the same. [x] The govt. should provide substantial funds and recourses for the promotion of these games at various levels. [x] The govt. should develop ultra-modern facilities and infrastructure all over the country for the promotion of these games. [x] The Govt. should establish sports academy in large numbers all over the country to popularize these games. [x] The govt. should make these traditional games a part of curriculum from the grass root level in order to produce world class sportsmen. [x] In order to popularize these games amongst our youth encouragement should be given right from the school level. Government and the media must come forward to promote these games in the same way as cricket [x] Job security should be provided to the sports persons by the government. References 1. (n.d.). Retrieved from http://www.indianetzone.com/70/atya_patya.htm. 2. (n.d.). Retrieved from http://www.indianrides.com/motorcycle-tourblog/history-and-traditional-sports-incredible-india/. 3. (n.d.). Retrieved from http://www.academia.edu/8662478/Sports_and_Games_i n_india_in_the_past. 4. (n.d.). Retrieved from http://www.traditionalgames.in/. 5. (n.d.). Retrieved from http://ncert.nic.in/textbook/pdf/iehp107.pdf 6. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Kho_kho 7. (n.d.). Retrieved from "Game history" on Ball Badminton Federation of India. 8. http://sports.indiapress.org/mallakhamb.php 9. Mallakhamb. Ancient Indian sport. (2012, December 5). MSN News (India). (2015, 11 30). Retrieved from https://aphilomathsjournal.wordpress.com/2015/11/30/po pular-games-sports-that-originated-in-ancient-india/. 10. Goel R. Encyclopaedia of sports and games. Vikas Publishing House, 1988. 11. Kamlesh ML, Sangral MS. Principles and history of Physical Education Ludhiana: Prakash Brothers, 1994, 133-134. 12. Murry H. A History of Chess. Skyhorse Publishing. (1987). In S.A.I, Indigenous Games and Martial Arts of India New Delhi: Sports Authority of India, 2015, 91-94. 13. Sarwan S, Kissa Kabaddi da. Sangam Publications (ISBN 93-83654-65-1.) 14. Jadhav SL. A Study of Role of Yoga in Kabaddi Sport in India. World Research Journal of Physical Education and Sport Science. 2012; 1(1):04-06. 15. Tiwari SR. History of Physical Education. APH Publishing, 2006, 209-219.	<urn:uuid:5c93b70d-09a1-410c-88c2-82397cc59588>	CC-MAIN-2022-40	https://www.journalofsports.com/pdf/2019/vol4issue1/PartAA/4-1-309-523.pdf	2022-10-03T12:28:32+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030337415.12/warc/CC-MAIN-20221003101805-20221003131805-00248.warc.gz	862,599,021	3,607	eng_Latn	eng_Latn	0.99505	eng_Latn	0.997235	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3576, 10238, 15474 ]	[ 2.65625 ]	1	0
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Key Concepts: Decision Making/CostBenefit Analysis, Productive Resources. 20 mins. Activity Save Lesson. See Activity . 1 2 3 Copyright code : 9290bad2a795d5d810f2c66604b22339	<urn:uuid:02b5b972-9735-45eb-b244-57e6bba6d94a>	CC-MAIN-2022-05	https://payments.pacificunion.com/lesson-plan-u-s-geography-united-states-uscis-pdf	2022-01-17T21:50:09+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00124.warc.gz	503,291,429	1,935	eng_Latn	eng_Latn	0.964532	eng_Latn	0.973925	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3179, 6922, 9084 ]	[ 3.1875 ]	1	0
Educational Tours Guided Tours at the Erie Zoo Guided tours are walking adventures that take your group of 25 or fewer to the animals' exhibits to observe firsthand the unique behaviors and adaptations of the creatures of the Erie Zoo. Tours are best suited to school-aged groups and adults and last approximately 45 minutes to 1 hour. We can tailor a tour to suit your group's educational needs. Cost: $45 per group of 25 or fewer. $40 per additional group from the same school on the same day. To schedule, call Kim at (814) 864-4091 x247 or email email@example.com African Adventure: (K-Adult) Discover the unique habitats of Africa from the savannahs to the Sahara as you explore some of the exhibits of the Kiboka Outpost, main building, and zoo grounds. Touchable artifacts and biofacts make this tour a unique experience. Amazing Animal Adaptations: (K-Adult) Prehensile tails and tongues; hoofed, webbed and clawed feet; teeth for gnawing, biting and grooming- animals are amazing in their many features that enable them to cope with life in their habitats. This tour will help you recognize the use of some animals' more amazing adaptations. Beastly Behaviors: (6 th -12 th ) Why do animals do the things they do? Your group will discover that animal behaviors help the animal to find food, avoid becoming food, interact in their social groups and continue their species as we observe and discuss behaviors of some of the animals at the Erie Zoo. Crazy for Cats: (K- Adult) Learn about some of the unique characteristics of our cats at the Erie Zoo! Plantastic Tour: (6th-Adult) Believe it or not, around 1,000 plant species call the Erie Zoo home. Explore the plant-life of the Erie Zoo's botanical gardens, greenhouse, and exhibits in the guided tour complete with fun sensory activities tailored to the audience. Perfect for Garden Clubs. Predators Tour: (K- Adult) Tigers, African painted and penguins, Oh my…these are just a few of the Erie Zoo predators. Learn about the special adaptations that predators have for hunting as we tour around the zoo observing some of the best hunters. Trivia Trek: (K-Adult) Full of fantastic fun facts about our wildest creatures, this tour may be tailored to the age and ability level of your group. Let your group get their questions answered and discover some things they never knew. Your guide will bring a tote with touchable fur, feathers, scales and more. Beyond the Books: Especially for Grades 6-12 and Post-Secondary Schools Limited to our older students and guests only, these programs are designed to provide more detailed information on our breeding programs, animal care and zoo careers for those who are seriously considering animal/zoo related careers. These programs may involve a behind the scenes tour if you are interested and your group is fewer than 30 people. Please note: We will not permit younger students, infants or toddlers to "tag-along" during the behind the scenes portion of these programs. Some behind- the-scenes areas involve rough terrain and high steps. Please inform us of any individuals with mobility issues prior to scheduling While you may ask for a specific area to tour, we cannot guarantee that a specific behind-the-scenes area will be available on the day of your tour. We reserve the right to change tour areas as needed for the health, safety and security of our guests and our animal residents. Fees: Behind the scenes tours are $150 and are limited to groups of 15 or fewer. Groups of over 15 will be charged an additional fee of $75 per group of 15 people. Fees: If you want one of the programs below without the behind-the-scenes component, the fees are $50.00 for an hour-long program and $40 for a half-hour long program. Program fees are in addition to admission fees and help to cover the additional staff required for your program. Animal Care/Behind the Scene Tour: (6 th Grade – Adult) What does it take to care for some of the wild creatures that call the Erie Zoo home? From the special diets to health and hygiene procedures to behavioral enrichment, your group will discover some of the specialized tasks of our animal care staff in this behind the scenes tour. PA Standards for the Environment and Ecology: 4.7.7 A, B; 4.7.10 A, B; and 4.7.12 C. Zoo Careers/ Classroom/ Walk: (6 th Grade – Adult) What kinds of jobs are available at the zoo? What special training is involved and how do people get started in zoo-related careers? From animal care to horticulture to visitor services and education, your students will be amazed at the variety of careers that are available at zoos and aquariums. PA Standards for Career Education and Work Academic Standards 13.1.8 A,B,C,D,E,F; 13.1.11 A,B,C,F; and 13.2.8 E. The Role of Zoos in Conservation/With or without behind the scene tour: (8 th Grade – Adult) Discover the many ways modern zoos are facilitating the conservation of endangered species, habitats and inspiring others to conserve our wildlife and wild places. We will cover breeding programs and other conservation efforts. PA Standards for Environment and Ecology 4.7.12	<urn:uuid:a69e94bf-9005-4265-8917-eb44ae642f44>	CC-MAIN-2022-05	https://www.eriezoo.org/uploads/2022-guided-tours-at-the-zoo.pdf	2022-01-17T22:01:30+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00124.warc.gz	811,068,270	1,156	eng_Latn	eng_Latn	0.997998	eng_Latn	0.99812	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2434, 5148 ]	[ 2.46875 ]	8	1
St Andrew's Primary School, Ramsbottom As a community, including children, staff, parents and governors, we seek to encourage the faith and educational journey of all our members. We exist to identify the spiritual, academic, physical and professional needs of the children and staff, enabling them to affirm, support and develop each other in the spirit of Jesus. We believe especially that our education must be broad and life-changing, enabling all the children to develop to their fullest potential so they may influence both the world of today and the world of tomorrow. SAFE INTERNET POLICY OVERVIEW This school has made significant investment in information technology and computer systems to support teaching and learning and to give children the opportunity to seek information and carry out research. Access to the internet carries with it the danger that children could find and view material that is unsuitable for them or that they could be put at risk from unwanted and inappropriate contacts. This policy seeks to ensure that the internet is used appropriately for learning but with safeguards to protect children from harm. OBJECTIVES 1. To ensure that children's access to inappropriate sites and locations is restricted. 2. To ensure that the use of the internet is for proper purposes related to the teaching, learning and curriculum of this school. 3. To protect children from harm and upset that could be caused through giving them access to inappropriate sites, materials, images and contacts. 4. To make children aware that there are inappropriate sites that are harmful and which must be avoided in school and at home. 5. To encourage children to report immediately any inappropriate sites, materials or contacts that they find on the internet, either at school or at home. STRATEGIES 1. Appropriate firewalls will be put in place and must be enabled at all times on all the school computers. 2. Staff must always check that firewalls are in place before learners are allowed to access the internet. 3. Staff must not under any circumstances, or at any time, disable- or bypassfirewalls on any school-owned computer. 4. Children must be supervised by adults at all times when they are given access to the internet. 5. Staff must only use computers for school purposes. School computers used by staff at home or in school must not be modified or used for personal use. 6. If children bring digitally stored information into school on disk or on pen drive or by other means, staff must check the suitability of the information before it is played on school computers. 7. Children must be encouraged to notify staff if, they at any time, they come across unsuitable material on a computer. 8. Staff must notify the Headteacher immediately if they find unsuitable or inappropriate material on a computer or storage device. OUTCOMES Children and staff will be able to enjoy and use the school computers to enhance teaching, learning and the curriculum and to access useful educational information and materials, without risk of harm or upset. Review Date: Autumn 2017 Revised: January 2018 Next review: Spring 2022	<urn:uuid:fdfccebb-fcd9-4a56-8af2-376333d23422>	CC-MAIN-2022-05	http://www.standrewsramsbottom.co.uk/attachments/download.asp?file=954&type=pdf	2022-01-17T22:43:44+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00126.warc.gz	135,061,697	611	eng_Latn	eng_Latn	0.998058	eng_Latn	0.998196	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1732, 3149 ]	[ 2.359375 ]	2	1
LESSON DESCRIPTION: This lesson will introduce students to the Federal Reserve's Beige Book and how this report assesses economic conditions in the U.S. through looking at changes in different economic sectors. These sectors include consumer spending, nonfinancial services, manufacturing, real estate and construction, agriculture, energy and natural resources, banking, prices and employment and wages. Each sector's description is followed by a discussion question so that students can apply the information to their everyday lives. GRADE LEVEL: 9-12 CONCEPTS: economic sectors, consumer spending, retail and tourism, non-financial services, manufacturing, real estate and construction, banking and financial services, agriculture, employment and wages, prices, Federal Reserve Beige Book report OBJECTIVES: 1. Explain the purpose of the Federal Reserve's Beige Book report Students will be able to: 2. Identify key sectors of the economy 3. Interpret how changes within economic sectors impact their daily lives TIME REQUIRED: 60-90 minutes MATERIALS: 1. A copy of the latest Beige Book report available at https://www.federalreserve.gov/monetarypolicy/beige-book (optional) 3. Activity 1: Economic Sector Information Cards 1 - 8 2. Visual 1: A Look at the Beige Book INTRODUCTION: - Ask students to brainstorm ways they could find out about current conditions in our economy, such as rates of consumer spending, production of goods and services, and levels of employment and wages. (Answers might include: listening to TV news; researching on the internet; reading the newspaper or magazines; listening to radio reports; talking to others who have information about the economy.) PROCEDURE: - Use Visual 1: "A Look at the Beige Book" to share background information on the book, including when it is published and how the economic facts are compiled. - Tell students that one way to get a snapshot of our current economic picture is by reading a report published by the Federal Reserve System called the Beige Book. (View these reports at https://www.federalreserve.gov/monetarypolicy/beige-book). - Explain to students that the Beige Book covers specific economics sectors, or subdivisions of the economy, including the following: consumer spending, retail and tourism; nonfinancial services; manufacturing; real estate and construction; banking and financial services; agriculture and natural resources; and employment, wages and prices. Tell them that we will explore each sector and discuss its importance in judging the economic health of our country. - Hand out Activity 1: "Sector Information Cards 1 - 8" to volunteers to read aloud according to numbered order. Discuss the question at the end of each card to apply the sector information to the students' lives. Teacher's Note: This activity can also be conducted in small groups with a report out at the end of the small group discussions. CLOSURE: - Ask students the following questions: o What is the Federal Reserve's Beige Book report and what does it include? (The Beige Book gives a summary of economic conditions throughout the United States and is published by the Federal Reserve Bank. Its contents are compiled from reports given by each of the 12 Federal Reserve Banks on economic conditions within their District. The Federal Reserve Districts get information for these reports through regional interviews and discussion with the Board of Directors' groups, which include business people, financial services representatives, agricultural experts, and others, as well as economists.) o What economic sectors help to gauge economic conditions in the U.S.? (Consumer spending, retail and tourism, non-financial services, manufacturing, real estate and construction, banking and financial services, agriculture, employment and prices) o How do changes within economic sectors affect our daily lives? (Answers will vary) o How do we impact economic conditions? (Answers will vary) ASSESSMENT: - Ask students to write a short essay about how changes within the economy have affected them or their family personally. EXTENSION ACTIVITIES Sector Specialists: Divide students into groups of three or four and assign an economic sector to each group. Students should research the activity in their sector for the last six months (or four Beige Book reports) by using www.federalreserve.gov/fomc/BeigeBook. They should create a visual (such as a chart, infographic or power point) showing the following information: - Changes in sector activity (increases, decreases or stable reports) - Sector description - States where changes are most apparent - Prediction for future changes based on report summaries - Reasons given for the changes Share completed visuals with the class. Suggest a Sector: What new sectors could be added to the Beige Book report? Ask students to brainstorm ideas by thinking of subcategories to current sectors or creating a brand new sector. Give an example of a "Green Sector:" this sector would look at the increase or decrease in jobs that renew or sustain the environment; recycling efforts; inventions of energy-saving devices, etc. After making a list of suggested sectors, tell students to work with a partner or individually to answer the following questions about a new sector they've chosen: - How would you describe your sector? - What is the title of your sector? - Why is this sector important to our economy? - What hands-on symbol would you use for your sector? - What type of activity is measured in your sector? Tell students they will "sell their sector" to the class by presenting this information. The class can vote for the best sector presentation. SECTOR 1: CONSUMER SPENDING, RETAIL AND TOURISM Consumer spending includes all the goods and services that people have purchased during the time period measured. Sales of big ticket items such as cars, electronics and luxury goods are noted in this sector, as well as an increase or decrease in general retail inventories. This area can be affected by higher food and energy prices, which may keep consumers from spending on nonessential items. Supply distributions, leading to lower product inventories, can also influence spending patterns. For example, when a tsunami hit Japan and affected car manufacturing, Japan exported fewer cars to the U.S. Since the supply of new vehicles was down, the price of available cars increased, leading to fewer cars purchased by consumers. Unfavorable weather, such as flooding, tornados and hurricanes, can also effect spending as consumers are often unable to buy additional goods and services due to buying weatherrelated supplies and making repairs. Tourism Tourism includes all areas related to travel, such as accommodations, recreation, entertainment, transportation and travel service industries. Consumer travel is often seasonal, with summer being the peak travel time. Increases and decreases in tourism are noted by looking at hotel bookings, attendance at amusement parks, zoos and museums, and use of air, rail and water transportation. Tourism can be slowed by adverse weather conditions and fewer spending dollars available. Discussion Question: Cell phones and accessories are a big ticket item for teens and adults. How does the competition between cell phone companies for your business affect the price of the phone contracts and related goods? (Answer: Competition between companies generally keeps the price down, as lower prices attract more customers.) SECTOR 2: NONFINANCIAL SERVICES Nonfinancial services include employment agencies, information technology firms, telecommunications industries, and business and professional services. Demand for a variety of these business services, such as accounting, marketing, healthcare and legal services can lead to an increase of activity in this sector. For example, more demand for healthcare services can lead to expansion of doctors' offices and clinics. Trading and shipping of goods is also a part of this subdivision. International problems, due to political unrest or natural disasters, can slow the exporting of goods to the affected countries. Discussion Question: You need to visit a neighborhood health center after being injured during a soccer game. Explain how a shortage of nurses in your area could affect the service you receive at the center. (Answer: The health center may have fewer nurses available, making your wait at the health center longer as each nurse needs to help more patients.) SECTOR 3: MANUFACTURING Manufacturing is defined as transforming raw materials into new products through mechanical, physical or chemical processes. Manufacturing can include many separate industries, such as automobiles, aircraft, computers, clothing, construction materials and household goods. Production of goods in these businesses depends on the availability of the raw materials needed and the demand for the finished product. A decline in this sector may mean there is a supply disruption or a delay in the start of projects that will need the manufactured materials. For example, a decrease in available car parts can lead to a slowdown in manufacturing American-made cars. An increase in manufacturing occurs when factory orders increase due to higher demand for the finished product. Discussion Question: You are in the market for a used car. If there are fewer cars being manufactured and sold, discuss how that may affect the availability and price of used cars. (Answer: Since new cars are less available, many consumers may choose to purchase used cars, decreasing the number of these cars available and increasing their price.) SECTOR 4: REAL ESTATE AND CONSTRUCTION Real estate sales for both residential and commercial properties are measured in this sector. When selling prices for these properties increase, sales generally decline. The housing market is sometimes seasonal and can be affected by the supply and demand for housing in a particular area. The rental or leasing of properties can also have a detrimental effect on real estate sales. Construction Construction refers to all businesses that contribute to the development of land, buildings and structures, such as bridges and dams. Included in this category are firms that build new projects and those that provide maintenance and repairs to these structures, such as siding and roofing companies. These businesses depend on consumer demand and can easily decline if there is a surplus of buildings for sale in an area, making additional building unnecessary. Discussion Question: Your house needs a new roof after a recent storm damaged it. If many homes in your neighborhood received similar roof damage, discuss how this will affect the price and amount of time it will take for roof repairs. (Answer: It may take longer for repairs as roofing businesses will have an upswing in business due to the storm and many homeowners will have to wait. The price of repairs may also increase due to the higher demand for services.) SECTOR 5: BANKING AND FINANCIAL SERVICES The banking and finance sector measures increases and decreases in loan demand for consumer and commercial loans. This subdivision also covers residential mortgage demand for buying and refinancing homes. It gives a picture of the lending environment, or the willingness of banks to lend within the area. If lending standards tighten, fewer banks are willing to give loans to consumers or businesses. If there is an improvement in the lending environment, more banks agree to process loans for a variety of purposes. This sector also looks at credit standards, such as credit access, credit quality and delinquency rates. An easing of these standards allows more credit to become available, either in a specific category such as car loans, or in general to consumers, businesses and industries. A rise in delinquency rates means an increase in borrowers who are not making their payments on time. This rise can result in a change to the lending environment making banks more unwilling to lend. Discussion Question: You would like to apply for your first credit card, with your parents as co-signers on this new account. Discuss how a bank's tighter lending standards may affect your credit card application. (Answer: The bank or credit card company may be unwilling to give you credit, as you have not yet proven your credit worthiness. An increase in delinquency rates on card payments may also keep the bank or credit card company from approving your application.) SECTOR 6: AGRICULTURE, ENERGY AND NATURAL RESOURCES The agriculture sector looks at raising and selling crops (such as corn, wheat, cotton and rice) as well as livestock (such as cattle, poultry and hogs). This subdivision can report increases in activity due to good crop quality and higher yields. Demand for specific crops can lead to stronger prices. In addition, international demand for grains or meat can boost overall export activity as well as farmland values. Decreases in activity are often due to weather-related difficulties. Excess precipitation and cool temperatures can delay planting or harvesting of crops. Extreme weather conditions, such as flooding, drought and wildfires can lead to wide crop losses. Crop and livestock diseases can cause a decline in this sector's activity. Rising prices for crop fertilizer and livestock feed can put a damper on price gains in this sector. Energy and Natural Resources Natural resources, such as oil, natural gas, coal and iron, are also a part of this sector. Activity in the energy industry can include increased oil exploration, drilling and extraction. Global demand for oil is a big driver of expansion for this sector. Seasonal demand for natural gas to be used for heating purposes can also increase activity. Coal and iron ore mining are monitored for increases or decreases in production. Decreases in this area can be caused by shortages of equipment or labor. Any reported oil spills generally lead to a decline in drilling and extraction activity. Discussion Question: You are buying corn on the cob for a family picnic. Discuss how flooding in the Midwest could affect the price of corn at the grocery store. (Answer: The price of corn may increase due to a portion of the corn crop being lost through flooding.) SECTOR 7: EMPLOYMENT The employment sector looks at current labor market conditions and job growth or loss. A general pickup in hiring can lead to increased activity in this sector. A demand for workers in a particular area, such as education or technology, can also increase activity. Positive reports from staffing agencies can include adding more temporary-to-permanent placements and increased recruiting action. Decreases in this subdivision can occur when labor market conditions tighten, leading to layoffs and limited or delayed hiring. This often happens during a recession, or general decline in the economy's GDP (Gross Domestic Product) for two consecutive quarters. Wages This area of the sector measures upward pressures on wages (or pressure to increase pay). If there are many people unemployed, people looking for work just hope to become employed and are generally not pressing for higher wages. Wages are often increased in occupations that call for highly-specialized skills, in order to draw workers possessing these skills. If there are specific shortages of workers in certain occupations, wage pressure will also grow in order to fill these positions. Sometimes businesses offer merit pay increases to employees based on their productivity and achievements. Wage pressure decreases when the supply of workers hoping to be hired exceeds the number of jobs available, such as during a recession. Discussion Question: You would like to find a part-time summer job to earn spending money. Discuss how a high unemployment rate (such as 10% of all workers without jobs) would hurt your chances to find temporary employment. (Answer: Since there are not enough full-time jobs for workers, they may take part-time or temporary jobs instead. Teens looking for part-time work would then have fewer opportunities for employment.) SECTOR 8: PRICES Prices The prices section evaluates changes in prices of goods and services and why these changes may occur. One change might be that input prices (the price of labor and materials to produce a good or service) of an item have increased, causing production of the item to decrease. This can lead to a higher retail (selling) price for consumers. For example, the price of a video game may increase if the factory that produces the game raises wages for employees. Sometimes these price increases are not passed onto the consumer due to competition with other factories for the same customers. Another increase in price may be due to fuel surcharges (fees) to transport goods to market. Demand for a good, along with a low inventory level for that good, may also lead to a price increase. Frequent price fluctuations have been noted in food products, energy sources, and metals, such a copper, aluminum, zinc and gold. Discussion Question: You are looking to buy a used car and have a limited budget. Discuss how an anticipated increase in the price of gas might influence which vehicle you decide to purchase. (Answer: An increase in gas prices might cause you to choose a car that uses less gas or needs the minimum grade of gas to operate.) BEIGE BOOK FACTS - The Beige Book gives a summary of economic conditions throughout the United States and is published by the Federal Reserve Bank. - It is published eight times a year to give current analysis of the economy. - The Beige Book is published two weeks before the Federal Open Market Committee (FOMC) of the Federal Reserve meets to help determine the direction of interest rates and the money supply. - Its contents are compiled from reports given by each of the 12 Federal Reserve Banks on economic conditions within their District. - The Federal Reserve Districts get information for these reports through regional interviews and discussion with the Board of Directors' groups, which include businessmen, financial services representatives, agricultural experts, and others, as well as economists. - The Beige Book has been shown to be a good source for determining the economy's current position and where it is headed in the near future, in terms of GDP (Gross Domestic Product) growth. FUN FACTS - The Beige Book's full name is the Summary of Commentary on Current Economic Conditions by Federal Reserve District. - It received its nickname from the color used for the cover when it is printed. - It was previously called the Red Book from 1970-1983 and was not shared publicly. - The Beige Book has been available to the public since 1983. Consumer Spending, Retail and Tourism Consumer spending includes all the goods and services that people have purchases during the time period measured. Sales of big ticket items such as cars, electronics and luxury goods are noted in this sector, as well as an increase or decrease in general retail inventories. This area can be affected by higher food and energy prices, which may keep consumers from spending on nonessential items. Supply disruptions, leading to lower product inventories, can also influence spending patterns. For example, when the tsunami hit Japan and affected car manufacturing, Japan exported fewer cars to the U.S. Since the supply of new vehicles was down, the price of available cars increased, leading to fewer cars purchases by consumers. Unfavorable weather, such as flooding, tornados and hurricanes, can also effect spending as consumers are often unable to buy additional goods and services due to buying weather-related supplies and making repairs. Tourism Tourism includes all areas related to travel, such as accommodations, recreation and entertainment, transportation and travel service industries. Consumer travel is often seasonal, with summer being the peak travel time. Increases and decreases in tourism are noted by looking at hotel bookings, attendance at amusement parks, zoos and museums, and use of air, rail and water transportation. Tourism can be slowed by adverse weather conditions and fewer spending dollars available. Discussion Question Cell phones and accessories are a big ticket item for teens and adults. How does the competition between cell phone companies for your business affect the price of the phone contracts and related goods? Nonfinancial Services Nonfinancial services include employment agencies, information technology firms, telecommunications industries, and business and professional services. Demand for a variety of these business services, such as accounting, marketing, healthcare and legal services can lead to an increase of activity in this sector. For example, more demand for healthcare services can lead to expansion of doctors' offices and clinics. Trading and shipping of goods is also a part of this subdivision. International problems, due to political unrest or natural disasters, can slow the exporting of goods to the affected countries. Discussion Question You need to visit a neighborhood health center after being injured during a soccer game. Explain how a shortage of nurses in your area could affect the service you receive at the center. Manufacturing Manufacturing is defined as transforming raw materials into new products through mechanical, physical or chemical processes. Manufacturing can include many separate industries, such as automobiles, aircraft, computers, clothing, construction materials and household goods. Production of goods in these businesses depends on the availability of the raw materials needed and the demand for the finished product. A decline in this sector may mean there is a supply disruption or a delay in the start of projects that will need the manufactured materials. For example, a decrease in available car parts can lead to a slowdown in manufacturing American-made cars. An increase in manufacturing occurs when factory orders increase due to higher demand for the finished product. Discussion Question You are in the market for a used car. If there are fewer newer cars being manufactured and sold, discuss how that may affect the availability and price of used cars. Real Estate and Construction Real estate sales for both residential and commercial properties are measured in this sector. When selling prices for these properties increase, sales generally decline. The housing market is sometimes seasonal and can be affected by the supply and demand for housing in a particular area. The rental or leasing of properties can also have a detrimental effect on real estate sales. Construction Construction refers to all businesses that contribute to the development of land, buildings and structures, such as bridges and dams. Included in this category are firms that build new projects and those that provide maintenance and repairs to these structures, such as siding and roofing companies. These businesses depend on consumer demand and can easily decline if there is a surplus of buildings for sale in an area, making additional building unnecessary. Discussion Question Your house needs a new roof after a recent storm damaged it. If many homes in your neighborhood received similar roof damage, discuss how this will affect the price and amount of time it will take for roof repairs. Banking and Financial Services The banking and financing sector measures increases and decreases in loan demand for consumer and commercial loans. This subdivision also covers residential mortgage demand for buying and refinancing homes. It gives a picture of the lending environment, or the willingness of banks to lend within the area. If lending standards tighten, fewer banks are willing to give loans to consumers or businesses. If there is an improvement in the lending environment, more banks agree to process loans for a variety of purposes. This sector also looks at credit standards, such as credit access, credit quality and delinquency rates. An easing of these standards allows more credit to become available, either in a specific category such as car loans, or in general to consumers, businesses and industries. A rise in delinquency rates means an increase in borrowers who are not making their payments on time. This rise can result in a change in the lending environment making banks more unwilling to lend. Discussion Question You would like to apply for your first credit card, with your parents as co-signers on this new account. Discuss how a bank's tighter lending standards may affect your credit card application. Agriculture, Energy and Natural Resources The agriculture sector looks at raising and selling crops (such as corn, wheat, cotton and rice) as well as livestock (such as cattle, poultry and hogs). This subdivision can report increases in activity due to good crop quality and higher yields. Demand for specific crops can lead to stronger prices. In addition, international demand for grains or meat can boost overall export activity as well as farmland values. Decreases in activity are often due to weather-related difficulties. Excess precipitation and cool temperatures can delay planting or harvesting of crops. Extreme weather conditions, such as flooding, drought and wildfires can lead to wide crop losses. Crop and livestock diseases can cause a decline in this sector's activity. Rising prices for crop fertilizer and livestock feed can put a damper on price gains in this sector. Energy and Natural Resources Natural resources, such as oil, natural gas, coal and iron, are also a part of this sector. Activity in the energy industry can include increased oil exploration, drilling and extraction. Global demand for oil is a big driver of expansion for this sector. Seasonal demand for natural gas to be used for heating purposes can also increase activity. Coal and iron ore mining are monitored for increases and decreases in production. Decreases in this area can be caused by shortages of equipment or labor. Any reported oil spills generally lead to a decline in drilling and extraction. Discussion Question You are buying corn on the cob for a family picnic. Discuss how flooding in the Midwest could affect the price of corn at the grocery store. Employment The employment sector looks at current labor market conditions and job growth or loss. A general pickup in hiring can lead to increased activity in this sector. A demand for workers in a particular area, such as education or technology, can also increase activity. Positive reports from staffing agencies can include adding more temporary-to-permanent placements and increased recruiting action. Decreases in this subdivision can occur when labor market conditions tighten, leading to layoffs and limited or delayed hiring. This often happens during a recession or general decline in the economy's GDP (Gross Domestic Product) for two consecutive quarters. Wages This area of the sector measures upward pressures on wages (or pressure to increase pay). If there are many people unemployed, people looking for work just hope to become employed and are generally not pressing for higher wages. Wages are often increased in occupations that call for highly-specialized skills, in order to draw workers possessing these skills. If there are specific short- ages of workers in certain occupations, wage pressure will also grow in order to fill these positions. Sometimes businesses offer merit pay increases to employees based on their productivity and achievements. Wage pressure decreases when the supply of workers hoping to be hired exceeds the number of jobs available, such as during a recession. Discussion Question You would like to find a part-time summer job to earn spending money. Discuss how a high unemployment rate (such as 10% of all workers without jobs) would hurt your chances to find temporary employment. Prices The prices section evaluates changes in prices of goods and services and why these changes may occur. One change might be that input prices (the price of labor and materials to produce a good or service) of an item has increased, causing production of the item to decrease. This can lead to a higher retail (selling) price for consumers. For example, the price of a video game may increase if the factory that produces the game raises wages for employees. Sometimes these price increases are not passed on to the consumer due to competition with other factories for the same customers. Another increase in prices may be due to fuel surcharges (fees) to transport goods to market. Demand for a good, along with a low inventory level for that good, may also lead to a price increase. Frequent price fluctuations have been noted in food products, energy sources, and metals, such as copper, aluminum, zinc and gold. Discussion Question You are looking to buy a used car and have a limited budget. 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History Thursday 07/05/20 WALT make bunting to commemorate the 75th anniversary of VE Day. VE day stands for Victory in Europe Day. On May 7th 1945, Sir Winston Churchill (the prime minister of the United Kingdom) announced the end of the Second World War. The war in Europe had lasted over 5 years. During this time, many soldiers were killed or wounded, buildings were destroyed by bombs and people did not have much food. People were very happy that the war had ended. They celebrated in the streets. Church bells rang and people danced and waved flags. Some people wore red, white and blue to look like the British flag. People shared food and hung bunting at street parties. 75 years later, we remember this day to honour the men and women of the Second World War. Follow the link to this BBC article 'Great British Bunting' and watch the video to learn how to make your own: https://www.bbc.co.uk/programmes/articles/4TrqYDyf4PMdLypxzyTwGDg/gre at-british-bunting Have a go at creating your own Great British Bunting and hang it in a window to commemorate VE day. VE day - how it happened Listen to Sir Winston Churchill's announcement that the war had ended and how people celebrated in London in this video: https://www.youtube.com/watch?v=NEavcsrMoMw Take You Home Returning home is one of the themes of the National Memorial Arboretum being explored during VE day. This activity from BBC's Bring The Noise is based around the song Take You Home by Laura White. Follow the link to sign and dance along: https://www.bbc.co.uk/teach/bring-the-noise/take-you-home-bsl/zhtyy9q/ Mindfulness Thursday 07/05/20 (and every day, 3 times a day or whenever you can!) WALT take a Brain Break with MindUP at Home Brain Break helps children focus attention and regulate emotions. Follow this link and play the video to take a Brain Break. Try this focused breathing exercise three times a day, every day and see how you feel. https://www.youtube.com/watch?v=xhWDiQRrC1Y&t=1s Music Thursday 07/05/20 (and everyday or whenever you can!) WALT learn the next part of the song Awa Yombei from The Gambia. I love this one. Awa Yombei Yombei Yo! Follow this link to join in Week 2, Part 3.2: https://www.lambethmusic.co.uk/mx-years-1--2.html Sign in details below if it asks for them: Username: email@example.com Password: Token2020	<urn:uuid:bd132f7c-983f-48f7-a76c-05d6e987efcd>	CC-MAIN-2022-05	https://www.crownlane.lambeth.sch.uk/_site/data/files/remote%20learning/year%201/wb040520/thu/40DBEEB09663D30710A41EFC9E7309C6.pdf	2022-01-17T22:56:26+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00128.warc.gz	784,162,940	592	eng_Latn	eng_Latn	0.993214	eng_Latn	0.996471	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1604, 2365 ]	[ 2.8125 ]	1	0
ExerciceLevel 3 Representing a Table in Chart Form Here is a table showing how final energy consumption evolved in France in six key years. The data starts in 1973 at the time of the first oil crisis, when the price of a barrel of oil soared and triggered a radical shift in energy policy (rise of nuclear energy, gradual development of renewable energies, and energy-saving measures, etc.). In 1973, oil accounted for almost two-thirds of total consumption, which is very high. In addition to being used in transportation, petroleum products are consumed widely in industry and housing. Electricity generation has taken off in line with the increase in nuclear power, with electric heating becoming the most widely used technology and factories opting for electricity over fuel. Oil and petroleum products have continued to lose ground to the benefit of electricity, but have not yet been overtaken. Oil is still clearly predominant. The use of gas has risen, while the share of coal has dropped to almost zero. \| As a % \| 1973 \| 1980 \| 1990 \| 2000 \| 2010 \| \|---\|---\|---\|---\|---\|---\| \| Coal \| 13.2 \| 9.9 \| 7.2 \| 4.7 \| 3.6 \| \| Gas \| 6.5 \| 12.2 \| 16.6 \| 20.7 \| 21.6 \| \| Oil \| 63.9 \| 58.4 \| 50.3 \| 46.3 \| 41.5 \| \| Electrity \| 9.7 \| 13.6 \| 18.4 \| 21.2 \| 24.1 \| \| Renewable heat \| 6.7 \| 5.9 \| 7.5 \| 7.1 \| 9.1 \| ("Renewable heat" refers to heat produced from wood, solar thermal technology, biogas, biofuels and heat pumps). There are many to present the data in chart form. Here are three of them. Line Chart Coal Oil Electricity Renewable heat Percentage Years Stacked Bar Chart Renewable heat Electricity Oil Gas Coal Percentage Years Step Area Charts Gas Renewable heat Electricity Oil Coal Percentage Years Question level 3 : Around which year did the share of oil in final energy consumption fall below 50%? 1990 1973 2000	<urn:uuid:9a5e9695-ebfb-4292-bd88-3deb94b3035a>	CC-MAIN-2022-05	https://www.planete-energies.com/sites/default/files/atoms/files/exercise_1_-_level_3_0.pdf	2022-01-17T22:07:22+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00131.warc.gz	1,014,953,592	531	eng_Latn	eng_Latn	0.977151	eng_Latn	0.997875	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1425, 1644, 1842 ]	[ 3.328125 ]	1	0
WELCOME TO PRE-KINDERGARTEN > IN SHAWNEE MISSION SCHOOL DISTRICT ENGLISH LANGUAGE ARTS EXPECTATIONS BY THE END OF PRE-KINDERGARTEN LITERACY: * Demonstrates an understanding of the organization and basic features of print. * With prompting and support, identifies characters, settings and major events in a story. * Recognizes and names some upper and lowercase letters in addition to those in first name. * Demonstrates basic knowledge of letter sound correspondence by producing the sound of some letters. * Uses a combination of drawing, dictating, or emergent writing to express thoughts and ideas. PHONEMIC AWARENESS: * Blends and segments syllables in spoken words (e.g. , /tur/+/tle/= turtle; or clapping or snapping out syllables ap-ple= 2 claps). * Recognizes and produces rhyming words. * States the initial sound (phoneme) in consonant-vowel- consonant (CVC) words (e.g., cat starts with /c/). COMMUNICATION: * Understands and uses most question words (i.e., interrogatives) (e.g., who, what, where, when, why, how). * Participates in collaborative conversations with diverse partners about preschool topics and texts with peers and adults in small and large groups. MATH EXPECTATIONS BY THE END OF PRE-KINDERGARTEN * Correctly name shapes regardless of their orientations or overall size. * Counts in sequence to 30. * Represents a group of objects with a numeral 0-12 (with 0 representing a count of no objects). * Uses one-to-one correspondence when counting objects, says the number names in the standard order pairing with each object (eg. counts out napkins for snack time, saying the numbers aloud as they put each one on the table). * Counts to answer "how many?" questions about as many as 10 things arranged in a line, a rectangular array or a circle or as many as 5 things in a scattered configuration. * Identifies whether the numbers of objects in one group is greater than, less than or equal to the number of objects in another group by using matching and counting strategies (e.g., compares the number of letters in their friends' names and indicates who has more). * Demonstrates an understanding of addition and subtraction by using objects, fingers and acting out practical situations (e.g., if we have 3 toy giraffes in our block area and add 2 toy elephants, how many animals will we have all together?). SCIENCE EXPECTATIONS BY THE END OF PRE-KINDERGARTEN * Describes and compares the effects of common forces (e.g., pushes and pulls) on objects and the impact of gravity, magnetism and mechanical forces (e.g., ramps, gears, pendulums and other simple machines). * Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, cold, windy). * Demonstrates an understanding that living things exist in different habitats (e.g., fish can live in the ocean because they can breathe under water). APPROACHES TO LEARNING EXPECTATIONS BY THE END OF PRE-KINDERGARTEN Sustains attention to task despite distractions. • Carries out tasks, activities, projects or experiences from beginning to end. • Remains focused on the task at hand even when frustrated or challenged. • Seeks new and varied experiences and challenges through play. • Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. • Demonstrates age-appropriate independence in decision-making regarding activities and materials. • WELCOME TO PRE-KINDERGARTEN > IN SHAWNEE MISSION SCHOOL DISTRICT SOCIAL EMOTIONAL SKILLS TO BE FOSTERED * Follow predictable classroom routines, manage transitions positively most of the time with minimal adult support. * Manages (i.e., expresses, inhibits or redirects) emotions, impulses and behaviors with minimal guidance from adults. * Develops strategies to express strong emotion and calm self, with adult help. * Recognizes and accurately describes own feelings a majority of the time. * Displays socially competent behavior with peers (e.g., helping, sharing and taking turns). STRATEGIC PLAN OBJECTIVES * 1) Every student will achieve academic success through a challenging, relevant personalized learning plan. * 2) Every student will develop and utilize personal resilience while mastering essential competencies that lead to college and career readiness. * 3) Every student will develop interpersonal skills to be an engaged, empathetic member of the local and global community.	<urn:uuid:48e1178c-cb42-4822-a681-df484a45f730>	CC-MAIN-2022-05	https://resources.finalsite.net/images/v1628174569/smsdorg/gkjskukhppebmtkoqd3a/WelcomeToPRE-K2021.pdf	2022-01-17T22:48:27+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00130.warc.gz	545,875,525	965	eng_Latn	eng_Latn	0.993273	eng_Latn	0.994511	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3442, 4440 ]	[ 4.125 ]	2	0
St. Catherine University SOPHIA Masters of Arts in Education Action Research Papers 12-2016 Digital Video as a Summative Assessment Tool Meghann Peterson St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/maed Part of the Education Commons Recommended Citation Peterson, Meghann. (2016). Digital Video as a Summative Assessment Tool. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/189 This Action Research Project is brought to you for free and open access by the Education at SOPHIA. It has been accepted for inclusion in Masters of Arts in Education Action Research Papers by an authorized administrator of SOPHIA. For more information, please contact firstname.lastname@example.org. Education Digital Video as a Summative Assessment Tool An Action Research Report By Meghann Peterson Digital Video as a Summative Assessment Tool Submitted on August 22, 2016 in fulfillment of final requirements for the MAED degree Meghann Peterson Saint Catherine University St. Paul, Minnesota Advisor ____________________________ Date ____________ 2 Abstract This action research study examined the effects of video production on student engagement and learning in a tenth grade English classroom. The study participants totaled 76 students in a large suburban Midwest high school. Over a period of five weeks, students worked in groups to read, analyze and make a video about a book of their choosing. The standards based project assessed their understanding of theme, characterization, and the cultural significance of their choice novel. Students worked collaboratively to answer questions about these aspects of the book and then complete storyboards and scripts for their videos. Throughout the study, the researcher collected observational data focused on student engagement and depth of learning, as well as qualitative data from four 30-minute small group discussions with six students. Students also completed a reflection at the end of the project. Analysis of the data revealed that most students enjoyed the project and demonstrated more engagement than other types of assessments like essays and individual technology-based projects. Students cited working in groups and having the opportunity to be creative as their favorite aspects of the project. Based on the results of this study, video production as a summative assessment tool deserves serious consideration for high school students. Keywords: digital video, summative assessment, engagement, technology, collaboration When a teacher tells her class about an upcoming test or essay, she is not usually met with excited smiles or eager eyes. Instead, the sounds of groans and "Do we have to?" accompany mouths twisted in pain and piercing glares. It is safe to say that students don't generally seem to enjoy demonstrating their learning by taking tests or writing essays. Some even fail to do their best work because they're often just trying to get the assessment done, receive their grade, and move on to the next topic. And what if the essay topic or test doesn't accurately assess what students have actually learned? Additionally, with the increasing popularity of standards based teaching, students' grades on summative assessments are often not lowered if they fail to turn them in on time since the grade would no longer reflect what the student actually knows in relation to the standards or learning targets. This can lead to frustration for the teacher who needs to move forward in the curriculum and for students, it can contribute to missed deadlines. Though disengagement in the classroom can affect both boys and girls, research shows that it seems to be more common with male students (Yazzie-Mintz, 2006). Boys in 4th, 8th and 12th grade scored 7, 9, and 10 points lower than girls, respectively, on the National Assessment of Educational Progress (NAEP) reading test in 2015 (United States Department of Education, 2016). But it doesn't have to be this way. A possible solution to disengagement and untimely work completion is to implement summative assessments that are more likely to engage students, especially boys, and allow them to show evidence of deeper learning. A growing body of research shows that digital video production can do just that. What does make a teenager's eyes light up with excitement? Technology and media consumption top the list. Eighty-five percent of 15-18 year olds own a cell phone, and over 90% have a computer in the home, according to Kaiser Family Foundation (2010) study on trends in media use among 8-18 year olds. The study also revealed that watching videos on sites like YouTube ranked second only behind social networking in terms of time spent on their computers for those aged 11-18 (Kaiser Family Foundation, 2010). However, a 2015 study of 2,600 eight18 year old, suggests teens now spend just as much time watching online videos as social networking (Common Sense Media, 2015). Most of teens' (ages 13-18) media consumption, over two and a half hours a day, is filled with watching TV/DVDs and online videos, whereas they engage in social networking for an average of one hour and 11 minutes a day (Common Sense Media, 2015). Half of that two and a half hours includes watching online videos (Common Sense Media, 2015). It is not an uncommon sight to see a group of students huddled around a cell phone watching the newest viral YouTube video. Research also shows that assessments that incorporate multiple sensory modes such as audio and video and that can have real world applications are more in line with how people learn than those like standardized tests (Miller, Knips, & Goss, 2013). All of this research led me to believe that asking students to make a video to demonstrate their learning at the end of a unit instead of assigning a test or an essay might solve the problems of disengagement and untimely work completion. I studied using digital video production as an assessment tool in my three tenth grade English classes totaling 75 students in a suburban Midwest public high school. The students made videos at the culmination of a unit involving literature circles for a novel they chose from a list. Data was collected through small discussion groups, classroom observations, a Google Form reflection at the end of the study, and evaluation of the finished video. The analysis of this data helped answer the research question: What effects will incorporating digital video production as an assessment tool have on student engagement and learning? Review of Literature Student boredom in school is a problem, but one that can be remedied. In a 2006 survey of 81,499 high school students, 50% of respondents said they were bored every day in school. According to the survey, 75 percent of students who indicated they were bored said the main reason for their boredom was that the material being taught wasn't interesting (Yazzie-Mintz, 2006). Boys reported lower levels of engagement in all three categories measured in the survey: cognitive/intellectual/academic, social/behavioral/participatory, and emotional engagement (Yazzie-Mintz, 2006). This literature review will examine what does engage high school-aged students and theories on why lack of engagement is more prevalent among boys. It will also address how studies show that incorporating digital video into the classroom not only increases student engagement, but also helps students develop important 21st century skills and new literacies. Finally, this review of the literature will conclude with additional benefits of digital video and teacher best practices for the incorporation of digital tools like video production in the classroom. What Motivates Students When analyzing student engagement, or lack thereof, in the classroom, it is interesting to evaluate what does engage school-aged children. Children ages 8-18 use media up to 10 hours and 45 minutes a day including multitasking, meaning using more than one form of media at a time (Kaiser Family Foundation, 2010). A June 2009 Neilsen report concluded that 12 million U.S. teens watched online videos in May 2009, the most popular being YouTube (Neilsen, 2009). Since teenagers are clearly drawn to watching and also producing videos, digital video production should be considered as a teaching and assessment tool in the elementary, middle and high school classroom (Beach, 2012; Loftus, Tiernan & Cherian, 2013; Morgan, 2013; Shoffner, De Oliveira, & Angus, 2010). Gender Gaps in Motivation Though it is hard to disagree that disengagement in the classroom is more prevalent among boys, theories to explain this gender achievement gap vary (Johnson & Gooliaff, 2013; Yazzie-Mintz, 2006). Some researchers assert that biological differences in the brain favor girls when it comes to reading, writing, memory, and impulse control, while boys' brains are to blame for more impulsive behavior and an increased tendency to drift off during class (Gurian & Stevens, 2004). Other research asserts that biological differences between boys' and girls' brains do not have any significant impact on engagement and how boys and girls learn (Eliot, 2010). Instead, Eliot (2010) asserted that the gender achievement gap could be the result of stereotyping and social expectations based on perceived differences. Both boys and girls can benefit from the implementation of instruction and assessment methods shown to increase student engagement. Authentic assessments with real-world applications and those that incorporate multiple sensory modes such as visual and audio are more in line with how people learn, more than standardized tests (Miller, Knips, & Goss, 2013). Teaching New Literacies With Digital Tools The incorporation of digital tools in the secondary English Language Arts classroom not only helps to increase student engagement, but it also helps to teach new literacies (Beach, 2012; Shoffner et al., 2010). In their "Position Statement on Multimodal Literacies," the National Council of Teachers of English (NCTE) stated that English teachers should increasingly integrate opportunities for students to exercise multimodal literacies (NCTE Executive Committee, 2005). Other professional educational organizations that work to create teaching and learning standards, including the Common Core, Partnership for 21st Century Skills, the International Reading Association (IRA), and the International Society for Technology in Education (ISTE), concurred (Alvermann, Hutchins, & McDevitt, 2012; Mardis, ElBasri, Norton, & Newsum, 2012; Morgan, 2013; Shoffner et al., 2010). Morgan (2013) stated that the definition of literacy has evolved from traditional reading comprehension and writing skills to "the ability to access, learn, analyze, communicate, and evaluate using a variety of formats" (p. 51). Beach (2012) added that with this expanded definition of literacy, teachers can use digital tools to engage students through the "remediation" of print-literacies (p. 46). Teaching literacy in the traditional print-centered sense of reading and writing along with speaking and listening is no longer enough in the digital age; students expect to engage with multimodal texts that incorporate digital images, sound, movement, and performance (Alvermann, Hutchins, & McDevitt, 2012). Because access to technology is literally in the palm of so many students' hands, the incorporation of digital video production as an assessment tool in the secondary English classroom is more practical than ever before. Eighty-five percent of teenagers ages 15-18 reported owning a cell phone as published in the 2010 report Generation M2: Media in the Lives of 8-18 Year-Olds (Kaiser Family Foundation, 2010). Additionally, students' comfort levels with and exposure to digital video viewing and creation support its place in the classroom (Loftus et al., 2013). A study that analyzed 53 first and second-year undergraduate students' attitudes toward digital video projects at Dublin City University revealed that only 24% of students in one class and 27% in another reported feeling either mildly or very concerned about their technical abilities (Loftus et al., 2013). The researcher observed that even those students who did not feel comfortable in their technical abilities did not appear too concerned; one student reported that someone in their group would have the technical knowledge necessary to complete the project (Loftus et al., 2013). As with any lesson, teachers also play a large role in ensuring students' success. Best Practices for Incorporating Digital Tools Just as students need to draw on their knowledge of digital tools, teachers need to employ identified best practices when implementing digital video production into the classroom. In a qualitative study of four teachers in a primary school in Australia that incorporated studentcreated digital video production, Henderson et al. (2010) found that teachers recognized the need to acknowledge and embrace a pedagogical shift from a teacher-centered to a student-centered classroom. Beach (2010) also concluded that teachers and students need to accept roles as "colearners" (p. 54), when using digital tools in the classroom. Teachers do, however, need to continue to guide students using digital tools with their sophisticated knowledge of the curriculum and the ethics surrounding the use of digital tools (NCTE Executive Committee, 2005). Additionally, Beach (2010) concluded that the incorporation of digital tools in the classroom needs to transcend merely substitution and move toward redefinition regarding how English Language Arts teachers approach curriculum. Clear communication of desired learning outcomes and the criteria expected of work involving multimodal literacies like video is also important from the beginning of the lesson or unit (NCTE Executive Committee, 2005). Incorporating digital video as an assessment tool in the classroom goes beyond just filming and editing videos. Expanding the concept of digital video production to encompass learning activities such as pre-production, including storyboarding, script writing, research and rehearsing, as well as using still cameras to produce stop-animation or claymation is important for teachers to understand when considering implementing digital video in the classroom (Henderson et al., 2010). When making videos such as documentaries or news reports, students need to employ skills such as recognizing and managing bias and evaluating the order of events in their video (Morgan, 2013). Videos that dramatize a piece of literature require students to use creativity, critical thinking, and collaboration as they edit to convey tone (Morgan, 2013). Since research shows that students have a strong interest in viewing and producing videos in their personal lives, using this preferred medium to teach the curriculum as well as 21st century skills and new literacies can have powerful effects (Morgan, 2013; Neilsen, 2009). Conclusions With proper implementation, digital video production as an assessment tool has myriad benefits. It helps students learn more deeply about the topic about which they are making a video (Henderson et al., 2010; Morgan, 2013). It also provides opportunities for students to engage in authentic assessment while developing mutimodal and digital literacies (Miller et al., 2013; Morgan, 2013). When using digital tools like video, "students have the capability to apply literacy skills to real world problems and knowledge building" (NCTE Executive Committee, 2005, "Declarations Concerning the Unique Capacities," para. 10). Students who engage in digital video production work on collaboration and critical thinking skills (Beach, 2012; Henderson et al., 2010; Morgan, 2013). And, perhaps most important, using digital tools like video production increases student engagement in the classroom (Beach, 2012; Henderson et al., 2010; Loftus et al., 2014; Morgan, 2013). This review of literature examined the topics of student engagement, including the gender gap, and the benefits and best practices of incorporating digital tools like video in the classroom. The proposed Action Research study will analyze the effects of incorporating digital video production as an assessment tool in a 10th-grade English classroom. Results will be reviewed by gender as well as with typically high, medium and low performing students. This study will offer insight and contribute to the literature on teacher best practices for incorporation of studentcreated digital video in the classroom. As technology continues to transform our lives and the classroom, studies like this one could be the gateway to transformation of how secondary English teachers approach teaching and learning. Methodology The action research took place at a suburban Midwest high school that serves approximately 1,700 students in grades 9-12 from four communities, all of which have a median household income over $100,000. Access to and experience with technology is not lacking for a vast majority of the student population. Most students in the school have internet access at home and on their cell phones. Many bring their own personal laptop computers to school on a regular basis. Additionally, the school is equipped with eight computer labs for student use and many designated spaces for collaborative learning. These factors made it possible to incorporate digital video production into my classroom without major hurdles related to student access to and knowledge of technology. I opted to use classroom action research methods, including observational and inquiry data, along with student generated artifacts, with my three tenth grade general education English classes, which totaled 76 students - 42 male and 34 female - for the purpose of studying student engagement on summative assessments and improving my educational practice. Students chose a multicultural novel from a list of more than 20 titles selected by the English 10 teachers. They formed literature circle groups of 2-6 with students who read the same novel and discussed the book periodically as they read. Some groups opted to read together, while others read at home and spent class time discussing the novel. The groups discussed assigned standards-based questions like "How do the characters help to advance the plot and shape the themes in the text?" and "How does culture shape the characters and influence the way they interact throughout the story? The culminating assessment for the unit was to make a video in which students could demonstrate their understanding of the following Minnesota Academic Standards related to characterization, theme, multicultural literature, and media literacy: "188.8.131.52: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme," "184.108.40.206: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text," "220.127.116.11: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature," and "18.104.22.168: As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue)" (Minnesota Department of Education, 2010). Before filming, students needed to show me their completed discussion questions to help ensure their videos would meet all the required standards (Appendix A). Next, they began to plan their project by deciding what kind of video they want to make based on suggestions offered in the assignment sheet. From there, students made storyboards, wrote a script, and obtained props. To emphasize the importance of planning in order to ensure all learning targets were met, the groups had to show me completed scripts and storyboards before they were allowed to begin filming. They then spent the next five to seven class periods filming and editing their videos. Once completed, students showcased their videos during a class "film festival." I assessed the videos with a standards-based rubric and conferenced with the groups about their grades (Appendix B). To conclude the study and the unit, students answered reflection questions, as they often do in my class, on the process of creating a video as an assessment through a Google Form (Appendix C). Throughout this unit, I collected data to identify and analyze the effects of incorporating digital video production as an assessment tool for students in a 10th grade English class. The data was intended to measure whether students were more likely to complete an assignment on time and whether they showed evidence of increased engagement and deeper learning when the summative assessment included making a video. I collected data using the following four data points in chronological order: 1. Observational data was collected each day as students worked on their videos (Appendix D). I looked for evidence of engagement and application of 21st century skills like creativity, collaboration, communication and critical thinking. 2. I facilitated and recorded small discussion groups of six select volunteer students considered to be low, medium, and high performing (based on first semester grades) four times, once a week during the study, for 10-20 minutes each time. Students answered questions like "What are you enjoying/not enjoying about working on the project?" and "How does working on a video compare to other types of summative assessments we've done this year?" in order to help me understand their feelings and experiences relating to the study (Appendix E). 3. The Google Form reflection included some close ended questions such as "Did you like making a video as a summative assessment more or less than other types of assessments we've done in class this year?" and some open-ended questions like "What were some challenges you faced as you worked on your video project, and how did you overcome them?" (Appendix C). 4. I assessed videos using the attached rubric and compared the grades on the video to other types of assessments students completed first semester to see if making a video as a summative assessment increased their scores on the same standards assessed previously using other assessment methods (Appendix B). Analysis of Data I analyzed the data collected from this study to determine how using video production as a summative assessment tool affected student engagement and learning, how it compared to other assessment methods in terms of engagement and learning, and also to learn more about best practices. My data came from the following sources: Focus groups, observations, Google Form reflections, and project grades. I conducted small group discussions with six students, four boys and two girls, for four 20 to 30-minute sessions. The first meeting took place after the first couple of days of working on the project during week one, the second and third meetings were during weeks two and three, and the fourth was after the project had been completed, during week four. I transcribed and coded this qualitative data according to the following categories: 21st century skills and learning, benefits and drawbacks of being in a group, benefits of storyboarding and scripting before filming, effect of student choice on engagement, and effects of video on engagement. Most days, I took field notes as I walked around and observed the groups in action. This proved difficult at times due to the fact that students were working in various locations of the school. This was also difficult due to the fact that I was acting as researcher and teacher simultaneously and was often interrupted by students asking questions. While this inhibited my ability to gather as much observational data as I would have liked, I interpreted the interruptions to be a sign of engagement. I coded the observational data I was able to record into two categories: evidence of engagement and evidence of disengagement. The Google Form reflection that students filled out after completing their video projects yielded valuable qualitative and quantitative data in regards to what aspects of the project were most and least engaging to students, how students felt about the project overall and in comparison to other summative assessments, and additional student feedback that contributed to my new understandings of best practices for using video as an assessment tool. Since students received a grade on each of the four standards assessed (theme, characterization, cultural significance, and media literacy), I compared students' video project grades on theme and characterization to their grades on an essay they had previously written that assessed these same standards. The difference between the grades on both standards yielded no statistically significant results. Though data from my small group discussions and from the reflection suggested that students did feel the video project helped them learn more about the book, some said it was difficult to show their understanding of theme through a video. The data I collected on student engagement through classroom observations and small group discussions proved contradictory at times. Just over 60% of students said they liked the video project more than other summative assessments such as essays and individual technology projects (like creating a Padlet, Buncee, Weebly, Thinglink, or PowToon to show their learning on some of the same standards assessed by the video project - theme, characterization, and media literacy). Only 27.3% of students responded that they "loved" the project and wanted to do it again. A much higher 45.5% said "It was ok," and 9.1% said they did not like it and did not want to do it again. My observational data, especially during the beginning of the project when students were working on their scripts and storyboards, did not show as much engagement as I had expected. The following comments from my field notes and reflections that illustrate the lack of engagement in the first stages of the project as groups were answering questions about their books: "I had to take [male student's] phone because he was playing a game." "A few students haven't finished reading their book yet and can not contribute to discussion." "[Female student] looks bored staring off into space and often checking her phone." "Group of six boys struggling with independence of not being in classroom with me. Often off task when I check on them." "Group said they found their book boring so they are struggling with answering questions." "Had to sternly talk to this class about lack of engagement today. Getting started seems to be hard for these students." The six students in my focus group corroborated these observations, saying the questions, scripting and storyboarding were not their favorite parts of the project, but adding that these steps were essential to making a good video. They also said this is where they learned the most about their books because they had to "really dig in" and "go back to the book" for the answers. What I learned about best practices for incorporating digital video in the classroom On the Google Form reflection my students filled out, I asked what suggestions they had to improve on the unit. Their candid responses, combined with my observation data and reflections, gave me valuable insight on teacher best practices for using video production in the classroom. A few clear topics emerged from this reflection: Groups, Technology Support, and Deadlines. Relevant response for "Other" favorite aspects included: "Learning about Common Craft" Responses for "Other" least favorite aspects included: "It was hard to explain our whole book through video and we struggled to explain it fully." "I don't like hearing my voice." "I don't like that I had to do 75% of the work." "It was difficult to make a video and keep all the requirements in check." "Having to present." "Not enough time to film." "Was hard to get people to do what was needed. Members would ditch while work needed to be done." "Smaller groups." Groups. Overall, students enjoyed the collaborative aspect of the video project the most, with 74.2% of students citing this as their favorite part. From my focus group discussions, students said they liked the way the groups enabled them to spread out the work. They also enjoyed being able to discuss their books in a small group setting as opposed to a larger, whole class environment. Additionally, students said being in a group held them more accountable than if they were working on a project or essay alone. I was flexible with group sizes, allowing students to work in groups of 2-6 students. Two students in separate classes chose to work alone on the project, mainly because they were the only ones who wanted to read a particular book. The groups that included three students appeared to be the most on task. I attribute this to the way they divided up the work. One student could film while the others were on camera. I noticed in a group with only two students, they often struggled with their filming since the video required both of them to be on camera. They either resorted to propping the camera (their phone) to record a scene or turning their phone around to film themselves as if they were taking a "selfie." The video quality suffered as a result. Groups of four to six students were generally too big in that there was not enough work to engage all students most of the time. During my observations, I noticed that students would sometimes go missing from the larger groups. Since students were working in various locations of the school, including conference rooms, outside, stairwells, the video studio, and other empty classrooms, it was difficult for me to keep students on task since I was not in close proximity to them most of the time. This management piece can be helped by decreasing the group size. Also, in a group of five or six, there were usually two or three students who ended up doing more work than the others in the group. I recommend groups of two or three for a project like this. Technology support. In the Google Form reflection, 40.9%, 27 out of 66 respondents, said their least favorite aspect of the project was using technology. I found this surprising in that I thought more students would like this aspect. I concluded through my observations and some of the comments in the reflection that students were frustrated by the video editing process. I did not teach this because each group had at least one student who said he or she was comfortable with some sort of editing program, whether it was iMovie, WeVideo, Windows Movie Maker or Final Cut Pro. When doing this project again, I will spend time teaching the basics of some of these programs to students and giving them time to practice rather than assuming they can figure it out. As Alan November astutely points out in his video "The Myths and Opportunities of Technology in the Classroom," the concept of our students being technology natives is a myth. Not all students innately know how to use technology, which is an assumption I erroneously made in this project. By including time to learn and practice using the editing software, all students could contribute to the video editing rather than just the one or two who had prior experience with it. Deadlines. More than any other category, students said they wished they had more time on the project. Some of this can be attributed to the fact that we lost nearly a full week of inclass work time due to state testing, which took place during English classes. Students had one day that week to work on their projects, and it happened to be a day I was away at a conference. Due to my absence and the disrupted week, students did not make much progress on their projects that day. When I realized we would lose that week of work time, I made my expectation clear that students were to work outside of class. At this point they were working on finalizing their scripts and storyboards, so they collaborated digitally using Google Docs or through a video chat. Very few students took advantage of these collaborative opportunities, however. One student commented that I gave too much time to work on the scripts and had I moved the deadline up, there would have been "less wasted time in the beginning." Another student suggested more mini deadlines throughout the project to help keep students on task. One student commented similarly and added that I should have enforced "stiffer deadlines." The same student added, "Time management is key to a good film." The qualitative and quantitative data from this study allowed me to draw meaningful conclusions about the effects of digital video on student engagement and learning, as well as best practices for implementing this assessment method in my classroom. Action Plan The data from this research reveals that using video as a summative assessment tool is a worthwhile endeavor for educators. 72.8 percent of students either "loved" the project or thought it was "ok," according to the reflection students completed at the end of the study. 61 percent of students liked it more than other types of assessments such as essays or individual projects that incorporated technology. The fact that an overwhelming majority of students loved or liked the project translated to a higher level of engagement than other types of assessments. Especially during the filming portion of the project, students were more on task, actively engaging with their groups to act in and film their video. As a teacher, my goal is for all my students to be actively engaged in their learning as much as possible. What prompted me to study the effects of video production on student engagement was a general lack of interest among my students on summative tasks. Even assessments that incorporated technology, like asking students to design a Weebly or creating a Padlet to show what they had learned about a book did not appear to engage students as much as I had hoped. Many students would procrastinate on projects like these and end up turning them in late. When asked to write essays, I found that many students would just go through the motions to get them done, even when I attempted to create engaging prompts that related to their lives. Because 74.2 percent of students cited "working in a group" as a favorite aspect of the video project, I concluded that engagement goes up when students have the opportunity to collaborate. The same number, 74.2 percent, of students also cited "being creative" as another favorite aspect of creating a video, and 60.6 percent said one of the aspects they most liked about the video project was being able to move around and be active. 40.9 percent of students said using technology was one of their favorite parts of the project. Considering the highest rated aspects of the video project were working in groups, being creative, and having the ability to move around, I will continue to plan assessments that incorporate all or some of these criteria. In one of my final small group discussions, students unanimously agreed that a variety of assessment types was important. One student suggested the "tic-tac-toe" method for assessments, where the teacher, possibly with input from the class, can create up to ten assessment choices, and students need to complete a tic-tac-toe with their choices. Having to complete three in a row allows the teacher to make sure students are choosing a variety of types of assessments so they can work on diverse skills. Including a variety like this also helps to ensure the assessment accurately measures what students have learned as opposed to a single, one-size-fits-all assessment like an essay prompt or test that may not. I will continue to assign video projects to my students, taking into consideration what I learned from this study about best practices as mentioned in my data analysis. I will also be sure to offer a variety of assessment types, some collaborative and some individual. The results, including 40.9 percent of students citing "using technology" as one of their least favorite aspects of making a video, tells me that not all students enjoy using technology in the classroom. It could also mean that they didn't have enough training in the editing programs they used and consequently grew frustrated with that process of the project. As this was a group project, some students struggled to find common time and access to the equipment they needed to edit their videos. From their comments on the reflection, despite the technological difficulties encountered by some groups, this presented a good opportunity for them to work on their collaborative problem solving skills. Some groups mentioned turning to Google or YouTube for answers to questions about the editing programs they were using. Since some groups expressed frustration over the requirements of the project, which included showing an understanding of theme, characterization, and impact of culture in their books, I would like to study the effects of using video with a different type of project that has simpler, more concrete guidelines. Another topic for further study is to compare video production to other collaborative projects in order to better isolate the effects of video production itself. With my study, it was difficult to tell whether it was making the video or working in a group that students liked more than other assessments, since they were comparing it to mostly individual assessments. It would be interesting to give students a variety of assessment options and study the reasons behind their choices. Digital video production as an assessment tool provides an opportunity for students to demonstrate their learning in an engaging way while fostering 21st century skills like creativity, collaboration, communication and critical thinking. A successful implementation of video as an assessment tool is dependent on best practices that include careful planning, clear directions, and ample time to complete pre-production tasks like storyboarding, scriptwriting and learning how to use video editing technology. Studies analyzing the media consumption habits of teens confirm they watch digital videos online more than they watch television. Incorporating this medium into a summative assessment tool is a way to make learning more relevant to our students' lives and create a more engaging classroom. References Alvermann, D. E., Hutchins, R. J., & McDevitt, R. (2012). Adolescents' engagement with web 2.0 and social media: Research, theory, and practice. Research in the Schools, 19 33-44. Retrieved from http://search.proquest.com/docview/1284528481?accountid=26879 Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19(1), 45-59. Retrieved from http://search.proquest.com/docview/1284529081?accountid=26879 Common Sense Media, Inc. (2015). The common sense census: Media use by teens and tweens. Retrieved from https://www.commonsensemedia.org/sites/default/files/uploads/research/census_research report.pdf Eliot, L. (2013). Single-sex education and the brain. Sex Roles, 69(7-8), 363-381. doi:http://dx.doi.org/10.1007/s11199-011-0037-y Gurian, M., & Stevens, K. (2004). With Boys and Girls in Mind. Educational Leadership, 62(3), 21-26 Henderson, M., Auld, G., Holkner, B., Russell, G., Seah, W.T., Fernando, A., Romeo, G. (2010). Students creating digital video in the primary classroom: Student autonomy, learning outcomes, and professional learning communities. Australian Educational Computing, 24(2), 12-20 (1), Johnson, C., & Gooliaff, S. (2013). Teaching to strengths: Engaging young boys in learning. Reclaiming Children and Youth, 21(4), 28-31. Retrieved from http://pearl.stkate.edu/login?url=http://search.proquest.com/docview/1326254026?a ccountid=26879 Kaiser Family Foundation. (2010). Generation M: Media in the lives of 8- to 18-yearolds. Menlo Park, CA: Kaiser Family Foundation. Retrieved from https://kaiserfamilyfoundation.files.wordpress.com/2013/04/8010.pdf Loftus, M., Tiernan, P., & Cherian, S. (2014). Students' readiness to move from consumers to producers of digital video content: A cross-cultural analysis of Irish and Indian students. Education and Information Technologies, 19(3), 569-582. doi:http://dx.doi.org/10.1007/s10639-013-9286-4 Mardis, M. A., ElBasri, T., Norton, S. K., & Newsum, J. (2012). The digital lives of U.S. teachers: A research synthesis and trends to watch. School Libraries Worldwide, 18(1), 70-86. Retrieved from http://search.proquest.com/docview/921332019?accountid=26879 Miller, S. M., Knips, M. A., & Goss, S. (2013). Changing the game of literature with authentic assessment: The promise of multimodal composing. English Journal, 103 88-94. Retrieved from http://search.proquest.com/docview/1442779124?accountid=26879 Minnesota Department of Education. (2010). Minnesota academic standards in English language arts K-12. Retrieved from file:///C:/Users/petersonmeghann/Downloads/Minnesota%20Academic%20Standards%2 0in%20English%20Language%20Arts%20Final%20Dec%202014%20(2)%20(1).pdf Morgan, H. (2013). Creating videos can lead students to many academic benefits. (1), Childhood Education, 89(1), 51-53. Retrieved from http://go.galegroup.com.pearl.stkate.edu/ps/i.do?id=GALE%7CA317469023&sid=summ on&v=2.1&u=clic_stkate&it=r&p=ITOF&sw=w&asid=b84a560bc322baf2c5bb918fdff6 41d6 NCTE Executive Committee (2005). Position statement on multimodal literacies. National Council of Teachers of English, Retrieved from http://www.ncte.org/positions/statements/multimodalliteracies Nielsen. (2009). How teens use media: A Nielsen report on the myths and realities of teen media trends. Retrieved Feb. 27, 2016 from http://www.universitycircle.org/downloads/How%20Teens%20Use%20Media.pdf Shoffner, M., de Oliveira, L.,C., & Ryan, A. (2010). Multiliteracies in the secondary English classroom: Becoming literate in the 21st century. English Teaching, 9(3), 75-n/a. Retrieved from http://pearl.stkate.edu/login?url=http://search.proquest.com/ docview/926190606?accountid=26879 United States Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2016). The condition of education (NCES 2016-144). Retrieved from https://nces.ed.gov/programs/coe/pdf/coe_cnb.pdf Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Center For Evaluation And Education Policy, Indiana University. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED495758 Appendix A Book Club Video Assignment Sheet Objectives: To demonstrate understanding of your choice book. You will work collaboratively in your book club to plan, film, edit and share a video that demonstrates your understanding of characterization, theme, cultural point of view, and media literacy. Now that you have finished reading your book, the first step is to plan your video. Consider the following: What kind of video do you want to make? Some ideas include (see Google Classroom for examples): - Documentary - Verbatim Cutting - Common Craft - Newscast How will you demonstrate understanding of the following standards? Characterization: - How do the main characters grow and change throughout the course of the text? - How do they interact with other characters, and using inference, what does this reveal about them? - Symbolically, what do the characters represent? - How do the main characters help to advance the plot and illustrate the themes? Theme: - What are the main themes in the book? - How are the themes developed throughout the course of the text? - How do the themes connect to the "real word"? (You may want to do some research.) Cultural POV: - What did you learn about a different culture from reading your book? - How does culture play a role in the story? - What connections can you make between the cultural point of view in the story and the real world? (You may want to do some research here too). Media Literacy: - How will you use technology (digital video) to effectively communicate what you have learned regarding the standards being assessed? - How can you use lighting, music, transitions, setting, etc. to communicate an appropriate tone for your video? - See below for expectations for planning your video. What will you do before you start filming? - Research - Storyboard (we will discuss this in class) - Write a script - Identify and procure necessary props, music, etc. - Decide how, when, and where to film (you may use your phones, personal video cameras, Flip cameras from the MC, or video cameras from the Studio) What will you do once you have finished filming? - Edit (you may use iMovie or Final Cut Pro in the Studio or on your personal devices) - Share at Ms. P's First Annual Film Festival (date and time TBA) - Reflect Appendix B Book Club Video Project Rubric Characterization 22.214.171.124: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. \| Approaching Standard \| Meets Standard at a Basic Level \| Meets Standard at a Mastery Level \| Extends Standard \| \|---\|---\|---\|---\| \| I can identify key characters. \| I can interpret how characters grow and change throughout the course of a piece of literature. \| I can determine and articulate how and why an author uses characters to develop an idea and support my analysis with specific textual evidence. \| I can use inference to determine and articulate, in a sophisticated manner, how and why an author uses characters to develop an idea and support my analysis with specific textual evidence. I can extend this standard by connecting the author's use of character to real world situations. \| Theme \| Approaching Standard \| Meets Standard at a Basic Level \| Meets Standard at a Mastery Level \| \|---\|---\|---\| \| I can identify key events \| I can explain how key events support the author's purpose. \| I can use inference to identify and articulate the way an author develops themes by providing specific and relevant evidence. \| 126.96.36.199 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Multicultural/World Literature 188.8.131.52: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. \| Meets Standard at a Basic Level \| Meets Standard at a Mastery Level \| \|---\|---\| \| I can read a piece of world literature and identify how the culture shapes the story. \| I can analyze a piece of world literature and explain how culture plays a role in the story. \| Media Literacy a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, and of the different types of Creative Commons licenses. 184.108.40.206: As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue.) b. Publish the work and share with an audience. Appendix C Appendix D Field Notes Observations taken for 5 minutes, 2 times each class period Date: _______________ Hour: ______________ Time: _______________ Which groups are on/off task? Individual students on/off task? Appendix E Small Discussion Group Questions (30 minutes, once a week, 4 times during the intervention) How is the project going? What are you enjoying about working on the project? What are you not enjoying? Has the process of working on your video helped you learn more about your book? Characterization, theme, understanding multicultural points of view? How so? Do you feel that working on a video allows you to be creative? How so? How does working on a video compare to other types of assessments we've done this year (essays/other writing assignments and technology projects)? Do you like it better or worse? 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\| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grades 3-12 \| Supplemental reading intervention Targets phonemic awareness, phonics, and vocabulary to increase decoding skills Recommended instructional time: 45-50 min/day \| Direct instruction Systematic and explicit Mastery based learning Progress monitoring \| \| \| \| \| \| \| Grades 3-12 RI=Tier 2/3 \| Supplemental reading intervention Targets critical reading skills and strategies Recommended instructional time: 45 min/day \| Direct instruction Systematic and explicit Mastery based learning Progress monitoring \| \| \| \| \| \| \| Grades K-3 RI=Tier 2 \| Supplemental reading program based on Wilson Reading System principles Targets phonemic awareness, phonics/word study, spelling, and handwriting Recommended instructional time: 30 min/day standard lesson plus 30 min. Fundations intervention lessons 3-5x week \| Direct instruction Systematic and explicit Orton-Gillingham based principles Multi-sensory Mastery learning Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element W \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grades 4-12 Mild to moderate gaps in decoding and spelling RI=Tier 2 \| Supplemental reading program based on Wilson Reading System principles Used as an accelerated intervention for teaching decoding and encoding 1-1.5 years to complete the program Recommended instructional time: 45 min/day or 3x per week \| Direct instruction Systematic and explicit Orton-Gillingham based principles Multi-sensory Mastery learning Progress Monitoring \| \| \| \| \| \| \| Grades 4-12 Non-readers and struggling readers Elementary, middle and high school students reading more than two years below grade level RI=Tier 3 \| Comprehensive literacy curriculum Fiction and nonfiction Teacher directed Supplemental online activities Recommended instructional time: 90 min/day or 45 min/day \| Differentiated Systematic and explicit Sequential Spiraling content Gradual-release model Multisensory Progress monitoring Prescriptive \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element W \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grades 7-12 Non-readers and struggling readers Middle school and high school students reading more than two years below grade level RI=Tier 3 \| Comprehensive literacy curriculum Blended learning Fiction and nonfiction Students require daily access to computers Recommended instructional time: 90 min/day or 45 min/day \| Differentiated Systematic and explicit Sequential Spiraling content Gradual-release model Multisensory Progress monitoring Prescriptive \| \| \| \| \| \| \| Grades 2-4 Students must know 80% of phoneme/grapheme relationships RI=Tier 2 \| Small group intervention program Improves fluent comprehension Based on schematic reasoning brain research Teaches automatizing word recognition 1-year program Recommended instructional time: 45 min/day or 20-30 min/day \| Systematic and explicit Sequential Multi-sensory Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element W \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| • Grades 1-8 RI=Tier 2 \| Supplementary fluency program Nonfiction stories: readability levels 1-8 Audio/software versions Read Live (web based) is approved for use in FCPS Recommended instructional time: 30 min/day \| Teacher modeling Repeated readings Progress monitoring \| \| \| \| \| \| \| Grades 6-12 Students reading on at least a 4.5 grade level RI=Tier 2 \| Focus on comprehension, decoding multi- syllabic words, content vocabulary, and fluency in content-area text Text-based collaborative learning is encouraged Recommended instructional time: 45-55 min/day \| Direct instruction Systematic and explicit Sequential Mastery-based learning Gradual release model Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element W \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Read Well K- Kindergarten Read Well 1-1st and 2nd graders Read Well 2-2nd and 3rd graders RI=Tier 3 \| Comprehensive literacy curriculum when paired with RW Composition & RW Spelling and Writing Recommended instructional time: RW 30-40 min/day RW Comp 30 min/day RW Spelling & Writing: 20 min/day \| Differentiated instruction Systematic and explicit Mastery-based learning Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element W \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grades 4-12 Students reading on at least a 3rd grade level RI=Tier 2 \| Focus is critical reading comprehension Brief, targeted lessons Recommended instructional time: Foundations/ Level A 15-20 min/lesson Level B 20-25 min/lesson Level C 25-30 min/lesson Daily or 3x per week \| Direct instruction Systematic and explicit Sequential Mastery-based learning Gradual release model Progress monitoring \| \| \| \| \| \| \| Grades 4-12 Students whose reading skills are at least at a mid- 2nd grade level Students who have mastered single syllable words and are ready for multi- syllabic words RI=Tier 2 \| 25 lessons Targeted strategy instruction for decoding multi- syllabic words Recommended instructional time: 60 min/day for 6 weeks or 30 min/day for 12 weeks \| Direct instruction Systematic and explicit Intensive Gradual release model Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element \| Targeted Students \| Program Description \| Research-based Practices \| PA \| P \| F \| V \| C \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Grades 7-12 Students who have completed REWARDS Intermediate or Secondary Program RI=Tier 2 \| Applying strategy learned in the REWARDS program to Social Studies and Science passages Additional strategies include test taking skills, comprehension skills, and written responses Recommended instructional time: 60 min/day or 30 min/day \| Direct instruction Systematic and explicit Intensive Gradual release model Progress monitoring \| \| \| \| \| \| Each program dictates its fidelity implementation guidelines. OSEI works with teachers to ensure fidelity to the program within the service delivery model they are using with each student. If you have any questions regarding the amount of time necessary to receive the benefits of program use, please contact OSEI. PA-PhonemicAwareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing Covers most to all aspects of this literacy element Covers some aspects of this literacy element	<urn:uuid:80589499-54c6-4c21-a9c3-210406607f3f>	CC-MAIN-2019-43	https://www.fcps.edu/sites/default/files/media/forms/HI-readingmatrix.pdf	2019-10-22T09:28:10Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00201.warc.gz	883,172,979	2,675	eng_Latn	eng_Latn	0.986267	eng_Latn	0.985428	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1620, 3201, 4723, 6076, 7128, 8655, 9741 ]	[ 2.546875 ]	1	1
Perchlorate Effect on Rock Weathering on Mars at Phoenix Landing Site Keywords: Phoenix, salt weathering, rock weathering, stress corrosion, thermal stress, segregated ice Relevance Surprising evidence from a spacecraft flying in orbit around Mars suggests that the planet was once much like Earth is today-with a hot dynamo at its core, intense magnetism in its crust and possibly massive continental plates adrift on its surface [1]. In the effort to understand more about our own planet, it is often necessary to study another planet that is at a different development stage than ours. Mars and Earth share many similarities - hard crust, dense cores and same materials composition [2]. To better understand our planet, one of the best comparative laboratories exists is planet-Mars. The study of Mars provides Earth scientists invaluable information as they examine the processes of climate change, geophysics, and the potential for life beyond our own planet. Mars took the center stage as a primary planet where life may have existed in the past when the recent Phoenix Mars Mission revealed indisputable evidence of water and perchlorate existence in Martian soil. Presence of water strengthen the possibility of past life existence on Mars since it is one of the major sources for life, and it was reinforced by the presence of Perchlorate since it can be used as an oxidizer to derive energy organisms [3]. The results from the Phoenix mission led scientists to believe it is possible that primitive life exists below the Martian surface. Therefore, drilling in Martian soil in search for organisms is the next logical step. Drilling on Mars is a major engineering challenge since Martian soil surprised Phoenix mission scientists with unexpected soil characteristics that nearly prevented the mission from being completed. Unexpectedly sticky soil initially prevented it from falling through one of the instrument's screens as planned. Further understanding of Martian soil mechanics is needed to better prepare engineers for proper drilling device design and methodology. Since soil is generated from rock disintegration (weathering), the most logical step toward drilling is to understand rock weathering on Mars in the presence of perchlorate salt. Understanding rock weathering will also help in the process of determining future suitable landing sites and navigation of the Martian surface. Background NASA's Phoenix Mars Mission returned images that provided strong evidence of Phoenix landing site is dominated by fine soil and pebble size rocks (Fig.1, A)[3]. This images contrasted by NASA's Pathfinder's Mission returned images showing Mars surface is highly Figure 1: (A) Phoenix landing site (left) [3] and (B) Pathfinder landing site (right)[4] populated by large size rocks (Fig.1, B)[4]. Both missions utilized instruments to analyze the Martian geology, soil, and rock composition. The proposed research is focused on advancement of science by studying the phenomenon of the absence of large size rocks at the Phoenix landing site and perchlorate effect on rock disintegration utilizing both data sets returned from Phoenix and Pathfinder's missions. Perchlorate salt was found at a high concentration (~1%) in the Martian soil during Phoenix mission and it is known that salt has an effect on rock weathering at Earth atmospheric pressure and moisture condition [3]. However, the concept of rock weathering on Mars must be different due to its extreme and harsh environment in comparison to Earth. Further studies are needed to determine whether or not perchlorate salt has an effect on rock weathering, which would explain the absence of large size rocks at the Phoenix landing site. The results Pathfinder returned for the Martian rock composition together with Martian meteorites received on Earth suggests that Martian rocks are igneous rocks. This research focuses on igneous rocks (basalt) because they are most abundant and well characterized. Moreover, their petrographic characteristics are consistent with Martian near-surface rocks [4]. Major concepts behind rock weathering: Salt Weathering: is the fragmentation of rocks due to salt crystallization in a restricted range of environments. Relatively hard rocks can be completely broken down into their component particles by soaking them in a salt solution and allowing the salt to crystallize in the rock pores (Fig.2, A) [5]. Thermal Stress: Elliot (2008) observed that the temperature cycle had a significant effect on the rates of rocks breakdown from all directions but the magnitude varied with moisture level (Fig.2, B) [6][8]. Segregated Ice: Fracture of rock samples due to the segregated ice growth was examined and the results reported showed that freezing rocks fractured at lower temperatures than water freezing point (0˚C), which are necessary for substantial pressure within micro-cracks to develop as segregated ice grows [7][9]. Methods First hypothesis - Stress corrosion: Magnesium Perchlorate salt is likely to reduce the strength of basalt rocks due to stress cracking. Perchlorate weakens high stress concentrations inside the rocks at the tip of a crack accelerating fracture. Over time, fracture propagates breaking down rocks to its original particles, soil. An experiment will be conducted to measure single edge-notched lava specimen's fracture toughness (KICC) in the presence and absence of perchlorate in a vacuum chamber held at temperature range experienced on Mars. Bending tests will be conducted to determine the effect of perchlorate on basalt specimens. Second - Thermal Stress: rock weathering occurs on Mars due to the exposure to intense radiation/temperature difference causing rocks to break down as a result of thermal stress. Thermal modeling of basalt rocks will be performed to determine temperature gradient as a function of time using Finite Element Modeling. Third - Phase Change/Segregated Ice: extreme temperature cycling on Mars causes freezing-thawing result in ice segregation generated in the rock porosity. Segregated ice process generates micro-fractures and the cyclic loading imposed on them results in crack propagation over several cycles and rocks breakdown turning into soil. Tests will be conducted on basalt rocks that are saturated in Perchlorate salt solution and exposed to Martian temperature cycle. Results Recent investigations on rock weathering have shown that salt crystallization, thermal stress and segregated ice growth have an influence on rock breakdown within Earth atmospheric condition. I hypothesize that rocks on Mars will exhibit lower fracture toughness and an increase in rate of fatigue crack growth upon perchlorate salt crystallization inside rock pores. Intense radiation due to Martian thin atmosphere and extreme temperature cycle (-30 to -100˚C) will cause the rock to exhibit high thermal stress fatigue rate. I also predict that due to perchlorate low eutectic freezing point ~ (-70˚C) thawingfreezing process will take place at much lower temperature than water freezing point. As a result, segregated ice will grow developing substantial pressure within micro-cracks causing rock breakdown. My mechanical engineering background and my previous research experience working with Dr. Chris McKay, Mars expert at NASA, on similar research equipped me with the skill set needed. The proposed research is well suited for completion in Professor Dharan or Professor Pruitt's labs at UC Berkeley. I am experienced and well accustomed to testing equipment and specimens' preparation. Alternatively, the research could also be carried out in Professor Bernett's lab at Stanford University. Statement of Originality: NASA's missions brought the attention to rock weathering on Mars. I devised and wrote this research plan, no similar research has been conducted to the best of my knowledge. References: [1] Mitchell, D., Berkeley SSL (1999) [2] ESA, Mars Express (2006) [3] Phoenix Mars Mission, (2008) [4] McSween, H., et al., Science (2009) [5] Wellman et al, (1965) [6] Elliot, C., Antarctic Sci.(2008) [7] Hallet, B., et al, (2006) [8] Hall, K., Geomorph.(1999) [9] Murton et al, Science (2006).	<urn:uuid:32437ddc-823c-4181-8539-c415d2c96bf5>	CC-MAIN-2019-43	https://me.berkeley.edu/wp-content/uploads/2019/02/NSFProposal_ex6.pdf	2019-10-22T08:18:35Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00202.warc.gz	578,304,561	1,630	eng_Latn	eng_Latn	0.99579	eng_Latn	0.996159	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4091, 8209 ]	[ 2.140625 ]	1	1
NLMUSD Model Integration Technology Pilot Technology Integration Unit/Lesson Plan Template (modified from MTS Lesson Plan Template) Lesson title: Instrument Keynote Name: Loreen Miyoshi Subject area: Language Arts, Science, & Technology Grade level: 2 Time frame: Brief lesson/unit Summary/Description Students will video a brief presentation & create a Keynote slide about their instrument they created at the culmination of our unit on sound. State Content Standard/Benchmark addressed http://www.cde.ca.gov/be/st/ss/index.asp Physical Sciences 1g. Sound is made by the vibrating objects and can be described by its pitch and volume. Writing Strategies 1.0 Organization and Focus 1.1 Group related ideas and maintain a consistent focus. Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail. Written and Oral English Language Conventions 1.0 Sentence Structure 1.1 Distinguish between complete and incomplete sentences. 1.2 Recognize and use the correct word order in written sentences. Grammar 1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking. Capitalization 1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, months and days of the week, and titles and initials of people. Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. *Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus 1.6 Speak clearly and at an appropriate pace for the type of communication Educational Technology Standard/Benchmark addressed http://www.iste.org/standards.aspx 1. Demonstrate creativity and communication 2. Communicate and collaborate 3. Use technology effectively and productively Integration into NLMUSD Curriculum Maps (If applicable in Language arts or Math) N/A Students will understand (lesson/unit objectives): Students will describe their instruments (type, materials, creation). They will revise their writing to improve their sequence & details for their instrument write-up. Students will use proper sentence structure, grammar, capitalization, punctuation, and spelling to complete their slide. Essential Questions to guide this unit/lesson and focus teaching and learning: Can students describe their instruments in a clear and concise way? Technology & Web 2.0 resources needed (hardware and software, websites) iMac or iPad, Keynote Application, Procedure (learning activities)/ lessons of unit NLMUSD Model Integration Technology Pilot 1. Students will write a concise paragraph about their instrument. 2. Students will meet in partnerships to discuss information & help to revise & edit paragraphs. 3. Create individual slide with typed text (paragraph). 4. Using the iPad, students will record each others' presentations. 5. Students will work collaboratively to add their videos onto their slide. 6. Students will present Keynote slides to the class. Assessment Method 4 Point Rubric on writing and cooperative group work Notes: (this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)	<urn:uuid:2a183cc2-ed7b-4982-8601-a102f175bc93>	CC-MAIN-2019-43	http://lmiyoshi.weebly.com/uploads/8/7/2/8/8728065/__soundkeynote.pdf	2019-10-22T08:42:34Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00200.warc.gz	116,528,413	686	eng_Latn	eng_Latn	0.985667	eng_Latn	0.983004	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2686, 3359 ]	[ 4.40625 ]	1	0
Special Educational Needs and Disability Policy Policy Statement At TLC we believe that every child should have the best possible learning opportunities, therefore we are committed to the inclusion of children with Special Educational Needs and Disability. As a setting we will offer each child the appropriate care and support they need in order to develop to their individual potential. The setting will work in partnership with parents, as we understand the importance of shared care and education to ensure each child reaches their full potential. The setting will ensure we work in line with the requirements of the Special Educational Needs and Disability Code of Practice 2014: 0-25 years old, the Disability Discrimination Act 1995 and The Children's and Families Act 2014. We will make all reasonable adjustments to ensure that all children including those who have a disability or Special Educational Needs are included, valued and supported so that they can fulfil their potential. Staff work within the Framework of the Early Years Foundation Stage and will take all necessary steps to safeguard and promote the welfare of children. Each child will have full access to the Early Years Foundation Stage. We will monitor and assess our environment and resources in order to meet the requirements of each child. We will provide an environment where respect and acceptance of others with diverse needs is fostered and encouraged. Educational programs that account for children's diverse and individual needs will be provided through offering activities that are appropriate and differentiated according to individual needs. Practitioners will ensure that children with Special Educational Needs and Disabilities engage in the activities of setting alongside children who do not have Special Educational Needs. Mission Statement We offer a safe, caring environment, which encourages children to play and explore. All areas of children's learning and development are supported through observation, assessment and planning. Children and families are valued and respected by our dedicated team, who cater for all individual needs, ensuring we maintain inclusive practice at all times. We promote positive relationships and see parents as partners within our setting. Through our key person approach our friendly staff support and encourage individuals, enabling them to reach their full potential, feel loved and understood, and promote their health and well – being at all times. Equality and Diversity The setting believes in and is committed to equality of opportunity. The setting does this by offering a wide range of resources and opportunities to ensure positive learning experiences for all children within our care regardless of their ability, gender, culture, religion, ethnicity, home language or any additional needs a child may have. We fully implement the setting's Equality and Diversity policy. 1 Definition of Special Educational Needs and Disability Children have Special Educational Needs if they have a learning difficulty, which calls for special educational provision to be made for them. Children have a learning difficulty if they: - Have a significantly greater difficulty in learning than the majority of children of the same age; or - Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority - Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. (Section 5 Special Educational Needs and Disability Code of Practice 2014) The DDA (Disability Discrimination Act) 1995 and the Special Educational Needs and Disability code of practice 2014, "make it unlawful to treat disabled people less favorably than others. They also require service providers to make reasonable adjustments to service provision and the physical features of premises to overcome barriers to access. This includes the standards of service, manner of provision as well as access to provision" Early Identification Parents' early observations of their child are crucial. Parents are asked during registration to fill out a starting point document which evidences their child development so far. The child's key person will then monitor and carry out development assessments using the Early Years Foundation Stage with all children and regularly provide parents with reports to review progress this will be a short written summary of their child's development. These reviews/reports will identify the child's strengths and any areas where the child's progress is slower than expected. If there are significant emerging concerns practitioners should develop a targeted plan to support the child. Where a child does appear to be behind expected levels, or where a child's progress gives cause for concern, the key person will consider all the information about the child's learning and development from within and beyond the setting, the key person will particularly consider information on a child's progress in communication and language, physical development and personal, social and emotional development. A delay in learning and development or behaviour may or may not indicate that a child has Special Educational Needs. All information will be considered including factors such as communication difficulty, housing, family or other domestic circumstances that may be contributing to the presenting behaviour, a multi-agency approach, supported by the use of approaches such as the Early Help Assessment, should be adopted. Identifying and assessing young children where first language is not English will be carried out with particular care. The key person will look carefully at all aspects of a child's learning and development to establish whether any delay is related to learning English as an additional language or if it arises from Special Educational Needs or Disability. Difficulties related solely to learning English as an additional language are not Special Educational Needs. Parents know their children best and it is important that they feel confident to approach their child key person to express concerns about their child's development. The key person will be alert to behaviours and how children raise their own concerns about their development. - communication and interaction Where a child has a significantly greater difficulty in learning than their peers, or a disability that prevents or hinders a child from making use of the facilities in the setting and requires special educational provision, the setting will where reasonable make this provision. Children's Special Educational Needs are generally thought of in the following four broad areas of need and support: - cognition and learning - sensory and/or physical needs - social, emotional and mental health Support will be tailored to the individual needs of the child considering the family's needs and the best ways to support them. The support will be family centred and can take a number of forms, including: - Specialist support from health visitors, educational psychologists, speech and language therapists or specialist teachers, such as a teacher of the deaf or vision impaired. These specialists may visit families at home to provide practical support, answering questions and clarifying needs - In house support from the child's key person or specially trained practitioners including Special Educational Needs co-ordinator, Early Language Lead practitioners, and Behaviour officers - Training for parents in using early learning programmes to promote play, communication and language development - Home-based programmes, such as Portage, which offer a carefully structured system to help parents support their child's early learning and development Joined up working -Multi-Agency working Where a child continues to make less than expected progress, despite evidence-based support and interventions that are matched to the child's area of need, the setting will consider involving appropriate specialists. For example, health visitors, speech and language therapists, portage workers, educational psychologists or specialist teachers, who may be able to identify effective strategies, equipment, programmes or other interventions to enable the child to make progress towards the desired learning and development outcomes. The decision to involve specialists will be discussed with the child's parents and permission will be sought. Regular meetings will take place to ensure that the family are fully informed of progress and involved in setting new outcomes for the child. Education, Health and Care Assessment/Plan Where, despite the setting having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child, the child has not made expected progress, the setting should consider requesting an Education, Health and Care needs assessment. The settings Special Educational Needs Co-ordinator and the Area Special Educational Needs Co-ordinator will fully support the family with this process. Role of the Settings Special Educational Needs Co-ordinator TLC's named Special Educational Needs Co-ordinator is Leanne Brighton. The Special Educational Needs Assistant is Amy Curtis (nursery) and Amanda Pedley (playgroup) . The Special Educational Needs Co-ordinator responsibilities are as follows: - To implement the setting's Special Educational Needs and Disability policy - Ensure the Special Educational Needs and Disability policy is understood by all staff - Co-ordinate provision for children with Special Educational Needs and /or Disability within the setting - Ensure the Special Educational Needs and Disability policy is made available to all parents - Support children who have Special Educational Needs and /or Disability - Ensure staff are aware of procedures to follow should they have any concerns regarding a child - Liaise with staff members providing them with relevant information - Attend relevant training courses - Manage any additional staff that have been specifically employed to work with a child with Special Educational Needs and /or Disability - Oversee all records concerning children with Special Educational Needs and /or Disability - Liaise with the parents of children with Special Educational Needs and /or Disability, ensuring that they are fully involved in throughout the whole process - Liaise with outside organisations and agencies who are involved - Provide parents with useful information, including information on Parent Partnership Services - To familiarise all staff with The Special Educational Needs and Disability code of practice 2014 Area SENCO The area Special Educational Needs Co-ordinator's role is to support and advice the settings Special Educational Needs Co-ordinator and staff in supporting children with Special Educational Needs and disabilities and the practitioners working with the children. The setting support teacher is Sam Albridge. Key Person System On the first day of a child starting at the setting they will be allocated a key person. The key person's responsibilities are to ensure regular monitoring of the child's all round development, by carrying out regular observations and daily focused activities to meet the developmental needs of their key children. The key person will liaise with parents, carers and other staff members to ensure the welfare of the child is being met. The key person will report to and give regular, daily feedback on their key child in order to share necessary information with parents and carers regarding their child. Procedures to Follow Regular observations and development assessments will be carried out on all children to enable early identification of children's Special Educational Needs. Key persons will share and discuss observations with parents regularly. Staff members will pursue the following procedure should they have any concerns regarding a child in their key group: - A meeting will be arranged with the settings Special Educational Needs Co-ordinator - The key person will fill out a development/ speech and language concern form - Informal discussion will take place between the key person and child's parent/ carer to share information, permission would be sought from the parent before outside agencies are involved - Following the meeting, the Special Educational Needs Co-ordinator will spend sessions observing the child - Using the development concerns form, the Special Educational Needs Co-ordinator will support the child's key person in the planning of activities including individual specific strategies identified - SMART targets may be set for the individual child; these will be set and discussed with the child's parents where possible, these targets will be to work on any areas of concern. - The Special Educational Needs Co-ordinator will liaise with the area Special Educational Needs Co-ordinator and any other outside agencies for advice and support - A meeting will be held with the Special Educational Needs Co-ordinator, key person, parent's of the child and Area Special Educational Needs Co-ordinator to complete a Special Educational Needs support form - Regular reviews of the set outcomes would be agreed with the parent/carer, the child, the settings Special Educational Needs Co-coordinator, the key person and the Area Special Educational Needs Co-coordinator. Admission Procedure In order to make appropriate and effective provision or adaptations, when enrolling a child with Special Educational Needs into the setting , advice will be sought from the parent of the child, the Area Special Educational Needs Co-ordinator and other agencies involved to ensure that we meet the needs of the child. The setting will endeavor to make reasonable adjustments to the building and to the educational program we provide. We will ensure that children with Special Educational Needs and Disabilities are fully integrated into the routines of the setting. Behaviour Children benefit most where adults are consistent and positive in their approach to the management of their behaviour. By establishing clear boundaries according to a child's level of understanding they will become familiar with the settings routines and procedures and understand what is expected of them, which in turn helps the child feel settled in their surroundings. Children with Special Educational Needs may sometimes require additional support strategies; these would be implemented with the support of parents/carers, the area Special Educational Needs Co-coordinator and Social Inclusion Pupil Support team. Please also refer to the Behaviour Policy Medication The setting will take steps to ensure that children with medical conditions get the support required to meet those needs. The settings Special Educational Needs Co-ordinator will seek out training for staff before a child starts the setting. Transition Procedure The transition of a child with an additional need from TLC to another setting will be carried out through: - The Special Educational Needs Co-ordinator will liaise with the Special Educational Needs Co-ordinator from the new setting, offering support and advise - Speaking to the Special Educational Needs Co-ordinator of the new setting and offering them the chance to visit TLC, and/or the Special Educational Needs Coordinator will visit the new setting with the child in order to support them - The Special Educational Needs Co-ordinator will support the new setting through phone calls, visits, meetings and passing on all assessments, education, health and care plans and any other relevant documentation regarding the Special Educational Needs child. (Parents/carers of the child would be fully included in the process and permission sought before any information is passed on) The transition of a child with an additional need from one room to another will be carried out through: - The Special Educational Needs Co-ordinator organizing a meeting with the new room staff and the child's current key person to discuss the room change, this meeting will include how the new room will need to support the child and family. The current key person will pass on all assessments, education, health and care plans and any other relevant documentation - Completing a transition form with all details of needs and details of persons that are in contact with the child to help support the child. - A meeting/discussion with the child's parents/carers will take place to discuss any issues or concerns with the move. Support will be provided during the transition period from the child's current and new key person. - The Special Educational Needs Co-ordinator will support all involved and have regular meetings to ensure the smooth transition. Complaints Procedure In the rare instance that a parent of a child with Special Educational Needs and/ or Disability should want to make a complaint regarding service provided to them or their child, they should firstly speak to their child's key person. The parent should also speak to the settings Special Educational Needs Co-ordinator to discuss the matter. Should the parent 6 feel that the issue has still not been resolved the parent should then consult with the nursery manager. In extreme cases OFSTED can be contacted should the parent not feel satisfied. To make a formal complaint to Ofsted write to: Enquiries National Business Unit 5th, 6th and 7th Floors Ofsted Piccadilly Gate Store Street Manchester Telephone contact number:-0300 123 123 M1 2WD Wolverhampton Information for Parents For parents and carers who may have a child with Special Educational Needs /additional needs or a disability there are websites and newsletters available which provide support and advice. www.wolverhampton.gov.uk/win Useful Contacts: Voice for parents http://wolvesiass.org/voice4parents/ The Gem Centre Bentley Bridge Business Park Neachells Lane, Wednesfield Wolverhampton WV11 1UP www.parentsforinclusion.org - Site of a network of parents of disabled children and children with 'special needs', dedicated to helping parents of disabled children to learn, make friends and have a voice in ordinary schools and throughout life. Includes report on how institutionalized racism and disablism affects the life chances of young children. www.earlychildhood.org.uk - National Children's Bureau site information on ethnicity, culture and disability issues with young children. www.disabilitymatters.com - Specializes in disability and employment - lots of links to physical and disabled learning sites. www.disabilitynow.org.uk - New website of SCOPE. 7 Monitoring the Policy It is the role of the Special Educational Needs Co-coordinator to monitor the setting's Special Educational Needs and Disability policy, to ensure that it is effective and implemented. The policy will be reviewed at least every 12 months.	<urn:uuid:529545cb-29c5-4aa0-b1ae-9c6909a4cda4>	CC-MAIN-2022-05	http://www.tlccollege.org.uk/wp-content/uploads/2018/04/Special-Educational-Needs-disability-Policy-2018-new.pdf	2022-01-17T22:33:24+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00135.warc.gz	143,810,520	3,440	eng_Latn	eng_Latn	0.996255	eng_Latn	0.996789	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2925, 6162, 9220, 11760, 14822, 17332, 18824, 19088 ]	[ 3.234375 ]	2	0
12 to 24 people Information Consultation Consultation Implication Involvement Codécision Collaboration Empowerment Citizens' Jury Resources required Materials: - Large room available for several days; - Chairs; - Computer and projector. Summary A citizens' jury gathers a group of people who are representative of the population to participate in political decision-making on a local or national issue. It recreates the various stages of forming a real jury: participants are first informed by expert "witnesses" on the issue and then they begin their deliberative process. The process aims to produce consensual recommendations in a report to be delivered to the organization that initiated the exercise. This method allows many people from various backgrounds to be at the same discussion table. Strengths Weaknesses - Credible and legitimate recommendations because they are agreed upon by a group of citizens; - Based on expert opinions. - Long preparation; - Limited number of participants; - Expensive; - Recruiting participants is sometimes difficult, especially in small communities; - Considerable planning and preparation is required. Objectives A citizens' jury aims to simplify decision-making and make consensual recommendations in complex situations by consulting a representative sample of the population. Decision-making is democratic. 1 Human resources: - One or more facilitators; - A few expert witnesses. When to use Citizens' juries are often initiated by communities, elected officials or private organizations facing a complex and often political situation. The organization initiating the exercise must be seen as neutral. Citizens' juries can be used for many different topics, including economic, environmental, social and political issues. This method is very effective when having to choose one or more alternatives to a problem and reconcile conflicting interests. Participants in such an approach feel genuinely involved in the recommendation process and expect to see concrete action result. Before the activity Estimated preparation time: 20 hours 1- Recruiting participants The initiating group or organization chooses an organizing committee to establish a citizens' jury about a complex issue in the community. It first selects participants who are randomly selected from the population (e.g., electoral list, phone books, etc.) to represent the diversity of the population and to have people who do not have an opinion or special knowledge about the issue. Initially, many people are invited to participate in the exercise. This broad invitation aims to get enough people willing to participate, as citizen participation is voluntary. A questionnaire may accompany the invitation to better ascertain the potential participant's interest. The organizing committee sends the selected candidates information on the activity, including the date, time and location as well as the desired involvement (time, availability, etc.). 2- Logistics The organizing committee is also responsible for setting the agenda of the citizens' jury. The exercise can last for three to five, days, preferably consecutive. The committee then selects one or more facilitators to impartially conduct the various stages of the activity. It also needs to select speakers, or "expert witnesses", on the issue to inform citizens. They will have to prepare their arguments. For more technical information, the committee has to book a sufficiently large room for a few days. 2 Activities 1. Presentations and explanations Citizens on the jury meet with the facilitator(s) to learn about the exercise process and meet one another. Each participant is asked to briefly introduce themselves to others. This is also an opportunity for the facilitator to provide them with information on the topic (3-4 hours). 2. Hearings Expert witnesses present various perspectives to the jury so that they can form an opinion. At this stage, the citizen members of the jury are encouraged to ask questions and interact with the witnesses (variable time - one or two days). 3. Jury deliberation Following discussion with the experts, the jury members summarize the discussions to identify results and proposals. Deliberation continues until a consensus is achieved (variable time - one or two days). 4. Conclusion The jury presents their conclusions in a final report, fully approved by each of them and sent to the initiating organization. A spokesperson for the citizens presents the results publicly (variable time - one or two days to write the report and present it). After the activity After the citizens' jury is held, the organizing committee expects to receive a final report containing jurors' recommendations. The initiating organization must respond to the report by implementing the recommendations or by explaining its reasons for not doing so. The report can also be released, for example at a press conference. Jurors and witnesses can evaluate the exercise using an evaluation form. This will help identify the strengths and weaknesses of this approach and determine its impartiality. Pitfalls to avoid - Choosing too broad a topic or one with little disagreement; - Choosing a too technical topic; - Establishing too tight a time frame; - Holding meetings that are too spaced out. 3 Practical example Strategic planning exercise for communities on the Acadian Peninsula An adapted version of the "citizen jury" was used in 2011 to support the communities of Shippagan, Le Goulet and Bas-Caraquet, New Brunswick, in a land-use planning exercise aimed at limiting flood and erosion risk stemming from sea-level rise induced by climate change. The organizers' goal was to support three working groups of community representatives in a reflective exercise designed to generate recommendations for their respective municipal councils. The purpose of the project was to develop planning and decision-support tools enabling municipalities to deal with issues of coastal flooding and erosion more effectively. The tools were used to produce maps illustrating the areas at risk of flooding or erosion in future in each participating community. The working groups examined and validated the tools and chose scenarios for land-use planning and identified zones at risk. The organizers first met with the municipal councils to present the context and objectives of the exercise, as well as the approach, which involved working with small groups of typical community representatives. Three working groups were put together with one per participating community. The working group members were recruited by a municipal employee or elected official, in accordance with the following guidelines: the group had to consist of eight persons if possible, including: * a municipal representative * a young person between 20 and 30 years of age and/or * a teacher and/or * a business person and/or * a retired person and/or * a mother and/or * a lawyer or notary and/or * a naturalist or environmentalist and/or * a scientist. The working groups' role was to represent the public, become familiar with the issues surrounding climate change, understand the uses of the decision-support tools that were developed and make recommendations to their respective municipal councils as regards land-use planning for the benefit of the entire community. The Coastal Zones Research Institute and the Acadian Peninsula District Planning Commissioner acted as facilitators for this exercise. In addition to organizing the exercise, these organizations were also required to act as "expert witnesses." They were responsible for translating the scientific and technical information provided by the other project managers into everyday language for the municipal councils and administrators, and for the members of the working groups. They also had to gather and disseminate to the groups information on adaptation options related to land use and to organize, conduct and oversee the working groups' meetings. The working groups met four times in fall 2011 (Figure 1). The members had to understand the approach used for the flood and erosion scenarios in order to discuss their relevance for planning and land-use purposes. They then had to identify zones at risk according to the scenarios and make recommendations to their respective councils concerning zoning, conditions for land use in the zones at risk, as well as any other recommendations deemed relevant by the group in terms of climate change adaptation. Figure 1: Calendar used for the strategic planning exercise of communities on the Acadian Peninsula \| Municipal councils \| Project presentation \| \| \| Presentation of preliminary results \| \| \| Presentation of results and recommendations \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Working groups \| \| Fourming groups \| Fourming groups \| Presentation of preliminary results \| Working meeting (2) \| Validation meeting \| \| As Figure 1 shows, a seven-month calendar was developed for the project. - First meeting: the participants became familiar with the flood and erosion scenarios and the information to be discussed during the planning exercise. 4 Practical example continuation - Second meeting: The groups reviewed maps illustrating the flood and erosion scenarios and discussed the relevance of each scenario for land-planning purposes. The aim of planning was to minimize material damage, human impact and the costs to society of flooding and erosion, for everyone's benefit over the long term. - Third meeting: The groups reviewed a map depicting the scenarios that were chosen and the infrastructure at risk according to the flood scenario in order to identify zones at risk. - Fourth meeting: The groups validated an intermediate version of the maps and confirmed their choice of scenarios, zones and land-use conditions. They prepared final recommendations for their respective municipal councils. The recommendations concerned zones at risk, land-use conditions to minimize risk, protective structures, emergency planning, education, knowledge transfer and citizen participation. Following this exercise, the organizers also met with the three municipal councils to discuss progress and present the preliminary results of efforts to develop scenarios and the risk analysis. Lastly, a report was drafted for each community, outlining the recommendations put forward by their working group, which were presented to the municipal councils in February 2012. FOR more information: CCC-CURA, http://www.defisdescommunautescotieres.org/. Fondation Nicolas Hulot, 2013. Démocratie participative : guide des outils pour agir. Available online in French only at http://think-tank.fnh.org/sites/default/files/documents/publications/publication_etat_deslieaux_democratie_participative. pdf. Health Canada, 2000. Policies and toolbox concerning public participation in decision-making. King Baudouin Foundation 2006, "Participatory Methods Toolkit: A Practitioner's Manual." Available online at http://www.kbs-frb.be/publication.aspx?id=294864&langtype=1033. Mélanie Aubé and Benjamin Kocyla, 2012. Climate Change Adaptation: Land-Use Planning in Shippagan, Le Goulet and Bas-Caraquet. ROBVQ, Boîte à outils sur la participation citoyenne. Available online in French only at https://www.robvq.qc.ca/guides/ consultation_publique. The Coastal Communities Challenges—Community-University Research Alliance (CCC-CURA) comprises a group of partners and researchers concerned with issues pertaining to resilience and governance for coastal and riverside communities in the context of climate change. The Regroupement des organismes de bassins versants du Québec (ROBVQ) comprises some 40 watershed organizations operating in Quebec. It is a key partner of the Quebec government in the development of watershed management measures. 5	<urn:uuid:70f8b08c-7c5b-44e4-8af4-c2a29d9c34cf>	CC-MAIN-2022-05	https://aruc.robvq.qc.ca/public/documents/toolbox/fiches/en/fiche_5_jury_citoyen_eng.pdf	2022-01-17T21:35:42+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320300624.10/warc/CC-MAIN-20220117212242-20220118002242-00135.warc.gz	191,413,086	2,260	eng_Latn	eng_Latn	0.993545	eng_Latn	0.996824	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1443, 3512, 5333, 9187, 11877 ]	[ 3.71875 ]	1	0
BEACH CLEAN RISK ASSESSMENT GUIDELINES Please read these guidelines before carrying out your risk assessment. Volunteers carry out the clean-up and survey at their own risk, but by completing a risk assessment you will be ensuring that all of your volunteers are aware of any potential hazards on the beach and will be able to take precautionary measures against them. This form is intended to help organisers assess the risks at the stretch of beach you and your volunteers are surveying. Don't worry if you have had no training or previous experience – if you can organise a beach clean-up and litter survey you can do this! A risk assessment is nothing more than a careful examination of what could cause harm to volunteers during a survey. The aim is to ensure that reasonable care has been given to the likelihood of anyone getting hurt or becoming ill during your event. Don't be put off by some of the words you will find: 'Hazard' means anything that can cause harm e.g. broken glass/ bad weather. 'Risk' is the chance, great or small, that someone will be harmed by the hazard. The important thing to decide is whether a hazard is a significant one and whether you have reduced it by taking satisfactory precautions so that the risk is minimised. For example, broken glass on a beach can cut unprotected hands and feet, but the risk of it doing so is remote if volunteers are wearing sturdy footwear and suitable protective gloves during the clean-up. Five easy steps to risk assessment: Step 1 Look for hazards Think about where volunteers will be before, during and after the survey – consider access to the beach and the survey area, and identify anything that could reasonably be expected to cause harm. This could be an existing physical feature such as a loose cliff, exposed mudflats at low tide, or sharp objects such as glass found during the clean-up. Step 2 Decide who might be harmed, and how You, the organiser, and the volunteers taking part in the survey will be at greatest risk from any hazard. You should also consider the capabilities of your volunteers as well as people who are not part of the clean-up and whether they may be harmed by any activities, such as leaving bags of rubbish on access paths. Evaluate the risks arising from the hazards and decide whether existing precautions are adequate or if more should be done Step 3 Decide for each significant hazard whether the risk associated with this hazard is high, medium or low, and determine what steps can be taken to (a) remove the risk, or (b) control the risk, so that harm is unlikely. By taking suitable precautionary measures for all reasonably foreseeable hazards you have minimised the risk of harm to yourself and your volunteers. Record your findings and brief your volunteers and parents of those under 16 Step 4 Write down the significant findings of your assessment on the form overleaf - this means writing down the more significant hazards and recording your most important conclusions e.g. telling volunteers to keep away from an unstable cliff area. Step 5 Review your assessment Keep it simple. In most cases the hazards are identified by common sense and checking them is essential to ensure the safety of you and your volunteers. If you take part in regular litter surveys at your beach you will have a good idea of the hazards that already exist. Make the risk assessment and recording part of each survey – this way you will be sure to identify any new hazards. Registered Charity No (England & Wales): 1004005. Registered Charity No (Scotland): SC037480. Company Limited by Guarantee No: 2550966. Registered in England VAT No: 321 4912 32. © Marine Conservation Society (MCS) 2016. All Rights Reserved. This page may be photocopied and reproduced for use as part of the MCS Beachwatch project, for all other uses seek permission from MCS. BEACH CLEAN RISK ASSESSMENT FORM Please read these guidelines overleaf before carrying out your risk assessment. Assessment date: Please call the Marine Conservation Society on 01989 567807 if you are particularly worried about anything you record during your assessment. Beach name: Organiser's name: Assessment carried out by: Beach hazards * this is essential information Look out for hazards which you could reasonably expect to cause harm during your clean-up. Examples: Strong tides, dangerous cliffs, slippery rocks or surfaces, lifting, mudflats, sharp objects, hazardous substances, sunburn/exposure. List here - continue on an additional sheet if necessary. Who might be at risk?* There is no need to list individuals by name - just think about the groups of people the clean will affect. Examples: Organisers, volunteers, young volunteers, council workers, members of the public, user groups/clubs, wildlife. List here - continue on an additional sheet if necessary. Is the risk adequately controlled?* What precautions are already in place for the hazards you listed? Do the precautions reduce the risk as far as is reasonably practicable? Examples: Advise volunteers against contact with the hazard, take a less risky option; issue protective personal equipment or obtain non-contact tools such as litter pickers. List here - continue on an additional sheet if necessary. What further action is necessary to control the risk?* What more could you reasonably do to avoid those risks that you found were not adequately controlled? Examples: Advise volunteers against contact with the hazard, take a less risky option; issue protective personal equipment or obtain noncontact tools such as litter pickers. List here - continue on an additional sheet if necessary.	<urn:uuid:4cd5c34d-a6ce-41d3-96b5-5c21340fa80b>	CC-MAIN-2019-43	https://www.mcsuk.org/media/beachclean-ra-form.pdf	2019-10-22T09:49:59Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00199.warc.gz	996,057,516	1,138	eng_Latn	eng_Latn	0.998301	eng_Latn	0.998723	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3873, 5666 ]	[ 2.390625 ]	3	0
MAKING A BOX AND WHISKER PLOT USING YOUR TI-83 CALCULATOR Step 1: Turn on the calculator! … Step 2: Input the following data into L1: 12, 34, 27, 29, 15, 38, 22, 19, 31, 36 To do this press the Ö button and select option 1: Edit… Make sure the lists (L1, L2, L3, etc…) are blank. If not, scroll up using the up and down arrow keys to the name of the list, L1 (or L2, L3…) and press ë, followed by Õ. The screen should look like this: Scroll back down to the body of the list so that is selected. Enter the first number, 12 into L1(1)= . Press Õ. The number 12 should be inputted as the first number in the list, the highlighted is on the next line, and L1(2)= is on the bottom of your screen. Enter the second number, 34. Keep doing this until all the data are entered into L1. Once this is complete, go back to the home screen by pressing yz (QUIT). Step 3: You can arrange the list in either ascending or descending order. For this exercise, we want the data in ascending order. To do this, press the Ö button and select option 2: SortA( It will move to the Home Screen and in the parentheses enter the name of the list where you put the data, L1. (L1, L2, L3… can be found above the numbers ¿, ¡, ¬… ) Make sure to close parentheses and press Õ. Your screen should look like this: Go back to your list, by pressingÖ, then option 1: Edit… and see that the list is in ascending order! Go back to the Home Screen by pressing yz (QUIT). We are now ready to make the box and whisker plot. Go into STAT PLOT by pressing y and then o Go into Plot 1 by selecting option 1. Press Õ. Turn Plot 1 on by making sure On is highlighted. Select the box and whisker plot icon. The icon looks like this: Step 4: Step 5: Xlist is whichever list your data is in; in this case our data is in L1. Frequency is 1. Go back to the Home Screen by pressing yz (QUIT). In order to display the box and whisker plot, we need to choose an appropriate window. Press the p button (the second blue button on the very top row). Our data is between 10 and 40 so make your Xmin = 10 and Xmax = 40. Change the Ymin to 0 and the Ymax to 10. Now we can display our plot! Press the s button (last blue button on the very top row). TA DA! Your graph should look like this: Step 6: You can find the minimum value, quartile 1 value, median (or quartile 2 value), quartile 3 value, and the maximum value by pressing the r button (to the left of the s button) and moving the left and right arrow keys to each value on the graph. Record your findings: minX= 12 Q1= 19 Med= 28 Q3= 34 maxX= 38 Go back to the Home Screen by pressing yz (QUIT). Press the Ö button. Press the right arrow and highlight CALC. Select option 1: 1-Var Stats and press Õ. 1-Var Stats will appear on your Home Screen. Type in L1 (or whichever list your data is located). Press Õ. This displays all the statistics for list 1. Use the down arrow button to scroll down the list. There you will find the values for the minimum, quartile 1, median, quartile 3, and the maximum. Make sure you found the same values the calculator did (if they do not match, I do not think the calculator made the mistake. YOU did. Go back and fix!). Step 7: We can compare multiple sets of data using box and whisker plots. Input the following data into L2: 30, 16, 14, 21, 35, 24, 26, 11, 36, 27 Step 8: Arrange the list into ascending order by referring to Step 3. Step 9: Turn on Plot 2. Follow Step 4 but this time Xlist is L2. Step 10: Make sure to check your window. This time press the q button (middle blue button on the very top row). Scroll down to option 9: ZoomStat and press Õ. This automatically chooses an appropriate window for and displays the graph. WOW! Two box and whisker plots! Record the following by either using the r button or using 1-Var Stats: minX= 11 Q1= 16 Med= 25 Q3= 30 maxX= 36 Answer the following questions by comparing the two box and whisker plots. 1. Which set of data seems to have the lowest values? Why? The second because half of the data lies below 25 whereas in the first set of data half of the values lie below 28. 2. Which set of data has the largest range? The first set of data with a range of 26. The second set has a range of 25.	<urn:uuid:e24c8b1a-7b1c-428e-8b1f-af8f438f2fea>	CC-MAIN-2019-43	http://faculty.kutztown.edu/schaeffe/CalcActivities/Knepp_GC.pdf	2019-10-22T08:18:26Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00206.warc.gz	62,888,811	1,171	eng_Latn	eng_Latn	0.996598	eng_Latn	0.997019	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 873, 1729, 2564, 3754, 4247 ]	[ 3.84375 ]	1	4
Student Reading 5.2: Defining Ohio's Ancient People: Paleoindian & Archaic Paleoindian Period 13000 B.C.E. to 7000 B.C.E. Paleoindians are believed to be the first people in the Americas. They hunted large and small game animals, fished in lakes and streams, and gathered nuts and berries. Since they were always on the move, their shelters were tents made of wood poles covered with bark or hides. An important resource for Paleoindians in Ohio was flint, which they used to make tools. Paleoindian Period (13000 B.C.E. to 7000 B.C.E.) - Lived in small (30-40 people) mobile groups - Occupied small temporary camps in response to seasonal availability of food - Hunted various animals with spears tipped with flint points - May have collected plant foods a deciduous forests - Workshops were located near outcrops of flint where they made their distinctive tools Paleoindian peoples reached the Americas by traveling over land through Siberia into Alaska. They migrated across the Bering Strait in the winter when the temperature was cold enough to create an ice bridge between Asia and America, or walked across dry land at the times when low sea levels revealed the broad continental shelf connecting these two landmasses. These people lived in the land that became Ohio during the last centuries of the Ice Age. One of their most important natural resources was flint. Flint is a stone that is easy to work into tools and spear points, since it flakes easily. Flint can be found in many places in Ohio, but the favored sources during the Paleoindian period were Upper Mercer flint from Coshocton County and Flint Ridge flint from Licking County. Tools made from flint supplied Paleoindians with what they needed to survive. Archaic Period 8000 B.C.E. to 500 B.C.E. The people of the Archaic period were very similar to the Paleoindians. The biggest difference was that the Ice Age ended, so it was warmer, and thick forests started to grow in Ohio. As this period went on, the Archaic people moved less and started to settle in areas and build houses. Like the Paleoindians before them, Archaic people hunted large and small game animals, fished in the lakes and streams, and gathered nuts and berries. Archaic people made sturdy axes from hard stone. They used these axes to chop down trees and shape the wood into dug-out canoes. They also carved and polished pieces of rock called slate, making it into a variety of shapes. Many of these artistic carvings were used as weights or decorations for their spear-throwers. A spear-thrower, or atlatl, is a wooden shaft with a handle at one end and a hook at the other. The spearthrower was used to catapult spears much farther and with more force than if they were thrown with the unaided arm. Archaic Period (8000 B.C.E. to 500 B.C.E.) - Depended on hunting, fishing, and collecting plants - Domesticated squash around 2,300 B.C.E. - Established camps in different parts of territories according to seasonal availability of food - Some camps remained fairly permanent bases where sizable groups of people gathered - Made a variety of spear points and knives by chipping flint - Made axes and various food processing tools by grinding and polishing hard stone - Growing emphasis on trade and ceremonialism Reading Comprehension Questions 1. The Paleoindians used___________________ to make tools a. Flint b. Wood c. Obsidian d. Cooper 2. True or False The people of the Archaic period were very similar to the Paleoindians. 3. What is an atlatl used for? ________________________________________________________	<urn:uuid:dfe2984c-2f1b-4dd6-b218-dd93cfa7c8fb>	CC-MAIN-2019-43	http://bertrams152.weebly.com/uploads/7/9/1/6/79164620/paleoindian_and_archaic_native_americans.pdf	2019-10-22T08:20:26Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00209.warc.gz	22,615,127	812	eng_Latn	eng_Latn	0.99474	eng_Latn	0.998503	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 868, 1321, 2087, 3271, 3586 ]	[ 4.1875 ]	1	0
Alison Feigh Director, Jacob Wetterling Resource Center Alison Feigh, MS, is the Director Jacob Wetterling Resource Center, a program of Zero Abuse Project. In this role, she works with students, parents, youth workers, faith leaders, law enforcement and the media to help prevent childhood abuse and abductions. Alison's work also includes writing curriculum for youth-serving organizations, training professionals about the online challenges kids face and advocating for families of the missing. OUTSTANDING TRAINING OPPORTUNITES Alison has been working in the abuse prevention field for more than 15 years. As a classmate of Jacob Wetterling, she learned early on how important it is to protect children and youth from exploitation. She is especially drawn to prevention in faith-based communities and youth-serving organizations, collaborating with teens regarding technology and helping empower parents to talk with their kids about personal and online safety. She firmly believes that personal and online safety messages can be positive, empowering and accessible. "Phenomenal speaker and trainer; wonderful trainer – could have listened to her for hours." – Professional "I think kids can relate to you and are hearing this important information in a different, relatable way." – Junior high school teacher As a subject matter expert on child and teen safety, Alison speaks in Minnesota and nationally. She has offered proactive prevention messages through extensive media interviews, including CNN, Fox News and local news stations. Her safety messages are highlighted in her children's books, "On Those Runaway Days" and "I Can Play It Safe." Both titles were released nationally in 2008 by Free Spirit Publishing and have recently been translated into Chinese. "She was a really good speaker and made it more enjoyable by injecting humor to the subject." – 10th grader "Interactive, great information, hands-down favorite, interesting, engaging and passionate." – Professional Alison received her self-designed major in "Responding to Missing Children in the U.S." along with a major in Communication from St. Olaf College in Northfield, Minn. Following her graduation, she began working at the National Center for Missing and Exploited Children (NCMEC) in Alexandria, VA. She returned to Minnesota in 2001 to join the team at Jacob Wetterling Resource Center (JWRC). In 2010, Alison received her Master of Science in Criminal Justice degree from St. Cloud State University. Alison also worked as a youth and children's minister at a metro area faith community for six years. Alison Feigh Presentation Topics Kids and teens * Empower Me! K-6th grade child abuse prevention education * Protecting my online footprint (cyberbullying prevention included) - for grades 5-12, also effective with parents and youth together * Bystander to up-stander: Taking on bullying behavior * Smart not scared: Personal safety messages for teens or preteens * #11forJacob – A movement for positive change * Self-care for teens—peer leaders and peer helpers Parents, caregivers, youth workers, teachers and faith-based communities * Teachable safety skills: Replacing myths with facts * Hope is a verb: Creating change for our children * Navigating the virtual playground: Healthy choices and worrisome pitfalls for today's youth * Building empathy: The power of connected children in a disconnected age * Under a watchful eye: Child abuse prevention in youth-serving organizations * #11forJacob – A movement for positive change * Teachable safety skills for community and children's theaters * Sexual abuse prevention strategies for communities of faith * Volunteer screening, reporting suspected abuse * Mandated Reporting in MN: What you need to know or email firstname.lastname@example.org Journalism and criminal justice students, front line child protection professionals, journalists, law enforcement, prosecutors and sexual assault advocates * Reporting without re-victimizing: Working with the media * Minnesota missing children cases: Learning from our past * Internet and cell safety for professionals * Community notification meetings: What do I say to the children? * Child abduction: Patterns, profiles and prevention * Not forgotten: Missing children and adults * Forensic aspects of online and social media usage among children: Implications for child welfare, criminal justice, legal and mental health professionals * Recovery of the missing... Not the last chapter * Vicarious trauma and self-care strategies * Teachable safety skills for professionals * Mandated Reporting in MN: What you need to know	<urn:uuid:0f5d42e5-8bfe-42b4-ba4e-a0795d682a3c>	CC-MAIN-2019-43	https://cdn2.zeroabuseproject.org/wp-content/uploads/2017/02/Bio-and-topics-Alison.pdf	2019-10-22T09:58:14Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00210.warc.gz	424,499,366	933	eng_Latn	eng_Latn	0.994613	eng_Latn	0.995987	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2596, 4632 ]	[ 2.171875 ]	2	0
"Let's talk about why we had to travel so far to see our eclipse," Grandpa said. He held a Ping-Pong ball between Sammy's head and the bulb that was our Sun. The ball made a dark shadow on only one part of my brother's face. "This is the same thing that happens on the Earth," Grandpa explained. "The dark eclipse shadow falls only on one small spot on the Earth at a time. You have to be right where the dark spot is to see a total eclipse." I could see how there was one really dark spot on Sammy's face. Grandpa moved the Ping-Pong ball a little in orbit around Sammy's head, and the dark spot moved across his face. It went from his cheek to one of his ears. "This is the same thing that happens to an eclipse spot on Earth as the Moon moves in orbit," Grandpa said. "The eclipse shadow moves along a narrow path that can be thousands of miles long before the eclipse is over. On the other hand, the shadow is only about a hundred miles across! You have to be right in that path to see the total eclipse. Anyone outside it will see only a partial eclipse." I had to think about those numbers. "How big is the Earth?" I asked Grandpa. We looked it up on the web and I was surprised. The Earth sure is a big planet! If we put a measuring tape around the Earth's equator, the tape would be almost 40,000 kilometers long, which is about 25,000 miles. So only a small part of the Earth sees a total eclipse. "So you see that each time there is a total eclipse, only people in the right location can see it," Grandpa said. "That's why people like us travel long distances to be where we can see a total solar eclipse." I remembered that over dinner my grandparents told us they had planned this trip a couple years ago. So I started to wonder how they knew so far in advance when and where on Earth the total eclipse would be visible. Copyright © 2017 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112 Grandpa turned the lights back on, and we got cozy on the couch. "How did you know two years ago that this eclipse was going to happen and where you had to f ly to see it?" I asked. the seasons from winter to summer and back to winter. Scientists have been following the Moon's and the Sun's cycles for many years." "Diana, when I got interested in eclipses, I learned that astronomers can predict them hundreds of years in advance," Grandpa replied. "It surprised me, too. An astronomer on one of our trips explained it to me like this: The movements of the Earth and the Moon may be complicated, but there are regular cycles to how they move. By cycles, we mean things that repeat regularly, like the cycle of the Moon's phases or the cycles of Grandma jumped in. "A good example is the cycle of your birthday. Your birthday falls on the same date every year. But it's not always on the same day of the week, is it?" "My birthday was on a Sunday this year," Sammy said. have a friend whose birthday is February 29th. What would that be like?" I was going to say that there is no February 29th; February has only 28 days. But then I remembered about leap years. We had just covered that in school. Every four years, there is a leap year, which means they add a leap day— the 29th of February. But I never thought about somebody actually having that for a birthday. "Exactly," Grandma said, smiling at him, "but it wasn't Sunday the year before. Eclipses repeat regularly, too, but where the eclipses are visible on Earth is not the same from one cycle to the next. Still, there is a pattern to them. Now imagine you "Astronomers discovered that eclipses repeat on an 18-year cycle," Grandpa told us. "So every 18 years, we get eclipses for which the exact lineup of the Earth, Moon, and Sun is the same. But the new cycle's eclipses happen eight hours later than the previous cycle's, so the path will be on a different part of the Earth." "Huh," I said. "That means the kid would have a birthday only during leap years. That's kind of weird." "You see, some cycles take much longer to repeat than others," Grandma said. Copyright © 2017 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112 I said, "Wow, that sounds complicated." And Grandpa replied, "Yes, Diana, nature can be complicated, but isn't it great that people have been able to figure all of this out about eclipses?" And I had to agree that it was.	<urn:uuid:7f7d8793-c668-4d87-82c2-5727391575b2>	CC-MAIN-2019-43	http://static.nsta.org/pdfs/WhenTheSunGoesDarkExcerpt.pdf	2019-10-22T09:49:04Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00206.warc.gz	170,818,785	1,080	eng_Latn	eng_Latn	0.999709	eng_Latn	0.999746	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2041, 4599 ]	[ 3.40625 ]	1	1
Epitaph to the Ash Now here is a story about a tree and a fungus. It definitely isn't a love story and it doesn't look like it's going to be much of a come-back story either, more like a prolonged murder mystery where we know who the killer is but can do little to stop its relentless march to infect the victim, strangle its sap flow and leave it weak, ugly and prone to other diseases and eventual death. Another sad step on the road towards a depleted environment. Losing such a useful plant that regenerates prolifically on its own is a disaster. The fungus is called Hymenoscyphus fraxineus (originally described as Chalara fraxinea). It causes Chalara Ash dieback disease. The disease has spread across Europe from Poland where it was originally reported in 1992. This fungus can infect every ash tree there is. Diseased trees are already evident in our countryside, for example on the Downs above us, recognisable by dead branches from the top downwards in what should be, at this time of year, a verdant leaf canopy. Many young trees, being more susceptible than mature trees are already completely dead, while others are attempting to produce new growth from lower down the diseased trunks. The UK currently has an estimated 80-150 million mature ash (Fraxinus excelsior) trees. The tree dominates our landscape being a common woodland, hedgerow and roadside tree in both town and country. Here in our parishes, we have Ashurst, Ashingate and Ashcombe, old names that show how ubiquitous and useful the tree is. Old English for ash is "aesc" meaning spear; its timber being perfect for tool or weapon handles, furniture and coachbuilding. The ash has spread so successfully by producing vast quantities of seeds or "keys" as anyone who has one near their house will appreciate when clearing seedlings from anywhere they can put down their vigorous tap root. Curiously, despite the ash being a superbly prolific reproducer here in the UK, the UK forestry/horticultural industry imported millions of ash saplings from abroad. Ash dieback was introduced in native woodlands all over the UK and by the time DEFRA banned importing saplings in 2012 it was too late. The fungus probably would have got here eventually as its spore is windblown. Ash tree flowers are male, female or bisexual with different sorts on the same or different trees. This fact may offer a little light at the end of the tunnel as some trees are showing 'tolerance' to the disease. If the diverse genome of tolerant trees is investigated a less susceptible tree may be found and it may be possible that tolerant trees may be cloned to provide replacement tree stock. In Denmark, where they have lost 80 per cent of their ash trees, two trees, known as T35 and T18, were found on a plantation originally planted in the 1930s to have some resistance to the fungus . T35 is predominantly female and T18 predominantly male. Evidence shows 1 per cent of ash may be of sufficient resistance to survive and by that the scientists mean survive with less than 10% crown dieback. Young saplings and coppiced regrowth are most susceptible to the fungus. Older trees fare better but they eventually die and there will be no young trees to get old and replace them. Locally known as widowmakers by woodmen when they are healthy, they are going to become a serious liability in the winds and storms going forward. We can look our last on an amazing species right now. Most big specimens are still looking healthy for the moment but our grandchildren may not see them. The big ash tree will soon be gone like the great elm trees before and you must be over 80 years old to remember what the countryside looked like before they succumbed to Dutch elm disease. The financial cost for felling diseased ashes along roads for safety reasons is almost unquantifiable but estimated at £15 billion. Natural or unnatural de-selection will create a void in the landscape; other plant species will take advantage of the light that will be let in by the multitude of casualties and there will be dead wood in abundance for beetles and woodpeckers. Old Norse mythology says the tree of life, an ash 'Yggdrasil' is the most important thing of all. The legend says that when the ash tree dies, the world as we know it will fall. James Otway	<urn:uuid:8c7ad27b-5748-4578-9603-e7471134de9d>	CC-MAIN-2019-43	https://plumptonwildlifegroup.weebly.com/uploads/1/4/1/6/14165790/2019_sept_ash.pdf	2019-10-22T08:16:20Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00209.warc.gz	653,035,807	913	eng_Latn	eng_Latn	0.999179	eng_Latn	0.99917	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3235, 4297 ]	[ 2.203125 ]	1	0
TBF – Ku lepszej przyszłości – Edukacja jako miejsce promocji regionów Świętokrzyskiego i Abruzzo Author's Name and Surname: Maria Bednarska Subject: In search of tourist attractions in Świętokrzyskie region Introduction: The following lesson plan includes a variety of exercises related to the region, whose implementation is recommended to participants to explore their knowledge about Świętokrzyskie. Classes should be conducted in the lab with an access to the Internet. Teachers will be able to use acquired (during training) skills to prepare Prezi presentation. The aims: Students/Participants will: - Find out what are the strengths and weaknesses of Świętokrzyskie region; - read and analyze excerpts of the following documents: „The strategy of tourism development in the Świętokrzyskie Province up to 2020" and „The strategy of tourism development in the Świętokrzyskie Province for the years 2006–2014"; - prepare a multimedia presentation about the attractions of the region; - using a variety of sources develop a lesson plan concerning: history, present and future of Świętokrzyskie region Methods and Forms: Work with text, discussion, individual work, work in groups. TBF – Ku lepszej przyszłości – Edukacja jako miejsce promocji regionów Świętokrzyskiego i Abruzzo Teaching aids: Attachment No 1 – Exercise 1 „Finish a sentence". Attachment No 2 – „The strategy of tourism development in the Świętokrzyskie Province up to 2020" excerpts, page 36-37, 41-47, 62-72. Attachment No 3 – „The strategy of tourism development in the Świętokrzyskie Province for the years 2006–2014" – excerpts, page 205, 237-241, 243-.335. Attachment No 4 –SWOT analysis. flipcharts, markers, self-adhesive slips in 4 colors, a map of świętokrzyskie region, tourist guides on Świętokrzyskie region. COURSE SCHEDULE: Exercise 1. Lecturer provides the participants (teachers) with A4 sheet of paper enumerated from 1 to 10. The teachers' task is to write at least 10 attractions of Świętokrzyskie region. The choice of attraction is a subjective feeling of each participant. After 10 minutes, the teachers read their proposals, and a lecturer stores them all on e.g. a flipchart. This exercise lets create the top list of ten things well worth seeing in Świętokrzyskie region. In this exercise, everyone may refer to the present and the past time , monuments of material and immaterial heritage in the region. Created list, will be hung in a prominent place. Exercise 2. Lecturer provides the participants with the „The strategy of tourism development in the Świętokrzyskie Province up to 2020" and the „The strategy of tourism development in the Świętokrzyskie Province for the years 2006–2014" . Teachers in two teams are meant to read both documents to find information about the strengths and weaknesses of the region, next they are supposed to save it in the worksheet (Appendix No 4). If necessary, the lecturer recaps what the SWOT method is. The teachers shall examine the region in terms of opportunities and threats TBF – Ku lepszej przyszłości – Edukacja jako miejsce promocji regionów Świętokrzyskiego i Abruzzo in relation to the strengths and weaknesses. Then, the representatives of the groups present the results on the forum. This exercise may be continued to carry out an additional SWOT analysis applying strengths and weaknesses regarding both towns involved in the project: Bodzentyn and Chęciny. Exercise 3. Teachers' task will be to prepare in pairs multimedia presentation covering the main attractions of Świętokrzyskie region. The presentation shall be done with the use of either Microsoft PowerPoint or Prezi and shall number at least 15 slides. To deal with this exercise, the teachers may use the Internet and touristic guide books. After accomplishing the presentation, the representative of each group will present it during the consultations. Exercise 4. Within this exercise the teachers' task will be to write a lesson concerning Świętokrzyskie region implementing the use of interactive whiteboard. The lesson plan shall include: - subject, - aims, - methods, - teaching aims and duration, - various exercises , regarding the name of Świętokrzyskie region, its history, present and past, - evaluation. During the classes, teachers will develop an idea. The work on the lesson plan will be continued for about two months and the results will be presented on one of the following classes. The teachers may discuss their ideas with the lecturer during online consultations. TBF – Ku lepszej przyszłości – Edukacja jako miejsce promocji regionów Świętokrzyskiego i Abruzzo Evaluation: Evaluation is suggested to be done with the use of a "smiley" method. Participants are asked to draw on a piece of paper either happy or sad "smiley", depending on the lessons quality. On teacher's command, students are supposed to rise their card up. Sad Face means dissatisfaction, smiling - satisfaction. Next, teacher asks several people to comment on their decision. Duration: 3 didactic hours.	<urn:uuid:ee73b93f-db2c-4140-bc3f-5a7ba6ac50c9>	CC-MAIN-2019-43	https://www.scdn.pl/images/stories/projekty/abruzzo/English/CzescI_English/Swietokrzyskie/Swietokrzyskie_dla_nli_ang.pdf	2019-10-22T09:56:39Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00206.warc.gz	1,041,434,369	1,168	eng_Latn	eng_Latn	0.965046	eng_Latn	0.979996	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1196, 3048, 4540, 5057 ]	[ 3.171875 ]	1	0
THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER Vladimir Proshkin ORCID iD 0000-0002-9785-0612 PhD, Professor Department of Computer Science and Mathematics Borys Grinchenko Kyiv University 13-b Tymoshenko Str., 04212 Kyiv, Ukraine email@example.com Oksana Glushak ORCID iD 0000-0001-9849-1140 PhD, Associate Professor Department of Computer Science and Mathematics Borys Grinchenko Kyiv University 13-b Tymoshenko Str., 04212 Kyiv, Ukraine firstname.lastname@example.org Nataliia Mazur ORCID iD 0000-0001-7671-8287 PhD, Associate Professor Department of Computer Science and Mathematics Borys Grinchenko Kyiv University 13-b Tymoshenko Str., 04212 Kyiv, Ukraine email@example.com ABSTRACT The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of abovementioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts. Key words: competence; electronic study course; information and communications technologies; on-line services; podcasts. INTRODUCTION The main challenge of the present time in the process of future foreign language teachers training is focus on tools of information and communications technologies (ICT) implementation in foreign languages educational process. Since the process of education`s informatization requires foreign language teacher`s innovational knowledge in the sphere of informational technologies that develops rapidly, special forms and methods of information and communications technologies tools adoption in educational process, effective ways of learning process organization with the help of ICT, that will enhance the quality of general education, then modern foreign language teacher should possess the wide range of competences, the realization of which in pedagogical activity will satisfy pupils` learning needs in terms of the society`s informatization. The researches of future teachers` training to informational technologies implementation in educational process aspect is reflected in works of A. Hurzhiia, I. Zakharovoi, A. Kolomiiets, O. Spivakovskoho and others. The content and methodology of future teachers` organizational and methodological competences forming aimed at their usage in pedagogical activity are revealed in the works of N. Morze, Yu. Tryusa and others. The theoretical aspects of informational competence notion investigation are presented in researches of A. Ivonina, V. Liubeznoho, N. Skosyrieva, O. Smolianynovoi, A. Khutorskoho and others. Informatics competence is investigated by M. Zhaldak, L. Pietukhova and other scientists. Regarding foreign language teachers` competences the most valuable achievements are made by N. Hez, O. Mutovkina, O. Shyiana and others. METHODOLOGY The aim of the article is to investigate the main trends in the future foreign language teachers` training to information and communications technologies usage in their future career. According to the set aim the main tasks of the scientific article are formulated: to define the place and content of future language teachers training to information and communications technologies usage in their future career, to review the main competences, that future language teachers acquire while studying the course «Informational technologies in foreign languages», to analyze the influence of information and communications technologies on foreign language listening, speaking, reading and writing skills forming in future foreign language teachers` professional work. Due to the above-mentioned urgency, the syllabus of future language teachers` training to the ICT usage in future career was developed, on the base of which the electronic study course «Informational technologies in foreign languages» was created. «INFORMATIONAL TECHNOLOGIES IN FOREIGN LANGUAGES» STUDY COURSE. URGENCY AND AIM OF THE COURSE The study of the discipline «Informational technologies in foreign languages» involves solving the number of tasks of fundamental professional training of highly qualified specialists, in particular: mastering the knowledge and skills necessary for the efficient use of modern informational technologies in the educational process, professional training of highly skilled and competitive specialists in education sphere according to the national and European standards. The aim of the course: formation of the modern level of informational and computer culture, acquiring of informational technologies usage practical skills by teachers-philologists for improving effectiveness of educational process; philological specialties students training to pedagogically efficient usage of informational learning technologies in future career. The aim is achieved by students` practical skills mastering of modern PC software `s main components and acquaintance with the basics of problem solving technology with the help of the computer, beginning with their formulation and appropriate informational models creation, ending with interpretation of the received results obtained by computer. The course is designed for one semester and oriented at a wide range of students of «Philology (English, German, French, Italian, Spanish)» specialties. It includes lectures and additional theoretical material, practical tasks and instructions to them, self-study tasks and tasks for acquired knowledge self-check, module tests, recommended literature list and other useful links to external sources. THE CONTENT OF THE COURSE «Informational technologies in foreign languages» course consists of 3 modules. Module 1. Network technologies in foreign languages Topic 1. The notions of «informational technologies», «informational learning technologies». Didactic features of informational learning technologies. «Technologies» and «informational technologies» notions. The meaning of «informational learning technologies». Didactic principles of informational learning technologies usage. Psychological and pedagogical principles of informational technologies usage in education. The main ways of informational technologies usage in the educational process. Topic 2. The use of network technologies in the process of foreign language teaching. Network technologies. The methodology of information retrieval systems usage. Active learning with the Web 2.0 technology use. Mind maps. Topic 3. Technology of didactic materials creation in online text editors. The usage of on-line forms to conduct questioning. The use of artistic text, organizational charts, means of formulas insert and other tools of online text editor. Creation of basic summaries, questionnaires, tests by the tools of online text editor. Handouts creation – crosswords, puzzles, didactic cards, charts etc. Module 2. The office technologies in foreign languages Topic 1. The technology of didactic materials creation in electronic spreadsheets. Education activity control means creation. The usage of electronic spreadsheets for education activity control means creating – crossword with automatic check of inserted data. The usage of electronic spreadsheets for creation of automatic learning activity control means – tests with automatic data check. Topic 2. The technology of work with database management system The usage of DBMS for developing database`s e-catalogues interface. Work with spreadsheets, forms, queries and reports. Module 3. Multimedia technologies Topic 1. Creation of the means of education materials presentation with the help of business graphics. The creation of education materials by the means of MS Publisher. The notion of business graphics system. The examples of use in pedagogical activity. General requirements to the structure, design and content of computer learning presentations. The tools of business graphics system. The use of triggers to design the means of various types of control in presentations. The methodology of presentation creating for educational achievements control. Methodical principles of generalization and systematization means of educational materials with the help of business graphics system. The notion of «presentation-game» and examples of their usage in pedagogical activity. Multimedia on-line presentations. The methodology of publications, brochures, websites, diplomas, postcards, calendars, etc. creation by the means of MS Publisher. Topic 2. Technology of video and audio materials development. Methodical principles of video and audio materials development and presentation. The technology of work in corresponding editors. Topic 3. Technology of work with SMART Board. Tools of multimedia technologies of reproduction static and dynamic learning materials and methodology of their use in educational process. SMART Board setting. The use of SMART Notebook. Topic 4. The technology of electronic textbook development. Creating of electronic multimedia textbook, maintaining appropriate stages: choosing a topic according to specialization, writing a text, selection of illustrative and reference materials, audio and video, development of tests using interactive testing system, creation of interface drafts, different ways of presenting educational material; usage of hyperlinks and saving the text in HTML-format. COMPETENCIES THAT ARE FORMED DURING THE DISCIPLINE STUDY Acquaintance with the course material grants students the opportunity to master generic (core) and profile (specific) competences. To generic (core) competences we include: informatics; informational; organizational and methodological. Informatics competence, in terms of M. Holovan (2007), – is the integrative formation of personality that integrates knowledge about the basic methods of informatics and informational technologies, the skills of using the existing knowledge for applied problems solving, computer and telecommunications usage skills, ability to present messages and data in a clear form for everyone and is manifested in desire, ability and readiness for effective use of the modern informational and computer technologies means to solve career problems and daily life problems, realizing the importance of the discipline and the result of activity (p. 322). In our opinion, formed informatics competence of the future foreign language teacher will contribute to various innovational technologies usage in educational process that will be based on ICT tools, which in turn will promote increasing the level of students` knowledge quality. On the base of the formed informatics competence future foreign language teachers will easily work with application software of general and special purpose, develop didactic materials, use pedagogical software for presenting new material, binding previously learned material, generalizing and systematization of knowledge by topics, control of various types. Theoretically important for us is the thought of N. Balovsiak (2004), who stresses that the informational competence – is a set of competences, connected with work with information in all its forms and representations that enable effective use of informational technologies of various types, as in traditional printed version, as well as with the help of computer telecommunications, to work with information in its various forms and representations in everyday life and also in professional activity (p. 26). We consider that the formed informational competence of future foreign language teachers will promote the search of informational material for the lessons and educational activities, presentation of didactic materials by the tools of computer technologies etc. We will understand organizational and methodological competence as skills, connected with implementation of modern informational technologies in educational process at different stages of conducting the lesson within the specified models of learning (Hurina, 2005, p. 5). The formed organizational and methodological competence allows the teacher to choose reasonable informational technologies tools to achieve the objectives and goals of each lesson, methodically correctly implement the tools of ICT in educational process for organizing different forms of students` work: individual, group, frontal. The teacher with formed organizational and methodological competence knows psychological peculiarities of perception and mastering of learning material at different stages of foreign language lessons and chooses the means of ICT accordingly. Besides the general competences of future foreign language teacher we define profile (specific) competences: ability of ICT usage for listening skills forming; ability of ICT usage for speaking skills forming; ability of ICT usage for reading skills forming; ability of ICT usage for writing skills forming. We suggest reviewing ICT, the usage of which influences philological specialties students` profile (specific) competences forming. We agree with L. Yepifantsevoyu (2010), that in practice of school teaching listening appears an integral component of teaching speaking, reading and writing, and also educational mean that is used during the oral presentation of speech material and in oral training exercises of receptive-reproductive character. The practical goal of teaching listening is to teach pupils to understand foreign language aurally, presented in the standard speed by teacher or record (p. 9). To achieve the above-mentioned task an appropriate and necessary part, in our opinion, is an active usage of information and communications technologies. Easy to use and effective are social online video services such as YouTube (https://www.youtube.com) or TeacherTube (www.teachertube.com). They can be used for self-study research and creative activity of pupils that is based on search and video sharing, and also downloading their own visuals. They are a powerful source of learning materials, video lectures, educational films etc. Another important advantage of these services is a record for thematic channels that give a possibility not only to learn a language, but also to check the received knowledge through listening and review special video. The Internet resource English Central (www.englishcentral.com) gives students an opportunity to listen to authentic English. The undeniable advantage of this resource is that listeners can choose the subjects of the texts and the level of difficulty by themselves. The service allows practicing phonetics skills with the help of multiple repetitions with further audio recording of pupils` speech. Besides, the above-mentioned resource provides a function of student`s pronunciation comparison with native speaker`s. The program detects automatically the defects in student`s speech and demonstrates the authentic model variant. The use of audio and video podcasts is urgent in the process of listening skills forming that are sound files in style of radio and television programs in Internet: ELT Podcast (http://www.eltpodcast.com), BBC (http://www.bbc.co.uk/ podcasts), http://lelang.ru/english/series etc. It is important in the process of future foreign language teachers` training to focus not only on the use of video and audio but also facilitate students to the active forms of studying – to form the skills to develop their own video and audio tracks according to the topic and objectives of the lesson. Therefore, we consider that one of the important topics of electronic study course is the development and editing of video and audio materials. The process of future philologists` foreign language learning should be focused in particularly on the systematic accumulation and enriching of the vocabulary. We assume that one of the informatics competence components is the ability of ICT usage for student`s and pupils` reading skills forming. To achieve the above-mentioned task, we consider appropriate to offer such resources of Internet as: http://www.britishcouncil.org.ua/english/learn-online, https://lingualeo.com, http://www.bbc.co.uk/learningenglish etc. The advantage of these sites is a good grouping of educational material and authentic sound. It is not worth forgetting about resources with the large base of various multimedia presentations that are presented on such resources as: www.slideshare. net, https://prezi.com, https://www.powtoon.com, https://sway.com, http:// teacher.at.ua etc. They allow not only to view the presentations, created by other users but also to create own, professional, dynamic, multimedia presentations that could visualize the process of foreign language teaching and make it more creative. Relevant for reading skills forming is the use of electronic subject guides, own booklets and brochures, presentation materials, developed with the help of Smart Notebook. Identifying the peculiarities and methodology of work with such software is provided during 3rd module of offered electronic study course «Informational technologies in foreign languages». For pupils` speaking skills forming a future foreign language teacher should take into account their psychological readiness to communicate in foreign language and individual characteristics. There is an interesting point of view of S. Buchatskoi (2005), who states that the teacher should create such environment in which pupils would become the subject of education activity, its active participants (p. 139–142). In our opinion, it is possible to realize through implementation in the learning process of foreign language mastering various ICT tools. The proof of this is found in L. Vlasenko and V. Mirochnyk (2016), who emphasize that the use of informational, game, interactive and multimedia technologies at foreign language classes diversifies the process of perception and influence speaking skills forming (p. 202). Let`s define the ICT tools that will help to develop foreign language speaking skills. The leading place among ICT tools, including speaking skills forming, takes applications. The examples of such programs for English language learning are: Duolingo, Easy Ten, LinguaLeo, Learn English, Rosetta Stone, Words. The quality of foreign language speaking includes the knowledge of grammar and vocabulary. The program «Learn English» promotes pupils` grammar skills development. The applied programs «Words», «Easy Ten» are focused on the rapid mastering of vocabulary according to the topics. For speaking skills forming it is necessary to use «Rosetta Stone» application that will help in pupil`s correct pronunciation development. The main disadvantage of the program is limited number of lessons. We consider that the usage of such applications for pupils` speech competence forming promotes the development of positive motivation for them to learn foreign language, the creation of psychologically comfortable atmosphere in the classroom due to game learning technologies and involving pupils into foreign language atmosphere. Another tool that will develop pupils` speech competence is video. With the help of video dialogues with native speakers, pupils have an opportunity to immerse in situation that is discussed in it. After watching the video, each of the pupils could discuss the plot, answer the questions and express the own point of view on what he saw. One more interesting way is to form speaking skills through the video – to offer pupils to record a video interview with classmates with a discussion of a given topic, when the presenter has an opportunity to formulate questions and interview participants to answer them. Or to create a learning video which consists of video fragments and pupils` voiced questions and statements. The tools could be: https://www.playposit.com/, http://www.videonot.es/, https://edpuzzle.com/ etc. Methodologically interesting is an approach of creating audio materials with the help of mobile phone`s tool «Dictaphone» that will allow pupil to present his own point of view on a specific topic in foreign language as an audio piece. An important place in pupils' lives has social networks. Teacher should tell pupils that with the help of social networks that focus on language learning it is possible to develop speech competence through the communication with native speaker. The examples of such social networks are: https://www.busuu.com/ru, https://www.interpals.net/, http://www.rosettastone.eu/. Rather interesting and useful for speaking skills forming will be the organization of videoconference with native speaker. Such organizational form of a lesson will allow pupils to formulate questions, to answer questions, to participate in a discussion of a particular topic. The periodic conducting of such lessons will contribute to language skills development, proper pronunciation, and appropriate grammar constructions use. For pupils` writing skills forming consider appropriate to offer such Internet resources as: mind maps, comic strips, interactive exercises. Review the ways to use each of them. For writing skills forming that includes the knowledge of spelling and grammar it is possible to offer to create a mind map in a group with the help of one of the resources: https://bubbl.us/, https://www.mindomo.com/ru/ according to the topic of a lesson. Mind map could include the structure of several sentences or a set of words on a topic. It is necessary to analyze the correctness of pupils` task solving in the end. Network resources http://www.bitstrips.com/, http://www.toondoo.com/, http://www.makebeliefscomix.com/Comix/, http://www.comicmaster.org.uk/, https://www.pixton.com/for-fun provide an opportunity of comic strips creating as for teacher as well as for pupil. To form writing skills it is efficient to give pupils a task to create comic strips with the new words of a topic or for mastering new grammatical material. Irreplaceable tool in new words learning process and their spelling is a resource https://learningapps.org/. With the help of it teacher could create filling gaps exercises for words and sentences as well as exercises for independent text input by pupils, completing crosswords. Besides developing the own exercises by the teacher there is a large base with already developed tasks on the site which are distributed according to the various subjects. Summarizing, we agree with T. Batiyevsjoyu (2010) that the process of forming of all above-mentioned future foreign language teachers` competences should include specific stages: search, analysis and research of informational, software, methodological resources for lesson preparation with their further discussion; organizational and methodological measures planning, directed to achieve the goal and objectives of a particular type of lesson; informational materials development according to the topic and type of the lesson with the help of ICT tools; assessment of future foreign language teachers` readiness to informational materials on the base of software resources implementation in educational process. CONCLUSIONS Thus, during future foreign language teachers` training to ICT usage in future career focus is made on general (basic) and core competences forming that include: informatics, informational, organizational and methodological competencies and skills of information and communications technologies in future professional activity usage with the purpose of pupils` basic foreign language skills forming: listening, speaking, reading and writing. The prospects of further studies could be related with researches of individual tools of information and communications technologies efficiency for generic (core) and profile (specific) competences forming of future philologist in the process of professional training. REFERENCES Balovsiak, N. (2004). Informational competence of a specialist. Pedagogics and psychology of professional education, 5, 21–28. Batiyevska, T. (2010). Formation of future teachers` informational competence as a condition to ensure the effectiveness of pedagogical process on the basis of information learning technologies. The image of modern teacher, 3 (102), 44–47. Buchaczka, S. M. (2005). Psychological peculiarities of students` training in a foreign language. Digest of NADSPU. – Khmelnytskyi: National academy SPU publishers, 33, vol. II, 139–142. Vlasenko, L. V., & Mirochnyk, V. V. (2016). Non-philological specialties students` speaking skills development. Bulletin of Alfred Nobel University. A series of «Philological sciences», 2 (12), 201–204. Hlushak, O. M. (2016). Training of bachelors of philology to the information and communications technologies usage in professional activity. Osvitological discourse, 1 (13), 30–41. Retrieved from http://elibrary.kubg.edu.ua/14345/1/ O_Glushak.pdf. Holovan, M. S. (2007). Informational competence as an object of pedagogical. Problems of engineering and teacher education: digest / Ukrainian Engineering and Pedagogical Academy, 16, 314–324. Retrieved from http://dspace.uabs.edu. ua/ jspui/bitstream/123456789/603/1/Golovan_2007_UIPA_16.pdf. Hurina, T. M. (2005). Informational competence forming in the process of foreign language teacher`s professional training. Abstracts on materials of III international scientific-technical conference «Informatization of education in Ukraine: state, problems and prospects», 29–30. Yepifanceva, L. A. (2010). Listening. English language: Guidelines. Kharkiv, Ukraine: Publishers.	<urn:uuid:ba62f456-03d7-498c-b6ea-ddd931908fa3>	CC-MAIN-2019-43	http://edreview.kubg.edu.ua/index.php/edreview/article/download/47/40	2019-10-22T09:38:16Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00205.warc.gz	63,579,149	5,164	eng_Latn	eng_Latn	0.959146	eng_Latn	0.990829	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2713, 5574, 8722, 12615, 15691, 19557, 23148, 26226, 27147 ]	[ 1.0390625, 2.90625 ]	3	1
Lesson insert Overview An activity using myworldofwork.co.uk to link the study of English and the topic of reflective writing to possible careers. Objectives As part of a wider lesson, this lesson insert intends to: [x] Encourage pupils to understand the importance of knowing your personal skills, strengths and achievements in English assessment work as well as in the workplace [x] Encourage pupils to consider their skills and strengths developed in reflective writing activities My World of Work activity (20mins) [x] Arrange pupils in groups of two or three [x] Go to myworldofwork.co.uk [x] Go to my career options [x] Ask pupils to review the sections on what are my skills? and what are my strengths? and discuss the difference between the two [x] Ask pupils to review the section on how your strengths help you build confidence Connect the learning (in the wider lesson) [x] Discuss how knowing more about yourself, your skills and your strengths can help build confidence [x] Discuss how confidence in reflective writing (writing about yourself and your experiences) relates to completing CVs and application forms for jobs Review and reflect (5mins) [x] Homework: Ask pupils to complete the strengths quiz if they haven't already done so and research the career suggestions relating to their strengths [x] Ask pupils to reflect on their strengths and how they might use them in reflective writing activities [x] Optional: Ask pupils to identify moments in their life/past experience where they demonstrated these strengths (this will provide a stimulus for their reflective writing in future lessons) Languages English Reflective writing Resources Computers or tablets with internet access Projector or smart-board My World of Work links Articles What are my skills? What are my strengths? How your strengths help you build confidence Strengths dictionary Curriculum links Suitable for all year groups studying: English – National 5 SQA: Enables learners to develop their literacy skills and to understand, analyse and evaluate a range of texts (including Scottish texts) in the contexts of literature, language and media. The course also enables learners to create and produce texts and to apply their knowledge and understanding of language. Portfolio –Creative: The piece displays very good creativity, feelings/reactions/ experiences are expressed/explored with a very good degree of self awareness/ involvement/ insight/sensitivity. Career Education Standard (3-18) Supports entitlements set out in the Career Education Standard for young people to: - Know where to find information and access support making effective use of online sources such as My World of Work - Experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities - Develop Career Management Skills as an integral part of their curriculum	<urn:uuid:e4d11afb-1b4a-4ff7-9ff6-29b76905ee62>	CC-MAIN-2019-43	https://www.myworldofwork.co.uk/sites/default/files/English-reflective-writing-strengths.pdf	2019-10-22T09:51:40Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00215.warc.gz	1,016,131,270	578	eng_Latn	eng_Latn	0.994753	eng_Latn	0.994753	[ "eng_Latn" ]	false	docling	[ 2979 ]	[ 3.875 ]	1	0
How will timber buildings help New Zealand meet Kyoto Protocol commitments? Dr Andy Buchanan University of Canterbury Submitted to New Zealand Timber Design Journal, 29 March 2005. Forestry is a cornerstone of the New Zealand government's approach to meeting its commitments to the Kyoto Protocol. It is well known that trees, as they grow, absorb carbon from the atmosphere, some of which is retained in wood and wood products, and that carbon absorbed by new forests can be used to offset emissions of carbon dioxide (CO2) from burning of fossil fuels. An increasing volume of carbon retained in timber buildings or other wood products might also be used to offset emissions of carbon dioxide from burning of fossil fuels, except that this is not permitted under the Kyoto Protocol accounting system. The tangible benefit of using more wood in buildings is the reduced CO2 emissions resulting from the smaller amount of fossil fuel energy required to manufacture wood compared with that needed to manufacture more energy intensive materials. What are the requirements of the Kyoto Protocol for New Zealand? For signature countries to meet their obligations with the Kyoto Protocol, net national emissions for developed countries must be reduced in the first five-year commitment period (2008-2012), relative to 1990. The exact reductions vary from country to country with an average of about 5%, but New Zealand is only required to reduce emissions to 1990 levels. For New Zealand, the two main greenhouse gases are carbon dioxide (CO2) which is mainly produced from burning of fossil fuel and methane (CH4) from agricultural activities, in roughly equal proportions. Only CO2 is considered here. New Zealand carbon dioxide emissions have been increasing steadily over recent years, with the bulk of the increase from burning of liquid fuels in the transportation sector. In 1990, total emissions of CO2 were about 62 million tonnes per year, which have now increased to about 77 million tonnes per year. The government hopes that by 2008 this increase of 15 million tonnes per year will be reduced by about 5 million tonnes per year through various policy incentives for reducing fossil fuel use, and further offset by an average of 21 million tonnes per year of CO2 absorbed in forests, giving New Zealand an average credit surplus of 11 million tonnes per year over the first commitment period, which can be sold on the international market. For the five years of the commitment period, these target numbers become a cumulative increase of 75 million tonnes of carbon dioxide since 1990, a reduction of 25 million tonnes through policy incentives, 105 million tonnes per year of CO2 absorbed in forests, giving a credit surplus of 55 million tonnes 1 . Why is forestry so important? Globally, the contribution of forestry to the Kyoto Protocol is very small, but forestry is extremely important for New Zealand because the Kyoto Protocol allows increases in the carbon pool in a country's forests to be counted to offset carbon dioxide emissions from any other sources. Before we go on, it is essential to use the correct terminology in this discussion. A growing tree on a previously nonforested site is called a carbon "sink" because it absorbs carbon dioxide from the atmosphere. After a tree is cut down it becomes a carbon "source" as the carbon is released to the atmosphere in the form of carbon dioxide when the wood is burned or decays or is eaten by bugs. A standing tree contains a "pool" or "reservoir" of carbon in the chemical structure of its wood. The carbon pool in a whole forest depends on the sums of the sinks and sources from all the trees in the forest, which is difficult to quantify. To measure the increase or decrease of the carbon pool in a forest it is easiest to compare carbon inventories at the beginning and end of the period, rather than trying to calculate continuous flows of carbon into and out of the system 2 . Which forests are counted? The year 1990 is an important year in Kyoto accounting. For any new forests planted on farmland since 1990, their absorbed carbon during the first commitment period will be counted as a carbon sink. Forests which were existing in 1990 are not counted unless the forest is actually removed during the commitment period, in which case the loss of carbon will be counted as a carbon source. How do forests store carbon? Growing trees absorb carbon from the atmosphere. In the process of photosynthesis, the leaves of growing trees absorb carbon dioxide from the atmosphere with the help of solar energy. Much of the absorbed carbon is converted to wood, which has a complex chemical structure consisting of about 50% carbon. In order to use forestry to offset fossil fuel emissions, it is necessary to maintain both new and existing forests in perpetuity, and also to continue to plant new forests on non-forested land. There are three major considerations: 1. All existing forests must remain in place because the carbon pool in these forests is part of the Kyoto inventory. The size of this pool will fluctuate about a steady state condition, depending on the type of forest, sometimes being a carbon sink and sometimes a carbon source. Carbon is stored in all forests including native forests and shrublands. Unmanaged mature natural forests (preservation forests) reach a steady state so that the carbon being absorbed each year is roughly equal to the carbon emitted through natural processes of decay and degradation of wood, leaves and soil. The forest will have fluctuations in the size of the carbon pool due to natural causes including variations in climate, natural hazards and pests. A managed plantation forest will have fluctuations due to logging and replanting of parts of the forest estate with the whole forest sometimes being a carbon sink and sometimes a carbon source depending on tree demographics and the management regime. The use of plantation forestry for carbon storage requires that all logged areas be replanted. An unmanaged natural forest will tend to have a higher carbon density (tonnes per square metre) than a managed forest 2 . 2. The planting of new forests on farmland must be continued every year in order to continually increase the total carbon pool, and offset carbon dioxide emissions from burning of fossil fuel. This new planting will require a continuing supply of land suitable for afforestation, which may become increasingly difficult to find as the required land areas become very large. The government may need to offer incentives for private planting of new forests if reliance on forestry carbon credits is to continue into the future. 3. Any deforestation resulting from clearing of new or existing forest land will have a serious negative impact on New Zealand's carbon credit balance. The carbon pool of a forest is lost if the land is converted to agriculture or other nonforest uses. The government is assuming the liability for any deforestation (unless it exceeds a very high level), so they may decide to discourage forest owners from converting forest land to agricultural or other non-forest uses, as is already happening in some areas. In summary, in order to obtain a benefit from the carbon pool in forests, it is not only necessary to make new plantings every year, but also necessary to ensure that existing forest cover remains in place in perpetuity, either managed for timber production or as a protected forest 2 . Who gets the benefits from carbon stored in New Zealand forests? The government has nationalised the carbon credits from nearly all plantation forestry in New Zealand, so that the benefits of carbon storage flow to the government rather than to the owners of the trees. This has caused great concern in the forest industry because of the enormous potential value of the carbon credits in the first commitment period. The price of carbon credits will change as they are traded on international markets, but the current price on the European futures market is about 10 Euros ($NZ 20) per tonne, so New Zealand's estimated surplus of 55 million tonnes over the first five-year period has a potential value of $1.1 billion. The government is making attempts to recognise the significant contribution of the forestry sector by supporting a wide range of initiatives in education, promotion, biosecurity, infrastructure and market development, using a very small percentage of the projected income. Although the expected benefits are huge in the first commitment period, demographic changes in New Zealand plantation forests may result in the forest estate becoming a net source rather than a sink in the third and some subsequent periods 2 , which could be of great concern to future governments and forest owners. What are the benefits of using more wood in buildings? The most obvious apparent benefit of using more timber as a building material is the increase in the pool of carbon in wood and wood products, but this is of no benefit to the government because this pool is not a carbon "sink" in the Kyoto Protocol. In terms of the Kyoto Protocol, the only significant benefit of using more wood as a building material is the reduction in CO2 emissions which comes from manufacturing wood rather than more energy intensive materials such as steel, concrete and aluminium. Wood requires much less energy to process than other materials because it is a natural material already embodying a large amount of solar energy. This reduction in fossil fuel consumption is not in itself tradable, but is could contribute to an increased surplus of carbon credits which are able to be traded on the international market. How much carbon is stored in New Zealand buildings? It is misleading to ask "how much carbon is stored in New Zealand buildings?" The question has two meanings because of the ambiguity of the word "stored". The first meaning is "how large is the annual sink of carbon in new buildings?" and the second meaning is "how big is the pool of carbon in existing buildings?" In answer to the first question, a study at Victoria University of Wellington 3 has given estimates for the embodied energy and resulting carbon dioxide emissions for different materials. A follow-up study at University of Canterbury 4 converted these material-specific estimates into quantities for different types of buildings, showing that the carbon sink for wood and wood products in new New Zealand buildings is roughly half a million tonnes of carbon dioxide each year. Similar results are available for new house construction in the United States 5 . Timber in buildings contains carbon, which remains for the life of the building, which may be 50 years or more. This pool of carbon is not a cumulative benefit because when timber buildings are finally demolished, and the wood decays or is burned, the carbon finds its way back into the atmosphere as CO2. The answer to the second question will change over time because of variations in the carbon sink resulting from new buildings and the carbon source resulting from demolition or other disposal of old buildings. In a steady state economy the number of new buildings being built could approximately equal the number being demolished in which case the carbon pool would remain roughly constant. The size of the wood carbon pool in existing New Zealand buildings has not been quantified. Some authors state that there will be benefits if wood is used in long-life products, but it is the size of the pool, not the life of products which is most important 2 . If the Kyoto accounting system counted the pool of wood products, the total size of the pool would be more important than the flow of carbon through the pool, ie wood ownership would be more important than wood consumption. How much fossil fuel energy is used to manufacture the materials in New Zealand buildings? It is difficult to estimate how much fossil fuel energy is used to manufacture the materials in New Zealand buildings. The University studies mentioned above estimate that the total fossil fuel energy used to construct new buildings during the 1990s was about 32 PJ per year, about 7% of New Zealand's total fossil fuel energy consumption at that time. The amount of energy will be considerably greater in the current building boom period. How much carbon dioxide is emitted to the atmosphere in the construction of New Zealand buildings? The main greenhouse gas emitted to the atmosphere in the manufacture of materials and buildings is carbon dioxide resulting from burning of fossil fuel to provide heat or electricity for processing of materials. There is also a small amount of carbon dioxide released to the atmosphere during the manufacture of cement from limestone. The total CO2 emissions associated with construction of buildings in New Zealand is over 2 million tonnes each year 4 . This number would be higher if we did not have a high proportion of electricity generated by renewable sources such as hydro electricity. Any increased use of renewable sources of energy such as wind power, or burning of wood or wood waste as fuel for electricity generation or heat will directly reduce the amount of fossil fuel being burned, leading to a benefit in the Kyoto system. Energy used for heating, cooling and lighting of buildings also results in carbon dioxide emissions over the life of the building. How will more timber buildings reduce carbon dioxide emissions? The principal benefit from increased use of wood in New Zealand buildings is the reduction of energy required to manufacture building materials. The University of Canterbury study 4 has shown that a significant change in the New Zealand construction industry, resulting in the use of much more wood and wood products as substitutes for energy intensive materials, would assist compliance with the Kyoto Protocol by reducing carbon dioxide emissions associated with building materials This scenario assumes no changes in the energy used for heating and cooling of buildings, which over the life of a building is larger than the energy needed to manufacture the materials. Research is needed into innovative methods of reducing the energy required for heating and cooling in timber and all other buildings, utilising passive solar architecture and other techniques. Which buildings could be constructed with more wood? Houses make up about half the new buildings constructed in New Zealand each year. Most New Zealand houses are built with a timber frame which is not usually visible in the finished building because it is clad on the exterior with bricks or other materials and lined on the inside with gypsum plaster or similar material. There are opportunities for using more wood in houses as cladding, for flooring, windows and other joinery. Many apartments, hotels, motels and hostel type buildings are made from reinforced concrete or steel framing where there are opportunities for using timber or timber products. Factories and industrial buildings are nearly all made with steel roof cladding on steel framed roof structures, with concrete floors and concrete or masonry walls. It is not possible to economically use wood for roof cladding or industrial floors, but there are possibilities for using engineered wood products for structural members. The main structures of office buildings in New Zealand are mostly reinforced concrete, with increasing use of structural steel. There is limited opportunity for low to medium rise office buildings to be built with timber, often combined with concrete or steel in composite construction. An investigation into a possible upper limit on substitution levels 4 considered a postulated scenario where up to half of all apartment, hotel and motel buildings are constructed with light timber framing, ten percent of commercial office buildings are built with glulam or LVL frames, half of industrial buildings have a timber structure, and at least half of all new houses have increased use of timber in floors, windows and other components. Implementation of this scenario would decrease carbon dioxide emissions by up to half a million tonnes annually. This would be a significant contribution to the government's target reduction of 5 million tonnes of CO2 emissions per year in the first commitment period. This scenario is unlikely to eventuate without strong incentives. A recent report by BRANZ 6 investigated the potential for greater use of timber in government and private sector buildings in New Zealand, identifying up to half a million square metres of floor area of eligible projects each year, resulting in carbon dioxide emission savings of 64,000 tonnes per year. Which wood products are used as building materials? A wide range of wood products is suitable for building and construction. The main material is sawn timber, increasingly supplemented with manufactured products such as plywood and other panel products, also glued laminated timber (glulam), laminated veneer lumber (LVL) and medium density fibreboard (MDF). High performance wood structures include LVL and glulam beams, timber I-beams, high strength trusses, walls and frames designed for excellent strength, performance and reliability. In addition to structural applications, large quantities of wood and wood products are used for decorative panelling, shelving, furniture, cladding and other non-structural uses. How much timber is likely to be used in New Zealand buildings? The construction industry is a major New Zealand industry with strong traditions and well established procedures. There is strong competition between major materials, so changes occur slowly unless there are strong incentives. Some parts of the industry may be reluctant to use more timber following recent problems relating to weathertightness and wood quality, which have since been dealt with by government agencies. Most buildings are constructed with borrowed money, so the lending institutions and the insurance industry have to be comfortable with the security of their investments. A significant increase in the use of timber in new buildings will not happen without a serious co-ordinated investment in education, research and promotional activities. Education of engineering, architecture and design students provides design skills and confidence in new materials for innovative future design of buildings and building products. Education is also needed to support the solid wood processing industry, to encourage economical production and design of innovative new products using New Zealand grown timber. Continuing education of professional engineers, architects and designers is also essential, along with promotional activities by industry. All sectors of the construction industry obtain confidence from leading-edge research into building performance issues including wind, fire and earthquake resistance, noise control, thermal behaviour and durability. The industry needs design aids for many aspects of timber usage, including structural design, durability, passive solar architecture etc. What are the other benefits of innovation in design and construction of more timber buildings? In addition to benefits accruing from the carbon credits described above, greater use of timber in New Zealand buildings will be accompanied by reduced dependence on imported materials and fossil fuels, increased opportunities for adding value to renewable New Zealand resources, export potential for engineered wood products and prefabricated building components rather than logs, creation of new employment opportunities in various cities and regions, development of export markets using New Zealand design expertise and demonstration of the unique capabilities of New Zealand timber and timber products. A secondary benefit is that greater reliance on timber buildings could result in increased investment in plantation forestry, eventually leading to further increases in the Kyoto carbon pool. Encouragement of teaching and research in engineering and architecture of timber products and buildings is essential if the nation is to reap the rewards of the massive financial investment in forestry over recent decades. Acknowledgements The help of Piers Maclaren in reviewing this paper is gratefully acknowledged. References 1. New Zealand Climate Change Office, Ministry for the Environment. www.climatechange.govt.nz 2. Trees in the Greenhouse. J.P.Maclaren. FRI Bulletin No 219. Forest Research Institute, Rotorua, 2000. 3. Embodied Energy Coefficients of Building Materials. A.Alcorn. Centre for Building Performance Research, Victoria University of Wellington, 1998. http://www.vuw.ac.nz/cbpr/documents/pdfs/ee-finalreport-vol2.pdf 4. Wood-Based Building Materials and Atmospheric Carbon Emissions. A.H.Buchanan & S.B.Levine, Environmental Science and Policy, Vol 2, 427-437, 1999. http://www.civil.canterbury.ac.nz/pubs/woodbasedbuildingLevine.pdf 5. Life Cycle Environmental Performance of Renewable Building Materials. B.Lippke et al. Forest Products Journal, Vol 54, No 6, pp 8-19, June 2004. http://www.corrim.org/reports/pdfs/FPJ_Sept2004.pdf 6. Timber Products in New Government Buildings. Ian Page. BRANZ Report E356, July 2004. http://www.maf.govt.nz/forestry/publications/branz-final.pdf Note: Most of these references quantify carbon sinks and flows in tonnes of carbon, but these have been converted to tonnes of carbon dioxide equivalent in this document in line with current international convention.	<urn:uuid:2eddd3ff-08a9-4ecc-b25c-1b3e04e49e3e>	CC-MAIN-2019-43	http://www.timberdesign.org.nz/wp-content/uploads/2018/05/How-will-Timber-Buildings-help-NZ.pdf	2019-10-22T09:51:57Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00215.warc.gz	328,219,573	4,038	eng_Latn	eng_Latn	0.975155	eng_Latn	0.997771	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4225, 9701, 14354, 20018, 21550 ]	[ 2.453125, 1.859375 ]	1	1
Rocky Mountain High School Instrumental Music Handbook 2019-20 Philosophy, goals, policies, operations, and expectations for the instrumental music program at Rocky Mountain High School. Mr. Quentin DeWitt Director of Instrumental Music TABLE OF CONTENTS WELCOME Congratulations on your decision to continue your study of music at Rocky Mountain High School! This handbook details the philosophy, goals, policies, operations, and expectations of the instrumental music program at RMHS. You will find yourself part of a great program whose students are continually growing and improving. If you ever have any questions about any aspect of the program, please do not hesitate to contact me in person, by phone or email. I look forward to getting to know all of you and the great experiences we will have together! Sincerely, Mr. Quentin DeWitt Instrumental Music Teacher Rocky Mountain High School, Room A3 (208) 350 – 4340 ext. 1601 firstname.lastname@example.org THE MISSION OF THE INSTRUMENTAL MUSIC PROGRAM The mission of the Rocky Mountain High School Instrumental Music Department is to facilitate every student's personal and artistic growth through a rigorous, comprehensive, and musically enriching curriculum that explores the significant emotional, intellectual, and cultural value of music in our society. THE TOTAL INSTRUMENTAL MUSIC PROGRAM The diagrams below provide a visual representation of the "Total Instrumental Music Education" for band and orchestra. The Concert & Symphonic Bands & Orchestras are at the center of this wheel because they allow students to develop their core technical, artistic, and intellectual music skills. The ensembles located around the rim of the wheel build on those core skills and provide students the opportunity to explore specific styles or applications of their knowledge. If a student were to only focus on the rim of the wheel, they would lack the necessary foundation to find success. I encourage students to explore all these options during their time here at Rocky Mountain High School. THE IDAHO ARTS & HUMANITIES CONTENT STANDARDS Instruction in any music course is guided by the Idaho Content Standards for Arts & Humanities. The curriculum for music courses offered at Rocky Mountain High School follows the specific standards laid out under "Music Standards – Traditional and Emerging Ensembles". The full document is available on the Idaho State Department of Education's website at: http://www.sde.idaho.gov/academic/arts-humanities/. This document is organized around 11 Anchor Standards that provide guidance in how to make sure that every student can answer the following questions and demonstrate the following skills by the end of their high school music career: 1. Essential Questions a. How do musicians generate creative ideas? b. How do musicians make creative decisions? c. How do musicians improve the quality of their creative work? d. When is creative work ready to share? e. How do performers select repertoire? f. How does understanding the structure and context of musical works inform performances? g. How do performers interpret musical works? h. How do musicians improve the quality of their performance? i. When is a performance judged ready to present? How do context and the way musical work is presented influence audience response? j. How do individuals choose music to experience? k. How do we discern the musical creators' and performers' expressive intent? l. How do musicians make meaningful connections to creating, performing, and responding? m. How do the other arts, other disciplines, and daily life inform creating, performing, and responding to music? 2. Essential Skills a. Perform large ensemble, chamber ensemble, and solo repertoire at their highest individual and group levels. b. Demonstrate technical, musical, and artistic prowess on their instrument. c. Discuss the cultural and historical context for the music they perform d. Analyze and evaluate musical performances given by themselves and others. e. Compose, notate, arrange, and improvise music within specified guidelines. f. Demonstrate effective peer leadership and teaching techniques. ENSEMBLE DESCRIPTIONS & CURRICULUM Listed below you will find the description for each course along with the specific skills that students will be taught. Concert Band This full year course is open to freshmen. Students continue to develop their technical skills and musical knowledge while performing a wide range of music in a variety of settings. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Prerequisite is successful completion of 8 th grade band or Mr. DeWitt's permission. In addition to the large goals listed above, students will focus on the following specific skills: 1. Play their instrument with appropriate technique while producing a characteristic tone. 2. Read, write, and perform rhythms in simple, compound, and complex meters. 3. Read, write, and perform technical studies in all major and minor key signatures. 4. Define, identify, and demonstrate a full range of expressive techniques. 5. Identify, discuss, compare, and contrast prominent composers from music history and their contributions to the art form. 6. Evaluate, verbally and through written work, musical performances using appropriate music vocabulary. 7. Rehearse, practice, and present musical works for public performance. 8. Work with their peers in large and small ensembles to achieve stated goals within stated guidelines. Concert Orchestra (Orchestra I) This full year course is open to all grades. Students continue to develop their technical skills and musical knowledge while performing a wide range of music in a variety of settings. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Prerequisite is completion of 8 th grade Orchestra, or Mr. DeWitt's permission. In addition to the large goals listed above, students will focus on the following specific skills: 1. Play their instrument with appropriate technique while producing a characteristic tone. 2. Read, write, and perform rhythms in simple, compound, and complex meters. 3. Read, write, and perform technical studies in all major and minor key signatures. 4. Define, identify, and demonstrate a full range of expressive techniques. 5. Identify, discuss, compare, and contrast prominent composers from music history and their contributions to the art form. 6. Evaluate, verbally and through written work, musical performances using appropriate music vocabulary. 7. Rehearse, practice, and present musical works for public performance. 8. Work with their peers in large and small ensembles to achieve stated goals within stated guidelines. Symphonic/Marching Band This full year course is open to sophomores, juniors, and seniors (freshman by audition only). This ensemble performs as the Grizzly Marching Band in the fall (August through October). Students participating in Marching Band must be enrolled in Symphonic Band at their home school. Students focus on advanced technical skills and musical knowledge while performing a wide range of music in a variety of settings. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Prerequisite is successful completion of Concert Band or Mr. DeWitt's permission. In addition to the goals stated for Concert Band, Symphonic/Marching Band students will focus on the following specific skills: 1. Define, identify, and demonstrate music theory and form concepts as they relate to their performance repertoire. 2. Perform more advanced repertoire using appropriate techniques on their instrument. Specifically playing in extended ranges, for longer duration, and at a greater range of tempi. 3. Identify, discuss, compare, and contrast prominent composers from music history and their contributions to the art form. 4. Participate in a more rigorous public performance schedule of events. Symphonic Orchestra (Orchestra II) This full year course is open to all students by audition only. Students focus on advanced technical skills and musical knowledge while performing a wide range of music in a variety of settings. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Prerequisite is a successful audition with Mr. DeWitt. In addition to the goals stated for Concert Orchestra, Symphonic Orchestra students will focus on the following specific skills: 1. Define, identify, and demonstrate music theory and form concepts as they relate to their performance repertoire. 2. Perform more advanced repertoire using appropriate techniques on their instrument. Specifically playing in higher registers, using more advanced bow strokes, and performing repertoire at a greater range of tempi with more complicated structural elements. 3. Identify, discuss, compare, and contrast prominent composers from music history and their contributions to the art form. 4. Participate in a more rigorous public performance schedule of events. Jazz Band (listed as "Varsity Jazz Ensemble") This full year course is open to all grades by audition. Concurrent enrollment in a "concert" ensemble is required (Concert Band, Symphonic Band, or Orchestra). Students study the specific historical and musical issues of Jazz while performing a wide range of music in a variety of settings. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Prerequisite is a successful audition with Mr. DeWitt. In addition to the goals stated for all the ensembles, Jazz Band students will focus on the following specific skills: 1. Define, identify, and demonstrate music theory and form concepts as they specifically relate to their performance of jazz repertoire. 2. Identify, discuss, compare, and contrast prominent historical figures from jazz history and their contributions to the art form. 3. Compose and arrange music for public performance. 4. Participate in a rigorous public performance schedule of events above the demands of all ensembles listed above. Percussion Ensemble This fall semester course is open to all grades and anyone interested in percussion. Students study marching percussion, concert percussion, world percussion, and drum set. No prior experience is necessary. Students participate in regular class rehearsals as well as concerts, festivals, and rehearsals that occur outside of the school day throughout the year. Percussionists enrolled in either Concert Band or Symphonic will take Percussion Ensemble in the Fall, and then their corresponding band in the spring. Freshman will go to Concert Band and Sophomores through Seniors will go to Symphonic Band. Prerequisite is permission from Mr. DeWitt. In addition to the goals stated for all the ensembles, Percussion Ensemble students will focus on the following specific skills: 1. Define, identify, and demonstrate a full range of techniques for Snare Drum, Mallet Percussion, Timpani, Drum Set, Concert Percussion, and World Percussion. 2. Define, identify, and demonstrate music theory and form concepts as they specifically relate to their performance of percussion ensemble repertoire. 3. Identify, discuss, compare, and contrast prominent figures from music history and their contributions to the percussion art form. 4. Work with their peers in large and small ensembles to achieve stated goals within stated guidelines. 5. Compose and arrange music for public performance. 6. Rehearse, practice, and present musical works for public performance. Color Guard/Winter Guard This is not an official course, but an ensemble that performs as part of the Marching Band in the fall and as a separate ensemble called Winter Guard during the spring semester. Students may join either semester and it is open to all students currently enrolled at Rocky Mountain High School by audition. Students participate in rehearsals, performances and competitions that occur outside of the school day throughout the year. Detailed fee information is available from Mr. DeWitt prior to joining the ensemble. Prerequisite is permission from Mr. DeWitt and a successful audition. CLASSROOM EXPECTATIONS There used to be a long list of expectations, detailing every eventuality. I think it really boils down to this: Be nice, be brave, strive for excellence, keep it clean, and don't forget to smile. If everyone does those five things, I think that we will have a really good time together. Each ensemble will decide on their own rules for day-to-day operations. ELECTRONICS & THE V.A.U.L.T. Personal electronics can be a powerful tool when used wisely and an overwhelming distraction if used poorly. In the instrumental music class students will use their personal electronics as an integral part of their educational process. If a student does not have a personal electronic device, there are classroom resources available for them. Some of the daily tasks that make use of a personal electronic include: * Tuning your instrument * Submitting typed and video digital assignments * Recording yourself during rehearsal for reference * Managing due dates * Engaging in appropriate class discussion online * Quick research projects Rocky Mountain High School utilizes the V.A.U.L.T. (Valuing Academics, Utilizing Limited Time) system to help students learn the appropriate behaviors for the use of personal electronics. Here is the process: 1. As the student enters the classroom, they are to deposit their electronic into their assigned V.A.U.L.T. slot, unless they need it as part of their individual warm-up. 2. The student will use the first five minutes of class to set up their instrument and warm-up. If they are using their phone as part of this process, it must be on airplane mode. 3. At the end of the warm-up time, all phones are to be deposited in the V.A.U.L.T. 4. Class will continue through the day's lesson. If there is a component during the lesson that requires the use of a personal device, Mr. DeWitt will give specific instructions on when and how they will be retrieved from the V.A.U.L.T. and returned. 5. At the end of class, students are given 5 minutes to cool down, pack up their instruments, and clean up the room. Once everything has been stowed, students will be given permission to retrieve their personal electronics. 6. If an individual student has an urgent need to use their device for something outside of the day's lesson plan, they must ask for Mr. DeWitt's permission. If a student chooses to use their personal electronic differently than this process, appropriate disciplinary consequences will follow. LEAVING THE CLASSROOM Students will adhere to following expectations when entering and leaving the classroom. 1. Students who are Tardy or Tardy Late to class will be admitted and it will be entered in PowerSchool. 2. Students will only exit from the classroom using the main entrance/exit after they have been dismissed by Mr. DeWitt. 3. If a student needs to use the library for an approved need during class time, Mr. DeWitt will issue a library pass. 4. If a student needs to see the school nurse during class time, a nurse pass will be issued. 5. If a student needs to use the restroom during class, they will ask permission to leave one at a time, sign out on the clipboard, and take the hall pass with them. They must sign in when they return. 6. I strongly discourage students from leaving during class unless it is an absolute necessity so that they don't miss content. 7. If a student leaves class without following the above procedures, the appropriate disciplinary consequences will be applied. TECHNOLOGY Students in the Instrumental Music Department will make use of a variety of technology resources to help us function as smoothly as possible. An overview of each piece is listed below. If you need more information, please contact Mr. DeWitt. * PowerSchool: This software is used by the district for reporting student progress in each of their classes. It is your responsibility to make sure that your contact information is accurate. Your school counselor can help you with this. * CHARMS: This is an online database that we use to manage student roster information, school inventory, fundraising and fee balances, and our schedule. Information on how to access your profile and associated information will be available at the fall parent orientation. * Mr. DeWitt's Website: You can find current schedule for the year, course descriptions, information about private lesson instructors, music summer camps, the Rocky Instrumental Music Boosters, and fundraising. www.westada.org/Page/9369 * Sign-up Genius: Over the course of the year there are many opportunities for parents to volunteer to help with a wide range of projects. We use Sign-Up Genius to manage those needs. * Microsoft TEAMS: This software is used to manage students' classwork. It is a hub that allows students to have online discussion, submit digital work, and receive feedback on their progress. * Flipgrid: Student's use this software to submit videos of their playing assessments. * Microsoft OneNote: Students use this software to organize their year's work into a digital portfolio. * Tonal Energy: Students use this app on their personal electronics as a tuner, metronome, and to make audio recordings of their progress. GRADING POLICIES 1. The music department's grading policies are designed to measure and report a student's level of proficiency in curriculum based on the Idaho Content Standards for Arts and Humanities in Music. 2. Student grades are defined as follows: 3. A student's grade consists of three categories: Classwork, Assessments, and the Final Exam. a. Classwork (45%): This category will include verbal response, written response, worksheets, and quizzes. b. Assessments (45%): This category will include playing assessments, performances, and written tests. c. Final Exam (10%): This assessment is given at the end of each semester and will include material from all standards taught that semester. The format of the exam will be designed to meet the needs of each class/ensemble. 4. Late Work: All work can be submitted up to two weeks before the end of the semester without penalty. Student work will not be accepted after this time, excluding the Final Exam. 5. In any effort to encourage students to focus on self-improvement, they may re-submit any course work for an improved score. Mr. DeWitt will provide actionable feedback for all work that is graded. The student must notify Mr. DeWitt that they have resubmitted the work for him to grade. 6. Work that is not submitted on time will be entered as "NHI" (Not Handed In) and will be scored as a zero until the student submits the work. 7. Extra credit will not be assigned or accepted. 8. Students who establish a pattern of not submitting their work on time will be assigned will be written up on a BRTI form. If the pattern continues, it may result in a parent conference with that student's vice principal to determine an appropriate intervention plan. \| A \| 95 – 100% \| Advanced \| \|---\|---\|---\| \| A \| 90 – 95% \| Proficient \| \| B \| 80 – 89% \| \| \| C \| 70 – 79% \| Basic \| \| D \| 60 – 69% \| Below Basic \| \| F \| 0 – 59% \| Insufficient evidence to demonstrate understanding \| 9. "Griz" Intervention Period is held from 7:15 – 7:45 AM on Monday, Tuesday, Thursday and Friday of each school week and is set aside for students needing extra help or who were gone and missed information. 10. Students are expected to demonstrate their proficiency on the music standards through a variety of means including: a. Concert & Festival Performances (both on and off campus) b. Playing tests c. Part checks d. Digital tools (listed above) e. Worksheets (Music Theory, Music History, Vocabulary, etc.) f. Reflective writing g. Guided research h. Portfolios i. Notebooks (physical and online) DISTRICT PARTICIPATION POLICY & ACADEMIC ELIGIBILITY Page 6 of the "High School Student-Parent Handbook": A student who is absent during any part of the day may not participate in any practice, performance, or function that day unless deemed an extraordinary absence/waived. A student suspended in school for more than one period or out of school on the day of an activity will not be allowed to participate in that activity, game, or practice. Extraordinary absences are defined on page 9 of the "High School Student-Parent Handbook" to include: Approved school activities (games/tournaments), Court Appearances, Professional Appointments (requires Doctor's note), Extended Family Trip Absence (prior approval required), Bereavement, or Religious Observances. Students enrolled in instrumental ensembles at Rocky Mountain High School must be passing all their classes with a 60% or better to participate in performances and activities. This excludes rehearsals, the Fall Concert, Winter Concert, Festival Concert, and End of Year Concert. DISTRICT PERFORMANCE ATTENDANCE POLICY Rehearsals, concerts, performances, and district events are required. For such events, students are expected to be on time, stay for the entire concert, performance, or event, and maintain excellent performance behavior. Every person is an important part of the whole and one student's absence weakens the entire ensemble. There are three instances where an absence will be excused. Illness – If a parent has called to excuse the student from school due to illness on the day of the concert, performance, or event, the absence will be excused. In addition, Mr. DeWitt asks that parents or guardians provide direct notification via phone, text, or email so that adjustments may be made as soon as possible. Also note that students that are absent from school on the day of a concert, performance, or event may not participate in the concert, performance, or event per the Student Handbook Policy. Family Emergency – We understand that family emergencies arise from time to time. If a student misses a performance due to a family emergency, a note from a parent or guardian is required to excuse the student from the concert, performance, or event. Preplanned Absence – When students, parents, or guardians know ahead of time that they will miss a concert, performance, or event please notify Mr. DeWitt at least two weeks in advance using the "RMHS Performing Arts Application for Modified Attendance Advance Notice Form" (available on your Microsoft Teams site). Approval must be verified by all parties two weeks prior to the concert, performance, or event. In the case of a funeral, notify the instructor or director as soon as possible. Students that miss a performance or event due to an unexcused absence will no longer be eligible to travel (including marching competitions), audition for advanced ensembles, apply for leadership positions, audition for honor ensembles (All-State, All-Northwest, etc.), or apply for Varsity Letters. Additionally, if the student requests a letter of recommendation from Mr. DeWitt, it will include information about the unexcused absence. The following student expectations apply to all performances: * Check-in with the designated student leader no later than the posted call time with all necessary equipment, supplies and attire. * Follow professional expectations throughout the course of the event. * Attend the full duration of sound check/dress rehearsal at your posted time. * Listen to all other performing groups on the program following appropriate audience etiquette. * Please note: Any student missing sound check/dress rehearsal without prior clearance from Mr. DeWitt, will not be allowed to perform. * Stay through the event, help with tear-down until cleared to leave, and sign-out with the designated student leader. VARSITY LETTERING Students enrolled in Symphonic Orchestra (Orchestra II), Symphonic Band, Jazz Band and/or Color Guard can apply for a Varsity Letter. The application, with details about requirements and the application process, is available on Mr. DeWitt's website. Applications need to be submitted to Mr. DeWitt no later than April 1 st of each school year. BAND AWARDS John Philip Sousa Award – Awarded to the top senior music student, recognizing excellence in musicianship, dedication and contributions to the ensemble. Director's Award for Band – Awarded to the outstanding senior music student that demonstrates musicianship, leadership and dedication to the band program. Outstanding Band Instrumentalist – Awarded to the outstanding senior music student who performs at an exceptional level. Louis Armstrong Jazz Band Award– Awarded to the outstanding senior jazz musician. Quincy Jones Award – Awarded to the outstanding senior music student that demonstrates the same energy and versatility as the award's namesake. Most Dedicated – Awarded to the band student that demonstrates a continual dedication to excellence, regardless of the circumstances during the current school year. Most Improved – Awarded to the band student that has shown the most musical and personal growth during the current school year. COLOR GUARD AWARDS Most Dedicated – Awarded to the color guard member that demonstrates a continual dedication to excellence, regardless of the circumstances during the current school year. Most Improved – Awarded to the color guard member that has shown the most performance and personal growth during the current school year. Outstanding Performer – Awarded to the outstanding senior color guard member who performs at an exceptional level. ORCHESTRA AWARDS National School Orchestra Award – Awarded to the top senior music student, recognizing excellence in musicianship, dedication and contributions to the ensemble. Director's Award – Awarded to the outstanding senior music student that demonstrates musicianship, leadership and dedication to the orchestra program. Outstanding Orchestra Instrumentalist – Awarded to the outstanding senior music student who performs at an exceptional level. Quincy Jones Award – Awarded to the outstanding senior music student that demonstrates the same energy and versatility as the award's namesake. Most Dedicated – Awarded to the orchestra student that demonstrates a continual dedication to excellence, regardless of the circumstances. Most Improved – Awarded to the orchestra student that has shown the most musical and personal growth during the current school year. STUDENT SERVICE OPPORTUNITIES Students have many opportunities to serve their peers through the following positions. These positions are awarded on different schedules depending on the ensemble and time of year. Mr. DeWitt will post audition schedules as they are set. The opportunity to serve as a student leader is a privilege that is subject to the discretion of Mr. DeWitt. \| \| POSITION \| \| DESCRIPTION \| \| CRITERIA \| \|---\|---\|---\|---\|---\|---\| \| Librarian \| \| • Assist director with filing and distribution of music \| \| • Volunteer basis by semester • Demonstration of organizational skills \| \| \| Section Manager (Band & Color Guard) \| \| • Perform repertoire accurately and in the correct style • Assist section in learning repertoire • Facilitate sectionals • Attend weekly leadership meetings \| \| • Academics • Service record • Performance ability • Interpersonal skills • Recommendations \| \| \| Drum Major (Band) \| \| • All duties of Section Leader • Direct band in rehearsals and performances. • Coordinate student help • Assist Director as needed \| \| • Academics • Service record • Performance ability • Interpersonal skills • Recommendations \| \| \| Principal Chair (Orchestra) \| \| • Perform repertoire accurately and in the correct style • Assist section in learning repertoire. • Distribute bowings and fingerings to section • Lead sectionals • Attend weekly leadership meetings \| \| • Academics • Service record • Performance ability • Interpersonal skills • Recommendations \| \| \| Concert Master (Orchestra) \| \| • All duties of Principal Chair • Perform Violin 1 solos • Lead rehearsal in the absence of the director \| \| • Academics • Service record • Performance ability • Interpersonal skills • Recommendations \| \| MATERIALS NEEDED IN DAILY REHEARSAL Percussionists Percussion students must supply all their own sticks and mallets. The list below builds on the collection that they should have started in middle school. If you have questions, please contact Mr. DeWitt. * High Fidelity Ear Plugs (worn at all rehearsals) * Chromatic Tuner & Metronome: You may use traditional devices or the "Tonal Energy" app. o Please note that all playing assessments are performed with a metronome, so regular practice with a metronome is required for success. * Neoprene Practice pad (12" is preferred) * Stick Bag, labelled with your name, containing the following o 1 pair Vic Firth Model SD1 snare stick or equivalent for daily technique and concert playing. o 1 pair Vic Firth M140 xylophone/bell mallet or equivalent o 2 pair Vic Firth M183 marimba/vibraphone mallets or equivalent o 1 pair Vic Firth T3 Staccato timpani mallets or equivalent o GMB Snares & Tenors use Vic Firth Model SRH Ralph Hardimon Snare/Tenor Sticks o GMB Bass Drums use Vic Firth Corpsmaster Bass Drum mallets o Jazz Band students will need 1 pair Vic Firth 7A drum sticks or equivalent and 1 pair Vic Firth Heritage Brushes or equivalent * "Foundations for Superior Performance in Band" by Williams & King * "Exercises for Ensemble Drill" by Raymond Fussell * 2" 3-ring "D-style" binder with page protectors (black is preferred) * Students will need these supplies specifically for Marching Band: * Pencil pouch with pencils & highlighters o 1 Purple & 1 Gray GMB Shirt (Available from the Spirit Wear store until 7/29/2019) o School appropriate athletic clothing that permits comfortable movement. o Undergarments that provide support for strenuous movement (i.e. compressions shorts, sports bras, and similar) o Close-toed athletic shoes. No flip-flops. o Hat, sunglasses, and sunscreen o Water jug (1 gallon is super handy) o Healthy snacks: We will take multiple breaks throughout the day. All members are expected to eat throughout the day to stay healthy. The best snacks are wholegrain and low in sugar and saturated fats. o 1 roll colored duct tape for marking drill dots o Large "beach towel" for yoga/pilates String Instrumentalists * Instrument in good working order with fine tuners where practical. * Soft cloth for cleaning your instrument. * Instrument accessories (chin rest, rosin, extra strings, mute, end pin stop, etc.) * "Expressive Techniques for Orchestra" by Brungard, Alexander, Dackow & Anderson * Pencil pouch with pencils and highlighters * 2" 3-ring "D-style" binder, preferably black, with page protectors * Chromatic Tuner & Metronome: You may use traditional devices or one of the several excellent apps. "Tonal Energy" is an excellent choice. * Optional Homeowner's insurance policy coverage of your instrument. * Optional Access to a smart phone for submitting classwork and assignments. Technology will also be available should a student not have their own. * Optional Case humidifier. * If financial issues limit your access to materials, please contact Mr. DeWitt. Wind Instrumentalists * Instrument in good working order with appropriate accessories (reeds, swabs, valve oil, etc.) * "Exercises for Ensemble Drill" by Raymond Fussell * "Foundations for Superior Performance in Band" by Williams & King * 2" 3-ring "D-style" binder with page protectors (black is preferrable) * Pencil pouch with multiple pencils & highlighters * Chromatic Tuner & Metronome: You may use traditional devices or the "Tonal Energy" app. Please note that all playing assessments are performed with a metronome, so regular practice with a metronome is required for success. * Percussion Needs are listed under "Percussion Ensemble" * Homeowner's insurance policy coverage of your instrument * Students in Marching Band will need these supplies in addition to those already listed for their instrument: o 1 Purple & 1 Gray GMB Shirt (Available from the Spirit Wear store until 7/29/2019) o School appropriate athletic clothing that permits comfortable movement. o Undergarments that provide support for strenuous movement (i.e. compressions shorts, sports bras, and similar) o Close-toed athletic shoes. No flip-flops. o Hat, sunglasses, and sunscreen o Water jug (1 gallon is super handy) o Healthy snacks: We will take multiple breaks throughout the day. All members are expected to eat throughout the day to stay healthy. The best snacks are whole-grain and low in sugar and saturated fats. o 1 roll colored duct tape for marking drill dots o Large "beach towel" for yoga/pilates Color Guard Please visit the website for the most current listing of needed materials and ordering information. If financial issues limit your access to materials, please contact Mr. DeWitt. CONCERT ATTIRE Ladies – All ladies will need to purchase the concert dress that is worn for concerts, festivals, and other performances. Measurements will be taken at the beginning of the year. Specific model and ordering information is available on the website. If a student does not want to purchase a new garment, there is a bulletin board in the music room where students may list their used concert attire for sale to other students. Students not wearing the correct concert attire will not be allowed to perform. If financial need is a concern, please contact Mr. DeWitt. Gentlemen – All gentlemen will need to purchase tuxedos that will be worn for concerts, festivals, and other performances. Measurements will be taken at the beginning of the year. Specific model and ordering information is available on the website. If a student does not want to purchase a new garment, there is a bulletin board in the music room where students may list their used concert attire for sale to other students. Students not wearing the correct concert attire will not be allowed to perform. If financial need is a concern, please contact Mr. DeWitt. Marching Band & Color Guard – Marching band members will be provided a uniform. Band members are to wear the specified band shirt underneath the uniform. In addition, they will need to purchase specified gloves and shoes. Specifics of Color Guard attire will be discussed each season based on the design of the current show's uniform. FUNDRAISING Fundraising is an essential method in ensuring that every student has access to the best possible experience in the Instrumental Music Department. All students and their families are expected to participate in opportunities that our Rocky Instrumental Music Booster Board plan. Mr. DeWitt will share specific information regarding fundraising goals and projects at the start of each semester. SCHOOL INSTRUMENT RENTAL AGREEMENT & FEES RMHS has a small inventory of instruments for use by students enrolled in ensemble courses. All students using school instruments need to complete a signed "Instrument Rental Agreement" (available on the website or from Mr. DeWitt) prior to using the instrument. The fees for use, which are used to offset regular cleaning and maintenance, are detailed below. \| \| INSTRUMENT \| \| CHARGE \| \|---\|---\|---\|---\| \| Wind Instrument – Students that use a school-owned instrument. If they are requested to play a new instrument by Mr. DeWitt, then the first semester fee is waived. \| \| $62.50 per semester \| \| \| Marching Winds – Students using Sousaphones, Marching Baritones or Mellophones. \| \| No charge \| \| \| Violins & Viola – Use at school and at home. \| \| $62.50 per semester \| \| \| Contrabass or Cello – Use at home (pending available inventory) \| \| $62.50 per semester \| \| \| Acoustic Guitar – Use at school and at home \| \| $62.50 per semester \| \| \| Short term replacement – If a student’s instrument is in the shop and they would like to use a school instrument while it is being repaired. \| \| No charge \| \| \| Dings, Dents, or Other Damage – If damage occurs to an instrument that is deemed by Mr. DeWitt and an approved repair technician as beyond normal wear and tear, the student is responsible for that damage. \| \| Varies \| \| Waivers – If a student is asked to switch to playing a new instrument by Mr. DeWitt, the first semester's rent is waived. INSTRUMENTAL MUSIC BOOSTERS The Rocky Instrumental Music Boosters exist to support all aspects of the Instrumental Music Department at Rocky Mountain High School. The parents of every student enrolled in the program at Rocky are automatically members and can help in several different ways throughout the year. The Boosters are led by the Booster Board. The Board meets at least once a month to plan out the activities and needs of the Instrumental Music Program with guidance from Mr. DeWitt. Vacancies are posted each spring and nominations are accepted at the end of each school year. The positions on the Board are: * President * Band Liaison * Vice President * Color Guard Liaison * Treasurer * Secretary * Orchestra Liaison * Fundraising Liaison The parents of each student can expect to be invited to help in a wide variety of activities throughout the year. Our students' experiences are directly impacted and enhanced by the willingness of parents to participate actively in the Rocky Instrumental Music Boosters. If you have further questions regarding the Boosters, you can either contact Mr. DeWitt or read more on his website. SUPPORTING YOUR CHILD'S MUSICAL EDUCATION Your decision to provide your child with a quality musical education is an investment in their future. We've all heard about the numerous studies touting the lifelong benefits of participation in arts, including cognitive, creative, and social benefits. The suggestions listed below will help you further facilitate this opportunity for your child. What to do: * Remind your child to bring their instrument and materials to class every day. * Encourage your child to perform for family and friends. * Keep your child's instrument well maintained by scheduling annual checkups by a qualified technician. * Offer compliments and encouragement regularly. * Expose your family to a wide variety of musical experiences. * Listen to your child practice and acknowledge improvement. * Attend your child's performances with enthusiasm! Encourage quality practicing: * Provide a music stand in a quiet place for your child to practice. * Assist with scheduling consistent practice time each day. For example, always practice after dinner, immediately after school, etc. * Remain nearby during practice times to help them stay on task and to help them document accurate practice reports. * Praise your child's efforts and achievements. Encourage private lessons and summer camps: Private lessons and summer music camps provide students with a level of individual attention that simply cannot be given during ensemble rehearsals at school. Our rehearsals are for blending parts together to create the sound of the group, whereas private lessons focus on an individual's part and the necessary techniques to be successful. Students who take private lessons find more success in rehearsal as well as opportunities with auditioned ensembles. Ultimately, the more information they have about their instrument they more enjoyment they will have! 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Daffodils水上勉　「水仙」 Zeljko Cipris, Minakami Tsutomu Daffodils Minakami Tsutomu Translated by Zeljko Cipris This short story is set in Fukui Prefecture in 1947 during the US occupation 1 Daffodils that bloom along the Cape Echizen cliffs overlooking the Sea of Japan are wild. With their sword-shaped slender leaves and lovely white or yellow blossoms, these plants convey a sense of trim tidiness that makes them stand out among rare winter flowers and attracts many admirers. Perhaps because they are wild, these Echizen daffodils look tougher at a glance than their counterparts grown in city greenhouses. The green of their leaves too is a shade darker. Tough as they are – perhaps because they grow on windswept hills pounded by roaring waves – they look all the lovelier for being wild. Nowadays, when trains arrive at Takefu, Fukui, and other stations along the Hokuriku main line near Cape Echizen, socalled flower girls with pretty golden baskets stroll from window to window selling daffodils in small bunches, bulbs and all. They have recently made this wild flower the "regional flower" of Fukui Prefecture. The flower girl called Kimiko who features in this story was born in the village of Tategami. The village forms a section of Shikaura, a town in a bay a mile or two from Cape Echizen, where cliffs follow the coast toward the city of Tsuruga. Back then, wild flowers were not yet so sought after. Kimiko died at seventeen, and had been selling daffodils since she was fourteen. Right after the war, when she lived, wild daffodils that grew back of Tategami were not yet famous enough to be sold at train stations. She would trim the flowers at home, wrap them in a straw mat, carry them to stores in Tsuruga or Takefu, and sell them to be used for New Year's offerings. Villages where the daffodils bloom face steep cliffs, so they possess very little arable land. Going up to the mountains to make charcoal was about the only sideline available to the farmers, and selling daffodils was the most common side work among the women. In the blossoming season, even during the war, lines of women could be seen crossing the long mountain paths of Echizen on foot, walking seven or eight miles to Takefu to sell daffodils. The women ranged in age from girls of fourteen or fifteen to young wives of twenty-six or twenty-seven. In their splash-pattern cotton kimonos with red sashes holding up the sleeves, wearing wrist guards and leggings, they looked just like strolling medicine vendors from Echigo who are seen in cities like Tokyo. What was different was that the straw bundles they shouldered contained bunches of daffodils. Many of the women crossed the mountains carrying dozens of pounds of flowers on their backs. Along the main road of Hokuriku where the shops of Tsuruga and Takefu are located, devout Buddhists are many and every home celebrates the New Year by making offerings to the Buddha. Not surprisingly, shopkeepers look forward to the arrival of the young women who come from the far side of the cape, carrying wild flowers for the floral offerings. In Takefu, along the Omotegawa River, there was a wholesale cutlery shop run by Murakami Tasuke where Kimiko had been selling daffodils since she was thirteen, and had made friends with the family. The Murakami proprietress enjoyed buying Kimiko's daffodils every year. Although Kimiko was seventeen when she died, she had matured early and already at thirteen had a round, plump face that men found attractive. Her mouth, with its slightly pouting lower lip, also looked most winsome. Considering her too pretty for a flower girl, the Murakami proprietress greeted her arrival by pulling up a stool for her in a sunlit spot in front of the shop, and serving her tea. "Thank you for coming such a long way! You must've got up real early this morning. What time do you leave Tatagemi?" Glancing at Kimiko's dust-covered leggings, the proprietress pictured the girl walking alone from her distant hamlet along the lonely mountain paths. "I get up at three," replied Kimiko, "then go up to the mountain with Pop to pick flowers. We get back down at five. I eat breakfast, get ready, and leave the village at six." The proprietress gazed at the strikingly healthy face of this girl who had crossed some eight miles of mountain trails. "Is the trail good all the way?" "Well, I go along the sea from Shikaura to Komenoura, and when I get to Kono I start up the mountain. There're lots of cliffs along the sea, so some places are pretty dangerous. Sometimes when it's snowing, these really tall and scary waves wash right over the trail." The daffodils that the girl carried along such daunting seaside paths cost even less than those bought in the town's flower shops. Of course, as these were wild flowers, maybe the price covered only their transportation. Kimiko arrived in late December of every year. It was a season when the shops of Takefu were festooned with New Year's decorations. Omotegawa River flowed ice-cold through the town, and in the mornings tiny pillars of frost rose along its banks. The daffodils that the girl had carried, her breath forming puffs of white vapor, still bore a fragrance of the mountains. Black soil adhering to the flower bulbs was moist and gave off a scent of the sea. 2 On the morning of December twenty-fourth of that year, Kimiko climbed the mountain with her father Senkichi to pluck the daffodils, bulbs and all, wrap a day's worth with straw and walk back down to their home. That very morning, as they were eating breakfast, she exclaimed, "Pop, there're gunshots! I'm scared!" Startled by his daughter's sudden words, the father raised his dim eyes and said, "Gunshots? Reckon it'll be some hunters." "They're not hunters," replied Kimiko. "They're foreign soldiers." By the time Kimiko left the village of Tategami in the early morning and walked along the seashore path, the sun rose above the wavelike ridges of the Nanjo mountains behind her. Even so, the path remained in the shadow and was dark. Within that darkness were parked several jeeps. Occupation army soldiers stationed in Tsuruga had come with shotguns to shoot wild ducks. The seashore around here is said to be the only coastal hunting ground for ducks in Japan. Because the country was still under occupation, no Japanese owned a gun. The most the local people could do was to coat rice stalks with birdlime, scatter them along the shore where ducks are likely to land, and grab the birds by hand. At some point, foreign soldiers started to hunt along the trail that Kimiko passed. Some of the foreign soldiers' faces were white and some were black. To Kimiko, all their faces looked strange. It was not just the blue eyes. The downy hair covering their cheeks and the long black hair on the backs of their hands struck her as revolting. Whenever Kimiko encountered these soldiers, she stepped off the seaside trail to pass them. Catching sight of her with the daffodils on her back, some of them smiled while others teased her with incomprehensible words, whistled, or pretended to block the narrow path. Yet once Kimiko passed them, her face bright red, they made no effort to follow her. Evidently it delighted them to have a little fun at the expense of the pretty girl they happened to come across on the lonely seaside path. Kimiko, however, was terrified by their hunting guns. She remembered the day during the war when a fisherman from Tategami who was walking through the mountains wearing a straw raincoat was mistaken for a wild boar and shot. Ever since, it was said throughout the village that anyone mistaken for a wild boar risked getting shot. Kimiko worried that seen from a distance, the light-brown bundle of daffodils on her back might be taken for a wild boar. "Don't be scared," her father had said, "Americans wouldn't make that kind of mistake. They're just aiming to get themselves some Japanese ducks to eat." That day too, the father's face wore its customary expression as he watched his daughter leave the house with the daffodils on her back. Father, who had worked making charcoal, had that autumn injured himself in the mountains. His right leg had not recovered properly after surgery, forcing him to spend the whole winter idle. Accompanying his daughter to help her pluck daffodils was the most he could do. The money his daughter earned went to pay the yearend debts. And so, watching his daughter leave, he felt boundlessly grateful to her. When the daughter reached a bend in the mountain path down by the shore, she briskly turned around to wave and smile toward her village home, as she always did. But the father did not see her smile. Behind the daughter rose a raging sea. Tall waves surging in enormous billows were biting at the rocks. 3 Gazing at the face of the girl who had come to sell daffodils, the proprietress of the Murakami cutlery shop noticed that Kimiko looked oddly paler than she had in previous years, and that her eyelids seemed swollen. "What's wrong, Kimiko? You're looking pale." While a shop clerk was bringing out the tea, the woman scrutinized the seated flower girl and felt that something was out of place. Her clothing looked in disarray. Normally, her wrist guards and leggings were fastened with severe tightness, and though her small hands were red and swollen with frostbite, Kimiko gave off a feeling of trim tidiness. But on this particular day, even the sash holding up her sleeves was not in place. Also, the knot of her obi somehow looked slovenly. The proprietress' eyes darkened. "What's wrong, Kimiko? You're looking odd today." Kimiko blushed. "It's nothing," she said, but quickly lowered her face. After paying for the flowers, the proprietress continued to look at Kimiko's disorderly appearance, until it suddenly occurred to her that this girl had become a woman. It was an intuitive perception that would only strike an older woman. Once she realized it, the proprietress found herself unable to continue her conversation with Kimiko. "Take care on your way back," said the proprietress. Kimiko flashed a wry smile, swung the bundle of flowers onto her shoulders, and went off to the next customer. The following day too Kimiko looked pale and vaguely downcast. Her limping father at once sensed a change in the girl. Ordinarily, after setting down her empty bundle on the earthen floor and washing her hands in the stream in front of the house, Kimiko cheerfully chatted about what her customers had told her, and about the villagers she met along the way. It puzzled Senkichi that she did none of that now. Knowing his daughter would return home after dark, it was Senkichi's custom to limp about as he started a fire in the hearth and waited for her while fixing dinner. The house's roof – thatched with cedar bark and held down by flat stones – trembled constantly in the powerful gusts of wind from the sea. Beneath a bare and swaying five-candlepower bulb sat his hungry daughter, plying her chopsticks in a strangely dejected way. "Kimi, is something wrong? You're looking awful pale." "No, nothing," Kimiko shook her head. "Nothing's wrong, Pop." "It's gotten chilly, so be sure you don't catch cold or you won't be able to go to town. Take good care of yourself, you hear?" At a time like this, her widowed father immediately thought of the girl's mother, who had died so young. She came to his mind both because Kimiko resembled her and because he thought he would not have to put her through this much trouble if her mother were still alive. Though his face looked downcast, he gazed with pleasure at his daughter and her good appetite: she was eating her third bowl of rice. "American soldiers still coming to the beach with their guns?" he asked. Kimiko's chopsticks stood still for a moment, and she dropped a slice of pickled radish onto her plate. "Yup," she said. "Is that right? They all come in their jeeps, do they?" "Right, they park their jeeps on the ridge, hide behind rocks, and wait for the ducks." "Who goes to get the ducks they shoot?" "Looks like they pay fishermen from Kono good money to go out on their boats." "No kidding?" Senkichi grimaced with regret. If only his leg were good, even he could do that much. "They really got colored soldiers too?" "Yup," replied Kimiko. At that moment, for some reason, she shivered. Senkichi glanced at his daughter's frightened face, but soon broke into a grin. "I know you're scared of those guns," said Senkichi. "They're just to shoot the ducks with, so don't you worry about them." Kimiko's chopsticks stayed motionless in midair. The look in her eyes suggested she was thinking about something else. 4 After the New Year, Kimiko's face grew even paler. During New Year's she rested from selling daffodils but with the arrival of the lunar New Year in February, she once again had to go to nearby towns to sell the flowers. This was because some of the townspeople were accustomed to celebrating the lunar New Year as the official New Year. In February the snow grew deep. Father and daughter had to trudge through a snowed-in valley to dig up the daffodils that grew on bare patches of ground in the shade of rocks. For Senkichi too, this took twice as long. To the back of the terraced hills so typical of the countryside between the cape and Tategami, rise craggy mountains swept by fierce winds. Blown by the northern gales, here the snow too quickly freezes. The daffodils hauled by Senkichi were few, but this conveniently allowed him to keep pace with Kimiko's footsteps. The snow-covered path took them three times as long. Amid the melting snows at the beginning of March, yellow daffodils were blossoming all over the terraced hills – a sure sign of spring. Mountain streams flowed giving off billows of vapor, and yellow-stained waters fell languidly to the sea. On the morning of March twenty-second, Kimiko was about to set out from the village with a considerable load of yellow spring daffodils on her back, when she turned around toward Senkichi and asked, "Pop, you still got enough medicine?" The medicine in question was the ichthyol ointment that she purchased at a drugstore in Takefu. Because Senkichi's left knee joint had once again started to hurt, he had to keep applying to it strips of oil paper freshly spread with the black ointment. Senkichi stepped back into the house for a moment, checked the medicine box, and said, "Good thinking. Please buy some, would you?" Kimiko nodded in assent, and started off down the sloping road. It was a windy day. Blowing up from the sea, the wind was not as cold as in midwinter, yet it was almost powerful enough to knock Senkichi over as he stood there seeing off his daughter. Anxious that Kimiko with the load on her back was being pummeled by even stronger winds and might lose her footing, Senkichi stepped out to the edge of the rocks to gaze toward the coastal trail. Kimiko's figure, reduced to a dot, could be seen hurrying in the direction of Tsuruga. Senkichi felt relieved. Not only had he worried over her paleness for some time now, it worried him that two or three days earlier Kimiko had thrown up, saying the food she had eaten did not agree with her. He both felt sorry about relying on his daughter's earnings for so long, and sad about the stubborn pain in his knee joint. It did not occur to Senkichi that he was seeing Kimiko – now smaller than a dot – for the last time. She had said she would buy the ichthyol at the Takefu drugstore, so he believed that if only she could sell her daffodils she would return by nightfall. But on that day Kimiko did not return. It took Senkichi by surprise. The temple bell rang at six. Ordinarily, if he stepped out to the edge of the rocks around that time he would be sure to see Kimiko hurrying toward him along the white coastal trail. This time, however, Senkichi's eyes could make out only the rough sea pounding repeatedly against the craggy shore, but no trace of Kimiko. On some days she was late so he did not get worried until about eight, but when she had still not returned at nine, his anxiety grew intense. It made him all the more anxious that it had been such a windy day. If she missed her footing somewhere along the way and fell into the sea, the huge waves could easily swallow a girl who was shouldering a heavy load. In some places the trail was so low it almost touched the sea, in others it followed the edge of steep cliffs where one had to jump from one rock to the next. Thinking of that, he grew even more anxious. When she did not return even at ten, Senkichi limped over to the house of his next door neighbor, Hayashi Saemon, and knocked on the door. "Kimiko's not back. I wonder what's happened to her." A man past sixty, Hayashi Saemon was well acquainted with Kimiko's diligence and surprised to hear that she had not returned. "Son, kindle a torch. You've got strong legs. Go out to the beach and take a look." Knowing that Senkichi's leg was in no condition for a search along the nearby beach, Hayashi Saemon told his oldest son and daughter-in-law to run to the point of Tategami's small cape and have a look around. Senkichi and Hayashi Saemon stepped out to the edge of the rocks and watched two burning torches move off at a run. The night was dark. Waves chewed on rocks, sending up ash-colored spray, and the open sea was black as charcoal. Looking at that sea, Senkichi turned pale. A feeling suddenly struck him that Kimiko had been swallowed up by the sea. "Kimi, Kimi, come back to me… Please, come back to me…" Pressing his palms against each other, Senkichi dragged his crippled leg toward the darkness. The two torches were coming back, having found nothing. The shouts of Hayashi Saemon's son could barely be made out, shredded by the roar of the waves. "She's not there, she's not there!" 5 Kimiko's body was discovered early next morning on a rough shoreline near the rock cliffs of Komenoura, where large black crags jut out of the water here and there. A Komenoura fisherman had taken his boat onto the now calm sea to haul up his octopus pots. Although the spot where Kimiko was found is close to the shore, the water is rather deep and so a great many octopus traps had been set all around. The fisherman had been poling his boat among the rocks. Below one of the large rocks there is a cave-like hole where the bluish purple water swirls in a whirlpool and is dreadfully deep. The fisherman glanced toward the corner of the rock, and what he saw took his breath away. The water's surface was covered with a fine carpet of flowers. "What in the world!" The astonished fisherman poled the boat closer and saw that the flowers were daffodils. Did a flower seller toss them into the water, straw bundle and all? The cords that had bound them together had been cut by the rough waves, and the daffodils floated on the water like a layer of embroidered cloth. The fisherman had been looking at those scattered daffodils for a while, when his eyes suddenly lit up. He spotted a gray shape under the straw bundle. "Is it a person?" He feared it might be. Drawing still closer, he stepped up to the prow, crouched to take a look, and gasped. A hand surfaced. The hand was white. It looked almost like a child's hand. Coming up from below the bundle of daffodils, the hand encircled the bundle as though embracing it. The fisherman prodded the bundle lightly with the tip of his pole. The hand moved along with the bundle. And as the bundle rebounded, it revealed what it had been hiding, and black hair suddenly floated up like spilled ink. "It's a girl!" The dumbfounded fisherman instantly leapt over the nearby rocks, ran up the shore, and reported the matter to the Shikaura police substation. The policeman at the substation was a round-shouldered man of over fifty who sported a clipped moustache. On hearing the fisherman's report, the policeman hurriedly forwarded the information to the town police station in Asahi, and followed the fisherman to the scene. Sure enough, it was a girl. She was wearing a splash-pattern cotton jacket with a red sash. Her wrist guards and leggings were all in place. With the help of some young men from Komenoura, they carried her body to the beach. "It's the Tategami girl," said one of them. He had often seen Kimiko passing through Komenoura on her way to Takefu. "It's her for sure, the pale chubby girl. She's the girl who goes to sell daffodils." The local policeman listened to the explanation, his lower jaw trembling. "This here is a suicide," said some of the villagers. "She walked along here every day and knew this trail backwards and forwards; no way could she take a wrong step and fall in. She must've killed herself." "No, hang on just a minute," said one of the young men. "Look what's happened to her flowers. I'd say she passed through here early yesterday morning. The wind was real strong. A whole lot of them occupation soldiers were here to shoot ducks." "………." The local policeman glared at him and asked, "Did the occupation troops do something?" "I don't know," replied the young man, raising his shoulders in a shrug. In the nearby city of Tsuruga there had recently occurred an incident of mass rape in which occupation soldiers had violated a number of Japanese girls. It was also possible that when Kimiko chanced to pass the soldiers who had come to shoot ducks, they raped her. But there was no positive proof. "Did you really see something?" demanded the policeman, as though scolding the youth. "No, I just saw a lot of them driving jeeps, come to shoot ducks, that's all." "Don't be saying things if you got no hard proof," said the policeman, raising his hand to his moustache. "Anyhow, go tell her pa." It was two hours later that Kimiko's father, Kushida Senkichi, arrived at the scene, accompanied by Hayashi Saemon. When Senkichi, dragging his bad leg, struggled up to a gap in the rocks and caught sight of his daughter laid out on a rough straw mat, he turned pale as wax. "Kimi, Kimi…" Senkichi rushed up to his daughter's body and bent down over it. Kimiko's eyes were half open. Though her face still had a rosy tinge and looked alive, her body was cold as ice. "Kimi, Kimi, why did this happen to you? Why'd you die, tell me!" The crippled father broke into sobs. His daughter lay silent. "Senkichi," said the policeman. "Look at me. She was carrying the pack of daffodils on her back, and she fell into the sea. Your daughter must've slipped and fell in. Why, look at them daffodils, it's like they're blooming in the sea." The father raised his tear-stained face to look at the water among the rocks, and it was as the policeman had said. The bluish purple water was circling in a whirlpool over the deep dark cave, moving the flower-patterned layer round and round. "There's some that says… that she was raped and thrown in, but if that was so she wouldn't have had the pack on her back. Your daughter was still carrying the pack, daffodils and all, right on her back." The policeman said it as though to convince him. Yet there was somebody whose face showed that the policeman's explanation did not convince him. This was the youth who had said earlier that he saw occupation soldiers in the area. Though the policeman claimed that the girl had been shouldering the bundle of flowers, according to the fisherman who found her she only seemed to be holding it with one hand. The difference was rather subtle. For what reason would she have taken the bundle off her back? It would make sense once she had reached town, but it was strange that she would put down her bundle midway along a deserted trail. "Sure enough, somebody did something rotten to her…" As the young man's doubts gradually spread among the villagers, many turned against the hasty policeman, and no conclusion was reached concerning Kimiko's death. The policeman, however, wrote it up as an accidental death and dispatched the report to the local jurisdiction office. It was a letter sent in by a young man from Komenoura that led to the Fukui prefectural police becoming involved with the case of the flower girl's death. The prefectural police headquarters issued an order that before the funeral could take place the flower girl's body be submitted to an official autopsy. The local policeman was thrown into a panic. He had long since written up his report, and now that forensic officers were to reexamine the body, it depended entirely on their findings whether his on-the-spot judgment would turn out to have been a major blunder. The autopsy was conducted as ordered. Three forensic doctors from the prefectural police headquarters appeared in Tategami village and curtained off a section of the Bodaiji Temple garden to which entry by the general public was strictly forbidden. Kimiko's body, which had been temporarily placed in a coffin, was already showing purple spots here and there, and it now being early spring, was starting to decay. The doctors, wearing white masks, performed the operation with scrupulous care. As is common practice in cases of this sort, they first examined the girl's genital area. One of the doctors blanched. "Sir, did your daughter have a boyfriend?" asked the city doctor gently. "I don't know," Senkichi shook his head. "She was not a loose girl. She wasn't the sort of girl who'd have some fellow in secret." The doctor nodded. If that was so, the Komenoura youth's assumption was probably correct. If occupation soldiers were on the scene that day, it was most likely they who raped her. The father was asked to step outside the curtain. "She's pregnant, isn't she… Let's open her abdomen." Carefully making a cross-shaped incision in the lower abdomen, they extracted a swollen uterus. The local police chief who was witnessing the autopsy now whispered some instructions to the local policeman, and stepped outside the curtain. "Sure enough, Senkichi, your daughter's body is clean. Nobody raped her. She slipped and fell into the sea that morning… The wind was strong that day." That is what the local police chief, taking the place of his subordinate, told Senkichi. Kushida Senkichi lowered his head and nodded. This took place in the spring of 1947. About the author Minakami Tsutomu (水上勉), March 8, 1919 September 8, 2004), also known as Mizukami Tsutomu, was a popular and prolific Japanese author of novels, detective stories, biographies, and plays. Many of his stories were made into movies. Minakami was born in Wakasa, Fukui prefecture, to a poor family. Between the ages of 9 and 12, he was a novice in a Zen temple in Kyoto. Disillusioned by the conduct of the temple's chief priest, however, he left the temple in 1936. Minakami entered Ritsumeikan University to study Japanese literature, but dropped out for financial reasons and because of bad health. In 1952 the autobiographical Furaipan no uta (Song of the Frying Pan), became a best-seller. In 1960, his story centering on Minamata disease, Umi no kiba (The Ocean's Fangs), started his career as a writer of detective stories on social themes. His autobiographical Gan no tera (Temple of the Geese) won the Naoki Prize in 1961, and was adapted for film by Kawashima Yuzo (1962). He followed this in 1962 with Kiga kaikyo (Starvation Straits, 1962) which was made into a film under the same name by Tomu Uchida (A Fugitive from the Past, 1965), and Kiri to kage (Fog and Shadows, 1963), then novels dealing with women's concerns, including Gobancho Yugiri-ro (The Pavilion of the Evening Mist at Gobancho, 1963) and Echizen takeningyo (The Bamboo Dolls of Echizen, 1964). He won the 1975 Tanizaki Prize for his biography Ikkyu (一休). Minakami's story Suisen (Daffodils) was published in 1963. Zeljko Cipris teaches Asian Studies and Japanese at the University of the Pacific in California and is a Japan Focus associate. He is co-author with Shoko Hamano of Making Sense of Japanese Grammar, and translator of Ishikawa Tatsuzo's Soldiers Alive and A Flock of Swirling Crows and Other Proletarian Writings, a collection of works by Kuroshima Denji. Zeljko's translation of The Crab Cannery Ship and Other Novels of Struggle by Kobayashi Takiji will be published in early 2013. This translation is dedicated to Shane Satori and Ljubomir Ryu. Recommended citation: Minakami Tsutomu, "Daffodils," The Asia-Pacific Journal, Vol 10, Issue 23, No 2, June 4, 2012. Articles on related subjects MireKoikari (https://apjjf.org/-Mire-Koikari/3487), Feminism and the Cold War in the U.S. Occupation of Japan, 1945 – 1952 TereseSvoboda (https://apjjf.org/-Terese-Svoboda/3148), U.S. Courts-Martial in Occupation Japan: Rape, Race, and Censorship TereseSvoboda (https://apjjf.org/-Terese-Svoboda/2737), Race and American Military Justice: Rape, Murder, and Execution in Occupied Japan ChalmersJohnson (https://apjjf.org/-Chalmers-Johnson/2686), The 'Rape' of Okinawa *ChalmersJohnson (https://apjjf.org/-Chalmers-Johnson/2021), THREE RAPES: The Status of Forces Agreement and Okinawa 10	<urn:uuid:81132662-2250-44bf-a219-906f3ccd96c8>	CC-MAIN-2019-43	https://apjjf.org/-Minakami--Tsutomu--Zeljko-Cipris/3761/article.pdf	2019-10-22T09:50:31Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00212.warc.gz	380,677,389	7,619	eng_Latn	eng_Latn	0.993754	eng_Latn	0.999325	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3137, 6746, 10120, 13194, 17018, 20181, 23430, 26669, 29854, 29922 ]	[ 2.421875, 1.203125 ]	12	0
YEAR 1 & 2 Bournmoor Primary School Curriculum Grid 2018/19 \| \| \| \| \| Autumn \| Spring \| Summer \| \|---\|---\|---\|---\|---\|---\|---\| \| Subject \| \| \| \| FIRE AND ICE EXPLORERS \| ALL CREATURES GREAT AND SMALL \| I DO LIKE TO BE BESIDE THE SEASIDE \| \| \| Writing \| Transcription \| \| Spelling: see National Curriculum Appendix 1 \| \| \| \| \| \| Composition \| \| Writing: narrative and non-narrative see National Curriculum Programme of Study Page 24 and 31 \| \| \| \| \| \| \| VGP \| Vocabulary, Grammar and Punctuation: see National Curriculum Appendix 2 \| \| \| \| \| Reading \| Word reading \| Word reading \| See National Curriculum Appendix 1 Page 20 and 27 \| \| \| \| \| \| Comprehension \| \| Texts include a range of fiction i.e. myths and legends and stories from other cultures, plays, poetry non-fiction texts and information books plus dictionaries \| \| \| \| Phonics \| Phonics \| \| \| Daily phonics sessions using Letters and Sounds \| \| \| \| Speaking and Listening \| \| \| \| 12 statutory statements: see National Curriculum page 17 \| \| \| \| Maths \| \| \| \| Place Value, Addition and Subtraction, Multiplication and Division, Geometry – Shape, Time, Graphs, Money, Fractions, Length and Height, Weight and Volume, Capacity/Volume/Mass and Temperature and 3-D Shape \| \| \| \| Science \| \| \| \| Plants (linked to seasonal change) Identify and describe the basic structure of a flowering plant Identify and name a variety of common plants including deciduous and evergreen trees \| Animals (linked to Seasonal Change) Identify and name common animals that are fish, birds, amphibians, reptiles, mammals and invertebrates Identify and name a variety of common animals that are carnivores, herbivores and omnivores Humans Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense \| Materials Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties \| \| \| \| \| \| Working scientifically should underpin every lesson – PLAN, DO and REVIEW \| \| \| \| \| \| \| \| Seasonal change: Observing the apparent movement of the sun during the day Observing changes across the four seasons Observing and describing weather associated with the seasons and how day length varies \| \| \| Geography Fire and Ice Human and Physical Geography – Our Local Area Seaside Study Fieldwork and observational skills - Look at physical features of the Extreme Earth. Exploring hot and use these to study the geography local seaside and use key \| PSHE \| A New Adventure and Team Classroom charters, rights & responsibilities Turn that Frown Upside Down Managing my feelings Positive thinking \| Be Friendly, Be Wise Making and Staying Friends We’ve Got Rights! What do all children need? Wants and needs \| Living Long, Living Strong Hygiene, including dental hygiene Drugs Education Hazards around the home \| Safety First Safety at home – inside and out Road safety Celebrate Diversity \| Our World School protectors – our school environment and community \| \|---\|---\|---\|---\|---\|---\| \| RE \| Why is the Bible special to Christians? What can we learn from the story of St Cuthbert? \| How and why is light important to Christmas? \| What does it mean to belong in Christianity? \| How do Christians celebrate Easter? \| \| \| Music \| Charanga Unit Hey You! \| Charanga Unit Ho, Ho, Ho! & Christmas Performance music and songs \| Class assembly – music, songs and rhythm around topic work \| Charanga Unit Round and Round \| Charanga Unit Into the Groove! \| \| DT \| Structures A historical home e.g. on Pudding Lane \| Food Technology Healthy Celebration food snack \| Textiles Making a Puppet \| \| \| \| PE \| Skills, Agility & Quickness (SAQ) Netball/ Basketball \| Gymnastics Tag Rugby \| Dance Badminton \| Gymnastics SAQ/Cricket & Rounders \| Cricket/ Rounders Athletics \| \| Art \| Sketching and Painting Create work based on one artist e.g. Piet Mondrian \| \| Collage and Patterns Focus on finger painting and sponge printing to look at an artist e.g. Picasso \| \| \| \| Computing \| Digital Literacy E-safety Computer Science Programming bee-bots and coding. I.C.T - Word documents. \| \| Digital Literacy E-safety Computer Science Programming bee-bots and coding. I.C.T - Word documents. \| \| \|	<urn:uuid:262681e2-2f00-4170-ae79-d6ec88435968>	CC-MAIN-2019-43	http://www.bournmoor.durham.sch.uk/wp-content/uploads/sites/50/2015/07/Year-1-and-2-Curriculum-Overview-2018-19-1.pdf	2019-10-22T09:20:28Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00211.warc.gz	220,398,619	1,096	eng_Latn	eng_Latn	0.964478	eng_Latn	0.952336	[ "unknown", "eng_Latn" ]	false	docling	[ 2539, 4526 ]	[ 3.859375 ]	1	0
Bournmoor Primary School Policy for Sex and Relationship Education 1. This policy was developed in response to Sex and Relationship Education Guidance DfES 2000, the National Teenage Pregnancy Strategy and National Healthy Schools Programme. 2 The Consultation Process Has Involved: - Review of SRE curriculum content with staff - Consultation with school nurse - Consultation with school governors 3. What Is Sex and Relationship Education? SRE is lifelong learning about physical, sexual, moral and emotional development. It is about the understanding of the importance of stable and loving relationships, respect, love and care, for family life. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. 4. Principles and Values In addition Bournmoor Primary School believes that SRE should: - be an integral part of the lifelong learning process, beginning in early childhood and continue into adult life - be an entitlement for all young people - encourage every student to contribute to make our community and aims to support each individual as they grow and learn - be set within this wider school context and supports family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. nuclear family. It includes a variety of types of family structure, and acceptance of diversity - encourage students and teachers to share and respect each other's views. We are aware of different approaches to sexual orientation, without promotion of any particular family structure. The important values are love, respect and care for each other - generate an atmosphere where questions and discussion on sexual matters can take place without any stigma or embarrassment - recognise that parents are the key people in teaching their children about sex, relationships and growing up - we aim to work in partnership with parents and students, consulting them about the content of programmes - recognise that the wider community has much to offer and we aim to work in partnership with health and education professionals Sex and Relationship Education in this school has three main elements: Attitudes and Values - learning the importance of values, individual conscience and moral choices - learning the value of family life, stable and loving relationships, and marriage - learning about the nurture of children - learning the value of respect, love and care - exploring, considering and understanding moral dilemmas - developing critical thinking as part of decision-making - challenging myths, misconceptions and false assumptions about normal behaviour Personal and Social Skills - learning to manage emotions and relationships confidently and sensitively - developing self-respect and empathy for others - learning to make choices with an absence of prejudice - developing an appreciation of the consequences of choices made - managing conflict - empower children with the skills to be able to avoid inappropriate pressures or advances (both as exploited or exploiter) Knowledge and Understanding - learning and understanding about physical and emotional development at appropriate stages - learning about reproduction, human sexuality, personal health, emotions and relationships - learning about where to go for help or advice in school and how to access a range of local and national support agencies 5. Aims The aim of SRE is to provide balanced factual information about human reproduction, together with consideration of the broader emotional, ethical and moral dimensions of sexual health. Our SRE programme aims to prepare children for an adult life in which they can: - develop positive values and a moral framework that will guide their decisions, judgements and behaviour; have the confidence and self-esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationship they want - understand the consequences of their actions and behave responsibly within sexual and pastoral relationships - avoid being exploited or exploiting others or being pressured into unwanted or unprotected sex - communicate effectively by developing appropriate terminology for sex and relationship issues - develop age appropriate awareness of their sexuality and understand human sexuality - challenge sexism, homophobia and prejudice, and promote equality and diversity - understand the arguments for delaying sexual activity - be aware of sources of help and acquire the skills and confidence to access confidential health advice, support and treatment if necessary - be equipped with age/stage appropriate information Bournmoor Primary School specifically delivers Sex and Relationship Education through its PSHE Programme, RE and Science. Much of the Sex and Relationship Education takes place within PSHE lessons and focuses on the emotional aspects of development and relationships, although the physical aspects of puberty and reproduction are also included in Y5 and Y6 in Science and through presentation by the school nurse. Children have the opportunity to talk in single sex groups with the school nurse and have appropriate questions answered. The PSHE Programme and Science National Curriculum are taught in every year. Any SRE lesson may consider questions or issues that some students will find sensitive. Before embarking on these lessons ground rules are established which prohibit inappropriate personal information being requested or disclosed by those taking part in the lesson. When pupils ask questions, we aim to answer them honestly, within the ground rules established at the start of the sessions. When it is felt that answering a specific question would involve information at a level inappropriate to the development of the rest of the students, the question may be dealt with individually at another time. More expert or specialist teachers may support staff that are uncomfortable with teaching certain aspects of the SRE curriculum. Support and professional development will be provided for these staff, so that they can develop their confidence in delivering the whole of the SRE programme. Assessment is carried out at appropriate times and involves teacher, pupil and peer assessment of knowledge and understanding, skills, and attitudes. 7. Inclusion Ethnic and Cultural Groups We intend our policy to be sensitive to the needs of different ethnic groups. For some young people it is not culturally appropriate for them to be taught particular items in mixed groups. We encourage parents /carers to discuss any concerns with the Headteacher. Students with Special Needs We will ensure that all young people receive sex and relationship education, and we will offer provision appropriate to the particular needs of all our pupils taking specialist advice where necessary. Sexual Identity and Sexual Orientation We aim to deal sensitively and honesty with issues of sexual orientation, answer appropriate question and offer support. Young people, whatever their developing sexuality need to feel that sex and relationship education is relevant to them. 8. Right of Withdrawal of Students from Sex and Relationship Education Some parents prefer to take the responsibility for aspects of this element of education. They have the right to withdraw their children from all or part of the sex and relationship education except for those parts included in the statutory National Curriculum (i.e. in Science lessons). We would make alternative arrangements in such cases. Parents are encouraged to discuss their concerns or decisions with staff at the earliest opportunity. Parents are welcome to review any SRE resources the school uses for example the Lucinda and Godfrey Scheme. 9. Confidentiality and Safeguarding It should be made clear to pupils that all adults in school cannot guarantee absolute confidentiality. This should be made clear when forming the class Ground Rules. A child under 13 is not legally capable of consenting to sexual activity. Any offence under The Sexual Offences Act 2003 involving a child under 13 is very serious and should be taken to indicate a risk of significant harm to the child. Cases involving under 13's should always be discussed with the nominated child protection lead. Under the Sexual Offences Act, penetrative sex with a child under the age of 13 is classed as rape. Therefore, in all cases where the sexually active young person is under 13, a referral should be made to Social Care Direct identifying the young person, and the sexual partner if known. Following this, a Strategy Meeting or discussion will be held. The meeting will involve a Team Manager, Social Worker, Police, Health Worker, Education and Welfare and other relevant agencies, to discuss appropriate next steps. Where the allegation concerns penetrative sex, or other intimate sexual activity occurs, there would always be reasonable cause to suspect that a child, whether girl or boy, is suffering or likely to suffer significant harm. All cases involving under 13's should be fully documented including detailed reasons why decisions were made not to share information. Health professionals in school are bound by their codes of conduct but have a duty to share information with relevant others, if they believe that a child is suffering abuse. These procedures should be read in conjunction with the Durham LSCB protection procedures (link) with special reference to Sections 3 'Referral and Investigation' and Section 6.13 'Sexually Active Children under 18' – 'Young People under the age of 13' 10. Monitoring and Evaluation of Sex and Relationship Education It is the responsibility of the PSHE Co-ordinator to oversee and organise the monitoring and evaluation of PSHE, in the context of the overall school plans for monitoring the quality of teaching and learning. The Governors Curriculum Committee is responsible for overseeing, reviewing and organising the revision of the Sex and Relationship Education Policy Ofsted is required to evaluate and report on spiritual, moral, social and cultural development of students. This includes evaluating and commenting on the school's sex and relationship education policy, support and staff development, curriculum and CPD and delivery. Date for Review November 2018 Mrs L A Snowdon Headteacher Mrs T Bell Chair of Governors	<urn:uuid:5bc97f64-26a1-423b-80b6-fa68832e7522>	CC-MAIN-2019-43	http://www.bournmoor.durham.sch.uk/wp-content/uploads/sites/50/2014/07/Sex-and-Relationship-Education-Policy.pdf	2019-10-22T10:18:28Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00218.warc.gz	227,405,848	1,901	eng_Latn	eng_Latn	0.994991	eng_Latn	0.996101	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2001, 3975, 6356, 8666, 10432 ]	[ 3.71875 ]	6	0
Lesson insert Overview An activity using myworldofwork.co.uk to link the study of Fashion and Textiles to possible careers. Objectives As part of a wider lesson, this lesson insert intends to: [x] Encourage pupils to research careers related to the fashion and textile industry [x] Highlight the skills required to be successful in these careers My World of Work activity (15mins) [x] Arrange pupils in groups of two or three [x] Go to myworldofwork.co.uk [x] Go to my career options [x] Assign a job profile to each group [x] Ask each group to take notes on the skills and qualities required for that role and to note three other key facts Connect the learning (in the wider lesson) [x] Each group should report their findings back to the class [x] Discuss what each job entails and how it links to the activities they are doing in class [x] Discuss which skills they are developing in class relate most closely to particular role they have looked at [x] Optional: create a mind-map of all branches of this industry and the related jobs for display on a careers wall Review and reflect (5mins) [x] Ask pupils to reflect on the jobs covered [x] Discuss which one appeals the most and the reasons why [x] Ask if this is a job they could see themselves considering in future Technologies Fashion and Textiles Fashion and textile technology Resources Computers or tablets with internet access My World of Work links Job profiles Clothing alteration hand Costume designer Dressmaker Dry-cleaner Fashion designer Fashion model Garment technologist Laundry worker Pattern cutter Pattern grader Retail buyer Retail manager Tailor Textile designer Textile dyeing technician Textile operative Textile technologist Upholsterer Sewing machinist Visual merchandiser Curriculum links Suitable for S3 to S6 pupils studying: Fashion and textiles – National 4/5/Higher Career Education Standard (3-18) Supports entitlements set out in the Career Education Standard for young people to: - Know where to find information and access support making effective use of online sources such as My World of Work - Experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities - Develop Career Management Skills as an integral part of their curriculum	<urn:uuid:53a9c1b0-d669-4892-9bcb-ddb030d66984>	CC-MAIN-2019-43	https://www.myworldofwork.co.uk/sites/default/files/Textiles.pdf	2019-10-22T10:05:48Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00217.warc.gz	980,955,635	517	eng_Latn	eng_Latn	0.993787	eng_Latn	0.993787	[ "eng_Latn" ]	false	docling	[ 2398 ]	[ 3.875 ]	1	0
SILVER SPRINGS STATE FISH & WILDLIFE AREA BIG and BEAVER LAKES FISHERIES STATUS SUMMARY LOCATION – Silver Springs is located in Kendall County, 5 miles west of Yorkville on Fox Road. DESCRIPTION –A total of seven gravel pits are located at this state site and contain a variety of warm-water fish species, while the two largest, Beaver Lake (4.5 acres) and Big Lake, also known as Loon Lake (22.0 acres), are actively managed and will provide the most consistent action. Beaver Lake has a maximum depth of 14 feet and averages 8 feet, while Big Lake contains a maximum depth of 20 feet and averages 11.8 feet. A concession stand located at the park provides paddle boat rental, bait, food and drinks. A gravel boat ramp is available at Big Lake, with boats restricted to trolling motors only. A barrier-free fishing pier with access is also available at Big Lake. A one- lane concrete boat ramp on the Fox River is present as well. MANAGEMENT ACTIVITIES - To monitor the fish population, Beaver and Big Lake are surveyed every other year. The smaller ponds are surveyed on an as-needed basis. Aquatic vegetation is monitored annually and treated as required. Most recently, fluridone has been utilized in early spring applications to arrest the growth of Eurasian milfoil and curleyleaf pondweed. These applications have generally provided control for two seasons. Aquatic habitat projects have included the introduction and establishment of selected emergent aquatic plants as well as structures placed in mid-water locations. STATUS OF THE SPORT FISHERY –Big Lake receives annual stockings of 8" to 10" channel catfish and catchable-size rainbow trout both spring and fall. No special mercury advisory or other contaminant-related consumption advisories pertain. Below is a brief description of the major sportfish species in these water bodies. LARGEMOUTH BASS – IDNR fish population surveys indicate fair largemouth bass populations present on both Beaver and Big Lakes. Smaller fish are prevalent, as suggested by the fact that just 37% of all bass sampled from Big Lake in 2013 were 12" or larger. Electrofishing catch rates exceeded 2 bass per minute. The largest bass collected measured 14.6" although bigger fish are reportedly caught each year. The average size bass collected from Big Lake measured 10.4" while largemouth collected from Beaver Lake averaged just 6.6". Smallmouth bass are present in Big Lake in low density. BLUEGILL – These populations could be classified as average at best, generally dominated by smaller individuals; very few bluegills which exceeded 6 inches were collected during the Big Lake spring 2013 survey (just 4% of total). Larger bluegills are more commonly caught by ice fishermen. REDEAR SUNFISH – Redear sunfish in excess of 10 inches have been collected in IDNR sampling while the average size caught in 2013 spring trap netting measured 6.6 inches with fish up to 9.6" collected. BLACK and WHITE CRAPPIE – Although both species of crappie are present, black crappie are presently the more common of the two. Large crappies are not common, but fish in excess of ten inches have been collected during IDNR spring trap net sampling. No crappies were collected during the 2013 spring survey on Big Lake. CHANNEL CATFISH – Stocked annually in Big Lake, this population provides excellent angling opportunities with fish ranging in size and some exceeding 24 inches. Channel catfish collected in the 2013 survey of Big Lake averaged 14.4'. Channel catfish are also present in Beaver Lake, but at lower density. ADDITIONAL FISH SPECIES - The likely result of an unauthorized angler release, yellow bass have established a reproducing and recruiting population. Yellow bass collected from Big Lake during the 2013 survey averaged 7.8". FISHING REGULATIONS – Statewide fishing regulations apply at this lake (see current Illinois Fishing Information booklet and IFISHILLINOIS website http://www.ifishillinois.org/ for specific details). Additional Site Specific fishing regulations: All fish species - Two pole and line fishing only. Boaters – Electric trolling motor only Channel Catfish – 6 fish daily creel limit. Rainbow Trout – Spring and fall closed season (Big Lake). Largemouth Bass – 15" minimum length limit. CONTACT INFORMATION – Silver Springs State Fish and Wildlife Area: 630/553-6297. IDNR Fisheries County Fish Biologist: 630/553-6680.	<urn:uuid:85d28276-3f3c-4ca7-9fe0-27e1674d7754>	CC-MAIN-2019-43	https://testbed.ifishillinois.org/ssr/00055.pdf	2019-10-22T09:28:24Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00219.warc.gz	735,583,819	968	eng_Latn	eng_Latn	0.976402	eng_Latn	0.995279	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3258, 4413 ]	[ 2.03125 ]	1	0
CLIMATE CHANGE: Straight Talk Needed About Cost By Glenn English, NRECA CEO A s Congress moves toward passing legislation aimed at confronting climate change, one burning question remains unanswered — how much are you, as the consumer, willing to pay? Indeed, for most Americans, the bottom line is cost. Up to this point, higher energy bills have not been a part of the climate change discussion. As the debate on climate change intensifies, we will give it to you straight: there is a price to pay to reduce greenhouse gas emissions, and it will be expensive. But as co-ops, we have a responsibility to protect you, our members. Already, we have a significant number of member–consumers who struggle to pay their electric bills. The reality facing our industry is that even more members will be unable to afford electric power. Electric cooperatives are urging lawmakers to keep in mind that electric power is not a luxury. It is a necessity. We join them in the belief that this issue is anchored in our core values — looking out for the member–consumers by providing safe, reliable electricity at the lowest possible cost. The influential New York Times editorial board frequently addresses proposals to limit greenhouse gas emissions. It stated recently that lawmakers have failed to educate their constituents on "an unpleasant and inescapable truth: any serious effort to fight warming will require everyone to pay more for energy." Although many in the electric utility industry seem willing to pass on the added costs of solving climate change problems, electric cooperatives understand the pain higher rates will cause for members. Electric co-ops care — that is the co-op difference. We are now facing a school of thought that America's energy is too cheap, and that the way to fight global warming is to encourage conservation and energy efficiency through much higher energy prices. This is not to say that we do not understand the substantial cost of reducing greenhouse gas emissions. The issues simply need to be explained by our political representatives so people are aware of the trade-off. Electric co-ops have long promoted increased federal investment in research and development of technology to reduce greenhouse gas emissions and enhance energy efficiency. We are actively investing in renewable energy, such as wind, solar, and biomass, as well as other promising technologies that could play a role now and in the future. 4 • Wisconsin Energy Cooperative News 45 YEARS OF HAVING FUN Youth Leadership Congress C lark Electric Cooperative is offering our young members the opportunity to participate in the 45 th WECA Youth Leadership Congress (YLC). This is an event that your child will not want to miss. to deal with the weighty issues high school students face every day. Clark Electric offers this opportunity to high school students throughout the cooperative's service area. The conference, co-sponsored by Wisconsin's electric cooperatives and the University of Wisconsin–River Falls, is scheduled for July 16–18, 2008. It will be held on the UW–River Falls campus. Through a mix of seminar sessions, hands-on activities, and team-building experiences, participants will be exposed to a variety of reallife issues and will be given the opportunity to identify and explore their leadership potential. Topnotch professional speakers, teenage peers, and exceptional cooperative employees will provide participants with information and tools The YLC is a fun, educational, and unique event that is planned by and for teenagers. Six students are elected by their peers to serve on the Youth Board. The Youth Board then plans and conducts the next YLC. More information is available at your high school from your FBLA and FFA advisors. If they don't have the information and you would like to go, contact us here at the cooperative. We also offer this opportunity to our local home-schooled kids. For 45 years, Wisconsin electric cooperatives and UW–River Falls have co-sponsored the Youth Leadership Congress to demonstrate to high school students the basics of cooperatives and how the students can apply the ideals and philosophies of cooperation directly to their lives. Clark Electric Cooperative • 5 CLIMATE CHANGE: The Top 10 Questions…Answered Climate change is a topic of increasing interest in the energy industry. But what is climate change, how does it affect electric cooperatives, and what does it have to do with co-op members? In an effort to clarify this issue, we have tackled some of the basic questions about climate change, and how it affects electric cooperatives. 1. What are climate and climate change? have a well-developed interest in technologies that reduce, avoid, and store greenhouse gas emissions. Climate refers to the average weather — temperature and precipitation, among other variables — over a long period of time. The Earth's climate is always changing. Natural climatic changes may occur over seasons, decades, and centuries. The periodic rapid warming trend in the eastern Pacific Ocean, known as El Niño, is an example of climate change on a shorter time scale. 2. What causes climate change? Natural factors and processes contribute to climate change and include changes in the Earth's orbit and changes in the output of the sun. Human activities, such as fossil fuel consumption and deforestation, contribute to climate change. 3. What are greenhouse gases and how are they produced? Fossil fuels include oil, natural gas, and coal. Methane is released during the production and transport of coal, natural gas, and oil. Methane emissions also result from livestock and other agricultural practices and from the decay of organic waste in municipal solid-waste landfills. Although water vapor is the most abundant greenhouse gas, its atmospheric concentration is not directly affected by human activity. 4. What do scientists think about climate change? Scientists agree that greenhouse gases warm the Earth and are accumulating in the Earth's atmosphere as a result of human activities. However, there is considerable uncertainty in scientists' understanding about the impacts of greenhouse gases on the Earth's climate. 5. What does climate change have to do with electric cooperatives? Greenhouse gases are chemical compounds that trap heat from the sun in the Earth's atmosphere. This is known as the greenhouse effect, the natural phenomenon that warms the Earth's surface. Greenhouse gases include carbon dioxide, methane, and water vapor. These gases occur naturally and through human activity. Carbon dioxide is released into the atmosphere when forests and fossil fuels are burned. The process of generating electricity is the single largest source of carbon dioxide emissions in the United States, representing 40 percent of total carbon dioxide emissions from all sources in 2005. Electric cooperatives generate only about 5 percent of the nation's electricity, and more than 80 percent of electric cooperatives' generation is from fossil fuels. As a result, electric cooperatives 28 • Wisconsin Energy Cooperative News 6. What are electric cooperatives doing to address climate change? Currently, there is a lack of costeffective technologies to reduce greenhouse gas emissions from fossil fuel-based generation. Electric cooperatives are working to develop new technologies and energy sources to reduce, avoid, and sequester or store emissions. Cooperatives across the nation are using and promoting alternative and renewable energy options, including wind energy, solar energy, hydropower, and biomass (methane gas, wood waste, farm byproducts, and ethanol). Currently, more than 700 electric co-ops offer renewable energy. Additionally, the new Clean Renewable Energy Bonds (CREB) provide incentives that will lead to the development of new cooperative-owned renewable energy generation projects. 7. How can new technologies improve electric cooperatives and climate change concerns? New technologies that lead to greater energy efficiency are a primary focus for electric cooperatives. These include building modern, environmentally sound power plants and implementing carbon-efficient electric generation, such as nuclear fuel cells, and clean-coal technologies. Electric cooperatives are keeping pace with high-tech advancements to improve operations. For example, electric cooperatives currently lead the industry in automated meter technology. 8. What can I do as an electric cooperative member to address concerns about climate change? programmable thermostat or improving insulation. Some cooperatives also offer home energy audits to troubleshoot areas in your home that need repairs or upgrades. 9. What is the policy debate about climate change like among policy-makers and industry leaders, and what do electric cooperatives support? Approximately 700 electric cooperatives offer green power from solar, wind, hydroelectric, and biomass generation. Cooperatives also encourage energy conservation and efficiency. This includes using compact fluorescent lighting, upgrading to energy-efficient appliances, and following home-improvement tips, such as installing a Climate change issues continue to gain increasing attention in Congress and the utility industry. Electric cooperatives support the research and development of low and zeroemission energy technologies, new energy-efficiency technologies, renewable and alternative energy options, financial incentives to accelerate the use of new technologies and offset higher costs, and will DID YOU REMEMBER? Reset Your Time Clocks If you have a time clock that is used to control your water heater or other devices, make sure the time has been reset to the correct time. By doing so, you will make sure you're getting the proper rate at the right time. Change Your Clock & Change A Bulb! To A CFL! continue to support voluntary, greenhouse gas emissions reduction efforts. 10. How do international factors affect climate change? The global population and worldwide demand for fuel are growing significantly. China is the fastest-growing major economy in the world, while India runs a close second. This growth means people are driving more cars, building more homes and businesses, and using more fossil fuels to generate electricity, thus leading to more greenhouse gas emissions. Therefore, it is necessary that governments around the world support ways to reduce emissions while they develop long-term climate change solutions and new technologies. 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* In your opinion, what should a Sustainable Europe look like in 2030? A sustainable Europe is not for us just a matter of economy and good understanding to persist over time. Now we have to take into account climate change, energy progress and the pollution we generate. It is no longer a race for the first place in the world, but a wish to preserve our place while preserving our territory: resources are exhausted and Europe will be sustainable if it does not destroy them. For this purpose, we have highlighted six themes: renewable energies, waste management, transport, health, agriculture and territory planning. General decisions must be taken by the EU and for all the EU countries. The fundings however must be relative for every EU country. 1. Renewable Energies There are a lot of renewable energies available to have a complete energy mix: Solar, wind, biomass, hydraulic, geothermics. The EU objective for 2030, in terms of renewable energies, is 27% of the European consumption, since the ratification of the "energy-climate package" in 2014. We think that 27% is a reachable goal but not that ambitious. A more ambitious goal would be around 35-40% for the Clean Energy Package and would be more 'adapted to the climate change emergency'. To make sure this aim would be reached, the EU could finance subventions on green energies and cut those on energies from fossil fuels. Subventions on carbon neutrality could also be a good investment. EU could also make great communication campaigns about fossil fuels divestment (cf The Guardian campaign 'Keep it in the ground'). Also in the field of sustainability around energy, EU should support the construction of zero emission buildings, sustainable materials for constructions. Buildings that produce the same amount or more energy than it consumes. EU must avoid the so-called 'bioenergies' which favour the destruction, for instance, of entire forests in protected lands and the use of fertile lands to grow crops used for 'bioenergies'. 2. Waste Management We would like to point out that waste management is going to be decisive in the next decades. EU could encourage european companies in every manufacturing sectors to think of the recyclingness of a product from its conception, its production and the end of its life cycle so it would have a small, neutral or a positive environmental impact. Furthermore, EU should increase its efforts in encouraging recycling and reducing the unnecessary packaging of many products. Also, making refundable bottles an obligation in all EU countries would reduce the amount of waste and would avoid unnecessary recycling (which can consume a lot of energy). Circular economy must be promoted and encouraged. Moreover, the small and local distribution channels must be supported to develop local businesses. The EU countries should also take the path of 'bioeconomy'. 'Bioeconomy' is a concept that propose to do economy in a sustainable way, avoiding the degradation of the environment and ecosystems and in the meantime, to work in order to preserve or even repair those ecosystems. According to the following article, the CESE (Economical, Social and Environmental Council) points out essential issues: * Establish some environmental, economical and social criteria concerning the production of bio-products. * Harmonize national and european objectives. * Adopt a regional approach for an optimum use of the resource. 3. Transports (and pollution) Encourage all green transports and also in urban areas (metro, trams, electric buses, bikes or other). Moreover, encourage big cities/capitals to decrease the number of cars inside the city. With the objective to reduce air pollution. Set up measures about freight road transportation and pollution. Encourage vehicles which consume less gas and put a tax on old vehicles that pollute a lot. 4. Health EU completes the national politics in the health part. It acts with norms and regulations and have a fund for research (7.5 billion euros are planned for 2014-2020 in order to improve the healthcare in Europe). Our question is: don't we need to focus on our way to life as much as we try to fight diseases? A sustainable Europe in 2030 will see moreover: it would try to prevent, or reduce diseases, not to offset it in the first place. Three roles (from the objectives of « europa.eu ») are not efficient enough for us. * The fight against the strong health threat in a few countries in Europe: Some country in Europe cannot drink water straight from the tap: Estonia, Romania, Croatia, Bulgaria, Cyprus, Hungary, Slovakia (according the USA's Center for Disease Control and Prevention). To drink unsafe water can give you diarrhea, Hepatitis A, typhoid or cholera. Water pollution is a problem which seems to us very far. However some countries of eastern Europe are suffering from the lack of sanitary installations. Repair the outdated infrastructures, reduce the water contamination and change the current way to irrigate cultures are important. * Help some European countries to address common challenges: The harm of some products containing endocrine disruptors has been proved a long time ago. However the proposition of a definition took too much time; this slowness (pointed out and condemned by the European Court of Justice itself against the Commission) is the result of powerful lobbies (agroindustry (most pesticides having a disruptive role), and plastic industry). Since the 4th of June 2017, the definition is signed. But it is not satisfying for us: it excludes pesticides from the definition. However, the economic cost of endocrine disruptors in Europe is estimated at more than € 157 billion, or 1.2% of the European GDP (taking into account the chronic diseases caused by these disruptors) and the list of hazardous products keeps growing. Stopping the use of bisphenol A in Europe and its classification as a "substance of very high concern" since June 2017 is a first victory. An interdiction in the whole Europe will ensue. Let's just note that this product is banned in France since 2010. We are expecting EU to be the right example. * Prevention and a healthier way of life: Prevention is a way to progress indirectly on health in Europe. Overnutrition (pathological condition caused by an excess of nutrient) and its consequences are increasingly problematic. There is a great need of communication on this subject; indeed we can control which products enter in Europe, but not what people choose to eat. It seems important to us to take some measures in this direction, particularly educational measures: school canteens are a good way. At the "Grenelle de l'environnement" Forum, France pledged to introduce 20% of organic products into school canteens by 2012. In 2017 this figure is 2%. In other countries this percentage is very variable: for Italy it is higher, some other countries do not even speak about it. It would be a good decision to homogenize this in Europe. Let's start by educating children, and through them: their parents. It would also be an opportunity to promote the development of a healthier agriculture. 5. Agriculture Agriculture is a subject especially relevant in France, with a big impact on Europe: most of our foods come from France. With the Climate Change and a poor care of the soil, many crops are lost each year. Agriculture "all chemistry, all tractor, all oil" is not acceptable anymore. It is based on intensive exploitation of non-renewable resources, causes increasing environmental and health damage, and has considerable negative consequences (resistance to herbicides and insecticides, loss of biodiversity and soil fertility, etc.). We need to take some measures as important as near-abandonment of plowing, permanent soil cover, agroforestry, crop rotation, use of auxiliary animals culture and permaculture. This will necessitate in many cases a complete overhaul of our production systems, in order to produce as much – maybe more - and better, but with less. An "ecologically intensive agriculture", based on the intensification of ecological systems, and still able to feed Europe. Three points are the first decisions, according to us: * Use of persticides Some advances in pesticide reduction are noticed in Europe (interdiction on the application of pesticides into surfaces of ecological interest). But the effectiveness of such measures is not efficient when pesticides are widespread around, including some which are banned by EU members. For example, France banned the use of nicotinoid pesticides (for early 2018) and glyphosate (current) in its territory: this last is the first contaminant in rivers in France and "probable carcinogen in humans". However, its use had been extended last year for 18 months by the EU, and now we are talking about extending it for ten years (restarting of the procedure on 16 May 2017). This decision would go against the full sense of the current progressions and still shows the power of lobbies. We encourage the banning of this substance throughout EU. To go further, we can also talk about the "zero-phyto" plan in France (or "Labbé" law) which prohibits the use of phytosanitary products since 1st January 2017 to all municipalities, departments and public institutions. On January 2019, this same law will prohibit the sale to individuals of these same products. This law was proposed to be generalized in EU (proposal on March 28 and adoption of the senate on May 19). For us, there are two advantages: reduce the spread of pesticides in the soil, and educate the population about this subject because the townships inform a lot about this change in their maintenance of green areas. Moreover, other European countries are already in the same process: Belgium, Denmark, Luxembourg, the Netherlands and Hungary. * Some farmers engaged in organic farming are waiting for the European aids due to them The agricultural model in Europe is based on grants and subsidies. It is a choice that leads to a certain speculation, but which can encourage the desired agriculture; indeed in the new CAP, EU is encouraging 'crop diversification, maintenance of permanent grassland and conservation of ecological areas of interest, agri-environmental measures and support for organic farming'. So there are some aids allocated to the encouragement of a more reasonable agriculture (reconversion, maintenance of the exploitation). But the farmers who asked for it were late in receiving it for two years. Certainly, these subsidies will be paid; the problem is that the aids for the organic agriculture are those that are returned last. On the contrary, they should be encouraged. In the order to encourage these new farming methods, other ways than grants are possible; establish a 'quota' of organic farms by country would be a good way to take it seriously. * The soil protection Water pollution and Air pollution are already part of famous protection and measures in Europe. The progress is slow, but it does exist. But the soil has no specific legal protection in the EU, although it has qualities directly related to our health. It produces what we eat, it filters out the water we drink, it protects us from climatic vagaries (absorption and storage of water), and it contains an extremely rich biodiversity. The soil needs a general protection in Europe, particularly because of the unequal distribution of activities on our territories (industries, agriculture, etc.). We can imagine several kinds of protection: protect a very productive soil from the urban extension and set it aside to the non-intensive agriculture without pesticide; protect a soil above a sensitive groundwater, maintain its permeability and prohibit pesticides, protect industrial soils and take some measures against industrial pollution, protect the soil during a construction by working on the compaction effect by machinery, etc. A reflection at a European level would be necessary. 6. Territory Each country has its own geographic breakdown with more or less wide area and governance. A sustainable Europe does have a large-scale vision to unify its members, but also a finer scale in order to encourage the dynamic development and to protect its territories from harmful consequences. The goal is not to stop the advances, but to think about the development we really want. For this we must continue to build and develop the territory with a preservation of the environment. The "Compensatory measures" are a European tool which is able to compensate the damages on the environment. But this measures are ineffective according to the environmental actors of the territory: it is impossible to compensate the loss of biodiversity. But we can use this funding to upstream identify sensitive areas for specific species (this can be made not by private offices that depends on funding, but by a public institution that will be devoted to this issue in each region) and to protect the environment before the impacts. It is also a matter of stopping to encroach on agricultural land (by a huge and ineffective compensation in terms of hectares), but to focus on actions about endangered species and ecosystems. We propose to use this tool to allow the establishment of zones where a no ending management plan must be respected. Finally, we would also like to talk about the Natura 2000 network created by the EU: an important tool for addressing environmental challenges. It had some success at the beginning and has only changed a little since its inception. Now it would be useful to create a new dynamic by: - correcting the geographical disparities of Natura 2000 sites - addressing the lack of concrete management actions - developing a system for assessing the state of conservation of Natura 2000 sites in order to monitor their progress and to judge the effectiveness of management measures - granting legal recognition of Natura 2000 sites to prevent any voluntary or involuntary degradation Protecting our environment means respecting a biological richness and enabling future generations to have the chance to know it. And that is what this all essay is about: think about the next generations … * What are the three biggest challenges for implementing a Sustainable Europe by 2030? * Renewable energies are the center of a sustainable Europe. Those kind of energies allow to produce and consume energy without CO2 emissions and use renewable sources of energy instead of the so-called 'fossil fuel energies' that cannot be sustainable in time, because limited in quantity. * Agriculture: be able to feed Europe by ourselves is the best way to be independent from the other countries. Water and food are both very important means of pressure in the world politics and are in the first place to be sustainable. * Health: protecting the human must remain an important value for Europe. * What actions should be taken – with immediate effect – to support the transition towards a Sustainable Europe in 2030? * Encourage all sustainable energies to have a diversified energy mix. * Encourage all green and electric transports. * support the organic agriculture with aids and reduction of product prices * prohibit the use of the endocrine disruptors * stop the sale of glyphosate in the all Europe In conclusion, we want to add that the EU was threaten during the last years. In order to become sustainable, it needs to stay united and so to have a greater transparency and traceability within the European Commission. A new inter-institutional agreement has been proposed the 28 September 2016. The aims are to enhance the transparency of the work of interest representatives at the European Parliament, the European Commission and the Council of the European Union, in order to increase public trust in the EU decision-making process. The Commission has already led by example in making meetings with its decision-makers conditional upon interest representatives being publicly listed in a Transparency Register. We encourage real efficiency and speed in these negotiations. Confidence in the EU depends on it, as well as major health issues.	<urn:uuid:ea915705-5016-48cc-af18-e962af8df11e>	CC-MAIN-2019-43	https://rli.nl/sites/default/files/france.pdf	2019-10-22T10:22:42Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00218.warc.gz	660,691,065	3,198	eng_Latn	eng_Latn	0.99811	eng_Latn	0.998125	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3336, 6196, 9935, 15321, 16169 ]	[ 2.28125 ]	1	0
Common Core Shifts for English Language Arts/Literacy 1. Regular practice with complex text and its academic language Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The Standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit). , 2. Reading, writing and speaking grounded in evidence from text both literary and informational 3. Building knowledge through content-rich nonﬁction The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing. Likewise, the reading standards focus on students' ability to read carefully and grasp information, arguments, ideas and details based on text evidence. Students should be able to answer a range of text-dependent questions, questions in which the answers require inferences based on careful attention to the text. Building knowledge through content rich non-ﬁction plays an essential role in literacy and in the Standards. In K–5, fulﬁlling the standards requires a 50–50 balance between informational and literary reading. Informational reading primarily includes content rich non-ﬁction in history/social studies, science and the arts; the K–5 Standards strongly recommend that students build coherent general knowledge both within each year and across years. In 6–12, ELA classes place much greater attention to a speciﬁc category of informational text—literary nonﬁction—than has been traditional. In grades 6–12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing. To be clear, the Standards do require substantial attention to literature throughout K–12, as half of the required work in K–5 and the core of the work of 6–12 ELA teachers.	<urn:uuid:413c91af-ec53-4d8b-a394-eea3b75fbf2e>	CC-MAIN-2019-43	http://www.standardsinstitutes.org/sites/default/files/material/common_core_shifts_for_english_language_artsliteracy.pdf	2019-10-22T10:00:01Z	crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00217.warc.gz	306,335,233	525	eng_Latn	eng_Latn	0.9974	eng_Latn	0.9974	[ "eng_Latn" ]	false	docling	[ 2726 ]	[ 3.921875 ]	4	1
YEARS 11 & 12 SUBJECT SELECTION GUIDE 2019 2 2 INTRODUCTION Year 11 and 12 studies are more than just a continuation of Year 9 and 10 subjects, because the subjects studied in Year 11 and 12 largely determine the qualification received at the end of high school. This booklet has been designed to provide students and parents with valuable information to help in selecting subjects for the senior years. Subject teachers and administrative staff are always willing to provide assistance as you make this important decision. The College offers a range of subjects to cater for the differing needs of Year 11 and 12 students. All courses offered at the senior level have work programs or study plans provided by the Queensland Curriculum and Assessment Authority. At the end of Year 12, students receive a Student Education Profile (SEP) which consists of: * Senior Statement * Australian Tertiary Admission Rank (ATAR), if you are eligible for an ATAR * Queensland Certificate of Education (if eligible) During Term 4, Year 10 students will make decisions regarding subjects to be studied in Year 11. Following the Subject Information meeting, parents and students should be reading this booklet and working through the Senior Education and Training Plan (SET Plan). Subject selections should be in harmony with the student's SET Plan. Alternate pathways are an exciting and developing part of education in Queensland. Students may co-enrol at a TAFE College and get an 'Early Start' on a Career or special interest. There is flexibility for students doing one of these options to do fewer subjects and have more 'study time' to make up for time/days spent at TAFE. Students with a practical rather than academic orientation are strongly encouraged to consider these options. On page 5 there is a brief Pathways Guide, highlighting three possible pathways through Year 11 and 12. Please take the time to read and consider the various options in conjunction with the sample Subject Selection form and the information contained in this booklet. Remember, past performance in associated Year 10 subjects may be used to determine a student's eligibility for some senior subjects. Thank you for being actively involved in your student's education. If you have any queries, please feel free to contact the College for assistance. SUPPORTING STUDENTS IN YEAR 11 AND 12 Year 11 and 12 can be a stressful time for many students and yet if managed well, this time can provide valuable experience in preparation for working life. Here are some suggestions to help students do their best in senior high school. Some of these suggestions might involve going "against the flow" for some students and they will need parental support. ADVICE FOR STUDENTS 1. Guard your health. The human brain works best in a healthy body, so make sure you get enough sleep, exercise regularly and eat a substantial breakfast. 2. Take time to get organised. These days, more students fail from lack of organisation than lack of ability, so make sure you keep a calendar for homework and assignments and develop systems to help you remember such as notes on the fridge or reminders from your electronic devices. 3. After about 45 minutes of study take a short break. During the break be sure to walk around and maybe have a drink of water. This will help your brain to work better when you continue your study. 4. Talk to your parents about your school work. Even if they are not knowledgeable in that field, the dialogue can often help you clarify issues in your mind. 5. Study in a place where you can avoid distractions. 6. Plan to do things you enjoy AFTER you have completed homework or assignments. Rewarding yourself in this way helps you to develop better work habits. Studying when you are tired is less effective. 7. God is interested in your studies too. Remember James 1:5, "If any of you lacks wisdom, let him ask of God, who gives to all liberally and without reproach, and it will be given to him." SUGGESTIONS FOR PARENTS 1. Show an interest in what your son/daughter is studying. 2. Provide encouragement rather than criticism. 3. Help provide a place for study that is as free from distractions as possible. Conversation, whether live or from television, can be very distracting when students have homework or assignments that require concentration. 4. Encourage discussion about your son/daughter's future career. Asking "what if" questions is usually more effective in guiding their thinking than overtly judging their ideas as good or bad. PATHWAYS GUIDE Gold Coast Institute of TAFE (GCIT) offers a range of Certificate II and Certificate III courses for students. Details of these courses are available from: http://tafegoldcoast.edu.au/study-with-us/school-students/tafe-at-school/ Students need to be at least 15 years of age when they start a GCIT Schools Program. Students can apply online for these courses and these applications for 2019. CHOOSING SUBJECTS As an overall plan, students are advised to choose subjects: * they enjoy * they have demonstrated some ability or aptitude in * that lead to planned future course/s and career goals * that develop skills, knowledge and attitudes which may be useful throughout your life. PLEASE NOTE: THE SUBJECT OFFERINGS ARE CONDITIONAL ON MINIMUM CLASS SIZES BEING MET. SAMPLE SUBJECT SELECTION FORM Gold Coast Christian College Year 11 & 12 Subject Selection Form All students will choose one subject from each line in the CORE SUBJECTS category. Students with a normal study load will also choose one subject from each line in the ELECTIVE SUBJECTS category. Students who are enrolled in an external course or who for other reasons have a reduced study load will omit 1 or 2 of the lines in the ELECTIVE SUBJECTS category. CORE SUBJECTS Line 1: q Study of Religion q Religion and Ethics Line 2: q English q English Com Line 3: q Maths B q Maths A q Pre-Voc Maths ELECTIVE SUBJECTS Line 4 q Visual Art q Biology q Physics Line 5: q Chemistry q PE q Ancient History Line 6: q Home Ec q Japanese q ITS NOTE: Some subjects/courses may involve additional costs due to ‘take home’ projects, specialised equipment or excursions. Special arrangements may be made for students who demonstrate the ability to work independently, to study a subject through the Brisbane School of Distance Education. Students who wish to do this should discuss such requests with the Teaching & Learning Coordinator (Secondary). CHANGING SUBJECTS GCCC seeks to ensure that students are studying a course that is most satisfying and fulfilling to them. Good initial decisions regarding subject choice are therefore important. On some occasions however, students may decide that they would prefer doing a different subject. A change of subject is conditional on the following general guidelines: * Because credit for Year 11 and 12 subjects is counted only for completed semesters, subject changes will only be permitted within the first 2 weeks of a semester. * Subject changes can affect eligibility for an ATAR, so students considering a subject change should consult with the Teaching & Learning Coordinator before making an application. * A subject change may be limited by availability or class size. * A subject change may be limited by already missed assessment items. * Suitability of a student for a particular subject may be considered. * Prerequisites for certain subjects must be met. To apply for a subject change, students should complete a Subject Change Form. No student is to change classes without approval. ASSESSMENT POLICY The following statement is taken from a Queensland Curriculum and Assessment Authority document. "In cases where students do not submit a response to an assessment instrument by the due date, judgments should be made using evidence available on or before the due date." This means that without an approved extension, late submission of assessment tasks should not be accepted. Extensions will only be approved when there are unavoidable circumstances, such as illness or bereavement. Procrastination and lack of effort are not classified as extenuating circumstances. Extension requests need to be completed as soon as possible after the extenuating circumstances become known and such requests are to be made to the Dean of Studies. ASSESSMENTS AND THE END OF TERM It is very important for a student's academic success, their development in responsibility and the good order of the College to attend school on all school days unless they are ill or there are some special unavoidable circumstances affecting the family, such as bereavement. Taking a holiday early is not considered to be an unavoidable circumstance. If students are absent from exams or fail to hand in assignments on due dates because they are on holidays, students may receive no credit for their work. This may well have an effect on students' final results and potential future study opportunities. If you are hoping to take holidays during or at the end of the school term, contact the College first to see what the implications may be for your child. Do not assume leave will automatically be given, or that examinations and assignments will be changed to suit your circumstances. Except in exceptional circumstances, leave will not be granted, and your child will receive no credit for assessment items missed. SPECIAL PROVISION Special provisions is a positive act of making reasonable adjustment to assessment requirements and conditions to ensure that assessment is equitable for all students. All students, including those with specific educational needs, should have opportunities to demonstrate their current knowledge and skills. Gold Coast Christian College tries to ensure that all students are able to achieve the results commensurate with their capabilities. Special Provision could be given for the following reasons: * medical: chronic illness, short term illness, accident, psychological * disabilities * personal trauma * English as a Second Language * Excessive school-related commitments SUBJECT OUTLINES The following pages contain important information about each of the subjects on offer at Gold Coast Christian College. If you would like any further information, please feel free to contact the College to speak with the relevant teacher. YEAR 11 & 12 CORE SUBJECTS STUDY OF RELIGION (GENERAL SUBJECT-ATAR) INTRODUCTION Study of Religion explores the role religion has in human existence, as well as specific beliefs, ideologies and values of certain religions. It is designed to be suitable for all students, whatever their views on religion. Thus, it can be taught in state, church and independent schools. The course is primarily educational in approach. This means that those teaching it are required to show an openness towards varied opinions and understandings. It does, however, acknowledge that those involved as teachers and learners will have ideas and commitments in relation to religion. Study of Religion provides students with an opportunity to reflect on their personal beliefs for the sake of further development and understanding, while providing an appreciation of the specific religious traditions that are studied. Study of Religion offers a broad knowledge and appreciation of diverse religious beliefs and practices, providing insight into peoples and cultures, both past and present. It assists students to become mature, constructive members of society and also provides integral knowledge and research skills useful for tertiary study. The course caters for a range of abilities and interests. As well as textbooks, library and audiovisual resources, students are encouraged to use other ways of gathering information. These include conducting interviews, participating in group discussions, visiting sacred places and/or religious communities, and attending religious rituals. By regarding religion as a human activity expressed in the lives of individuals and the functioning of societies, the course helps students to see the local community as a rich resource. The usual approach is to build learning upon prior knowledge and understanding of religions. From there the study can be extended to other situations and religious concepts. ASSESSMENT Assessment is based on criteria similar to those used in other general subjects, not on levels of commitment or involvement in religious activities. Assessment continues throughout the course to provide the updating of information on student achievement. Tasks will involve: 2 extended written responses under exam conditions worth 25% (one internal, one external) 2 investigation/inquiry responses worth 25% (both internal) PREREQUISITES This subject requires students to complete research and writing tasks, so English and History skills will be important. RELIGION AND ETHICS (APPLIED SUBJECT – NON-ATAR) INTRODUCTION "A sense of purpose and personal integrity are essential for participative and contributing members of society. Religion and Ethics provides for a course of study that encourages students to explore their personal values and life choices and the ways in which these are related to their beliefs. Religion and Ethics helps students understand the personal, relational and spiritual perspectives of human experience. A search for meaning assists students from different cultural, social, linguistic and economic backgrounds to learn about and reflect on the richness of religious and ethical worldviews. "Religion and Ethics enhances students' understanding of how personal beliefs, values and spiritual identity are shaped and influenced by factors such as family, culture, gender, race, class and economic issues. It allows for flexible courses of study that recognise the varied needs and interests of students through investigating topics such as the meaning of life, spirituality, purpose and destiny, life choices, moral and ethical issues and justice. The course also explores how these topics are dealt with in various religious, spiritual and ethical traditions." (Religion and Ethics Syllabus) The program of study assists students to develop ethical attitudes and behaviours that encourage effective participation in the community and to think critically, creatively and constructively about their future role in it. Students should be involved in using the community as a resource for their learning and have opportunity to gain knowledge and skills they can use in life outside school. Through a range of activities, students should develop positive attitudes and strategies for engaging as reflective learners in lifelong learning. Students will be involved in learning experiences that require creative and critical thinking, problem solving, networking, and planning and organising resources for presentations and tasks that incorporate collaborative and cooperative behaviours. ASSESSMENT Assessment in Religion and Ethics is designed to enable students to demonstrate achievement in knowing and understanding, applying and examining, and producing and evaluating. To determine a student's level of achievement a wide range of tasks are used. Assessment techniques may include: An extended response to stimulus (written or oral); Investigations which requires a process of inquiry towards research on a particular topic; Projects that allows students to produce or perform presentations including collages of images, preparing and presenting a class or school ritual/event or religious service and/or multimodal presentations; and short-answer examinations. A range of tasks such as journals, project outcomes or oral or audio-visual presentations which could be the result of a field study. (Religion and Ethics Syllabus) ENGLISH (GENERAL SUBJECT - ATAR) INTRODUCTION The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English, that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The students in Years 11 and 12 will be presented with an extensive selection of stimulus material including literary texts: the novel, poetry, film and drama, as well as non-literary texts: non-fiction prose, documentaries, news articles, essays. As the students digest the work of various English authors, producers and issues within society, they will be challenged, and required to respond in a variety of writing styles and spoken/multi-modal presentations. This is intended to prepare them for successful entry into the world of tertiary studies and work where, as adults, they will be expected to adapt to many different communication situations. English as a subject is also designed to help students develop a critical literacy that will support them in all other subjects. Furthermore, from a Christian perspective, the ability to relate to others is a gift from God. God created us in His image with the ability to communicate both verbally and non-verbally. ASSESSMENT All assessment tasks involve a range of components which are considered relevant and significant: comprehension of the task, content selection, structuring of the response, fluency, length of response, attention to accuracy etc. An emphasis on grammatical accuracy is ever present. Thorough application is required during Year 11 (formative year) to adequately prepare for Year 12 course work (summative year). Assessment tasks may vary from year to year but generally the following will apply: * Students will be required to complete 4 assessment tasks per year. * 1 extended written response for a public audience worth 25%. * 1 extended persuasive spoken response worth 25%. * 1 imaginative written response to texts under exam conditions in class worth 25%. * 1 analytical written response to a text as an external examination worth 25% * If students wish to pursue tertiary studies, a pass in this subject is required. PREREQUISITES Due to the demanding nature of this subject, students need to have achieved at least a pass in Year 10 English (C- or better). ESSENTIAL ENGLISH (APPLIED SUBJECT – NON-ATAR) INTRODUCTION Effective communication is integral to our society. The subject, Essential English is designed to teach the skills necessary for effective communication in the areas of work, community and leisure. Six different aspects of the communication process are included in the subject: * Procedural (performing tasks) * Technical (using technology) * Personal (expressing identity) * Cooperative (interacting in groups) * Systems (interacting with organisations) * Public (interacting with the wider community) Students will collect, organise and evaluate information to communicate ideas. They plan and organise their work. They solve problems individually and in groups. As part of their learning experiences, students will have opportunities to use technology, particularly information technologies, in producing texts. ASSESSMENT The nature of the assessment program is very practical, relating directly to the six aspects of the communication process. Students will be required to complete approximately 4 tasks per year with a higher proportion of time given to spoken and multimodal tasks than General English. Tasks will involve: An extended spoken/signed response worth 25% A written response to a persuasive text worth 25% An extended multimodal response worth 25% An extended written response as an external exam worth 25% PREREQUISITES Students who achieve below a C- grade in Year 10 English will be required to take Essential English. GENERAL MATHEMATICS (GENERAL SUBJECT - ATAR) INTRODUCTION General Mathematics involves the study of Financial Mathematics, Applied and Earth Geometry, Matrices, Sequences, Data, Statistics and Probability. These are used to develop: * knowledge and skills of computation, estimation and measurement. * simple algebraic manipulation. * a capacity to interpret and analyse information presented in a variety of forms. * the ability to make judgements based on evidence and reasoning. * a capacity to justify and communicate results in a variety of forms. ASSESSMENT Year 11 – Formative internal assessments: Problem Solving and Modelling Task, 3 Exams (including 1 yearly exam) Year 12 – Summative assessments: Problem Solving and Modelling Task (20%) , 2 Internal Unit-based Exams (15% Each) , 1 External Exam (50%). CAREERS OR COURSES General Mathematics provides opportunities for students to continue to participate fully in lifelong learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas such as: * professions that do not require scientific training * toolmaking, sheet-metal working, carpentry and plumbing, auto mechanics * tourism and hospitality * nursing * administrative and managerial employment in a wide range of industries SPECIFIC REQUIREMENTS Students are required to have a scientific calculator at all lessons. Rulers, protractors, set squares and compasses are required for some units of work. MATHEMATICAL METHODS (GENERAL SUBJECT - ATAR) INTRODUCTION This course prepares students for further study of Mathematics and related courses at tertiary institutions. Many of the concepts are highly theoretical in nature. Studies include: Functions and Graphs, Sequences and Series, Calculus - differentiation and integration, Exponential and Logarithmic Functions, Trigonometric Functions, Discrete and Continuous Variable Distributions. Students will require a good level of mathematical ability and interest, with a degree of abstract thought capability; well-developed study habits, self-motivation and a high level of commitment. ASSESSMENT Year 11 – Formative internal assessments: Problem Solving and Modelling Task, 3 Exams (including 1 yearly exam) Year 12 – Summative assessments: Problem Solving and Modelling Task (20%), 2 Internal Unit-based Exams (15% Each), 1 External Exam (50%). COURSES OR CAREERS Mathematics B is a prerequisite for a number of tertiary courses, and it leads to a number of professional and semi-professional careers, particularly in the mathematical or science areas. SPECIFIC REQUIREMENTS Each student will require a graphic calculator. These calculators will be available for purchase through the school. Before purchasing a graphic calculator, it is important to consult with the Maths teacher to ensure compatibility. PREREQUUISITES A grade of B in Year 10 Mathematics. ESSENTIAL MATHEMATICS (APPLIED SUBJECT – NON ATAR) INTRODUCTION Numeracy is the 'effective use of mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life'. Essential Mathematics is designed to help students improve their numeracy by building their confidence and success in making meaning of mathematics. It aims to assist students to overcome any past difficulties with, or negative attitudes towards, mathematics, so that they can use mathematics efficiently and critically to make informed decisions in their daily lives. Prevocational Maths addresses the topics: Number, Data, Graphs, Money, Travel, Measurement and Chance and Loans. Essential Mathematics will contribute towards the QCE, but will not contribute towards an ATAR. ASSESSMENT Year 11 – Formative internal assessments: 2 Problem Solving and Modelling Tasks, 2 Exams Year 12 – Summative assessments: 2 Problem Solving and Modelling Tasks, a Common Internal Assessment, an Exam PREREQUISITES Students who achieve below a C- grade in Year 10 Core Mathematics are recommended to take Essential Mathematics. YEAR 11 & 12 ELECTIVE SUBJECTS VISUAL ART (GENERAL SUBJECT - ATAR) INTRODUCTION It is because God has given us some of His characteristics that we have a desire to create. Visual Art is an important aspect of the Arts and one of the subjects that enables us to develop our sense of identity, our cultural awareness, and an understanding of the environment in which we live. Gold Coast Christian College recognises that valuing creativity and innovation cultivates higher order thinking. Visual Art prepares young people for the workforce by requiring them to seek creative solutions to complex design problems. Australia has a vibrant cultural community; it is important to encourage students to be active participants who make responsible social statements, and uplifting artworks - who are part of the solution to developing healthy communities. The Arts can be integral in engendering cultural understanding and social harmony as they can encourage the growth of flexible individuals who can communicated effectively and cope with change. Senior Art students are encouraged to think divergently and develop their own personal aesthetic. In appraising artworks, students investigate artistic expression and critically analyse artworks, applying new knowledge to their own inquiry process. ASSESSMENT Units will include: Art as lens, Art as code, Art as knowledge, and Art as alternative. Each year students are required to complete 4 assessment tasks: * Investigation - inquiry phase 1 worth 15% * Project – inquiry phase 2 worth 25% * Project – inquiry phase 3 worth 35% * Appraising exam – external assessment worth 25% PREREQUISITES It is recommended that students have studied Year 10 Art and have achieved a grade of C- or better. BIOLOGY (GENERAL SUBJECT - ATAR) INTRODUCTION Biology provides opportunities for students to engage with living systems. In Unit 1, students develop their understanding of cells and multicellular organisms. In Unit 2, they engage with the concept of maintaining the internal environment. In Unit 3, students study biodiversity and the interconnectedness of life. This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Biology aims to develop students': * sense of wonder and curiosity about life * respect for all living things and the environment * understanding of how biological systems interact and are interrelated, the flow of matter and energy through and between these systems, and the processes by which they persist and change * understanding of major biological concepts, theories and models related to biological systems at all scales, from subcellular processes to ecosystem dynamics * appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts * ability to plan and carry out fieldwork, laboratory and other research investigations * ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge * ability to communicate biological understanding, findings, arguments and conclusions ASSESSMENT Assessment items for Year 11 (formative) and Year 12 (summative) include: * Internal Assessment 1 (IA1): Data test (10%) * Internal Assessment 2 (IA2): Student experiment (20%) * Internal Assessment 3 (IA3): Research investigation (20%) * External Assessment (EA): Examination (50%) PATHWAYS Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. SPECIAL EQUIPMENT OR ADDITIONAL COSTS Biology Field Excursion and mandatory practicals. PREREQUISITES It is strongly recommended that students have obtained a grade of C+ or higher in Year 10 Science, Year 10 English and Year 10 Mathematics. PHYSICS (GENERAL SUBJECT - ATAR) INTRODUCTION Physics is the study of the physical world and universe about us. It attempts to explain this in terms of either descriptive or mathematical 'models' that we can then use to predict or explain different phenomena. The power of mathematics to describe the physical world is the key to the success of physics. Topics studied include – Thermal, Nuclear and Electrical Physics, Linear Motion and Waves, Gravity and Electromagnetism, Special Relativity, Quantum Theory and The Standard Model of the Atom. Physics aims to develop students': * appreciation of the wonder of physics and the significant contribution physics has made to society * understanding that diverse natural phenomena may be explained, analysed and predicted * understanding of the ways in which matter and energy interact * understanding of the ways in which models and theories are refined, and new models and theories are developed * investigative skills, including the design and conduct of investigations * ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims * ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres. ASSESSMENT Year 11 – Formative internal assessments: Data Test, Student Experiment, Research Investigation, 2 Internal Exams Year 12 – Summative assessments: Data Test (10%), Student Experiment (20%), Research Investigation (20%), External Exam (50%) CAREERS OR COURSES Applied Science; Architecture; Aviation; Dental Science; Engineering; Medicine; Pharmacy; Physiotherapy; Radiography; Science; Surveying and Veterinary Science. PREREQUISITES A strong understanding of Year 10 Mathematics and a good grade in Year 10 Science. It is expected that students choosing Physics would also be choosing Mathematical Methods. CHEMISTRY (GENERAL SUBJECT - ATAR) INTRODUCTION Chemistry is the study of materials and their properties and structure. In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. In Unit 2, students explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. In Unit 3, students study equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Chemistry aims to develop students': * interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve problems encountered in their ever-changing world * understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties * understanding of the factors that affect chemical systems and how chemical systems can be controlled to produce desired products * appreciation of chemistry as an experimental science that has developed through independent and collaborative research, and that has significant impacts on society and implications for decision-making * expertise in conducting a range of scientific investigations, including the collection and analysis of qualitative and quantitative data, and the interpretation of evidence * ability to critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions * ability to communicate chemical understanding and findings to a range of audiences, including through the use of appropriate representations, language and nomenclature. ASSESSMENT Assessment items for Year 11 (formative) and Year 12 (summative) include: * Internal Assessment 1 (IA1): Data test (10%) * Internal Assessment 2 (IA2): Student experiment (20%) * Internal Assessment 3 (IA3): Research investigation (20%) * External Assessment (EA): Examination (50%) CAREERS OR COURSES Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science. SPECIFIC REQUIREMENTS Practical work is an essential part of the course. Students are expected to be self-motivated and capable of independent work. PREREQUISITES It is recommended that students have achieved a grade of C+ or better in Year 10 Mathematics and a C+ or better in Year 10 Science. PHYSICAL EDUCATION (GENERAL SUBJECT - ATAR) INTRODUCTION In Physical Education, learning occurs in three dimensions: about, through and in movement contexts. Across the course of study, students will engage in a range of physical activities to develop movement sequences and movement strategies. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of the dimensions. In becoming physically educated, students learn to see how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. CONTENT * Unit 1 - Students develop an understanding of the fundamental concepts underpinning their learning of movement sequences and how they can improve movement from a biomechanical perspective. * Unit 2 - Students learn about the psychological factors that influence their performance and engagement in physical activity. * Unit 3 - Students enhance their understanding of factors that develop tactical awareness and influence ethical behaviour of their own and other's performance in physical activity. * Unit 4 - Students explore energy, fitness and training concepts and principles to optimise personal performance. ASSESSMENT All topic areas are assessed by one of the following methods: * Project – Folio * Investigation – Report * Examination – Combination Response PATHWAYS A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport management, sport promotion, sport development and coaching. PREREQUISITES It is recommended that students have successfully completed Year 10 HPE and have a sound level of physical fitness. ANCIENT HISTORY (GENERAL SUBJECT - ATAR) INTRODUCTION Experience is the teacher of all things - Julius Caesar Ancient History is concerned with studying people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies and the impact of individuals and groups on ancient events and ways of life, enriching their appreciation of humanity and the relevance of the ancient past. Ancient History illustrates the development of some of the distinctive features of modern society which shape our identity, such as social organisation, systems of law, governance and religion. Ancient History highlights how the world has changed, as well as the significant legacies that exist into the present. This insight gives context for the interconnectedness of past and present across a diverse range of societies. Ancient History aims to have students think historically and form a historical consciousness. A study of the past is invaluable in providing students with opportunities to explore their fascination with and curiosity about stories of the past and the mysteries of human behaviour. Ancient History enables inquiry-based learning, where students investigate the past by analysing and interpreting archaeological and written evidence. Historical skills form the learning and subject matter provides the context. Learning in context enables the integration of historical concepts and understandings into four units of study: Investigating the Ancient World, Personalities in their times, Reconstructing the Ancient World, and People, power and authority. Throughout the course of study, students develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. Students investigate the problematic nature of evidence and pose increasingly complex questions about the past. They use their skills of historical inquiry, analysis and interpretation of sources to formulate reasoned responses. The development of these skills is cumulative, with students showing understanding of different and sometimes conflicting perspectives of the past. A course of study in Ancient History empowers students with multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically. Ancient History students become knowledge creators, productive and discerning users of technology, and empathetic, open-minded global citizens. As Ancient History deals with a lot of research work, students need to be self-motivated and also be prepared to think independently and spherically. Year 11 is the formative year in which Units 1 and 2 will consist of 4 internal assessments. The focus of Unit 1 will be investigating the ancient world, while Unit 2 will focus mainly on personalities. Year 12 is the summative year in which Units 3 and 4 will consist of 3 internal assessments and 1 external assessment. These will all have a weighting of 25% each and will contribute to the ATAR calculations. Unit 3 will focus on reconstructing the ancient world, while Unit 4 will focus on people, power and authority. PATHWAYS Ancient History is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research. The skills developed in Ancient History can be used in students' everyday lives — including their work — when they need to understand situations, place them in perspective, identify causes and consequences, acknowledge the viewpoints of others, develop personal values, make judgments and reflect on their decisions. PREREQUISITES Due to the demanding nature of this subject, students need to have achieved at least a grade of Cor better in Year 10 English and History. FOOD & NUTRITION (GENERAL SUBJECT - ATAR) INTRODUCTION Food & Nutrition - Technology has been an integral part of society for as long as humans have had the desire to create solutions to improve their own and others' quality of life. Australia needs enterprising and innovative individuals with the ability to make discerning decisions related to the development, use and impact of technologies in the field of Food & Nutrition. Food & Nutrition is the study of food in the context of food science, nutrition and food technologies. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. Using a problem-based learning approach, students learn to apply their food science, nutrition and technologies knowledge to solve real-world food and nutrition problems. WHAT DO STUDENTS LEARN? There are four areas of study in the Home Economics course: * Food Science of Vitamins, Minerals and Proteins * Food drivers and emerging trends * Food science of Carbohydrate and Fat * Food solution development for nutrition consumer markets ASSESSMENT Year 11 – Formative internal assessments: 2 Folios and 2 Internal Exams Year 12 – Summative assessments: Internal exam (20%) Folio (25%) Folio (30%), External Exam (25%) CAREERS OR COURSES Food & Nutrition is a General subject suited to students who are interested in pathways beyond school that lead to further education, training and employment. A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health. SPECIFIC REQUIREMENTS Students may need to provide some of the consumable products. Eg. Food, and various materials. Occasional excursions at nominal cost. PREREQUISITES It is an advantage if students have a pass in Year 10 Home Economics, Science, HPE and English. JAPANESE (GENERAL SUBJECT - ATAR) INTRODUCTION Learning languages uniquely broadens student's horizons to include the personal, social and employment opportunities presented by an increasingly interconnected and interdependent world. The interdependence of countries increasingly means that people in all spheres of life need to be able to negotiate experiences and meanings across languages and cultures. It has also brought realisation that, despite its status as a world language, a capability in English only is insufficient and that a bilingual or multilingual capability has become the norm in most parts of the world. Languages have a key role in this context: they mediate the interpretation, creation and exchange of meaning among people in daily interactions within and across cultures. Japanese not only looks at the grammatical structure and vocab acquisition, but also the cultural aspects of Japan. Every term there will be a different theme focusing on a particular aspect of Japanese society such as family, pop culture, holiday traditions, food, and sightseeing. One class within the week is dedicated to a cultural activity. The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop knowledge, understanding and skills that enable successful participation in a global society. Communication in an additional language expands students' horizons and opportunities as national and global citizens. Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring. ASSESSMENT Assessment consists of: Year 11: Consists of 4 internal Formative assessments weighted at 25% each. Year 12: Consists of 3 internal Summative assessments and 1 external assessment with a 25% weighting for each assessment. CAREERS OR COURSES Japanese is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Japanese can establish a basis for further education and employment in many professions and industries. For example, those which value the knowledge of an additional language and the intercultural understanding it encompasses, such as business, hospitality, law, science, technology, sociology and education, translating, interpreting, international relations, Department of Foreign Affairs and Trade, tourism industries, service industries, trade, mining, banking and finance, non-government organisations, diplomatic services, and media. People with a bilingual background will often have an edge over others in employment. In addition to core skills proficiency in a foreign language, particularly in an Asian language, is highly regarded and sought after in most industries. PREREQUISITES Due to the demanding nature of this subject, students need to have studied Japanese in Junior high school, or an alternative pathway that will be subject to consultation with the teacher. Extenuating circumstances may be considered. DIGITAL SOLUTIONS (GENERAL SUBJECT - ATAR) INTRODUCTION Because computers are used so widely in our society and workplaces, Digital Solutions has a broad range of benefits, but it is particularly beneficial for students who are interested in a career which involves the use of computers. The course includes: Creating with Code, Applications and Data Solutions, Digital Innovation and Digital Impacts. ASSESSMENT Year 11 – Formative internal assessments: Data Test, Student Experiment, Research Investigation, 2 Internal Exams Year 12 – Summative assessments: Investigation – technical proposal (20%), Project – Digital Solution (30%), Project – folio (25%), External Exam (25%) CAREERS OR COURSES ITS would benefit any student who wishes to enter a course or career that involves computer use. The client centred approach emphasised in this course would be beneficial to those entering other careers which involve meeting client needs. PREREQUISITES A grade of C- or better in Year 10 Information and Communication Technology or an equivalent subject would be helpful. Students who do not have this background can still achieve a good grade in Digital Solutions if they are willing to work consistently. DRAMA (GENERAL SUBJECT - ATAR) INTRODUCTION Drama is the study of creative and expressive communication using the body and voice. Drama encompasses a range of creative, 21 st century and life skills. Such skills include growing in one's confidence, speaking to an audience, problem solving, creative and critical thinking, working independently and collaboratively, and creating and conveying dramatic meaning from various viewpoints. The objectives of the Drama course are to develop students' knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Topics studied include – Physical and Verbatim Theatre, Realism and 'Magical' Realism, Epic and Brechtian Theatre, and Shakespeare/Greek and Contemporary Theatre ASSESSMENT Year 11 – Formative internal assessments: Project - Dramatic Concept, Performance – Dramatic Concept, Practice Led Project and Extended Analytical Year 12 – Summative assessments: Performance (20%), Dramatic Concept (20%), Practice Led Project (35%), External Analytical (25%) CAREERS OR COURSES Creative Industries; Arts Administration and Management; Communications; Education; Public Relations; Film and Television; Musical Theatre. PREREQUISITES It is strongly recommended that students have completed Year 9 and 10 Drama. It is expected that students have achieved a C or higher. SPORT Gold Coast Christian College believes in the importance of Sport for all students. Throughout the year students are given numerous opportunities to get involved in individual and team physical activities. In addition to the Gold Coast Christian College Carnivals (Athletics, Swimming, Cross Country) and school sport (various team sports) students are given a number of sporting opportunities outside of the College. These opportunities are provided through the Colleges involvement in AGCC, Hinterland District and ASSA. AGCC INTERSCHOOL SPORT (ASSOCIATION OF GOLD COAST COLLEGES) All students compete against local Gold Coast Colleges in two seasons of interschool sport on a Thursday afternoon in touch football, soccer, netball, tennis, Futsal, Oztag, AFL and basketball. HINTERLAND DISTRICT TRIALS Selected students are given the opportunity to compete against students from schools in the Hinterland District in the following carnivals: * Athletics * Swimming * Cross Country ASSA (ADVENTIST SCHOOLS SPORT ASSOCIATION) Selected students are given the opportunity to compete against students from the other SDA schools around South-East Queensland in four gala days. * Touch football * Basketball * Soccer * Netball * Volleyball RECREATION SPORTS (TERM 4) Students are given a choice of these recreation sport options: surfing, ice skating, laser skirmish, bowling, and school sport. 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INSPECTION REPORT Little Munden Church of England Voluntary Controlled Primary School Dane End, Ware, Hertfordshire LEA area: Hertfordshire Unique reference number: 117402 Headteacher: Mrs L Feakes Reporting inspector: Alan Andrews 10090 Dates of inspection: 30th June – 2 nd July 2003 © Crown copyright 2003 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Infant and junior School category: Voluntary controlled Age range of pupils: 4 – 11 years Gender of pupils: Mixed School address: Church Lane Dane End Ware Hertfordshire Postcode: SG12 0NR Telephone number: 01920 438271 Fax number: 01920 438055 Appropriate authority: Governing body Name of chair of governors: Dr Sandy Taylor Date of previous inspection: 2 nd February 1998 INFORMATION ABOUT THE INSPECTION TEAM \| Team members \| \| \| Subject responsibilities \| \|---\|---\|---\|---\| \| 6436 \| Alan Andrews \| Registered inspector \| English; Art and design; Design and technology; Physical education; Special educational needs. \| \| 13481 \| Doug Binfield \| Lay inspector \| \| \| 32162 \| Adrienne Beavis \| Team inspector \| Foundation Stage; Geography; History. \| The inspection contractor was: Quinset Draycott Chappel Road Great Tey Colchester Essex CO6 1JP Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE REPORT CONTENTS PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL Little Munden Church of England Voluntary Controlled Primary School is situated in the Hertfordshire village of Dane End next to the parish church of All Saints with which it has close ties. It has four classes and is smaller than most primary schools. Currently, there are 78 full-time children on roll aged from four to 11, including nine reception children. The majority live in Dane End, with the remainder coming from surrounding villages. Their socio-economic background is wide, ranging from rented local authority accommodation to larger owner occupied housing. They are admitted to the school in the year in which they become five. Those whose fifth birthday is before the end of February are admitted fulltime in September. Those who are five after that are admitted part-time in September and become fulltime at the beginning of the spring term. Attainment on entry is average overall, although there is a wide range of ability in the school. There are more boys than girls and Year 5 is much smaller than the other year groups. This is partly because some children leave the school at the end of Year 4 to transfer to a middle school. The percentage of children known to be eligible for free school meals is below the national average. The percentage identified as having special educational needs is also below the national average. None of the children have a statement of special educational need. The school has no children whose mother tongue is not English. HOW GOOD THE SCHOOL IS The school provides a sound education for its children. An appropriate emphasis is placed on raising standards. Teaching overall is good. It is particularly strong at the Foundation Stage and with the older juniors where a new teacher is making a positive impact. The headteacher in partnership with the governing body provides effective leadership. The school is managed well on a daily basis. The curriculum is broad and there is very good provision for extra-curricular activities and special events. Partnership with parents is very good. The school provides satisfactory value for money. What the school does well * Standards of attainment are good in English and science for children aged seven and in science and physical education at age eleven. * The overall quality of teaching is good. * The Foundation Stage is a strength of the school. * The provision for children with special educational needs is good. * Very good provision is made for children's spiritual, moral, social and cultural development. * Children's attitudes, behaviour and attendance are very good. * The curriculum is enriched by a very good range of extra-curricular activities and special events. * The school enjoys a very good partnership with parents and this is much appreciated by them. What could be improved * Attainment in mathematics, particularly at the junior stage. * Arrangements to enable subject coordinators to gain a clear view of standards of work and teaching in their areas of responsibility. The areas for improvement will form the basis of the governors' action plan. HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION The school has made good progress since its last inspection in 1998. It has raised standards of attainment in English and science and sustained the confidence of its local community. Care and support for the children is now very good. Attendance and punctuality have both improved. Children with special educational needs now make good progress. Key issues from the previous inspection have been tackled with determination. There has been a high turnover of staff and teaching at the upper end of the infant stage is now at least satisfactory and often good. Teachers' planning is more consistent and lessons benefit from this. The provision for brighter children is better, although there are occasions in mathematics when work is not hard enough for them. STANDARDS The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests. \| Performance in: \| \| \| \| \|---\|---\|---\|---\| \| \| all schools \| \| \| \| \| 2000 \| 2001 \| 2002 \| \| English \| D \| D \| B \| \| mathematics \| E \| E \| D \| \| science \| E \| D \| A \| * schools with similar numbers of children eligible for free school meals. The school's results in national tests need to be treated with caution because small cohorts make statistical comparisons unreliable. As could be expected in a school of its size, results year by year have fluctuated. However, the general trend during the period 2000 to 2002 has been up, although in mathematics the results have been consistently below the national average. The school puts considerable effort into analysing its performance so as to improve standards. Children's achievements are checked carefully and determined efforts are made to meet overall targets. Children in the Foundation Stage make good progress and by the end of the reception year most will have achieved the early learning goals and some will have exceeded them in reading, writing and mathematics. Lesson observations and scrutiny of work from children in the present Year 2 show attainment in English and science to be above the national average whilst in mathematics it is in line with the national average. In Year 6 there is more variation. Attainment is above average in science, in line with the average in English and below average in mathematics. The school was expecting this situation because of differences in cohorts, but a new teacher of older juniors is making a positive impact on children's achievements, particularly in mathematics. Attainment in all other subjects is in line with national expectations at the end of both the infant and junior stages. The exception is in physical education where attainment at age eleven is above average. Attainment in religious education is in line with the expectations of the locally agreed syllabus. PUPILS' ATTITUDES AND VALUES Children settle to work quickly and make good use of their time. Attendance last year was well above the national average. TEACHING AND LEARNING Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses. The overall quality of teaching observed was good. In almost two thirds of the lessons seen this was the case. There were no unsatisfactory lessons. In addition, some very good and one excellent lesson was observed with the Foundation Stage children. Very good teaching was also seen with the older juniors. Features of this high quality teaching include really well chosen and presented tasks, the systematic building of skills and high expectations of what children can achieve in the time available. Throughout the school the teaching of literacy is consistently good and children benefit from this. Some good teaching of science was observed and is helping to raise standards in the subject. Physical education for the older juniors is taught very well with emphasis on the use of demonstrations, discussion and practice. Over the last four years children in Year 6 have not made consistently good progress in numeracy. However, with the good teaching they are now receiving there is strong evidence of ground being made up. The teaching of children with special educational needs is mostly good. Individual learning programmes are drawn up carefully and this helps children to make good progress. OTHER ASPECTS OF THE SCHOOL The school enjoys a very good partnership with its parents. They are very interested in what their children do and support them really well. Communication with parents is very good. They are kept well informed about their child's progress. The curriculum in the Foundation Stage very successfully promotes children's independence as well as their social, literacy and numeracy skills. Throughout the school, children with special educational needs are enabled to experience success. The curriculum is enhanced through good links with the church and use of the local environment. HOW WELL THE SCHOOL IS LED AND MANAGED The headteacher has a good understanding of the school's needs. Determined efforts are made to achieve targets for improvement. Leadership and management are both effective. This is particularly commendable because the deputy headteacher left in 2001 and was not replaced because of fluctuating numbers on roll and the cost involved. A management point was offered and all teaching staff invited to apply, but no one wished to undertake the additional responsibility. The school has an appropriate complement of teachers, although two are leaving their permanent posts shortly. Accommodation is satisfactory overall with a mixture of old and newer buildings. Learning resources are satisfactory, but good in English. The school applies the principles of best value well when making purchases. PARENTS' AND CARERS' VIEWS OF THE SCHOOL Inspectors agree with parents' positive views. The school has experienced a high turnover of teaching staff in recent years and is working hard to appoint and retain high quality teachers. PART B: COMMENTARY HOW HIGH ARE STANDARDS? The school's results and pupils' achievements 1. Attainment on entry to school of most children is typical for their age. Recent national guidelines for the Foundation Stage curriculum have been implemented. The school uses the early learning goals and the relevant parts of the literacy and numeracy strategies. Children make good progress and by the end of the reception year most have attained the early learning goals and some have exceeded them in reading, writing and mathematics. This has much to do with the teacher's high expectations and the provision of tasks that capture children's interest and promote very good attitudes towards learning. The praise and encouragement they receive builds their confidence and motivates them to work hard. 2. Observation of lessons and scrutiny of work shows that in the current Year 2 attainment in English and science is above the national average and this is an improvement since the previous inspection. In mathematics it is in line with the national average. In Year 6 a more varied picture emerges. Attainment is above average in science, in line with the national average in English and below average in mathematics. The fall in attainment reflects differences in cohorts. In addition, children have not made consistently good progress in mathematics over the past four years. The good teaching they are now receiving means that ground is being made up. 3. The school's small cohorts mean that its results in national tests need to be treated with caution. This is because statistically the results are unreliable. As could be expected in a school of its size, over the period 1998 to 2002 results have fluctuated. That said, the general trend for children at age seven and eleven has been up, although in mathematics the results have been consistently below the national average. 4. The school puts considerable effort into analysing its performance so as to improve standards. Children's progress is checked carefully and determined efforts are made to meet overall targets. Brighter children do better than at the time of the last inspection. The national literacy and numeracy initiatives have helped the school provide more challenging work for them and standards have risen. However, there are still some occasions in mathematics when work is not hard enough for them. While there is variation from year to year, there is no significant difference between the standards reached by girls, and those of the boys. 5. The percentage of children identified as having special educational needs is lower than in most other schools and there are no children with statements of special need. The support they receive relies heavily on programmes of work provided by class teachers, but sometimes delivered by teaching assistants. The achievement of the children is good in relation to their ability and the work of the teaching assistants is valuable in helping them to make progress. 6. Children throughout the school are pleased to talk to visitors about their work and matters that interest them. They listen attentively in lessons, answer questions sensibly and communicate meaning clearly. At age seven and eleven, their speaking and listening skills are in line with the national average. Their use of vocabulary is sometimes good, but they are often reluctant to put forward a view or enter into debate. 7. Children enjoy reading and listening to stories. They read regularly at home and parents often actively support them doing so. At age seven, most children have reading skills above average for their age. They read with growing confidence and fluency. They understand what they have read and can recall details of characters and story lines. Many can name several authors they enjoy. At age eleven, children use more expression when reading aloud. Most have reading skills typical for their age. They have favourite authors and stories. Brighter children can predict story outcomes and suggest plausible alternatives. 8. Children write for a range of purposes and, at age seven, their writing skills are mainly above average. Stories are usually developed well with appropriate and often interesting vocabulary. Most children show a secure understanding of the use of full stops and capital letters. At age eleven, children's writing skills are generally in line with the national average. They show a growing understanding of sentence structure and some of their work shows imaginative use of vocabulary. Handwriting is usually neat and uniform. Good use is made of dictionaries to check spellings, but there are sometimes simple and unnecessary errors. 9. In mathematics, children's attainments are average at age seven and below average at age eleven. At the end of the infant stage, most children can solve two digit addition and subtraction calculations. They use their knowledge of tables to find answers to simple problems of multiplication. They understand the properties of regular geometric shapes, can read simple graphs and use common measures of length and weight. At the end of the junior stage, children use their knowledge of tables to make quick calculations. They understand common fractions and decimals. They can make simple graphs, use standard measures accurately and recognise regular mathematical shapes. However, a significant minority of children find the subject difficult and have not progressed as well as they should. The good teaching they are now receiving is making up ground. 10. Improvements have been made in science work and children's attainments are above average at age seven and eleven. This is better than at the time of the previous inspection. Children enjoy practical work and have a good understanding of the importance of fair testing. Older children can predict the results of experiments and can record their findings clearly using tables, charts and graphs. 11. Attainments in all other subjects are in line with national expectations at the end of both the infant and junior stages. The exception is in physical education where attainment at age eleven is above average. This is because the school gives considerable emphasis to swimming, and the teaching of physical education to older juniors is of a high quality. In religious education the children reach the levels of attainment expected in the locally agreed syllabus at the ages both of seven and eleven. Pupils' attitudes, values and personal development 12. Children's attitudes to learning are very good, as they were at the last inspection. They enjoy school and are keen to learn and work hard. During lessons they listen carefully and respond well to questions. Written work and practical tasks are undertaken conscientiously and children take care in the presentation of completed work. Younger children often benefit from working with older ones, especially when they are undertaking tasks together in small groups. Children, including those with special educational needs, show a co-operative approach to learning and this makes a positive impact on the standards achieved. Boys and girls behave equally well in school and all show similarly positive attitudes to their work. 13. Behaviour is consistently very good in classes and around the school. The previous report indicated that behaviour was normally very good but problems arose in lessons that were poorly controlled. During this inspection, all teachers and teaching assistants ensured that children were engaged on interesting and challenging work so that learning was not interrupted by behaviour difficulties. There is a calm and orderly atmosphere throughout the school day. This is helped by children's polite, friendly and respectful approach. High standards of behaviour were seen in assemblies, the dining hall and during playtimes. Instances of serious misbehaviour, including bullying, rarely occur and any such incidents are dealt with quickly and fairly. There were no exclusions last year. Parents are pleased with the high behaviour standards that make an important contribution to learning. 14. The provision made for children's personal development is very good. The close links with All Saints Church include opportunities for children to be involved in special church services at harvest, Christmas and Easter and to mark the end of the school year. The full programme of talks by visiting speakers and the special curriculum weeks help to extend children's knowledge and experience. Drama productions, music events, sporting activities and the many school clubs enable them to develop special interests. All classes take part in visits in the immediate locality and further afield. Children in Years 4 to 6 have a residential stay at a farm in Devon, whilst those in Year 6 also have a day trip to France. Children's keenness to help the needs of others is demonstrated by participation in events to raise funds for charities, such as the donation of £1,000 for Dogs for the Disabled. Relationships throughout the school are very good. Overall, children have a very full programme of activities that helps to raise self-esteem and provides many opportunities for personal development. 15. Children are respectful of each other's feelings and beliefs. They are thoughtful and sensitive in discussion about matters touching on issues of right and wrong and alert to the risk of inadvertently hurting the feelings of others. They are helpful and unselfish in their dealings with each other and they cooperate very well on shared tasks during lessons. Most are beginning to understand something of our cultural traditions in art, music, literature and dance. 16. Attendance is very good and has improved since the last inspection when it was good. The attendance last year was well above the national average and there was no unauthorised absence. Punctuality is good and the school has successfully addressed concerns about lateness mentioned in the previous report. Lessons and other activities start and finish on time. All these positive factors help children to progress well with their learning. HOW WELL ARE PUPILS OR STUDENTS TAUGHT? 17. The previous inspection judged the quality of teaching to be a strength of the school and to be very good at the junior stage. There was some excellent teaching of the reception children. However, there was inconsistency in the quality of teaching in the upper part of the infant stage where some unsatisfactory teaching was observed. In recent years there has been a high turnover of staff and all but one of the teachers seen in lessons have joined the school since the last inspection. The present situation is that the overall quality of teaching is good. In almost two thirds of the lessons observed this was the case. In a small number of lessons the teaching was very good and in one lesson it was excellent. No unsatisfactory lessons were seen and this represents an improvement on the last inspection. Whilst most lessons are carefully planned to make sure there is sufficient challenge for brighter children, their work in mathematics does not always extend them enough. Some very good teaching and one excellent lesson was seen with the Foundation Stage children. This is a broadly similar picture to findings of the last inspection. Very good teaching was also observed with the older juniors. This is particularly noteworthy because the teacher is in her first term at the school and has quickly had a positive impact on children's progress. 18. Teaching in the Foundation Stage is good overall and some lessons are of a high quality. This is because: * children are managed effectively and with kindness so that they quickly feel secure; * the Foundation Stage teacher has considerable knowledge and understanding of this age group. She is very well supported by the nursery nurse; * recent national guidelines for the Foundation Stage curriculum have been introduced successfully; * the classroom is organised well with bright displays that support children's learning and celebrate their achievements; * the teachers' planning is clear and sets out what the children are to learn, the activities they will undertake and what will be assessed; * tasks are chosen well so as to excite and enthuse the children; * there is a sense of fun that helps children enjoy school. * skills are built up in a systematic way so that children make good progress in their learning; 19. In both the infant and junior stages the teaching is mostly good. Lessons have a clear structure. They are generally planned well and often begin with an explanation of what is to be learned and how this links with previous work. Good use is made of teaching assistants and they make a valuable contribution to children's learning. Resources are prepared carefully and are easily available when required. The teaching of literacy is consistently good and children benefit from this. Good progress has been made in enabling children to undertake computer work across the curriculum. Some good teaching of science was observed. Physical education for the older juniors is taught very well with a strong emphasis on building skills through demonstrations, discussion and practice. Over the last four years children in Year 6 have not made consistently good progress in mathematics. However, with the good teaching they are now enjoying there is solid evidence of ground being made up. 20. In all infant and junior lessons teachers have expectations that children will: * behave well so that there is a positive working atmosphere; * work hard and do their best; * follow instructions carefully so that they know what they have to do. Children respond really well to these demands and take a pride in their achievements. 21. Features of the high quality teaching seen in lessons with the older juniors include: * imaginative and demanding tasks that motivate children and challenge them to think hard; * high expectations of what the children can achieve in the time available; * a very good mix of practical, written and oral work; * on-going feedback to children with an emphasis on how they can improve; * an expectation that children use the correct technical vocabulary when answering questions and explaining their work; * a sense of purpose that motivates children to do their best. * very good use of time, so that lessons are productive and children make good progress in their learning; 22. The teaching of children with special educational needs is mostly good. Teachers know the children well and relationships are very good. As a result, children are keen to please and to work hard. Their needs are assessed accurately and individual learning programmes are drawn up carefully. Targets for improvement vary in quality, but are usually clear, precise and realistic. Teachers take on-going account of the targets and this helps children to make good progress in lessons. HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS? 23. The school provides a broad and balanced curriculum enriched by links with the church, a wide range of special events and extra-curricular activities. Particularly good use is made of the local environment and the community. The curriculum provides opportunities for children to develop personally as well as academically. Special events include theme weeks, residential visits and the celebration of religious festivals. Good use is made of visitors to enhance children's learning. For example, during the inspection a visitor talked to the infants about her seaside experiences as a child. 24. The Foundation Stage curriculum is a very good one. It is based on recent national guidelines for children of this age. It provides a range of activities and tasks that motivate them to make good progress and reach the expected early learning goals in all areas of experience. It takes into account the need for interesting activities in and out of the classroom. The classroom itself provides a colourful and stimulating environment that reflects the high value placed on children's efforts. This successfully helps to promote their self-esteem and confidence. 25. At both the infant and junior stages the school is working with the nationally recommended programmes of study and there is a clear overview of what children will learn. Appropriate time is allocated to all subjects and the time in the school day is used well. A two year rolling programme is used to ensure appropriate coverage for all children in mixed year classes. Homework is used effectively to consolidate and extend children's learning. 26. The school lays proper emphasis on the important skills of literacy and its careful introduction of the national literacy strategy has helped raise standards. Its strategies for teaching numeracy, however, have not been as effective, particularly with the older juniors. Religious education is provided in accordance with the locally agreed syllabus. Provision for swimming is particularly good. 27. Children in Year 6 are given the opportunity to learn French through a weekly lesson and a variety of activities, including a French breakfast, a cake stall and teaching songs to the rest of the school assembly. The confidence the children gain in 'having a go' at speaking French is appreciated by parents. 28. Staff and governors know how important it is to make sure all the different groups of children are able to take full advantage of what the school offers. 29. Provision for children with special educational needs is generally good. Their selfesteem is successfully maintained and they are enabled to take a full part in the life of the school. Procedures for identifying such children are sound and comply with national requirements. They are overseen by an experienced coordinator who works closely with class teachers. She also liaises appropriately with outside agencies and the children benefit from this. Children's individual educational plans are up to date and written well. Most targets for development show careful diagnosis of children's learning difficulties and how they might be addressed. 30. It was a key issue from the previous inspection to raise attainment by increasing the challenge provided to the school's brighter children. The school has identified these children more clearly and staff regularly check their progress and the plans made for them. As a result, the provision for such children has improved considerably. The introduction of national programmes for literacy and numeracy has also helped by providing work at a suitable level, although there are still some lessons in mathematics when brighter children spend too long on tasks which are insufficiently challenging. 31. Checks carried out in school using a range of test results enable staff to see whether boys or girls tend to do better in their work. The numbers in each year group are small, so the information is hard to interpret, but the results give no indication of advantage or disadvantage to either gender. The evidence from the inspection confirms this, finding that girls and boys can all take part in the full range of school activity. 32. When the school was last inspected the provision made for children's spiritual, moral, social and cultural development was very good. The school has successfully sustained this high level of provision. 33. In line with its Christian foundation, the school takes seriously its responsibility to promote spiritual and moral development. In assemblies and religious education lessons for example, children are encouraged to reflect on their own beliefs and values and those of others. They discuss times when they have been unselfish in helping others and when they themselves have been helped. They think about occasions on which they have to make decisions, to do what is right or what is wrong. The school gives high priority to care, mutual respect and personal integrity. These values are embedded in the golden rules applied to daily life in school. In other parts of the curriculum too, children are sometimes struck by amazement, wonder or empathy. Recently the younger children were able to see the hatching of chicks from eggs, in a classroom incubator. The delight and wonder in this experience, and in handling the chicks, is powerfully evident in the school's photographic record of the occasion. 34. Children learn how to work well in small groups, sharing tasks fairly. Older children take responsibility for younger ones at playtimes and lunchtimes. They also carry out a number of other practical responsibility roles in the school. Care for each other, politeness and respect are emphasised throughout the day. Children are taught about their duty of care to the less fortunate. They support local and national charities enthusiastically, the children themselves often suggesting money-raising activities. The school is involved in an imaginative environmental project with a local pharmaceuticals company. It has also been helped in improving its immediate environment through a combined grant from Learning through Landscapes and Sport England. Children in Year 6 join in a very good citizenship programme at a local secondary school, learning what it means to be active and effective as a member of a democratic community. Their annual school journey to Devon gives a valuable opportunity to learn about social living away from the home. 35. The school enriches children's cultural experience through visits to places of interest, visitors to school, and theme weeks dedicated to particular subjects such as art and history. Children have visited the National Gallery and Stevenage Museum, and enjoy an annual inschool production by a theatre company. Literature and poetry are valued in school and well used to support learning not only in English, but also in science and religious education. There are arts components in the extra-curricular programme and the school choir joins in local and county musical activities. The school's close links with its local church and community enable it to teach children about the history, traditions and culture of their own village. Staff recognise the importance of providing opportunities that properly reflect the range of cultures found in Britain today. Children visited a Hindu temple and enjoyed a talk in school by a Hindu lady about her religion and culture. They learn about world artists and composers and attended a steel band performance at a local secondary school. Staff have carefully checked their resources, especially books, to make sure they do not present narrow or stereotypical images or accounts. HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 36. Very good provision is made for children's welfare and guidance. This represents an improvement compared to the previous inspection when the overall provision was judged to be satisfactory. 37. Staff provide a consistently high level of pastoral support where the interests of the children are put first. This is reflected in the caring and supportive learning environment that is provided throughout the day and with after school activities. Good arrangements are made to help children joining the school to settle in well and also to prepare Year 6 children for the transfer to secondary schools. The school has recently established a breakfast club for a trial period of one year that is currently attended by four children. Staff work closely together to ensure that good support is provided for children with special educational needs. 38. Effective measures are in place for dealing with health and safety issues. There are clear policies and guidelines to staff dealing with issues such as fire drills and emergency procedures. The governors' premises committee undertakes a health and safety audit each term. The governing body has recently drawn up a plan to provide access facilities for persons with disabilities. Personal, social and health education is a regular feature in the curriculum timetable. This includes provision for sex education with a special programme for children in Years 5 and 6. The school nurse talks to children about the use of medicines and other health issues, such as smoking. There is, however, no specific arrangement for advice to older children about the dangers from drug abuse. Accidents and illness are dealt with capably by staff trained in first aid. Detailed health and safety records are maintained. Appropriate arrangements are in place for child protection. 39. Very good procedures are made for promoting and monitoring attendance and punctuality. The school's expectations are made clear to parents who are co-operative in notifying reasons for absence. Registration work is undertaken quickly and any follow-up action is instigated efficiently. There is ready access to the education welfare officer, although very few problems arise in this area of the school's work. 40. Arrangements for promoting high standards of behaviour are very good. Children understand the expectations set out in the school rules. Each year they are also able to contribute to the formulation of special 'golden rules' for their class. Good behaviour and attitudes are rewarded with praise, stickers and awards for the Child of the Week and the Star of the Week. These are very popular with the children and reinforce the importance placed on this area of the school's work. There are also very clear sanctions for dealing with misbehaviour, including bullying. These are implemented on a consistent basis and, where appropriate, involve discussions with the parents concerned. 41. Class teachers regularly monitor and record children's personal development. This provides a helpful basis for updating parents on personal achievements or any concerns, usually at consultation meetings and in the annual written reports. 42. Staff check the progress of different ability groups of children on a regular basis to make sure none are slipping behind. Checks are also made to ensure boys and girls make similar headway. 43. The school has refined and improved its planning and assessment procedures since the last inspection when this was a key issue. The school policy sets out a framework for assessment and there are clear links to planning and target setting. 44. The school is developing the use of computer based systems to monitor progress and set targets in English, mathematics, and science. These systems enable the school to keep track of children's progress through the National Curriculum levels and to adapt work to meet particular needs. The school makes good use of data to compare children's attainment from the start of school with results in national tests. The school also analyses children's test papers in English, mathematics and science to identify strengths and weaknesses. It is well placed to begin taking appropriate action where necessary to improve standards further. 45. Assessment opportunities are shown on teachers' daily plans. They keep their own records to monitor children's progress in English, mathematics and science. Progress in other subjects is monitored informally through discussion and observation of children's work. Some children are involved in their own target setting. Group targets are set for reading. However, the use of individual targets so that children know how they have achieved and what they need to do to improve is not consistent across the school. 46. The marking of work is mainly kept up to date and includes comments that help children understand how their work can be improved. HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 47. The school has a successful and distinctive partnership with parents. This is a strength of the school that makes an important contribution to the children's learning and to the work of the school community. This maintains the position seen at the last inspection. 48. Parents have a very high regard for the work of the school. They state children like school, behave well and are helped to become mature and responsible. Parents indicate that children work hard and make good progress. They feel that the school works closely with parents and keeps them well informed about their child's progress. Parents feel that teaching is good and that the school is led and managed well. A few parents express concern about the high turnover of teaching staff. 49. Inspectors fully agree with parents' positive views. They recognise the school has experienced a high turnover of teaching staff in recent years. However, it is working hard to appoint and retain high quality teachers. 50. The quality of information given to parents is very good. The attractive prospectus provides a full description of the school. This is supplemented by special advice to parents on induction arrangements and about the transfer of Year 6 children to secondary education. Helpful newsletters about school activities and events are issued weekly. Staff are readily available for informal discussions with parents about any concerns that may arise. Parents are particularly well advised about their child's progress at consultation meetings with the class teachers and by the evaluative comments in the annual written reports. The governors' annual written report explains the work of the governing body and records school achievements. However, it does not fully meet legal requirements, as information relating to pupils with disabilities is not included. 51. Parental involvement has a very good impact on the work of the school. Several parents provide voluntary help in classes, for example with reading, mathematics and art and design. One parent teaches recorders whilst others help organise school clubs and provide transport for visits. The school has significantly improved the homework arrangements since the last inspection. As a result, the positive support that parents now give to homework makes a significant contribution to their child's learning. The parent teachers' association is a flourishing and well-supported organisation. The association's full programme of events has raised over £5,000 a year. Such funds are utilised to subsidise swimming and school trips as well as to provide learning and recreational facilities. HOW WELL IS THE SCHOOL LED AND MANAGED? 52. The previous inspection in 1998 found that the headteacher had a good understanding of the school's needs and a strong commitment to providing the best for all children. This is still the case. The school has the confidence of its local community and, in partnership with the governing body, the headteacher provides effective leadership. This enhances the school's capacity to improve. Key issues identified in the previous inspection report have been tackled well. Firm educational direction is given and there is an emphasis on the need to raise standards. Small cohorts mean results in national tests need to be treated with caution. That said, the school analyses them carefully so as to identify priority areas for development. Targets for improvement in performance are realistic and determined efforts are made to achieve them. All this is the more commendable because the deputy headteacher left in 2001 and was not replaced because of fluctuating numbers on roll and the cost involved. A management point was offered and all teaching staff invited to apply, but no one wished to undertake the additional responsibility. Forthcoming changes in staff provide the governors with an opportunity to review the situation once more. 53. The governing body has a good understanding of the school's strengths and weaknesses. It has appropriate committees that meet regularly. The relationship between governors and staff is good and has a positive impact on the school. The chair of governors acts as a critical friend to the headteacher and this is appreciated. Governors are closely involved in the production and monitoring of the school development plan. It sets out clear priorities for 2003/4 and also includes a vision statement for the next five years. Governors make many informal visits to the school and there are also structured visits linked to literacy and numeracy. This is good practice because it helps build an effective partnership between governors and staff. 54. Day to day management of the school is good and enables everyone to get on with their tasks. Visitors are dealt with in a pleasant manner and made to feel welcome. The school is rightly proud of the learning environment in which the children work. There is a sense of community and care for one another. The general ethos of treating children as individuals, valuing their efforts and supporting them in areas of difficulty are reflected successfully in its daily life. 55. The headteacher rightly places emphasis on her role of monitoring, evaluating and improving the quality of teaching and learning. In addition to scrutiny of children's work, a programme of lesson observations has been put in place that includes written feedback and areas for development. This is particularly important because of changes in staff. 56. All teachers carry a number of responsibilities for coordinating areas of the school's work. They are enthusiastic about their roles. Their tasks include overseeing resources, helping to prioritise developments and giving guidance to colleagues when required. Some non-contact time is given, but this is understandably limited. Much of their monitoring is of an informal nature and this is helpful. However, there are not enough formal strategies in place to enable them to have a clear view of standards and teaching in their areas of responsibility across the school. 57. The school's approach to the teaching and management of children with special educational needs is good. The children are supported with skill and sensitivity. The special needs coordinator is an established member of staff who has held the responsibility for some years. She is well organised and liaises closely with other class teachers and with the link governor. She has two half days each term to help her carry out the role of special needs coordinator and uses this to check the work of the teaching assistants. 58. The school has an appropriate complement of teachers. There is sufficient expertise and experience jointly to deliver the curriculum. However, there has been a high percentage turnover of teachers. Two more recent appointees are due to leave their permanent posts at the end of term. The governors plan to implement a system of exit interviews to improve retention. 59. There are clear job descriptions. A system of performance management has been successfully introduced for teachers. There are plans to extend the programme to include all non-teaching staff in the future. High priority is given to training and professional development. 60. Teachers are well supported by teaching assistants. The school secretary is recently appointed and supports the school organisation well. All the non-teaching staff make a valuable contribution to the school and to the overall high standards of care. 61. Accommodation is originally Victorian but has been extended and improved. It is kept clean and tidy. There are many places for children to work outside the classroom, including a small separate music room. The well-resourced library is a strength of the school. There is also a well-equipped technology area and good use is made of this and the school hall. The new Millennium garden is well planned to provide a variety of experiences with different structures, sculptures, flowerbeds, and paths. The outside play area for the Foundation Stage children is small, but is adequate for the number of children. The school has plans to move the playhouse and make a bigger space so the children can have regular access to wheeled toys and other large equipment. 62. Resources are satisfactory overall and those for English are good. The book stock is maintained well and the library organised effectively. There is no computer suite but there are computers in every classroom. Resources for both the Foundation Stage and special educational needs are satisfactory. 63. Currently there are no children with disabilities in the school. However, the building at present falls well short of requirements in this respect. For example, it lacks suitable toilet provision or wheelchair access. The governors are fully aware of this and have conducted an audit to identify the alterations needed. 64. Financial management procedures are good. Governors and the headteacher have a clear view of educational priorities when drawing up the school development plan and setting the annual budget. During the year, the finance committee meets regularly to review progress against the budget headings. Day to day transactions are controlled well by the headteacher helped by the school secretary and a finance representative from the education authority. 65. There are good arrangements in place to secure best value. Orders for work and services are placed after consideration to cost effectiveness. Financial decisions are clearly linked to planned initiatives to improve standards. The school seeks every opportunity to augment financial resources. This has recently included a £10,000 Lottery Grant for outside play facilities. 66. Income per pupil is well above the national average, as is expected for a small school. However, given the standards achieved and the quality of education offered, the school is providing satisfactory value for money. WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 67. The governors, headteacher and staff should take action to: (1) raise attainment in mathematics, particularly at the junior stage; Paragraphs: 1-11, 30, 91-101; (2) establish more thorough systems that enable subject coordinators to gain a clear view across the school of standards of work and of teaching in their areas of responsibility. Paragraphs: 56, 89, 100, 109, 124, 134, 140, 149, 160, 166: PART C: SCHOOL DATA AND INDICATORS Summary of the sources of evidence for the inspection Number of lessons observed Number of discussions with staff, governors, other adults and pupils 27 25 Summary of teaching observed during the inspection \| \| Excellent \| Very good \| Good \| Satisfactory \| Unsatisfactor y \| Poor \| \|---\|---\|---\|---\|---\|---\|---\| \| Number \| 1 \| 3 \| 16 \| 7 \| 0 \| 0 \| The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than four percentage points. Information about the school's pupils \| Pupils on the school’s roll \| Nursery \| \|---\|---\| \| Number of pupils on the school’s roll (FTE for part-time pupils) \| N/A \| \| Number of full-time pupils known to be eligible for free school meals \| N/A \| FTE means full-time equivalent. \| Special educational needs \| Nursery \| \|---\|---\| \| Number of pupils with statements of special educational needs \| N/A \| \| Number of pupils on the school’s special educational needs register \| N/A \| Attendance Authorised absence \| \| % \| \|---\|---\| \| School data \| 3.7 \| \| National comparative data \| 5.4 \| Unauthorised absence Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Attainment at the end of Key Stage 1 (Year 2) \| National Curriculum Test/Task Results \| \| Reading \| Writing \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 2 and above \| Boys \| 4 \| 5 \| \| \| Girls \| 6 \| 6 \| \| \| Total \| 10 \| 11 \| \| \| School \| 83 (75) \| 92 (75) \| \| Teachers’ Assessments \| \| English \| Mathematics \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 2 and above \| Boys \| 4 \| 4 \| \| \| Girls \| 6 \| 6 \| \| \| Total \| 10 \| 10 \| \| Percentage of pupils at NC level 2 or above \| School \| 83 (83) \| 83 (83) \| \| \| National \| 85 (85) \| 89 (89) \| Percentages in brackets refer to the year before the latest reporting year. Attainment at the end of Key Stage 2 (Year 6) \| Number of registered pupils in final year of Key Stage 2 for the latest reporting year \| Year \| Boys \| Girls \| Total \| \|---\|---\|---\|---\|---\| \| \| 2002 \| 5 \| 7 \| 12 \| \| National Curriculum Test/Task Results \| \| English \| Mathematics \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 4 and above \| Boys \| 4 \| 4 \| \| \| Girls \| 6 \| 4 \| \| \| Total \| 10 \| 8 \| \| Percentage of pupils at NC level 4 or above \| School \| 83 (80) \| 67 (30) \| \| \| National \| 75 (75) \| 73 (71) \| \| Numbers of pupils at NC level 4 and above \| Boys \| N/A \| N/A \| \|---\|---\|---\|---\| \| \| Girls \| N/A \| N/A \| \| \| Total \| N/A \| N/A \| \| Percentage of pupils at NC level 4 or above \| School \| N/A (70) \| N/A (70) \| \| \| National \| 73 (72) \| 74 (74) \| Percentages in brackets refer to the year before the latest reporting year. Ethnic background of pupils Exclusions in the last school year \| Number of fixed period exclusions \| Number of permanent exclusions \| \|---\|---\| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| \| 0 \| 0 \| The table refers to pupils of compulsory school age only. It gives the number of ex11clusions, which may be different from the number of pupils excluded. Teachers and classes Qualified teachers and classes: YR – Y6 Education support staff: YR – Y6 Qualified teachers and support staff: nursery \| Total number of qualified teachers (FTE) \| N/A \| \|---\|---\| \| Number of pupils per qualified teacher \| N/A \| \| Total number of education support staff \| N/A \| \| Total aggregate hours worked per week \| N/A \| \| Number of pupils per FTE adult \| N/A \| FTE means full-time equivalent. Recruitment of teachers \| Total number of vacant teaching posts (FTE) \| 0 \| \|---\|---\| \| Number of vacancies filled by teachers on temporary contract of a term or more (FTE) \| 0 \| \| Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) \| 0 \| FTE means full-time equivalent. Financial information \| \| £ \| \|---\|---\| \| Total income \| 273,426 \| \| Total expenditure \| 257,569 \| \| Expenditure per pupil \| 3,103 \| \| Balance brought forward from previous year \| 15,857 \| \| Balance carried forward to next year \| 3,987 \| Results of the survey of parents and carers Questionnaire return rate \| Strongly agree \| Tend to agree \| Tend to disagree \| Strongly disagree \| Don’t know \| \|---\|---\|---\|---\|---\| \| 74 \| 25 \| 1 \| 0 \| 0 \| \| 57 \| 42 \| 1 \| 0 \| 0 \| \| 74 \| 26 \| 0 \| 0 \| 0 \| \| 42 \| 43 \| 13 \| 2 \| 0 \| \| 57 \| 38 \| 3 \| 0 \| 2 \| \| 58 \| 38 \| 2 \| 0 \| 2 \| \| 75 \| 25 \| 0 \| 0 \| 0 \| \| 62 \| 34 \| 4 \| 0 \| 0 \| \| 57 \| 32 \| 9 \| 0 \| 2 \| \| 53 \| 36 \| 9 \| 2 \| 0 \| \| 64 \| 32 \| 4 \| 0 \| 0 \| \| 66 \| 34 \| 0 \| 0 \| 0 \| Percentage of responses in each category My child likes school. My child is making good progress in school. Behaviour in the school is good. My child gets the right amount of work to do at home. The teaching is good. I am kept well informed about how my child is getting on. I would feel comfortable about approaching the school with questions or a problem. The school expects my child to work hard and achieve his or her best. The school works closely with parents. The school is well led and managed. The school is helping my child become mature and responsible. The school provides an interesting range of activities outside lessons. PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE 68. Children start school in the year in which they become five. Their attainment on entry is broadly in line with that expected nationally for their age. Those whose fifth birthday is before the end of February are admitted full time in September, those who are five after that are admitted part-time in September and become full time at the start of the spring term. At the time of the inspection the reception children were in a mixed class with younger Year One children. These arrangements vary from year to year according to the number of children in the age group. 69. Recent national guidelines for the Foundation Stage curriculum have been implemented. The school uses the early learning goals and the relevant parts of the national literacy and numeracy strategies. The teacher's planning is clear and sets out what the children should learn, the activities they will do and what will be assessed. Children make good progress and by the end of the reception year most have attained the early learning goals in the six areas of learning 1 . Some have exceeded them in reading, writing and mathematics. Children with special educational needs also make good progress. 70. The classroom is well organised with bright displays and areas designated for mathematics, reading, class activities, computers, and creative work. Lively displays celebrate children's work and attractively arranged resources encourage children to participate, which they do. 71. Teaching in the nursery and the reception classes is never less than satisfactory. Examples of good, very good and excellent teaching were seen during the inspection. All adults are used very effectively to support children's learning. The nursery nurse provides very good classroom support. Personal, social and emotional development 72. Teaching in this area is very good. All adults have very good relationships with the children and they encourage care and recognition of success. At the end of the day the children assess their own performance and say whether or not they have earned a sticker. This is a significant achievement for children of this age. Their behaviour is very good. They listen to each other and work and play cooperatively together. Most are becoming independent. They dress themselves and take care of their belongings. They select which activities they will do, marking their choice on a chart. The children are polite and caring and readily acknowledge the help of adults at the end of a session. Good opportunities for development are presented through a wide range of activities, resources and routines so that, at the end of the reception year, children have achieved the early learning goals in this area. 1 Areas of learning are: personal, social and emotional development; communications, language and literacy; mathematical development, creative development, physical development and knowledge and understanding of the world. Communication, language and literacy 73. Children start school with skills in line with those expected for children of similar age. By the end of the reception year most have reached, and some exceeded, the early learning goals in speaking and listening, reading and writing. Teaching in this area is very good. Adults' good subject knowledge and preparation, together with appropriate challenge and support ensures children make good progress. 74. Speaking and listening skills are taught through stories, rhymes, role-play, practical activities and discussions. Children are confident in joining in discussions and answering questions. They can recall events in order and describe what they are doing. For example, they were excited to talk about their recent visit to the seaside at Frinton. 75. Children are encouraged to read from the moment they start school. There is an area in the classroom where they can choose to read books. Reading to adults is individual, in pairs and in groups. It is carefully taught with attention to phonics. Children are learning how to use simple word building skills to check unknown words. They also use picture cues well to make sense of the text. They are beginning to use information books to find out about things for themselves. 76. Children have regular chances to develop writing skills. They are learning to spell simple common words in their writing. They try hard to produce accurate work. Opportunities are provided to make writing fun, for example the idea that a lonely mermaid needed cheering up with messages in a bottle. Mathematical development 77. The teaching of mathematics is very good. Staff have high expectations of what children can achieve in the time available. They use a variety of activities, good questioning skills and a fast pace to ensure all children are involved. In one lesson observed, the teaching assistant skilfully extended the activity beyond the planning when it was clear the children could go further. Opportunities are taken to use mathematics in familiar situations. For example, in registration time they were asked, "What do we know about ten?" and during a physical education lesson children counted the number of jumps. Children are responsive, well behaved and keen to answer. In another lesson observed they were helping the 'Turtle' to count. They recognised numbers to 10 out of sequence and could say whether 'Turtle' needed to count on or back to reach a particular number. Children are learning about telling the time in hours and can sequence pictures in order. Some children know number facts to ten. They can identify odd and even numbers and show simple doubles and halves. They are learning about coins and the money system. Good use is made of interesting practical activities to make mathematics learning fun. By the end of the reception year most children have achieved the early learning goals for this area. Knowledge and understanding of the world 78. Teaching in this area is again very good. Adults build on children's natural curiosity to help them learn well. Good use is made of the school grounds and the locality to help children discover the world around them. Planning and recording children's work on computers is particularly good and enables teachers to chart progress very well. Children are confident in their use of the keyboard and mouse and write for themselves, using the shift key to change case. Children are successful in designing and making activities and can choose their materials and use tools to shape and join them together. At the time of the inspection, they were making boats to their own design using balsa wood, cotton reels, straws and masking tape. They were then seeing if their boats would float. Children are learning about animals and their young. They are learning how to compare now with times past through a visit to the seaside. They listen to visitors talking about their childhood experiences. Most have achieved, and some have exceeded, the early learning goals by the end of the reception year. Physical development 79. Teaching in physical development is good. It is planned well and matched to children's abilities. Children handle scissors and other small tools appropriately and move about the school and classroom sensibly and confidently. During outside physical education lessons children move well in the space available. They are sensible and listen to and follow instructions carefully. They run, jump and skip with confidence. They are beginning to understand the effect of exercise on their body and know why it is important to warm up. They are learning to use large and small apparatus with confidence. Opportunities for children to use big wheeled toys and climb outside every day are limited. However, children make good progress in this area of learning and meet the early learning goals by the end of the reception year. Creative development 80. Adults support this area of learning very well and there is an appropriate range of opportunities to develop children's creative skills. Children explore colour and texture in painting and making things with play dough. They clearly enjoy these activities. For example, they were excited and enthralled to see the colour change as they mixed blue and yellow play dough. In singing, the children are learning simple songs. They sing in time to the music and listen carefully. They can identify loud and soft sounds in the music they hear and are learning to use body actions, such as clapping, in time to the music. Construction toys and other planned activities, such as the seaside shop and the playhouse, all contribute positively to the development of children's creativity. As a result, they meet the early learning goals by the end of the reception year. ENGLISH 81. The previous inspection found attainment in English to be in line with most schools nationally at age seven and eleven. However, extension work for brighter children was limited and this was identified as a key issue. 82. Currently, attainment overall at the end of the infant stage is above average and this represents an improvement since the last inspection. It is average at the end of the junior stage. The school was expecting this situation because of differences in cohorts. Reading and writing skills are above that expected for most children nationally at the end of the infant stage. Speaking and listening skills are in line with expectations nationally. At the end of the junior stage reading, writing as well as speaking and listening skills are all in line with national expectations for children of this age. 83. The school's results in national tests need to be treated with caution. This is because the relatively small numbers of children in some cohorts make them statistically unreliable. Over the period 1998 to 2002 the results understandably fluctuated. That said, there was an upward trend. Realistic targets have been set and considerable efforts have been made to meet them. The school has worked hard, successfully, to ensure that brighter children are appropriately challenged and extended. Homework has been used effectively to enhance work in lessons. 84. Scrutiny of work and lesson observations during the inspection show that children, including those with special educational needs make good progress overall. The national initiative on literacy has been introduced well and teachers feel it is helping to raise standards. Texts are chosen carefully so as to appeal to children's interests. Teachers take the opportunity to reinforce literacy skills in other lessons, for example when recording studies in science and history. 85. Children are pleased to talk to visitors about their work and matters that interest them. They are polite and respectful. In lessons they listen carefully to adults and other children. At age seven, most are able to speak confidently and to communicate meaning clearly. They answer questions sensibly, but do not often develop their replies by using their own experiences to illustrate a particular point. Their use of vocabulary is satisfactory, although in discussions they are sometimes slow to offer opinions or to express preferences. By age eleven, children's confidence has increased and they are beginning to use their own experiences and knowledge to develop answers to questions. Their range of vocabulary is sometimes good, but in class discussions children are often reluctant to put forward a point of view or to enter into debate. 86. Children enjoy reading and listening to stories. Appropriate time is given to the development of reading skills, including the use of letter sounds to help tackle unfamiliar words. This approach is used particularly well for children with special educational needs and they benefit from this. All children's individual reading books are chosen carefully and this shows good teacher direction. Children take books home regularly and reading records are used effectively as a means of dialogue between parent, child and teacher. This encourages children to read on a daily basis and to see it as a really worthwhile activity. Many parents actively support this area of work by hearing their child read and recording comments in the reading records. At age seven, most children read with growing confidence and fluency. They understand what they are reading and can recall details of characters and story lines. Many can name several authors they enjoy. By age eleven, children read aloud with increasing use of expression. Brighter children can predict story outcomes and suggest plausible alternatives. Many have favourite authors and stories. They use dictionaries well and their library and reference skills are satisfactory. 87. Opportunities are provided for children to write for a range of purposes, including stories, poems, letters, reports and playlets. At age seven, they show a secure understanding of sequencing events in the right order. Their work is set out well and full stops and capital letters are mostly used correctly. Stories are usually developed effectively with appropriate and often interesting vocabulary. Brighter children show a growing awareness of writing for different audiences. By age eleven, children mostly plan their writing well. They show a growing understanding of sentence structure, including the use of commas, speech marks, question marks and exclamation marks. Some writing shows imaginative use of vocabulary. Handwriting is usually neat and uniform. Dictionaries are used to check spelling, but there are some simple, unnecessary errors. 88. The structure provided by the literacy hour has given teachers clear guidelines about the organisation of lessons and this is proving beneficial. The lessons observed at both the infant and junior stages were never less than satisfactory and almost all were good. Teachers prepare resources well and their lesson plans are clear about what children are to learn and how. This is usually explained to them at the beginning of the lesson so that they know what they are going to do and why. Relationships are very good and help establish a positive climate for learning. Children have very good attitudes towards the subject and behave really well. Features of the good teaching include: * activities that appeal to children and hold their interest. An example of this was seen in a lesson for older juniors in which they considered invitations and their purpose; * high expectations of what the children can achieve in the time available; * good control and management, including the effective use of encouragement that helps build children's confidence; * an emphasis on basic skills, such as the use of capital letters and full-stops; * good subject knowledge shared effectively with the children; * skilful questioning that keeps children involved and assesses their understanding; * a sense of purpose and direction that ensures time is used productively. 89. The subject coordinator has held the responsibility for some two years. She sees teachers' planning, has updated the school's reading scheme and led the production of the policy statement. Much of her monitoring of work is done informally, but she has observed colleagues teaching and given verbal feedback. 90. Children's literacy experiences are broadened and enriched through Book Weeks, annual productions and occasional visits from theatre groups and poets. Such activities help to enliven children's interest in the subject. MATHEMATICS 91. When the school was last inspected, the attainment of the seven and eleven year olds in mathematics was found to be average. The proportion reaching higher levels in the subject was also average, although brighter children were seldom sufficiently challenged by the work set for them. 92. Currently, attainment at the end of the infant stage is average. It is below average at the end of the junior stage. This is because children at present in Year 6 have not made consistently good progress in mathematics over the past four years, but with the good teaching they are now enjoying there is solid evidence of ground being made up. 93. Children's results in national tests and assessments in 2002 showed standards below average for both seven and eleven year olds, and well below those found in similar schools. At both ages, fewer children than in most schools reached higher levels of attainment. Children did less well in mathematics than in English and science. The school's mathematics targets for 2002 were missed. Targets set for 2003 are very much lower. This data requires some qualification, since only a small sample of children took the tests and assessments, each child accounting for some eight per cent of the total score. This said, national test and assessment data covering the period from 1998 to 2002 indicate that attainment in mathematics has been consistently below average over that period. There is no significant difference in the attainment of girls and of boys. 94. By the time they are seven, most children can solve two digit addition and subtraction calculations in the form of 64+19, using a range of methods. Typically they use their good knowledge of counting in tens to reach 80, before subtracting one. They know that addition calculations can be reversed through the process of subtraction, and can use their knowledge of two, five and ten times tables to find answers to simple problems of multiplication. They know the properties of regular geometric shapes, can read block and line graphs accurately and use common measures of length and weight. 95. Most eleven year olds know their tables and use them for speedy calculation, including multiplication and division with large numbers. They understand common fractions and decimals, and can explain the idea of negative numbers in a practical context, such as reading a thermometer. They have made graphs and pie charts of weather conditions and can explain what these charts tell them. They use standard measures accurately. They recognise regular mathematical shapes and some can define the properties of the shapes. However, a significant minority of children find the subject difficult and their attainment is below what is expected for their age. Children with special educational needs make sound progress in mathematics because teachers plan tasks matched to their abilities and provide extra help, where necessary, through the teaching assistants. 96. The previous inspection found that teaching was generally good, although there were some instances of low expectations and insufficiently challenging work. Three lessons were seen during the present inspection. Lessons in the infant and the younger junior classes were satisfactory, while the lesson seen in the Year 5 and 6 class was very good. The particularly good lesson was about regular two-dimensional shapes and their symmetries. The teacher imaginatively used overhead projection onto a large screen to show silhouettes of regular shapes, challenging children to define their properties, to identify their symmetries, and to use coordinates to plot their reflections. The lesson was very challenging and the children had to concentrate intently. The teaching approach used ensured they sustained their interest and allowed them to try out their own ideas about how to plot the reflected shapes. The quality of the teacher's questioning was very high because she knew her subject well. All these qualities together produced a lesson in which the children made rapid progress, albeit from a low knowledge base in some cases. 97. There are some weaknesses in lessons that are otherwise satisfactory. Since the last inspection, the school has introduced the national programme for numeracy teaching. This is helping to raise standards because it provides very precise guidance about the work children should be doing each year. Teachers plan their lessons in accordance with the programme's guidance, but sometimes lay too little emphasis on the importance of strong, direct teaching of the subject. While there have been improvements in providing suitably challenging work for the more able, teachers are still sometimes too hesitant to divert particularly quick learning children onto more productive tasks. When this happens, they do not progress as well as they might. 98. Teachers reinforce children's mathematical skills by drawing on them for other subjects. In both geography and information and communication technology lessons, for instance, children have used statistical data bases to find and order information. They have produced graphs, tables and mathematical charts to present their findings. 99. Children's attitudes to work in mathematics are good, especially in the junior classes. They work diligently, collaborate very well in small groups and have enough confidence in their knowledge to put forward their mathematical ideas without inhibition. Even when they find the work hard, they persist with determination. Sometimes the attention of the younger children wanders, but their teacher quickly corrects this. 100. The coordinator for mathematics has held the post for only a short time. She uses the information the school now has to track the progress of each child and she analyses their test performance to see which aspects of the subject they find difficult. She checks her colleagues' plans regularly to ensure the necessary ground is being covered. She has produced a good action plan to improve provision in mathematics. At present, however, it has not been possible for her to see other teachers at work, or to examine weekly plans, to ensure that lessons are of a consistently high standard. 101. After disappointing test results in 2001, governors made mathematics teaching a priority for development. The emphasis has now understandably switched to other subjects, but firm action will need to be taken to ensure that the improvements in standards of mathematics discernable now, are sustained. SCIENCE 102. At the time of the last inspection, the attainment of seven and eleven year olds in science was found to be average, although brighter children were not challenged enough by their work. Standards at present are above average at the end of both the junior and infant stages. In the 2002 national tests and assessments the eleven year olds did very well. All the children reached the average level and half of them reached the higher level. These were very high standards and considerably better than in similar schools. Infant children, however, did much less well. Their results, as assessed by their teachers, showed their attainment to be well below average. Their attainment now is much better. 103. The school is rightly very pleased with its 2002 junior stage results, but it must also be remembered that in the previous two years the results were below average. 104. Most of the seven year olds have learned from experiments that light is necessary for seeing objects, and that reductions in the amount of light result in reductions in visibility. Using a covered shoebox with a small hole, they discovered that each enlargement of the hole made the objects inside more visible. They then used torches to increase the visibility of the box contents. Through some good experimental work involving running model cars down an inclined slope, they learned about forces, which pull objects downwards, and how to record their observations. For their age they have a good understanding of the importance of fair testing for experiments to be reliable. They can explain some of the factors that need to be held constant when running their cars down the slope. 105. By the end of Year 6, most children can explain clearly how various mixtures are separated by processes, such as sieving and filtration. They understand that solutions can be dissolved into constituent parts through evaporation and condensation. Faced with a kettle containing water mixed with food colouring or with salt, many of the children can predict what the result will be when the solution is boiled and evaporated. The brighter ones can explain why the salt is "left behind", and can even relate this to efforts to produce clean water in developing countries. They know how to construct electric circuits, how to include switches and devices, such as bulbs or buzzers, and can draw their circuits accurately. They have a good understanding of how variables are controlled in experimental designs, and can record their results clearly using tables, charts and graphs, including the use of computer programmes. Children with special educational needs learn well in science because they have help with writing and recording. Consequently weaknesses in these areas do not hinder their science learning. Girls and boys do equally well. 106. Only two science lessons were seen during the inspection, one in the infants and one in the mixed Years 5 and 6 class. Both lessons were good. Lively and imaginative introductions to the lessons captured the children's interest. The younger children listened intently to the story "Can't You Sleep Little Bear?" which led to discussion of fear of the dark, of what can be discerned in the dark, and of how light is needed for objects to be seen. Children went on to conduct experiments using light boxes, to learn more about how light and dark interact. The Year 5 and 6 lesson was also marked by good quality discussion. The children had to concentrate very hard, and make full use of what they had previously learned, to predict what would come out of the spout of a boiling kettle. They realised that water vapour would be invisible and were then challenged to explain what the visible steam was. Once they puzzled this out, they were asked to relate this process of evaporation to earlier learning about the water cycle and how rain is created. They went on to explore how evaporation can separate other solutions and finally used a good computer website to investigate how developing countries cope with their need for water. In both lessons, teachers' questioning, based on their thorough knowledge of the subject, was rigorous and pushed the children's thinking into new areas. Brighter children develop a deeper understanding in the course of this work. This corrects a weakness in the last inspection when they were not challenged enough in their lessons. 107. During the inspection, some children were withdrawn from science lessons to continue with computer work on another subject. Since the missed science lesson cannot be duplicated for them subsequently, they are not receiving their proper entitlement in the subject. This withdrawal should be discontinued. 108. Children enjoy their science lessons and show a positive attitude to their work in the subject. At their best, in the older junior class they show an intense interest, concentrate well, and conduct their work maturely and carefully. Their behaviour is excellent. Younger children are also enthusiastic about their practical work in science, and impatient to be active. However, some are slower to settle to the written work of planning and prediction that precedes the experimental activity. 109. The coordinator for science has only been in post for a few weeks. However, she is an experienced subject leader from her previous schools and has a clear idea of how she wishes to influence the subject and raise standards further. The school does not yet have the processes in place that would enable her to have a confident knowledge of how well the subject is taught through the school. ART AND DESIGN 110. Two lessons were seen during the period of the inspection, one each at the junior and infant stages. Judgements were informed by an examination of teachers' planning, interviews with a sample of Year 6 children, scrutiny of work as well as of displays around the school. The programme of activities is sometimes lively and interesting. There are examples of good work, but overall, the children's attainments at age seven and eleven are broadly in line with that of most schools. This is a similar finding to that of the last inspection. 111. Children build up their skills in a systematic way. Their learning over time, including those with special educational needs, is satisfactory. Interesting ideas are generated and children show increasing confidence in experimenting with a range of media. 121. Most children show satisfactory skills in drawing, painting and colouring. This often helps them illustrate work in other subjects, for example in history activities about seaside holidays long ago. As they move up through the school their creative development is satisfactory and they show an increasing ability to represent what they see and feel through pictures. The use of sketchbooks helps them to do this. Their work includes, printing, marbling, collage, batik and the making of computerised pictures. Children show growing awareness of colour, texture, shape and size. They mix and apply paints with confidence. An example of this was seen in an infant lesson in which children were successfully painting pictures of a beech. They showed a willingness to experiment with colours and to observe outcomes, as when they were asked to find out what colours would make the sand look golden. Children in Years 3 and 4 have produced pleasing press prints based on dreams. Those in Years 5 and 6 have used batik effectively to make images of their recent visit to the Eden Project in Cornwall. Appropriate emphasis is given to observational skills and a digital camera is used to good effect in this regard. Appropriate attention is also given to the work of well known artists. For example, infant children have used marbling inks to produce wave pictures in the style of the Japanese artist Hokusai. These studies help children to be more aware of the ways in which different artists represent what they see and feel. 122. The teaching observed ranged from satisfactory to good. Lesson planning is brief, but clear, and resources are prepared well. Health and safety arrangements, such as covering desks and wearing aprons, are adhered to closely. Teachers begin by reminding children about previous work and explaining what is to be done. Learning objectives are sometimes displayed on the board for children to see. This helps build their confidence and has a positive impact on their progress. During practical sessions, teachers sometimes stop the whole class in order to share a child's success and to give ideas to others. This is good practice because it helps children feel their efforts are valued and enables them to learn from one another. Opportunities are provided for children to make choices, such as the type of paper to use, but more chances could sometimes be given for them to put forward ideas of their own. Their behaviour in lessons is really good and their attitudes towards the subject are often of a high order. They want to do well and are proud of their achievements. In the best teaching, expectations of what children can do are good and work moves forward at a brisk pace. Questions are used effectively to help them think about how to improve. Tasks are presented well and motivate the children to work hard. 123. The coordinator for the subject supports colleagues when required. National guidelines have been adopted to determine the school's programme of work. Much of the monitoring undertaken by the coordinator is of an informal nature. More strategies are needed to enable her to gain a clearer view of standards and of teaching across the school. 124. The coordinator runs a popular art club and last year the school held an arts week to help raise the profile of the subject. Displays of art and design work around the school are often good. They help celebrate children's efforts, build visual awareness and encourage creative development. DESIGN AND TECHNOLOGY 125. No lessons were seen during the period of the inspection and it is therefore not possible to make judgements about the quality of teaching. Evidence was obtained from an examination of teachers' records and planning, interviews with children and scrutiny of previous work. This shows that sufficient time is given to the subject and that programmes of work are varied and interesting. There are examples of good work, but overall, the children's attainments at age seven and eleven are broadly in line with that expected for their age. A similar judgement was made at the last inspection. 126. Scrutiny of work shows that children build up skills in a systematic way. Their learning over time, including those with special educational, needs is satisfactory. They show growing confidence in making choices and handling a range of tools and materials. Their manipulative and control skills are satisfactory, for example when cutting, gluing and joining materials together. 127. Children show very good attitudes towards the subject. They generate interesting ideas and are beginning to think carefully about how they are going to make their products. For example, infant children have made hand puppets and model houses. They began the construction of puppets by drawing pictures and using these as a template. Their work shows satisfactory sewing skills, although there is some lack of precision. In another example, older children made a shelter for a Roamer. They began with drawings and tried to get the scale right. Year 1 children have successfully made star viewers as well as pictures that include simple sliding mechanisms. Records show that children are given appropriate opportunities to take part in food technology. For example, the younger infant children have made jellies, gingerbread men and fruit salads. Emphasis is rightly given to being aware of the purpose for which a product is made. An example of this was the design and construction of slippers. Many children are beginning to think about the results of their work in terms of how improvements could be made. For example, Year 1 children completed a simple evaluation form about their sliding pictures. It included an identification of what they were happy about and what they were not, as well as what could be changed. However, children's efforts to record the way they have designed and made products and their evaluation of the outcomes should be more systematically undertaken. 128. The coordinator for the subject has held the responsibility for some two years and is available to support colleagues if required. Recent national guidelines have been adopted for the programmes of work. Much of the monitoring of the subject by the coordinator is of an informal nature. Currently, there are not enough strategies in place to enable her to have a clear view of standards of work and teaching across the school. 129. Displays around the school help to celebrate what children have achieved in the subject. They also encourage children to think carefully about what they are doing and help develop their visual awareness. GEOGRAPHY 130. Only two lessons could be seen during the inspection, both at the junior stage. Further evidence was gathered from discussions with children and the coordinator, analysis of children's work and of displays. This evidence indicates that in both Year 2 and Year 6 children attain standards expected for their age and that their achievement is satisfactory. Children with special educational needs make good progress. 131. In discussion with Year 2 children, they can identify differences between Dane End and other localities. They know how to find information using maps, information books, the Internet, and other people's experiences. They know how to use and make maps and can say what characteristics help in the recognition of places, for example, they can give instructions for a route home, past the park, beside the field, until you see a tall tree. Children can describe simple changes in their village, such as more houses and fewer trees. 'Boris' the bear enlivens the interest of younger children as he visits other parts of the world and comes back with photographic evidence. There are good links with other subjects, describing visits to other places, writing about the Algarve and using the computer for research and word processing. 132. Children in Year 5 and 6 are studying water. They are learning to identify sources of pollution, observe samples and describe what they see. They can draw up a suitable table to collect and analyse their findings. They have also collected data on the use of water in the home using a tally chart. They have used a computer to convert this information to a pie chart. A written newspaper report about drought and its effects on life shows good links with work in literacy. Children's work on the coastal environment, erosion and land formation is presented well. In Years 3 and 4, children are making a study of different climate types, comparing Grenada with Spain. They use a computer spreadsheet to produce a rainfall graph and travel brochures as a model for writing their own persuasive brochure pages. When colouring a map, children show they can use a key successfully. They can describe the differences between a place in Spain in the 1950s and the present day and have good recall of learning about coral reefs and the effect of pollution. 133. Teaching was good in the lessons observed. There was a variety of well planned and challenging activities, good use of resources and high expectations of behaviour and standards of work. Some good links are made with other subjects to support children's learning, including the use of information and communication technology. Where teachers make use of too many prepared work sheets the challenge for some children is more limited 134. The coordinator is new in post. She is well qualified for the subject and has identified assessment, the reorganisation of resources and the monitoring of standards in teaching and learning as areas for development. HISTORY 135. Only one lesson was seen during the period of the inspection. However, discussions with children, scrutiny of their work and of teachers' records and planning shows that by age seven and eleven children reach standards typical for their age. This means standards have been maintained since the last inspection. Children with special educational needs make good progress and are supported well. 136. The school makes good use of effective displays, visits to places of historical interest, speakers from the local community and theme weeks to enrich the children's historical experience. 137. Infant children use resources well to find out about the past. They pose questions and can compare life today with times long ago. For example, in talking with a visitor to school about the seaside during the war years, they found out about a rope support in rough seas, knitted bathing costumes and sweet rationing. This was followed by some interesting role-play as they discovered life on the beach with wooden deck chairs and people wearing knotted handkerchiefs. In discussion, they recalled trains on the pier, bathing machines and men with rolled up trousers. They can compare the materials used to make buckets and spades now and in the past and offer suggestions as to why certain clothing was worn. Children use digital photography to record their work and delight in taking pictures of each other with heads through the hole of a screen showing swimmers dressed in bathing suits. 138. Junior children learn about different eras in history and begin to develop a knowledge and understanding of how key people contributed to change. In Years 5 and 6, children are making a study of the Egyptians. They are learning about how the past is represented and interpreted and the common features with other civilisations. They are learning about the gods, pharaohs, the pyramids and the Nile. There are good links with other subjects, such as art and design. Children have a developing understanding of the use of evidence and can recollect key information from their learning. However, scrutiny of children's work shows an overuse of worksheets. That said, standards in presentation are good and children obviously enjoy learning about times past. 139. Teaching makes good use of resources. An informative display shows children visiting the museum at Stevenage, looking at artefacts and toys. Work displayed about an Egyptian Day shows children dancing, working on board games and dressing in costume. The history theme week shows a thatcher demonstrating his art, reflection on times during the war and Tudor costumes brought into school for children to examine. 140. The subject coordinator, who is new in post, has a sound overview the planning for each year group. She has plans to reorganise the centrally held resources and to monitor standards through teachers' planning, work sampling and observations. INFORMATION AND COMMUNICATION TECHNOLOGY 141. The school has sustained the good levels of opportunity provided to children that were noted in its last inspection. Standards at the ages both of seven and eleven were average at that time, and remain so. The previous report commented on the effective use of computer skills in other subjects, but noted that there were too few opportunities for computer work in literacy. While there are still some occasions where the use of computer skills could have extended and enriched lessons, the very thorough programme of staff training undertaken since the last inspection means that few opportunities are missed. The school has made clear progress in this regard. 142. Each class has a bank of three or four computers, several of which have Internet links. There are additional machines in the library. This is a good level of provision. The dispersed nature of the location of computers creates difficulties for teachers when they need to introduce new programmes or processes to whole classes of children. However, teachers have evolved several sensible strategies to cope with the problem. Sometimes they group their class around one machine and give a brief initial demonstration, so that children can work independently in subsequent days or weeks. Alternatively, teachers ensure that a small group of children gain confidence in the new material and then call on this expertise to help others. The school intends to buy a mobile projector to enable whole class lessons to be taught in the future. 143. The information and communication technology curriculum benefits considerably from the help of a parent who shares skills with the children on a regular basis, and from a paid specialist technician who visits every fortnight to correct the problems which inevitably arise with sophisticated equipment. 144. Overall, the school has responded well to the ramifications of its decision about dispersed location of computers. This arrangement has also brought some advantages, in particular, the immediate availability of computers to children in their own classrooms has resulted in a very good level of computer use to broaden and extend learning in other subjects. Work in literacy, mathematics, science and geography has benefited from this provision. At present, there is no facility for children to use email communications, although plans are in place to introduce this. 145. Most of the seven years olds are confident in using the mouse and the keyboard. They know how to open files and to make selections from menus. They can locate and use a simple word processing programme and have used graphics programmes especially well to create abstract seascapes in art. 146. By the age of eleven, most children have built well on their earlier experience. They have a sound understanding of how information and communication technology applications can help them in their own learning, and in their leisure activities. They appreciate, at a level appropriate to their ages, some of the ways in which new technology impacts on daily life and affairs. They can use the Internet for research purposes, finding out about climate in other countries, or about measures to combat drought in developing countries. They know how to input data to a database, and how to extract information from it. They have learned how to scan pictures into text or onto the school's website and can use multipurpose programmes, such as EXCEL. Children with special educational needs make good headway in information and communication technology because help from teaching assistants is readily available if they need it. Brighter children achieve satisfactory standards and there is no significant difference between the attainment of boys and girls. 147. While computers were consistently in use during the inspection by individual children and by pairs of children working together, only one information and communication technology lesson was seen. This was in the Year 5 and 6 class, and it was well taught. Introducing a new data base programme, the teacher led a lively and searching discussion about how databases might be set up. Children realised that planning was needed and that research and information collection had to precede the inputting of data to the programme. They decided to research the theme of rivers and agreed a range of relevant data to be collected. The teacher very briefly demonstrated how the new programme worked, with the children standing around the computer and asked them to accumulate the required information on rivers as homework. The lesson succeeded well because the discussion was brisk and of a high quality, demanding deep thinking from the children. The teacher's own confident knowledge of the material being taught enabled her to push the children's learning forward very quickly, so that a great deal of ground was covered productively in a short time. 148. Children are very confident and enthusiastic in their attitude towards information and communication technology. Many have facilities at home and this clearly boosts their capability. They work very well in pairs or small groups, invariably behave very well, and show very good levels of sustained concentration. Their willingness to help each other is a marked feature of their activity in the subject. 149. The coordinator is available to give support to her colleagues and has produced a good action plan indicating how she sees the subject developing in the coming year. At present, she has little opportunity to check in detail the quality of teaching of the subject throughout the school, and on the standards reached by all the children. MUSIC 150. Music was well taught at the time of the last inspection and both the seven year olds and the eleven year olds reached average levels of attainment for their age. The report noted the range of opportunity for instrumental tuition, the active recorder club and the good positive attitudes of the children to the subject. 151. No music lessons were observed during the present inspection so it is not possible to form a judgement about the overall quality of music teaching. However, discussions with the children and scrutiny of records and reports indicate that their attainment at the ages of seven and eleven remains average. 152. The younger children sing enthusiastically and tunefully, holding well to rhythms and phrasing. They modulate tone and volume well to fit the sense of the song's words and to balance with those around them. By the end of Year 6, children have extended their skills and knowledge in the subject. They know the groups of instruments in the orchestra and can name some important composers. They read musical notation at a simple, but satisfactory level, and can clap a given rhythm using crotchets, quavers and minims. They sing tunefully and with feeling, and many can play the recorder to an average level. Children with special educational needs make similar headway in music to that of other children. 153. The school does not have a teacher with specialist music skills, but has made adequate arrangements to ensure this is not a handicap. A satisfactory collection of instruments, texts and recorded music has been built up and staff make sensible and discriminating use of broadcast lessons. Singing plays a strong part in the children's musical development and older children can take part in the school choir. All children join in annual school performances and concerts and those taking instrumental lessons have a chance to play before an audience. Parents give valuable help in running the recorder club. Overall provision for music in the school is satisfactory. 154. The headteacher is the coordinator for music, although she does not have specialist skills in the subject. She carries out this responsibility effectively. She has successfully supported her staff in providing a sound programme of work for the children and ensured the school makes the most of musical opportunities that do not call for high levels of teacher subject specialism. PHYSICAL EDUCATION 155. Lessons were observed in games and athletics. An examination of teachers' records and planning shows all other aspects of the National Curriculum requirements are included in the programmes of work. Infant children, including those with special educational needs, make satisfactory progress over time and, by age seven, their attainments are in line with most schools. Junior children make quicker progress and, by age eleven, attainments are mostly above national expectations. A strong emphasis is given to swimming. All children receive swimming instruction at a Hertford pool for one and a half terms each year. By the age of eleven they can swim at least 25 metres and some have really good skills in this aspect of the subject. 156. Children's attitudes towards the subject are good at the infant stage and very good at the junior stage. All children are appropriately attired for lessons and they behave really well. This has a positive impact on their progress. They move quickly and sensibly to and from the playground and field. This means that little time is lost and lessons begin on time. They listen carefully, follow instructions well and clearly enjoy the tasks set for them, particularly the older children. 157. Infant children participate in athletics with enthusiasm. In warm up sessions, they undertake jumping and stretching movements with satisfactory coordination of body parts. They run energetically, often out of breath through effort. They are beginning to show a competitive spirit, but a sporting attitude towards one another. However, when sprinting, many of them have not yet learned to look straight ahead. In addition, they tend to slow down before the end of a race. Older junior children learn specific games skills. For example, they are successfully learning how to attack and score in volley ball. In this regard, many children know how to strike the ball downwards using the palm of their hand. Their catching, throwing and moving skills are often good and show a growing awareness of the importance of positioning hands and feet as well as watching the ball. Children are mindful of each other and they work together well in pairs and in teams. Their sense of sporting behaviour and of fair play is good. They are successfully developing the ability to evaluate their own performance as well as that of others so as to improve. 158. The infant teaching observed was satisfactory. The lesson seen with older juniors was very good. At both the infant and junior stages, tasks have a clear focus and children are managed well. There is an expectation that all children will work hard and do their best, which they do. Teachers ensure that appropriate resources are to hand. This means that time is not wasted and children can get on with the activities without fuss. There are ongoing reminders about earlier work and how it links with new tasks to be undertaken. In the very good teaching, activities move forward at a brisk pace and there is a real sense of purpose. There is a strong emphasis on the building of skills through demonstrations, discussion and practice of movements. Very good questioning challenges children to think hard and to observe movements closely. Activities are varied and are introduced with clear explanations as to what needs to be done and why. This helps to motivate the children and keep them on task. As a result, they make very good progress in their leaning and are proud of their achievements. 159. Children benefit from a very good range of extra-curricular activities, such as football, netball and athletics. There is a good programme of competitive games with other schools. A successful Fitness Week is held annually and this raises children's awareness of healthy living and the part regular exercise plays within this. 160. The coordinator for the subject has held the responsibility for some two years. Recent national guidelines are followed in determining programmes of work. The coordinator sees teachers' planning, but does not give feedback. She has overseen the upgrading of resources, but finds it difficult to have a clear view of standards of work and of teaching across the school. Currently, there are not enough strategies in place to enable her to do this effectively. RELIGIOUS EDUCATION 161. Only one lesson was seen during the present inspection, but this, together with evidence from previous work and discussions with the children, indicates that the subject is well taught. Children enjoy an interesting programme of activities based on the locally agreed syllabus. They respond in a lively and thoughtful way to the work and they reach the levels of attainment expected in the syllabus at the ages both of seven and eleven. This means the school has successfully maintained the standards of attainment and of teaching reported at the last inspection. 162. By the end of the infants, most of the children understand that religious faith groups are communities of people with common purposes and values. They see themselves too as being members of communities such as families and school, where members care for each other and abide by agreed rules. They know that Christians usually worship in churches and can explain why Christmas is important. They know a little about the ministry of Christ, one of the miracles for example, and have learned what happens at a Christening. Their knowledge of other religions is at a more superficial level, although they can explain what happens at the Hindu Festival of Divali. 163. By the time they reach eleven, children have successfully built on this foundation, deepening their understanding of religions and their effects on the lives of believers. They can explain, for example, how Christians perceive their God and compare this with Hindu concepts of deity. They understand something of the relation between Christianity and Judaism, and that Jesus was a Jew, but have little detailed understanding of the shared history of these faiths. They recall some factual information about Hinduism, its deities and main festivals, and have visited a Hindu temple. Overall, the children recall religious information satisfactorily, but have greater difficulty in appreciating differences of belief. Children with special educational needs usually make steady progress in their religious education lessons because writing demands are kept to a minimum for them, and adult help is to hand when needed. 164. The Year 1 and 2 lesson seen was a good one. Beginning with the reading and discussion of a well-chosen fiction story, the children talked about the selflessness and kindness of a key character who gave up something of value to make her small brother happy. This opening drew the children into the lesson and the following discussion was lively and productive. The teacher wisely allowed it to overrun the allocated time, because children were gaining so much from it. Their discussion focused on occasions when they themselves had given something up to help others. It encouraged a good level of reflection and added to children's spiritual development. Well-managed discussions like this allow brighter children to explore issues in greater depth. 165. In their religious education lessons, children enjoy discussion of moral and religious issues and conduct themselves in a serious and reverent way. The school rightly sees it as important to bring the subject to life for the children through visits to places of interest, good contacts with the vicar and the local church as well as the use of religious artefacts to illustrate points made in lessons. 166. The coordinator has a clear plan for how she wishes the subject to be developed further in the school. 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A study on the perception and attitude scale of pupils towards home works with a focus on the various causes leading to a negative approach possessed towards homework of class 10 students at little flower school, Guwahati 1 Dhanada choudhury 1 Student 1Sipajhar b.ed college , gauhati university _____________________________________________________________________________________________________ Abstract - Home works plays a vital role in the process of a child's academic growth. It is a very familiar term to all the teachers and learners. The area of the research- study chosen by the investigator is about measuring the attitude- level of the pupil towards home-works with an attempt to develop a positive attitude towards the same engaging the pupils more and more towards self – empowerment in doing studies by themselves and utilizing their extra time productively, especially when they are home,with an objective to bring a positive shift in their academic performance and level of selfconfidence. keywords - Homework _____________________________________________________________________________________________________ THEORITICAL BACKGROUND OF THE SYUDY Education is vital process of human life. It has two –fold functions to perform. One is collective in nature,i.e. the upliftment of the society and the other is the development of an individual living in it. School is the primary formal social institution where a child gets introduced to the process of socialization and self – development. It is the miniature replica of the outer social world which enables the child –learner to get accustomed to the basic social norms, values of life, sense of responsibilities towards self and the society as well, sense of belongingness etc. The social climate at school is composed of peers, educators and mentors, administration-persons etc. Classroom is a crucial part of the school where the child – learner spends the most important and most of the time in a day. Within the four walls of the classroom, the child receives knowledge, experience and guidance from the teachers and also from friends. The teacher plays the role of a mentor, guide, instructor, leader, supervisor, controller and evaluator whose constant care nourishes the innate qualities of the learners and help them to get grown and groomed in all aspects. Curriculum play a vital role as a tool to develop the learners and it is the duty of the teachers to follow an effective curriculum, upgrade it if required, so that it can contribute to its maximum to the teaching –learning process. Teachers adopt a pedagogic approach basically focusing on three aspects:- The age and ability of the learners Provisions of curriculum Personal abilities/ interest of the teacher THE TOPIC OF RESEARCH –the research area: "A STUDY ON THE PERCEPTION AND ATTITUDE SCALE OF PUPILS TOWARDS HOMEWORKS WITH A FOCUS ON THE VARIOUS CAUSES LEADING TO A NEGATIVE APPROACH POSSESSED TOWARDS HOMEWORK OF CLASS 10 STUDENTS AT LITTLE FLOWER SCHOOL , GUWAHATI". Meaning of Homework: Homework is a familiar term is education which is regarded as schoolwork formally assigned for completion outside school – time. Homework is being considered as an essential part of child's learning. It encompasses a number of activities including revision and preparation for exams or future class-work. It helps the teacher to cope with the people of different work-grades and finishing of the syllabus within a stipulated time period. It is generally given by the teachers to help the student to develop their self- confidence leading to independent learning. SIGNIFICANCE OF THE STUDY * Pupils respond negatively in the class being given homework. They express their unwillingness to pursue the homework through their facial expressions and body- languages. * Pupils don't complete their homework and are needed repeated reminders on the part of the teachers. * Even after completion many of the pupils don't submit the homework on time. Many of them often forget to bring it to the school and are needed to be reminded repeatedly. * Many amongst the homework's quality is not maintained well and it can be easily noticed that these have been done without any motivation. * Pupils who are fully reluctant to do homework. Generally found to be absent from the school/class during the time of submission of the same. * Negative influence of peers is also another reason of such reluctance. It had been observed that many amongst the pupils deliberately don't complete or submit their home- work due to peer-influence. * It had also been observed that many amongst the pupils who wished to perform well in the class and had been really good learners, opt to not to do homework due to peer- influence. Those who are sincere experienced avoidance and negative behavior from few peers in the class. Which is really an emotional issue for them at the stage of adolescence? This had lead to the poor academic performance of many students having good potential. * Student can't stand any overload of homework and it leads to frequent absenteeism. The investigator has witnessed the teacher taking due care of the learners and taking efforts to make them maintain positive attitude towards homework understanding its relevance but the result has not been as per the expectation. Therefore the investigator has initiated to make an attempt to go in depth into the issue. Analyzing the reasons that cause negative influence amongst pupils leading them to pose insincerely to deal with homework. This study had been considered by the investigator to be one of the tools to diagnose the problems associated with the study area address those problems and also provide measures to deal with the problems to attain a solution. OBJECTIVES OF THE STUDY * To find out the volume of student in the class who are taking homework seriously having a negative attitude the same. * To find out the volume of students in the class who are not performing and submitting their homework regularly. * To diagnose and understand the causes behind such negative attitude non- performance. * To apply corrective measures leading to a transformation of their negative attitude into positive attitude. * To bring a positive change in the academic environment of the class by transforming non-performance into performance. * To elevate the quality of homework done by the students. ACTION HYPOTHESIS The following hypothesis have been considered to be achieved under the approach of the teacher trainee- "If the causes relating to the negative attitude of pupil towards homework can be diagnosed and thereby appropriate remedial measures can be taken. There would be a possibility to mould their negative attitude into a positive one towards homework”. RESEARCH METHODOLOGY The research methodology adopted for the study has been described below: NORMATIVE SURVEY METHOD The normative Survey Method is that type of method which doesn't restrict itself just to collect facts and information only. but also aims to promote future development. Since action research is that type of research which is not only based on collecting data and drawing generalizations. But to solve the problem and improve the existing situation. Hence the Normative Survey Method of research has been considered to be effective for this study, therefore has been adopted by the investigator. The study also involved Observation Method. At the very initial stage of the study. The learner were being deliberately give some homework under two different situations-1 st , they had been explained a topic by the concerned teacher and on the same homework was give .2 nd ,they had been give some basic question from the lesson following the lesson they had been studying at that time. Here they had to read the lesson by themselves and work on the questions. The investigator observed the reaction in the class once the homework had been given in both the situations. Certain things had been found in common in their responses in both the situations. This observation process was followed by the conduction of the survey for collecting data which was followed by the planning and adoption of remedial measures and a post-test analysis thereafter. Research Design A research design is the set of methods and procedures use in collecting and analyzing measures of the variables specified in the research problem. The design of a study defines the type and sub- type of methods. The research problem. Hypothesis. Independent and dependent variables, experimental design and data collection methods and a statistical analysis plan. Research Design and data collection methods and a statistical analysis plan. Research Design is the framework that has been created to find the answers of the research question. Here the design is based on both quantitative and qualitative research design to collect maximum information from the respondents. Quantitative research is the systematic empirical investigation of observable phenomena via statistical mathematical or computational techniques. It is any data that is in numerical form. This data is collected through questionnaires. Qualitative research is a scientific method of observation to gather non-numerical data. Sampling Design Considering the purpose of the study the investigator has selected Purposive or Subjective Sampling. A purposive sampling is a non- probability sampling that is selected based on characteristics of a population and the objective of the study. Purposive sampling is also known as judgmental selective or subjective sampling. This type of sampling can be very useful in situations when one needs to reach out to a targeted sample of a selected population. Sample Size: The Size of the sample is 50 (class x, Section A) Tools for data collection: Tools refer to the instruments and items used by the investigator in collecting data from a targeted set of sample to explore new fields and dimensions of the research area. Each tool or technique is appropriate for collection of certain type of evidences or information. It is of vital importance to select suitable instruments or tools. Proper selection of tools will help the researcher to collect the desired data appropriate for collection of certain type of evidences or information. It is of vital importance to select suitable instruments or tools. Proper selection of tools will help the researcher to collect the desired data appropriately and achieve the objectives of the study. The following tools have been used in this study for data collection: * Questionnaire –A Questionnaire is a set of questions printed or written with the choice of answers. Devised for the purpose of a survey or statistical study. * Observation – Observation is a systematic qualitative approach of colleting qualitative data. * Personal Interview- It is a face to face interface in between the investigator (interviewer) and the sample (individual). It brings lot of problems and hidden reasons in front which is otherwise difficult to find out. * Counseling and Brain- storming- It is a technique of individual as well as group interaction system whereby the counselor (researcher) attempts to bring about the targeted modification in the behavior and performance of the sample group, which are part of the remedial measures. Procedure of Data Collection: For this study primary Data has been collected. The data during the pre- test is collected by distributing questionnaire among the students of the targeted class under study. The questionnaire includes questions which are closed –Ended in nature. The student were given necessary instructions before filling up the questionnaire and the investigator ensured that the students fill up the same out on their own without being influenced by others. The same set of questions had been given to the same batch of students after the remedial measures were taken by the investigator. Thereafter a comparative analysis between the responses had been made to derive at the conclusion. Questionnaire based responses analysis: Before distributing the questionnaire, the investor ensured that students give their responses absolutely being free from all sorts of prejudices doubts and influences. To bring a better psychological connection in between the students and the questions, the investor preferred to begin the questions with "I" instead of beginning with "you", as this was expected to support to generate honest responses. All the questions were FEEDBACK/ OPERATIONAL: a) PRE- TEST ANALYSIS: At the pre- test level, the investigator simply applied the primary data collection procedure based on personal observation and interaction with students (sample) and their parents as well. Also the sample- group was provided with a small questionnaire having a set of 10 questions which helped to bring out the perception and attitude level of the group of students towards homework. After collecting data on the following three methods, the investigator made a simple analysis based on the findings: Graphical Representation of the analyses Since the survey was conducted on the same experimental group (sample) twice, pre-test and post-test on the same set of questions, it becomes relevant and genuine to figure out the changes in the responses collected during the post-test period over the responses collected during the pre-test period. A comparative analysis of the responses obtained form the same group of respondents during the Pre-test and Post-test has been shown diagrammatically as under. The responses, based on each item of the questionnaire have been shown individually. 1. Statement I like receive homework from my teachers in class 2. Statement Homework is just a waste-of time 3. Statement I am intellectual, homework has very little role to play to develop my intellect level. \| \| Pre-test \| Post-test \| \|---\|---\|---\| \| Agree \| 22 \| 35 \| REMARK : There is a positive change in attitudes towards homework \| \| Pre-test \| Post-test \| \|---\|---\|---\| \| Agree \| 27 \| 12 \| \| Disagree \| 23 \| 38 \| Pre-test Post-test Agree 15 17 Disagree 35 33 REMARKS: There is a positive change in attitude towards homework. 4. Statement Homework hampers my study-time and study-plan. REMARKS: Though still the negative responses are more than the positive ones, yet it has been observed that there has been a positive shift in attitude towards homework as the responses agreeing to the statement that doesn't endorse a positive towards homework, has come down from 29 to 27 and the other side that endorses positive attitude has risen from 21 to 23. \| \| Pre-test \| Post-test \| \|---\|---\|---\| \| Agree \| 29 \| 27 \| 5. Statement I need homework to develop the habit of practicing. \| \| Pre-test \| Post-test \| \|---\|---\|---\| \| Agree \| 30 \| 33 \| \| Disagree \| 20 \| 17 \| 6. Statement I am busy with tuitions, hence won't get much time to do my homework. \| \| Pre-test \| \|---\|---\| \| Agree \| 28 \| \| Disagree \| 22 \| REMARKS: Though still the negative responses are more than the positive ones, yet it has been observed that there has been a positive shift in attitude towards homework as the responses agreeing to the statement that doesn't endorse a positive attitude towards homework, has come down from 28 to 27 and the other side that endorses positive attitude has risen from 22 to 23. 7. Statement Homework allows me to apply my knowledge I had acquired at the classroom. REMARKS: There has been a positive shift in attitude towards homework. \| \| Pre-test \| \|---\|---\| \| Agree \| 36 \| \| Disagree \| 14 \| 8. Stat ement I do/will do my homework. REMARK: Even though there exist few negative responses post test also, yet few negative responses have been converted into positive ones. \| \| Pre-test \| \|---\|---\| \| Daily \| 21 \| \| Sometimes \| 18 \| \| Never \| 11 \| 9. Statement Homework allows me to revise my lessons REMARKS There has been a positive shift in attitude towards homework \| \| Pre-test \| \|---\|---\| \| Agree \| 34 \| \| Disagree \| 16 \| 10. ATTEITUDE TOWARDS HOMEWORK REFLECTED BY THE 10 ITEMS IN THE QUESTIONNAIRE BASED ON THE OVERALL RESPONSES. \| \| Pre-test \| \|---\|---\| \| POSITIVE \| 5 \| \| NEGATIVE \| 5 \| TOTAL 10 10 FINDINGS of the study: * During the pre-test phase, most of the respondents revealed a negative attitude towards homework (date has been shown earlier). * Out of 10 items in the questionnaire, around 50% revealed a negative attitude and negative perception, many of the which turned into positive ones later. * The diagrams in table 11 clearly show that during the Pre-test period 50% of the responses on ten of the items of questionnaire reflected a negative attitude towards the homework, whereas at the Post-test period 80% of the responses show a positive e attitude towards homework. This is due to the remedial measures taken after the pre-test data collection, which proves the effectiveness of the remedial measures. * During personal interaction sessions with the respondents, it was found that the primary reason behind such negative attitude is the lack of time and motivation. Students, being extremely busy with studies, tuitions etc., find a difficult in manage time for homework. * Usage of smart phones and peer-influence are two of the major causes, which keep the students possessing a casual, passive and negative approach towards homework. They don't study on a regular basis, as a result, the workload increases and they are unable to cope up later. * Many had admitted honestly that as they have to go for tuitions they feel that their preparation is done and no separate homework from school is needed. * Many of the parents also take a confusing stand dealing with their words where the necessity of homework is to be highlighted before the children. * Many of the parents and students feel that homework increase the burden on the students and make them more tensed towards studies. * Many stay absent from school for escaping homework submission. * During the period when remedial measures had been undertaken, it had been observed that the students paid keen attention towards it and reacted positively. * During the Post-test feedback collection, it had been observed that many negative responses turned into positive ones. SUGGESSTIONS & RECOMMENDATIONS Homework is a very essential tool for the academic performance, especially at the school level. The importance of homework has already been discussed earlier. However, to make homework as an effective tool to bring academic progress of a student, it is required that they must accept and understand its importance. Few steps or measures can be taken to deal with problem under study. These are: * Regular motivation and encouragement is to be given to the learners. Career orientation programme should be organized to guide the students' thinking towards a positive direction leading to academic progress and the importance of homework is to be highlighted. * Parents and teachers should work hand-in hand for the student's progress and study related matters. * Value-based programmes should be organized where students can be briefed and motivated about following certain basic values for life such as doing duties as young scholars, obeying the teacher, parents, not escaping any duty as a student etc. * Teacher should stay approachable to her students giving them the required space to clear their doubts on the subjects, if any and help them doing their homework at required. * Activity-based homework is preferred to be given to the students. * Homework size should not be heavy and it should be capable of being completed in short time. * Teacher should check the homework on time and return the copies to the students correcting the errors if any as soon as possible. * Students should not be punished or scolded badly for doing the homework wrong. The teacher should instead appreciate the students for coming the homework recrtifuing the mistakes in the homework done, if any. * The class- captain should be more involved and vigilant towards the performance of the whole class and should herself set an example of sincerity by submitting the homework on time. CONCLUSION A favorable learning environment always bears a positive impact on students all round development and growth. Education and studies are the primary areas of necessaries in a student's life. In Sanskrit, there is a famous say rather a Shiake which is "Chhatranang Adhyanang Tapah" which means that the only duty of a student is to study and learn. Therefore, it is obvious that to lead a happy and successful life in future, students should take studies seriously and sincerely. The role of class work and home work can't be over emphasized in this regard. Especially homework plays a very important role in utilizing students time effectively where they are made compelled to think productively, it makes the students self-depend. The benefits off homework have already been discussed earlier. Now-a-days, due to hectic study schedule, completion over talents and academic progress, involvement in extra-curricular activities, wasting time on electronic gadgets etc. have been the prime cause for making the students possess and escaping behavior towards class work and homework, especially the later as the teacher is not there to monitor while working on a homework. Hence, proper remedial actions and behaviors are required to be taken by the school teachers, parents and also the students themselves in order to recognize the value of homework and get the maximum benefit from it. This research project had been of high benefit to a trainee teacher as it helped in diagnosing the problems related to homework which is a very common problem at schools now-a-days. As few remedial measures had been taken in a short time span leading to a positive outcome, it is expected to generate high value in future in terms of more sincerity amongst the students towards studies and homework and contribute to the academic growth of the students and the school as well. REFERENCES 1. Gupta, S.C. and Kapoor, V.K. Fundamentals of Mathematical Statistics, Sultan Chand & Sons, New Delhi. 2. Sharma. R.A. (2010) Teacher Education and Pedagogical Training, R. 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Tustin Unified School District Robotics Handbook Table Of Contents 5 5 5 7 7 7 8 8 8 9 9 10 11 11 11 12 13 16 16 16 17 17 20 20 20 20 21 21 21 21 21 TUSD Robotics Handbook 1 TUSD Tournaments 22 22 23 23 24 4 4 4 6 6 6 7 7 7 8 8 9 10 10 10 11 12 15 15 15 16 16 TUSD Robotics Handbook 2 19 19 19 19 20 20 20 21 22 22 TUSD Robotics Handbook 3 Program Introduction Welcome to the TUSD Robotics Program! This handbook provides the key policies and goals about the Tustin Unified School District's VEX Robotics programs, expectations from the student and adult members, and essential information about the program. The success of the various TUSD Robotics Programs are due to the dedication of our members. Every member's commitment, persistence, and self-motivation allows our program to run smoothly and achieve the program's ultimate goal to prepare our students with life skills essential for success in life and their future career. Mission and Vision The mission of TUSD Robotics is to inspire students to pursue education and career pathways in STEM fields through engaging them in exciting, project-based engineering design challenges. While participating in our mentor-based robotics programs, students naturally build skills in science, technology, engineering, and mathematics that foster innovation, creativity, critical thinking, communication, self-confidence, and leadership. Students are prepared to become future innovators in STEM career fields who know how to work collaboratively, meet deadlines, and solve real-world engineering problems. It is the vision of TUSD Robotics to develop students who have the confidence, skills, and desire to become the next generation of leaders in STEM career fields who will positively impact American culture and become well-rounded contributors to society. Program History TUSD Robotics was founded in the summer of 2014 during the Tustin Public Schools Foundation (TPSF) Summer Academy program. Four students from each of our six middle schools were chosen to create the first TUSD Robotics competitive teams. Soon after, more teams were added as seen in the timeline below. TUSD Robotics Handbook 4 \| Year \| Number of Teams \| Number of Students \| \|---\|---\|---\| \| 2014 TPSF Summer Academy \| 6 Middle School \| 24 \| \| 2014-2015 School Year \| 12 Middle School \| 60 \| \| 2015 TPSF Summer Academy \| 6 Middle School \| 24 & 12 High School Mentors \| \| 2015-2016 School Year \| 66 Elementary School 16 Middle School 9 High School \| 418 \| \| 2016 TPSF Summer Academy \| 6 Middle School \| 24 & 16 High School Mentors \| \| 2016-2017 School Year \| 74 Elementary School 17 Middle School 10 High School \| 476 \| \| 2017 TPSF Summer Academy \| 6 Middle School \| 24 & 16 High School Mentors \| \| 2017-2018 School Year \| 79 Elementary School 22 Middle School 11 High School \| 536 \| \| 2018 TPSF Summer Academy \| 6 Middle School \| 24 & 16 High School Mentors \| \| 2018-2019 School Year \| 86 Elementary School 24 Middle School 12 High School \| 548 \| \| 2019 TPSF Summer Academy \| 6 Middle School \| 24 & 20 High School Mentors \| \| 2019-2020 School Year \| TBD \| TBD \| We currently serve over 500 students each school year through after-school robotics programs and the TPSF Summer Academy program. Students have the opportunity to enter TUSD Robotics in 3rd grade and may continue through to their senior year in high school. TUSD Robotics Handbook 5 As the TUSD Robotics program grew, we began to find great success in the VEX and VEX IQ competitive community. Several of our programs are well known across the nation, winning a plethora of awards and attending many events. Some of our most notable accomplishments include: ★ 2015 - 2016: 2 teams qualified for State, 0 teams qualified for World Championships ★ 2016 - 2017: 15 teams qualified for State, 5 teams qualified for World Championships, 4 World Titles - VEX IQ Create Award - VEX EDR 3rd Place Robot Skills - VEX EDR Tournament Finalist - VEX EDR Judges Award ★ 2017-2018: 15 teams qualified for State, 9 teams qualified for World Championships, 3 World Titles - VEX EDR Build Award - VEX EDR Division Champion - VEX EDR World Championship Finalist 2018-2019: 23 teams qualified for State, 11 teams qualified for World Championships, 5 World Titles - VEX IQ Innovate Award - VEX EDR Design Award - VEX EDR CAD Engineering Online Challenge Winner - VEX EDR 3rd Place Girl Powered Online Challenge Winner - VEX EDR Division Champion What We Do TUSD Robotics provides a variety of different programs for students to build their robotics knowledge throughout the entire year as described below. VEX EDR The VEX Robotics Competition is an educational and competitive robotics program for middle and high school in which teams of students design, program, and build robots to compete in an official game that changes every year. Throughout the school year, teams work together to prototype, test, and practice to compete in various TUSD-hosted and outside tournaments. Each middle school and high school in TUSD provides opportunities for students to join robotics teams either through in-class or after-school programs. All programs are run by certificated teachers who act as coaches. VEX IQ The VEX IQ Robotics Competition is an educational and competitive robotics program for elementary schools in which teams of students design, program, and build robots to compete in an official game that changes every year. Throughout the school year, teams work together to prototype, test, and TUSD Robotics Handbook 6 ★ practice to compete in various TUSD-hosted and outside tournaments. Each elementary school in TUSD provides after-school opportunities for students to join robotics teams beginning in 3rd or 4th grade. All programs are run by certificated teachers who act as coaches for the teams. PLTW Programs Each TUSD middle school offers Project Lead the Way (PLTW) elective classes that lead to our 15 Career and Technical Education (CTE) pathways in high school. Several of these CTE high school courses include engineering and computer science and are interwoven into a student's school day. These courses provide opportunities for students to engage with engineering notebook documentation, the engineering design process, effective teamwork and communication, as well as other life skills essential in a CTE or STEAM-related careers. TPSF Summer Academy Alongside the competitive robotics programs provided throughout the school year, TUSD Robotics also provides classes at the Tustin Public School Foundation's (TPSF) Summer Academy. Hosted at Orchard Hills Middle School, robotics classes are provided for elementary students in the VEX IQ program in the Robotics 1.0 Class, students transitioning from VEX IQ to VEX EDR in the Robotics 1.5 Class, and middle school students being introduced to competitive VEX EDR in the Robotics 2.0 Class. Students may be enrolled in these classes through the tpsf.net website, however Robotics 2.0 is an invitation only class and registration in not available to the public online. Robotics 2.0 students are selected and invited by the middle school site coaches. Check out the TPSF website for other STEM classes such as Drones that students may enroll in! Mentoring and Volunteering Opportunities The TUSD Robotics program advocates for a community-centered program, in which members across all of our schools work together to create an encouraging robotics community. Therefore, TUSD Robotics provides high school students an opportunity to become leaders by mentoring elementary and middle school robotics teams during TPSF's Summer Academy after completing the Mentorship Certificate Program. TUSD Robotics tournaments are fully run by volunteers. All of the set up, break down, and field resetting is done by TUSD Robotics and Orchard Hills ASB Leadership students. Alongside these student volunteers, many community members and volunteers from companies and organizations such TUSD Robotics Handbook 7 as Panasonic Avionics, University of California Irvine, and California State University Fullerton volunteer as referees and judges at our VEX IQ and VEX EDR Robotics Competitions. We are always in need of volunteers to help run successful tournaments. Please go to or share http://www.tusdrobotics.com/volunteer-information.html to sign up and recruit volunteers. Joining the Program TUSD Robotics contains competitive robotics programs at each of its 18 elementary schools, 6 middle schools, and 3 high schools. Each TUSD school site runs their robotics program and application process a bit differently. To apply to become a TUSD Robotics member, please contact the robotics coach at your designated school site. Code of Conduct All TUSD VEX and VEX IQ Robotics tournaments are official event partners with the Robotics Education & Competition (REC) Foundation. The REC Foundation believes strongly that tournaments should be a positive experience for all who attend. The REC Foundation states: "The Robotics Education & Competition Foundation considers the positive, respectful, and ethical conduct of all students, teachers, mentors, parents, and other event attendees an important and essential component of all VEX IQ Challenge, VEX Robotics Competition, and VEX U events. We expect the following behavior and ethical standards at all REC Foundationsanctioned events: * Act with integrity, honesty, and reliability * Behave in a respectful and professional manner with event staff, volunteers, and fellow competitors * Exhibit maturity and class when dealing with difficult and stressful situations * Respect individual differences * Follow all rules as listed in the current game manual(s) * Student-centered teams with limited adult assistance * Safety as a top priority * Good sportsmanship, which includes supporting your alliance partners These expectations apply to all team members and all adults associated with a team including, but not limited to, teachers, mentors and parents. This Code may also apply to behavior outside of REC Foundation-sanctioned events where inappropriate actions are related to an event or participating individuals. TUSD Robotics Handbook 8 Judges will consider team conduct and ethics when determining awards. Repeated or egregious violations of the expectations in this Code may result in consequences up to the disqualification of the team or organization from the current event and/or future events, and potentially removal from the program after review by the REC Foundation." Additional TUSD Robotics Member Obligations Robotics practices and competitions often induce intense, high stress situations. These are good opportunities to model and/or gain experience in handling these situations in a positive and productive manner. It is important that we all exhibit maturity and class when dealing with any difficult situations that may present themselves in both school site practices, scrimmages, tournaments, and our lives in general. In addition to the REC Foundation Code of Conduct, all TUSD Robotics team members must: * Abide by rule <G1> Treat everyone with respect. All Teams are expected to conduct themselves in a respectful and professional manner while competing in VEX Robotics Competition events. If a Team or any of its members (Students or any adults associated with the Team) are disrespectful or uncivil to event staff, volunteers, or fellow competitors, they may be Disqualified from a current or upcoming Match. Team conduct pertaining to may also impact a Team's eligibility for judged awards. Repeated or extreme violations of could result in a Team being Disqualified from an entire event, depending on the severity of the situation. * Abide by rule <G2> VRC is a student-centered program. Adults may assist Students in urgent situations, but adults should never work on or program a Robot without Students on that Team being present and actively participating. Students should be prepared to demonstrate an active understanding of their Robot's construction and programming to judges or event staff. * Allow for fair play and time limits on the practice fields at tournaments * Speak to others in a calm and positive manner * Congratulate and shake hands with all alliance and opponent members at the end of each match * Never argue with a referee or coach, present your complaints in the proper manner to a head referee or TUSD Robotics lead representative * Keep your work area tidy and clean up your entire area at the end of an event or practice TUSD Robotics Handbook 9 * Treat all equipment and supplies with respect and immediately inform your coach if any equipment is dropped, broken, or damaged. In some cases of negligent behavior, you may be responsible for replacing broken or damaged equipment. Participation in Vex Forums TUSD Robotics expects all of its students to behave just as respectfully and responsibly online as they do in person. Communication with robotics members from all around the world through the online VEX Forums provides for an opportunity to exchange robotics knowledge that benefits the entire robotics community. We expect our TUSD members to be kind, encouraging, and thoughtful with every post on any online communication platform. Please note that the VEX Forums are monitored and viewed by many in the VEX community. It is an expectation that all TUSD Robotics students participate in the VEX forum in a way that positively represents each individual, our teams, and our district program and provides positive contributions to the community. Adult Roles and Participation The TUSD Robotics Program seeks to develop student passion for and involvement in science, technology, engineering, arts, and mathematics (STEAM) through the competitive VEX Robotics Competitions. Teachers/Parents/Coaches are allowed to provide guidance to help students fix, program, and design their robots. However, adults are not to engage in the process of building, programming or designing the robots. Adults doing the majority of the work on the robot is not acceptable, for it evidently limits student learning and ownership in that particular situation. Teacher/Coach Roles The certificated teachers who act as coaches for the TUSD Robotics program are adult mentors and robotics leaders at their school sites. Teachers/Coaches are expected to: * provide the structure and resources necessary to support students in designing, building and programming robots * facilitate teams in creating a timeline or calendar to help reach their goals for tournaments (including drive practice and autonomous programming) * sign teams up for tournaments and support teams at events * communicate with parents and facilitate necessary paperwork such as permission slips and release forms * organize the design and purchase of team t-shirts or spirit wear * communicate all needs for support with the TUSD Robotics lead and response to emails * communicate and collaborate with site administrators, ASB leaders, PTO, and/or booster clubs to help support fundraising efforts and/or facilitate the purchasing of equipment and supplies Parent Volunteer Opportunities Parents play a vital role in the TUSD Robotics program in that they help support students attending practice, provide transportation to and from tournaments, and other volunteer opportunities. Parents must understand that the teachers/coaches are the adults responsible for their school's robotics teams. Therefore, if there are any robotics parts that the students lack, please allow the teachers to fundraise and purchase parts for the teams. Please do not buy and provide parts for just your robotics student and their team, because that provides unequal opportunities for the other robotics team that are a part of the program. There are many ways parents can be involved in support school site robotics teams including: * Helping to organizing snacks for practice * Helping transport robots and equipment to and from tournaments * Helping organize school site tournaments or run snack bars at tournaments * Helping to find volunteers for tournaments * Providing supervision at tournaments and/or practice * Helping clean up after tournaments * For more volunteer opportunities at tournaments, please go to http://www.tusdrobotics.com/volunteer-information.html Communication Communication is one of the most important skills to have regardless of an individual's field of work. However, on a robotics team, it is especially essential because you are working as a team to achieve the ultimate goal to make a complicated robot. It is essential that every student on the team is always aware of decisions being made on their robot and what is occurring on their team. Alongside informing their team, students must also always inform their teacher or coach about big decisions such as dismantling a robot or major changes to a subsystem of the robot. This also includes any new materials a team would like to order, any events a team would like to attend, and any metal or parts a team would like to cut or modify (especially for middle school teams). TUSD Robotics Mentors TUSD Robotics provides high school and middle school robotics students the opportunity to mentor middle or elementary school teams. All mentors must be TUSD Robotics members and first complete the Mentoring Certificate Program which includes watching a series of videos with reflection questions that follow. Mentors will then be assigned to a school site and a visitation calendar will be created. Please visit the TUSD Robotics Website for more information or to apply to be a robotics mentor found at http://www.tusdrobotics.com/mentors.html. It is important that all mentors communicate with the TUSD Robotics Lead in order to be signed up to mentor at a school site. The TUSD Robotics lead will set up mentors with the coach and administrators at the school site. It is important that mentors regularly communicate with the TUSD Robotics lead with questions or concerns and to prevent any discrepancies in the advice being given to the students. Signing up and spreading out the mentors among the school sites will also help provide support to as many schools as possible during the competition season. It is also essential for TUSD Robotics Mentors to main proper communication with their mentee teams and the school site coach about practice schedules, goals, deadlines, and absences. What to Expect at a Tournament Vex Robotics tournaments can create very high stress situations. It is important that your team is fully prepared to participate in the tournament and to not panic when things go wrong. Always expect the unexpected! Your robot will most likely break, disconnect, or run a strange code at various times at the tournament. Something will happen out of your control. Don't worry, that is normal in the world of robotics! Most important is that you don't stress out too much. There will always be someone willing to help and chances are that one of them will now what's wrong. Keeping a positive attitude and working well with your team is imperative to having a successful day. Most of all, don't be afraid to reach out for help! Before the Tournament: ❏ Before you begin building a robot, review the Design Award Rubric updated for your current season and set up your engineering notebook for documentation of the designing, building, improving, and programming of your robot throughout the entire season. ❏ Make sure your robot is finished and functions on the field before you arrive at a tournament. It is better to keep a robot simple and reliable than trying to cram once last complicated feature into your robot that may not work as designed. ❏ Test your autonomous code and practice driving. You can never finish your robot too early. Drive practice is very important. ❏ Pack all tools, equipment, safety glasses, surge protectors, extension cords, charging cables, engineering notebooks, computers and other items that you will need at the tournament. Bring back ups of batteries, gears, chain, and other things that may break or need replacing. Label as much as possible with your team number. ❏ Fully charge all batteries and joysticks! Label them with your team number in case they are misplaced. ❏ Read and understand all game rules and expectations. The referee training videos provided by the REC Foundation are a great resource. ❏ Use the inspection checklist updated for your current season and make sure your robot is ready for inspection and is fully within size constraints. It is better to build a robot that is 1” smaller than the max size to ensure that the robot will pass inspection. ❏ Practice your interviews and have mentor run a mock judging session. Each person should know the whole story of your team and your robot. Try not to talk over each other and make sure everyone speaks in the interview. ❏ Complete and sign all necessary paperwork including TUSD permission slips, REC Foundation release forms and any other paperwork required by the tournament host. At the Tournament: ❏ Coaches must check teams in at the Check-in table when you first arrive and turn in all required paperwork. ❏ Set up a neat and organized pit area. ❏ Decorate your pit area and market your team! Some teams give away buttons or bracelets, some dress up in costumes, and some hang banners. Be enthusiastic and make sure other teams know who your are so that you have a better chance of being known during alliance selection! ❏ Set up a charging station and assign the role of “Battery Manager” to a team member to help keep batteries charging all day. ❏ Highlight or circle your match times once the match schedule is delivered. Assign a “Match Schedule Manager” to a team member to help your drive team arrive with their robot, battery and safety goggles on time to the Queuing table. ❏ All team members must attend the Team Meeting before the qualifying matches begin. ❏ Safety first! Follow safe procedures and wear your safety glasses for every match and when needed in the pit area. ❏ Use the practice field to help your drivers and programmers get in any last practice or changes to code. Be considerate of others and do not take more than your fair share of time on the practice field. ❏ Arrive to the Queuing tables approximately two matches before your match time. ❏ Look at your match schedule and sign up early for an interview time with judges or make your team available when judges are interviewing in the pit area. ❏ Get your Robot Skills attempts in early between matches. Many teams wait too long and the Robot Skills fields may shut down early or the line gets too long after lunch to get your final attempts completed. ❏ Keep the same drive team for every match who practiced together before the tournament. Drivers should have a plan for each match and stay with the plan as long as possible. ❏ Make sure your talk to your alliance partners and coordinate a strategy before each match. ❏ Assign one or more team members the role of “Scouts” who observe and take notes on the other teams’ skills and strategies on the field during matches. This helps with alliance selection and helps the Drive Team determine a strategy for upcoming matches. ❏ When talking to judges, give them your full attention and be enthusiastic and coherent. ❏ When talking to referees, give them your full respect and speak in a calm manner. If you think a score has been added up incorrectly or a ruling is unfair, make sure to speak to the referees before picking your robot off the field. Accept all head referee rulings as final. ❏ Be prepared for alliance selection! ❏ Clean up your entire pit area and do not leave anything behind. Make sure all trash is thrown away and no food is left out on tables. Dress Code at Tournaments Every team in the TUSD Robotics program has their own set of robotics attire that they are encouraged to wear at robotics competitions. School site robotics attire allows programs to create a sense of team spirit and identity so that others can recognize their teams. The following dress code standards are universal throughout the TUSD Robotics program: * All team members must wear closed-toed shoes during robotics tournaments * Safety Goggles must be worn at all times by students on the drive team during matches * Safety Goggles must be worn at all times when cutting or modifying metal or VEX Robotics parts * Please do not wear shoes on top of the foam tiles on the playing fields * Please do not wear anything that would be inappropriate at a school event Photography and Media TUSD Robotics loves to share the amazing work of our school programs as well as our hosted competitions throughout many platforms of social media and photography. A photo release form is given to each student who is a part of the program and may be filled out to accept or decline permission for photography or videography. The video release will be completed once each school year. To view photos courtesy of John Garrett, please go to the TPSF Smug Mug Robotics website at https://tpsf.smugmug.com/Robotics-Program TUSD Robotics Tournament Schedule (Vex) 7:30 am: Registration Table Opens/ Teams Arrive/ Robot Check-In/Turn in Notebooks 7:45 am: Robot Inspections Begin 8:45 am: Drive Team Meeting 9:00 am: Opening Ceremony 9:15 am: Qualifying Matches Begin 12:00 pm: Lunch 12:30 pm: Qualifying Matches Resume 2:00 pm: Qualifying Matches End/ Alliance Selection Begins 2:30 pm: Finals Matches Begin 4:00 pm: Closing Ceremonies and Awards 4:30 pm: Event Ends 4:30 -5:30pm: Clean Up TUSD Robotics Tournament Schedule (Vex IQ) 7:30 am: Registration Table Opens/ Teams Arrive/ Robot Check-In/Turn in Notebooks 7:45 am: Robot Inspections Begin 8:45 am: Drive Team Meeting 9:00 am: Opening Ceremony 9:15 am: Qualifying Matches Begin 11:30 pm: Lunch 12:00 pm: Qualifying Matches Resume 2:00 pm: Qualifying Matches End 2:15 pm: Finals Matches Begin 3:00 pm: Closing Ceremonies and Awards 3:15 pm: Event Ends 3:15 - 4:00 pm: Clean Up Events may run up to an hour longer depending on how long teams take to check in and set up at the game field and the number of timeouts requested. Teams should do their best to keep the tournament on schedule. Engineering Notebooks Engineering notebooks play an integral role in designing, building, and improving robots during the competition season. Notebooks are evaluated by judges using the Design Rubric at tournaments to help determine the teams who will receive the Design Award and Excellence Award. Notebooks will vary between teams within the same robotics program and there is freedom in how the documentation of the engineering design process occurs. Below are some guidelines that might help your documentation process. Headings are very important so the judges can find the information they are looking for at a glance. The headings should match the topics in the table of contents. Headings may include but are not limited to: * Team Introduction * Define the Challenge * Brainstorming and Research * Select the Best Approach * Building * Testing * Programming * Driving Strategy Headings may alternate as students might go back and forth between building or testing during the iterative engineering design process. Students may also work on more than one problem at a time such as programming while other team members are building. It is expected that all progress is documented at each team meeting. Common Rules for Engineering Design Notebooks: * Use a bound notebook- three ring binders do not work. The process needs to be documented as it happens. Three ring binders have the ability to remove or add papers. This is against engineering notebook rules. * Label Page Numbers * Use Ink (we will accept pencil, but the official rules are ink) * Initial each page when finished * Do not leave white space, cross out extra white space when finished with a page using clean cross marks * Label Drawings * Paste or tape in sketches or printouts Engineering Notebook Checklist ❏ Table of contents ❏ Column for page numbers ❏ Column for Topics (Define the Challenge, Brainstorming and Research, Select the Best Approach, Building, Testing, Programming) ❏ Team Introduction ❏ Team Bio (grade levels, school, team name, description of team) ❏ Team Pics (student pictures and names) ❏ Define the Challenge ❏ Description of the Game (How do you score points? What does the game look like?) ❏ Criteria and Constraints of Game ❏ Criteria and Constraints of Robot (Size limit of robot, # of motors allowed, ect.) ❏ Explain the Engineering Design Process (Print out or draw) ❏ Brainstorm, Research, & Develop Ideas ❏ What designs did you find online (print out or sketch, provide team # or URL where you got your ideas) ❏ Every student sketches their own ideas from the research (chassis, lift, object manipulator; can be drawn together or separately.) ❏ Select the Best Idea ❏ Sketch the final idea that students decide they want to build ❏ Provide reasoning why they chose this idea ❏ Building ❏ Logs should be entered every time students meet and build ❏ Include a date ❏ What goals do you have for today? ❏ Summary of progress towards goals and problems/solutions encountered along the way ❏ Sketches with labels ❏ Testing ❏ Logs should be entered every time the robot is tested ❏ Data can be observations or data tables with number of rings picked up in an amount of time ❏ Programming ❏ Define the strategy of the program (ex- go to peg and lift up three green rings and go to vertical center pole to place green rings) ❏ Name of Program File ❏ Progress ❏ Goals ❏ Screenshot of Code ❏ Driving Strategy ❏ Sketch the game field and elements ❏ Describe the team's driving strategy Strategy & Scouting At a tournament, you should expect constant interaction between teams and schools as they develop strategies with their alliances and against their opponents. Scouting is essential for top teams to be able to choose an alliance partner most suitable for them and their strategy to win the game. Scouting and strategizing can occur in the form of questionnaires that team members fill out as they talk to other teams or observations of a team through matches, practices, and robot skills. What to Expect in a Judges Interview Judges interview robotics teams to gain an understanding of the team's dynamics and how the entire team used the engineering design process to achieve the robot design that they built. Judges are often paired so that they can collaborate in their decisions. Judges ask questions about the robot design, team dynamics, team outreach, programming, the team engineering notebook, and the teams performance in current and their previous tournaments. Judges expect every student present on the team to talk during the interview to display teamwork. They expect professionalism, projection of the student's voice, and answers that reflect what the students learned during their process of building the robot. Awards Overview Each tournament Event Partner decides which awards will be given out through the official judging process. The Robotics Education and Competition Foundation (REC Foundation) decides on the types and number of awards that will be qualifying awards for a State Tournament. This is not decided by the Event Partner. At TUSD Robotics hosted tournaments, the following awards will be provided: Excellence Award The Excellence Award is the highest presented award in the VEX Robotics Competition. Excellence Award winners exemplify an in-depth and professional engineering design notebook, a Tournament Qualification Matches ranking, a Robot Skills Challenge ranking, a stellar interview, and a high quality VEX Robotics Program. Design Award The Design Award is presented to the team that demonstrates an organized and professional approach to the design process, project and time management and team organization. This award is judged off of a teams' engineering design notebook as well as a team interview conducted by the judges. Judges Award The Judges Award is presented to a team that the Judges perceive as a team that deserves special recognition. The criteria for this award is solely based upon the Judges, and can include a team that displays unique attributes, exemplary effort or determination at the event, or team accomplishments that may not be fitting for any other award criteria yet still deserve recognition. Sportsmanship Award The Sportsmanship Award is presented to the team that has displayed exemplary kindness and support for their fellow teams and has earned the respect and admiration of the volunteers, judges, referees, and coordinators at the event. The Sportsmanship Award is an award that grants major respect for the team that has asserted courtesy, helpfulness, and respect to everyone around them in an atmosphere of high stress, anxiety, and competitiveness. Qualifying for States and Worlds Teams who become tournament champions at a qualifying season event will receive an invitation to the State Championship. Teams who become tournament champions at a State Championship will receive an invitation to the World Championships. Often the Design Award and Excellence Award are State and World Championship qualifying awards as well. Other awards that might qualify will be displayed on the Robot Event website for the tournament under the awards tab. Travel and Competition Fees There are many tournaments hosted throughout Southern California and beyond that will require travel and transportation. It is the responsibility of the parent to coordinate the transportation of their child to and from the tournament. A TUSD permission slip is required for students to attend the event, but TUSD does not provide transportation for students. Parents are also held responsible for all travel fees associated with an event including mileage, hotels, or booking of flights. Coaches will often host a parent meeting or communicate with parents to facilitate the parent coordination of travel arrangements. TUSD Tournaments TUSD Robotics hosts several tournaments at a discounted rate for TUSD Robotics teams. All TUSD tournaments are held at Orchard Hills Middle School in Irvine, California. The competition area is hosted in the Gym and the pit area is hosted in the Multi-Purpose Room. There is a short walk between the two buildings and it is important to bring umbrellas if there is a chance of rain. The address of the event is 11555 Culver. Dr, Irvine Ca 92602. Below is the layout of the TUSD tournaments hosted at Orchard Hills School: Outside TUSD Tournaments Teams and coaches are encouraged to attend tournaments outside of TUSD. Teams who participate in multiple tournaments within a season tend to create and reach deadlines more quickly and iterate their robot design more often. Participating in multiple tournaments also increases the chance of earning a ticket to the State Championships. Tournaments are all listed on the RobotEvents.com website found at https://www.robotevents.com/ The average fee for registering for an official VEX qualifying tournament is $150 per team. State and World Championships If a team qualifies for the State or World Championships, it is expected that funds will need to be raised to help cover the costs of registration and other expenses that may occur in traveling to the event including the packing and transportation of the robot and equipment. Coaches need to register teams for State and World Championships before the deadline once qualified. Championship tournaments fill up quickly and teams may not have their first pick of location for a championship event if teams are not registered soon after receiving their invitation. The current fee for registering for a California State Championship is $275 per team. The current fee for registering for the World Championships is $975 per team. Supporting TUSD Robotics TUSD Robotics is very appreciative of all who have volunteered their time and energy to help build our district-wide program. Special recognition must be given to the coaches and team members who spend countless hours and dedication to help provide such an extraordinary experience. The Tustin Public Schools Foundation (TPSF) and the Tustin Unified School District (TUSD) have worked together to proudly sponsor TUSD Robotics the startup and sustainability costs associated with this program. Hosting TUSD Robotics Tournaments TPSF plays an integral role in the funding and sustainability of the TUSD Robotics Program through support of TUSD Robotics hosted tournaments. Our main source of funding is raised through hosting tournaments for teams from around the Southern California area. Hosting tournaments is a community effort and would not be possible without the hundreds of volunteers who have helped out since 2014. The proceeds from these events goes directly to the Tustin Public Schools Foundation and is used to pay for yearly team registration fees, equipment, game field elements, volunteer food for tournaments and much more. Donations TUSD Robotics accepts donations from individuals, organizations, or companies through the Tustin Public Schools Foundation. Please contact Executive Director Carol Burby Garret at email@example.com if you would like to donate to our program. Resources TUSD Robotics Website: Provides tournament dates and information about TUSD Robotics TPSF Website: Provides a calendar of events and information about TPSF VEX Forum: Provides an online space for VEX and VEX IQ team members to ask and answer questions about all things related to robotics and the competition season. VRC Judges Guide 2019-2020- Current guide for judges for the 2019-2020 season with rubrics for awards. TUSD Robotics Youtube- New TUSD Robotics YouTube Videos will be posted on this channel. 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EARTHQUAKE RESISTANT HOUSING Adopting the sophisticated building regulations of the developed world in poor countries has done little to prevent poor people's housing from collapsing in earthquakes. There are many ways of making stone and adobe buildings better able to resist earthquakes which are within the reach of people on low incomes. Earthquakes cause a lot of casualties and damage. In the twentieth century alone, they have accounted for around 1.5 million casualties, 90 per cent of which occurred in housing for people with a low income. The economic losses have been staggering as well: they may have exceeded one trillion US dollars. The particular vulnerability of poor people's housing is caused by a number of factors, of which the most important are: - Poverty, which prevents the use of better materials or skills. It also makes people extend and improve their houses in stages, and in the case of a house that has got off to a bad start it is often hard to improve its earthquake resistance. Figure 1 - Typical domestic tapial dwelling destroyed by earthquake (Megan Lloyd-Laney) - A lack of political power, which stops people building on more secure sites or gaining assistance. - Scarcity of both appropriate materials and skills for earthquake-resistant construction. - A lack of disaster consciousness in situations where daily survival is a major problem, and where, for example, the removal of subsidies on food is a much greater disaster for poor people than the eventual earthquake. Any effort that helps to reduce the vulnerability of poor people to disasters, and thereby also reduce casualties and future economic losses, is worthwhile in itself. As in the area of medicine, where money spent on the prevention of a disease reduces the amount required for its cure, so aid agencies as well as local governments should spend larger parts of their disaster budgets on reducing vulnerability instead of on relief. If one looks at the factors listed earlier, it becomes clear that only long-term development work will considerably reduce vulnerability: if poor people gain more resources and more power they will become less vulnerable. And it often does not need large sums to get this process going, as Andrew Maskrey describes in his excellent book Disaster Mitigation – a community based approach. Better technologies are needed to reduce the vulnerability to earthquakes of the housing of lowincome groups, but we cannot impose such technologies upon people. The approach that most developing countries have attempted is simply to adopt a set of standards and regulations with respect to the earthquake resistance of buildings which are directly derived from the ones used in the USA, Britain or France. They usually prescribe reinforced-concrete frames or some other technology that is unaffordable by the poor, and like other standards, they have been ignored by the poor. Engineers should learn not to aim for the ideal solution, but for the affordable and appropriate solution; they have to allow a higher level of risk than standards usually permit, and they may have to set priorities. An example of such a priority might be the prevention of casualties as a result of roof collapse, and some engineers have actually designed separate roof-supporting systems, accepting that if masonry walls fall down, they can be rebuilt afterwards. The best approach to increasing earthquake resistance is usually to learn from the earthquake performance of dwellings in a given area, noticing problem areas and sometimes better technologies, and then to use mainly local resources for further improvement. The rest of this article gives some examples of improvements to three types of construction: stone masonry, adobe masonry and quincha. Earthquake performance Earthquakes make buildings shake; the resulting lateral forces are determined by the mass of the building. Dwellings with heavy walls and roofs therefore run the greatest risks, and these are very common in the major earthquake belts that encircle our globe, such as Central and South America, the Mediterranean, the Near East and China. Heavy walls may be damaged as a result of: - shear stress, caused by forces parallel to the plane of the wall, and resulting in diagonal cracks developing in high-stress areas, such as corners, intersections or openings; - forces perpendicular to the wall, causing bending out of plane; - a combination of these two stresses. Random stone masonry, which occurs widely in the Mediterranean and the Near East, is very dangerous in earthquakes. These walls lack internal cohesion and even disintegrate during moderate earthquakes; this has happened during earthquakes in Lice, Turkey; in Yemen; in Pakistan; and in Iran. Adobe, or soil-block masonry, is even more common in poor people's housing. The cohesion and the tensile strength of adobe walls are often insufficient to resist even a moderate earthquake: walls shear apart in high-stress areas; they incline and are pushed outwards by the roof, which then may fall on the inhabitants. Adobe structures have contributed most to the number of earthquake casualties, particularly in Latin America, the Near East and China. Bad performance has often been caused by such factors as poor adobe quality, poor bonding and poor workmanship, a lack of maintenance and the presence of humidity in the walls. Mud and pole construction is a method that occurs independently in many developing countries. It consists of a round pole frame which was set directly into the ground, infilled with smaller wooden poles and interwoven to form a matrix which is then plastered with one or more layers of earth. Timber buildings in a seismic area usually fare better in an earthquake due to the flexibility of the material and the buildings and their light weight compared to concrete or steel. Weaknesses in this type of construction lie in the weakening of the timber poles due to rot, insect and fungal attack, and often in poor connections in the timber frame. Deterioration of the frame can be avoided by preventing exposure of the timber poles to moisture by using preservative treatment and preventing contact with the soil moisture at foundation level. In Peru, this type of construction is known as quincha. Many heritage earthen buildings higher than one storey usually have a lighter second storey constructed in quincha in response to the 1746 earthquake in Lima. Some newly constructed adobe buildings designed to be seismically resistant have also included a second storey made of quincha. It significantly reduces the mass of the second storey and attracts less seismic forces on the building. Some design guidelines The study of the performance of buildings during earthquakes tells us something about the relative resistance of various building technologies. Even with the same technologies, however, we often notice variations, caused by other factors, such as the design or location. Improvements to the technologies would be less effective if these factors were not taken into account. Some major guidelines are: - Carry out a site investigation; - Select a solid site; avoid landfills, flood plains, drainage paths and steep slopes; - Position the foundations on rock or firm soil, avoid stepped foundations; - Design compact buildings with a symmetrical shape and closely spaced walls in both directions. If that cannot be done, design them in separate, regular blocks; - Build one-storey houses where possible; - If buildings have more than one floor, opt for similar floor shapes and designs; - Separate adjacent small buildings by at least 75 mm; - Make walls light to reduce the horizontal forces caused by earthquakes; - Walls should not exceed 3.5m in height, unsupported lengths of wall should not exceed 7m; - Make roofs light to avoid them pushing walls sideways and falling-in on people; - Avoid gables, they may fall inwards; - Avoid long walls without intermediate support and tie walls together at the top - Keep openings to a minimum, well distributed over the building and within walls; keep them centrally positioned, at least 60 cm away from the inside of corners and intersections and from the nearest other opening. - Openings should not be wider than 1.2m and bearings of lintels should be at least 500mm either side of the opening; - Provide strong joints between structural components; use a ring beam and a plinth beam where possible; use bracing at corners; - If masonry walls are used, create good bond especially at corners and intersections; - If concrete pillars are used, lap vertical reinforcements mid way between floors and not just above floors; - Control the quality of the materials used. - Improve the workmanship, particularly in mortar preparation, masonry and connections. For an illustrated guide of the above points and more useful advice on good practice, the Earthquake Reconstruction and Rehabilitation Authority in Pakistan have published a guidelines document. Improving stone masonry In the Near East, the reinforcement of masonry has much improved the performance of stone. The materials used for reinforcement are concrete or timber, the latter being far cheaper. Horizontal tie-beams are essential, and they can be combined with a vertical frame, and, in the case of timber, diagonal bracing. Horizontal tie-beams should appear at roof level, above windows and doors, and sometimes also below windows and on top of the foundations. Full frames are an expensive way of reinforcing a building. It is more affordable, but also more risky, to reinforce only the high-stress areas – near openings, corners or intersections – with shorter pieces of timber or steel. A better quality of materials also increases resistance. Round stones should be avoided; angular stones, preferably dressed, will considerably improve the internal bond in a wall. The use of flatter stones, such as slate, will help as well, as long as they are placed flat, not on their side. Better mortars increase the bonding, which is particularly important for corners and intersections and around openings. Wherever available and affordable, the use of cement, lime pozzolana, lime or gypsum mortar (in that order of preference) should be encouraged. (A pozzolana is a substance which, when mixed with lime and water, hardens as a cement.) A high level of construction quality is important, particularly to improve bonding and therefore resistance to movement. The practice of building double- faced walls, without tie stones and with rubble infill should be strictly avoided. Stones should always be placed as flat as possible, and dressed whenever needed to fit specific gaps, rather than using large quantities of mortar and small stones to fill up voids. Vertical joints should be staggered so that large vertical cracks do not occur. Masonry walls should occasionally have stones that reach through the entire thickness of the wall ('through-stones',) which perform the same tying functions as the dowels (steel or wooden connecting pieces). Finally, walls should be neither too thin, which makes good masonry patterns very hard to realize, nor too thick, since that would unnecessarily increase the mass. A reasonable thickness for masonry with irregularly shaped stones is in the order of 40 to 50cm. Figure 4 Adobe masonry For adobe reinforcement often provides the biggest improvement to the masonry. A continuous ring-beam is very desirable, particularly at roof level; it helps to tie the tops of the walls together and provides a fixed base for the roof. Continuity can be ensured by lapping the reinforcement or splicing the timber. If there are many openings, or if walls are greater than 2.5m in height, a similar ring-beam at lintel level is recommended. If unable to resist great lateral forces themselves, walls may still move sideways during earthquakes, unless vertical reinforcement is added to tie them to the foundations and to increase bending resistance. Vertical reinforcement is particularly useful in high-stress areas: at corners or intersections of walls and along openings. A picture of an ideal combination of reinforcement is shown in Figure 2. Reinforcement for ring beams may take many shapes: - Concrete columns and beams are the most expensive solution. - Timber beams, on top of and within the walls are usually much cheaper. The Turkish building code suggests the use of horizontal timber bond-beams at four levels: at the basement, under and above windows, and under the roof. These bond-beams can be double, with a 10 x 10cm timber profile at each side of the wall, connected by 5 x 10cm ties at 50cm intervals (Figure 3). They can also be single, on the outer face of the wall, and braced in the corners (Figure 4). - Timber frames were also suggested after the 1976 earthquake in Guatemala, where the traditional adobe wall is much thinner, provides little structural support, and acts as more of an infill than elsewhere. The frame should consist of horizontal beams at roof and basement levels with vertical posts at corners and intersections, and braces to make the frame more rigid (Figure 5). Such wooden frames require good connections with the adobe masonry, through anchor bolts, nails or wire mesh. - In Mexico, U-shaped or hollow adobes have been suggested, to incorporate timber or concrete reinforcement more easily (Figure 6). - Steel bars can be used, in horizontal or vertical joints, to tie walls together or to the foundation, but they are expensive. In Ecuador and Honduras barbed wire or other steel wire has therefore been suggested for use in combination with a timber frame (Figure 7). - Welded mesh in the joints is an alternative commonly used in the south west of the USA and in southern Africa (Figure 8). Wire mesh incorporated into a plaster becomes ferrocement, and can be used to reinforce high-stress areas, around corners or openings (Figure 9). - The Turkish code allows the wooden bondbeams to be replaced by canes 5cm apart, tied every 50cm. In Peru, both vertical and horizontal reinforcements with reeds and bamboo are used. One method uses bitumen- Figure 6 stabilized adobes (bitumen is mixed in with the soil), with small holes in the vertical joints for a halved bamboo (also painted with bitumen) to pass through. Horizontal reinforcement then consists of quartered bamboo laths (Figure 10). - In India, split bamboo mesh, dipped in bitumen, is used as a reinforcement of the plaster on adobe walls. Each separate roof member should be tied to the ring beam and if a lightweight roof is used the ring beam should be tied to the wall at regular intervals. The ring bean should also be strengthened at all corners. Apart from these continuous reinforcements, which may be expensive and not necessary in all cases, local reinforcements can be placed in high-stress areas only. These might consist of wooden or steel dowels which are braced, or of wire-mesh or bamboo strips laid in horizontal joints over a short distance, for example, 50-100cm along the walls next to a corner. Blocks and mortar Good-quality blocks and mortar are also crucial. Since the mortar takes care of the bond, it should be of at least as high a quality as the blocks. There is a lot of literature available on earth construction which will go into further detail; but here are some key points: - Select your soil carefully, with enough clay to bind it, but not so much as to cause shrinkage, and enough sand to provide strength. - Break and mix the soil well; do not use too much water in the block production, and cure blocks gradually, under cover. - Include some grass, straw or bagasse (sugar-cane residue) to help prevent cracks and to increase the strength of the adobe. - Increase the compaction to improve strength: instead of hand-moulding, a steel press, such as a Cinvaram or Terstaram, can be used. - Stabilize the soil to increase the strength and water resistance further; possible stabilizers are cement, lime, lime pozzolanas, bitumen and gypsum, and these can be added to the soil in the proportions of between 5 and 10 per cent by volume. - Make adobe blocks quite shallow (less than 10cm thick) and large, to achieve a good bond in walls. - Build adobe on a course of stone or brick in order to prevent moisture from weakening the base of the wall and prevent water penetrating the wall from the roof. Detailing Construction details and quality of materials can also make a vast difference to the performance of a building in an earthquake. Adobe buildings should always be protected from humidity, which greatly affects their resistance to movement. It may help to plaster the walls or to stabilize the adobes. A very crucial area is the base of the walls, which is usually less protected by the roof's overhang and is hit by rain and splashing water. It is always better to design the base in a more water-resistant material, such as stone or brick masonry, and to include a damp-proof course, for example asphalt paper, between the base and the adobe masonry on top. During construction, no uncured adobes should be used, because these still need time to shrink and they would make the walls crack. Masonry should not be constructed too fast, but time should be allowed for it to settle and harden. It is also crucial to achieve a good masonry pattern, with sufficient horizontal overlaps and avoiding continuous vertical joints, especially at corners and intersections. Walls should have sufficient thickness (at least 30cm), but not be too high, certainly not higher than eight times the thickness. Loose gable walls made of adobe should be avoided because they are prone to collapsing outwards during an earthquake; either gables should be avoided in the design or, if this is impossible, they should be tied securely into the roof structure. The length of a wall between its supports should not be more than ten times its thickness. Roof beams should not rest directly on the walls, but on a continuous beam or a wall plate, to spread their weight; this wall plate needs good anchoring in the masonry. In the case of quincha it is vital to have strong connections in the timber components. Under earthquake loads the connections undergo large stresses and movement, so connections must be strong in tension and ductile. Bolts and straps can be used to strengthen connections which would be very cost-effective. Connections should be strong between the foundations and the frame, at corners, between walls and floors and between the roof and the structural frame. Improved Quincha An earthquake in 1970 produced renewed interest in earthquakeresistant building technologies. During the 1980s researchers at the Catholic University, the National Engineering University and the National Institute of Housing of Peru, supported by the United States Agency for International Development, investigated ways of improving upon traditional building materials and housing systems: they focused in particular on quincha technology. An improved method of constructing quincha was carried out by Practical Action during a rebuild in Alto Mayo, Peru in 1990. Improved quincha has the following characteristics over traditional quincha: - concrete foundations to give greater stability; Beam/Wall Plate - wooden columns treated with tar or pitch to protect against humidity, concreted into the ground with nails embedded in the wood at the base to give extra anchorage; - use of concrete wall bases to prevent humidity affecting the wood and the canes in the walls; - careful jointing between columns and beams to improve structural integrity; - canes woven in a vertical fashion to provide greater stability; - lightweight metal sheet roofing or micro concrete roofing to reduce potential danger to occupants from falling tiles; - nailing of roofing material to roof-beams; tying of beams and columns with roof wires to guard against strong winds and earth movements; - roof eaves of sufficient width to ensure protection of walls against heavy rains; Column details Detail B Concrete wall base Bituminous paint or recycled oil Nails Detail A Improved quincha has many advantages in addition to earthquake resistance. The local availability of timber poles, bamboo and earth means that improved quincha is well suited to a self-help building programme than many alternatives. For more detail on how to implement People-Centred Reconstruction (PCR), there are guides under the PCR Tools series published by Practical Action. PCR Tool 8: Participatory Design and PCR Too1 10: Quality Control are of most relevance to designing appropriate structures. Specifications Concrete pad and strip foundations: Mix – 1:10 (cement: aggregate) +30 % large stones Concrete wall base Mix – 1: 8 (Cement: aggregate) Wood is structural quality poles Render 1 st coat – mud: straw Mix – 100kg: 50kg 2 nd coat – cement: lime: sand: or sieved soil Mix – 1:1: 5 or cement: gypsum: sand Mix – 1:1:5 *ratios are by volume Figure 16: Cross section, Illustration by Duval Zambrano/J. Cuizano The improvements to materials, construction techniques or design suggested in this article are, to a large extent, a compilation of lessons learnt from past earthquakes in various regions of the world. Fieldworkers in earthquake-prone countries will learn their own lessons, through observation. They may not, however, always be well informed about better technologies that have been suggested elsewhere, where similar conditions prevail; hopefully this article has provided some new ideas. References and Resources Guidelines for Building - Technical Principles of Building for Safety, Andrew Coburn, R. Hughes, A. Pomonis and R. Spence, Practical Action Publishing, 1995. - Building with Stone and Earth Part 1 & 2, Practical Action Technical Brief - Seismic Resistant Housing, Pakistan , Article 25, [Online] - Guidelines for Earthquake Resistant Construction of Non-Engineered Houses, Earthquake Reconstruction and Rehabilitation Authority (ERRA), Pakistan, 2006 - Shelter Centre Library website Earthen/Adobe Construction - Small-scale Manufacture of Stabilized Soil Blocks, ILO; 1987. - Architecture for the Poor, H. Fathy, University of Chicago, USA, 1973. - Earth Construction: A Comprehensive Guide, Hugo Houben and Hubert Guillaud, Practical Action Publishing, 1994 - Earth Masonry: Design and Construction Guidelines, Tom Morton, 2008 - Making Stabilised Soil Blocks, Practical Action [Online] - Galvanised Wire Reinforcement Technology: Earthquake Reinforcement for NonEngineered Stone and Earth Constructions, Sjoerd Nienhuys Huys Advies, 2006 Timber Reinforced Masonry - Bhartar Construction Timber Reinforced Masonry: An Illustr at ed gu i de f or Craftsmen, 2007 - Micro Concrete Roofing Tiles - The Basics of Concrete Roofing Elements, SKAT, 1993 - Product Information: Micro Concrete Roofing Equipment, SKAT, 1997 - Micro-Concrete Roofing Tile Production , Practical Action Technical Brief People-Centred Reconstruction - Safer Homes, Stronger Communities: A Handbook for Reconstructing after Natural Disasters , Abhas K. Jha, World Bank, 2010. - Building Back Better, Michal Lyons and Theo Schilderman (Ed), Practical Action Publishing, UK, 2010. - Disaster Mitigation – a community based approach, Andrew Maskrey, Oxfam, UK, 1989. - Disaster Mitigation, Preparedness and Response D Sanderson Practical Action Publishing 1995 - Disaster Risk Management and Reconstruction in Latin America Montoro & Ferradas Practical Action Publishing 2012 - Owner Driven Housing Reconstruction Guidelines , International Federation of Red Cross and Red Cresent Societies (I, 2010 - PCR Tool 1: People-centred Reconstruction (PCR): An Introduction, Practical Action - PCR Tool 8: Participatory Design, Practical Action - PCR Tool 10: Quality Control, Practical Action - The Sphere Handbook Sphere Project, Practical Action Publishing 2011 - Emergency Market Mapping and Analysis Toolkit M Albu Practical Action Publishing 2010 This article was originally written by Theo Schilderman, the Sector Manager for Mineral Industries and Shelter at ITDG (now Practical Action) for the Appropriate Technology magazine Volume 17/Number 1 June 1990. For more information about Appropriate Technology contact: Research Information Ltd. 222 Maylands Avenue Hemel Hempstead, Herts. HP2 7TD United Kingdom Tel: +44 (0)20 8328 2470 Fax: +44 (0)1442 259395 E-mail: email@example.com Website: http://www.researchinformation.co.uk Practical Action The Schumacher Centre Bourton-on-Dunsmore Rugby, Warwickshire, CV23 9QZ United Kingdom Tel: +44 (0)1926 634400 Fax: +44 (0)1926 634401 E-mail: firstname.lastname@example.org Website: http://practicalaction.org/practicalanswers/ Practical Action is a development charity with a difference. We know the simplest ideas can have the most profound, life-changing effect on poor people across the world. For over 40 years, we have been working closely with some of the world's poorest people - using simple technology to fight poverty and transform their lives for the better. 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