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2013 History: Revolutions GA 3: Examination GENERAL COMMENTS It was pleasing to see that students adopted useful strategies to structure their answers to questions on the 2013 History: Revolutions examination. Most students utilised the space provided for each answer very well. The most successful answers were precise in supplying facts and showed clear references to the question. There were too many unnecessary references to historians in Section A, Questions 1 and 2 and the essay in Section B that often caused disruption to the flow of the argument and the presentation of facts. It is better for students to place their focus on factual information and their own interpretation, rather than what someone else has said about the event. The organisation of answers was generally better than in previous years, with most students ordering information chronologically throughout their discussions. Students should be instructed to use the space indicated for the answer. A number of students did not write the extra parts of their answers in the correct place for each Section. Students must be very careful about where they put extra parts of answers and should ensure clear labels are used. The extra space is provided specifically at the end of Section A and at the end of Section B. There were some students who wrote on the wrong Revolution in the wrong place; for example, answering Section A questions in Section B of the answer book. Some answered the same Revolution in Section A and in Section B. Others answered the question on the graphic for each of their selected Revolutions, placing a second answer for Question 3 (graphic) in the space for Section B, Question 1 (extract), and some wrote answers for Questions 1 and 2 or 3d. in the space provided for the essay. SPECIFIC INFORMATION Note: Student responses reproduced in this report have not been corrected for grammar, spelling or factual information. This report provides sample answers or an indication of what answers may have included. Unless otherwise stated, these are not intended to be exemplary or complete responses. The statistics in this report may be subject to rounding errors resulting in a total less than 100 per cent. Section A – Revolution one Question 1 | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | Average 4.6 | |---|---|---|---|---|---|---|---|---|---|---|---|---| | % | 6 | 5 | 10 | 13 | 14 | 15 | 13 | 11 | 7 | 4 | 1 | | Question 2 | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |---|---|---|---|---|---|---|---|---|---|---|---| | % | 6 | 5 | 9 | 13 | 14 | 16 | 14 | 11 | 7 | 4 | 1 | Question 1 and 2 Responses to Questions 1 and 2 contained a good range of factual information, in precise detail. Most students placed dates in brackets, which is a very good strategy to showcase the precision of their answer. Answers were usually successfully signposted with 'firstly', 'secondly' and 'thirdly', which set up an excellent structure for the answer and gave events in chronological order. Many students commenced their answer with a brief contention that touched on their main points and this was also an excellent way to begin a response. The most successful responses used accurate, specific historical terms and included dates, places and names. However, more frequent reference to the question terms 'contributed to the development of the Revolution' and 'contributed to a revolutionary situation' separated strong answers from weak ones. These phrases need to be integrated in the response as each piece of information is explained, rather than referred to at the end of the response in an attempt to tie it to the question. Students seemed most confident with showing how the Revolution developed along a series of events. Question 1 demanded a broad view, stepping back from events and seeing 'development'. However, many students used the words 'revolutionary situation' in Question 1 and seemed to see the terms for Question 1 and Question 2 as interchangeable. This should be discouraged as the questions are quite distinct. Students appeared less confident with Question 2 and their ability to show their understanding of a volatile situation. Many answers to Question 2 about 'a revolutionary situation' were really talking about the path to Revolution. Question 2 demanded a very specific, close focus, rather than the broad view given for Question 1. Students should refer to the specific events that create a potentially volatile situation and the shifting of power. The answer should express an understanding of the moment when the established government loses control. America Question 1 asked about the ideas of republicanism and how these contributed to the development of the American Revolution. Republicanism is one of the key traditions of revolutionary thought and as such, students should have been able to discuss its importance and relevance to the development of the American Revolution. Better answers began with a definition of republicanism. Increasingly, for the Americans, the idea of self-government had been forged over many years of salutary neglect when colonists created assemblies that were self-governing. Therefore, the Proclamation Act 1763, which restricted settlement, was seen as an imposition on colonial expansion and the first indication that Britain was going to reassert its sovereignty over the colonies. A second point in this answer could have developed around the writings of the enlightenment thinkers such as John Locke, who challenged old views and traditions. The enlightenment writers stressed the intrinsic quality of a person and emphasised the natural rights of individuals, arguing that people of good character and intelligence could govern themselves within the framework of the right organisation. The colonists viewed their local assemblies as places where the interests of the people were discussed and policy was formed. Documents like the Summary View of the Rights of British America explored ideas about the rights of governments to impose laws and what action should be taken when these rights were transgressed. A third point could have been anchored in the later period of the Revolution. Thomas Paine's Common Sense is arguably the most tangible piece of writing attacking constitutional monarchy and arguing for a republic, while the Declaration of Independence penned by Jefferson was republican in its beliefs of liberty and the unalienable rights to self-government. Unfortunately, there were many responses to Question 1 that equated republicanism only with the concept of 'no taxation without representation'. While the concepts are linked and issues of taxation raised the call for a republican form of government, they are not interchangeable. Question 2 on America asked students to explain how the actions of the British Government from 1763 up to and including 1774 contributed to a revolutionary situation. Answers to this question should not have dealt solely with British taxation legislation. There was a range of British actions that incensed the colonists. The Proclamation Act 1763 was the first, as it acted as a barrier to westward expansion and restricted the movement of colonists, especially enterprising and influential people such as Washington. Taxation legislation (Stamp Act 1765, Townshend Duties 1767 and the Tea Act 1773) certainly affected the attitude of the colonists to the British, and this was generally well handled in answers. A third area of British actions that was deserving of discussion was the sending of standing armies to the colonies (the Quartering Acts). This was seen as an affront to their liberty, and the ratio of redcoats to colonists in major towns like Boston led to conflict and armed combat. The reinforcement of British forces after the Boston Tea Party led to the Powder Alarm and the eventual outbreak of armed combat at Lexington-Concord and Bunker Hill. America, Question 1 The following is an example of a high-scoring response. The notion of republicanism in the American Revolution centred around a glowing sense of national unity and entitlement to actual representation that would inevitably lead to a revolutionary situation by 1776. The Proclamation Act of 1763 marked an end of the 150 years of salutary neglect in which America had been able to govern itself internally. George Washington referred to this as a 'temporary expedient to quieten the minds of the Indians'. This fostering belief of anti-British sentiment was exacerbated with the implementation of the Stamp Act of 1765. Here the colony would voice their disgust at British taxation by claiming it is a fundamental breach of Natural Rights inspired by John Locke. This fervent belief motivated Patrick Henry to develop his Virginia Resolves in asserting that Americans were 'entitled to all liberties, privileges and immunities of free born Englishmen'. This rhetoric resulted in a Stamp Act Congress which marked the birth of a developing sense of 'Republicanism'. This belief was at the basis of colonial objections to the Townshend Act of 1767 and the subsequent Boston Massacre of 1770. With the aid of Samuel Adams 'Short story of the horrid Massacre in Boston', enflaming the colonials belief to their entitlement to representation, cemented in the infamous phrase 'no taxation without representation'. With the Boston Tea Party 1773 causing the Coercive Acts of 1774, it was the American response to create the 1 st and 2 nd Continental Congress which affirmed totally the ideal of a 'Republic'. With the Virginia House of Burgess proclaiming 'an attack made on a sister colony is an attack made on us all', which emphasized the Americans belief in national republicanism and led to the Declaration of Independence. France Most answers to Question 1 showed an impressive amount of knowledge from Necker's Compte Rendu 1781 to 4 August 1789, including rejection of Calonne and Brienne's tax reform proposals, the Assembly of Notables, the Parlement of Paris, exile to Troyes, the Day of Tiles, deliberation over voting by head or by order, the failure of the Estates General to address reform and the renunciation of privileges on 4 August 1789. In Question 2 many answers started with a lead-up to the Bastille, which was unnecessary. Better answers began with potentially volatile events such as the King's movement of troops to Paris creating a climate of fear and then the sacking of Necker, the people's favourite, which inflamed a precarious situation. Seizing the moment, Camille Desmoulins whipped up the crowd to march on the Invalides. Alongside this was the desertion of the French Guard; the climate of hysteria with the death of De Launay and Foulon in the fall of the Bastille; the moment where power changed hands with the King's recall of Necker; the formation of the National Guarde and the Paris Commune; and the King being forced to return to Paris, wear the cockade and recognise the Commune. Then the sense of panic continued in the Great Fear, during July to August, which caused the nobles to react in fear with the night of patriotic delirium and renounce their privileges. Some excellent answers included the role of Camille Desmoulins in stirring up popular action. It was clear that students need to engage more with the notion of a revolutionary situation and what this means in terms of human responses. France, Question 1 The following is an example of a high-scoring response. It was the failure to reform in terms of finance, the Third Estates deputies' role in the Estates General, and the lack of reform in the Estates General itself that developed the French Revolution. On August 20 1786, Calonne went to Louis XV1 with his plans for fiscal reform, fearing an imminent bankruptcy from a debt of 116 million livres after participation in the American War of Independence (1776-1783). It was because of the territorial subvention, to replace the taille and capitation, that would be payable by the 2 nd Estate citizens that meant that the Assembly of Notables, summoned by Louis in April 1787, and full of nobles, that the reforms did not pass. It was the defiance against the King in refusing reforms as well as the increasing of the poor financial situation that led to a revolutionary situation. Furthermore, when the Estates General was called for May 1789, the issue on whether deputies could vote by head or estate had not been decided. It was the lack of reform on this front that led to increased radicalisation within the Estates General, with the King only arguing to allow the Estates to verify together on 27 June, but this was too late; a National Assembly had already been declared on 17 June. Finally, Because of the issues of voting by head or Estate and verifying together or not, the Estates General didn't lead to immediate reform. It was this news, in the form of Mirabeau's writing, and a fear of a plot from the nobles that led to the Great Fear in the country in July. Frightened by the possible outcomes of these risings on 4 August 1789, on the night of Patriotic Delerium, nobles gave up their ancient rights and privileges, vowing to 'end feudalism in its entirety'. It was ultimately failure to reform on a financial or social level that led to a Revolution in 1789. Russia Question 1 on how the conditions of the peasants contributed to the development of the Revolution was moderately well answered. However, some students did not appear able to distinguish peasants from industrial workers. The best answers explained that many peasants were forced off the land by huge mortgage payments and went to the cities, thus joining the workers in events such as Bloody Sunday. They also discussed the role of peasants in wars such as the Russo–Japanese War and focused on the after-effects for peasants. World War I was also discussed in terms of how it affected peasants. Very good answers included Stolypin's reforms merely appeasing the peasants and creating a desire for land that appeared later as a revolutionary demand. Excellent answers tied in the peasants' demands with Lenin's 'April Theses' and his recognition of the need for their support. Weaker answers tended to miss the link between peasants joining city workers and simply referred to 'the workers', writing about industrial workers' actions leading to the Revolution. It is vital that students gain an understanding of the differences between each social group and their role in the development of the Revolution. Question 2 on the 'April Theses' creating a revolutionary situation was generally answered well, and students knew the slogans 'peace, bread and land' and 'all power to the soviets' as well as Soviet Order Number 1. Many answers showed a very good understanding of the way Lenin's 'April Theses' undermined the Provisional Government, creating an increased desire for further Revolution. Good answers also referred to the failure of the Provisional Government's June Offensive and the resulting tension and intense dissatisfaction by providing information about the increase in Bolshevik membership. Russia, Question 1 The following is an example of a high-scoring response. The peasant class in Russia made up around 82% of the population and as such their desires being met and their support would be essential in the development of revolution. Firstly, the peasants' condition with regards to land was extremely poor, influencing Pyotr Stolypin to include the peasantry in reform. After the Emancipation of the Serfs in 1861, although peasants were no longer slaves many were indebted to landlords for up to 49 years. As such Stolypin implemented reform on the 9 th of November 1906 that would see the peasantry able to own land. By appeasing the poor conditions of the peasant class with regard to land, Stolypin would inspire the peasantry to desire reform throughout the later years of the revolution. Secondly, the peasants desire for land and their repression would lead to their support of the Social Revolutionaries, a popular revolutionary party. As the Social Revolutionaries would become very powerful in the later years of the Revolution, the peasant support due to the addressing of their conditions would be crucial. Thirdly, Lenin's April Theses (4 April 1917) would include the peasantry by catering to their desire for peace during World War 1 (1914-1918). As the Russian Army was mainly made up of peasants through conscription, the failure in ww1 had a devastating effect on them. There were around 4million deaths in the first year of war. Thus Lenin was the only revolutionary party to promise 'peace'. The peasants would give the Bolsheviks significant support for the Revolution. Finally the support obtained by the peasantry would give Lenin the power in numbers necessary for the October insurrection (24th- 28 th October 1917), seeing 'all power to the Soviet' and subsequently the Bolshevik gain of control. Russia, Question 2 The following is an example of a high-scoring response. Firstly Lenin's April Theses, released on the 4 th of April 1917, advocated soviet rule and only soviet rule. This principle agitated tension already ostensible between the Provisional Government and the Petrograd Soviet which is exemplified in the issuing of Soviet Order No 1 which undermined the Provisional Government's authority by prohibiting any Provisional Government action if it did not coincide with Soviet interests. Lenin's April Theses further strained relations resulting in the demarcation of two camps: Provisional Government and Petrograd Soviet. Secondly, Lenin's April Theses exhibited his disdain for the Provisional Government and stressed also that the soviets should not support the Provisional Government either. As the Provisional Government's members were the remnants of the Fourth Duma, much of the public did not feel represented by a bourgeoisie filled party. If the soviets who were supposedly representative of the people did not support the Provisional Government, then public support too waned. This attributed to greater anti-Provisional Government sentiment. Thirdly Lenin's April Theses called for an end to Russia's involvement in the Great War. Calling it an 'Imperialist war', Lenin urged the soviets to fight to remove Russia and leave imperialist nations to resolve their own imperialist conflicts. This anti-war principle was approved of strongly by the people who were already war weary and provided the soldiers a reason to surrender that would otherwise been perceived as cowardice. Lenin's April Theses increased tension between the two leading bodies; the Provisional Government and the Petrograd Soviet leading to the subsequent Bolshevik takeover in October 1917. China Students responded to Question 1 in a variety of ways, but few students saw the opportunity provided by the question, which did not restrict the answer to just a discussion of the warlords. Better responses began with the warlords, then moved to discuss events such as the foundation of the Chinese Communist Party (CCP) and the strengthening of the GMD. Others moved on to discuss the First United Front/Northern Expedition. Weaker responses tended to begin with the death of Yuan Shikhai and explain how the Warlord period began. Many also resorted to narrative with information regarding some of the different warlords such as the Christian and Dog Meat Warlords. Weaker responses also mentioned events that occurred before this period, such as the Boxer Rebellion. Question 2 on the Long March was handled quite well, and many students used their substantial knowledge effectively. The difference between mid-range and strong answers was that strong answers moved beyond narrative and clearly articulated the significance of the points made in relation to the development of the Revolution. Students mentioned the Zunyi Conference, the subsequent use of guerrilla warfare and the decline of the influence of the 28 Bolsheviks, the use of the March as a propaganda machine ('seeding machine'), the glorification of the survival of the March, the relationships formed between Mao and other key members of the CCP such as Zhou Enlai and Zhu Du, and the mythology of battles such as the Luding Bridge. Very good responses tried to cover the range of the two-year period, with mentioning the conclusion of the March in Yanan and the significance of this period. 4 China, Question 1 The following is an example of a high-scoring response. Firstly, the Warlord Era from 1916 indicated the division between the Chinese government. As a result of these factions, China was fragmented but this instilled a desire for unity once again. Warlords had pillaged through villages and even had civil war of their own as in 1920 and 1922 where 2000 men had been killed which in turn, made the Chinese advocate for change. Secondly, during the period, in the midst of the Great War, emerged the New Culture Movement where many intellectuals questioned what it meant to be Chinese especially after the Treaty of Versailles, in May 4 th 1919. Hence the Chinese did not have their German concessions returned to them, which only fuelled revolutionary sentiment in China. 30,000 students protested at the Gate of Heavenly Peace in Tiananmen Square in order to exemplify their frustration but nonetheless, foreign legations had once again given yet another reason for anti-foreign and revolutionary feeling to grow. Additionally the Warlord Era also prompted the establishment of a United Front in January 1923. Sun Yat-Sen's Three Principles of Nationalism, Democracy and the People's Livelihood whereby Nationalism emphasised that there should be the China of the Chinese and the absolute necessity in eradicating the warlords which in turn contributed to the development of revolutionary fervour. Consequently the Northern Expedition in July 1926 paired the Chinese Communist Party with the Guomindang and successfully defeated the warlords. Despite the warlords consisting of approximately 750,000 soldiers juxtaposed against the Guomindang and the Chinese Communist Party which only comprised of 85,000 soldiers with 6000 Huangpu men, the Northern Expedition was indeed effective. From this an overwhelming sense of nationalism continued to grow which in turn highlighted the need for a revolution. Moreover, the effectiveness of the Northern Expedition also proved to Chiang Kai Shek that the Communists were gradually becoming a formidable force and consequently led to the Shanghai Massacre in April 1927. Subsequently the massacre separated the Nationalists and the Chinese Communist Party as 5000 to 10,000 communists and unionists had been murdered. Thus a revolution was to be created later on as the communists learned that they were unable to trust the GMD. Question 3 Question 3a. Question 3b. | Marks | 0 | 1 | 2 | |---|---|---|---| | % | 11 | 32 | 57 | Question 3c. | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | |---|---|---|---|---|---|---|---| | % | 8 | 12 | 23 | 24 | 17 | 11 | 4 | Question 3d. | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |---|---|---|---|---|---|---|---|---|---|---|---| | % | 9 | 8 | 11 | 13 | 13 | 14 | 11 | 10 | 7 | 3 | 1 | The extraction of information from visual sources and analysis in order to draw conclusions about aspects of the Revolution is a very challenging part of the paper. The majority of students showed understanding of social groups and symbols of revolutionary ideas, events or movements and were able to identify them. However, many students did not correctly use specific labels for social groups such as 'proletariat', 'industrial workers', 'peasants', 'deputies', 'Red Army soldier' and 'CCP members'. Comprehension questions are best answered by using precise terms and carefully considering revolutionary ideas or such features as 'strength', 'historical importance' or 'revolutionary endeavour'. Many students did not answer these questions correctly because it appears that they were seeking to provide a more complex answer, rather than simple comprehension from the graphic. It is a good idea to make lists of ideas, social groups and actions that are commonly expressed in visuals of the Revolution to help students become familiar with the way they are often represented. In responding to Question 3c., the strongest responses showed comprehension of the main idea depicted in the image and were able to add detailed factual knowledge, containing dates and names, from the depicted period to the answer. Many students did not add their own factual information and just explained what the image showed about the particular event or period in the Revolution. There was a lot of summarising, and some answers referred to historians, which was not required for this question. It would be good for students to take note of the date of the event depicted in the source and/or its production date, which is provided on the exam paper, and use it to consider how that period may have affected the way the event has been depicted. This can be utilised in explaining what is shown in the image. Question 3d. was not done well by some students, who did not appear to understand historical viewpoints. Many students applied historians' names incorrectly across the Revolutions and labelled them incorrectly or inappropriately. One historian was labelled by different students as communist, post-revisionist, social, cultural, feminist, minimalist and anarchist. Often what the student expressed had little relevance to the argument in the answer. Short quotes from historians were very common and they usually did not assist the response. There were also some attempts to respond to the image as if it were a 'language analysis' task. The majority of answers focused on explaining the strengths and weaknesses of the image and providing students' own knowledge of the period. The most successful students showed an understanding of a historical viewpoint about the Revolution. They compared it with their own view and supported their view with factual information and ideas from the image. Entry strategies for the responses varied, but very good answers started with the contention of the image, then moved to factual information and comparisons to historians. America The painting focused on the signing of the Constitution. This was accessible to most students, who wrote with confidence in Question 3c. about the steps that had to be taken before the Constitution was finally ratified. The weaknesses of the Articles of Confederation were discussed and how this necessitated the Annapolis meeting, the coming together of delegates similar to that represented in the painting. Other points raised in responses were the problems that required compromise: economic issues surrounding the non-payment of ex-army and the actions of regulators that led to incidents like Shays' Rebellion. Other points of interest were the debates about the contents of the Constitution and the compromises struck between the northern and southern states over issues of taxation and the counting of slaves for the purposes of representation. This was nicely linked to the painting, the coming together of representatives from the states that share a common desire for a united country and are willing to cooperate to achieve it. Question 3d. was generally handled well, with students interpreting the question in one of two ways. When asked if the painting was an accurate depiction of the new society, some students limited their response to the moment in time (the signing of the Constitution) and discussed the level of harmony between the states, and made reference to the debates between federalists and anti-federalists. They focused on the debates about the Constitution as being a 'second revolution' and Adams lamenting that the arguments were so protracted that he 'doubted he would ever see home'. Another approach was where students looked at the painting and assessed the degree to which it reflected the social hierarchy of the time. These students looked at the Constitution as a document that protected the rich and marginalised groups such as women, Native Americans and slaves. In both cases, historians' opinions were used competently to support an argument. France The subject of the painting, the arrest of Robespierre on the Night of the 9 th to 10 th Thermidor, was an event that students found accessible. Most students correctly identified the Declaration of the Rights of Man and Citizen in the background and Phrygian hats, cockades, National Guard, sans culottes, members of the CPS, deputies and Jacobins. The answers to Question 3c., which required factual information for the reasons that Robespierre fell from power, showed very good knowledge of the legislation of the Terror, and the majority of students accurately named various laws. The best answers went further and expressed ideas about the alienation of the sans culottes in particular, the deaths of Danton and the Indulgents, and the Cult of the Supreme Being. Some recognised that the Law of 22 Prairial removed immunity from deputies, which allowed Robespierre to become a victim of his own legislation. It was also impressive that many answers referred to Robespierre's last speeches in the Convention, his reference to a list of names and the fear other deputies held for their own lives. Question 3d. asked students to compare the way Robespierre fell from power to the fall of other leaders. Students who started their answer with a contention of the view depicted in the image had an excellent structure on which to build their answer. The best students understood the image depicted a movement of the people, in particular the sans culottes, who no longer supported Robespierre. Students understood the violence in the depiction. They compared his loss of power to the fall of Lafayette, the Girondins, Louis, Danton, Hebert and weaker answers referred to Marat. They were able to interpret the 'way' leaders lost power as being through violence, factional rivalry or tension caused by legislation. Generally, students showed they had a very good range of knowledge to answer this question. Schama's view about violence 'driving the Revolution' was frequently referred to, as well as Doyle's view that Robespierre's fall was the rejection of a form of government. One reason that many students did not score highly was that they were too focused on providing their knowledge of the way leaders lost power, rather than seeing the image as providing a particular viewpoint. Consequently, the majority of students showed that they could weigh up strengths and weaknesses of the depiction, but they did not discuss viewpoints about changing leadership in the Revolution. There were many fine answers with varying combinations of the students' own knowledge, such as that the threat of war had diminished and the Terror legislation was no longer justified; the Cult of the Supreme Being took the Revolution in a direction that was not popular; the de-Christianisation movement lost massive support as well as the Terror legislation outlined above, and students tied these actions to Robespierre. The following response demonstrates detailed knowledge, containing dates and names of legislation to support a view on the fall of Robespierre. France, Question 3c. It was ultimately Robespierre's role in creating the Law of 22 Prairial (10 June 1794), his contribution to the Great Terror (10 June to 26 July) and his threatening speech in the National Convention (26 July) that led to his arrest and downfall on 27 July. On 10 June the Committee of Public Safety (CPS) unofficially led by Robespierre, passed the Law of 22 Prairial which widened the definition of who was a suspect, now including members of the Convention itself. Needless to say, the deputies' favour with Robespierre fell significantly at this point. In addition, it was this law that gave way to the Great Terror in Paris, moving all revolutionary tribunals to Paris and being responsible for 50% of all official terror deaths. It was because of the 2684 deaths that took place in such a short period that Robespierre's popularity and the perception of his sanity, not appearing at Convention meetings for almost a month, both dropped. Finally, on 26 July, Robespierre appeared at the Convention and gave a speech. At this point he accused his colleagues, not naming who, of being counter-revolutionary traitors to the nation. This was the last straw for the Convention deputies, plotting to remove him by force the next day, as the image depicts. It was ultimately Robespierre's Law of 22 Prairial, the repercussions in the form of the Great Terror and his speech on 26 July that led to his dramatic fall in the coup of Thermidor. The following response places its focus on the central concept about the way leaders lost power. It demonstrates understanding that the representation may have a wider application than just depicting the fall of Robespierre, and shows very good skill in stepping back from the source to examine it in terms of other evidence and seeing the wider picture. However, there is greater focus on providing knowledge at the expense of historiography, which prevents it from being at a very high standard. Implicit in the answer is an awareness of other viewpoints, although that sort of discussion should be more developed for top marks. France, Question 3d. The document is useful in that it shows the way that Robespierre fell after his increased unpopular radicalisation, however, it does not show the earlier days when revolutionary leaders lost power for being too conservative for the politics of the day. Lafayette as an enlightened noble had been first and foremost for the values of 1789, however, he lost favour with the people when they no longer supported the monarchy. On 17 July 1791, at the Champs de Mars after a celebration commemorating the storming of the Bastille, 50,000 people marched there with a petition to dethrone the King after his flight to Varennes on 21 June 1791. At this massive display of people Lafayette's National Guard were incited to quell the crowd. When the Guards shot 50 dead, Lafayette immediately lost support, ultimately for looking like a monarchist while crushing the people. It was this event that forced Lafayette to flee according to Doyle, in August 1792. The image also does not show the way that the Girondins were purged from the Convention on 2 June 1793 after deploring the actions of the sans culottes. In what was the 'natural direction' of the Revolution, (Soboul) sans culottes in Paris, learning of the invasion of Austria to Verdun, on 2 September 1792, killed 1400 of 2700 prisoners. This brutal massacre was the cause for the Girondins to 'rightly' (Schama) refer to the sans culottes as 'buveurs de sang' (drinkers of blood) and was the reason for the downfall of the Giondins on 2 June 1793, another example of those not radical enough losing favour. Finally the image depicts a total turn of events where instead of being radical enough Robespierre was considered too radical and according to Cobban, it was this that caused his loss of power on 27 July 1794 as the image shows. Leaders of the French Revolution lost power for not being radical enough, but indeed, for being too radical. Russia The image was Long Live the Brotherhood of All the Peoples of the Caucasus, 1921. The date should have signalled to students that it was propaganda produced after the Civil War. There was a good opportunity to discuss the loss of support for the Bolsheviks during the Civil War period. The majority of answers did not place the image in context. There were many answers that did not correctly identify social groups or features that suggested 'strength'. Students who answered correctly mainly identified the large bright sun, the huge figure of the worker and the large crowd all marching forward as depicting 'strength'. Question 3c. asked students to use their knowledge and the image to explain the level of support for the Bolsheviks from October 1917 to 1924. It was surprising that so many students agreed with the propaganda poster and said the Bolsheviks were supported by everyone during this time frame. Better answers explained fluctuating support and referred to war communism, grain requisitioning, White armies, the Green army, Kronstadt, NEP and Lenin's On Party Unity. The following response demonstrates a high level of skill in discussing the representation in terms of it being a view of the period and comparing it to other perspectives. The response starts by identifying the image as propaganda and provides additional information to support this view. Other viewpoints are introduced early in the discussion, including the view of Service, Lenin and Nove, which are expanded upon in relation to the notion of the source being propaganda and unreliable in depicting support for the Bolsheviks. Russia, Question 3d. This representation proves itself to be Bolshevik propaganda as it clearly favours the Communist policies without testifying to their actions during Russia's Civil War. The representation, despite the proletariat and industry in the background and this emphasis on the workers as part of Bolshevik ideology, was profoundly influential upon them taking power in 1917. Yet this rapidly changed to increasingly strict measures so the Bolsheviks could remain in power the Civil War. Historian Service states that the new decrees the Bolsheviks implemented upon taking power were designed to 'inspire, to excite and to instigate' and this enthusiasm is reflected in the mass enthusiasm of the Communists in the representation, yet also upon taking power the Bolsheviks encouraged mass violence against the bourgeoisie in the form of the 'Drink Pogroms'. Their focus on industry and maintaining the proletariat influence was demonstrated by Lenin as he stated that the violent upsurging lower class should take care of the means of production. The reliance on industry and the proletariat was a key part of Bolshevik ideology and so this representation proves useful in understanding the Communist mentality in Russia between 1917 and 1924. Historian Nove stated of War Communism: 'A siege economy with a Communist ideology. A partly organised chaos'. These policies were implemented by the Bolsheviks well before the representation was published in 1921 (mid 1918) and this demonstrates the inaccuracy of this source. Policies including the militarisation of the workforce and 'labour armies'; an authoritarian system that caused nationalisation of all key industries so that the Bolsheviks could remain in control during the Civil War. This period of time from 1918 to 21 was one of oppression and poverty as the Bolsheviks carried out grain requisitioning from the peasantry in the name of this 'Communist ideology' that Nove mentions. His reference to it as 'a partly organised chaos' reflects the upheaval of Bolshevik rule 1917 – 1921 and proves the source to be baseless propaganda, a testament to the senseless Bolshevik policies that desperately tried to encourage popular support after the Revolution. China Questions 3a. and 3b. were answered incorrectly by some students. Many of these students named Liu Shaoqi as a group. Students should be trained to read the question carefully to determine exactly what is being asked. In Question 3c. the notion of 'political challenges' seemed to confuse many students, and they responded with information from Area of Study 1 or just wrote generally about life at the time. Answers often included any challenge as 'political'; for example, economic concerns such as the Great Leap Forward (GLF). Many answers to Question 3d. did not articulate what the challenges were, nor discuss responses to these challenges. It was also concerning that many students referred only to Chang and Halliday. Weaker responses struggled to place the poster in its historical context, in that it was produced in 1968 after the Cultural Revolution had begun – a time of great anger and turmoil. They tended to give descriptions of the poster's content. Historians were not used well, with some students naming historians related to other Revolutions or resorting to highly generalised discussion such as 'this is biased because…' Weaker answers were not well supported with factual evidence. Better answers clearly articulated the poster's use as propaganda and part of Mao's continuous Revolution, making use of information about Mao's loss of face during the failure of the GLF. Better answers made links between Mao's failure in the GLF and the success of Liu Shaoqi and Deng Xiaoping in solving the issues and the later attacks on them. Some students mentioned the Lushan Conference and Mao's management of Peng Duhai's letter of concerns. The best answers regularly referred to historians to support their evaluation of the poster, which was identified as offering a sense of the mood of the period but lacking in strong factual details beyond the condemnation of Liu Shaoqi. Some students observed the lack of information about Deng Xiaoping, while others noted the lack of information about the final demise of Liu in prison. Section B – Revolution two Question 1a. | Marks | 0 | 1 | 2 | Average 1.8 | |---|---|---|---|---| | % | 5 | 12 | 83 | | Question 1b. | Marks | 0 | 1 | 2 | |---|---|---|---| | % | 5 | 9 | 87 | Question 1c. Question 1d. Question 2 | Marks | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | Average 10.5 | |---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---| | % | 4 | 2 | 1 | 2 | 3 | 4 | 4 | 5 | 7 | 6 | 9 | 6 | 10 | 10 | 10 | 8 | 5 | 3 | 2 | 1 | 0 | | Question 1 – Revolutionary ideas, leaders, movements and events The documents provided in Section B proved to be generally accessible to students. The range of answers generated showed that the majority of students are too dependent on the source for constructing their response. In response to Question 1c. students tended to spend too much time copying or summarising the content of the extract in an endeavour to show comprehension. The important part of the question was for the student to supply their 'own knowledge' and for them to explain their own view about the ideas raised in the extract. Simple comprehension was only part of the task and consequently did not score very highly. Students should have approached Question 1c. by asking themselves 'Whose viewpoint is expressed? What is the viewpoint? How much do I agree with it? What other information can I provide to endorse or challenge the viewpoint in the extract?' Many students showed a lack of awareness of who the writer was and often confused the writer with the publisher. Students should pay attention to the period of time described in the source material and be alert for what has not been mentioned. This was particularly noticeable in responses to the extract on France about the influence of the American Revolution, where students simply accepted the view and explained the influence of Enlightenment thinkers. Similarly, with the responses to the Russian extract, students merely focused on what was stated in the extract and did not provide information about the Provisional Government's intention to cooperate as a dual authority with the Petrograd Soviet. These omissions underscore the need for students to think beyond what is given in the extract. Also, there were some students who quoted and named historians in these answers, which does not show factual information and was not part of Question 1c. In the responses to Question 1d. the majority of students attempted to weigh up the strengths and weaknesses of the viewpoint. They did so with varying degrees of sophistication, but this was only part of the question. Those who applied their own factual knowledge with precise dates, names and legislation, as they weighed up the ideas in the extract, achieved a little more than a middle score. Higher-level thinking is where students show awareness of other viewpoints and can integrate them into the response. However, this skill demands more than simply adding a short, generic quote. The best answers showed real engagement with historian's views by giving brief outlines and students comparing the view in the extract to the student's own view. America Students were able to engage with the extract from Adams' diary, which focused on the Boston Tea Party. Question 1c. asked students to explain the consequences of the Boston Tea Party, and most were able to detail the range of punitive measures known collectively as the Coercive/Intolerable Acts. There were detailed responses that outlined the specifics of each of the four main Acts and explained how these contributed to the movement towards Revolution. Some students mentioned the Quebec Act but only more astute students explained that this Act, while not a consequence of the Boston Tea Party, despite being released at the same time, was perceived as a further intention of the British to 'bring the colonies to heel'. The more thorough responses looked not only at the Coercive Acts but took the answer further and argued that the calling of the First Continental Congress was a consequence of the Boston Tea Party and confirmation that the colonies were moving closer to independence. Question 1d. raised the issue of whether the extract provided an accurate reflection of the cause of the American Revolution. Most students correctly identified The Boston Tea Party as a main cause but not the only event; the Boston Tea Party and the consequent Coercive Acts were seen as a 'step along the path to Revolution'. Numerous historical opinions were cited to support this perspective, although the more critical responses differentiated between ideological aspects of the Revolution and economic causes. These answers highlighted how in the towns the merchants responded to tax acts that impinged on their pecuniary interest and juxtaposed these with the arguments developing among literary circles that focused on the perception that Britain was subverting the political rights of the colonists. Note how the following upper–middle range response is focused on a discussion of the strengths and weaknesses of the extract. It does this well but does not move away from the extract and is a little dependent on it. This reflects the middle group of responses and the skills at this level. While the response quotes other views, they are views of the content of the extract: the Tea Party. In the middle of the response the answer tends towards a summary of attitudes shown in the source. A more confident response may have moved into discussion of viewpoints and been less focused on the extract/source material. While this is a good response it falls just short of the high-scoring group. America, Question 1d. The extract is useful to an extent in providing an accurate cause of the Revolution explaining how colonial gesture policies in response to 'Taxation by Parliamentary Authority' (extract) led to the development of revolutionary sentiment in the colonies. Cantwell asserts that the Coercive Acts which were intended to 'punish' (extract) Boston after the Tea Party was a step on the road to the final crisis between England and the colonies, Nevertheless, the extract fails to address more moderate views of the Tea Party such as Franklin who asserted it was 'an act of violent injustice'. Colonists such as Dickenson and Franklin thought Massachusetts should repay the £18,000 for the 342 chests of tea destroyed. The extract does reflect the attitudes amongst the colonists concerning Parliament's right to tax and the concern of actual representation. Brogan asserts that, 'a new questioning was developing, not Parliament's right to tax but Parliamentary authority at all was in question!' Colonists began revolting against British rights to tax and impose laws based on the fact that they were seen as internal and thus 'Parliament had no right to enforce the colonies without representation in Parliament' (Thompson). Nonetheless, the extract effectively reflects the importance of the Tea Party in causing a revolutionary situation with 'dignity [and] majesty' (extract) accurately demonstrating 'it was the boldest strike that had yet been struck in America' (Hutchinson). France Most students answered Questions 1a. and 1b. correctly; however, there were far too many who did not identify the two 'pastimes' of the nobles correctly. Most students correctly named two French nobles, but some named Benjamin Franklin. In Question 1c. some students misinterpreted the question about the 'circumstances' in France that made the ideas from America appealing and wrote instead about the American or enlightenment ideas. There was a lot of summarising and paraphrasing from the document. The best answers focused on the question of 'circumstances in France' and correctly provided information about the financial crisis, political crisis, perceived social injustice and economic hardship. This information could then be built upon in order to respond to Question 1d. Responses that challenged the view about the influence of the American War showed a very clear understanding of a range of viewpoints that included the mismanagement by Louis, class struggle and the aristocratic revolt. Historians' views were outlined in the student's own words and the historian's name was usually correct and placed in brackets. Russia Many students made mistakes in selecting the exact information for Question 1a. and it appears that more attention to close reading is required. The question of the 'intention to lead' in 1c. was easily grasped by students, but they generally just copied information straight from the extract instead of using the central idea from the extract that the Provisional Government wished to develop a democracy and then discussing what it did to uphold or undermine that ideal. For example, by remaining in the war, the government went against the wishes of the majority of the Russian people. Students should also have mentioned the need to rule in cooperation with the Petrograd Soviet in Dual Authority. Good responses to Question 1d. began by mentioning that the view in the extract presented a western Liberal view, sympathetic to the Provisional Government and its aims. This start point provided a very good structure on which to build the rest of the response. Students went on to state that despite the intention of democratic rule the Provisional Government had to contend with the Petrograd Soviet, which sought to undermine it. They gave detailed information about the intention to remain in the war and that the Soviet called this a bourgeois war. They also made comparisons between the Tsarist Government and the Provisional Government following the June Offensive and July Days. Most quoted Kerensky, that the Provisional Government had authority but no power and the Petrograd Soviet had power but no authority. The following student based their response on a discussion of various perspectives of the task facing the Provisional Government. This is evident from the opening sentence, where the student identifies 'a revisionist' view and then goes on to present another revisionist historian. The response continues to offer other historians' perspectives on the tasks facing the Provisional Government and concludes with a neat summary of the strength and weakness of the source. Russia, Question 1d. The source provides a revisionist perspective of the Revolution, highlighting the 'wartime crisis' they faced whilst also noting their 'confidence' and the 'self appointed' nature of the Provisional Government. As the source depicts, The Provisional Government aimed for a 'new democracy' when they gained power in March by self appointment. Fellow revisionist Lambroza believes the Provisional Government was 'democratic in nature', 'offering rights' that had never before been granted on the people of Russia. The source highlights the 'wartime crisis', the Provisional Government faced, which aligns itself with liberal historian Pipes' view that the Provisional Government faced an' incredibly difficult task'. The June Offensive of 1917 was a 'fateful blunder' in Pipes' view, which saw the task of gaining the 'confidence' of the people become even more difficult. Popular slogans utilised by the Bolsheviks such as 'Down with the War', saw the task of the Provisional Government become even more difficult in Hasegawa's view. The source sympathises with the intention of the Provisional Government, however the source is limited in shedding light on the 'bourgeoisie' nature of the Provisional Government. Pipes believed the Provisional Government to be formed of 'intelligentsia' who themselves 'initiated' the February Revolution. The Tsar, in Pipes' belief, 'yielded to generals and politicians', shedding light on the sinister nature of the Provisional Government. The view they created their own problems from their 'self appointed' government is supported by Soviet historians who viewed the Provisional Government as a 'continuation of the Tsarist' nature that had 'supposedly' been overthrown. It would only be with the overthrow of the Provisional Government, a sentiment issued in March 1917, by Lenin with the 'Soviet Order No. 1', that the Bolsheviks could resume their 'natural authority', (History of the CPSU). Reed saw the tasks and ultimate overthrow of the Provisional Government as 'inevitable', as the October 1917 Revolution saw them lose their power. Ultimately the source's strengths lie in its ability to accurately recount the tasks faced by the Provisional Government however, by not acknowledging their sinister side the source is weakened. China There were quite a number of answers that lacked sufficient detail about the Wuhan Uprising. In Questions 1a. and 1b. many students identified anti-Manchu groups as being involved, but this was incorrect and suggests that more careful reading is needed. In response to Question 1c. quite a few students seemed to lack knowledge of the Wuhan Uprising and struggled to respond to the question. Stronger students either recognised Wuchang as Wuhan or successfully used the context to identify both it and Sun Yat-Sen. Good answers explained the significance of this event as leading to the downfall of the Qing. Many answers articulated ideas about the rise of Yuan Shikhai and also Sun Yat-Sen's involvement, despite the fact he was overseas. Weaker answers simply depended on the document and responded with a narrative. Question 1d. gave the students scope to discuss many of the issues facing China in relation to the Qing. The more successful students were able to do this well by using their knowledge and moving away from the extract into a wider discussion of its significance. Good answers articulated issues not mentioned in the extract such as the corruption of the Qing and mentioned key events such as the Boxer Rebellion and subsequent Protocol, and the 100 Days of Reform. Again, weaker answers simply relied on the document for information. The following upper-middle range response clings to the source and is focused on a discussion of its strengths and weaknesses. The response weighs up the strengths and weaknesses, but does not focus on the discussion of other views about reasons for the fall of the Qing. For this reason it just falls short of the upper range. The style of expression 'would have…' and 'would involve' is not a desirable way to express ideas. It is much better for students to directly say what happened. China, Question 1d. This extract from Bruce Elleman is effective to some degree in providing a depiction of the causes for the fall of the Qing dynasty in 1911 however, it is limited in some aspects. It does provide information on how the Wuchung uprising contributed to the Revolution as the Qing dynasty were seen as weak, and discontent with the regime was heightened. It also shows the 'anti Manchu' attitude of many within China, resulting in a lack of support for the regime. However, this extract provides only a snapshot of the Revolution, and does not allude to the Hundred Days Reform ( 11 th June – 21 st September 1898) implemented by Emperor Guangxu under the advice of Kang Youwei, which would involve an end to Confucian exams and a more Western style education in schools. On the 21 st of September 1898 however, Emperor Dowager Cixi would suppress this movement on the advice of the ultra conservative court, leaving Emperor Guangxu under house arrest and Kang Yowei to flee. This would diminish the public opinion of Cixi, with some seeing her as Backhouse asserts a 'sadistic nymphomaniac'. The document also does not allude to the influence of the 'foreign devils' such as France, Britain, America and Russia that would have concession areas or 'spheres of influence' in China. The Qing's inaction against the foreign powers would diminish support for the regime. In response to the foreign power occupation, a group formed called the 'Righteous Fists of Harmony' that would later turn into the Boxers who would orchestrate the Boxer Rebellion (1899-1900). Question 2 – Essay response Despite previous exam reports discouraging students from using historians' views, some students still used them instead of factual evidence in their essay. This was shown by students who wrote 'as *** says …'. The essay should be in the student's own voice and an interpretation of factual evidence from the Revolution. The intention of the essay question is to challenge students with a chance to show their own understanding based on their year's work, and their knowledge of events and legislation during the Revolution. It is disappointing to read essays that just repeat the views of various historians, rather than offer statistical facts, dates and a variety of information about the period. The majority of essays showed a working knowledge of the Revolution. The use of information was general rather than specific and these answers scored within the mid-range. Most essays were well structured with an introduction and topic sentence paragraphs, and students showed that they have adopted various strategies to organise their information. Chronological presentation of information was a very good method of organisation. Others chose to focus on the key terms in the question, which was also very successful. Conclusions and question focus throughout the essays were generally good. A successful essay required presentation of key events, legislation, dates, names and statistics. Many students were able to state death tolls from famine and war, but in analysing the new society, fewer students could name legislation, its intent and its outcome. The best preparation for the examination is constructing timelines of events and legislation, and against each point in time students should write their own conclusions of the outcome on society. America Essays on the American Revolution varied in quality and approach. The prompt asked for discussion about 'vast and deep changes'. Many responses were narrative and formulaic in style. Many students chose to divide the outcome of the Revolution into three sectors 'social', 'political' and 'economic' and look at the new society under these headings. While thorough, this approach had the potential to take the focus of the response away from the question asked. Other students claimed there were vast changes in the political sphere but that society changed little in composition and the propertied-white males became a new ruling class. Teachers and students need to investigate new material in this section of the course. There were also signs that students were reproducing prepared responses, and generally there was a tendency to see the American Constitution as failing women, slaves and Native Americans. While this is generally accepted as an interpretation, too often these essays were short and lacking in supportive evidence. Frequently, students resorted to historians' opinions instead of evidence. A response that argues that 'Zinn claims that slaves, women and Native Americans were forgotten' is not as strong as a response where a student has collected material about the effect of the newly signed congressional laws on land rights for Native Americans or examines the educational aspirations of women in the new society. France The question about 'inspiring, appalling and in every sense a tragedy' engaged students quite easily. Responses were often structured around the three words, and students were able to supply information that endorsed or challenged those descriptions of the French Revolution. Most hung onto the notion of 'appalling' and 'tragedy', but those who managed to move onto the other terms in the question and discuss the inspiring aspects of the work of the Constituent Assembly did a very good job. The whole breadth of the period was discussed in the best essays, with some excellent inclusions of Thermidor. Russia Many students selected Russia in Section B and students either showed very little knowledge or applied themselves with success to the question of 'liberating the Russian people and improving their living conditions'. The question clearly indicated November 1917 to 1924, but too many students included information prior to October 1917. Most were able to present statistics about those who fell victim to the famine during the Civil War and the Cheka, and showed good knowledge of the closure of the Constituent Assembly, Sovnarkom, Brest-Litovsk, war communism, Kronstadt and NEP. It would be pleasing to see students show knowledge beyond these key things and refer to 'On Party Unity' and the ban on factionalism, which better answers could explore. Also useful were details of early achievements regarding marriage legislation, education and improvements for women. Unfortunately, many students included historians' opinions; it would be far more convincing for students to depend on their own voice and use their own knowledge of the period. The following extracts display very good knowledge and the student's own voice. The student shows detailed knowledge and evidence is integrated to support the points made. The references to historians add to the evidence already shown. Russia, Question 2 The Revolution brought some positives to the people of Russia. The spread of education that occurred in Russia due to compulsory education of Red Army members and state enforced education elsewhere, improved literacy rates with over 70% of the population becoming literate. Furthermore the liberation of women, both politically and socially, was a key benefit for Russians. The Decree on Marriage 1918, allowed women far more power to marry as they chose and gain equitable benefits from divorce. Also the presence of females in political bodies, particularly Alexandra Kollontai, a member of the ruling body Sovnarkom, suggests that women were no longer considered as they were in the Tsarist regime…the electrification of Russia under the GOELRO plan was also beneficial to the people of Russia, allowing for a more developed society with living conditions closer to other Western nations than ever before… [However] the economic failings of the Revolution and the horrendous social consequences of these failures indicate that the Bolshevik regime was far from successful in the liberation of the Russian people… Through the peace created in the revolutionary fervour in the days following insurrection ( 25 October1917 o.s.) the Bolshevik party set about liberalising society, passing 116 populist decrees in the opening months. For example, the decree on workers' rights (14 November 1917o.s.) which enabled factory workers to apply to the Bolshevik party to run their own workforce, whereby they would regulate employment and pay, provided they could keep production at a high level. As noted by Trotsky, the Bolsheviks sought to 'create a power with no other desire than to satisfy the need of the soldiers, workers and peasants' and Service noting early Bolshevik decrees aimed to 'excite'. Despite these attempts at liberalism, the Bolsheviks simultaneously set about quelling political opposition, as can be seen through the decree on revolutionary justice (24 November 1917 o.s) which enabled citizens who were believed to be counter revolutionary to be imprisoned without trial. Thus in the early months of the Revolution, the Bolsheviks created a much more liberal society for those who supported the Revolution. …by mid 1918 [State Capitalism] turned into War Communism whereby surplus grain was forcibly taken from farmers due to the need to get 'everything to the front'(Trotsky). Despite remaining true to Marxism with wealth shared throughout the population, it did not bring the desired benefits with 12 million people dying of starvation as a result (Figes). Finally creation of terror in the summer of 1918 out of a desire to 'exterminate the bourgeoisie as a class' (Lenin) soon spiralled into a means of repressing any opposition to Bolshevik rule. As noted by the minister of justice, 'we must execute not only the guilty; execution of the innocent will impress the masses even more'. As such whilst remaining true to the Marxist notion of a government dictatorship before the 'dictatorship of the proletariat' (Marx), civil war forced the Bolsheviks into violence to assert their political power… China Many weaker and mid-range answers lapsed into essays about Mao, rather than focusing on the CCP as required in the question. There was also a tendency to address all goals, rather than focusing on the key language of the question (liberating and improving the livelihood). Some better responses identified livelihood as an extension of Sun Yat-Sen's Three Principles. Better answers also articulated positive elements offered by the CCP beyond the rights for women, such as literacy and medical improvements (barefoot doctors), and they contained a wide range of factual information in addition to those initial reforms.
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CENTRAL CONNECTICUT COAST YMCA 2019 Early Learning Parent Handbook STRATFORD YMCA MISSION STATEMENT The Central Connecticut Coast YMCA (CCCY) seeks to put Judeo-Christian principles into practice through programs that build healthy spirit, mind and body for all. The mission of the CCCY Early Learning Centers is to provide open access for children to age appropriate quality learning that promotes the health and safety of children and prepares them for formal schooling. *(GI4) PROGRAM PHILOSOPHY The CCCY Early Learning Centers will provide curriculum activities and developmentally appropriate programming that will support and build young children's character, particularly the values of caring, honesty, respect and responsibility. In our Early Learning Centers, children are motivated to explore, manipulate, question, discover and express their ideas through play, group and individual activities. Children are given choices as they interact with other children, teachers and the environment. *(GI4) EDUCATION PHILOSOPHY/FRAMEWORK STATEMENT The CCCY Early Learning Centers' goals are to offer quality care with age appropriate activities by trained, caring and nurturing staff. All staff understand child and family development and will recognize and meet the learning and developmental needs of the children and families we serve. The educational philosophy shapes and supports the curriculum through the Connecticut Early Learning and Developmental Standards. We will strive to continually develop our professionalism and to: - Develop gross and fine motor skills. - Provide a safe, supervised, structured environment in which children may choose from a variety of activities which will help them develop socially, intellectually, physically and emotionally in a developmentally appropriate manner. - Develop and foster language skills and literacy. - Develop healthy habits, i.e.: nutrition, dental care, cleanliness, hygiene, and fitness. - Promote a positive value system by encouraging a child's self-worth and emotional development that will enhance self-esteem. - Develop a partnership with parents, offering support and welcoming them into our program in all facets of involvement, as well as offering parent educational topics and workshop. - Support the Connecticut Early Learning and Developmental Standards used to observe and monitor each child's progress related to curricular goals and performance standards. - Use the Connecticut Early Learning and Developmental Standards to support curriculum development and planning General Guidelines Admissions Policy Our Early Learning Centers are open to all children (3 & 4 years old) and families regardless of their race, creed, color, religion, natural origin, sex, disability or ethnicity. All students must be 3 years old on or before December 31. All information provided to us will be kept confidential. *(F1, F2, F3, GI1) Please Note: We reserve the right to make referrals to other agencies if the need arises. Your enrollment in our program requires you to abide by their policies and procedures. Your participation in our program requires you to attend parent meetings (advanced notice for these meeting will be given) when scheduled. OPEN ACCESS The CCCY Early Learning Centers employ an Open Door policy for parents/guardians- this means that parents/guardians may make an unannounced visit to any area of the facility at any time during the program's regular hours of operation. *(GI5) CHILDREN WITH SPECIAL NEEDS The CCCY Early Learning Center will provide programs appropriate for children with special needs within the main stream of the existing programs whenever possible. Referrals to outside agencies will be made with the permission of parents. In conjunction with the public system and/or state agency, an individual educational plan will be designed and implemented with an interdisciplinary approach. It is required by our state licensing for all participants in our center who have special needs have an individualized care plan on file. In the event special education services are needed for a child, depending on the services, these services may be conducted on or off site. Accommodations for space and scheduling will be made if services are to be provided on site. The CCCY Early Learning Centers work collaboratively with outside agencies to ensure a consistency, continuity and carryover between special education services and the program. *(GI7, GI9, A1, A2) CONFIDENTIALITY Confidentially is practiced all times. Information about children in our programs will not be discussed among staff or other parents or in front of child/children. We hold any information you share with us to enable us to better meet your child/children's needs in the strictest confidence. This applies to information you share in writing or verbally. Staff and volunteers will be professional and protect the rights and privacy of the children and families in regards to confidential matters. All financial information will be kept confidential between the program administration and the families. Information verifying your eligibility for our program may be released to funding sources upon their request. *(F2) LEGAL CUSTODY AND INJUNCTIONS Either parent will be allowed to pick up their child unless a copy of the court order restricting a parent is on file. A copy of any court ordered custody decree or injunction must be kept on file in the CCCY Early Learning Center. DISCIPLINE The goal of discipline is to help the child develop self-control so that he/she may move toward appropriate behavior. Developmentally appropriate methods for resolving conflicts are: - Positive guidance – When disputes arise among children or between a child and staff, the staff encourage a "talking out" process where the goal is to acknowledge feelings and find solutions using the children's ideas wherever possible. - Setting clear limits – Staff will encourage and model positive behavior, positive reinforcement, the use of peer support and clearly defined rules. - Redirection – A child who may be aggressive or who is disruptive or destructive of other children's work may be asked to make an activity choice in another area. Teachers will use firm, but a gentle voice when orally disciplining the children. Appropriate classroom behavior such as hands to oneself, taking turns and walking is discussed frequently. Staff will continuously supervise children during disciplinary actions. Staff shall not be abusive, neglectful, or use corporal, humiliating or frightening punishment under any circumstances. No child shall be physically restrained unless it is necessary to protect the safety and health of the child or others, using least restrictive methods, as appropriate. It is the desire of the CCCY to foster acceptable behaviors in all children. - Respect adults - Respect peers - Respect property - Follow the rules of the program The CCCY feels that good interpersonal relationships depend on the concept of mutual respect among and between - everyone children and adults alike. To this end, we promote an atmosphere of general caring, sharing and self-control in all areas of the Early Learning Centers. Expulsion The guidelines listed below will be followed for any child who behaves inappropriately; - A staff member will document the inappropriate behavior in the center's daily log book - A parent will be notified verbally and in writing of inappropriate behaviors and asked to help resolve the situation - If at any time, a child poses a danger to the safety to themselves, the other children or staff in the program, the Early Learning Center Director will be notified of the problem. The Director can initiate any of the following actions deemed necessary: o Conference between parent, staff member, and Director o Private conference with Director o Suspension from the program o Dismissal from the program *(GI8) CHILD ABUSE AND NEGLECT CHILD ABUSE REPORTING REQUIREMENTS All CCCY employees are considered mandated reporters and shall make a report to DCF when a situation arises where there is reasonable cause to suspect that a child is being abused, neglected or in imminent risk of abuse. The staff has a responsibility to prevent any child enrolled in the center from being abused or neglected. To help ensure the safety and wellbeing of children, and in compliance with Connecticut General Statutes, the staff shall make a report to the Department of Children and Families (DCF) and the Office of Early Childhood (OEC), when we learn of a situation where there is reasonable cause to suspect that a child is being abused, neglected or at imminent risk of abuse. No staff member is allowed to have any contact, including, but not limited to, babysitting, phone, or email, with any Y participants under 18 years of age outside of Y programs and activities. Note: Mandated reporters must report orally to DCF or Law Enforcement Agency within 12 hours of suspecting that a child has been abused or neglected. Within 48 hours of making the report, the mandated reporter must submit a written report (DCF-136) to DCF Parent Behaviors Parents are expected to behave and communicate in a positive manner at all times when in the center. Many situations can be resolved by speaking with teachers first, and then with the Early Learning Center Director if needed. Use of foul language and/or repeated rude and discourteous behavior toward staff will not be tolerated. Parents may not use inappropriate language, threats, be aggressive (verbally or physically) or speak negatively about staff and/ or the center when on the premises. This behavior will not be tolerated and services to a family will be terminated if a parent is verbally or physically abusive to a staff member. Parent Substance Abuse If any of the staff suspects substance abuse on the part of a parent/ guardian, or anyone that is intending on picking up a child, while arriving at the Center, the staff will not allow the parent to sign the child out. If the parent becomes aggressive or threatening, the staff will call the police. The Department of Children and Families (DCF) will be notified of any presumed substance abuse. If the situation occurs more than once, the CCCY Early Learning Center reserves the right to discontinue care for the child(ren) enrolled in the program. 5 COMPLAINT PROCEDURE Most problems within an Early Learning Center are non-life threatening and can be resolved by: 1. Discussing the problem with the classroom teacher 2. Discussing the problem with the Program Director 3. If the problem is not resolved, you may contact the Executive Director 4. If the problem is still not resolved, you may contact the Connecticut Office of Early Childhood For more information, please see complete policy located on information bulletin board REGISTRATION INFORMATION Registration is ongoing throughout the year. Applications are accepted and dated according to when they are received. If there are no openings, your name is then added to a waiting list. When an opening becomes available, we go to the waiting list and call according to the date on the application. TUITION PAYMENTS Monthly tuition payments are due and must be paid no later than the 1 st of the next month. If accounts are not paid by the first of the month, a $25 late payment fee will be charged. Accounts must be kept current. If payment is not received by the 1 st of every month you may not leave your child at the center. If payment is not received by the 5 th of the month your child's slot in the program will be forfeited. No refunds or credit will be given for closing due to inclement weather, personal family vacation or child's sickness or suspension or expulsion from the program. No refunds will be given for partial month; if your child does not attend the entire month. CARE 4 KIDS To help with the overall cost of care for each child we strongly recommend all families to apply to the Care 4 Kids Program and remain on the program if accepted. We have applications on site, in English and Spanish. We will assist families in completing the application if needed. The application can be faxed to Care 4 Kids from the Early Learning Center office. Once accepted in Care 4 Kids Program the family fee determined by Care 4 Kids will be the monthly tuition accepted by the center. If you have more than one child in the program, you will be charged a monthly family tuition fee rather than a per child fee. Families who are accepted into the Care 4 Kids program may see a reduction in their child's monthly tuition fee. *(I2) FEES – SCHOOL READINESS (ONLY) Parent fees are based on income and family size. We use the current OEC School Readiness sliding fee scale to determine parent fees. The sliding scale chart is available for review, upon request. Weekly parent fees are charged regardless of absenteeism. Accounts have to be kept current at all times. Parent fees are due by the 5th of each month. If payment is not received by the 5 th of the month, your child will not be able to attend until the account is up to date. Should your financial situation or income changes, please come to the business office with new income verification. *(I1, I3) We will assist families with access to the Child Care Assistance program (Care 4 Kids). All families are encouraged to apply for Care 4 Kids assistance. This is to help with the overall cost of care for each child. We have applications on site, in English and Spanish. If you receive Care 4 Kids assistance, the parent fee that you will be responsible for will be the amount that is stated in your Care 4 Kids acceptance letter. This amount takes precedence over the OEC School Readiness sliding scale. The fee calculation is reviewed with parents, including parent/guardian signature and parent receives a copy of the fee calculation form. Redetermination of fees is done on an annual basis. *(I4) PICK-UP AND DROP-OFF POLICY Parents have to come into the classroom when dropping off and picking up a child to sign them in and out. No child will be allowed to leave the program with anyone other than the parent or person(s) listed on the registration/release form. It is your responsibility to update the information on the emergency form. A note must accompany your child if a person other than those listed on the registration/release form is to pick up your child. According to State regulations, a telephone call is not acceptable notification, it needs to be a written note with the parent's signature. People who pick up children will be required to show a valid photo id. LATE PICK UP/CLOSING TIME PLAN Two staff members 18 year of age or older will remain at the program with the child at all times. If a child has not been picked up within fifteen minutes of their designated pick-up, a staff person will attempt to call the child's parent/guardians using the numbers provided. If they cannot be reached, the staff person will attempt to call the emergency and authorized, alternate adults provided by the parent/guardian at time of enrollment. The local Police will be called after one hour if parents or other adults cannot be reached. At that time the child may be released to the police. Late pick up fees begin 1 minute after closing. Late pick up fee accrue at $25.00 per quarter hour. If there is a discrepancy as to the time you are picking up your child, we will go by the time displayed on a cell phone. Even if you call and notify the center you will be late, a late pick up fee will be charged. After 3 late pick-ups the Y reserves the right to discontinue care for your child(ren) enrolled in the program. Regardless if the parent/guardian called the center or an emergency contact has been reached, child must be picked up within 1 hour after closing. The State of Connecticut has an "Abandon Child Policy". If a child is not picked up within 1 hour of the Center's closing, and all efforts have been made to contact the parents/guardian or emergency people, the center is to assume the child has been abandoned, and providers must contact the Department of Children and Families (DCF) and the local police to have the child picked up and brought to the local DCF or other appropriate agency. ABSENCES Early learning can help prepare your child for success in school and in life. These early years are so important to a child's development and learning. What happens now in the early years does make a difference in your child's life. If your child is not present they will not learn. Obsessive absenteeism may lead to forfeiting your child's slot in the center. If your child is going to be absent, for any reason, please notify the center as soon as possible. VACATION Tuition is due regardless. Please let us know if you plan to be out. Please check with the Site Coordinator/Office Administrator if you plan on going on vacation for an extended period, as there may be restrictions based upon the site. EMERGENCY NUMBERS All contact information (street address, email address, emergency contacts, telephone numbers) must be kept up to date, to insure that we can contact you immediately in case of an emergency. Please let your child's teacher know when there is a change, especially phone numbers. WEATHER AND RELATED EMERGENCIES The CCCY reserves the right to close the Early Learning Centers due to inclement weather, other emergencies or the inability to maintain State of Connecticut required staff to student ratio. If severe weather develops during the school day, parents will be called and are expected to pick up their children within one half hour of notification. If you cannot pick up your child, please arrange for them to be picked up by someone on the child's authorized pick-up list. We will call persons on the child's authorized pick-up list if we are unable to contact the parent or guardian. ENVIRONMENTAL HAZARDS The program has written procedures to protect children and adults from environmental hazards such as air pollution, lead, and asbestos, according to public health requirements. Our staff attend trainings on different health issues (asthma, air pollution, lead) that support and protect the children and staff. We have an ongoing relationship with local Health and Environmental departments. They have an email notification system to inform problems of health and environmental issues in the community. We follow all the regulations in public health in regards to air pollution, lead and asbestos. (NAEYC) HEALTH GUIDELINES INJURED CHILD If a child is injured during the program hours, the following steps will be taken: If the injury is minor the child will be made comfortable and a staff member certified in first aid will treat. If injury is of a serious nature and emergency medical care is needed, EMS will be called and parents will be contacted immediately. In the event that a parent cannot be reached, the staff will take the necessary steps to obtain an ambulance and emergency treatment at a hospital. An emergency permission slip, previously signed by the parents or guardians will be kept on file. SICK CHILD If a child is sick with any illness that requires the child to be removed from the center during the program hours the child will be immediately removed from the group and brought to a supervised area away from the group. A staff member will make the child comfortable. A staff member will call a parent/guardian. If a parent/guardian cannot be reached the staff will call people on the emergency list to pick up the child. The child must be picked up from the center within one half hour of parent notification. Parents must advise staff of any physical or emotional conditions for which their child is being treated, particularly when the child is using mood-altering medications. Other physical conditions that staff should be made aware of would be, but is not limited to, allergies, asthma, or any restriction of activities. Parent should notify staff of any medications taken at home prior to arriving at center so that in case of an emergency the staff is aware of any medication. Child may not attend if he/she has any of the following symptoms: - Fever of 101 degrees or above, with or without accompanying symptoms - Too sick to participate normally in the day's activities, including going outside - Any vomiting - Any diarrhea - Abdominal pain - Excessive cold symptoms- cough, sneeze, constant runny nose - Unexplained rash - Other unexplained pain or discomfort or listlessness - Lice/ringworm/scabies Your child may return when: - Fever: less than 100 degrees for 24 hours without fever reducing medications - Bacterial Conjunctivitis (Pink eye): 24 hours after treatment starts - Chicken pox (varicella): when all lesions have scabbed over (usually 7-10 days) - Strep throat/scarlet fever: 24 hours after treatment starts - Ear infection: when child is on medication 24 hours and drinking/eating/sleeping normally - Impetigo: 24 hours after treatment starts - Diarrhea: 24 hours diarrhea free - Vomiting: 24 hours vomit free - Ringworm/scabies: please consult us about proper treatment and then child may return the day after the child starts treatment. If the ringworm can be covered by a bandage, the child may return immediately after treatment has started - Lice: treated and deemed nit-free ADMINISTRATION OF MEDICATION In compliance with Public Act 02-84, the Early Learning Centers may not deny services to a child who has an allergy or a prescription for an automatic prefilled cartridge injector (such as an epi-pen). The CCCY will provide staff trained in the administration of medications, including the use of automatic prefilled cartridge injectors with a written order from a physician and signed by the parent or guardian. A parent/guardian has the option and is welcome to come to the center to administer medication personally. We request, however, that whenever possible, medication be administered to your child outside the hours your child attends the center. Only those prescription medications that are critical for your child's wellbeing should be administered during program hours. *(C1) PRESCRIPTION An Authorization for the Administration of Medication by Child Care Personnel for all types of medication prescription to be administered must be filled out and signed by the physician and by the parent. One form is required per medication. The medication must be unopened and have the original bottle or packaging and prescription label including: - Child's name - Specific time/intervals to be given - Dosage/route of administration (mouth, inhalation) - Current date of order - Individual measuring spoon as may be required with medication - Physician's name and telephone number At least one dose must have been administered outside the center without adverse side effects. Even if taken before for another illness. Any unused medication will be promptly returned to parent after completion of treatment or will be destroyed within one week of termination of the order if not picked up. NON-PRESCRIPTION-TOPICAL The teachers will administer sunscreen, SPF 15 or higher and insect repellent (if containing DEET, it will be 10% or less concentration of DEET) with a completed Authorization for NonPrescription Topical Ointment form signed by the parent or guardian. Sun block, insect repellent and lip balms must be labeled with your child's name. MEDICATION EXCLUSION The Early Learning Center reserves the right to deny application of certain medications unless the medications are those needed for an emergency. Medications that are not applied topically, taken orally, inhaled, intranasal or intra-aurally (in the ear) must be discussed with the director and the health consultant before the child comes to the program. The health consultant is responsible for obtaining special permission from the Office of Early Childhood. The child will not be able to attend the program until the staff is appropriately trained in the medical care of the child unless a parent or guardian is willing to stay in the Early Learning Center building while the child is in attendance. ALLERGIES Parents are responsible to document to staff of any allergies to food, animals or environmental conditions, (e.g. Inhalers, food changes, allergies, EPI-Pens). Written health care provider documentation is required by OEC and must be on file before a child can enter the program. This information must be documented by the doctor on the child medical form. It must be kept current at all times and is the responsibility of the parent. Additional forms that are required are the Authorization for the Administration of Medications and the Individualized Care Plan. HEALTH SERVICES We assist families to identify appropriate health, mental health, and medical services if needed. We have local healthcare resources and developed linkages and referral systems for families. We have a health consultant who provides consultation, training and education for our staff and families on well-child care. If you need assistance, please speak with the Teacher or Director. Each year the children enrolled in the School Readiness program will participate in dental, hearing, and vision screening. These screenings will take place on site by trained personnel via collaborations with local organizations. Information about each screening is given to the parents in helping to educate them on these practices. Prior to the screening parents will be notified. Results of the screenings will be shared with the parents/guardian and referrals may be recommended. Throughout the year the parents are provided with flyers and other written material regarding information on dental, hearing, and vision. If a family needs to secure medical insurance, ongoing well child care, immunizations, the program will provide assistance or make the necessary referrals to assist the family. A Family Needs Assessment is completed to help us identify what needs a family may have. *(A1, A2, C4, C5) MEALS AND SNACKS The CCCY promotes healthy eating. All foods served in the Early Learning Centers are healthy and follow the Child and Adult Care Food Program or meals (if applicable) guidelines. All Early Learning Centers are a nut free environment. Food menus will be posted. Any foods brought from home, if applicable, must also be healthy (see staff for recommended food items). Any foods that come from home, for special events, to be shared among the children, must be cleared by the staff, and must be either whole fruits/vegetables or commercially prepared packaged foods in factory sealed containers. Children under the age of four will never be offered hotdogs (whole or sliced), whole grapes, popcorn or hard pretzels, raw carrots/peas or meat larger than can be swallowed whole. Safe drinking water will be available at all times and will be offered at intervals based on activities and individual needs to the children. PROGRAM ACTIVITIES LEARNING CENTERS This time allows children to choose activities in various learning or discovery centers. These centers may include science and nature, dramatic play, blocks, art, woodworking, gross and small motor, language arts, math, sand and water activities. When children are allowed to choose activities, they will choose what is most important to them. They use the materials in ways that meet their own developmental needs. We create the environment to allow each child to choose activities that are developmental appropriate for this age. When children work at a task they selected they find it very satisfying and this is the most effective and engaging way to learn. CREATIVE ACTIVITIES Activities such as arts and crafts, puppet play, storytelling, dramatization, block building, music and dance are a great time for children to learn to follow directions, be creative, and work in groups or individually. PROCESS AND PRODUCT Children are learning new things all the time. They need the time to explore what happens if they do this or do that. They need the freedom to try things without worrying how it must turn out. Children will focus on the process of doing things. This is why a child will do the same puzzle over and over again or pour sand from one container to another repeatedly. The child may be learning coordination or beginning writing skills or making discoveries about triangles or gravity. Mostly, she/he is building confidence. Your child's artwork will be of the process type. Be patient. Allow your child the time to grow and learn- that this is part of the task. Your child is very involved in what s/he does. S/he is learning to be creative and to problem solve. PHYSICAL ACTIVITIES A period will be given daily for physical activities. The children may play outdoors, participate in physical education activities, music and movement or play group games. GROUP TIME Children and teachers discuss many things. Sometimes it is the calendar, or weather. This time may be used to introduce new material and how to care for and use it. Teachers plan what they will do for the day. The children are developing their social skills such as: listening, taking turns, sharing and empathizing. The children are discovering how to solve problems, ask questions, brainstorm, as well as the importance of the sequencing of events and consequences. They are learning how to be fair, choose solutions, compromise and the routines of their day. LITERACY TIME A quiet time when children will have the opportunities to listen to stories, learn and experience new things. Our stories often enhance deeper learning of topics that have been discussed during group time. Children are learning to value language. MUSIC Songs, finger plays, and nursery rhythms are especially good for introducing children to the patterns and rhythms of language. They are learning numbers and shapes as well as new vocabulary, grasp of order and sequence, increased attention span, listening skills and manual dexterity and muscle control. ASSESSMENT AND CHILD GROWTH AND DEVELOMENT Assessment is ongoing throughout the year. We use the Connecticut Early Leaning standards (CT, ELDS) and Connecticut Preschool Assessment Framework (CT PAF). They are documents that outline Connecticut's preschool learning standards and outcomes. This is to assist the staff in building experience learning plans that address the needs of all children that are intentionally planned for, implemented, observed, and assessed. Assessment is done within the regular classroom environment using a variety of information including developmental histories, individual child's portfolios, observations and the Connecticut Preschool Curriculum and Assessment framework and ongoing feedback from parents. This helps us to understand each child's abilities, strengths, interest and learning styles. All progress is monitored using the Connecticut ELDS and the Preschool Assessment Framework. Assessments are integrated within the curriculum so that teachers can plan appropriate activities for each child and they enable us to identify children who may benefit from further evaluation. Program improvements are made as a result of assessment findings. The children's files are kept in the preschool coordinators office and remain confidential. *(J1, J2, J3) Assessment is also used to identify children that may require referral to the local public school system for diagnostic assessment (see Serving Children with Disabilities). The Connecticut PCF and PAF are used as the basis for planning learning experiences, observing and documenting child progress, and implementing teaching strategies. All curriculum used aligns with the standards and benchmarks outlines in the CT ELDS/CT PAF. Staff is trained in using the CT Early Learning Development Standards (CT ELDS) and CT Preschool Assessment Framework (CT PAF). Assessments are shared with parents/families at conference time and ongoing as needed. Annual survey results are shared at parent meetings and in monthly newsletters. *(A1) PARENT/FAMILY ENGAGEMENT AND TEACHER CONFERENCES Parents are welcome and encouraged to visit the program at any time. Parent meetings will be scheduled throughout the year to provide ongoing communication. (GI5, GI6) We want ongoing communication with parents. This may include: regular personalized communication, classroom observations, parent help or learning projects, parent supporting their child's learning in the home and community, parents linked to resources in the community. If you are interested in assisting the teachers for special events, or have a special talent or interest that you would like to share with the children, please speak with the Teachers or Director. We also have a parent bulletin board for announcements. Please take the time to look the Parent board over regularly to keep informed of the center activities and announcements. Weekly experience plans and monthly plans will be posted for viewing. Parents are welcomed to join the Parent Advisory committee or the YMCA Board of managers to represent and support the Early Learning programs. It also gives parents the opportunity to participate in understanding how decisions are made and to be part of that decision making process for the center. (B1) The staff will work with families on shared child care giving issues, including routine separations, special needs, the food being served and consumed and daily care issues. (NAEYC) The staff encourages and support families to make the primary decisions about services that their children need, and they encourage families to advocate obtaining needed services. Staff and families work together to plan events for the program. The staff encourages families to regularly contribute to decisions about their child's goals and plans for activities and services. The program provides program information to families in a language the family can understand and includes program policies and operating procedures. The staff encourages families to raise concerns and work collaboratively with them to find mutually satisfying solutions that staff then can incorporate into classroom practices. *(GI5, B1, B2, B3) Parent conferences are held twice a year and the information gathered is shared with families during parent/teacher conferences and ongoing as needed. *(GI6) FAMILY LITERACY Language The program staff is familiar with family support services and specialized consultants who are able to provide culturally and linguistically appropriate services. The program will use this information and knowledge to suggest and guide families to these services as appropriate. We have established linkages and agreements with education and training programs and libraries in the community. If you are interested in learning more about this, please contact the Teacher or Director for more information. *(E1, E2, E3) *(A3) TRANSITION There are procedures in place to address transition planning by administrators, teachers, and families to facilitate children's transition from one teacher to another, from one group to another, from one classroom to another. This is to support continuity of care for children, as well as families and the program. No child will be removed from one classroom to another until the family and staff have conferenced and discussed this decision as a team in the best interest of the child and family. *(B14- NAEYC) PROGRAM EVALUATION It is important to continually evaluate the program and make improvements where needed. Staff, parents and others are instrumental in the evaluation process in collecting information on quality and engaging in a reflective process to assess the effectiveness of the program. A variety of sources for program evaluation are used. All assessments will be used to generate action plans for improvements and changes in the program. (J2, J3) Surveys We survey families, staff and others to collect information on quality each year to engage in a reflective program to assess the effectiveness of the program measured by accreditation and SDE evaluation measures. We will share the results with parents and families at parent meetings and in newsletters. COTS AND BEDDING Each child should bring a small cot-size sheet and a small blanket for naptime. Please label these with your child's name on them. Cot sheets will be sent home every Friday for laundering and should be returned clean on Monday. Check to see if your child's blanket needs changing. Please do not forget to bring back their blanket. They need it at nap time. Toileting We are aware that some children enter the program not fully toilet trained. We will provide assistance and work with the child and family in this developmental phase. If a child is not fully toilet trained, the parent is responsible for keeping a supply of extra underwear, sets of clothing at the center, as well as wipes to assist the child. If a child is not able to toilet themselves independently a plan will be developed and followed between the teachers and the parent to meet the child's needs. *(GI3) (Check with local program) OUTSIDE PLAYTIME Our program encourages outside activities such as walks and playground time whenever possible. Our classrooms will go outside everyday as long as the weather permits. We remain inside on days in which the weather is unhealthy for asthma or other health or age issues as stated by the local weather station (i.e. the oppressive heat or cold/ or when the temperature or wind-chill is below freezing). We will spend 15 minutes or more a day whenever possible outside, so please dress your child for the day's weather. CLOTHING, JEWELRY, TOYS & ELECTRONICS Children should wear comfortable clothing suitable to the season and activities at the Early Learning Center. Sneakers or close toed shoes should be worn at all times. Flip-flops, crocs, or open toed shoes are not permitted. A spare set of clothing is helpful to be left in the classroom in case of a mishap or accident. Please write your child's name in side all backpacks, raincoats, and jackets, etc. We enjoy painting, water and sand play, cooking, etc. This can be very messy work. We take precautions to remain clean; but will not guarantee it. We go outside every day, year round. Please be sure to dress your child appropriately according to the weather. The YMCA and staff are not responsible for any articles of clothing, jewelry or other valuables that the child brings to the center. Our program does not allow any screen time. Please do not allow your child to bring tablets, laptops, cell phones, electronic devices or any other digital devices to the program. COMMUNITY RELATIONSHIPS The program maintains a current list of child and family support services, available in the community (e.g., health, mental health, oral health, nutrition, child welfare, parenting programs, early intervention-special education screening and assessment services, and basic needs such as housing and child care subsidies). The program will share the list with families and assist them in locating, contacting, and using community resources that support children's and families' well-being and development. The program staff advocate for the program and its families by creating awareness of the program's needs among community councils, service agencies, and local governmental entities. The program encourages staff and families to work together to participate in and support community improvement and advocacy projects. This information will be distributed throughout the year. Program leadership is knowledgeable about how policy changes at local, state, and or national levels affect the services and resources available for children and their families. The program will inform families about community events sponsored by local organizations, such as museum exhibits, concerts, storytelling, and theater intended for children. Flyers and information will be sent home and posted in the center regularly. The program invites members of the performing and visual arts community, such as musical performances, coordinators of traveling museum exhibits, local artists, and community residents, to share their interests and talents with the children. If you have these talents or know of someone who would like to share this with the children and the program, please talk with your classroom teacher or contact the director. Stratford YMCA Preschool Program The Stratford YMCA operates a NAEYC accredited year-round preschool program for 3-4 year-olds at our branch. During the school year, our hours are from 7am-6pm with parttime options available. For the summer months, drop off begins at 7:15am. Children are motivated to explore, manipulate, question, discover, and express their needs through play, group, and individual activities. We offer a comprehensive program to foster the social, emotional, cognitive, physical, and creative needs and growth of the child. Swimming is a part of preschool! We believe that all children should learn to be safe in and around water by the age of 12. Swimming incorporates water comfort, water safety, and stroke development. Thanks to the Y's Annual Campaign, the Y offers financial assistance to families who qualify. The Stratford YMCA is also a licensed provider with the state Care 4 Kids program. Program is closed on the following dates* Labor Day Roshashanah Yom Kippur Thanksgiving Recess Stratford Public School Holiday Recess New Year’s Day Martin Luther King Day *subject to change Stratford Public School Winter Recess Good Friday Stratford Public School Spring Recess Memorial Day Independence Day Shut Down week in August Stratford Y Preschool Inclement Weather Plans We follow the Stratford Public Schools for inclement weather delays and closings. If Stratford Public schools are closed, the preschool will be also be closed. If Stratford Public schools have a 2 hour delay, preschool will begin at 9:00am for all students. If Stratford Public schools have an unscheduled early dismissal, the YMCA reserves the right to close. If severe weather develops during the school day, parents will be called and are expected to pick up their children within 30 minutes of notification. P203 375 5844F203 380 0291W
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EPB 223- Introduction to Iron and Manganese Removal In order to produce good drinking water, many impurities should be removed during a treatment process. Two of these impurities which can cause problems to consumers are the metals – iron and manganese. They are found naturally in the soils and rocks that make up the earth. Iron is probably a little more common than manganese. Groundwater often contains a number of substances that are dissolved in the water as it passes through soils, sands, gravels and rocks. Iron and manganese can also be dissolved and go into solution in groundwater. Saskatchewan has a lot of groundwater and much of the groundwater used for municipal supplies contains iron and manganese. In fact, there are over 200 municipal water systems that remove iron and/or manganese. The iron and manganese that are dissolved in the water are said to be in solution or in a reduced form. In this form, they are often tied up with other dissolved salts such as bicarbonates, sulphates or hydroxides; or they may be linked to certain organic materials. In their soluble, or reduced state, iron and manganese are normally colourless and you cannot tell by the appearance of the water if they are present. However, once they become exposed to air or certain other chemicals, they change from a soluble to an insoluble form and yield the rusty colour or sediment which most people are familiar with. Iron and manganese in drinking water are normally not considered to be a health concern. However, there are a number of problems which can occur if too much iron and manganese are present in the water. These include: - staining of laundry and plumbing fixtures; - discolouration of the water; - growth of iron bacteria is encouraged; - taste to the water; - formation of deposits in distribution systems and plumbing; - fouling of water softeners. - interference with treatment processes such as disinfection; and In order to avoid the above problems, objectives for the concentration of iron and manganese in water for human consumptive or hygienic use have been established. They are outlined in the Saskatchewan Drinking Water Quality Standards and Objectives Poster, EPB 507 published by the Water Security Agency. These objectives are as follows: - iron – 0.3 mg/L maximum; and - manganese – 0.05 mg/L maximum. The concentration is measured in units of milligrams per litre (mg/L) which is the same as the parts per million many people used to use. Note: The recommended maximum amount of manganese to avoid problems is very small. Remember: . Treated water should have less than 0.3 mg/L iron and less than 0.05 mg/L manganese One of the problems associated with excessive levels of iron and manganese is the discolouration and staining of laundry and plumbing. This happens when the dissolved iron and manganese become exposed to air or chemicals such as household bleach that converts the dissolved forms into precipitate or insoluble forms of iron and manganese. These soluble forms for iron are called ferrous iron and for manganese are called manganous manganese. When they change in form, they become ferric iron and manganic manganese, which can be filtered out. The procedure that often causes problems with these two metals is also one that is suitable for their removal. The basic treatment approach to remove iron and manganese is to convert the soluble or dissolved forms of iron and manganese into insoluble or precipitate forms so that they can be filtered out. The change of reduced soluble forms by the addition of air (oxygen) or certain chemicals to an insoluble form is called oxidation. For iron, ferrous iron is oxidized to ferric iron or a form that can be readily filtered. As well, manganous manganese is oxidized to the insoluble manganic manganese that can be filtered. The oxidation of iron and manganese is accomplished by adding air (oxygen) or certain oxidizing chemicals, such as chlorine in its various forms and potassium permanganate. Water Treatment Processes The general treatment process for iron and manganese removal is basically accomplished by the addition of air or an oxidizing chemical to convert the dissolved ferrous iron and manganous manganese to an insoluble form of ferric iron and manganic manganese and then filtering. The specific treatment that is required for iron and manganese removal depends on what the iron and manganese may be associated with in the raw water and also on the levels that are present. As well, the ease of oxidizing iron and manganese is different. Manganese is much more difficult to change than iron. It is more slowly oxidized and often requires high pH (measure of acid or base) levels. For manganese removal, special treatment processes are employed. Exact treatment can only be determined experimentally. Consider two example processes for iron and manganese removal. One involves high iron above 5-7 mg/L and no manganese in the raw water and the other involves an iron concentration of less than 5-7 mg/L and 0.15 mg/L manganese in the raw water. As noted in the second example, for the removal of manganese, potassium permanganate is used as the oxidizing agent and further that the water is then filtered through a manganese greensand filter. The potassium permanganate is particularly useful for manganese removal because it not only assists the oxidation of manganese but also regenerates the manganese greensand. Manganese greensand is a specially treated mineral (zeolite) that is mined in the eastern United States. It is treated so that it has particular capabilities for oxidation. With these capabilities, it acts not only as a filter but as a further oxidation agent for the manganese. It also assists to oxidize and filter iron. In order to maintain this oxidation property, manganese greensand has to be regenerated through the application of potassium permanganate. One of the major differences with processes relates to the iron and concentration. It is desirable to avoid overloading the filter with high amounts of iron sediment. Where the raw water iron levels are high, it is normally useful to have a sedimentation basin ahead of the filters, such as in the first two examples. Two other examples: Pretreatment Processes To assist in iron and manganese removal, there are a number of oxidation processes or other approaches that can be used. These include the following: Aeration: This is frequently useful for the conversion or oxidation of iron. Aeration is normally too slow to be used with successful manganese oxidation unless the water's pH is very high. Aeration is generally used before other chemical treatment, since it is relatively inexpensive to operate and it can reduce the amount of chemicals that might subsequently be used. The common types of aeration equipment are either pressure aerators or forced draft aerators: - in the pressure type, compressed air is diffused into the water in very fine bubbles and the oxygen from the air converts the ferrous iron to ferric iron. This type of aeration treatment is used to avoid double pumping; and - in the forced draft aerator, the raw water is introduced into the top of a rectangular or circular tank and the water falls over trays breaking up into droplets as it goes to the bottom. Air is added from the bottom by a blower and is blown out through the top. This way there is a good mixing effect between the water droplets and the air so that the iron is easily converted to the ferric type. Chlorination: Chlorine is a good oxidizing agent particularly for a lot of the ferrous ions. Chlorine is normally not that effective for manganese removal or conversion. Chlorine can be applied as a hypochlorite solution – either calcium hypochlorite (65% available chlorine) or sodium hypochlorite (12% available chlorine) – or as chlorine gas. The use of chlorine also provides disinfection of the water. If chlorine or chlorine solution is used for the pre-treatment, it is important that it be used in the right dosages and constantly to avoid problems with the filter. Obviously, if the right amount of chlorine is not added, the iron will not be converted and it will pass right through the sand filters. Remember: Keep Chemical Feeders Working Have Backup Equipment or Parts on Hand Potassium Permanganate: This purple chemical has to be used when manganese greensand filters are used. Potassium permanganate in dilute solution is a pink colour. When it reacts with iron or manganese, the colour is yellow to orange unless extra permanganate is available. The normal operation is to feed potassium permanganate in solution form ahead of a manganese greensand filter in such dosages that the water is slightly pink as it goes onto the filter. The presence of the pink colour tells you there is enough of the chemical being added. Potassium permanganate is normally fed in a pre-treatment process following the application of other oxidizing agents such as air or chlorine. It is important that enough mixing time or reaction time be provided to oxidize as much as possible the manganese in solution. The time required depends on the pH – the higher the pH, the shorter the time that is necessary. Miscellaneous Processes: One way which can assist in the conversion of iron and manganese is the control of the water's pH (measure of acidic or basic properties). Iron and manganese (particularly manganese) are more readily converted to the sediment forms at a high pH (basis). Chemicals often used for raising the pH in the water include soda ash, lime and caustic soda. Polyelectrolytes also have been used to assist in iron and manganese removal. Their main function is to assist making larger particles that are more readily removed during a filtration step. Filtration The filtration step involves the final removal of iron and manganese from the water. It therefore is a critical link in the process. There are two basic types of filters that are used; gravity high rate filters and pressure filters. Basically, they include a means of introducing the water, the filter media and a collection system for the filtered water. The collection system also serves as a distribution system for the backwash water used to clean the filters. Since pressure filters are used in the vast majority of iron and manganese removal plants in Saskatchewan, the operation of pressure filters will be stressed. Note that the selection of filtration media and operational cycle of a gravity filter is somewhat similar to that of a pressure filter. The media for the filters can include anthracite filter material, sands and manganese greensand together with the support sands and gravels. If manganese removal is not required, then the filter can be anthracite and sand, sand only or anthracite only. On the other hand, if manganese removal is required, then normally manganese greensand is used. If there are any significant iron levels present, it is beneficial to have an anthracite cap on top of the manganese greensand to protect it from a lot of iron sediment. Filter Option: A diagram of a typical pressure filter and underdrains is shown below. There are two basic operations associated with filtration. They are: 1. The filtration step includes application of water uniformly to the top of the filter. Often the rate of water application is described in relation to the area of the filter surface. The application rate can be expressed in cubic metres per hour of water per square meter of area (metres per hour) or gallons per minute per square foot. The rates that can be appropriately used will depend on the raw water quality, the pre-treatment provided and the media used in the filter. A typical rate for filtration would be 6 metres per hour (m/hr) or 2 gallons per minute per square foot (2 gpm/ft 2 ) although some filters have been designed for higher rates. Normally, the lower rate will permit a better operation and subsequently less treatment and filter problems. The underdrain system is designed so that the water is collected evenly from the filter. This type of system can be either a hub and lateral system which has a spoke type configuration or it could be a system of evenly spaced nozzles or collectors on a false bottom. The use of fine porous plates is normally not recommended for iron and manganese removal since the small pore size is susceptible to clogging. 2. The cleaning or backwashing of a filter is one of the most important aspects of filter operation. The process is to reverse the flow upwards from the underdrain or distribution system up through the filter and waste that water. The cleaning action arises from the expansion of the bed and the rubbing of the filter particles so that all of the deposits become free and pass out in the wastewater. For effective backwashing, it is important that the rate of water applied be sufficiently large to permit a good expansion of the bed. This rate is also expressed as a water flow per unit area of filter. Typical backwash rates would be in the order of 60 to 70 metres per hour or 10 to 12 gallons per minute per square foot. It is important the distribution water be uniformly applied so that the entire filter bed is expanded evenly. Backwashing is normally carried out until the wastewater turns clear. The backwash water is then stopped and the filter is rinsed to waste before placing it into service. For manganese greensand, an air scour or air wash system is also useful to ensure the media becomes clean. This air wash is normally used during the backwash cycle after the filter has been initially flushed. It is also important that treated water is used to backwash and clean the filter media, particularly in the case of manganese greensand. The Filtration Cycle The diagram on this page shows the filtration cycle beginning with the filter in normal Filter Mode on the left hand corner. The arrow indicates the raw water entering the filter at the top, passing through the media and exiting to the treated water reservoir. Open and closed valves are indicated. Next, in the Backwash Mode, treated water travels through the filter in reverse, up through the media loosening the trapped dirt and carrying it to waste. An air wash can be used in the backwash to enhance cleaning of the filter media. Finally in the Rinse Mode, raw water enters the filter at the top, passes through the media and exits to waste. The rinse water must go to waste, otherwise any loosened particles and dirt still in the filter media after backwash will go the clear well and will reduce the quality of the treated water. Once the rinse is completed, the filter can be put back into service in the Filter Mode. If your treatment facility normally removes iron and/or manganese from the raw water, you should plan to attend an Iron and Manganese Removal Workshop. Please refer to the latest edition of SIAST's Water and Waste Training Centre Extension Workshop calendar or the SWWA newsletter "The Pipeline" for further information.
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Unusual Pictures: "Calcified" Birds, Bats Found at African Lake By Liz Langley Published October 3, 2013 A "calcified" swallow sings in stony silence along northern Tanzania's Lake Natron (map), which con­ tains so much soda and salt that it would "strip the ink of my Kodak film boxes in a few seconds," ac­ cording to photographer Nick Brandt. Brandt unexpectedly found the dead animals that had washed up on the shore, preserved by the lake, and posed them as they had been in life. The pho­ tographs, taken between 2010 and 2012, appear in Brandt's new bookAcross the Ravaged Land. (Also see "Pictures: Best Wild Animal Photos of 2012 An­ nounced.") Lake Natron's unusually harsh composition comes from a unique neighboring volcano, Ol Doinyo, which spews alkali-rich natrocarbonatites that end up in Lake Natron via rainwater runoff. Thure Cerling, professor of geology and geophysics at the University of Utah, said by email that the animals in Brandt's photographs likely died of natural causes. Since there are few predators in the area, their bod­ ies remain and become salt-encrusted when the lake's water level drops. However, Brandt said that many people in the region have seen birds crash-land into the water. So he be­ lieves the birds and bats were confused by the sky's reflection in the lake and killed when they hit the wa­ ter. The animals probably aren't truly calcified, but are coated with sodium carbonate or sodium bicarbon­ ate, said Cerling, who has researched the chemistry of Africa's Rift Valley lakes. "There is almost no calcium in the lake, although the inflowing fresh waters have calcium, which precipi­ tates as it mixes with the high-pH alkaline waters of the lake." Jaimi Butler, of the Great Salt Lake Institute at Westminster College in Utah, said that on the shoreline of the northern arm of the Great Salt Lake, she has found birds that are "pickled"—so encrusted in salt you can pick them up and they will stay in the same position they were lying in. Butler added that healthy birds do frequent the lake, so the dead animals may be ones that succumbed due to sickness or other causes. Because the water is so alkaline, the only fish that live in Lake Natron are alkaline tilapia (Oreochromis alcalica). Not only is it salty, it's also hot: Daily temperatures in the area routinely reach 104 degrees Fahrenheit (40 degrees Celsius). The salty lake is important habitat for lesser flamingos—three-quarters of the bird's population use the isolated lake, with its plentiful food supply, as a breeding site Though not evident in these black-and-white photographs, Lake Natron has has a distinctly red color, which comes from the lake's cyanobacteria.
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COALFACEJULY 2015 Shale Oil in Fife In 1850, James 'Paraffin' Young had launched the West Lothian shale mining and processing industry. When his patent expired in 1864, there were plenty of budding entrepreneurs ready to accept the opportunity presented. Small shale mining operations sprang up in various locations, several of which were in Fife. small scale. By 1881, there were only 36 employees. Some of these lived in the old Binnend Farm buildings, a few at Craigkelly and Newbigging, and most of the rest in Burntisland. The Burntisland Oil Works were established in 1878 to mine and process the shale deposits in the lower reaches of the east Binn. These deposits formed the northern extremity of a shale bed stretching for 22 miles from Cobbinshaw in the Lothians. The man behind this venture was George Simpson, a coalmaster from Edinburgh, with the other directors coming from Glasgow, West Calder and Pittenweem. For the first three years, the operation was on a fairly In 1881, however, the oil works were bought by a new company headed by John Waddell of Edinburgh. Rapid expansion followed. The mine workings themselves eventually reached 365 feet below sea level at their lowest point. The average daily output of shale was 500 tons, which yielded 15,000 gallons of crude oil. Jim Waugh, Volunteer and Friend of NMMS Museum Gifts Lift Bogey to Church The volunteers at the Flemington Hallside Church in Cambuslang were delighted to receive a donation from National Mining Museum Scotland to complete the Church's heritage garden. "We want to thank the National Mining Museum who donated the lift bogey from the Lady Victoria Colliery at Newtongrange." The photograph also features milk churns and a steel cross, marking the area's farming and industrial history. The volunteers are Jenny Brown, Betty Pollock and Jim CHAIRMAN'S CORNER JUNE 2015 As I write this, the sun is shining and the day is warm, hopefully the beginning of a spell of decent weather. Newtongrange Children's Gala Day is due to be held this coming Saturday and we are looking forward to a good day and the usual great turnout for the parade and the ceremony in the Welfare Park. Thus continues a long heritage of gala days in former mining communities across Scotland. The Fridays at 11 talks have now finished until September. The last talk, by Henrietta Dundas on the history of the Dundas family and Arniston House, was excellent and particularly well attended, and your Friends Committee will be arranging a private visit to Arniston House in the autumn. Details will follow in due course. The Friends AGM was held on 5 June, when a new member, Mr Andy Allan of Glasgow Kelvin College, was appointed to the Committee. We look forward to working with Andy in supporting the Museum. I have been invited to an event in Hamilton on 16 June to launch the Storybook stemming from the Pits, Ponies, People and People project, a South Lanarkshire wide community learning and interpretation project for young people, developing links between local mines and the associated local history in their communities. The Museum has played an active part in its success. The artwork developed as part of the project will be on show until the 30 th of June 2015 for the public to view at:The Visitor Centre, Chatelherault Country Park, Ferniegair, Hamilton, ML3 7UE Opening hours: Monday to Sunday 10.00am - 5.00pm (Entry Free). In my last report I mentioned that Linda and I were off to visit Russia. This trip, from the 5 th to the 15 th of May, was a great success, with warm sunny weather in Moscow and mixed weather in St Petersburg. Our time in Moscow coincided with the Victory parade in commemoration of the end of the Great Patriotic War, or, as we would know it, World War II. We saw the preparations for the parade, and toured the Kremlin the next day, an amazing experience. Moscow is a huge city, and we were received with a warm welcome, courtesy and kindness wherever we went. In St Petersburg the welcome was the same, although it appears to be a much more European place. We visited the Hermitage to see an overwhelming collection of fine art, jewellery, furniture and above all the magnificence of the palace itself. Two pictures are shown on the right, one of St Basil's Cathedral, Moscow, and another taken at the Hermitage, St Petersburg. I will close by wishing Friends all the best for the summer season. Bob Anderson, Chairman. Ian's Memories War was declared with Germany on 3 September 1939 and, as a result, the school year did not start the following day. I was transferred to Uddingston G S until December when Allan Glen's resumed. Despite the disruption, I passed my Qualifying (now 11 plus) in June 1940. As a consequence of Dunkirk, our own soldiers and others from France and Poland began to appear on our streets. Very soon the Battle of Britain began and continued until 15 September when the German Air Force started the Blitz. Many of our cities suffered and Glasgow's turn came in nights around the full moon in March 1941. The bombing was accurate and shipyards, docks and industry were badly affected with many adjacent housing areas damaged. School life continued as normal except that, if air raids lasted beyond 2am, school did not start until 10am. Rationing began in June 1940 (lasting until end 1953). Weekly, this comprised:- Butter 2 oz, Margarine 4, Cooking Fat 2, and Sugar 8. Meat and Corned Beef were rationed by value to 5 and 1p respectively. Other items such as dried fruit, jam, biscuits and additional sugar were on a points system each 4 weeks. It took quite some time to adjust to 1 egg, 2 oz bacon and 2 oz tea per week. Clothes were also rationed by coupons per year which was a problem for mothers with growing children. Coal was 1 cwt (50 kg) per week and milk depended on age with more for children than adults. Dried milk and eggs were a great help. After Pearl Harbour, America entered the war and, in 1942 the first American Troops came to Britain. Their Mosquito Night Fighter almost ended night air raids on us and we began preparations for invading Europe. After D Day in 1944, senior school children were used to gather in the harvest with the summer holidays divided between whole of July and mid Sept to mid Oct. Glasgow schools were sent to Aberdeenshire. We had to assemble at Buchanan Street Station at 9am with cases, bicycles and sandwiches ready for an 8 hour journey. We were based at Balbithan House, Inverurie. Two of us were allocated to a farm near Kintore where the farmer and his wife fed us well. I learned to drive a tractor, use a pitchfork and stack sheaves. VE Day was celebrated with a street party. A neighbour, Mr Mowat asked 4 of us to move his piano out onto the pavement, produced a fiddle and we ate, drank and danced till 4am after which we moved the piano back indoors and went home. Then it was back to school and the dreaded Highers. Despite 2 attempts, I failed English due to my dyslexia (not recognised until 1954 as a medical problem). I could not go to University but was accepted for the Royal Technical College. Next time will be about student days and joining NCB. Ian Hogarth, Friend of NMMS MEMORIAL STONE Limeylands Colliery, Ormiston, East Lothian This memorial stone on the Pentland railway Walk gives the history of the colliery including the owner's name, dates of opening and closing, seams worked, the number of miners employed and the daily output of coal.l stone to Limeylands Colliery, Ormiston, East Lothian. LETTER OF THANKS To the Friends of NMMS, Many thanks to you all for the generous donation of a hedge cutter to the Technical Department. We cannot wait to see the delightful view of Newtongrange once the hedge has been cut! Kind regards, Richard Thomson Technical Assistant FORTHCOMING EVENTS FOR FULL DETAILS OF THE MUSEUM'S EVENTS PROGRAMME PLEASE SEE OUR WEBSITE www.nationalminingmuseum.com 5th July 10am—Wheels of Yesteryear 7th July 10am —Toddler Tuesday—"Summer Treasurers" 15th July 10am—Wacky Wednesday—"Canaries" 22nd July 10am—Wacky Wednesday—"Crowns" 23rd July 1pm– Community Consultation—everyone welcome 26th July 11am—Kids Cinema—"Despicable Me" 29th July 10am—Wacky Wednesday—"Ceramic Painting" 4th August 10am—Toddler Tuesday—"Creature Creations" 5th August 10am—Wacky Wednesday—"Fossil Gardens" 9th August 11am—Kids Cinema—"Despicable Me 2" 12th August 10am—Wacky Wednesday—"Peg Dollies" 4th September 11am—Fridays at 11am—"Tobacco Lords" Thomas Dowds I wish to join the Friends of National Mining Museum Scotland and enclose a cheque for the appropriate subscription. Adult (Annual) £20 Family (Annual) £30 Please make cheques payable to “The Friends of National Mining Museum Scotland” and return to:- AGH Moore, Membership Secretary, Friends of National Mining Museum Scotland, 16 Shafto Place, Bo’ness EH51 9JE. Name …………………………………………………… Address …………………………………………………. ……………………………………………………………. …………………………………………………………………. ………………………………………………………………….. JOIN THE FRIENDS
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Afterschool Spotlight SERVICE OregonASK Wilsonville, Ore. Over 60 Average number of community partners: 2 Average number of AmeriCorps Members per year: Main funding sources: f f Foundations f f Office of Early Learning – Child Care Division OregonASK Expanded Learning Partnership Enhancing future prospects through foundational skills and competencies Vibrant social connections and robust community involvement are part of what makes a strong America. Yet, among our nation's young people, there are relatively low levels of community engagement. While acts of service that elementary schoolers take part in will look different than service among young adults, there is a way for all individuals, regardless of age, to engage in service, and individuals, regardless of age, can benefit from acts of service. For children and youth, service learning is an established method to bring youth closer to their communities while also promoting positive youth development outcomes. Among young adults, service, such as national service, enables them to make similar personal and professional gains when given the opportunity to participate. The afterschool field is a critical partner to expand access and availability of service in a multitude of forms for youth and young adults alike. Together with education and community leaders, afterschool and summer learning programs are working toward the healthy development of both the next generation and our democracy. Overview OregonASK, part of the 50 State Afterschool Network, is a statewide organization dedicated to advancing the quality, accessibility, and sustainability of expanded learning opportunities for children, youth, and families throughout Oregon. To help build the capacity of afterschool programs in communities of poverty, OregonASK engages young adults in a year of national service through an AmeriCorps VISTA (Volunteers in Service to America) program sponsored by the Afterschool Alliance. A typical day for AmeriCorps VISTA members AmeriCorps VISTA members at OregonASK serve full-time in a yearlong position while receiving a modest living allowance that reflects the poverty level of the community they serve. VISTA members implement service projects based off a VISTA Assignment Description (VAD), a plan that outlines their key responsibilities and expectations. To achieve these project goals, OregonASK helps VISTA members create an individualized work plan to use as a framework to guide their service year. As community needs may evolve over the course of the year, service project plans leave room for creativity and innovation that builds on the strengths of each member. 1 Outcomes VISTA members that served at OregonASK report gaining valuable transferable skills and competencies that have prepared them for their future careers. Experiences they cite as particularly formative include: facilitating meetings or trainings, collaborating with partners, learning how to use graphic design tools, and grant writing. Of the 13 VISTA members that OregonASK has hosted, the organization has hired six as full-time staff. Program characteristics Young adults who participate in a year of service at OregonASK lead projects that help strengthen the capacity of afterschool programs while engaging in a rewarding professional development experience. Over the course of eight years, OregonASK has supported four different VISTA projects (Sustainability, STEM, Health & Wellness, and My Brother's Keeper), each addressing an integral aspect of ensuring accessibility and availability of afterschool programming in Oregon's underserved communities. Past VISTA members have led projects such as the implementation of a statewide STEM survey to collect data on informal STEM learning opportunities and a collaboration with the Black Male Achievement initiative to coordinate a barbershop reading program that offers extended learning opportunities to young boys of color. As VISTA members undertake capacity-building initiatives, they are taught how to assess community challenges in close cooperation with community members and stakeholders, and to use their critical thinking and leadership skills to generate community-driven solutions. OregonASK offers young adults a chance to prove themselves through this unique service experience, and supports them along the way as they build their work ethic and define their career interests. AmeriCorps VISTA AmeriCorps VISTA is a national service program that engages adults of all ages in meaningful service opportunities. VISTA members embark on capacity building endeavors such as fundraising, volunteer management, asset mapping, and community outreach in order to help lift people out of poverty. All AmeriCorps members live at the poverty level as they learn about and address critical community needs. Afterschool programs support the growth of service opportunities for young adults by hosting both AmeriCorps State and National and AmeriCorps VISTA members at their sites. For example, State Afterschool Networks like OregonASK offer a variety of positive service year experiences for young adults. Learn more about AmeriCorps VISTA and the VISTA programs sponsored by the Afterschool Alliance here. Challenges Despite the positive impacts of service, the desire to be a positive force in the community is not translating into action. Service opportunities at school: for some, not all. While trends show an increasing number of community involvement opportunities offered by schools and universities— for instance, 68 percent of principals reported that their students participate in community activities that are recognized by the schools, and 69 percent of college seniors participated in a servicelearning course in 2018—too many individuals are not accessing these  opportunities. The type of service matters. A growing body of research shows the positive benefits associated with service. However, the majority of youth service opportunities are rooted in volunteering, rather than service learning, with the percentage of schools offering service learning declining from 32 percent in 1999 to 24 percent in 2008. The equity divide. Participation in opportunities for service varies across different socio-economic, racial, and ethnic backgrounds, based on the availability and access to surrounding institutions that facilitate and encourage service. For example, schools in low-income areas, often serving a larger percentage of minority students, are less likely to offer service learning when compared with other schools. For low-income young adults, in school and in the workforce, monetary and non-monetary costs of service act as a barrier to participation. Read Afterschool Supports Service Opportunities from Youth to Young Adulthood to learn more. 2 Service Opportunities at Every Age Everyone, regardless of age, can take part in service. The service opportunity may look different depending on one's age, but the positive benefits are a constant. In addition to meeting the needs of a community, acts of service can foster greater community engagement, trust, a better understanding of the community, and compassion for others. Service Learning Through service learning, youth are active participants in thoughtfully organized community projects that advance a set of learning goals while meeting the needs of the community. For example, students in an afterschool program have environmental studies lessons where they study waste collection and recycling services in the city. Students then create and participate in a series of local cleanup projects as a way of applying what they've learned about accessibility and use of these services in various neighborhoods. The community benefits by receiving help with litter abatement and beautification efforts and informed recommendations on sustainable waste management. Example adapted from Loyola University. Service Learning National Service National Service For young adults, service can also be a deeper form of experiential education when participating in service programs designed to equip participants with the tools to assess and address community needs over an extended period of time. The Corporation for National and Community Service offers a number of national service projects that provide young adults hands-on opportunities to apply their knowledge and skills to help their community. For example, AmeriCorps State and National members placed at an afterschool program make a yearlong commitment to provide direct services to youth and their families. Members grow professionally by participating in orientation and trainings throughout the year to learn about the community they are serving and techniques to support student success. Students in afterschool programs benefit from the tutoring and mentoring relationships that AmeriCorps members provide. Afterschool programs also benefit by receiving help with child enrichment activities and overall program  implementation. Recognizing the valuable growth and development that accompanies a service year, OregonASK has hired several of their former VISTA members as full-time staff. One former VISTA member is now a Health and Wellness Coordinator and Trainer, who draws on her personal service experience as she coordinates training for an initiative called Service to Careers, a ten-week youth voice-led curriculum that guides middle schoolers through service-learning projects that help develop workforce skills. Program history OregonASK was founded in 2005 as a collaborative effort between public and private organizations and community members to build partnerships, develop policies, and provide resources in order to support and expand afterschool programs across the state. This mission began with a group of 18 partners, which has now grown to 60. Recommendations for enhancing future prospects through foundational skills and competencies: f f Identify individuals in your organization who are committed to devoting the time and attention needed in order to manage a service-learning program successfully. f f Keep in mind that youth and young adults do not develop skills and competencies overnight. Service-learning projects with a longer duration allow young people to gradually progress and come into their own. afterschoolalliance.org 3
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November 2012 Brought to you by: Healthier Ways to Enjoy Holiday Foods Since many holiday traditions seem to center on food, it can be difficult to get through the holiday season without feeling as stuffed as the Thanksgiving turkey. Take a look at the foods you're eating and preparing this holiday season—there may be some simple ways to enjoy those delicious foods, while carving out a few of the extra calories. flavonoids and resveratrol, are thought to improve heart health by reducing bad cholesterol, and preventing blood clots and damage to blood vessels. Turkey is actually a great source of lean protein. A three- to four-ounce serving of skinless white meat not only provides almost half of the folic acid you need daily, but also contains nutrients that can help cholesterol levels and protect against heart disease, all while helping to maintain insulin levels post-meal. Bake rather than deep-fry, and you're on your way to a healthy holiday season. Stuffing is not normally thought of as being very healthy, but tweak your recipe a bit for some great health benefits. Add nutrients by throwing in some onions, nuts, carrots, celery, mushrooms or dried fruit, and cut back on the fat by substituting all or some of the butter for low-sodium chicken broth. Holidays often include increased alcohol consumption. Fortunately for you, while alcohol does add calories to a meal, red wine provides some pretty great health benefits when consumed in moderation. Antioxidants in red wine, such as Pumpkin pie is often the grand finale of holiday meals. Lucky for you, pumpkin is bursting with nutrients—high in vitamins E, B6, A and C, thiamin, niacin, folate, iron, magnesium, phosphorus, fiber, riboflavin, potassium, copper and manganese. To make your pumpkin pies even healthier, try replacing buttermilk or sweetened condensed milk with Greek yogurt or skim milk, add more spices like cinnamon, ginger and allspice, and swap sugar for molasses or honey. Take control this holiday season and make your favorite treats even better with some healthy adjustments. National Healthy Skin Month Don't take your radiant, healthy skin for granted. This month, take the following extra steps toward having healthy skin: * Protect yourself from the sun with clothing, hats and sunscreen. * Eat fewer greasy, fast foods and more fruits, nuts and whole grains. * Get enough sleep. * If you're a smoker, try to quit. These small changes can make lasting differences in your skin's appearance and overall health. DID YOU KNOW You may need to change your skincare routine with the weather—in addition to diet and exercise changes, the change of seasons can affect your skin. Individuals with normal to oily skin in the summer may experience very dry skin in colder weather—learn how your skin behaves and adjust your routine accordingly. 4 Tips for Fighting the Flu Flu season is here, and taking the following four simple steps to protect yourself is important. 1. Get a flu vaccine—The earlier you receive your vaccine, the less likely you are to get the flu. If you are allergic to eggs, however, you should skip the flu vaccine, as it is made with eggs. 2. Keep your hands clean—Wash your hands even more frequently and keep anti-bacterial hand sanitizer handy. 3. Improve your diet—Eating fresh fruits and vegetables that are rich in nutrients will strengthen your immune system. 4. Exercise more—Immune function increases with exercise, as do energy levels. Cold-weather Energy Savings Energy bills can skyrocket in the colder months. From using more heat to keeping more lights on when it gets dark early, limiting energy consumption becomes even more important in the winter. Follow these tips for conserving energy in cooler weather: * Set your thermostat lower when you're not home, or even while you are asleep. Even lowering the heat from 70 to 65 degrees Fahrenheit can make your bills shrink. * Use a portable, electric space heater. Space heaters are energy-efficient and are especially useful when most of your time is spent in one or two rooms—you won't be bothered by a lower thermostat temperature if the space you're in is nice and cozy. Make sure to research fire safety when using a space heater. * Make sure doors and windows seal tightly. If they don't, fix them to avoid cold air seeping in and warm air escaping. * Insulate your pipes, even the cold water ones. In addition to preventing your pipes from bursting, insulating them with half-inch thick foam can save you about $25 annually. * Lower your water heater to 120 degrees Fahrenheit. If your water is being heated to a lower temperature, the bill will decrease. Also, consider swapping your electric water heater with a less-expensive natural gas one. Green Bean Casserole Transform this kid-favorite into something everyone can enjoy by replacing packaged and canned ingredients with fresher, healthier alternatives. This recipe is the perfect side for holiday meals. 1 tsp. cooking oil ¼ cup chopped onion 2 tbsp. flour 1 cup skim milk 1/3 cup shredded, reduced-fat Swiss cheese ½ cup low-fat sour cream 1 tsp. sugar ¼ tsp. salt 1 (16 oz.) package frozen green beans, thawed and drained 1 cup herb-seasoned stuffing mix 1 tsp. margarine, melted In a medium saucepan, sauté onion in cooking oil. Add flour and cook 1 minute. Gradually add milk, stirring until blended. Stir in cheese, sour cream, sugar and salt; cook for 5 minutes or until thickened and bubbly, stirring constantly. Put green beans in a baking dish; pour the sauce over the top. In another bowl, pour the melted margarine over the stuffing mix; stir well and sprinkle over green bean mixture. Bake at 350 degrees for 20 to 25 minutes or until heated through. Yield: 8 servings. Each serving provides 106 calories, 5g total fat, 2g saturated fat, 5g protein and 186 mg sodium. Source: Be aware of your energy usage as winter approaches—lowering it can save you quite a bit of money. https://doh.sd.gov This brochure is for informational purposes only and is not intended as medical advice. For further information, please consult a medical professional. © 2012 Zywave, Inc. All rights reserved.
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A guide for parents/carers who are concerned that their child may be dyslexic What is Dyslexia? In the past there have been many different definitions of dyslexia, but the most recent research (the Rose Report 2009) says: - Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading. - Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. - Dyslexia occurs across the range of intellectual abilities. - Co-occurring difficulties may be seen in some aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. - A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. Dyslexia is a learning difference which makes it more difficult to develop reading and spelling skills and teachers need to adapt how they organise and teach to use the child's strengths. Children with dyslexia have strengths in the creative way they think and solve problems; they may be skilled at sports, they may also be artistic and good with their hands and visual imagination. Many famous people are dyslexic including Walt Disney, Richard Branson, Keira Knightley, Johnny Depp and Jamie Oliver. It is very important that the child's strengths are used to help their learning and maintain their selfesteem and emotional well-being at school and at home. What should I do if I think my child might have dyslexia? - You should arrange to see your child's teacher or the school's special educational needs coordinator (SENCO) to talk about your concerns. What should the school do? - The teacher or SENCO will listen to your concerns and discuss with you the "Worcestershire Dyslexia Pathways" which is the guide used in Worcestershire to help us identify whether or not a child has dyslexia, (this is based on the most up to date research and legislation on how best to identify children with dyslexia). There are a number of reasons why a child might be having problems with reading or spelling, not due to dyslexia, but other reasons to do with their health and general development. - The class teacher will be asked to highlight the list of common characteristics of children with dyslexia to see which, if any, apply to your child. If 50% or more apply to your child, then they might be showing traits of dyslexia and school will start using the Dyslexia Pathway to guide them with how to support your child and to check what interventions could help them catch up. Starting the Dyslexia Pathway: Quality First Teaching - The class teacher and/or SENCO will find out in more detail from you about your child's development, by completing a parental interview with you. - They will also go through the PACE checklist with you, which is a set of questions which look at or rules out, other reasons why your child may be having difficulties with literacy. It looks at: - Physical factors, for example if they have poor eyesight they might not be able to see the text properly, or have/have had hearing difficulties e.g. glue ear and cannot hear the sounds in speech clearly - Affective factors (emotional), for example if your child is very worried by something they will not be able to concentrate on learning to read - Cognitive factors (how your child thinks and learns), for example some children have difficulties with attention, which might be getting in the way of learning to read - Educational factors. For example if your child has missed a lot of school they might be behind because they haven't had as much teaching as a lot of other children. Your child's teacher will also collect information about how your child is doing in their other subjects at school to build up your child's "learning profile" (what they are good at and what they find more difficult). Your child will also be asked for their views about how they feel they are getting on, what helps them learn and what they enjoy. The class teacher will work with the SENCO to adapt the way they teach (Quality First Teaching) for the whole class, to help your child achieve using their strengths as well as supporting their weaker areas of learning and ensuring some extra help to develop weaker skills. This is part of the graduated response approach from the Special Needs Code of Practice 2014 which says that schools have to help children 'close the gap' by looking at their needs, planning support, doing it and then reviewing their progress e.g. Assess, Plan, Do, Review Continuing on the Dyslexia Pathway (Wave two, Wave three support) If your child continues to fall behind and not make the hoped for progress your child will be put on the school's Special Needs Register (the list of children in the school with special needs) and will have an Individual Provision Map (IPM) or Individual Education Plan (IEP) or equivalent, which is a document which lists what extra help your child is being given to help them to improve their literacy skills. It includes specific targets that the school are helping them to achieve. This may be additional help in a small group called Wave two support and/or very specific individual support called Wave three. This document should also suggest what you can do at home to help your child. After a period of time (usually around a term) your child's teacher and the SENCO will review your child's progress to see what difference the extra support has made. This extra support might be: - extra literacy teaching in a group - the teacher giving your child different work in class - extra tasks for you to do with your child at home. At this point if your child is making good progress, they will no longer need to be on the Dyslexia Pathway. What if my child hasn't improved after the review? The SENCO and teacher would think of other ways to help your child and then review their progress again. What if my child still hasn't made much progress? The school may then ask an outside specialist such as a specialist Learning Support Teacher for advice and they may carry out some further assessments to look in more detail at your child's reading, spelling and other learning skills. There is no specific test for dyslexia, as dyslexia is identified by how much progress a child makes despite being given the correct support over time, the learning support teacher will not usually be able to tell you whether or not your child is dyslexic straight away. The Learning Support Teacher will make recommendations to the class teacher and SENCO about further strategies they think will help your child and school will write another IPM/IEP to include these suggestions. This will be reviewed (usually after around a term) to see if this has helped your child to make progress. How is it decided if my child is dyslexic? If your child is still only making minimal progress despite expert advice and high quality support in school, then the school will ask the professionals who have been involved in helping your child to come to a "Dyslexia Decision Meeting". These meetings are generally held when the child is about to transfer to another school or when they are in Year 5 or above. At this meeting they look at all the information school have gathered on your child and in particular the evidence of the progress they have made over time in spite of having been given good support. In order for a dyslexia decision meeting to take place, your child usually needs to have had 3 IEPs or equivalent and reviews. (If your child is in the upper end of Key stage 2 or older, and their difficulties have not been identified lower down the school, then they may be "fast tracked" to a Dyslexia Decision Meeting without having to wait for these to take place. After this meeting the SENCO will let you know the decision of the meeting and discuss with you further ideas to help your child to make progress and access the curriculum. This will be reviewed by the school on a regular basis. What happens if my child is not identified as having dyslexia? The professionals will suggest other reasons why your child might not be making progress and let you know what can be done to help your child. They may also suggest other support or extra individual or group work and ask to repeat the Dyslexia Decision Meeting after this has been completed. What happens if my child is identified as having dyslexia? The school staff and professionals will make further suggestions of ways to help your child make as much progress as possible. They will also look at the use of technology to help your child access the curriculum and achieve at their ability level and not just their literacy level. Will my child get an Education, Health and Care Plan now they have been identified as dyslexic? No, not usually. In Worcestershire, schools give support to most dyslexic pupils without the need for a plan. Only children with the greatest levels of difficulty would be given a plan. These are usually children whose literacy skills are at least 3-4 years behind (in key stage 2) or 4-6 years behind (in key stage 3). Even then, a plan is normally only given to children who would need more than 20 hours extra support each week which is much more than most dyslexic children would need. What sort of support could I expect my dyslexic child to be given in school? Recommendations on support for your child will be made in the report after the Dyslexia Decision Meeting. The sort of support your child will get in school will depend on their age and severity of their difficulties, but in general your child will be helped in two different ways. Firstly they will be given some extra teaching to help improve their literacy skills. This might be in a small group or individually, but will be specifically tailored to your child's needs. Your child's progress will be reviewed regularly to make sure they are improving. Secondly your child will be helped to make sure they can understand the lessons and show what they know without their dyslexia getting in the way. This is called "Overcoming the barriers to learning". This will include ways of making sure they can understand all the books, worksheets, and writing on the board. A few examples of this are: - Working with another child who can read it to them - Being given written information in a simpler way - Having a recorded version so they can listen instead of having to read - Using a computer program which reads the text to them - Using diagrams - Pastel colour paper - A teaching assistant (TA) reading to them. - They should also be given other ways to show what they know, rather than having to do a large amount of writing. A few examples of this are: - Using diagrams and drawings instead of writing - Having to do less writing e.g. single word answers/filling in the blanks - Using mind maps - Dictating to an adult - Using a Dictaphone or digital recorder - Use of computers or similar technology - Parent writing/typing the homework. What should I do if I don't feel my child is getting enough/the right support at school? Make an arrangement to talk to the SENCO at your child's school, but if you are still concerned you can contact SEND Information, Advice & Support Service who will talk with you about how to ensure your child is getting the help they need. How can I get a copy of the Worcestershire Dyslexia Pathways? You can ask your school SENCo if you could look at their hard copy. All schools were sent one in 2010. The original version is now out of print and the update was due by the end of 2014 but the original is available on CD from: FAO Wendy Bevan Learning Support Babcock Training Unit 1, Woodbury Lane Norton, Worcester WR5 2PT 01905 678200 email@example.com v3 December 2016
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MEDIA SUMMER ASSIGNMENT Your summer assignment must be submitted in thefirst lesson for this subject in September. The completion of this assignment is compulsory and we expect you to put every effort into completing it to the best of your ability. Failure to submit this assignment will jeopardise your place on this course. MEDIA LANGUAGE AND REPRESENTATION In Media Studies you will be exploring and analysing how meaning is created in Media texts through several key concepts. Two of these key concepts areMedia LanguageandRepresentation. Definitions: | Media Language | Media language is the way in which the meaning (how it makes the | |---|---| | | audience think/feel) of a media text (e.g an advert) is conveyed to the | | | audience. One of the ways Media Language works is to create | | | this meaning through signs and symbols suggested by the way a scene | | | is set up and/or filmed. | | Representation | Media representations are the ways in which the media portrays | | | particular groups, communities, experiences, ideas, or topics from a | | | particular ideological or value perspective. | Task 1: Advertising and Media Language (300 – 400 words) How doesmedia languagemake the audience think/feel about women's place in society in this Schlitz (1952) beer advert? Refer specifically to how this relates the time period of production [10 marks] You can refer to: - Body language/positioning/framing - Theprops/costumes/make‐up - Themode of address - Gender rolesandexpectations MEDIA SUMMER ASSIGNMENT Task 2: Representation (300 – 400 words) How are audiences made to think/feel about the Labour party from The Suns front page from June 2017? How is this an example of political bias? (10 marks) In you answer you can explore the following: ‐ In what way is the Labour leader Jeremy Corbyn presented through the use of thisimage? ‐ How is this representation constructed through thelanguageused? ‐ What information is The Sun purposefullyselectingto use? Extension Task:Create a poster advert for a product of your choice that you feel accurately reflects women's roles in 2019
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Unit 5 – The Marketing Plan The Hamilton Hotel Instructions and answers for Teachers These instructions should accompany the OCR resource 'The Hamilton Hotel' which supports the OCR Level 2 Cambridge Technical Certificate in Business Unit 5 – The Marketing Plan. Associated Files: The Hamilton Hotel Expected Duration: Task – approx. 30 minutes This lesson element will test learners' knowledge of marketing in terms of a new business in the service sector and in particular 'Promotion' within the 4Ps of marketing. Task A new hotel is about to open in Oxfordshire called The Hamilton Hotel. It is on the outskirts of a small friendly village and hopes to generate lots of new jobs for local people as well as attract many clients from across the UK to enjoy the hotel and its attractive facilities. The management have decided that they need to start to advertise the facilities to potential clients and in particular the new Health Spa and Gym called 'Hammies'. They are looking to run some promotional campaigns. 1. How could The Hamilton Hotel use advertising aimed at clients who might like to use the Spa and Gym facilities? They could produce a brochure and send it to local people within a certain mileage from the hotel, buy into a mobile app like 'Groupon' to target people for a short period of time, purchase lists of potential clients from a company for phone, email and addresses details. 2. The hotel decides that it is going to devise some promotional techniques to ensure that 'Hammies' is a success. Think about what they could do for the following promotions: Special offers: BOGOF offers, 3 sessions for the price of 2 session, Buy ten months membership get two months free. Discount vouchers: 20% off your next visit. Sponsorship: Only stock certain brands of drink/snacks so that the company will help to 'sponsor' the organisation. Free gifts: Spend £50 on 'products' (in the spa area) and get a free gift. Loyalty: Introduce a friend and get £50 high street retailer vouchers or £30 online retailer vouchers Competitions: Enter a competition such a 'Quiz' to receive a free meal at the restaurant. 3. How could The Hamilton Hotel evaluate if the promotions that they have devised have worked for their new business? Discuss as a group and outline your findings below: The Hotel would be able to judge if the marketing promotions had been successful if their sales and profits had increased as well as the amount of regular repeat clients they had visiting to use the facilities. They would also be able to evaluate which promotional techniques had been the most successful by recording how many competition entries were received, how many free gifts were given out etc. This activity offers an opportunity for English skills development.
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Glenview New Church Sunday Morning Program Preschool Lessons, Phase 1 - Lesson 1 "Where two or three..." (Matthew 18:20) Theme: We can learn about the Lord in Sunday School. I. Underlying Ideas for the Teacher A. The Lord is our Heavenly Father. B. The Lord and His angels are constantly caring for us and leading us to heaven. C. The Lord is present with us by means of His Word. (TCR 225, 780) Note: At this first Sunday School session a key goal is helping the children feel comfortable coming to Sunday School. Tell them what Sunday School will be like and encourage their enthusiasm for learning about the Lord in Sunday School. II. Story Circle A. Introduction to Sunday School 1. At Sunday School we learn about the Lord by reading stories from the Word. (Show the children a picture of the Lord, if possible.) 2. We also like to have fun at Sunday School with our friends. 3. The Lord is happy when we are together, learning about Him. He is close to us right now! B. Tell/Read the Verse: Matthew 18:20 C. Get to know each other 1. Go around the circle and everyone says his/her name. See if everyone can say the name of the person to his/her right. 2. Sing song about each child "I love _____, ______ is my friend! I love _____, and here we go again!" III. Enrichment Activities A. Music 1. "I love ______..." with each child's name 2. To learn names: (Raffi) Willaby Wallaby Wamy, An Elephant Sat on Amy (for each child's name) 3. "Love Him, Thank Him" (New Liturgy p. 461) Preschool Sunday School Lessons: Phase 1 - Lesson 1 B. Activities 1. Learn everyone's name - "say the name of the child on the right" 2. Name tags - made by teacher or children, children decorate them 3. Give the children a small heart sticker that they can put on their hand to remind them that the Lord loves them. C. Project 1. Pictures of Sunday School children with the Lord in the midst of them a. On a large bulletin board, tack up a picture of the Lord. With a Polaroid camera, take a picture of each child. Allow each child to hold and watch the picture as it develops. Explain to the children that the Lord made and loves each one of them; that they are all special in their own ways. When all the pictures have developed, have the children sit on the floor in front of the bulletin board and ask them to bring their pictures up one at a time, to be tacked on the board around the Lord. Ask each of them to name a special gift the Lord has given them— something good they love to do. 2. The Lord Made Me. a. Take a picture of each child with a Polaroid camera. Glue picture down in the center of a piece of construction paper that has the words, "The Lord Made Me" written on it. Have the kids decorate around their pictures with crayons and stickers. 3. The Lord wants me to be happy: a sidewalk mural. (You will need several helpers.) a. The children lie down on the sidewalk (or parking lot) in any happy kind of pose they would like: jumping with arms up, dancing, skipping, etc. The teacher and helpers quickly trace around the children with sidewalk chalk. The children fill in the faces and clothing. Allow time for them to look at all the figures. IV. Teaching Aids A. Picture of the Lord B. Name tags for students and teacher C. Polaroid Camera V. Further Reading for the Teacher
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Approved: __4 February 2015_____________ Committee: Pupils and Curriculum Signed: ____M Knight__________________ To be reviewed: Two years ____________________ School Website: Yes Heron Hill Primary School Early Years Foundation Stage Policy Rationale The Early Years Foundation Stage (EYFS) is the area of education upon which young children build the rest of their lives. It is a single framework for care, learning and development. All children should be given the opportunity to experience the best possible start to their education to develop solid foundations which will ensure that they flourish throughout their school years and on into adulthood. Each child's learning and development is planned using Early Years Outcomes which identify the developing knowledge and skills, understanding and attitudes that children will need if they are to achieve the Early Learning Goals by the end of the Foundation Stage. Rich, stimulating and appropriate experiences provide each child with opportunities to develop their skills, competencies and thinking to the best of their ability across all areas of learning. Purpose - To make the child's first experience of school happy, positive and fun. - To ensure a breadth of balance in the curriculum through carefully planned adult input and sensitive interaction using Early Years Outcomes whilst having regard for the skills and attitudes the Key Stage 1 National Curriculum will demand. - To ensure that all children feel valued and secure in the Foundation Stage setting with positive relationships between parents, carers and staff. - To encourage parents to become partners with the school in the education of their children. Parents/carers are valued as their child's first educators. Staff will work in partnership with families at every opportunity. - To provide a curriculum firmly based on active learning to meet the needs of the individual child. Within any Early Years Foundation Stage cohort there will be wide variations in terms of development and maturity as well as family, religion, cultural background and special needs. Children will have differing experiences, interests, skills and knowledge which affect both their learning paces and styles. This diversity will be catered for within the planning which has a flexible approach, using a wide range of strategies and teaching styles to address particular needs of the children, families and the community. No child should be disadvantaged but each encouraged to develop self esteem and confidence in their ability to learn. - To further a love of learning, enquiring minds and the ability to discuss, adapt and negotiate. Well planned play and purposeful activity with challenge and enjoyment, both in and out of doors, will provide opportunity for teaching and learning. Within a well planned, organised environment, children should be able to explore, question, test, observe, experiment, plan, make decisions for themselves and participate in activities which are planned by adults as well as those they plan and start themselves. - To provide children with quality time to become engrossed in an activity. Adult intervention at appropriate times will help to deepen, extend and embed their learning. - To monitor progress throughout the Early Years Foundation Stage, while taking action to identify areas of concern and provide necessary support. - To help children develop self-control and to respect the feelings, needs, culture and the abilities of others. Curriculum There are seven areas of learning and development. All areas are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: - communication and language - personal, social and emotional development. - physical development There are four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: - literacy - understanding the world - mathematics - expressive arts and design. - Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. - Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities. - Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food. - Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. - Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. - Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces, and measures. - Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Staff must consider the individual needs, interests, stage of development of each child in their care and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Staff working with the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas. But throughout the early years, if a child's progress in any prime area gives cause for concern, staff must discuss this with the child's parents and/or carers and agree how to support the child. Staff must consider whether a child may have a special educational need or disability which requires specialist support. They should link with, and help families to access, relevant services from other agencies as appropriate. English as an Additional Language For children whose home language is not English, staff will take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Staff will ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. When assessing communication, language and literacy skills, staff must assess children's skills in English. If a child does not have a strong grasp of English language, staff will explore the child's skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. The Role of the Adult Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children's development, building their confidence as they learn to explore, to think about problems and relate to others. Children learn by leading their own play and by taking part in play which is guided by adults. There is an on going judgement to be made by staff about the balance between activities led by children and activities led or guided by adults. Staff should respond to each child's emerging needs and interests, guiding their development through warm, positive interaction. As children grow older and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1. In planning and guiding children's activities, staff must reflect on the different ways that children learn and reflect these in their practice. The three characteristics of effective teaching and learning are: - playing and exploring - children investigate and experience things and 'have a go'; - creating and thinking critically - children have and develop their own ideas, make links between ideas and develop strategies for doing things. - active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements; and Assessment This includes; - Early Years Foundation Stage Outcome statements highlighted and tracked. - An entry profile compiled through home visits and feeder preschool and nursery settings. - Foundation Stage Profile – an assessment process based on the seven areas of learning. It sums up progress and learning across the Reception year - Dated observations of specific noteworthy development (sticky labels, photographs kept) - Information from parents (informal and through parents' evenings) - Observation of children throughout the year (planned and unplanned) - Dated samples of work indicating development in some skills Assessment, gathered as above, will be used to identify the next step in children's learning and therefore help children make progress towards achieving their potential. Records Kept In Nursery - Early Years Outcomes sheets – ongoing highlighted and tracked assessment including entry levels taken from Early Years Foundation Stage - Specific assessments made on entry and then on a termly basis: write a name, draw a pattern, draw a man, scissor control, colours, shapes, rote counting and number recognition - Information from pre-school/Nursery - Parents' Profile (from home visit and consultations) - A 'Learning Journey' will be started for each child to include annotated achievements, photographs, observations and parental contributions - Letters and Sounds phonics phase 1 assessment sheet. Records Kept in Reception - Reading Record Book (ongoing record and assessment) - A 'Learning Journey' will be continued for each child to include annotated achievements, photographs, observations and parental contributions - Early Years Outcomes sheets – ongoing highlighted and tracked assessment including entry levels taken from Early Years Foundation Stage - Whole school tracker for phonic phases - Three specific writing assessments per year Progress within the EYFS is tracked by individual teachers showing termly levels within bandings. Written reports are given to parents at the end of the school year. Reception parents also receive EYFS Profile levels for 17 aspects of the curriculum plus a comment on Characteristics of Learning. Profile data is shared with the Year 1 teacher so that she/he can continue to help the children to achieve the Early Learning Goals if they have not done so before they can access the K.S.1 curriculum. Key Person Each child will be assigned a key person (a safeguarding and welfare requirement). Staff will inform parents and/or carers of the name of their child's key person and explain their role. The key person will help to ensure that the child's learning and care is tailored to meet their individual needs. The key person will seek to engage and support parents and/or carers in guiding their child's development at home. They will work with the SENCO to help families engage with more specialist support if appropriate. In nursery, groups are divided between all members of staff with the teacher having the largest number. In Reception, classes have their own lunch time staff and children are in key person groups for activities such as phonics, guided reading and interventions.
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Dear School Leader, Today, one in 13 children has food allergies, or roughly two in every classroom. Nearly 40 percent of these children have already experienced a severe or life-threatening allergic reaction. In response to this emerging epidemic, the Centers for Disease Control and Prevention (CDC) in 2013 published national guidelines for managing food allergies designed to help schools avoid, recognize and treat allergic reactions while ensuring that students with food allergies are safely included in school activities. Important highlights from the guidelines include: 1. The Recommended Practices for Reducing the Risk of Exposure (pages 41-43) include specific recommendations for accommodating food allergic students in the classroom, cafeteria, field trips, extracurricular activities and beyond. A few examples of accommodations for food allergic students include: - Avoid the use of identified allergens in class projects, parties, holidays and celebrations, arts, crafts, science experiments, rewards, cooking and snacks. - Have immediate access to epinephrine auto-injectors (e.g., EpiPen, Auvi-Q). - Train teachers, bus drivers, and other school staff to recognize and treat allergic reactions and anaphylaxis, a life-threatening allergic reaction. 2. Food allergies may constitute a disability under the law. This is important because schools cannot exclude children with food allergies from activities (e.g., birthday celebrations, classroom parties) because of their food allergies. 3. Plans for managing food allergies are important at both the district/school level AND the daily student level. - Coordinate the planning and implementation of your school's Food Allergy Management and Prevention Plan (FAMPP). This is a comprehensive school plan that includes all strategies and actions needed to manage food allergies in the school setting. - Arrange appropriate accommodations for students with 504 or Individuals with Disabilities Education Act (IDEA) eligible services. 4. Communication both within the district/school and to the greater community is critical for creating a positive environment. - Communicate school district policies and the school's plan for managing food allergies to all school staff, substitute teachers, classroom volunteers, and families. 5. The emotional toll of exclusion, bullying, stigma and fear can cause significant emotional distress. It is important to consider the physical and emotional toll on children with food allergies. Students with food allergies develop a sense of security when a positive school environment is created and accommodations such as these are put into place to ensure their physical and emotional well-being. For more information, please visit foodallergy.org/CDC. Sincerely, Gina Clowes National Director of Training and Outreach McLean, VA 22102
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St. Mary's R.C. Primary School English Policy Vision: We believe that every child is a gift from God, therefore, we aim to provide an outstanding and happy Catholic education which develops the 'whole child' whilst enabling them to reach their full potential. Mission statement: We love God … so we follow the examples of Jesus We love learning … so we always do our very best in everything We love each other … so we treat each other as we want to be treated St Mary's R.C. Primary School English Policy Vision: We believe that every child is a gift from God, therefore, we aim to provide an outstanding and happy Catholic education which develops the 'whole child' whilst enabling them to reach their full potential. Mission statement: We love God… so we follow the examples of Jesus We love learning… so we always do our very best in everything We love each other… so we treat each other as we want to be treated Overview We aim to provide a supportive, stimulating and secure environment where children are encouraged to express themselves and where their contributions are valued. The study of English develops children's ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations. Objectives The staff at St Mary's RC Primary School consider:- - Learning English as a right for all pupils - the responsibility of all teachers for the development of all areas of the English Curriculum such as Reading, Writing and SPAG (Spelling, Grammar and Punctuation) - the development of English across all areas of the curriculum Strategies In the teaching of English, the teacher fulfils a number of roles in all modes of language. - model: as a skilled user of language, the teacher's role is the central element in fostering positive attitudes towards the English language. - facilitator: providing a supportive and stimulating environment, organising purposeful activities and enabling children to develop literacy skills. - initiator: providing a variety of resources and opportunities for a wide range of balanced activities to encourage the development of skills in talking, listening, reading and writing. - monitor: observing and recording the development of skills in English. - assessor: evaluating and assessing the development of skills in English. Outcomes - To raise the standard of all learners of English. - To enable pupils to express and communicate meaning in spoken language, listening to and interpreting what others say and matching style and response to audience, context and purpose. - To provide pupils with a range of relevant and purposeful opportunities to develop their ability to read, understand and engage with various types of text for enjoyment and learning. - To enable children to communicate using written language effectively, making and shaping text appropriately, according to context, purpose, reader or audience. Talking and Listening Overview Talking and listening are fundamental skills upon which the educational development of our children depend. Through the development of oral and aural skills, they learn about language and this equips them to demonstrate and refine their learning. Our overall aim is for our children to become efficient language users. This will be achieved by devoting time, energy and resources to the development of oral communication. Through purposeful interaction with teachers, children will be provided with experiences that develop their skills and their thinking. As a school we use KAGAN throughout to support talking and listening and learning skills. Objectives - To develop children's abilities to listen, speak, read and write for a wide range of purposes, using language to learn and communicate ideas, views and feelings. - To enable children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as nonfiction and media texts. - To gain an understanding of how language works by looking at its patterns, structures and origins. - Children use their knowledge, skills and understanding in speaking and writing across a range of different situations. Strategies - the need for planning for talk in all areas of the curriculum - the provision of experiences and activities to promote a wide range of types of talk - the value you place on talking and listening for social, communicative and cognitive purposes - classroom organisation and management eg use of pairs, small and large groups; varying composition of groups; varying roles in groups - the teacher's role in modelling oral language - link with reading and writing Outcomes Children will be able to communicate confidently and effectively using the spoken word. Children to become effective and reflective listeners. Children can speak in a variety of situations. Writing will improve if speaking and listening improves because 'if you can say it you can write it'. Reading Overview Our aims are that our children will learn to read, will enjoy a wide variety of texts and will become independent, critical, life-long readers and learners. School / Classroom environment In every classroom there is a reading corner where children can enjoy choosing a book to read in a comfortable environment. Our school library has been updated and is an inviting and enjoyable environment for the children to relax and read for enjoyment. In the library there are a range of texts from fiction to non-fiction as well as e-books and newspapers. Our library also now boasts an electronic system which is run by a group of year 5/6 librarians. Every Junior child has access to this throughout the week and it enables us as teachers to support the reading of youngsters by providing more books that are popular with the young reader. Year 5 and 6 read to groups of year 1 and 2 children daily, this supports younger readers in reading for enjoyment. Objectives - To provide a rich and stimulating language environment, where speaking and reading and writing are integrated. - To foster an enthusiasm for and love of reading for life. - To have confidence and enjoyment in their reading. Strategies - regular reading to children in all classes-story time every day - developing phonological awareness-sound work every day and through RWI - phonics teaching through RWI - guided reading in small groups- modelling of reading strategies - visits to a local library Outcomes - Children to be able to understand the phonic system and spelling conventions and use them to read and spell accurately. - To be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes. - Have a suitable technical vocabulary through which to understand and discuss their reading and writing, express opinions, articulate feelings and formulate responses to a range of texts. - To be interested in books, read for enjoyment and evaluate and justify their preferences. Writing Overview Writing is an essential tool in the learning process. Children write to express their emotions, to convey their thoughts and opinions. By developing these skills we can equip our children to use writing across the range of curricular activities in which they are involved. Our aim is that our children will develop the ability to write effectively in various forms according to purpose and audience. Objectives - To help children enjoy writing and recognise its value. - To enable children to write with accuracy, creativity and meaning. - To increase the children's ability to use planning, drafting and editing to improve their work. - To develop an interest in words and their meanings; developing a growing vocabulary in spoken and written forms. Classroom Environment Every classroom has colourful and helpful displays to provide a stimulating environment for the children to write. During Creative Writing sessions we turn the lights down, play calming music and have candles and special pencils to make it a 'special' experience. In KS1 the role play areas always have writing activities to encourage the children to write during play. Throughout school we have a bank of dictionaries and thesauri, as well as each class having their own VCOP wall to help when writing. Each class displays a piece of writing from every child each to show off good practise and to praise their writing skills. Strategies - the purpose of the writing is made clear to children before they begin through a success criteria - teachers show children how to approach a writing task by writing themselves, explaining what they are doing as they go along (modelled writing) - various forms of writing displayed and discussed throughout the year so that children become familiar with the structure and language features of these forms eg letters, diaries, lists, poems - children write for themselves, their peers, the school, and the wider community at times - Creative Writing sessions include time for discussion, planning and redrafting - handwriting scheme to help improve handwriting - use of AFL to give children feedback and use of self and peer assessment used to support AFL Outcomes Through the implementation of this Policy for writing we will provide rich and exciting experiences in order to stimulate and engage children in the writing process across the curriculum, achieve high standards in writing, help all children reach their full potential and equip them with all the necessary skills to make a successful transition to the next stage of their education. Planning - English is a core subject in the National Curriculum. We use the National Curriculum, the Ruth Miskin Literacy scheme for phonics and Ros Wilson writing strategies for implementing the statutory requirements of the programme of study for English. - We carry out the curriculum planning in English in three phases (long-term, mediumterm and short-term). Our yearly teaching programme identifies the key objectives in English that we teach to each year. We use the National Curriculum, Ros Wilson and Ruth Miskin Literacy for planning. - Class teachers complete a weekly (short-term) plan for the teaching of English. This lists the specific learning objectives and expected outcomes for each lesson, and gives details of how the lessons are to be taught. - We plan the activities in English so that they build on the children's prior learning. While we give children of all abilities the opportunity to develop their skills, knowledge and understanding, we also plan progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school. We aim to make writing as purposeful as possible for every child. Assessment - Teachers assess children's work in English in three phases. The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide children's progress through marking and AFL. The children are encouraged to make judgements about how they can improve their own work-self assessment and with help of their peers-peer assessment. - Teachers use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. We use our school assessment grids as ongoing assessments. - Teachers make long-term assessments towards the end of the school year, and they use these to assess progress against school and national targets. With the help of these longterm assessments, they are able to set targets for the next school year, and to summarise the progress of each child before discussing it with the child's parents or carers. The next teacher then uses these long-term assessments as the planning basis for the new school year. - These long-term assessments are based on end-of-year tests and teacher assessments. Children undertake the national tests at the start of Reception and at the end of Year 2 and Year 6. - Assessment for learning is a tool used throughout English lessons to let the children know at that time how they are progressing against the learning intention and how to improve or stretch themselves. - The subject leader keeps samples of children's work in a portfolio. This demonstrates what the expected level of achievement is in English in each year of the school. Teachers meet termly to review individual examples of work against the national exemplification material and ensure moderation of work is carried out. We also have an external moderator of writing once a year to ensure that our school's moderation of writing is accurate. - Staff are keen to improve their subject knowledge and the subject leader takes an active role in disseminating best practice and making recommendations for staff development. Monitoring and Evaluating The coordination and planning of the English curriculum are the responsibility of the subject leader, who also: - supports colleagues in their teaching, by keeping informed about current developments in English and by providing a strategic lead and direction for this subject - gives the head-teacher an annual summary report in which she evaluates the strengths and weaknesses in English and indicates areas for further improvement - uses specially allocated regular management time to review evidence of the children's work, and to observe English lessons across the school A named member of the school's governing body is briefed to oversee the teaching of English throughout school. Resources There are a range of resources to support the teaching of English across the school. All classrooms have a reading corner with a variety of age-appropriate books in their reading corners. All classrooms have a selection of fiction and non-fiction texts. Children have access to the Internet through their classroom computer and through the IPads using the Literacy software and apps. Access to the Internet is also available in the library area. The library contains a range of books to support children's individual research. At St. Mary's we also have active librarians who are responsible for promoting the enjoyment of reading throughout and run our electronic library. ICT is used throughout English lessons as a teaching tool through the use of the class computer, whiteboard, laptops and the IPad apps. It is used to model, encourage and consolidate knowledge as a whole class, in groups and individually. The use of the new library system is by using ICT as the books are stored on a database and are taken out by scanning them. This information is kept online and the children can access this at school and at home using the website to write reviews and looks at recommendations. English and inclusion - At our school, we teach English to all children, whatever their ability and individual needs. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our English teaching, we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language and we take all reasonable steps to achieve this. We ensure through careful planning that all of the needs of disadvantaged pupils are met within English. - Interventions take place for children with additional needs or who may require additional to and different from their peers. This is individually monitored by teachers and additional support is provided where needed. - We enable all pupils to have access to the full range of activities involved in learning English. Where children are to participate in activities outside the classroom (a theatre trip, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils - Teaching assistants provide help by using: - texts that children can more easily read and understand - strategies to help with their reading and sound work - scribing - visual and written materials in different formats - ICT, other technological aids - alternative communication, such as signs and symbols Extra-Curricular Activities We run extracurricular activities to promote English. We have had a reading club as a lunch time club, book fairs and book week throughout the year. Contribution of English to teaching in other curriculum areas The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children's skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work at school. Mathematics - The teaching of English contributes significantly to children's mathematical understanding, in a variety of ways. Children in the Foundation Stage develop their understanding of number, pattern, shape and space by talking about these matters with adults and other children. Children in Key Stage 1 meet stories and rhymes that involve counting and sequencing. Children in Key Stage 2 are encouraged to read and interpret problems, in order to identify the mathematics involved. They explain and present their work to others during plenary sessions, and they communicate mathematically through the developing use of precise mathematical language. Personal, Social and Health Education (PSHE) and Citizenship - English contributes to the teaching of PSHE and citizenship by encouraging children to take part in class and group discussions on topical issues. Older children also research and debate topical problems and events. They discuss lifestyle choices, and meet and talk with visitors who work within the school community. Planned activities within the classroom also encourage children to work together and to respect each other's views. Spiritual, Moral, Social and Cultural Development - The teaching of English develops skills through which our children can offer critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts bring them into contact with their own literary heritage and with texts from a diverse range of cultures. The organisation of our lessons allows children to work together and gives them the chance to discuss their ideas and results. This policy will be reviewed at least every two years. Date: Sep 2015 Signed: Reviewed: Chair of Governors
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Okinawa, Japan Offbeat Japan; fine beaches, unique culture and spectacular diving I Fly UK-Tokyo (12hrs); from there, flights serve the Okinawa Islands Deep sea spectacle Divers float above the submerged stone structures, which lie off Yonaguni island " T here it is: the monument," diver Moe Hatori announced dramatically, like she was unveiling a work of art. I'd come to Yonaguni, Japan's remote, westernmost island, to explore the mysterious underwater 'monument' off the coast, the rumoured remains of an ancient civilisation, the so-called 'Atlantis of Japan'. However, the 'monument' Moe showed me was a 30cm replica, painted grey, of how the Iseki stones (as it's also known) looks – and it was as close as I was going to get to the real thing. Just as I landed on the rugged Pacific island, a typhoon hit, writing off the planned expedition. "You can take photos," Moe chuckled, circling the 'monument', snapping away with an imaginary camera – click, click, click. I had to see the funny side, too. After all, it's not like I'd travelled 11,000km on four different planes in order to look at a mock-up model. Oh, actually, it was. Secret of the sea Yonaguni is one of ten inhabited islands in the subtropical Yaeyama chain at the southern tip of Japan, just 110km from the Taiwanese coast. There's not much here except a few villages and some wild-roaming horses. Diving's the main draw. The islands are surrounded by clear waters, beautiful corals and colourful fish. In the winter months, especially January and February, large schools of hammerhead sharks can be seen. 98 | Wanderlust October 2013 But it was the story of the underwater ruins that drew me. Local diver Kihachiro Aratake discovered the formations on the southern side of the island, off Iseki Point, in the mid 1980s, while scouting for good sites to view hammerheads. Divers report structures that look like Mayan pyramids, large steps or terraces with clean right-angles in the stone, 'corridors', 'roads' and other shapes, including one referred to as the Turtle Stone. There's debate over whether the monument is natural, man-made or even the work of visiting extra-terrestrials. One floated theory suggests they were constructed by an ancient civilisation on dry land, then covered by rising sea levels somewhere between 8,000 and 12,000 years ago, which would mean they pre-date the Egyptian pyramids. Another theory, doing the rounds on the internet, is that the monument would've been beyond the abilities of early man and could only be the work of visiting aliens. It's very possible, though, that the right angles and formations are simply the work of nature. Geologists point to examples on land and below the sea of rock eroding and breaking off in clean-cut, seemingly man-made shapes. Halfway between the two camps is an idea that the stone structure is natural but man-modified, a pre-existing formation that was cut and otherwise altered by an ancient civilisation. Who, if anyone, did that is up for debate, but some believe it's evidence of the fabled lost continent of Mu, a Pacific version of Atlantis. "The stones are definitely man-made," said Moe, who's dived and snorkelled the monument. "I believe these structures are made by the people of Mu thousands of years ago or maybe the first humans. The stones are so close to the land and just below the ocean, so it's easy to understand the effects of moving land and the Ice Age and why the > 'I holed up in the guesthouse and waited for the storm to pass, holding out hope of diving the ruins in the following days' stones are where they are now. There are many stories, but this is the one I believe to be most true because the stones are so perfect." And aliens? "I think that's a dreamful story. But it could be a possibility." < with virtually no current. I saw moray eels, peeking hermit crabs, clownfish and a turtle. I was looking forward to getting under the water and seeing the monument my own eyes. But the typhoon, an occasional occurrence here during summer months, means the ocean around Iseki Point was far too dangerous to dive. The mystery of Yonaguni, for me, would have to remain a mystery. Worth the journey I was gutted – but this wasn't a wasted trip. En route, I stayed on Okinawa, sampling the famously healthy, tasty local food (heavy on fish, tofu and local veg). I also visited Shuri Castle, former government HQ when the region was the independent Ryukyu Kingdom, and the Peace Memorial Park, which commemorates the lives lost in the Second World War Battle of Okinawa. On the north coast, I stopped at the Okinawa Churaumi Aquarium and saw giant tanks containing manta rays, sharks, whale sharks, dolphins and turtles – a tantalising glimpse of what's in the islands' waters. I still held onto a dim hope that I might get into the ocean. On the road across the island, I spotted what looked to be aliens. However, the strange, colourful creatures turned out to be the work of local artist Hisashi Katsuren. Standing figures with large black eyes are, he explained, Kijimuna, local spirits believed to live in trees; the large, grinning dog/lion hybrids are his take on shisas , like the Chinese lion guardians found across the region, a sign of China's influence here. "I love the traditional shisas because they're very strong and graceful," Hisashi told me. "But I couldn't do them well. One day, I made them freely with my imagination and I liked it. This was my art." I moved on to nearby island Iriomote to kayak up the mangrove-lined Hinai River and hike to the top of Pinaisara, the largest waterfall in the Okinawa region. On Taketomi, my favourite of the islands, just 4km by I got a chance for some typhoon-free diving on Ishigaki, a short flight from Okinawa. The water was warm and clear, deep blue, ferry from Ishigaki, I rode a rickety bicycle around the tiny dot of land, stopping to swim in white-sand bays. Locals and tourists gathered on the west pier in the evening to watch the sun set over the ocean. In the morning, I toured the peaceful village on a water-buffalo cart. Shima Hidetada, the vehicle's driver, plucked a sanshin (Okinawan banjo-like instrument) and sung hearty ballads as Yoko, the 600kg water buffalo, ambled along. > A stick marks the spot This marker stands next to Hirakubo lighthouse, a remarkable ocean viewpoint at Ishigaki island’s northern point 100 | Wanderlust October 2013 Wind stopped play < Finally: Yonaguni. The predicted typhoon hit overnight, powerful winds and rain lasting through the next day. I holed up in the guesthouse and waited for it to pass, holding out hope of diving the ruins in the following days. But conditions around Iseki Point were likely to be unsafe for some time. Reluctantly, I gave up. Before I flew out, Yurji Shiraishi, owner of the guesthouse, gave me a tour of the wind-battered island. Wild horses and cows wandered the hills and sauntered across the road at the eastern point around the lighthouse at Cape Agarizaki. We stopped on the southern clifftops, Yurji pointing to a towering rock out in the ocean being hammered by fierce waves. The ocean swell was huge. The water looked treacherous. Under the surface, Yurji told me, is where the Iseki stones are. "Dangerous – no diving," Okinawa, Japan Vital statistics Tokyo (Okinawa Country capital: Health & safety Yurji said, as if it needed confirming. We drove to the lighthouse at Irizaki. A stone memorial there marks Japan's westernmost point. On a much clearer day, it's possible to see Taiwan. A map covers the floor of the lighthouse. Yurji pointed out tiny Yonaguni and the short distance from the island to Taiwan and, not much further, the great landmass of China. travelling for I looked out at the tempestuous ocean, disappointed not to have seen the monument, but glad I'd had a chance to experience the diverse, often beautiful Yaeyama islands. If aliens did choose this particular place on earth to spend some time, I'd have to say this: they have impeccable taste. I just hope they had better luck with the weather. ■ Footnotes Prefecture: Naha) Population: 127 million (Okinawa Prefecture: 1.4 million) Language: Japanese Time: GMT+9 International dialling code: +81 Not required by UK Visas: nationals Money: Yen (¥), currently around ¥150 to the UK£. Many shops only take cash. Many ATMs don't except foreign cards; look for Japanese postal ATMs – these do. Traveller's cheques are accepted at most banks. Tipping is little practised in Japan; if you wish to leave a tip, put the money in an envelope first. When to go ■ Spring temperatures turn summery in March. Mid-May to June is rainy season. ■ Typhoons most likely at this time. Currents around the Iseki stones are unpredictable. However, it's also summer, so the best time to hit the beach and to dive (especially Jul-Aug), unless a typhoon hits. Best time for spotting Pacific manta off Ishigaki. ■ The cooler winter season – though rarely below 10°C. January-February is the best time to see hammerhead sharks off Yonaguni. The trip The author travelled with InsideJapan (0117 370 9751, www. insidejapantours.com), which offers a 14-night Mysteries of the Ryukyu Kingdom trip from £2,116pp. The price includes stays in Tokyo (3 nights), Ishigaki (3 nights), Iriomote (2 nights), Yonaguni (3 nights), Naha (1 night) and Zamami (2 nights), plus all domestic flights, transport between destinations, some meals, one day diving in Yonaguni and a day trekking and kayaking on Iriomote with a nature guide. Getting there & around British Airways (0844 4930787, www.ba.com) flies to from London to Tokyo-Haneda. Flight time is around 12 hours; returns cost from £835. Tap water is drinkable. Crime levels are low and street crime is rare. Medical treatment is of a high quality but can be expensive; insurance is always recommended: visit wanderlustinsurance.co.uk. Further reading & information DK Eyewitness Japan (DK, 2013) Japan (Lonely Planet Country Guides, 2013) www.seejapan.co.uk – Japan National Tourism Organization www.okinawastory.jp/en – Okinawa Tourism www.yonaguni.jp/en – Information on diving on Yonaguni More online JAL (0844 8569 700, jal.com), ANA (020 8762 8977, ana.co.jp) and Skymark (skymark.co.jp) operate frequent flights from Tokyo to Naha on Okinawa (£55-375 return). There are also multiple daily flights from Haneda to Ishigaki (£135-300) and between Ishigaki and Yonaguni (£80-235). There is a daily service between Naha and Yonaguni (£50-100). There are regular ferry services from Ishigaki port to both Iriomote (40 minutes) and Taketomi (20 minutes), plus a twice-weekly ferry between Ishigaki and Yonaguni (4.5 hours; approx £48 return). If you rent a car – handy on islands such as Ishigaki and Okinawa – you'll need to buy an International Driving Permit before reaching Japan; see www. postoffice.co.uk/internationaldriving-permit. Accommodation The author stayed at: Hyakuna Garan (Okinawa; www.hyakunagaran.com), doubles from ¥105,000 (£695) including breakfast and dinner; ANA InterContinental Resort (Ishigaki; www.intercontinental. com), doubles from ¥18,400 (£122); Eco Village (Iriomote; eco-village.jp/kyaku), doubles from ¥17,100 (£114) including dinner and breakfast; Hoshinoya Okinawa (Taketomi; global.hoshinoresort.com/ hoshinoya_okinawa), doubles from ¥48,000 (£317). October 2013 Wanderlust | 103
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Parent's Guide to Accelerated Reader™ QUESTIONS AND ANSWERS www.renaissance.com Your child will be participating in the Accelerated Reader™ (AR™) program. This guide is designed to answer your questions about AR. If you have additional questions, please feel free to contact your child's teacher or librarian, or visit the Accelerated Reader website at www. renaissance.com/products/accelerated-reader. What is Accelerated Reader (AR)? AR is a computer program that helps teachers and librarians manage and monitor children's independent reading practice. Your child picks a book at his own level and reads it at his own pace. When finished, your child takes a short quiz on the computer. (Passing the quiz is an indication that your child understood what was read.) AR gives children, teachers, and librarians feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice. Children using AR choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them. Teachers and librarians help your child choose books at an appropriate readability level that are challenging without being frustrating, ensuring that your child can pass the quiz and experience success. If your child does not do well on the quiz, the teacher or librarian may help your child: * Choose another book that is more appropriate. * Ask more probing questions as your child reads and before your child takes a quiz. * Pair your child with another student, or even have the book read to your child. A Sample Quiz Question In most cases, children really enjoy taking the quizzes. Since they're reading books at their reading and interest levels, they are likely to be successful. This is satisfying for most children. Best of all, they learn and grow at their own pace. How much will my child read during the school day? According to research, children who read at least 35 minutes a day with a 90% comprehension rate (average percent correct) on AR quizzes see the greatest gains. Therefore, your child should have at least 35 minutes set aside for reading during each school day. How can I help my child become a better reader? As with anything, performance improves with practice. Encourage your child to read at home. Create a culture of reading in your household by reading with your child, starting a home library, visiting your local library or bookstore on a regular basis, letting your child see you reading, and discussing books that each of you has read. When reading with your child, stop and ask questions to be sure your child is comprehending what is read. Reading with your child, no matter what the child's age, is an important part of developing a good reader, building a lifelong love of reading and learning, and creating a loving relationship between you and your child. Make learning a family affair! What if my child doesn't like reading? Using Accelerated Reader, your child will choose the books he wants to read. The teacher or librarian will make certain the book is at the right level so that after completing the book, your child should do well on the AR Reading Practice Quiz. Success on the quiz will encourage your child to read more. With guidance from the teacher or librarian, and success, even students who say they don't like reading will develop a love of reading. Will my child have to read a book I don't want him to read? No. There are many, many choices of books at your child's level. Your child will never be forced to read a book you find questionable. I'm concerned that my child will be unfairly compared to others. Then you'll really like AR because it helps the teacher or librarian work with each child individually. Students using AR are encouraged to progress at their own pace and set their own goals with the help of the teacher. The aim of AR is for all children to succeed in achieving their goals. How does the school determine my child's reading level? Teachers or librarians determine your child's reading level in one of three ways: a STAR Reading™ test, a grade-equivalent score from a standardized test, or using their best professional judgment based on their knowledge of your child. What is a STAR Reading™ test? STAR Reading is a computerized reading assessment that uses computer-adaptive technology. Questions continually adjust to your child's responses. If the child's response is correct, the difficulty level is increased. If the child misses a question, the difficulty level is reduced. The test uses multiple-choice questions and takes approximately 15 minutes. What is a Zone of Proximal Development (ZPD)? In independent literature-based reading, ZPD is the range of books that will challenge a child without causing frustration or loss of motivation. Your child will receive a ZPD range after taking a STAR Reading test, or teachers and librarians can use their best professional judgment to determine a ZPD. The ZPD and the GE (Grade Equivalent) score from the STAR Reading test will show up in Accelerated Reader, making it easier for teachers and librarians to set goals for students. It's important for children to read with a high degree of comprehension and within their ZPDs. ZPDs should be adjusted based on the needs of your child. What is an ATOS™ book level? Book levels are reported using the ATOS readability formula and represent the difficulty of the text. For example, an ATOS book level of 4.5 means that the text could likely be read by a student whose reading skills are at the level of a typical fourth grader during the fifth month of school. What is ATOS 100? Renaissance Learning™ strives to make it easier for schools to use Accelerated Reader, even if they use book levels based on readability formulas other than ATOS. Therefore, Renaissance Learning has created an alternate book level based on the Degrees of Reading Power™ scale. This alternate book level is named ATOS 100 in the software. Schools have the option of whether or not to use it and to rename it. ATOS 100, the 100-point scale created by Renaissance Learning, is a transformation of a book's ATOS level to a scale that is similar—but not identical—to the Degrees of Reading Power (DRP™) scale. What if my school uses Lexile® measures? Schools that use The Lexile® Framework for Reading to report book levels can still use Accelerated Reader. Lexile® measures are available in Accelerated Reader, and your school or district can choose to see them in the software. What are points? Every book that has an AR Reading Practice Quiz is given a point value. AR points are computed based on the difficulty of the book (ATOS readability level) and the length of the book (number of words). For example, the Berenstain Bears books, which are about 1,000 words long and have an average ATOS book level of 3.5, are 0.5-point books. Hank the Cowdog, which is about 23,000 words long and has an average ATOS book level of 4.5, is a 3-point book. The Sun Also Rises, about 70,000 words long and at an ATOS book level of 4.4, is a 10-point book. Children earn points, or a portion of a book's points, depending on how well they do on the Reading Practice Quiz. For example, a child who takes a 5-question quiz on a book worth 1 point will earn 1 point for 5 correct answers (100%), 0.8 point for 4 correct answers (80%), etc. A child who reads a book worth 5 points and takes a 10-question quiz will earn 5 points for 10 correct answers (100%), 4.5 points for 9 correct answers (90%), etc. For quizzes with 3, 5, or 10 questions, a child needs to pass a quiz with a score of 60% or higher to earn points. For quizzes with 20 questions, a child needs to pass with a score of 70% or higher to earn points. 3 pt. (23,269 words) 10 pt. (67,707 words) You may notice that some popular books have more points assigned to them than some classic pieces of literature. Tom Clancy's Executive Orders, for example, is a 78-point book while Shakespeare's Macbeth is a 4-point book. Keep in mind that this doesn't mean we think Executive Orders is a better book or more worthwhile to read than Macbeth, only that—at 458,453 words versus 19,048 words—it is much longer and provides more reading practice time. 78 pt. (458,453 words) How are Accelerated Reader point goals set? Based on extensive research, we can provide guidelines for the approximate number of AR points children should be able to earn depending on how much time they read and their reading level. Monitoring AR points earned by children and comparing them to the guideline values enables your child's teacher and librarian to determine how well your child is using the time provided for reading practice. If the school has STAR Reading, students' scores will be accessible in Accelerated Reader, making it easier for teachers and librarians to set point goals for students. How many Accelerated Reader quizzes are there? There are over 160,000 AR quizzes available. However, schools may not have all quizzes. If a school has purchased Accelerated Reader Enterprise, it will have access to all quizzes. What kinds of quizzes are there? Accelerated Reader includes several types of quizzes designed to support the development of several reading skills. Quiz types include: * Reading Practice Quizzes are the most common type of assessment in AR. The purpose of these quizzes is to determine whether your child has read a book, to measure literal comprehension of the book, and to provide immediate feedback. Each Reading Practice Quiz consists of 3, 5, 10, or 20 multiple-choice questions depending on book level and length. They are available in English, Spanish, and Recorded Voice formats. * Recorded Voice Quizzes are designed for beginning readers and students learning English. They are professionally recorded by a narrator who reads the quiz questions and answer choices as they appear on screen. * Vocabulary Practice Quizzes measure a child's command of vocabulary words encountered while reading. They are designed to reinforce vocabulary acquisition, assist with individualizing vocabulary instruction, and generate your child's interest in words through authentic, in-context literature experiences. Quizzes include 5, 10, or 15 words from a particular book as well as review words from previously read books. Vocabulary Practice Quizzes are available only in the Renaissance Place™ versions of Accelerated Reader. * Literacy Skills Quizzes are designed to give your child's teacher information on specific reading skills. Questions are randomly generated from a 36- or 60-item bank, resulting in 12 or 24 quiz questions. Due to item-bank technology, Literacy Skills Quizzes can be taken up to three times. Quiz questions are based on 24 specific, higher-order reading comprehension skills from state standards, basal reading series, and standardized tests. * Other Reading Quizzes are designed to determine whether a child read and understood content in his textbook. Other Reading Quizzes are aligned to a variety of textbooks series and are specifically linked to how textbooks and other materials are used in the class. How will I know if a book has an AR quiz? To know which quizzes your school has available, contact your child's teacher or librarian, as schools may not have purchased all quizzes. You can also visit the AR BookFinder™ at arbookfind.com to conduct a search of all available books with AR quizzes. How can I help my child find books that are interesting to him? Visit arbookfind.com and click on Advanced Search. By conducting an advanced search, you can generate book lists that contain titles based on the criteria you enter such as book level, topic, interest level, fiction/nonfiction, etc. My child's teacher or librarian put a book list on the web. How do I access it? Log onto AR BookFinder at arbookfind.com. Enter the key code given to your child by his teacher or librarian and click Go to access the "Teacher List" created by your child's teacher or librarian. Is it OK for my child to read outside of her reading level? Just because a child can read the words in a book doesn't mean the content is appropriate. The interest level of the material must be considered. Interest level is based on content—a book's themes and ideas—and indicates for which age group a book is appropriate. The chart below shows which grades fall into each interest level. | Interest Level | Grade Level | |---|---| | LG—Lower Grades | K–3 | | MG—Middle Grades | 4–8 | | MG+—Middle Grades Plus | 6 and up | | UG—Upper Grades | 9–12 | These are recommendations. It is the responsibility of teachers, librarians, and parents to use their best judgment when guiding children to appropriate books. In many cases, a book's interest level coordinates with its book level. Hank the Cowdog, for example, the content of which is suitable for fourth-graders, has a book level of 4.5. Many books, however, have a low book level but are appropriate for upper grades and vice versa. For example, Ernest Hemingway's The Sun Also Rises has a book level of 4.4 because its sentences are short and its vocabulary is simple. The interest level, however, is UG for Upper Grades. In contrast, Arthur Throws a Tantrum has a book level of 4.9 because it contains fairly long words and sentences, but it is intended for students in the lower grades. Book Level: 4.5 Interest Level: MG Book Level: 4.4 Interest Level: UG Book Level: 4.9 Interest Level: LG My child already does well in school. Why does she need this? Even if a child is gifted at playing a musical instrument, she has to practice to develop her talent. Bright children, like all children, need to be challenged. Teachers using AR software in their classrooms find it easy to guide each student to books that give the child both challenge and success, regardless of the child's level. My child is not a strong reader. Can she still use Accelerated Reader? Accelerated Reader helps all children become better readers, from students with special needs to those who are gifted and talented. When children read books at an appropriate level, they experience success. Furthermore, teachers and librarians work with children to set appropriate goals based on each child's reading level. How will my child take a quiz? There are three different ways students can take Accelerated Reader quizzes at school: on the computer, on a NEO 2™, or on a mobile device (iPad®, iPod touch®, or iPhone®). Quizzing from home is not permitted. How will I know how my child is doing? A TOPS Report is available after a child takes a quiz to give you feedback on your child's understanding of the book and shows cumulative data for the marking period and school year. The TOPS Report may be sent home with your child. You can review the report, sign it, and send it back to school with your child. If your child's school has the Enterprise version of Accelerated Reader, you can access your child's AR information in Renaissance Home Connect™ from a computer with web access. You must first gain access to the program from the school. Once in the program, you can view your child's progress toward goals, points, and books read to monitor your child's success. You can also access AR BookFinder to search for titles of interest. You can only access information about your child. Renaissance Home Connect What if I have more than one child using Accelerated Reader? If you have more than one child in your home using AR Enterprise, the information contained in the reports is only for the child you choose to view. You must request access to the information for each of your children. What if my child's primary language is Spanish? In Renaissance Home Connect, click Español in the upper-right corner of the page to see Renaissance Home Connect in Spanish instead of English. What if I have questions about using Renaissance Home Connect? After logging in, click Help in the upper right-hand corner or contact your child's school. All logos, designs, and brand names for Renaissance Learning's products and services, including but not limited to Accelerated Reader, AR, AR BookFinder, Renaissance Home Connect, Renaissance Learning, and Renaissance Place, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United Kingdom, United States and other countries.
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Higher National Unit specification General information Unit title: Sociology A: Introduction to Sociology Unit code: FK8R 34 Superclass: EE Publication date: September 2015 Source: Scottish Qualifications Authority Version: 03 Unit purpose This Unit is designed to develop candidates' knowledge and understanding of the discipline of sociology. The Unit will explore the historical and intellectual foundations of sociology and the key features of the sociological imagination. Macro and micro models of society are explained and analytical skills are developed through the application of key sociological concepts and theories to examples that demonstrate the way sociologists understand the relationship between the individual and society. It is intended for candidates who have a general interest in sociology as well as those who would use it as the basis for further study. On successful completion of this Unit the candidate may progress to Sociology B: Applying Sociological Theories and Studies to Sociological Topics. Outcomes On successful completion of the Unit the candidate will be able to: 1 Explain the foundations of sociology. 2 Explain key sociological concepts and theories and apply them to an analysis of the relationship between the individual and society. Credit points and level 1 Higher National Unit credit at SCQF level 7: (8 SCQF credit points at SCQF level 7) Higher National Unit Specification: General information (cont) Unit title: Sociology A: Introduction to Sociology Recommended entry to the Unit Candidates should possess good communication skills. Other knowledge, skills and experience relevant to the Unit would also be beneficial. The previous study of Sociology through Units and National Qualifications at SCQF levels 5 or 6, or other similar qualifications, is desirable but not essential. Ultimately, entry is at the discretion of the centre. Core Skills Opportunities to develop aspects of Core Skills are highlighted in the Support Notes for this Unit specification. There is no automatic certification of Core Skills or Core Skill components in this Unit. Context for delivery If this Unit is delivered as part of a Group Award, it is recommended that it should be taught and assessed within the subject area of the Group Award to which it contributes. Equality and inclusion This Unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of candidates should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website www.sqa.org.uk/assessmentarrangements. Higher National Unit specification: Statement of standards Unit title: Sociology A: Introduction to Sociology Unit Code: Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. Where evidence for Outcomes is assessed on a sample basis, the whole of the content listed in the Knowledge and/or Skills section must be taught and available for assessment. Candidates should not know in advance the items on which they will be assessed and different items should be sampled on each assessment occasion. Outcome 1 Explain the foundations of sociology. Knowledge and/or Skills - Historical and social context for the development of sociology. - Macro and micro models of society. - Key features that characterise a sociological imagination and sociological thinking. Outcome 2 Explain key sociological concepts and theories and apply them to an analysis of the relationship between the individual and society. Knowledge and/or Skills - How sociologists understand the relationship between the individual and society. - Sociological concepts applied to an analysis of the relationship between the individual and society. - Sociological theories applied to an analysis of the relationship between the individual and society. Note: 1. Three key sociological concepts are covered: socialisation; social order; social stratification. 2. Three different sociological theories are covered: a theory of consensus; a theory of conflict; a theory of social action. Higher National Unit specification: Statement of standards (cont) Unit title: Sociology A: Introduction to Sociology Evidence Requirements for this Unit Candidates will need to provide evidence to demonstrate their Knowledge and/or skills across all Outcomes by showing that they can: - apply knowledge and skills to an explanation of the foundations of sociology and the application of key sociological concepts and theories to an analysis of the relationship between the individual and society This Unit will be holistically assessed by a single open-book instrument of assessment covering all Unit Outcomes. Candidates should be given the task at an appropriate point of delivery of the Unit. The foundations of sociology, three sociological concepts and three sociological theories will be assessed. Response to the task set should include: - a description of the historical and social contexts from which sociology developed - an explanation of the key features that characterise a sociological imagination and sociological thinking - an explanation of macro and micro models of society - an explanation covering the application of three key sociological concepts (socialisation; social order; social stratification) to three theories Each concept will be explained by the key features of one of the three theories so that all three theories and three concepts are covered in answering the question. For example, socialisation explained by a theory of social action, social order explained by a theory of consensus and social stratification explained by a theory of conflict, thereby, providing an analysis of the relationship between the individual and society. All three theories and three concepts must be covered in answering the question. Regardless of the assessment method chosen, the candidate must submit a bibliography presented in a standard referencing format, such as Harvard. Higher National Unit Support Notes Unit title: Sociology A: Introduction to Sociology Unit Support Notes are offered as guidance and are not mandatory. While the exact time allocated to this Unit is at the discretion of the centre, the notional design length is 40 hours. Guidance on the content and context for this Unit This is one of a suite of Units that covers Sociology within HNC/D Social Sciences Group Awards. This Unit prepares candidates for Sociology B: Applying Sociological Theories and Studies to Sociological Topics. The Unit can be taught as a free-standing Unit or as part of the HNC/D Social Sciences Group Awards. The aim of this Unit is to provide an interesting and engaging introduction to sociology that will serve as a foundation for subsequent sociology Units. The Unit starts with a look at the historical and social context for the development of sociology and sociological thinking; therefore, you should provide an outline of how political, industrial and scientific revolutions have had an influence on the development of sociology. This outline will show how sociology emerged from periods of dramatic social change in 18th, 19th and 20th century Europe and North America so the impact of social change such as modernisation, industrialisation and rationalisation could be covered. The link between social change and the emergence of sociology should be made clear. This historical and social context also offers the opportunity for candidates to make connections with other social science subjects they may be studying, eg history, politics, philosophy, psychology, economics and/or geography. Key features that characterise a sociological imagination and sociological thinking should be covered to demonstrate that doing sociology involves a unique type of thinking and perspective. In this respect there are various views on the nature of sociological thinking that you can cover, but the work of C. Wright Mills' Sociological Imagination (1959) is clearly a good place to start. Mills' promise that sociology allows us to connect history, structure (society) and biography and his account of personal troubles as public issues provides an ideal framework for sociological thinking. The ideas expressed in Z. Bauman's Thinking Sociologically (2001) and P. Berger's Invitation to Sociology (1963) can also be good sources for developing sociological thinking. An explanation of macro and micro models of society should allow candidates to develop their own sociological imagination by contrasting two key perspectives in sociology. The focus should be on candidates gaining an understanding of sociological perspectives by considering the relationship between the individual and society in terms of the macro/structural perspective and the micro/action perspective. In other words, the sociological perspective that sees individuals as born into an already existing society of constraining social structures is contrasted with the perspective that sees society as a product of individuals' everyday social actions and interactions. The three key sociological concepts to be covered are: socialisation; social order; social stratification. Candidates should be encouraged to see the application of these concepts to the relationship between the individual and society by examining how human behaviour can be understood as learned behaviour that contributes to social order and the way society's structure and organisation constrains and controls individuals. An effective way of doing this would be to explain these concepts within the context of macro and micro models of society and by linking all three concepts to the key features of each of the three theories. That is, each concept linked to a theory of consensus, to a theory of conflict and to a theory of social action. For assessment, this will allow for the concepts linked to theories to be changed each year. Candidates will not be expected to provide indepth discussions on key features of each sociological theory, but enough detail to demonstrate an understanding of the theory's application. Specific theories could include structural functionalism; Marxism; neo-Marxism; feminism; social action; symbolic interactionism or ethnomethodology. The process of socialisation and the internalisation of society's cultural norms and values could be explained at the macro level through linking to a theory of consensus e.g. in terms of a societal pre-requisite for value consensus and social integration, or, linking to a theory of conflict e.g. the way capitalist ideologies foster false class consciousness through socialisation. Conversely, from a micro level, socialisation can be explained in terms of the process whereby the social self-concept is formed through social interaction with significant and generalised others. Social order could be explained at the macro level in terms of a consensus theory enculturation approach emphasising shared norms and values, or, linking to a theory of conflict which offers an approach which emphasises power and domination. Conversely, a more micro level approach in terms of a social action approach would see social order as result of everyday social interaction and adherence to the definition of the situation, social context and background expectancies. Social stratification should be understood as a key concept in macro sociology in which various systems and forms of structured inequalities such as, slavery, feudalism, social class, gender, race and ethnicity, ageing and disability can be explored in terms of a theory of consensus which focuses on functional pre-requisites and integration to society's structure and organisation, or, linking to a theory of conflict e.g. Marxism which understands society as a class system stratified in terms of economic inequalities. Conversely, from a more micro perspective, the social consequences of social and cultural differences can be explored by considering the social processes behind stereotyping, mixed contacts and interactions, labelling, social stigma and the formation of a master status. The relationship between the individual and society is clearly established when the fundamental idea that human beings are social beings is reinforced through the application of sociological concepts and theories. To show understanding, examples may be drawn from any aspect of social life. It is recommended that key sociologists who have contributed to macro/structural and micro/ action perspectives and the key sociological concepts and theories should be mentioned. Guidance on approaches to delivery of this Unit This Unit should be delivered in such a way as to provide the candidate with a foundational introduction to sociology, its historical development, mode of thinking, theoretical models and perspectives, key concepts and theories. A varied and active learning approach would be beneficial where supported, independent and collaborative learning takes place and learners are encouraged to take a candidatecentred, participative and practical approach. Delivery methods such as, exposition, tutorial Q & A, debate, individual and group research tasks, presenting findings, VLE, use of digital tools and social media, film and visual images, close reading of sources are all possible approaches for gaining knowledge, understanding and skills development. Centres should structure the teaching programme to allow time for the development of Core Skills, other transferable skills and for assessment practice within the notional hours suggested. Guidance on approaches to assessment of this Unit Evidence can be generated using different types of assessment. The following are suggestions only. There may be other methods that would be more suitable to candidates. Centres are reminded that prior verification of centre-devised assessments would help to ensure that the national standard is being met. Where candidates experience a range of assessment methods, this helps them to develop different skills that should be transferable to work or further and higher education. Centres should design an appropriate assessment instrument based on a method that is suitable in allowing candidates to meet the Evidence Requirements. This can be written or oral (depending on the needs of the candidates and the organisational aspects for the centre in choosing particular methods). If an oral method is chosen, it is recommended that centres record this (either by DVD or digital recorder etc.) or provide assessor notes on the presentation for external verification purposes. Oral presentations (or poster exhibitions) must be done individually as each candidate has to show evidence of meeting all Evidence Requirements, so a group presentation would not be suitable. If the centre is using a Blog or creation of a website as the way of gathering evidence, this should not be in the public domain. Rather it should be on an Intranet or private area of a VLE to reduce the likelihood of plagiarism. Authenticating a candidate's work is essential. It would be helpful to collect notes or PPT presentation materials from a candidate as further evidence of meeting SCQF level 7 in the presentation. A centre can choose to use a mixture of methods across a cohort, as it may be more suitable for some candidates to give a written response and for others to use an oral method or to create a 'Blog' etc. It is possible to combine the poster exhibition with an oral presentation, where, for example, a candidate may produce a detailed poster of the foundations of sociology and the sociological imagination but would cover the sociological concepts and theories in an oral presentation using PPT or a mind map as a visual aid. In the case of a combination of the poster and oral presentation, the time across both Outcomes, with all Evidence Requirements covered would be 10–12 minutes (not 10–12 minutes each for the poster and for the oral presentation, but rather combining both in the time). They should also be done on the same occasion. Whichever method is chosen the candidates should be allowed access to notes, text books or other materials in preparation and delivery of the assessment as the assessment must be conducted open-book. Centres should make sure they can authenticate a candidate's work. This may be done by questioning a candidate about their work, by seeing drafts of work under construction, by having partial write-up in presence of assessor or by using an anti-plagiarism tool, such as Turnitin or SafeAssign, which checks Internet sites. Remediation should be completed by a review of the original work. Therefore, candidates should be asked to hand in a complete piece of work, with amendments incorporated in the appropriate context, rather than a large add-on at the end, or asked to fully rewrite their work to a prescribed format if it did not meet requirements. Lecturers and tutors should use their professional judgement with regards to the number of words that can be added. Oral clarification could be used for minor omissions or to clarify minor detail. If it is thought appropriate that a candidate tackle a different topic or question, then that new submission would count as a reassessment. In oral work, candidates can be questioned by the assessor at the end of their presentation or explanation, where minor omissions occur, or where clarity is required. This would help to reduce the need for re-assessment. However, where more work is required to meet the Evidence Requirements (eg where the quality of evidence is poor in a presentation) another presentation of 10–12 minutes on the same topic or question as the original would be required. Only where a different topic or question is attempted would this be classed as a reassessment. Opportunities for e-assessment E-assessment may be appropriate for some assessments in this Unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the Evidence Requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA's qualifications is available at www.sqa.org.uk/e-assessment. Opportunities for developing Core and other essential skills The delivery and assessment of this Unit may contribute towards the development of Core Skills in Communication and Information and Communication Technology. It can also support the development of other transferable skills, such as, essay writing, referencing, citation and bibliography skills and thinking, analytical and critical skills. It is possible to develop Communication at SCQF level 6 if the assessment takes the form of an essay or oral presentation. For written communication at SCQF level 6 the skill is: produce well structured written communication on complex topics. To develop this skill candidates can be encouraged in both formative and summative assessment to present all essential ideas/information and supporting detail in a logical and effective order; use a structure that is organised and use paragraphing to make distinctions between facts, opinions, arguments and conclusion, use a format, layout, and word choice which are appropriate to the content and context, and use spelling, punctuation, vocabulary and sentence structures which are consistently accurate. The candidates could be tasked with producing a written communication which presents, analyses, and evaluates a substantial body of information. These skills can be developed through formative activities, such as shorter essays and presentations without being formally assessed for certification of the Core Skill. Communicating the foundation of sociology, Mills' sociological imagination, an evaluation of macro and micro models of society and the application of sociological concepts require communication, critical and evaluation skills that easily fit with SCQF level 6. It is important to develop essay-writing skills for candidates' future progression. In doing this candidates should also be encouraged to use an appropriate referencing method, such as Harvard, for any formative or summative essays. Referencing, citation and bibliography skills are best developed using the vehicle of formative essay writing. For oral communication at SCQF level 6 the skill is: produce and respond to oral communication on a complex topic. In both formative and summative assessment the candidate could be encouraged to give a detailed oral presentation on the foundation of sociology and the application of sociological concepts to human behaviour and society would be a complex topic. The specific skills of using an appropriate level of vocabulary, consistent spoken language structures and formality, conveying all essential information, opinions, or ideas with supporting detail accurately and coherently, and with varied emphasis as appropriate and responding to others, taking account of their contributions would be developed in an oral presentation or in an oral explanation of a poster exhibition. Although a summative assessment would require individual work and individual presentation, a formative assessment could be constructed that would encourage candidates to work in a small group, with a few people contributing to the presentation. This may allow a candidate to experience the demands of oral presentation before choosing this as an option for summative assessment of the Unit (if the centre is able to give that choice). For the Core Skill of Information and Communication Technology at SCQF level 5 the skills are: 'Accessing Information, use ICT independently, effectively, and responsibly to access information within a range of tasks' and 'Providing/Creating Information, use ICT independently, effectively, and responsibly to carry out a range of processing tasks'. This Unit can help to develop such skills by the use of mini formative presentations using PowerPoint or other ICT presentation tool that will also support the development of oral communication. A summative assessment using ICT presentation methods is also possible. Specific areas of accessing information using Internet searches or VLE use and providing and creating information can be developed in such tasks. Creating a Blog or a website for the summative assessment is another way in which this Core Skill can be developed. This could be used where candidates (and their lecturer) have particular skills and interest in ICT. Thinking, analytical and critical skills could be developed by posing questions at appropriate points in the delivery, enabling discussion and promoting the need for candidates to take responsibility for learning by encouraging the development of research skills via the Internet or using text books. Curriculum for Excellence The Curriculum for Excellence aspires to place learners at the centre of the curriculum and develop their capacities as Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors. These four capacities will be developed throughout this Unit. This Unit will develop the literacy and communication skills of the learners by way of formative and summative assessments. Independent learning is required throughout this Unit, whilst the opportunity is available for group learning through formative tasks. The discipline of sociology demands independent and critical thinking that enables learners to reach satisfactory conclusions about the relationship between the individual and society. There is further opportunity to develop ICT and research skills through the internet, the production of word documents, PowerPoint presentations, academic posters, blogs and/or the creation of a wiki or website. Collectively the development of these skills contributes towards the creation of a Successful Learner. Time management skills should improve during the delivery of this Unit, as should the ability to relate and work with others through formative tasks. Through applying a sociological imagination, learners will develop knowledge and understanding of their relationship to society and the social world around them, so being encouraged to express a range of personal and informed opinions on this relationship within the classroom setting. This should lead to the emergence of a Confident Individual, particularly if they gain success in the achievement of the Unit. Sociology 'A' can also contribute to learners becoming Responsible Citizens by encouraging learners to develop a critical understanding of the workings of society and their place in it. Sociology allows the opportunity to consider a range of complex issues and an understanding of different sociological; historical; psychological; ethical; moral and political viewpoints around issues of gender; sexuality; disability; ethnicity; social class; national and cultural identity. Learners can become Effective Contributors to society by learning to work together effectively in teams within the class setting. This can be achieved through group-work where they can apply critical thinking within new contexts. In planning group tasks, evaluating data and presenting their findings, learners will also develop problem solving skills. Both oral and written communication skills will also be developed. This can be achieved through written work, PowerPoint presentations, academic posters, blogs and/or the creation of a wiki or website. All these skills are achievable within the Unit. History of changes to Unit | Version | Description of change | |---|---| | 02 | Clarification of remediation and reassessment | | 03 | Clarification of Evidence Requirements | © Scottish Qualifications Authority [year] This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this Unit specification can be purchased from the Scottish Qualifications Authority. Please contact the Business Development and Customer Support team, telephone 0303 333 0330. General information for learners Unit title: Sociology A: Introduction to Sociology This section will help you decide whether this is the Unit for you by explaining what the Unit is about, what you should know or be able to do before you start, what you will need to do during the Unit and opportunities for further learning and employment. This Unit aims to introduce you to the discipline of sociology by looking at the way the discipline emerged from a historical context of social change. You will learn about the sociological imagination and how to think sociologically by contrasting different models of society. Finally, you will begin to develop your own sociological imagination through applying key sociological concepts and key features from different sociological theories so that you develop a deeper understanding of the relationship between the individual and society. You will be encouraged to develop an enquiring and critical mind throughout the study of this Unit and it will be useful for you to start thinking about questions such as: - What is society? - How do you think sociologically? - How has society evolved and developed? - How do we know how to behave appropriately? - What types of people do we find in society? - How does society 'hold' together? - Why is there inequality in society? - How can sociological concepts and theories help us answer these types of questions? At the end of the Unit you will undertake an assessment that will focus on explaining the foundations of sociology and the application of key sociological concepts and key features from different sociological theories to an analysis of the relationship between the individual and society. You will be given the task/question at an appropriate point in the delivery of the Unit. The assessment may be a written essay of approximately 1500 words or a set of structured questions with an expected response of approximately 1500 words or an oral presentation of 10-12 minutes or a poster exhibition of 10-12 minutes and oral explanation or another method decided by your Centre. Your centre will inform you of the chosen method, which will be open-book. This means that you will be allowed access to materials (eg text books, notes, VLE). As you progress through the Unit material, you will be encouraged to develop the Core Skills of Communication at SCQF level 6 and Information and Communication Technology at SCQF level 5 by the types of activities you will experience. You will also be given opportunities throughout the Unit to develop as a successful learner, a confident individual, a responsible citizen and an effective contributor.
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CHAPTER 2: Animal Behavior Principles and Practices By Elizabeth Burritt and Rachel Frost Beth Burritt is a Research Associate with Dr. Fred Provenza in the Department of Wildland Resources at Utah State University, Logan, UT. Rachel Frost is a Post Doctoral Range Research and Extension Associate in the Animal and Range Sciences Department at Montana State University, Bozeman, MT. 10 KEY POINTS * Understanding animal behavior is a powerful tool that can help managers modify diets to improve targeted grazing. * The consequences of foraging experiences – positive and negative – shape animal behavior. * Herbivores are not created equal in foraging, digestion, and toxin-coping skills. * Herbivores are classified as grazers, browsers, or intermediate feeders. * Foraging behaviors differ by species, age, body condition, gender, production cycle, and heritability. * An animal's mother lays the foundation for the foods it will prefer later in life. * Experiences in early life can influence animal behavior. * Animals learn automatically from feedback after eating. * Livestock must be taught to eat new foods. * Animals are born with constraints that can be bent but not broken. INTRODUCTION Nature and nurture work in concert to influence animal behavior. Animals are born with certain physiological needs and inherited abilities. However, these needs and abilities vary greatly by species, breed, sex, age, physiological state, and experience. Understanding how these attributes influence diet selection can help in determining which species and class of animal will be effective for specific prescription grazing projects. As animals gain foraging experience, the consequences of their actions shape future decisions. Positive consequences increase the likelihood of a behavior recurring. Negative consequences decrease it. Experiences that shape animal behaviors, including diet selection, continue throughout life. Managers who understand how animal behavior is shaped can harness and direct foraging of sheep, goats, and cattle to create powerful tools for vegetation management. Animal Attributes that Influence Diet Selection Selecting Species – Sheep, Goats, or Cattle? like dormant grasses. For example, cattle and horses are being employed to control Johnsongrass in Arizona in an attempt to restore native grasses. 47 Developing a grazing prescription begins by selecting the right animals for the job. The species of livestock best suited for vegetation manipulation depends on the plants of concern and the production setting. All herbivores are not created equal when it comes to digestion and the ability to cope with toxins. Animals consume foods that they are physiologically adapted to digest and that meet their nutritional requirements. Because of these inherent dietary differences, herbivores are often classified into three major groups: grazers, browsers, and intermediate feeders. 18, 41 Grazers, including cattle and horses, primarily consume grass and have the digestive capabilities to handle large quantities of forages relatively low in quality. Cattle, because of their overall size and mouth design, are better adapted to grazing than browsing. 33 Cattle have a large muzzle and lips and a tongue that is used as a prehensile foraging tool. 48 The larger muzzle limits their ability to select among plants and plant parts. They forage using their tongue to sweep vegetation into their mouth where is it pinched between an upper dental pad and lower incisors and torn off. Cattle have large rumens, giving them the ability to digest lower quality roughage. That makes them superior to goats or sheep for managing fibrous and abundant herbaceous vegetation Sheep, classified as intermediate feeders, possess a narrow muzzle and a large rumen relative to body mass, allowing them to graze selectively and still tolerate substantial fiber content. Sheep, like all ruminants, have incisors only on the bottom with a hard dental pad in their upper jaw. Sheep also possess a relatively small mouth allowing them to graze relatively close to the ground and take small bites to select specific parts of a plant, such as small leaves or buds. 2 These anatomical differences give them an advantage over cattle to harvest prostrate plants or strip leaves or flowers from stems. 30 These features result in diets generally dominated by forbs. (Forbs are herbaceous plants that are not grasses, usually with broad leaves and showy flowers.) Indeed, sheep have been used successfully to control several weedy forbs including leafy spurge, spotted knapweed, yellow starthistle, thistles, tansy ragwort, and others. Sheep will readily consume grass-dominated diets when grasses are succulent or when other forages are unavailable. Sheep tend to consume more forbs as forb availability increases. Plant parts that are tender, succulent, and readily visible are usually selected over those that are coarse, dry, and obscure. 2 Compared with cattle, it is more difficult for sheep to graze tall dense stands of forage than short dense stands. Sheep are small, sure-footed, and well suited for travel in rough topography. Sheep will graze steeper terrain than most cattle and tend to avoid marshy wet areas. 15 These attributes, coupled with their gregarious nature, make them ideal for careful and strategic application of grazing in many weed-dominated lands. Browsers, like goats, have a narrow, strong mouth with a dexterous tongue well designed for chewing branches and stripping individual leaves from woody stems. For this reason, goats are used extensively throughout the United States to manage invasive woody plants like juniper, saltcedar, and oak brush. Their smaller mouths give them the ability to selectively consume the highest quality leaves and stems, generally resulting in higher quality diets than cattle when grazing on the same range. A goat's adaptation for browse often results in diets with higher crude protein but lower digestibility compared to sheep. 29, 50 Relative to body weight, goats also have larger livers than cattle or sheep, so they can more effectively process plants that contain secondary compounds like terpenes or tannins. This could explain why goats consume a higher percentage than sheep or cattle of leafy spurge, which contains a host of plant-defensive chemicals. Browsers are equipped with salivary glands that produce saliva, which binds tannins. They also possess specialized rumen microbes to break down alkaloids and other toxins in many situations. Goats are physically agile animals that can stand on their hind legs to reach high-growing forage or use their forefeet to pull down branches to strip leaves. Smaller goats can even climb trees to gain access to higher forage. Their athletic nature enables goats to handle rougher and steeper terrain than sheep or cattle. Multi-species Grazing The best way to combat invasive plants is to select the livestock species that most readily consumes the plant targeted for control. Using more than one species – multi-species grazing – can enhance the benefits. Such grazing uses two or more species to graze the same piece of ground, not necessarily at the same time. It has the potential to restore balance to ecosystems by encouraging more even utilization of all forage species, preventing an ecological advantage for one plant species or class of plants. An example of multi-species grazing is adding sheep to cattle ranches to control leafy spurge. The sheep graze through a pasture quickly while the spurge is in the yellow bract stage. After the sheep remove the flower heads, effectively eliminating seed production, the cattle are turned out for the normal grazing season. Choosing a Breed Breeds of livestock differ in size and production characteristics, which dictate their nutrient requirements, dry matter intake, and digestive ability. These factors influence which plants, and in what proportion, an animal chooses to include in its diet. Research on redberry juniper illustrates the differences in dietary preference among breeds. Spanish goats ate juniper more readily than Angora goats, while Ibex goats (a wild breed from Europe) ate more than both domestic breeds. 23 These differences may be explained by the degree of breeding selection. Ibex goats are largely feral and have experienced virtually no selective breeding by humans. Angoras have been highly selected for hair production, and Spanish goats are raised primarily for meat production. When selecting for these performance traits, managers may have inadvertently selected physiological traits that influence diet selection, such as the ability to handle various secondary plant compounds. Livestock selection and breeding may have also affected the kind of terrain animals can effectively forage. Breeds of cattle developed in mountainous terrain may graze rugged rangeland more uniformly than breeds developed in gentler terrain. 3 An animal's ability to navigate rough terrain is an advantage of using livestock to manage vegetation compared to conventional methods. Animal Age Animal age can also profoundly affect diet selection and tolerance to secondary compounds. Metabolic requirements change with age, so older animals need less food and spend less time foraging. Compared with adults, young, growing animals need diets higher in crude protein and energy and lower in fiber. 17 Their search for a more nutritious diet takes more energy. This, combined with limited foraging knowledge, may lead younger animals to try novel foods and retry foods that once made them sick. 39 For example, younger animals appear more willing than older animals to consume less desirable forages like juniper. Animals just weaned are expanding their diet choices, so they are also more willing to try novel foods. As herbivores age, their incisor teeth wear, so they are less able to graze and achieve maintenance requirements, particularly on short forage. Incisor wear also influences forage selection. Goats with worn teeth tend to avoid grasses and choose a higher proportion of tender-leaved shrubs than goats with unworn incisors. 25 Body Condition Sex of Animal How fat or thin an animal is influences its foraging behavior. Animals in low body condition or on a diet that fails to meet their maintenance requirements may have reduced tolerance for plant toxins. That's because there is a nutritional "cost" to metabolize a toxic or aversive plant compound. 12, 19 Detoxification most often occurs in the liver, so an animal that consumes chemically defended plants needs a large, healthy liver. Prolonged nutritional stress can reduce liver mass. Protein and mineral supplements can enhance rumen microbial function, liver enzymes, and compounds for conjugating toxins, all of which enhance an animal's detoxification abilities. Malnourished and thin herbivores generally eat more than animals in good condition. 1, 42 When forage is limited, animals in low body condition may turn to poisonous or less desirable plants to maintain that higher intake. For example, cattle in low body condition began grazing the poisonous plant lupine sooner and in greater quantity than cattle in average body condition. 24 Goats in low body condition consumed nearly four times more redberry juniper than those in average body condition. 14 So, even though animals in low body condition are generally less able to metabolize plant toxins, they may be more likely to eat aversive or poisonous plants and in greater quantities. Males and females select different diets, in part because of differences in size and overall nutrient requirements during reproduction. Morphological and physiological traits, such as growth rate and feed conversion efficiency, also contribute to differences in diets. Males generally have larger stature and muzzle size than females and may have greater energy needs. 17 Differences in foraging behavior between males and females are widely recognized but not well understood. Still, the sex of the grazing animal should be considered when selecting animals to achieve specific vegetation management goals. Stage in Production Cycle Animals choose their diets based on nutritional needs, which change dramatically during life stages. This knowledge can help with prescribed grazing. For example, some invasive plants with high nutrient content can meet the requirements of lactating females and growing offspring. Studies indicate that sheep grazing leafy spurge wean heavier lambs than their counterparts grazing spurge-free rangeland. 9 However, not all invasive plants are highly nutritious, and animals must have enough alternative forage to maintain body condition before breeding to meet nutrition needs during gestation and lactation. Photo: Karen Launchbaugh, University of Idaho Castrated males can be useful for managing vegetation because they do not need to maintain body condition for breeding and can recover lost weight faster than females. Dry (non-lactating) females are also effective in managing low quality forages. Individual Variation and Heritability "Individuality" is a powerful force that influences dietary preference. Even animals of the same age, sex, breed, and experience will vary in their plant preferences. Some prefer plants high in energy while others prefer those with medium or low energy concentrations. 40 Just as with humans, animals have unique dental structure, physical abilities, organ size and function, and sensory abilities. Individual differences affect foraging abilities and how an animal metabolizes nutrients. Individuals also vary in responses to plant toxins. Almost every feeding trial with toxic plants has revealed individuals capable of consuming what would be a lethal dose to other animals without showing signs of toxicity. For example, some sheep fed a high dose of the alkaloid-containing plant goatsrue appeared unaffected, while others were killed by eating a small amount of this plant. 20 Physiological ability enables some animals to tolerate or metabolize plant toxins better than the average animal. It would be helpful to identify these individuals and determine if their dietary traits can be perpetuated through breeding. There is evidence suggesting that diet selection may be somewhat heritable. For example, genetic factors significantly influenced dietary preferences of sheep browsing mountain big sagebrush 44 and goats eating juniper. 8 Origins of Diet Selection When selecting animals to manage plants, livestock species, breed, sex, and age are only part of the story. As an animal grows, experience shapes its body, physiology, and food preferences. Goats reared on shrub-dominated ranges of Texas perform better on blackbrush ranges in southern Utah than goats reared on grass. Sheep reared on foods containing toxins, such as tannins, terpenes and oxalates, eat these foods readily compared to sheep that have never seen the foods even when alternative foods without toxins are present. 49 Finally, some cattle eat plants they aren't expected to eat. For example, cattle on a ranch in Nebraska eat leafy spurge, cattle on another ranch in eastern Montana eat snowberry and silver sagebrush, and, recently, cattle have learned to incorporate knapweed, leafy spurge, and a variety of thistles into their diets (Kathy Voth, personal communication). Understanding that animal behavior, especially diet selection, can be shaped enables the training of animals to utilize and modify vegetation structure and abundance to meet management goals. Social Models for Learning When it comes to foraging, "mother knows best." An animal's mother is a good role model because she has foraged well enough to grow up and reproduce. Interacting with mother teaches young animals about the kinds and locations of both nutritious and toxic foods as well as locations of water, shade, cover, and predators. Lambs and kids learn about foods before birth because they can taste the flavors of their mother's diet in the womb. 27 They do the same while nursing as food flavors are often transferred through milk. 28 As young ruminants begin to forage, they learn which foods to eat and which to avoid by foraging with their mother, and they remember those foods for years. Lambs fed wheat – a nutritious food – with their mothers for an hour a day for five days ate more wheat than lambs introduced to wheat without their mothers. Even three years later, with no additional exposure to wheat, lambs exposed to wheat with their mothers ate nearly 10 times more wheat than lambs exposed to wheat without their mothers. 16 Lambs of mothers trained to avoid one of two palatable shrubs – mountain mahogany and serviceberry – avoided the shrub their mother avoided. 26 Thus, an animal's mother lays the foundation for the foods it will prefer later in life. Strong as a mother's influence can be, lambs won't eat foods that make them sick. Lambs made sick each time they eat a food, even if their mother strongly prefers it, soon refuse to eat it. 36 While mother may be the best teacher, a young animal can learn about new foods from any member of the flock or herd. Lambs eating barley with their mothers ate 40% more barley than lambs eating barley with another adult. But lambs eating barley with any ewe ate dramatically more barley than lambs eating alone. 45 Peers also affect diet selection. In one study, mature nannies reared in different locations had distinctive dietary habits and maintained them when moved to a common pasture. Their kids preferred the diets they did, but the diets of successive generations became more alike as peers influenced each other's dietary preferences. 4 Learning How to Eat In addition to learning what to eat, animals need to learn how to eat. With just 30 hours experience browsing serviceberry, lambs had bite rates and intake rates 27% higher than lambs with no experience. 10 Young animals learn foraging skills more quickly than older ones. After 30 days exposure to blackbrush, six-month-old goats had faster bite rates than 18-month-old goats. 31 And the bite rates for the younger goats were still increasing after 30 days, while those for older goats had leveled off. Foraging skills acquired on one type of plant – grass or shrub – carry forward. Lambs experienced at browsing shrubs are more efficient at harvesting shrubs than lambs experienced at grazing grass, and vice versa. 11 Skills may transfer from one shrub species to another. Goats with experience browsing blackbrush were more efficient at harvesting oak leaves than goats with no experience. 32 Experience Early in Life Animal experiences, especially those early in life, are so influential that they can even change body structure and physiology. For example, the size of the rumen papillae, the structures that absorb nutrients from the rumen, increases in animals fed grain early in life. Later in life, young animals raised on poor quality forages have larger rumens, recycle urea nitrogen more efficiently, and eat more poor quality forages than those raised on high quality diets. Exposing animals to toxins early in life has variable results. In some cases, early exposure may increase the liver's ability to detoxify toxins. 7 But it can also cause liver damage, depending on the toxin and its dose. 34 Experiences early in life can even change connections within the brain and how well animals cope with changes in their environment. 13 Learning from Feedback Whether animals continue to eat or avoid a specific food depends on how they feel after they eat it. As a food is eaten, digestion releases nutrients and toxins, making the animal feel better or worse. Animals form preferences for the flavor of foods that are satisfying and aversions to foods that are not satisfying or that make them ill. Once the consequences of a particular food are learned, flavor helps animals identify which foods are good and nutritious and which are toxic or low in quality. Animals determine which foods made them feel better or worse in a variety of ways. If the flavor suddenly changes, animals may eat less of a plant. In a diet of familiar and unfamiliar foods, animals associate changes in feedback, positive or negative, with new foods. They associate feedback with the plant they ate the most during a meal or the plant eaten last. People often assume that animals lack the intelligence to learn about foods through feedback, but it's not a matter of intelligence. Learning from feedback happens automatically. Even when animals are anesthetized or tranquilized, post-ingestive feedback can change food preferences. When sheep eat a nutritious food and then receive a toxin dose during deep anesthesia, they become averted to the food because the negative feedback of the toxin still occurs even though they are deeply asleep. 37 What Is Palatability and How Is It Created? Most people assume that plant palatability depends on flavors that are inherently good or bad. That may be true in some cases, but an animal's response to a flavor depends primarily on feedback. Flavor only allows animals to distinguish among plants. Whether a flavor is preferred or disliked depends on the nutrient and toxin content of the plant, the nutritional needs of the animal, the animal's experiences with the food, and its ability to digest the plant. When nutrients are eaten in correct amounts, animals experience comfort or "satiety" and a liking for the flavor of the plant, so palatability increases. Conversely, when animals over-ingest nutritious or toxic plants, or plants containing inadequate nutrients, they experience discomfort and form a disliking for the flavor of the plant, so palatability decreases. Many weedy species contain moderate to high levels of potentially toxic plant compounds. Over-ingesting toxins like terpenes, tannins, nitrates, alkaloids, and cyanogenic glycosides decreases palatability. However, ruminants rarely over-ingest toxins; rapid postingestive feedback causes nausea and limits the amount they can eat. If toxin concentrations decline, intake of the plant increases. Still, an animal's ability to distinguish between safe and harmful plants sometimes fails, leading to deaths from toxic plants. Managing Diet Selection What does all this mean for targeted grazing? Where possible, select animals that have experience eating the target plants. If such animals are not available, choosing animals with experience eating a wide variety of forages will increase the chances they will eat a new plant. Remember, animals are most likely to eat weeds that are high in nutrients and low in toxins. Plant nutrients are highest early in the growing season, but peak toxin levels can occur at any time and vary from plant to plant or species to species. Encouraging Animals to Eat New Foods Grazing animals are more likely to consume plant species with which they are familiar. Using animals unaccustomed to an area often results in diet selection patterns that differ from those of animals more familiar with the vegetation and terrain. Encouraging animals, especially older ones, to try new foods requires more effort than simply starving the animals until they eat the new plant. While animals are reluctant to try new foods, especially those with strong flavors, they will acquire preferences for new foods that contain needed nutrients. Several tactics can encourage animals to eat new foods: * Introduce young animals with their mothers to the plants or feeds they will need to eat later in life. Young animals are more likely than older animals to eat new plants. * Take it slow. Animals should not be forced to eat a diet consisting of a single new plant species for an extended time, especially if the new plant is high in nutrients or toxins. Immature plants high in nutrients can cause acidosis or ammonia toxicity, and the rumen needs time to adapt to them. Foods high in toxins can cause numerous health problems. The liver and the rumen need time to gear up to process and ameliorate toxins. * First impressions matter. If animals get really sick the first few times they eat a plant, either from excessive nutrients or toxins, they will be unlikely to eat much of that plant again. * Another tactic is gentle persuasion or encouragement, like offering new plants early in the morning for a short time followed by access to familiar plants or feeds. * Peer pressure works. A few animals familiar with the plant targeted for consumption may nudge other animals unfamiliar with the plant to give it a try. * Animals are more likely to eat a new plant if they are in a familiar location. * Make new plants familiar. Spraying a familiar flavor, like molasses, on unfamiliar plants sometimes increases acceptance. Diet Mixing Livestock can be trained to eat foods considered unpalatable even when nutritious foods are available. The key is to provide a balance. To encourage animals to eat lower quality plants targeted for control, access to nutritious foods may need to be limited. As other plants become scarce, animals are more likely to eat plants high in toxins. At the same time, nutrients must be available to help detoxify any chemically defended plants the animals may consume. Consumption of forbs or browse containing toxins, for example, is usually greater after herbivores have been eating grass-dominated diets for two to three days. It is believed that grass may help buffer the toxins and enable livestock to consume more of these plants. Consider Supplements Supplementing ruminants with moderate amounts of protein and energy can increase intake of foods like juniper or oakbrush that contain toxins like terpenes or tannins. In a grazing study, sheep fed supplemental protein and energy for 15 minutes a day spent 12% more time feeding on sagebrush (which contains terpenes or essential oils) than sheep without supplements. 38 Supplemented sheep continued to increase intake of sagebrush throughout the study, while sheep without supplements decreased intake near the end of the study. In Montana, a rancher's hungry sheep balked at eating spotted knapweed but grazed it readily after eating nutritious forages low in toxins. In New Mexico, hungry goats that refused to browse sagebrush for several days ate it readily after grazing alfalfa-grass pasture. The consumption of tannin-containing shrubs can sometimes be increased by supplementing animals with polyethyl- ene glycol, a compound that binds to tannins and disarms their protein-binding characteristics. 43, 46 Why do supplements help? When animals eat plants low in nutrients or high in toxins, they need more nutrients. Most toxins are lipophilic or fat-soluble compounds. They must be converted into hydrophilic or water-soluble substances before they can be eliminated from the body. This conversion requires additional energy and protein. In short, as toxin ingestion increases, an animal's nutritional requirements also increase, and supplements can provide these necessary nutrients and energy. Potential Plant Toxicity Animals typically avoid plants that are novel, low in nutrients, or high in toxins. Not all plants targeted for control under grazing prescriptions are toxic. But, caution is required. While some toxins may simply cause aversions to a plant, others have the potential to cause production loss, illness, or even death. Animals can learn to avoid a plant only if the toxin causes nausea. They cannot easily learn to avoid plants that cause neurological problems, respiratory failure, birth defects, or chronic liver disease. 35 It is a good idea to research the nutritional and toxic properties of plants that animals will graze, although information on the chemical content of many weed species is limited. Some excellent references are: 1) Natural Toxicants in Feeds, Forages and Poisonous Plants, by Peter Cheeke, 6 2) Toxic Plants of North America, by George Burrows and Ronald Tyrl, 5 and 3) A Guide to Plant Poisoning of Animals in North America, by Anthony Knight and Richard Walter. 21 CONCLUSION AND POINTS TO PONDER Understanding animal behavior is a powerful tool that can help managers modify diet selection to increase the effectiveness of animals used to manage vegetation. Animals learn from feedback and social models like mother and peers. Their behavior, especially when it comes to diet selection, is incredibly flexible. For targeted grazing programs to be sustainable, managers should remember that animals are born with constraints that can be bent but not broken. A sound knowledge of how animal behavior, morphology, and physiology influence diet selection can greatly increase the effectiveness of grazing prescriptions while maintaining animal health and productivity. Keep these points in mind: 1) Even if animals are familiar with toxic or detrimental plants, if they are hungry, they may eat too much of the plant before feedback mechanisms signal them to stop. 2) Introduce animals to new foods slowly. Their rumen and liver often need time to gear up to effectively digest or detoxify compounds in plants. 3) Do not starve animals to get them to eat weeds or force them to eat a single species. They need other forages to balance nutrients and toxins. 4) Provide supplements when appropriate. Many plants targeted for control contain potentially toxic compounds that may be detoxified more quickly if animals have supplemental nutrients. 5) Get the timing right. Plant nutrients and toxin levels change over the growing season. Animal health and production depend on grazing at times of maximum nutritional benefit and minimum potential toxicity. 6) Provide adequate water. Thirsty animals may lose their appetite. High quality water can maximize plant intake. 7) Manage stress. Moving animals to an unfamiliar place can add stress and limit intake for a few days. A dose of plant toxins can be much more deadly if animals are stressed. However, animals routinely moved to new locations, such as occurs during contract grazing, may suffer less stress because they're used to being moved. Literature Cited 1Arnold, G.W. and H.A. Birrell. 1977. Food intake and grazing behaviour of sheep varying in body condition. Animal Production 24:343-353. 2 Arnold, G.W. and M.L. Dudzinski. 1978. Ethology of free-ranging domestic animals. New York, NY: Elsevier. 198p. 3Bailey, D.W., D.D. Kress, D.C. Anderson, D.L. Boss, and K.C. Davis. 2001. Evaluations of F1 crosses from Angus, Charolais, Salers, Piedmontese, Tarentaise and Hereford sires. V: Grazing distribution patterns. Proceedings, Western Section, American Society of Animal Science 52:110-113. 4Biquand, S. and V. Biquand-Guyot. 1992. The influence of peers, lineage and environment on food selection of the criollo goat (Capra hircus). Applied Animal Behaviour Science 34:231-245. 5Burrows, G.E. and R.J. Tyrl. 2001. Toxic plants of North America. Ames, IA: Blackwell Publishing. 1350 p. 6Cheeke, P.R. 1998. Natural toxicants in feeds, forages, and poisonous plants. Danville, IL: Interstate Publishers, Inc., 481 p. 7Distel, R.A. and F.D. Provenza. 1991. Experience early in life affects voluntary intake of blackbrush by goats. Journal of Chemical Ecology 17:431-450. 8Ellis, C.R., R.E. Jones, C.B. Scott, C.A. Taylor, Jr., J.W. Walker, and D.F. Waldron. 2005. Research note: Sire influence on juniper consumption by goats. Rangeland Ecology and Management 58:324-328. 9Fay, P.K. 1991. Controlling leafy spurge with grazing animals. In: L.F. James, J.O. Evans, M.H. Ralphs, and R.D. Childs [EDS.] Noxious range weeds. Boulder, CO:Westview Press. p. 193-199. 10Flores, E.R., F.D. Provenza, and D.F. Balph. 1989a. Role of experience in the development of foraging skills of lambs browsing the shrub serviceberry. Applied Animal Behaviour Science 23:271-278. 11Flores, E.R., F.D. Provenza, and D.F. Balph. 1989b. The effects of experience on the foraging skill of lambs: Importance of plant form. Applied Animal Behaviour Science 23:285-291. 12Foley, M.J., S. McLean, and S.J. Cork. 1995. Consequences of biotransformation of plant secondary metabolites on acid-base metabolism in mammals-a final common pathway? Journal of Chemical Ecology 21:721-743. 13Francis, D., J. Diorio, D. Lui, and M.J. Meaney. 1999. Nongenomic transmission across generations of maternal behavior and stress response in the rat. Science 286:1155-1158. 14Frost, R.A. 2005. Age and body condition influences consumption of redberry juniper (Juniperus coahuilensis) and disposition of four monoterpenes. [dissertation] Moscow, ID: University of Idaho. 150 p. 15Glimp, H.A. and S.R. Swanson. 1994. Sheep grazing and riparian and watershed management. Sheep Research Journal (Special Issue):65-71. 16Green, G.C., R.L. Elwin, B.E. Mottershead, R.G. Keogh, and J.J. Lynch. 1984. Long-term effects of early experience to supplementary feeding in sheep. Proceedings of the Australian Society of Animal Production 15:373-375. 17Grings, E.E., R.E. Short, M.R. Haferkamp, and R.K. Heitschmidt. 2001. Animal age and sex effects on diets of grazing cattle. Journal of Range Management 54:77-81. 18Hoffmann, R.R. 1989. Evolutionary steps of ecophysiological adaptation and diversification of ruminants: A comparative view of their digestive systems. Oecologia 78:443-457. Literature Cited 19Illius, A.W. and N.S. Jessop. 1995. Modeling metabolic costs of allelochemical ingestion by foraging herbivores. Journal of Chemical Ecology 21:693-719. 20Keeler, R.F., D.C. Baker, and J.O. Evans. 1988. Individual animal susceptibility and its relationship to induced adoption of tolerance in sheep to Galega officinalis. Journal Veterinary and Human Toxicology 30:420-423. 21Knight, A.P. and R.G. Walter. 2001. A guide to plant poisoning of animals in North America. Teton New Media, Jackson, WY. 22Kothmann, M.M. 1966. Nutrient content of forage ingested in the morning compared to the evening. Journal of Range Management 19:95-96. 23Launchbaugh, K.L., C.A. Taylor, and S.D. Hohensee. 1997. Do different breeds of livestock have different dietary preferences? Women in Natural Resources 18:22-24. 24Lopez-Ortiz, S. 2002. Nutritional status, dietary preferences, and response to toxicosis of livestock exposed to lupine (Lupinus spp.). [dissertation]. Moscow, ID: University of Idaho. 124 p. 25Mellado, M., A. Rodriguez, J.A. Villarreal, R. Rodriguez, J. Salinas, and R. Lopez. 2005 Gender and tooth wear effects on diets of grazing goats. Small Ruminant Research 57:105-114. 26Mirza, S.N. and F.D. Provenza. 1990. Preference of the mother affects selection and avoidance of foods by lambs differing in age. Applied Animal Behaviour Science 28:255-263. 27Nolte, D.L., F.D. Provenza, R. Callan, and K.E. Panter. 1992. Garlic in the ovine fetal environment. Physiology and Behavior 52:1091-1093. 28Nolte, D.L. and F.D. Provenza. 1992. Food preferences in lambs after exposure to flavors in milk. Applied Animal Behaviour Science 32:381-389. 29Norton, B.W., P.J. Kennedy, and J.W. Hales. 1990. Grazing management studies with Australian cashmere goats 3. Effect of season on the selection of diet by cattle, sheep and goats from two tropical grass-legume pastures. Australian Journal of Experimental Agriculture 30:783-788. 30Olson, B.E. and J. R. Lacey. 1994. Sheep: A method for controlling rangeland weeds. Sheep and Goat Research Journal 10:105-112. 31Ortega-Reyes, L. and F.D. Provenza. 1993a. Amount of experience and age affect the development of foraging skills of goats browsing blackbrush (Coleogyne ramosissima). Applied Animal Behaviour Science 36:169-183. 32Ortega-Reyes, L. and F.D. Provenza. 1993b. Experience with blackbrush affects ingestion of shrub live oak by goats. Journal of Animal Science 71:380-383. 33Owen-Smith, N. 1982. Factors influencing the consumption of plant products by large herbivores. In: B.J. Huntley and B.H. Walker [Eds.] Ecology of tropical savannas. Ecological Studies 42. Berlin: Springe-Verlag p. 259-404. 34Pritz, R.K., K.L. Launchbaugh, and C.A. Taylor Jr. 1997. Effects of breed and dietary experience on juniper consumption by goats. Journal of Range Management 50:600-606. 35Provenza, F.D., J.A. Pfister, and C.D. Cheney. 1992. Mechanisms of learning in diet selection with reference to phytotoxicosis in herbivores. Journal of Range Management 45:36-45. Literature Cited 36Provenza, F.D., J.J. Lynch and J.V. Nolan. 1993. The relative importance of mother and toxicosis in the selection of foods by Iambs. Journal of Chemical Ecology 19:313-323. 37Provenza, F.D., L. Ortega-Reyes, C.B. Scott, J.J. Lynch, and E.A. Burritt. 1994. Antiemetic drugs attenuate food aversions in sheep. Journal of Animal Science 72:1989-1994. 38Provenza F.D., J.J. Villalba, L.E. Dziba, S.B. Atwood, and R.E. Banner. 2003. Linking herbivore experience, varied diets, and plant biochemical diversity. Small Ruminant Research 49:257-274. 39Ralphs, M.H. and F.D. Provenza. 1999. Conditioned food aversions: principles and practices, with special reference to social facilitation. Proceedings of the Nutrition Society 58:813-820. 40Scott, L. and F.D. Provenza. 1999. Variation in food selection among lambs: Effects of basal diet and foods offered in a meal. Journal of Animal Science 77:2391-2397. 41Shipley, L.A. 1999. Grazers and browsers: How digestive morphology affects diet selection. In: K.L. Launchbaugh, K.D. Sanders, and J.C. Mosley. [EDS.] Grazing Behavior of Livestock and Wildlife. Moscow, ID: Idaho Forest, Wildlife & Range Exp. Sta. Bull. # 70. University of Idaho. 42Sibbald, A.M. and W.G. Kerr. 1994. The effect of body condition and previous nutrition on the herbage intakes of ewes grazing autumn pastures at two sward heights. Animal Production 58:231-235. 43Silanikove, N., Z. Nitsan, and A. Perevolotsky. 1994. Effect of a daily supplementation of polyethylene glycol on intake and digestion of tannin-containing leaves (Ceratonia siliqua) by sheep. Journal of Agricultural Food Chemistry 42:2844-2847. 44Snowder, G.D., J.W. Walker, K.L. Launchbaugh, and L.D. VanVleck. 2001. Genetic and phenotypic parameters for dietary selection of mountain big sagebrush (Artemisia tridentata Nutt. spp. vasayana [Rydb] Beetle) in Rambouillet sheep. Journal of Animal Science 79:486-492. 45Thorhallsdottir, A.G., F.D. Provenza, and D.F. Balph. 1990. Ability of lambs to learn about novel foods while observing or participating with social models. Applied Animal Behaviour Science 25:25-33. 46Titus, C.H., F.D. Provenza, A. Perevolotsky, N. Silanikove, and J. Rogosic. 2001. Supplemental polyethylene glycol influences preferences of goats browsing blackbrush. Journal of Range Management 54:161-165. 47Tu, M., C. Hurd, and J.M. Randall. 2001. Chapter 2: Grazing. In: Weed Control Methods Handbook. The Nature Conservancy. Available at: http://tncweeds.ucdavis.edu. Accessed 14 July 2001. 48Van Dyne, G.M., N.R. Brockington, Z. Szocs, J. Duek, and C.A. Ribic. 1980. Large herbivore subsystem. In: Breymeyer, A.I. and G.M. Van Dyne [EDS.]. Grasslands, systems analysis and man. New York: Cambridge University Press. p. 269-537. 49Villalba, J.J., F.D. Provenza, and H. Guo-dong. 2004. Experience influences diet mixing by herbivores: Implications for plant biochemical diversity. Oikos 107:100-109. 50Wilson, A.D., J.H. Leigh, N.L. Hindley, and W.E. Mulham. 1975. Comparison of the diets of goats and sheep on a Casuarina cristata - Heterodendrum oleifolium woodland community in western New South Wales. Australian Journal of Experimental Agriculture and Animal Husbandry 15:45-53.
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Question 2 (c) (continued) Do you think the leaders' debates were a positive or negative change to the election campaign? SOURCE 2 Did the leaders' debates make a difference to how you cast your vote at the general election? SOURCE 3 | | 1st debate | 2nd debate | |---|---|---| | Gordon Brown (Labour) | 19% | 29% | | David Cameron (Conservative) | 29% | 36% | | Nick Clegg (Liberal Democrats) | 51% | 32% | | Number of viewers (Channel debate shown on) | 9·4m (ITV) | 4·1m (Sky) | All figures from YouGov The party leaders' debates in the 2010 election had little impact on the election campaign. View of Adam Stewart Using Sources 1, 2 and 3, explain why Adam Stewart is being selective in the use of facts. Your answer must be based entirely on the Sources above and opposite. You must use information from each Source in your answer. NOW GO TO SECTION B ON PAGE 11 [X236/11/01] Page nine (8 marks) [X236/11/01] [BLANK PAGE] Page ten SECTION B – SOCIAL ISSUES IN THE UNITED KINGDOM Answer ONE question only: Question 3 Study Theme 2A – Equality in Society: Wealth and Health in the United Kingdom on pages 11–13 OR Question 4 Study Theme 2B – Crime and the Law in Society on pages 15–17 STUDY THEME 2A: EQUALITY IN SOCIETY: WEALTH AND HEALTH IN THE UNITED KINGDOM [You should answer all three parts of this question.] Question 3 (a) In order to get people out of poverty, government policies aim to get people into work. Describe, in detail, the government policies which aim to get people out of poverty and into work. (6 marks) (b) Health inequalities continue to exist in the UK. Explain, in detail, why health inequalities continue to exist in the UK. (8 marks) [Turn over [X236/11/01] Page eleven (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. You are an adviser to the Scottish Government. You have been asked to recommend whether the Government should set a minimum price for a unit of alcohol in Scotland or whether there should be no minimum price set by Government. Option 1 Option 2 The Scottish Government should set a minimum price for a unit of alcohol. There should be no minimum price for a unit of alcohol. SOURCE 1 Facts and Viewpoints Alcohol consumption and its effects on health is a major problem in Scotland today. The introduction of a minimum price for a unit of alcohol would make alcohol more expensive. * The Government estimates the problem Scotland has with alcohol costs the NHS over £250 million per year. Ministers have said that a minimum-pricing policy would reduce alcohol consumption and save lives. * Some doctors think that minimum pricing won't tackle the cycle of deprivation that results in alcohol abuse. Nor will it bring about the necessary change in Scotland's drinking culture. * If a suggested minimum price was brought in, the price of a bottle of supermarket vodka would increase from about £9 to about £10·50. * Some cheap, strong alcohol, such as tonic wine, could actually become cheaper. * Medical research suggests that 866 alcohol-related deaths each year would be prevented by the introduction of a minimum price once the policy is in full effect. * Alcohol has reduced in price significantly since the 1950s and Scots continue to regularly exceed their recommended limit. * Many owners of smaller shops are against the proposed new law as alcohol will be too expensive to buy, causing their businesses to lose money and jobs. * Alcohol related deaths in Scotland are increasing and are far higher than in other parts of the UK. * Setting a minimum cost per unit of alcohol would make supermarkets richer, at the expense of smaller businesses and could potentially break EU law. * Some manufacturers of whisky are concerned that the minimum pricing plan will harm the industry as products will be too expensive to buy. SOURCE 2: Statistics Public survey on the introduction of a minimum price for alcohol. Do you agree with the introduction of a minimum price per unit of alcohol? Would minimum pricing affect your alcohol consumption? [X236/11/01] Page twelve Question 3 (c) (continued) Alcohol-related deaths (rate per 100,000) in Scotland and England by gender: 2009. Percentage of men and women in Scotland who regularly consume alcohol above the recommended limits SOURCE 3 Viewpoints The introduction of minimum alcohol pricing will have a positive effect. It will reduce alcohol consumption, lower the number of alcohol-related deaths in Scotland and reduce NHS spending. One of the biggest problems is the large supermarkets selling alcohol at very low prices. In some cases, it is cheaper to buy a can of beer than a bottle of water. It is wrong that someone can exceed their weekly alcohol limit for a few pounds. The introduction of the new law will not harm the economy, as whisky, one of our biggest exports, is already successfully sold at higher prices. We have all seen the positive effects the smoking ban has had on health. Many Scots now support minimum pricing for alcohol. Jane Ewing Minimum alcohol pricing will not make people in Scotland drink less. In England where there is no minimum pricing, alcohol-related deaths are considerably lower. Minimum pricing would not work in Scotland as it fails to tackle the unhealthy relationship Scots have with alcohol. Indeed it could cause further hardship by putting financial pressure on low income families. The Scottish Government should be focussing on the real issues such as tackling poverty and the cycle of deprivation which is why people drink so much; not introducing a law which the Scots just don't want. The only winners here will be the supermarkets whose profits will rise. Peter Burns You must decide which option to recommend to the Scottish Government, either they should set a minimum price for a unit of alcohol (Option 1) or there should be no minimum price for a unit of alcohol (Option 2). Using Sources 1, 2 and 3 above and opposite, which option would you choose? Give reasons to support your choice. Explain why you did not make the other choice. Your answer must be based on all the Sources. NOW GO TO SECTION C ON PAGE 19 [X236/11/01] Page thirteen (10 marks) [X236/11/01] [BLANK PAGE] Page fourteen STUDY THEME 2B: CRIME AND THE LAW IN SOCIETY [You should answer all three parts of this question.] Question 4 ( a ) The Children’s Hearing System tries to help some young people in Scotland. Describe, in detail , the ways in which the Children’s Hearing System in Scotland tries to help some young people. (6 marks) (b) Scottish Courts often use alternative punishments to prison when dealing with offenders. Explain, in detail, why Scottish Courts often use alternative punishments to prison when dealing with offenders. (8 marks) [Turn over [X236/11/01] Page fifteen (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. You are an adviser to the Scottish Government. You have been asked to recommend whether the police should install more CCTV cameras or should not install more CCTV cameras. SOURCE 1 Facts and Viewpoints CCTV cameras were introduced to Scotland's streets as a method of tackling crime. There are now approximately 2,335 cameras in Scotland monitoring public spaces such as city centres, parks and shopping centres. * CCTV is proven to be highly effective in reducing crime in some places eg hospitals and car parks. * Some research indicates where cameras are installed crime increases in nearby areas without CCTV cameras. * Police believe that criminals are more likely to plead guilty when presented with CCTV evidence. This saves time in court and up to £5,000 of the costs of a trial. * A case study in the Greater Glasgow area could find no link between the installation of CCTV cameras and a reduction in crime. * Police officers report that one of their big frustrations is broken and vandalised cameras and CCTV images which do not capture offences clearly enough. * There were 3,318 recorded incidents in 2008/9 using CCTV cameras which resulted in 587 evidence discs being provided for the Procurator Fiscal Service. * Many members of the public are concerned that more CCTV means a loss of civil liberties and an invasion of their private lives. * The majority of the public believe that the installation of more CCTV cameras is a positive thing. * Scotland's cities already have too many cameras in operation compared to other countries, costing a huge amount of money. * Strathclyde Police recently claimed a 75% drop in anti–social behaviour following the installation of a £130,000 CCTV system in a town with a history of this type of problem. SOURCE 2: Statistics | Area | Crimes per year before CCTV installed | Crimes per year after CCTV installed | |---|---|---| | City | 1,526 | 1,098 | | City car park | 794 | 214 | | Hospital | 18 | 12 | | Inner city estate | 160 | 182 | [X236/11/01] Page sixteen SOURCE 2 (continued) Public feelings on installation of CCTV cameras SOURCE 3 Viewpoints Law abiding citizens have nothing to fear from CCTV; in fact it can help to protect them by deterring criminals from committing unlawful actions. CCTV can save taxpayers money by speeding up court cases. CCTV is of great benefit to police forces around the country especially when dealing with anti-social behaviour. The CCTV operators can direct the police to any possible flashpoints so that they can deal with problems before they arise. In addition, if a crime is committed, the CCTV evidence can be used in court to identify a criminal. We should use more new technology to aid the fight against crime. John Morton Installing CCTV cameras does not reduce crime rates. CCTV cameras are not effective in solving even straightforward crimes like street robberies. One problem is that some operators have not been trained in using the system properly and as a result, the cameras can be badly positioned and out of focus. CCTV is an invasion of privacy as most ordinary citizens do not commit crime but still have their movements followed and recorded up to 300 times per day. At best, CCTV only makes offenders move away from areas with cameras to commit crimes where there are none. Too much money is wasted on CCTV cameras; this money would be better spent putting more police on the street. Pauline Clark You must decide which option to recommend to the Scottish Government, either they should install more CCTV cameras (Option 1) or should not install more CCTV cameras (Option 2). Using Sources 1, 2 and 3 above and opposite, which option would you choose? Give reasons to support your choice. Explain why you did not make the other choice. Your answer must be based on all the Sources. [X236/11/01] Page seventeen (10 marks) [X236/11/01] [BLANK PAGE] Page eighteen SECTION C – INTERNATIONAL ISSUES Answer ONE question only: STUDY THEME 3A: THE REPUBLIC OF SOUTH AFRICA [You should answer all four parts of this question.] In your answers you should give examples from South Africa Question 5 (a) Government policies have improved education in South Africa in recent years. Describe, in detail, two ways that Government policies have improved education in South Africa in recent years. (4 marks) (b) South Africa has had some success in dealing with its crime problems in recent years but still suffers from a high level of crime. Explain, in detail, why South Africa has had some success in dealing with its crime problems AND explain, in detail, why South Africa still suffers from a high level of crime. (6 marks) [Turn over [X236/11/01] Page nineteen (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Protests increasing in South Africa The slow pace of the delivery of services such as electricity, housing and piped water facilities has left many poor residents of townships and shack settlements disappointed with the Government. This has led to protests, where communities have taken to the streets to voice their frustration with the slow pace of service provision. South Africa has one of the highest levels of protests in the world which is a concern to the Government. However, protests are more common in some areas compared to others and not all residents are unhappy with the delivery of services. For example between January and July 2010, 30% of the protests occurred in Gauteng, followed by 17% in the North West and 15% in the Free State. A survey conducted in seven major urban areas in South Africa showed different levels of support for the protests. Some urban areas were more unhappy than others with their services. The Government does not see protests as a threat to its popularity as it points to its record of building 3 million new houses and delivering electricity, water and sanitation to rural areas. It claims that many people are happy with the progress that they have made. However, unemployment, officially at 23·5%, is rising, and over 8 million people still live in shacks. Many of the protesters voted for the Government but feel they have been forgotten. On a more positive note for the Government, it welcomed the results of an opinion poll in May 2010 which indicated an increase in President Jacob Zuma's approval rating. The Government said it was determined to continue to reduce poverty in urban and rural areas. [X236/11/01] Page twenty SOURCE 2 (continued) Result of opinion poll of South Africans | | November 2009 | February 2010 | |---|---|---| | Approve | 58% | 43% | | Disapprove | 23% | 41% | | Don’t know | 19% | 17% | SOURCE 3 Survey of residents of South Africa in selected urban areas in 2010 | Area | Unhappy with the delivery of services | |---|---| | Johannesburg including Soweto | 75% | | East Rand | 62% | | Cape Town | 42% | | Pretoria | 58% | | Durban | 49% | | Port Elizabeth | 41% | | East London | 75% | Protests about the delivery of services are a major challenge to the Government of South Africa. View of Tiko Sibaya Using Sources 1, 2 and 3 above and opposite, give two reasons to support and two reasons to oppose the view of Tiko Sibaya. Your answer must be based entirely on the Sources. You must use information from each source in your answer. [X236/11/01] Page twenty-one (8 marks) [Turn over (d) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 South Africa makes progress in tackling HIV/AIDS A United Nations (UN) report has shown that South Africa still has one of the worst death rates from HIV/AIDS and has the largest number of HIV infected people in the world. At its peak in 2001 more than 20% of South African adults were infected with HIV and life expectancy fell from 60 years to 41 years. Since 2004, there has been a significant change in policies and programmes. On World AIDS Day, December 1, 2009, President Zuma stated his intention to get an HIV test and encouraged all South Africans to learn about their HIV status. The Government announced an increase in budget support for HIV/AIDS in 2010 to pay for the additional patients who will qualify for treatment under the new guidelines. Although the Government has made good progress in the treatment of HIV/AIDS, there are still major challenges as not all South Africans get access to HIV prevention and treatments. Progress has been made in the treatment of women and children. According to a UN report, the number of pregnant women receiving antiretroviral treatment (ART), which prevents mother-to-child transmission of HIV, almost doubled between 2007 and 2008. It also noted that ART is now available to over half of those in need, although provincial differences remain. The UN report found that the South African Government's plan to tackle HIV/AIDS is one of the largest treatment coverage programmes in the world. South Africa is ranked second in the world in terms of domestic spending on AIDS programmes. However, although there are signs that the HIV/AIDS epidemic has stabilised, the number of adults with HIV/AIDS remains high. Some Provinces have experienced higher rates of HIV/AIDS compared to others and this has reduced life expectancy in some Provinces. SOURCE 2 Provincial Health Data 2010 | Province | Percentage of deaths due to AIDS | Life expectancy (in years) | Percentage of HIV prevalence among children | |---|---|---|---| | Eastern Cape | 43·2% | 46 | 2·5% | | Free State | 52·5% | 47 | 3·1% | | Gauteng | 55·7% | 50 | 3·1% | | KwaZulu Natal | 57·9% | 47 | 3·4% | | Limpopo | 42·7% | 45 | 2·7% | | Mpumalanga | 56·3% | 46 | 4·5% | | Northern Cape | 35·9% | 53 | 1·9% | | North West | 54·2% | 46 | 2·6% | | Western Cape | 28·5% | 55 | 0·9% | | SOUTH AFRICA | 43·0% | 49 | 2·5% | [X236/11/01] Page twenty-two Treatment Gap: number of people who need antiretroviral treatment (ART) and those who are receiving ART, by Province SOURCE 3 | 2004 | 15% | |---|---| | 2005 | 34% | | 2006 | 52% | | 2007 | 61% | | 2008 | 73% | Using Sources 1, 2 and 3 above and opposite, what conclusions can be drawn about HIV/AIDS in South Africa? You should reach conclusions about at least three of the following: * HIV/AIDS in mothers and children * HIV/AIDS in adults * provincial differences * how effective the Government is in dealing with HIV/AIDS. Your conclusions must be supported by evidence from the Sources. You should compare information within and between Sources. (8 marks) NOW CHECK THAT YOU HAVE ANSWERED ONE QUESTION FROM EACH OF SECTIONS A, B AND C [X236/11/01] Page twenty-three [X236/11/01] [BLANK PAGE] Page twenty-four STUDY THEME 3B: THE PEOPLE'S REPUBLIC OF CHINA [You should answer all four parts of this question.] In your answers you should give examples from China Question 6 (a) There are inequalities in education in China. Describe, in detail, two inequalities which exist in education in China. (4 marks) (b) People in China now have greater access to the Internet although access is more restricted than in many other countries. Explain, in detail, why some people believe that people in China have greater access to the Internet AND explain, in detail, why some people believe that access to the Internet is more restricted than in many other countries. (6 marks) [Turn over [X236/11/01] Page twenty-five (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Working Conditions in China China has made great progress in recent years and is now one of the world's biggest economies. There have also been moves towards political progress to match the better living standards which people enjoy. Many Chinese are happy with the better wages and have money to spend on the wide range of consumer goods which would be a dream to people only 20 years ago. Some workplaces are very pleasant places to work in and have theatres, swimming pools, restaurants and hairdressing salons. Workers can take advantage of these facilities which are as good as some of the best companies around the world. Other workers do not enjoy such a pleasant working environment and complain about poor wages, "sweat shop" conditions and exploitation by employers. Many of these workers have come from poorer parts of China and are desperate for any kind of work. Employers know this and take advantage of the situation. Foreign-owned firms are among the worst offenders as they have set up in China because they can make more profit by paying lower wages than in other countries. It is not uncommon for workers to experience 15 hour working days and 7 day weeks. Over the last few years, China has seen an increase in people joining trade unions and in trade union action. Unions are more confident in standing up to the government and protests have forced shutdowns at overseas-owned factories. This is a new challenge for the government. There have been clashes with police in some recent industrial disputes and protesters have been injured. SOURCE 2 Workers involved in industrial disputes and average monthly wages in China, selected years | 1994 | 77,794 | |---|---| | 1997 | 221,000 | | 1998 | 359,000 | | 2003 | 800,000 | | 2005 | 740,000 | | Average monthly wages of workers in China (in Yuan) | | |---|---| | 2001 | 800 | | 2003 | 1200 | | 2005 | 1510 | | 2007 | 2100 | | 2009 | 2700 | [X236/11/01] Page twenty-six SOURCE 3 Factfile on Industrial Relations in China * Workers at a foreign-owned company in Jiangsu Province went on strike in July 2010 after two workers were poisoned by toxic chemicals used in manufacturing parts for mobile phones. * In the Stora Enso Plantation Project in Guangxi, typical working conditions for employees include access to medical care and appropriate safety equipment to reduce the chance of accidents. * Many firms in China observe the minimum wage law and respect the human rights of the workers. * In a foreign-owned firm, which produces smart phones, 13 workers committed suicide due to unbearable working conditions in the first 6 months of 2010. * A new national labour law has been introduced to limit work hours, ensure paid overtime, and guarantee a fair redundancy pay if workers lose their jobs. * In June 2010, a major Japanese car company had to halt production at its four Chinese car assembly factories because of a strike over pay. * Women factory workers rarely get maternity leave and, with no childcare facilities, many are forced to send their children to live with family in the countryside. * In a special report for a leading sports clothing company, observers found factories to be clean, bright, pleasant places to work. Workers in China are happy with their working conditions. View of Hong Wu Using Sources 1, 2 and 3 above and opposite, give two reasons to support and two reasons to oppose the view of Hong Wu. Your answer must be based entirely on the Sources. You must use information from each Source in your answer. [X236/11/01] Page twenty-seven (8 marks) [Turn over (d) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Inequalities in China China's Communist Revolution in 1949 was founded upon the idea of equality. It was a basic principle of the early Communist Party that inequalities would disappear along with the power of privileged groups. People could depend upon the State to provide health care, education, housing and be looked after in old age. Since the 1980s, China's economy has been transformed from a command economy to a market one. The State no longer guarantees a fair standard of living for all and private business and enterprise have been allowed to flourish. As a result, economic and social inequalities have increased dramatically. There are now greater inequalities than before between the rural and urban population, between different geographical areas and also between males and females. People in coastal areas in the Eastern part of China can enjoy a lifestyle at least as good as wealthy people in other parts of the world. They drive new cars, live in comfortable houses and can afford to pay for health care which used to be free. Many Chinese who live in Western areas do not experience such a lifestyle. People in other urban parts of China have also seen an improvement in their lifestyles and can afford to live well, unlike those in rural areas, many of whom still live in poverty. Some women have benefited from the economic advances in some parts of China but not all. Women are seldom promoted in the workplace to the same levels as men. This is in contrast to the situation before 1990 when women were protected by the Constitution which guaranteed equal rights and pay with men. SOURCE 2 Selected Social Data on China Page twenty-eight [X236/11/01] SOURCE 3 Selected Economic Data on China Using Sources 1, 2 and 3 above and opposite, what conclusions can be drawn about inequalities in China? You should reach conclusions about at least three of the following: * inequalities between urban and rural areas * inequalities between different regions * gender inequalities * the extent to which overall inequalities are increasing in China. Your conclusions must be supported by evidence from the Sources. You should compare information within and between Sources. (8 marks) NOW CHECK THAT YOU HAVE ANSWERED ONE QUESTION FROM EACH OF SECTIONS A, B AND C [X236/11/01] Page twenty-nine [X236/11/01] [BLANK PAGE] Page thirty STUDY THEME 3C: THE UNITED STATES OF AMERICA [You should answer all four parts of this question.] In your answers you should give examples from the USA Question 7 (a) There are many things about the United States of America which attract immigrants. Describe, in detail, two things about the United States of America which attract immigrants. (4 marks) (b) The Government in the USA has made changes to health care in recent years although there has also been opposition to these changes. Explain, in detail, why the Government has made changes to health care in the USA AND explain, in detail, why there has been opposition to these changes. (6 marks) [Turn over [X236/11/01] Page thirty-one (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Gun Ownership in the USA The National Rifle Association (NRA) is one of the largest and most powerful interest groups campaigning in the USA to defend the right of Americans to own guns. The NRA claims to have over 4 million members and can raise millions of dollars. During the 2008 presidential campaign, the NRA spent $10 million on Congressional and local elections. The gun lobby, led by the NRA, has donated over $21 million to Congressional candidates since 1990, 86% of it to Republicans. During the same period, gun control advocates have given less than $2 million. The USA has one of the highest levels of private gun ownership in the world. Many Americans see gun ownership as a basic right guaranteed by their Constitution. They are opposed to any actions by government, at federal, state or local level, to limit their rights to own guns. The USA also has one of the highest levels of deaths caused by guns. The world has been shocked by high profile mass shootings, such as those at Columbine High School in 1999 and Virginia Tech in 2007. The high murder, suicide and accidental death rates have led to many calls for greater controls to be placed on gun ownership. Many groups in America wish to see greater controls on gun ownership. A number of organisations campaign to have greater controls on gun ownership. The Coalition to Stop Gun Violence is composed of 48 national organisations, including faith-based groups, child welfare advocates, public health professionals and social justice organisations. In spite of this, in recent years, there has been a fall in support for gun control in the USA. [X236/11/01] Page thirty-two Question 7 (c) (continued) SOURCE 3 Should States and local areas be able to pass laws banning handguns? | | Should | Should Not | Don’t know | |---|---|---|---| | Total | 45% | 50% | 5% | | Men | 38% | 57% | 4% | | Women | 51% | 43% | 6% | | White | 38% | 57% | 5% | | Black | 64% | 30% | 7% | | Hispanic | 61% | 39% | 1% | | Republican | 32% | 62% | 6% | | Democrat | 60% | 35% | 5% | | Independent | 40% | 57% | 3% | Most Americans support the right to own guns. View of Mary Muldaur Using Sources 1, 2 and 3 above and opposite, give two reasons to support and two reasons to oppose the view of Mary Muldaur. Your answer must be based entirely on the Sources. You must use information from each Source in your answer. [X236/11/01] Page thirty-three (8 marks) [Turn over (d) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Home Ownership in the USA The aim of owning your own home is, for many Americans, an important part of the American Dream. As the USA and its people have become richer, home ownership has increased. Not all groups in America have been able to achieve the dream of owning their own homes, many poorer Americans have had to continue to rent their homes as they cannot afford to buy their own homes or do not earn enough to get a mortgage. There has never been equal access to home ownership between groups in America. Younger people find it harder to get on the housing ladder; as people get older they are more likely to be in well paid jobs and be able to buy a house. The type of household you are in will also have an impact on home ownership rates with married couples being more likely to own their house than other types. Ethnic minorities are less likely to own a house compared to Whites and their houses are usually of lower value. It also depends on where you live with some regions of the country having a higher level of house ownership than others. The financial crisis which began in mid-2006 has had a huge impact on home ownership in the USA. The crisis led to an increase in interest rates resulting in higher mortgage payments and a fall in the value of houses. As a result, people who had recently become home owners could not meet their mortgage payments, got in debt and were unable to sell their houses. The result was that huge numbers of people lost their homes. It was the poorest groups, young home owners and ethnic minorities in particular who were most likely to lose their homes. SOURCE 2 Home owners as a percentage of US households: 1995 – 2010 Percentage Homeowners ownership rate by Region [X236/11/01] Page thirty-four SOURCE 3 Percentage Home Ownership Rates by Selected Groups Home ownership by household Type Home ownership by ethnic Group % 65 years Using Sources 1, 2 and 3 above and opposite, what conclusions can be drawn about home ownership in the USA? You should reach conclusions about at least three of the following: * home ownership and ethnic groups * home ownership and region * home ownership and household type * home ownership and age. Your conclusions must be supported by evidence from the Sources. You should compare information within and between Sources. (8 marks) [X236/11/01] Page thirty-five [X236/11/01] [BLANK PAGE] Page thirty-six [X236/11/01] STUDY THEME 3D: THE EUROPEAN UNION [You should answer all four parts of this question.] In your answers you should give examples from European Union member states Question 8 (a) There are different types of education systems among countries of the European Union (EU). Describe, in detail, two differences in education systems between the UK and one other EU member state. (4 marks) (b) Some EU member states are opposed to further enlargement of the EU while others support further enlargement. Explain, in detail, why some EU member states are opposed to further enlargement of the European Union AND explain, in detail, why some EU member states support further enlargement. (6 marks) [Turn over Page thirty-seven (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Smoking in European Countries Over recent years, the European Union has been considering introducing a smoking ban in public places in all EU member states. Some member states already have a ban in place. Ireland became the first member state to bring in a ban in 2004 followed by the UK in 2007. Other countries have followed, including Greece in 2010. Those in favour of the ban argue that life is made much more pleasant. People can enjoy dining in a restaurant or watching a film at the cinema without having to inhale other people's harmful smoke. Health professionals also support the ban. As people become healthier, smoking related diseases will reduce and money saved can be put into research in other areas of health concern across Europe. The main purpose of an EU ban is to get people in all member states to have the same levels of health and fitness. Support for an EU wide smoking ban is not as strong in some countries as it is in others. Those opposed to a smoking ban in public places argue that it takes away people's freedom. In some EU states, there are exemptions in place. In the Netherlands, for example, privately owned bars can opt to allow smoking. In Spain, a ban has been imposed but it is being applied less strictly than in other member states. Countries which depend heavily on tourism are reluctant to impose a ban as visitor numbers may fall if people feel their rights are being taken away. Bulgaria called off its smoking ban after three days. There is a growing feeling that the EU is taking away people's right to smoke when and where they wish to. SOURCE 2 Survey of support for an EU wide smoking ban. Are smoking ban laws respected in your country? | Country | Percentage answering “Yes” | Country | Percentage answering “Yes” | |---|---|---|---| | Ireland | 91% | Germany | 52% | | Sweden | 86% | Austria | 47% | | Netherlands | 81% | Estonia | 47% | | Finland | 81% | France | 42% | | Denmark | 78% | Lithuania | 37% | | Italy | 76% | Portugal | 34% | | Luxembourg | 74% | Latvia | 32% | | Belgium | 62% | Greece | 30% | | Spain | 62% | Czech Republic | 29% | | UK | 59% | Romania | 28% | | Malta | 57% | Poland | 27% | | Slovenia | 55% | Cyprus | 24% | | Hungary | 54% | Slovakia | 21% | [X236/11/01] Page thirty-eight Question 8 (c) (continued) SOURCE 3 Factfile on Smoking * Ten months after a smoking ban was introduced in the UK, admissions for acute coronary syndrome declined by 17%. Admissions decreased by 14% in smokers, 19% in former smokers and 21% in those who have never smoked. * A pressure group, Freedom for the Right to Smoke, has set up in many EU states and has been attracting new members every year. * Non-smokers reporting exposure to second-hand smoke decreased from 43% to 22%. Second-hand smoke in bars decreased by 86% within two weeks of the ban. * One year after banning smoking in Italy, heart attack incidence declined by 11% in those younger than 65 years and by 8% in those aged 75–84 years. * Smoking still forms part of Spain's social fabric; at weddings, mini-packets of cigarettes or cigars, bearing the happy couple's initials, are regularly passed round the guests. * Nine out of 10 Spanish bar owners are opposed to the smoking ban. * Many bar owners in France believe that the smoking ban is against freedom and liberty. An EU wide smoking ban is supported across the member states of the EU. View of Thomas Freidreich Using Sources 1, 2 and 3 above and opposite, give two reasons to support and two reasons to oppose the view of Thomas Freidreich. Your answer must be based entirely on the Sources. You must use information from each Source in your answer. [X236/11/01] Page thirty-nine (8 marks) [Turn over (d) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Impact of the recession on the European Union The economic recession, which began with the financial crisis in 2008, affected every country in the European Union. However, some countries were affected more than others, some have recovered more quickly than others and Government policies and the reaction of people have varied across the EU. As a result of the crisis some EU Governments borrowed huge amounts. The huge debts that these countries now have will mean that Governments have to take unpopular measures to reduce the amount of debt. Those countries with the worst level of debt will face the toughest policy choices involving cuts in public spending, public sector pay cuts and changes to pension arrangements. Governments across the EU have announced cuts in welfare programmes and other public spending in order to reduce their debts. As Europe has an ageing population it will be very expensive to pay pensions to retired people for many years into the future. Many people choose to retire before the official Government pension age. As a result, pension payments and retirement ages are being looked at closely by Governments to cut their spending. Most Governments have cut or frozen the pay of the people who work for them. As Governments have taken unpopular decisions to deal with the effects of the crisis, in a number of countries, there has been a strong reaction from voters and the public. In some countries, Governments have lost popularity and elections. In Greece, in the summer of 2010, protests and rioting occurred across major cities; while later the same year, in France, widespread protests and strikes have occurred because of Government plans to raise the minimum pension age. In other countries, for example the UK, the decision to increase the retirement age to 67 has been met with limited protests. SOURCE 2 Information on debt and retirement from selected EU members | Country | Total debt as a percentage (%) of GDP | Total debt in € billions | Average retirement age | |---|---|---|---| | France | 77·6% | €1,489 bn | 59·4 | | Germany | 73·2% | €1,762 bn | 62 | | Greece | 115·1% | €273 bn | 60 | | Italy | 115·8% | €1,761 bn | 60·4 | | Portugal | 76·8% | €126 bn | 62·6 | [X236/11/01] Page forty SOURCE 3 Selected Government actions in response to recession | France | Germany | |---|---| | • Cut state spending by €45 bn • Freeze on public spending till 2013 • Raise pension age from 60 to 62 years | • Government will save €80 bn between 2011–14 • Cut welfare spending by €30 bn • Increase in pension age from 65 to 67 | | United Kingdom | Greece | | • Welfare cuts to save €13 bn per year • Pay freeze for public sector workers earning more than £21,000 • Pension age to be raised from 65 to 67 | • €35 bn of cuts over four years • Public sector pay frozen until 2014 • Pension age for women raised five years to 65, matching men’s age | | Portugal | Italy | | • Save €11 bn over four years • 5% pay cut for senior public sector staff and politicians • Cuts in social welfare budgets | • Save €24bn in 2011–12 • Freeze on civil service pay and wage cuts for MPs until 2013 • Spending cuts on schools and hospitals | Using Sources 1, 2 and 3 above and opposite, what conclusions can be drawn about the economic recession in selected EU states? You should reach conclusions about at least three of the following: * the impact of debt on Government spending * the impact on pensions and retirement ages * effect on public sector pay * the country worst affected by the recession. Your conclusions must be supported by evidence from the Sources. You should compare information within and between Sources. (8 marks) NOW CHECK THAT YOU HAVE ANSWERED ONE QUESTION FROM EACH OF SECTIONS A, B AND C [X236/11/01] Page forty-one [X236/11/01] [BLANK PAGE] Page forty-two STUDY THEME 3E: DEVELOPMENT IN BRAZIL [You should answer all four parts of this question.] In your answers you should give examples from Brazil Question 9 (a) Government policies have improved education in Brazil in recent years. Describe, in detail, two ways Government policies have improved education in Brazil in recent years. (4 marks) (b) Brazil has been successful in dealing with its crime problems in recent years but still suffers from a high level of crime. Explain, in detail, why Brazil has been successful in dealing with its crime problems AND explain, in detail, why Brazil still suffers from a high level of crime. (6 marks) [Turn over [X236/11/01] Page forty-three (c) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Brazil Signs Contracts for Controversial Amazon Dam In July 2010, the Brazilian Government signed a contract for construction of a massive new hydroelectric dam in the Amazon region. Once complete, Belo Monte will be the world's third-largest hydroelectric dam. The Minister of Mines and Energy, said the Bela Monte complex, to be built near the mouth of the Xingu River in the northern state of Para, will "play an important role in the development of the area and people displaced by the dam will be compensated". The project has raised a storm of protest, with Brazilian judges and Hollywood celebrities joining environmentalists and indigenous organisations in opposition. In April 2010, "Avatar" director James Cameron and two members of the film's cast, took part in marches in Brazil. Protesters say the proposed dam would cause "serious damage" to the Amazon ecosystem, and the lives of up to 50,000 people could be affected as 500 square kilometres could be flooded. The Government says the dam is vital for the continued expansion of Latin America's biggest economy as Brazil needs more electricity. Whoever is awarded the project will have to pay a large amount to protect the environment. The Belo Monte Dam is expected to provide electricity for 23 million Brazilian homes. The Government said that most Brazilians support the President's decision to award the contract to build the dam. The dam has been defended by some in the local population who hope to benefit from the estimated 18,000 direct jobs and 80,000 indirect jobs the Government says the project will create. However, some experts and business representatives in the energy industry also oppose the dam. They say the actual cost will be 60% higher than its $10·8 billion budget and will only operate at 40% of its capacity due to the drop in water in the Xingu River during the dry season. SOURCE 2 Results of Opinion Polls Do you agree or disagree with the Government's decision to build the Belo Monte Dam? What is the main priority facing the Brazilian Government? | | Brazilian Population | Indigenous Indians | |---|---|---| | Agree | 65% | 12% | | Disagree | 30% | 85% | [X236/11/01] Page forty-four SOURCE 3 Belo Monte Dam Protests: April–July 2010 The Belo Monte Dam project is supported by the people of Brazil. View of Maria Santos Using Sources 1, 2 and 3 above and opposite, give two reasons to support and two reasons to oppose the view of Maria Santos. Your answer must be based entirely on the Sources. You must use the information from each Source in your answer. [X236/11/01] Page forty-five (8 marks) [Turn over (d) Study Sources 1, 2 and 3 below and opposite, then answer the question which follows. SOURCE 1 Brazil makes progress on the Millennium Development Goals (MDGs) In New York in 2000, the Millennium Development Goals (MDGs) were agreed by 189 countries, including Brazil. These goals represented a commitment by rich and poor countries to improve social and economic conditions and reduce levels of poverty and suffering in less developed countries by 2015. The main development goals are to reduce child mortality, combat diseases and remove poverty and hunger. According to an official report, Brazil is on track to achieve these objectives by 2015, and in some areas it has already exceeded them. Brazil is one of the most unequal nations in the world, although it is one of the wealthiest. Under the presidency of Lula da Silva, income inequality began to decrease. Programmes such as the Zero Hunger programme which was a hunger reduction programme had widespread popular and international approval. A Government programme gave 12 million people in rural areas access to electricity, and another provided subsidised housing to the poor. Clean water supplies and improved sanitation have led to an improvement in health for people in Brazil and a reduction in child mortality rates. By 2008 Brazil had already met the MDG of cutting poverty in half, seven years early. Those in absolute poverty fell from 14·6% in 2003 to 7·1% in 2009. The Federal Government also made a commitment to increase the minimum wage and this has shown a steady increase. Many people however still live in very poor conditions in the favelas which are slum areas in the country's cities. Over 500 favelas can be found within the city of Rio de Janeiro alone where child mortality rates are very high. According to the Government, Brazil is also committed to achieving the MDGs related to health. Two of its main targets are child health, and the fight against malaria. Over 60% of cases of malaria in Brazil are in the Amazon region, with 15% of the population in this area at risk of infection. A World Health Organisation (WHO) report has stated that the Brazilian Government has provided enough resources to treat all cases of malaria with anti-malarial drugs. SOURCE 2 Health in Brazil Under-five mortality rate | Malaria amongst adults in Brazil | | | |---|---|---| | Year | Number of reported cases of Malaria | Number of reported Malaria deaths | | 2003 | 408,765 | 103 | | 2004 | 464,901 | 100 | | 2005 | 606,067 | 122 | | 2006 | 549,469 | 105 | | 2007 | 458,041 | 94 | | 2008 | 315,642 | 51 | Page forty-six Question 9 (d) (continued) Minimum wage (in Reals): 2000–2009 Using Sources 1, 2 and 3 above and opposite, what conclusions can be drawn about the progress Brazil has made towards the Millennium Development Goals? You should reach conclusions about at least three of the following: * progress towards reducing child mortality * progress towards combatting diseases in adults * progress towards removing poverty and hunger * overall progress in achieving MDGs in Brazil. Your conclusions must be supported by evidence from the Sources. You should compare information within and between Sources. (8 marks) NOW CHECK THAT YOU HAVE ANSWERED ONE QUESTION FROM EACH OF SECTIONS A, B AND C [END OF QUESTION PAPER] [X236/11/01] Page forty-seven [BLANK PAGE]
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VeggieMemory! Number of Players: 2-4 Object of the game: to collect the most number of veggie card pairs How to play: 1. Combine two decks of cards, shuffle and lay them face down in rows. 2. The game begins when the first player turns over any two cards, in hopes of uncovering a matching pair. If they match, the player may pick them up and keep them, and guess again. 3. Cards that don't match must be returned to a facedown position, and it is then the next player's turn. (before the cards are turned down again, the players must call upon all their powers of concentration – to fix their locations, which will aid in future guesses). 4. The next player flips over two more cards, keeping them if they are a matched pair and turning them back over if they are not. The game grows easier as more and more cards are revealed and removed. When all the cards have been collected, the player with the greatest number of pairs is the winner. VeggieWho'sWho! Object of the game: Be the first to guess your opponent's mystery veggie card Number of Players: 2 How to play: 1. Using three decks of cards, each player lays down a deck of cards in front of them face up. 2. Each player then draws one card from the third deck and hides it from the other player's view. 3. Take turns asking each other questions about the veggie character the other person has on the card s/he is hiding from you. This could be: Are they a green vegetable?"; "Do they have Vitamin C?"; "Do they have nutrients to build bones and teeth?"; Are they in the red group?." The other player simply answers "Yes" or "No". 4. Using the cards laid out in front of you, turn over the character you are SURE your opponent is NOT holding. For example if you asked "Is it a green vegetable?" and the answer is "no" then you can turn over all the pictures of the vegetables that are green. 5. You can only ask one question on each turn. On your next round you can then ask another question in an attempt to eliminate further characters. Rules: 1. You can't ask about the colour of the vegetable in the first round but you can ask it later on. 2. Taking a guess at who the character is counts as a turn, which means you can't guess straight after asking a question. Even if you only have one card standing after your turn, your opponent may take their turn as an opportunity to guess who is on your card to try to win. 3. The winner is the best of 5 games. How can you make the game more challenging? ======================================== If you start to find the game too easy then you can prolong the life of the game by making it a little harder. You can do this by selecting two cards for each opponent. You have to think carefully about the questions you are asking to try to gain as much information as possible. Questions you could ask are things like "Do they both have Vitamin A?" "Are either of them a red vegetable?" You just have to ensure you know that the information applies to both of the vegetables before you start to eliminate characters.
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TEACHER EDITION Discover Writing Success™ Pre-writing and Visual Motor Skills This month we will review pre-writing shapes (the building blocks for good letter formation) and visual motor skills (eye-hand coordination for pencil control). Throughout this month keep an eye on proper pencil grasp and keep using the Grotto Grip ® on every pencil, every day! U.S. Patent 6,908,245 Week 1 – Target Practice U.S. Patent 7,128,484 Provide: beanbags or soft, small balls; empty tissue boxes to stack, clean 2-liter bottles filled part way with sand, laundry basket, plastic cones; Velcro balls and Velcro target; tape or mat on the floor to indicate the distance at which the kids should stand (try various distances and target sizes – start with 2' targets from 5' away). Incorporate your target into your weekly theme (i.e., counting how many times they hit the target, hitting certain colors/shapes/ numbers/letters, hit the capital and then the state). Encourage the kids to try to hit the target with both an overhand and an underhand throw. © 2008 Pathways for Learning Products, Incorporated. All Rights Reserved. "GROTTO GRIP" is a registered Trademark of Pathways for Learning Products, Incorporated, Charlotte NC. "Discover Writing Success™ " Trademarks of Pathways for Learning Products, Incorporated, Charlotte NC. is a Discover Writing Success™ Week 2 – Pre-writing shapes and designs — Rainbow Writing. The sequence of pre-writing designs is vertical line, horizontal line, circle, cross, square, X and triangle. A child needs to be able to form these shapes to be able to correctly form all the capital letters of the alphabet. maze lines if that would be motivating to your class. Tell the kids "Don't run off the road!" Try laminating the pages of Color Bound™ and providing dry erase markers to encourage drawing within pathways. Provide: worksheet with 1-3 age appropriate pre-writing shapes, blank paper or chalkboard Draw for picture ideas. slate, and broken crayons/chalk (crayons broken into halves or thirds will reinforce the tripod grasp). This activity can be made more complex by combining the shapes to make pictures and even copying the shapes from memory. See Shape Builders™ Learn to Encourage the kids to trace each shape with 5-7 different colors then give them the blank paper to draw the shape/design/picture themselves. Give cues to reinforce top-to-bottom and left-to-right formation. Present the shapes in the developmental progression shown above. Week 3 – Pencil control Provide: mazes and pencils (use the Grotto Grip ® to train the muscles of the hand for proper pencil grasp) Encourage the kids to take their time. The point of this activity is not only to solve the maze, but keep their pencil line in the middle of the path. This could be set up like a game which causes the kids to lose points each time their pencil line goes outside the Provide: age appropriate dot-to-dots (Connect with Color™ is great for children who do not yet know their numbers or letters in sequence, but know their colors), pencils or colored pencils (use the Grotto Grip ® to train the muscles of the hand for proper pencil grasp), and broken crayons to strengthen pinch. Encourage the kids to connect the dots with straight lines (you may have to cue them to take their time and look ahead for the next number, letter or color). Then encourage the kids to color the picture. Week 4 – paper stabilization and combining pre-writing shapes Facilitates visual closure (skill needed for spacing between letters and words) and form constancy (skill needed for learning to write letters the same way each time). Provide: Shape Builders™ – Stencil Kit and colored pencils or laminate and use thin dry erase markers. These worksheets provide step-by-step picture construction using pre-writing shapes on a stencil. Encourage the kids to follow the steps in order to complete the drawings. Have the kids try to draw the pictures from memory for more challenge. Next, have the kids come up with their own stencil pictures using the shapes on the stencil. © 2008 Pathways for Learning Products, Incorporated. All Rights Reserved. "GROTTO GRIP" is a registered Trademark of Pathways for Learning Products, Incorporated, Charlotte NC. "Discover Writing Success™ " Trademarks of Pathways for Learning Products, Incorporated, Charlotte NC. "Connect with Color," "Try Color Bound," Shape Builders," and "Learn to Draw" are is a trademarks of MeadWestvaco Corporation. © 2008 MWV www.mead.com
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Timor-Leste Kindergarten Kindy Box Project 'From little things …… big things grow' The beginnings What was in a Kindy Box? Back in 2008 I travelled to Timor on an exploratory mission to see if there was anything we could do to help. I had recently joined the Rotary Club of Richmond and was confident that they would back me if I found the right project. Sr Aurora Pires And on that trip I met Sr Aurora Pires. Born in Timor she had fled to Australia with her family at the time of the Indonesian invasion. She is a dynamo – who happens to be a trained kindergarten teacher. She returned to Timor on independence and has worked tirelessly since then to improve the standard of kindergartens. She convinced me that one of their big needs was classroom resources – their classrooms were bare and teachers had little to support their teaching. And so the Rotary Club of Richmond Kindy Box Project was born, just as Trevor was moving into Jean Marc's shoes as President. …the little things start happening... Vol 2 2012 To quote from the first ever Newsletter: "…Stapler, hole punch, biros, black & coloured pencils, sharpeners, crayons, chalk, folder and paper, children's and adult scissors, string, bull clips and much more. Bill Dagg and DIK were able to supply some of these items (from the last census and Workchoices!). A prize inclusion is a bright yellow census satchel! A box of Lego was also an essential item. Some items were donated whilst others were purchased at cost price. The items were packed into an 80l container …" The Kindy Boxes were shipped through DIK, unpacked by the Rotary Liaison Officer in Dili (Daryl) and distributed to 13 schools nominated by Sr Aurora as being needy but with International Directors who would be supportive of what we were trying to do. A Kindy Box was costed at around $100 – so the model was: sponsor a teacher at $100 a box. We even sold Gift Certificates of $100 value at Christmas time. firstname.lastname@example.org 1 Timor-Leste Kindergarten K Ki in nd dy y B Bo ox x P Pr ro oj je ec ct t 'From little things …… big things grow' And then? ... the little things start growing … As the project grew and we became more involved in teacher training, the Kindy Box needed to supply specific resources. They needed to match the curriculum: Handwriting, Reading to Children, Gross Motor, Fine Motor and Literacy. A pencil grip So we needed skipping ropes, bean bags, bats, balls, story books, pencils and grips, stencils, lacing cards, jigsaws, educational activity sheets and more. With our focus shifting to the strictly educational, there was less time to source donated items of a general nature. A translated Story Book Whilst members and friends of the Rotary Club had enjoyed the networking and hands on of packing Kindy Boxes, no one stepped forward at that time to take on the sourcing and co-ordination role, so this aspect of the project continued to drop off. Vol 2 2012 The other difficulty we were experiencing was storage – there's not a lot of double garages and sheds around the club! So resources had to be boxed as they were sourced and then sent to DIK for storage ('just in time'). How do we see the future? ... and growing … Trevor and I had always seen this as a project that would just keep growing. But we needed to keep the focus on training – unless teachers had the knowledge, resources were next to useless as teachers didn't know what to do with them! So both training and resources are essential, but the training becomes the project driver. The $ would also become an important factor when we started to spread our wings. More schools meant more dollars. And also, for sustainability, the Timorese had to have a more affordable model. The generous and far sighted vision of President Rob in 2011 in agreeing to fund the Kindy Boxes for one more year gave us the time needed to closely scrutinize what we were sending and reduce it to the absolute minimum, particularly in terms of cost and labour. The outcome was a document specifying the essential items, their cost and source (that document was circulated to the club). At this stage the minimum resources required cost about $500 per classroom. Fine Motor Skills activity email@example.com 2 Timor-Leste Kindergarten Kindy Box Project 'From little things …… big things grow' Resource Kits To distinguish the resources we now provide from the original Rotary Club of Richmond Kindy Boxes, the items currently given to a teacher are referred to as the Resource Kit. 2. The new schools that are coming on board have very little in their classrooms and the Resource Kits that we are supplying, whilst meeting specific subject needs, are really not enough to set up an activity based classroom. So what next with resources? With this new model emerging, responsibility and accountability are moving closer to the individual teachers. They will need to find funding for their resources, but now they can give a dollar value to it. We will source much of the Resource Kit content here but responsibility for distribution will shift to Timor. This doesn't mean we won't continue to help or even sponsor a particular teacher ourselves, but the aim of the project is empowerment and that means gradually shifting responsibility to Timor. However, we recognize there are two emerging areas we still have to address in Australia: 1. The existing group of schools will soon need to top up their consumables and replace items at their end-of-life. In particular they will need resources for creative activities: dress ups, building blocks, lego, jigsaws, quiet reading books, cars, trucks, dolls, toys, plastic people, animals etc. All of which can be found second hand. It is the second need that I would like to draw to your attention in this Newsletter. In order to provide the new teachers entering our training with activity based learning resources we could reinvigorate the original Kindy Box concept: source second hand items of general educational value to be shipped across to the new schools. Is there a group within the club and its friends who would be interested in doing this? Donated goods for activity corner Vol 2 2012 3 firstname.lastname@example.org
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What Do You Know About Substations? YOU MIGHT THINK, "Why would I want to know about substations?" But substations are an important part of the electrical system that delivers safe and reliable electricity every time you flip a light switch or turn on an appliance. A substation supports delivery between the transmission and distribution systems. Transmission substations give electricity its first step-down; distribution substations step voltage down even further and maintain it at a constant level so that it can be sent on to the consumer. A constant level of voltage is particularly important: To travel long distances over wires, electric power voltage must be much higher than the level at which it is produced by a power plant. For example, electricity leaves a power plant at about 22,000 volts then is increased to as much as 765,000 volts. The higher the voltage, the lower the line loss and voltage drop—thus, the greater the system's efficiency. As the power gets closer to its destination, voltage is gradually decreased to a level safe for consumers. A mass of equipment can be found in a substation: transformers, insulators, circuit breakers, lighting arrestors, etc. The thing that looks like a garbage can near the top of a pole is the transformer. Its function is to increase voltage for efficient longdistance transmission or to lower voltage for co-op members to use. The lines leaving a distribution substation are owned and maintained by the local co-op. These lines carry the power to industries, businesses, homes and schools. The next time you drive by one of those menacing, fenced conglomerations of power lines and equipment, remember this: A substation is an important part of your power system. It helps ensure that you receive electricity in a reliable and safe manner. Substations are an important part of the power system, ensuring the safe delivery of electricity. 18 Texas Co-op Power NAVARRO COUNTY EC August 2017 RECIPE OF THE MONTH Taco Soup 1 pound ground beef, turkey or venison 1 package taco seasoning 1 can (11 ounces) tomatoes with green chiles 1 can (14 ounces) ranch-style beans 1 can (14 ounces) hominy 1 onion, diced 1 tablespoon minced garlic 2 cups grated cheddar cheese, divided use 4 cups tortilla chips 1 cup sour cream 1. Brown the meat, drain off fat and stir in taco seasoning. 2. Put meat mixture, tomatoes, beans, hominy, onion and garlic together into a large pot. Simmer over medium heat for 30 minutes. 3. Stir in 1 cup cheese during final 5 minutes. Serve in individual bowls or pour into an insulated bottle for lunchtime. 4. Top a serving with chips, a dollop of sour cream and a generous sprinkle of remaining cheese. This recipe was a winner in the August 2013 recipe contest. Submit your best soup recipes to Texas Co-op Power by August 10 for a chance to win our Nourishing Soups recipe contest. Visit texascooppower.com/contests for rules and details. Find this and more delicious recipes online at TEXASCOOPPOWER.COM navarroec.com NCEC Awards Grants: Operation Round Up Cool Summer Evenings Call for Fans, Not AC EVEN THE HOTTEST summer gives us a break occasionally, sending pleasant temperatures and gentle breezes our way, especially in the evenings. When it's not too hot outside, you can cool your house more economically with fans than by running your central or window air conditioner. Placing a fan in a window circulates the air and freshens the home by exhausting stale air. It also can remove odors from smoking and cooking that tend to linger in the air when all the windows are closed. A ceiling fan can be used whether the air conditioning is on or off. During the summer, the blades send a slight breeze down into the room and will make anyone in that room feel more comfortable. But remember: Fans don't actually cool the house off. Instead, they make the air feel cooler to people in rooms where they are located because they move the air around. So turn them off when you leave the room. Navarro County Electric Cooperative 3800 W. Highway 22 • P.O. Box 616 Corsicana, TX 75151 Operating in Ellis, Freestone, Hill, Limestone and Navarro counties GENERAL MANAGER/CEO Billy P. Jones BOARD OF DIRECTORS Ron L. Buckley,President,District 2 Kent Sheffield,Vice President,District 1 George Smith,Secretary-Treasurer,District 6 Van Fowler,District 7 Alfred L. Martin,District 5 Leonard L. Mixon,District 3 Bill Southard,District 4 Contact Us For information during office hours and outages after hours CALL US (903) 874-7411 local or 1-800-771-9095toll-free EMAIL firstname.lastname@example.org FIND US ON THE WEB navarroec.com OFFICE HOURS Monday–Friday, 8 a.m.–5 p.m. CONVENIENT WAYS TO PAY YOUR BILL navarroec.com smarthubapp.com 1-855-385-9975to pay by phone We no longer take payments over the phone at the office. navarroec.com August 2017NAVARRO COUNTY EC Texas Co-op Power 19
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The Territory Remembers By Bob Alford Berry Springs – a war history Once a natural water course and abundant springs winding through a monsoon forest, Berry Springs became a popular swimming hole during World War II, a convalescent centre and a rest area for servicemen. It is now a popular tourist destination. Berry Creek itself was named after Chief Draftsman Edwin S Berry, a member of the survey party that laid out the future capital of the Northern Territory and three satellite towns in its hinterland under George W Goyder during 1869 and 1870. George Woodroffe Goyder had been commissioned by the South Australian Government to select, survey and initiate development of the colony's northern capital, to be named Palmerston, following the rejection of an alternate site, Escape Cliffs, northeast of Darwin. A permanent settlement at Escape Cliffs had been selected by Boyle Travers Finniss in 1864, a year after South Australia was handed control of the Northern Territory. Travers was instructed to survey and establish a settlement at Adam Bay but instead chose Escape Cliffs despite adverse comments by members of his party. In the event the settlement was a failure, and Finniss was recalled to Adelaide in 1865. Two years later the settlement was abandoned. Goyder and his 128-man team of surveyors, chainmen, draftsmen and general hands – along with their equipment, tentage, horses and cattle – departed Port Adelaide in late 1868 and on 5 February 1869 the schooner, Moonta dropped anchor in Darwin harbour. Goyder was on the www.territoryremembers.nt.gov.au first boat ashore, along with Edwin Berry, and selected a wellwatered site with a gently shelving landing area below the plateau upon which the future capital would grow. Establishing their camp site on Fort Point, Goyder and his men began their task of surveying the future capital and its satellite towns of Daly, Southport and Virginia. Over the next 18 months the crews carried out their surveys in the cool pleasant conditions of the Dry and in the trying tropical heat, humidity and monsoon rains of the Build-up and the ensuing Wet. In those 18 months they completed their task – the town of Palmerston (Darwin) and its satellites were surveyed and the plans drawn. Goyder named Berry Creek for Edwin Berry and the creek-fed springs, originally drawn on the 1869 plan as 'Kangaroo Falls' by surveyor Gilbert R McMinn, who also annotated the site as "Recommended for Reserve". West of Berry Springs, Southport was one of the satellite towns surveyed and laid out by Goyder's men on the junction of the Blackmore and Darwin Rivers. With the Pine Creek goldfields in full swing, Southport became the starting point for diggers on their way to riches or rags and was soon larger and more populous than the capital, Palmerston. The Overland Telegraph, completed in 1872, also passed through the township, linking the world via Palmerston to the south. Southport boasted a jetty, a telegraph station and post office, an explosives magazine, hotels, boarding houses, blacksmiths and saddlers, shipping merchants and general and specialist stores of the ever resourceful and entrepreneurial Chinese, including one Kwong Sue Duk. Page 31 A herbalist and general merchant, Kwong thrived there before moving on to Palmerston as Southport's relevance faded with the opening of the Palmerston to Pine Creek Railway in 1888. In 1889 Southport Station was opened for the railway. However its location bypassed the settlement itself and with it the township faded away. Southport had prospered over 20 years but by 1890 it was abandoned. In 1891 a 15 acre agricultural block developed by hotel owner, Samuel Brown, sold for £1/5 while seven township lots went for one shilling each. Only building foundations and the graves of some 60 people remain to witness Southport's existence. There was a brief revival during WWII, when light shipping plied the Blackmore River to land military supplies at the Middle Arm Jetty, but with war's end Southport lay abandoned once again. Further along the line was Tumbling Waters, another of Goyder's surveyed sites. Located to the south of Southport and on the Blackmore River it was first named after the rapids – the 'Tumbling Waters' – by Surveyor RC Burton, who discovered gold there in 1869. Initially surveyed by AH Smith it was later the site of a construction camp for the Overland Telegraph Line crews. Located on the Coach Road to Adelaide River and on to the goldfields it boasted a wayside inn and a few buildings before fading into obscurity when the Palmerston to Pine Creek Railway bypassed it and the Coach Road – now Mira Road. With the fading away of the townships the area around, Berry Springs reverted to former days, accessed only by a rough track to Bynoe Harbour. In those prewar days the creek and springs were frequented by local families on picnics and outings before the military began to establish camps and facilities as World War II impacted Darwin and the Northern Territory. Closest to the area was the large supply depot at Firdan, where Noonamah now lies. The military erected the Noonamah Field Supply Depot, to supply a range of units including a number of airfields, while in 1942 a railway siding to service the depot was built a mile south and immediately south of Strauss airstrip at Noonamah, a highly appropriate Wagaman tribe Aboriginal word for "plenty of tucker and good things." While a large number of army units, including the 148th Field Artillery Regiment US Army, were camped in the area, it was the nearby airfields that provided the focus for wartime activities. Developed in late 1941 as part of the RAAF's Aerodrome Development Program under Flight Lieutenant John Yeaman, the fighter strips at the 27 and 34-Mile pegs and Hughes, a bomber field between them, provided the early aerial defence of Darwin. What also developed was the offensive campaign by RAAF Hudson bombers of 2 and 13 Squadrons against the Japanese in the islands to the north. The Hudson crews suffered appalling losses against the Japanese and were later forced to combine and operate as a single unit. From the 27 and 34-Mile airstrips, P-40 Kittyhawks of the 8th and 9th Squadrons of the USAAF 49th Pursuit (Fighter) Group flew against Japanese raids before moving to New Guinea in September and October of 1942. Both airstrips were named Strauss and Livingstone in memory of USAAF pilots killed in action over Darwin. Both the 8th and 9th Squadrons were aided by P-40s of the 7th Squadron based at Batchelor while personnel of the 49th Pursuit Group www.territoryremembers.nt.gov.au Interceptor Control Squadron provided tactical information by which fighter pilots could intercept Japanese raids. Camped closer to Berry Springs off the main track, the site was later called 'Wiley's Rest' in memory of one of ten of the unit's personnel killed in an aircraft crash at Annaburroo in April 1942. On 16 June 1942 Lieutenant Andrew J Reynolds of the 9th Squadron force-landed his P-40 on the banks of Berry Creek near Berry Springs after a Japanese Zero damaged his engine. Strauss airstrip was later home to the RAAF's No. 76 Squadron and its P-40s, and from January 1943 the Spitfires of No. 452 Squadron before 549 Squadron RAF arrived in late 1944. Livingstone hosted the P-40s of No. 77 Squadron and from January 1943 the Spitfires of No. 457 Squadron and later 548 Squadron RAF. Hughes was home to No. 1 Photographic Reconnaissance Unit and Nos. 2 and 13 Hudson Squadrons before No. 2 Squadron and its B-25 Mitchells moved in during 1944. At Berry Springs itself, construction of a rest area for troops stationed in the Darwin area was under way. A low weir was built across Berry Creek to provide a swimming area as part of a rest and recreation camp and a convalescent centre for troops to participate in sports and enjoy the waters of the popular swimming hole. Sports carnivals were a popular form of relaxation and a chance to let off steam for the large number of units, at times as many as 50, camped in the area. In 1942 personnel of 27 Australian Infantry Battalion decided that cricket was their game. They cleared an area the size of an oval adjacent to their camp and laid a concrete cricket pitch. Squadron Leader Keith 'Bluey' Truscott, a well-known footballer in prewar Melbourne – and the Commanding Officer of No. 76 Squadron at Strauss – played there before the unit moved to Exmouth WA in early 1943. A charity cricket match is now held at the site each Anzac Day, keeping the wartime history alive. While local units held their sports days, the need for a rest and recreation centre that would cater to the wider military population was realised. On 24 October 1942 Major General JES Stevens authorised the construction of a rest camp at Berry Springs capable of accommodating personnel equivalent to a battalion of some 900 troops. Units of 3 Australian Infantry Brigade were assigned responsibility for the camp's construction while Captain Brian Magarey's 27th Australian Infantry Battalion, already with the Noonamah cricket oval and pitch under their belt, was to provide D Company as labour along with various working parties drawn from surrounding units including the 43rd Aust. Infantry Battalion, 23 Aust. Field Company, 3 Aust. Infantry Brigade and in early 1943 2/4 Aust. Pioneer Battalion. In the event of any injuries, 2/12 Australian Field Ambulance set up a Regimental Aid Post at the springs, and no doubt enjoyed the opportunity for a swim during the hoped for absence of any accidents. By late November 1942 construction of the weir, landings and diving platforms at the springs swimming hole had been completed enough to host a swimming carnival by HQ Northern Territory Force. Construction of the camp areas including drainage, accommodation and roadways continued. A visit by Lieutenant-Colonel AW Sheppard of NT Force on 22 December hastened construction with news Page 32 that the 8th Australian Infantry Battalion was to commence a rest period there on 2 January 1943. The day prior to their arrival saw the establishment of Field Post Office 189 at Berry Springs by personnel of 12 Australian Divisional Postal Unit. Three weeks later personnel of the 19th Australian Machine Gun Battalion arrived for a week's rest from 19 January. While final construction at Berry Springs continued, more units arrived for their week's rest periods. Personnel of 2/8 and 2/4 Australian Infantry Battalions, 2/1 Australian Docks Operating Company and 21/23 Australian Infantry Battalion all spent a week at the centre, as did 13 Australian Field Company, 2 Australian Army Troops Company, RAAF units, 16 Australian Infantry Battalion, 113 Australian AntiTank Regiment, 13 Australian Brigade, 14 Australian Lines of Communication Company and 2/13 Australian Field Ambulance, among many other units. At the camp they were able to play a range of sports, watch movies, swim in the springs or relax as much as possible even with morning parades and 'normal' duties to perform. Facilities included a Red Cross representative, a YMCA office, Gardens and a Canteen. The rest Camp offered similar outlets and comprised eight individual camps each with its own water supply and kitchen. Along with the Berry Springs Rest Camp, three other units were based at the springs; Australian Army Canteens Service provided amenities for the troops, No. 108 Convalescent Depot accommodated recovering medical cases and 18 Aust. Personnel Staging Camp provided accommodation for newly arriving or departing troops. Both the Convalescent Depot and Staging Camp had been established by mid1943, the Convalescent Depot in June and the Staging Camp in July. A year later the RAAF's No. 7 Medical Rehabilitation Unit moved in during August 1944 and remained following the end of WWII. Following war's end the combined facilities were surveyed and put up for the postwar auctions of military camps and infrastructure. The Convalescent Camp comprising some 130 structures including furniture, stoves and refrigerators was sold to PA Rawlings of Darwin for £330 while the Rest Camp and its water reticulation piping went to the Good Brothers of Darwin for £1133. Further to the southwest on the old Southport Road and close to the old Southport railway station site, No. 224 RAAF Radar Station was constructed during 1943. One of eight Advanced Chain Overseas (ACO) radar stations established by No. 44 Radar Wing, the site became www.territoryremembers.nt.gov.au operational on 15 June 1944. The station comprised two radar towers, each constructed of timber, and its radar operators provided flight information to the Fighter Sector at Berrimah. Its High Frequency (HF) band provided better coverage than the normal VHF sets and was also useful in directing aircraft lost or during bad weather. The unit remained operational until war's end, when the structures were sold at auction. Following WWII, Berry Springs reverted to a place where local families from Darwin and the region could enjoy a swim in the springs or a picnic in the grounds developed by the military. For many years it was a popular spot maintained by the NT Conservation Commission before its potential as a fully developed tourist destination was recognised in the late 1980s. The Northern Territory Government set about developing an adjacent 400 hectare site to Berry Springs and in 1989 the Territory Wildlife Park was opened. Situated in an area of natural bushland, the park contains representative native animals and plants of the Northern Territory, with an emphasis on the Top End tropical monsoon forest environments through three habitats, the woodland, wetland and monsoon vine forests. Their conservation is ensured through research and public education programs. The Park features a walk-through aquarium, crocodile tank, nocturnal house, fauna houses, a walk-through aviary and the popular Flight Deck and its displays of raptors – birds of prey. From a remote series of springs set in a meandering creek, the adjacent Berry Springs Recreation Reserve and wildlife park is now one of the most popular venues for tourists and locals alike. Raised in rural Victoria Bob Alford's interest in aviation stems from his father's involvement in early aviation and membership of the Victorian Aero Club in the 1930s, and the proximity of an active aerodrome near the family property, where Bob took gliding lessons and cadged flights in various aircraft types. Bob served in the army briefly before joining the RAAF as an Armourer, serving 20 years in a variety of postings, including SE Asia. Following retirement in 1986 Bob and his family settled in Darwin where he undertook the location and documentation of aircraft crash sites and military sites throughout the Northern Territory. He wrote Darwin's Air War in 1991, followed it with an expanded version in 2010 and wrote Japanese Air Forces in the NWA 1942-1945 in 2011. He has also written many papers and has provided detailed historical information to a range of authors and organisations. This is his story on Berry Springs. Page 33
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Mitch Carmody, GSP, CCP is a writer, artist and a nationally recognized motivational speaker and grief facilitator. He is the author of several books, and hosts his own Radio Show "Grief Chat". He is a Grief Facilitator for the Tragedy Assistance Program for Survivors (T.A.P.S) of military loss, member of The Association of Death Education and Counseling (A.D.E.C.), and has served on the National Board of Directors for The Compassionate Friends, the largest grief support organization in the world. In 2013 was awarded letter of commendation from President Obama for his several visits to Newtown/ Sandy Hook and for his work with the military. Mitch's foundational philosophy is Proactive Living and Proactive Grieving (we all grieve something) which is a behavior based response that reduces stress and increases efficiency at home, work or play. We meet daily challenges full on, being all in. Whether experiencing a loss or meeting the challenges of success and personal fulfillment. Knowing who you are and operate is being vulnerable to oneself; to recognize and own our strengths and our weaknesses. This builds our resilience for our rules of engagement in all of life's matters. Capitalize on our strengths and admit our weakness. Being honest, polite and appropriately transparent garners respect and boosts your response-ability. Life in the 100 Acre Wood, the path to authenticity This presentation was created to help people discover and validate for themselves what makes them tick. What is your operating system? How do you communicate with people, what are you rules of engagement? Are you reaching your potential? Are you resilient? How do you handle stress? How transparent are you? How to you respond in chaos? What is your strong suit, what is your weakness? These questions and more will be answered, as we attempt to identify who you are as a person; how are you hard wired for survival and success? How do you respond to people appropriately and effectively? How do you support the village? How do you support yourself? Where do you shine? Where do you fall short? This presentation includes a personality indicator quiz (PPI) that attempts to identify our footprint as a person on this planet. What is our role in the village, in our community, at work and at play? The quiz utilizes questions that result in categorizing participants as major characters from Winnie the Pooh. What is your base line Pooh-sonality? Who are you in the 100 Acre wood? The test is simple with 50 yes or no answers. Please answer every answer as honestly as you can; how you normally operate not how you think you operate or should operate but truly as you do operate in a given situation. There is no NA choice; choose yes or no period. Some questions may appear confusing with two components; choose what represents you best. This is for fun and will not go into your employee personal file. 1. I have a vivid Imagination YES NO 2. I am a good listener YES NO 3. I am the life of the party YES NO 4. I am interested in people YES NO 5. I am shy but want to be noticed YES NO 6. I have excellent ideas YES NO 7. I like to do random acts of kindness YES NO 8. I need alone time/quiet name YES NO 9. I am clever and humorous; can be sardonic/sarcastic YES NO 10. I often feel blue and inadequate YES NO 11. I am high strung & often impatient YES NO 12. Somewhat stubborn and I may restate the obvious more than once YES NO 13. I like solace, libraries & watching PBS YES NO 14. I sometimes invade peoples spaces YES NO 15. I am empathetic by nature. YES NO 16. Somewhat Spock-like showing little reactive emotions, I keep my cool YES NO 17. I love shopping/running errands YES NO 18. I am quick to understand things YES NO 19. I follow the schedule, I have a routine YES NO 20. I come to work early or stay late YES NO 21. I often give people complements YES NO 22. I get stressed out easily YES NO 23. I use lots of big words YES NO 24. I start conversations (sometimes several at once) YES NO 25. I read a lot and research extensively YES NO 26. I am an obsessive planner YES NO 27. I tend to expect negative outcomes and voice my complaints YES NO 28. I make people feel at ease YES NO 29. I cry and laugh very easily YES NO 30. I get projects done right away YES NO 31. I love to garden YES NO 32. I have frequent mood swings YES NO 33. My cup is half-full YES NO 34. I easily empathize with the concerns of other people and have a soft heart YES NO Proactive Living www.heartlightstudios.com 35. I like to mix with people at parties YES NO 36. I am willing to lend a hand but may be reserved in stepping forward YES NO 37. I smile a lot and usually very cheery YES NO 38. I am exacting & particular in my work YES NO 39. I am a big time multi-tasker YES NO 40. I get anxious going to social events YES NO 41. I can tend to talk a lot & over people YES NO 42. I pay attention to details and read the instructions first YES NO 43. I like to be in control; can be short tempered YES NO 44. I am an artist, writer, poet or musician YES NO 45. I worry about things & may complain YES NO 46. I take time for others and open doors physically and metaphorically YES NO 47. I get irritated/ upset easily YES NO 48. I am the getter done person; Johnny on the spot ; never late with deadlines YES NO 49. I am always well prepared YES NO 50. My cup is overflowing; I hug a lot Calculating your score Circle total number of YES answers &Tally 1. Total your number of Yes answers________ 2. When answer code letter (P,O,W,E.,R) is provided by your instructor for each question, write that letter next to the appropriate test question that was marked yes. 3. Count how many of each letters you scored and list each letter total below. Total of each Code Letters: P.____________ O.____________ W.____________ E._____________ R._____________ 4. List your Letter totals highest to lowest to determine you hierarchy of personality types. You strong suit is your high scores Highest___________________ ___________________ ___________________ ___________________ Lowest ___________________ YES NO The POWER Personality Indicator (PPI) quiz is a simple diagnostic tool for self assessment of personality traits that we inherit with our DNA. We are who we are, we bring what we bring. Knowing what we bring, and knowing what we cannot, empowers us to capitalize on our best selves. This simple quiz was developed to help people help themselves. To validate their strengths, accept their deficits, and identify areas of improvement in their personal rules of engagement. How we relate to people and how they relate with us whether at home, work, or play; we engage with people all the time. How do you represent yourself? Who are you engaged with? How do your operate in the 100 acre wood? P.O.W.ER. is an acronym for the 5 major characters from Milne's classic Winnie the Pooh: Piglet, Owl, Winnie, Eeyore and Rabbit. We are composed of traits from all of these colorful and diverse characters built in to one dynamic individual; it a personal operating system that we are born with. We are a plethora of human qualities and characteristics that personifies how we act and how we are perceived by others. It provides us our basic personality; its assets and its flaws. It fluctuates with our environment, education and experiences as we try to maintain equilibrium in an unbalanced and ever changing world. In theory we are an amalgamation of all the characters, but in practice we draw to the strong suit that we are born with. This is especially true when engaging with others from a place of fear and trauma or extreme courage. P.O.W.E. R. Piglet Piglet is a person who is open to experience; one who is passionate, inventive, and curious, with an appreciation for art, emotion, adventure, unusual ideas, and variety of experiences. This person is imaginative, highly independent and depicts a personal preference for a variety of activities over a strict routine with a proclivity for novelty. Piglet can be perceived as unpredictability or having a lack of focus. Moreover they may seek out intense, euphoric experiences, such as skydiving, living abroad, gambling, et cetera. Piglets have a general appreciation for beauty and willing to try new things. They tend to be, (when compared to others) more creative and more aware of their feelings. They think more abstractly and are more likely to hold unconventional beliefs. They can be politically active and a champion for racial intolerance and equality. Piglets may start many projects at once; change jobs/frequently or start new careers. Some people may perceive them to have a low attention span, scattered and searching, but regardless they are all about heart. Piglets love to hug, piglets lighten up a room with their energy; they are magnanimous by nature Owl Owl is a person with a tendency to show self-discipline, act dutifully, and aim for achievement against measures or other's expectations. Owls are in control of how they regulate and direct their impulses and emotions. Owls are quiet, studious and take much pride in academic achievement; often writers and/or teachers. Owls maintain a low profile and stay under the radar. Owls are highly organized and dependable, establish and maintain routines. Owls prefer planned rather than spontaneous behavior and may be perceived as stubborn and resistant to change; Owls may be obsessive in certain personal routines. Although perceived slow to change, they are wise and think before they speak. They are extremely adaptive once they have processed facts to their conclusion. Owls are steady as she goes and very resourceful in chaos and posses many survival skills. Owls love alone time; still waters run deep; Owls are always good counsel. Winnie Winnie loves social harmony and highly value getting along with others. They are generally considerate, kind, generous, trusting and trustworthy, helpful, and willing to compromise their interests with other. Winnies have an altruistic and affable nature and have an optimistic view of human nature and people in general. Winnie's nature of agreeableness positively correlates with the quality of relationships with one's team members or in any social engagement. Winnies also possess transformational leadership skill; they shine by example. They have a tendency to have many friends and make few enemies. Winnie is compassionate and cooperative rather than suspicious and antagonistic. Winnies stay steadfast and hold firm in their convictions; they are comfortable in their own skin. Winnies have a trusting and helpful nature, and what may be seen as naive or submissive is in fact the power of their own vulnerability and probably the most resilient in the face of trauma. Winnies want/need to make a positive difference and usually do. Eeyore Eeyores have a tendency to experience negative emotions, such as anger, anxiety, or depression. Often they are emotionally reactive and vulnerable to stress and may complain a lot. They are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. Their negative emotional reactions can persist for long periods of time and they may appear to be in a bad mood, or have mood swings. Eeeyores want to stay in the background, they have a desire to help and be of service by often too shy to step forward. Often come to work early and leave late. Always sees projects and tasks to their end and fruition. Dots his I's and crosses her T's; always keeping deadlines. Eeyores love to be designated for a task as opposed to volunteering. Eeyores tend to be calm, collected and relaxed in most situations. Eeyores do not like to take a leadership role or speak in public, but excel as a major support person in the background. Eeyore is a steadfast friend and that person who would literally give you the shirt off his/her back or give you a ride home. Eeyores may be complex but are dedicated and trustworthy; people love Eeyore. Rabbit Rabbits are characterized by high energy with a breadth of activities and have a profound ability to easily engage with the external world easily. Rabbits enjoy interacting with people, and are often perceived as High Energy or Type A. They tend to be enthusiastic, action-oriented individuals. They possess high group visibility; very talkative they like to assert themselves and may provide their opinion unsolicited. They like to take leadership roles. Rabbits are extraverted, outgoing and energetic and often over-achievers. Filled with positive energy and emotions, they have a tendency for surgency, immediacy and assertiveness. They are highly sociable and seek stimulation in the company of others. Rabbits are talkative by nature and can be perceived as attention-seeking and domineering. Some may consider rabbits to be to be pushy, intolerant and labeled control freaks but regardless they are always there when you need them; they are invaluable in an organization or group for it to be effective. Rabbits are multi-taskers at heart and are great organizers Conclusion In calculating your scores its highly unlikely that you will be one character alone but rather two or three characters will be prominent and two or three will be less prominent. The higher the score in any one character the more prominent that character is in your personality. You may score high as a Piglet but not have ALL Piglets characteristics. You may score low as an Eeyore but have still exhibit many Eeyore tendencies. The important thing is to take inventory of ourselves to promote our self worth and gain confidence in what we can provide. We must strive to take advantage of our natural strengths and work on our shortcomings. Be you. Be honest. So what about Tigger, Kanga, Roo and Christopher Robin? Who do they represent? Tigger is important figure in the 100 acre wood but not a personality archetype as much as pathology of extremes of human psychology that expresses itself in one character. Tigger has ADHD, OCD, is Hyper Active and Bi-polar. He is Narcissistic jokester with Conduct Disorder, Impulse Control Disorder and has no filters or respect for boundaries. Tiggers happen; they exist, they hone our survival skills our patience, tolerance and resilience. Kanga and Roo represent Hope; not characters so much as an ideal to strive for; for happiness, success, prosperity and peace. Christopher Robin is the creator of the 100 acre wood and all who live there. He is not so much a character in the wood but he is our faith; our faith in a Supreme Being who created our story, who we are and what our part is in the story. Christopher Robin is the representation of a supreme being or our higher-self and is our ultimate resource in time of need and a co-celebrant in times of joy. So Be your Winnie, Use your Piglet, Depend on your Owl, Express your Eeyore & Energize your Rabbit and remember what Christopher Robin said to Pooh: "You are Braver than you believe, Stronger than you seem and Smarter than you think" www.heartlightstudios.com Answer Key next page 1. P - I have a vivid Imagination 19. O - I follow the schedule, I have a routine 2. O - I am a good listener 3. R - I am the life of the party 4. W - I am interested in people 5. E - I am shy but want to be noticed 6. P - I have excellent ideas 7. E. - I like to do random acts of kindness 8. W - I need alone time/quiet name 9. W -I can be clever and humorous, can be prone to sardonic wit and sarcasm 10. E -I often feel blue and inadequate 11. R - I am often impatient and may be considered high strung 12. R - I am somewhat stubborn ; I may restate the obvious more than once 13. O - I like solace, libraries & watching PBS 14. P - I sometimes invade peoples spaces 15. P - I am empathetic by nature. 16. O - Somewhat Spock-like showing little reactive emotions, I keep my cool 17. R - I love shopping/run errands 18. P - I am quick to understand things 20. E - I come to work early or stay late 21. W -I often give people complements 22. E -I get stressed out easily 23. P -I use lots of big words 24. R -I start conversations (sometimes several at once) 25. O -I read a lot research study extensively 26. RI am an obsessive planner 27. E -I tend to expect negative outcomes and voice my complaints 28. W -I make people feel at ease 29. P -I cry and laugh very easily 30. O -I get projects done right away 31. W -I love to garden 32. E -I have frequent mood swings 33. W -My cup is half-full 34. W -I easily empathize with the concerns of other people and have a soft heart 35. R -I like to talk and mix with people at parties Proactive Living www.heartlightstudios.com 36. E -I am willing to lend a hand but may be reserved in stepping forward 37. P -I smile a lot and usually very cheery 38. O -I am exacting &d particular in my work 39. R -I am a big time multi-tasker 40. O -I get anxious at social events 41. P -I can tend to talk to much or talk over people 42. O -I pay attention to details and read the instructions first 43. R -I like to be in control, and can be short tempered 44. W -I am an artist, writer, poet or musician 45. E -I worry about things a lot and may complain 46. W -I take time for others and open doors physically and metaphorically 47. E -I get easily irritated and upset 48. R -I am the getter done person; Johnny on the spot ; never late with deadlines 49. O -I am always well prepared 50. P -My cup is overflowing; I hug a lot Total of yes answers ________ Key Letters: List High to Low P.____________ Highest__________ O.____________ __________ W.____________ __________ E._____________ __________ R._____________ Lowest __________
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Specifically: * What is an aquifer? * Why are aquifers important? * What is a stratified drift aquifer? * What are some of the dangers to an aquifer? * What would this protection cost the taxpayer and/or business owner? * How can we protect our aquifer? What is an aquifer? An aquifer is a geologic formation composed of rock, sand, or gravel that contains significant amounts of potentially recoverable water. A well is drilled into the ground to penetrate an aquifer, and water is then pumped up to the surface for consumption. What is a stratified drift aquifer? A stratified drift aquifer is a geologic formation of predominantly well-sorted sediment deposited by or in bodies of glacial meltwater, including gravel, sand silt, or clay which contains sufficient saturated permeable material to yield significant quantities of water to wells. A Groundwater Protection Ordinance would apply only to the stratified drift aquifers and the related municipal wellhead protection areas. A map of these areas will be adopted with the ordinance and is available for review from the town. Please contact the Tilton Land Use Office. Why are aquifers important? An aquifer acts as a natural filter. As water flows through it, sediment and other particles (like bacteria) are trapped and the water is purified naturally. About 28% of Tilton is located over the aquifer. Tilton's municipal water supply is pumped directly from the aquifer to schools, businesses, churches, private homes and apartments. Many other public water systems and private wells also pump water directly from the aquifer. What are some of the dangers to an aquifer? As Tilton grows, certain "higher risk" land use activities can increase the potential for contaminating the aquifer. As these activities increase over an aquifer, contamination from things such as, landfills, storm drains, fertilizers, agrichemicals, and spills of petroleum products, paints, or thinners can all have a detrimental effect on the water quality. The more activity, the more chances there are for unintentional contamination. How can we protect our aquifer? We can protect our aquifer by prohibiting a few new land uses that present the greatest threat to the aquifer, and requiring those certain land uses that continuously use gas, oil, solvents or other harmful substances to follow Best Management Practices, and by providing greater education to residents about protecting water resources. BMP's are common-sense practices, like making sure containers that hold gas or oil are covered when not in use, that reduce the potential for spills and contamination of groundwater or water supplies. NH Department of Environmental Services reports that it spends approximately $400,000 per month cleaning up sites where gasoline has been released and contaminated groundwater. What would this protection cost the taxpayer and/or business owner? The ordinance would be administered by the current Land Use Office and Code Enforcement Officer as part of the position's regular duties and, therefore, will result in no additional cost to the taxpayer. In situations that are especially complex, we may request the assistance of NH Dept. of Environmental Services or for new uses may charge the business a fee for an outside consultant, but those instances will not be the rule. Groundwater Protection Efforts in Tilton Questions and Answers The Tri-Town Aquifer Committee has been asked to assist in answering questions that might arise concerning the proposed Groundwater Protection Ordinance for Tilton. The proposed ordinance is similar to the existing ordinance in Belmont, which has been well received by the town and business community. If you have questions about the Tri-Town Aquifer Project you can contact the Lakes Regional Planning Commission at 279-8171. For questions regarding the ordinance, please contact the Tilton Land Use Office at 286-4521.
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Speaking and Listening The Special Role of Speaking and Listening in K–5 Literacy If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Besides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading and writing (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey, 2002). The interrelationship between oral and written language is illustrated in the table below, using the distinction linguists make between receptive language (language that is heard, processed, and understood by an individual) and expressive language (language that is generated and produced by an individual). Figure 14: Receptive and Expressive Oral and Written Language | Oral Language | Listening | Speaking | |---|---|---| | Written Language | Reading (decoding + comprehension) | Writing (handwriting, spelling, written composition) | Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. Children's oral language competence is strongly predictive of their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand no matter how well they can decode (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998). For children in preschool and the early grades, receptive and expressive abilities do not develop simultaneously or at the same pace: receptive language generally precedes expressive language. Children need to be able to understand words before they can produce and use them. Oral language is particularly important for the youngest students. Hart and Risley (1995), who studied young children in the context of their early family life and then at school, found that the total number of words children had heard as preschoolers predicted how many words they understood and how fast they could learn new words in kindergarten. Preschoolers who had heard more words had larger vocabularies once in kindergarten. Furthermore, when the students were in grade 3, their early language competence from the preschool years still accurately predicted their language and reading comprehension. The preschoolers who had heard more words, and subsequently had learned more words orally, were better readers. In short, early language advantage persists and manifests itself in higher levels of literacy. A meta-analysis by Sticht and James (1984) indicates that the importance of oral language extends well beyond the earliest grades. As illustrated in the graphic below, Sticht and James found evidence strongly suggesting that children's listening comprehension outpaces reading comprehension until the middle school years (grades 6–8). The research strongly suggests that the English language arts classroom should explicitly address the link between oral and written language, exploiting the influence of oral language on a child's later ability to read by allocating instructional time to building children's listening skills, as called for in the Standards. The early grades should not focus on decoding alone, nor should the later grades pay attention only to building reading comprehension. Time should be devoted to reading fiction and content-rich selections aloud to young children, just as it is to providing those same children with the skills they will need to decode and encode. This focus on oral language is of greatest importance for the children most at risk—children for whom English is a second language and children who have not been exposed at home to the kind of language found in written texts (Dickinson & Smith, 1994). Ensuring that all children in the United States have access to an excellent education requires that issues of oral language come to the fore in elementary classrooms. Read-Alouds and the Reading-Speaking-Listening Link Generally, teachers will encourage children in the upper elementary grades to read texts independently and reflect on them in writing. However, children in the early grades—particularly kindergarten through grade 3—benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing (Bus, Van Ijzendoorn, & Pellegrini, 1995; Feitelstein, Goldstein, Iraqui, & Share, 1993; Feitelstein, Kita, & Goldstein, 1986; Whitehurst et al., 1988). The Standards acknowledge the importance of this aural dimension of early learning by including a robust set of K–3 Speaking and Listening standards and by offering in Appendix B an extensive number of read-aloud text exemplars appropriate for K–1 and for grades 2–3. Because, as indicated above, children's listening comprehension likely outpaces reading comprehension until the middle school years, it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently. By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves. Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own. Whereas most titles selected for kindergarten and grade 1 will need to be read aloud exclusively, some titles selected for grades 2–5 may be appropriate for read-alouds as well as for reading independently. Reading aloud to students in the upper grades should not, however, be used as a substitute for independent reading by students; read-alouds at this level should supplement and enrich what students are able to read by themselves.
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Subject Aims The aims of RE are to enable the children to: * Reflect on the importance of a system of personal belief * Recognize the place a Christian faith has in the lives of people * Develop a sense of wonder, awe, curiosity and mystery * Be creative, questioning and imaginative within a broad Christian framework that recognises the importance of experience, personal values and respect for the beliefs of others * Recognise, respect and celebrate cultural diversity Subject Vision SUBJECT VISION AND DRIVERS RE teaching at Silverdale St John's, will be enriching, a subject at the heart of life, which all children should enjoy. We strive to provide the Christian foundations to enable our children to make good decisions. As a Church of England school, we offer religious education as an important contribution to faith development of pupils. The RE themes link with the Worship themes, in order for the children to make links between the two. Lessons will be lively, engaging and carefully planned, incorporating a variety of pedagogical approaches that ignite children's imaginations and clearly direct learning. The pitch and pace of lessons will be well matched to the needs and learning styles of individuals to ensure high expectations are met and progress is accelerated. Learning Community Faith Religious eduction teaches the children about their own beliefs and those of other people. We make links to Christian beliefs when making choices about behaviour and learning and ask the questions, How can God help us? and What would Jesus do? We learn about the diversity of beliefs in Chrisianity and other religions around the world and in Britain. We have very close links to St John's Church and use the building and surrounding areas during RE lessons. The vicar, and other members of the community, join classes for RE lessons, where it is appropriate. Links are made to Christian organisations and charities (local and global) and visitors (e.g. missionaries) are invited in. The children will develop and apply skills in reflection and thinking through regular opportunities to take part in a variety of Worship sessions. Children will develop their sense of awe and wonder through times of reflecting on learning. Learning from RE lessons will be shared and built upon in Worship session. Inspiring success through learning, community and faith. We strive to provide the Christian foundations to enable our children to make good decisions. Our children will be inspired, guided and supported to achieve success, as they are all of infinite worth. Taught through a creative curriculum, our children will become global citizens and will care for all of God's creation. I can do all things through Christ who strengthens me. Philippians 4:13 Curriculum Overview - RE | Year | | Autumn | | Spring | |---|---|---|---|---| | A | • The Bible/Rules • Christmas | | • Jesus • Easter | | | | • Harvest • God • Christmas | | • Rituals • Easter | | Year A | | Autumn Units | | Spring Units | |---|---|---|---| | | 1.1Harvest: How can we help those who do not have a good harvest? | | EYFS 6: STORIES JESUS TOLD | | | 1.7 Baptism: Why is baptism special | | EYFS 7 Easter: Why do Christians believe that Easter us all | | | EYFS4 Christmas: How do Christians celebrate Jesus birthday? | | about love? | | 3.5 Rules for Living: Which rules should we follow? 2.2 Christmas: Why is the birth of Jesu such Goodnews? | 3.5 Rules for Living: Which rules should we follow? | 3.3 Jesus: How did/does Jesus change lives? Unit 3.4: Easter Is the cross a symbol of sadness or joy? | 3.3 Jesus: How did/does Jesus change lives? | | | 2.2 Christmas: Why is the birth of Jesu such Goodnews? | | Unit 3.4: Easter Is the cross a symbol of sadness or joy? | | 4.5TheChurch: Are all churches the same? 5.2 Christmas: How do our celebrations reflect the true meaning of Christmas? | | | 6.3A The Exodus: Why is the Exodus such a significant event in | | | | | Jewish and Christian history? | | | | | 6.3 The Eucharist: Why do Christians celebrate the Eucharist? | | | | | Jesus(Easter):Who was Jesus? Who is Jesus? | Year B | | Autumn Units | | Spring Units | |---|---|---|---| | | EYFS2 Harvest: Why do people of faith say thank you to God at | 1.4 Jesus: What made Jesus special? 1.5 Easter: What do you think is the most important part of the Easter story? | 1.4 Jesus: What made Jesus special? | | | Harvest Time | | 1.5 Easter: What do you think is the most important part of the | | | 1.2 Creation: What are your favourite things that God created? | | Easter story? | | | Christmas: Why do we give and receive gifts? | | | | 2.1 The Bible. Why is the Bible such a special book? 3.2 Christmas: How does the presence of Jesus impact on people’s lives? | 2.1 The Bible. Why is the Bible such a special book? | 2.3 Jesus: Why did Jesus welcome everyone? 2.4 Easter: How do symbols help us understand the Easter story? | | | | 3.2 Christmas: How does the presence of Jesus impact on | | | | | people’s lives? | | | | 4.1 DAVID AND THE PSALMS Unit 6.2: Advent How do Christians prepare for Christmas? | | Unit 5.3: Jesus Why do Christians believe Jesus was a great teacher? Unit 4.4: Easter A story of betrayal or trust? | |
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Key Topics National Curriculum specification | Nursey | Reception | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | |---|---|---|---|---|---|---| | Humpty Dumpty Full, Full, Full of Love Can we Fix it? Down on the Farm Water, Water Everywhere | Marvellous Me Out and About Emergency! Emergency! Zoom! Zoom! Zoom! | Special Me Celebrations Land Ahoy! | Time Travellers Mary Seacole * | Stone Age to Iron Age* The Roman Empire* | Invaders and Settlers* Children and War* | Ancient Egypt | | Understanding the world Past and Present | Understanding the world Past and Present | Changes within living memory Significant individuals - Link BHM - Ruby Bridges - Guy Fawkes Significant events beyond living memory Significant historical events, people and places in their own locality (bombing). | Significant events beyond living memory- Great Fire of London Significant historical events, people and places in their own locality The lives of significant individuals in the past who have contributed to national and international achievements. Mary Seacole | Changes in Britain from the Stone Age to the Iron Age A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 The Roman Empire and its impact on Britain The Roman legacy (architecture) | A local history study Britain’s settlement by Anglo-Saxons and Scots A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 The Viking and Anglo-Saxon struggle for the kingdom of England (to Edward the Confessor) | Achievements of and in- depth study of Ancient Egypt A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan Civilization c. AD 900; Benin (West Africa) c. AD 900-1300. The Mayan civilisation | study of Greek life and achievements and their Sources of evidence Chronology | Photos Stories Toys e.g. dolls, boats Role play | Photos Stories Toys e.g. dolls house, old and new toys Role play | Photos Interviews Stories Artefacts | Photos Interviews Artefacts Information books | Photos Artefacts Information books Timelines Stories VR headsets | Photos Artefacts Interviews Information books Timelines On-line research | Photos Artefacts Interviews Information books Timelines On-line research Maps Atlases Ancient Egyptian myths Archaeological sites Ancient Egyptian and Ancient Greek writings VR software | |---|---|---|---|---|---|---| | Make connections between the features of their family and other families. Begin to make sense of their own life story and family’s history | Talk about members of their immediate family and community. Comment on images of familiar situations in the past. Compare and contrast characters from stories, including figures from the past. | Sort artefacts- then and now Sorting pictures of our school – old and new Sequence events in their life | Sequence artefacts and artefacts closer together in time. Develop and awareness of the past, using common words and phrases relating to the passing of time. Study images of London during the period of the GFOL and identify key aspects, noting similarities and differences to London today. | Place the time studied on a time line. Order events chronologically and mark key dates (across several time periods) To compare how far apart key events and eras were from each other (including in relation to previous learning on the Stone Age). Sequence several events or artefacts. Use dates and terms related to the study period and passing of time. | Know and sequence significant dates and key events of time studied Identify key events WW2 and place these on a timeline Know and sequence key events for Anglo Saxons and place these on a time line Use dates and terms related to | Know and sequence significant dates and key events of time studied, relate to comparable other world events Use relevant terms and period labels. Make connections between different times and different civilisations in the past. | Demarcate historical periods on a timeline Ancient Greece with Range and Depth of Historical Knowledge | | | | To know the key events of the Great Fire of London and place them in chronological order | Begin to understand more complex terms e.g. BCE/CE | the Anglo Saxons and WW2. Understand more complex terms e.g. BCE/CE | | |---|---|---|---|---|---|---| | Recognise where the chn belong within their family through photos To compare old and new bridges To explain the changes that have happened to the chicks using passing of time vocabulary. To compare old and new boats | To know how they have changed since they were babies To compare old and new houses To compare old and new shops To discuss how the emergency services has changed. To compare old and new toys/transport | Recognise the similarities and difference between the past and present (school) Describe similarities and differences about life in school in different periods. To know about key events in the local area (Sandhurst bombing) To know the significance of key achievements of a famous person. To know what seaside holidays were like in the past and how they compare to | Recognise why people did things, why events happened and what happened as a result. Identify the differences between ways of life at different times ( past and present London: now and in 1666) To order the events from the Great Fire of London. . | Know about the changes in Britain from the Stone Age to the Iron Age. Compare the Stone Age to the Iron Age: Hunter gatherers and early farmers Religion, technology and travel Tribal kingdoms, farming, art and culture The Roman Empire and its impact: Invasions The Roman Army British resistance Romanisation | Understanding of Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Investigating cause and effect WW2. | Discuss and explore belief systems. Understand the concept of continuity and change, cause and consequence, similarity and difference through study of the Kingdoms and dynasties of the Ancient Egyptians. Understand the hierarchy of Egyptian society. Start to understand the terms civilisation, hieroglyph, Afterlife, Pharaoh, hierarchy, pyramid, empire | philosophy, value of education, medicine civilisation, culture, Interpretations of History Confidently use the contrasts and trends over time and within Sparta and Athens). | | | today (school beach trip). | | | Know about the countries involved in WW2 and the involvement they had e.g. Alliances formed. Understanding what evacuation is and how this effected child in war times. Linking this knowledge to local history of school bombing. | | |---|---|---|---|---|---|---| | To use photos to understand their family. Use stories to compare the past to the present To use toys to compare old and new | To use photos to understand how they have changed since they were born. Use stories to compare the past to the present To use toys to compare old and new | Use information texts and stories to support children’s understanding of real events. Children can discuss how school was different for Victorian children and compare this to their own school experience. Victorian school day- share information about what life was like as a Victorian child. | Compare versions of the Great Fire of London, how are they different (immersion day witness recounts) Compare pictures of people or events in the past (London 1666) Discuss reliability of photos, accounts, stories, pictures of the GFOL To identify similarities and differences between the ways of life during GFOL and now. | Identify and give reasons for different ways in which the past is represented. Gather information from a range of sources and discuss how accurate and reliable the sources are. Explain the significance of the Roman Empire based on their historical interpretation | Identify key pieces of information Research sources of information, questioning how reliable sources are; letters from evacuees, photographs, radio clips. Distinguish between fact and opinion. | Make connections, draw contrasts and create valid questions to analyse trends To be able to distinguish between fact and opinion | Historical Enquiry | | | | To understand some of the ways that we find out about the past and identify different ways in which it is represented. | | | | |---|---|---|---|---|---|---| | Gather information about their family e.g. from photos Use toys to compare e.g. old and new bridges To use real life objects e.g. the chicks to discuss the passing of time. | Gather information about how they have changed since they were a baby e.g. from photos Use toys to compare e.g. old and new houses/shops | Gather information about the past from sources of information e.g. artefacts. Adults/ Grandparents talking about their schooldays or childhood Walk around school- what is old/what is new? Research facts/find out about Victorian schools- use a wide range of sources. Sort artefacts ‘then’ and ‘now’. To ask and answer questions | Use a source: observe or handle sources to answer questions about the past on the basis of simple observations. Sequence a collection of artefacts/ photographs linked to GFoL and present day (heat/light sources, writing equipment) Use of simple timelines (now, then, before I was born, a long time ago, a very long time ago) Ask historical questions to find out about the past (what, where, how, why, when) | Use a range of sources to find out about a period Use stories to learn about the past e.g. Romulus and Remus Devise historical questions building on knowledge of prior time periods Devise historically valid questions about change Use maps to compare different periods of time Begin to understanding key terminology e.g. archaeologist Observe small details – artefacts and pictures. Select and record information relevant to the study | Use evidence to build up a picture of a past event Choose reliable information to enquire about the past. Ask a valid question valid questions about the past Analyse evidence and draw conclusions. | Begin to identify primary and secondary sources Use evidence to build up a picture of a past event Ask relevant questions. Use the library and internet for research with increasing confidence Start to understand how history is constructed from a range of sources Understand about the role of archaeologists in finding out about the past, in particular the role of Howard Carter | Consider the use and isolation from other Understand how our Communicate knowledge through: | | | related to different sources and objects. To use information from video clips to make comparisons. | Research to find out information about the Great Fire of London Using a range of sources to gather information. Use a range of sources to find out about Mary Seacole and the Windrush, understanding the significance and impact they had at a national/internationa l level. | Begin to use the library and internet for research | | | |---|---|---|---|---|---|---| | Discussions Pictures Role play Family tree | Discussions Pictures Role play | Sorting pictures of our school – old and new Timeline of objects – before and now Drawing Drama/role play Writing (labelling objects) Thought bubbles – verbal (discussion) . | Pictures, writing, annotations, drama/role play, models Recount of events Great Fire of London immersion day. Timeline of the GFOL and sequence the key events in chronological order. Key facts about the GFOL. | Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models, diaries Models of homes from the past Comparison writing between the Stone Age to Iron Age Draw/make a timeline detailing key dates Discuss/write about the impact of changes over time | Display findings in a variety of ways Record key information in an organised and coherent way. | Use appropriate terms, matching dates to people and events Record and communicate in different forms including: Ancient Egyptian God fact file Enactment of a press conference Diary writing in role of Howard Carter Retell the discovery of Tutankhamun’s tomb | Greek board games. Compile a tour guide to an archaeological Drama: A reaction to Summary of life in Inclusive history curriculum
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Australian Journal of Teacher Education Volume 38 Issue 7 Article 1 7-2013 Creative Arts: An Essential Element in the Teacher's Toolkit When Developing Critical Thinking in Children Caroline Nilson Murdoch University Catherine M. Fetherston Murdoch University, Western Australia Anne McMurray Griffith University, School of Nursing Tony Fetherston Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/ajte Part of theArt Education Commons,Curriculum and Instruction Commons Teaching Commons Recommended Citation Nilson, C., Fetherston, C. M., McMurray, A., & Fetherston, T. (2013). Creative Arts: An Essential Element in the Teacher's Toolkit When Developing Critical Thinking in Children. Australian Journal of Teacher Education, 38(7). https://doi.org/10.14221/ajte.2013v38n7.4 This Journal Article is posted at Research Online. https://ro.ecu.edu.au/ajte/vol38/iss7/1 , and theElementary Education and Creative Arts: An Essential Element in the Teacher's Toolkit When Developing Critical Thinking in Children Caroline Nilson Catherine Fetherston Murdoch University Anne McMurray Griffith University Tony Fetherston Edith Cowan University Abstract: This is a position paper, which argues the position that critical thinking is a crucial skill, which needs to be developed in the school curriculum and that the creative arts can do this. The paper explores the states of the Arts in the present curriculum and goes on to argue that knowing how to develop critical thinking is an important pedagogical skill that needs to be developed in our pre-service teachers. This position is supported through data gathered from an innovative project that explored teachers' and mothers' perceptions of children's critical thinking. Introduction A key employability skill that is widely acknowledged as important for all sectors of education is the ability for students to think critically. The analysis of knowledge requires critical thinking, which in turn involves processing the meaning and significance of observed experiences or expressed inferences. The concept of critical thinking adopted for this paper has been developed from the three basic analytical dimensions of logic, criteria and pragmatism proposed by Ennis (1962) as being essential components of the critical thinking process. Logic arises from the ability to evaluate the reasonable from the unreasonable; the criteria refer to the ability to judge information using a set of rules and the pragmatic dimension covers "the impression of the background purpose on the judgement and whether the statement is good enough for the purpose" (Ennis, 1962, p. 85). It is from these dimensions that aspects of critical thinking can be developed, requiring precise intellectual and emotional judgment. For the most part, critical thinking results from belief rather than action (Ennis, 1962, 1969, 1985, 2001; Facione, 1990; McPeck, 1981; Norris, 1985; Paul, 1993). This is epitomized in a quote by Glaser (1941, p. 409), who notes that "critical thinking is the awakening of the intellect to the study of itself". Similarly, with regard to the development of metacognition, but more precisely, critical thinking is assessing the authenticity, accuracy, and/or worth of knowledge claims and arguments. Critical thinking requires careful, precise, persistent and objective analysis of any knowledge claim or belief to judge its validity and/or worth (Ennis, 1991, 1996). The role of critical thinking development through teaching the Arts was first proposed by Elliott Eisner (1965, 1966). Eisner advanced this claim and continued to expand his theories by offering an analysis, relevant to the classroom of behavioural characteristics. He has published widely around the question of 'What do the Arts Teach?' and consequently provides yet another compelling justification for the importance of creative arts education for pre-service primary teachers. Australian Arts curriculum initiatives centre on the National curriculum. In the key document 'Shape of the Australian Curriculum: The Arts' (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, p. 3) it is stated that "an education rich in Arts maximises opportunities for learners to engage with innovative thinkers…such an education is vital to students' success…". Further, it states that "as emerging critical and creative thinkers, students will gain the confidence and the tools to understand and critique the Arts in everyday life. Students will learn that the Arts exist in process as much as in finished artistic products. These two statements, taken from the key curriculum document, underpin the importance of critical thinking in the Arts curriculum at all levels. This paper supports this finding by taking the position that the development of critical thinking in primary school students can be enhanced through the process of undertaking Arts activities that enable them to make considered judgements about the world around them. Facilitating this requires that pre-service teachers are provided with the skills and resources that will enable these processes. Consequently this paper will argue that knowing how to develop critical thinking by engaging in Arts activities is an important pedagogical skill that needs to be developed in our pre-service teachers and that generalist teachers are currently not prepared adequately to teach the Arts in a manner that delivers the potentiality of the discipline. In addition the paper will highlight the importance of sufficient resourcing to ensure that the Arts curriculum allows for meaningful and extensive learning in each of the Arts areas. This position is supported through data gathered and previously published (Nilson, Fetherston & McMurray, 2013), which explored teachers' (both primary generalists and artists-in-residence (AiR)) and mothers' perceptions of 150 nine and ten year old children's critical thinking development, when participating in an innovative community Arts project conducted in the Peel region of Western Australia in 2010. Aesthetic and Teleological Judgements: The Connection between Arts and Thinking It has been well described that the processes involved in undertaking Arts activities involve critical thinking (Eisner, 1965, 1966, 2002) and that critical thinking requires the use of judgement (Ennis, 1962, 1985, 1991, 1996). To further understand the 'faculty' or 'power of judgement', Immanuel Kant's influential theory describes it as having two roles, 'determining' and 'reflecting', which Kant further divides into 'aesthetic' and' teleological' judgment (cited in Ginsborg, 2005). Aesthetic judgment relies on the ability to discriminate at a sensory level and uses a combination of intellectual opinions, will, desire, preferences, values, subconscious behaviour, conscious decision, training and sociological institutions (Ginsborg, 2005). Teleological judgment is the practice of evaluating a decision against the criterion of whether the outcome achieves the original goal, characterised as "purposive or functional" (Ginsborg, 2005, p. 3). Teaching art forms, either visual or performing arts, requires the teachers and students alike to embrace the concept of aesthetic judgements, by tacitly connecting learning to social and personal life, building their thinking dispositions and developing cognitive capacity (Efland, 1996, 2004; Eisner, 1985; Lowenfeld & Lambert Brittain, 1970). Further to this notion, Richmond (2009, p. 104) suggests that art education assists in the 'emancipation' of students by allowing for a "more independent vision, which is the basis of personal action and the subsequent shaping of a life of one's own". This proposition has been suggested by Richmond (2009, p. 104) to also extend to community life as students' knowledge of selfawareness is increased with community involvement by allowing "self-expression, informed by a rich vocabulary of ideas…to enable dialogue about the things that matter…not just the artist…but also the life of a community". The sense of 'liberation' that art provides teachers and the students is central to the ways of belonging and being in the school environment (McKenna, 2013). Personal 'rules' in art making needs to be encouraged in each student, thus allowing individual style and virtuosity. The teacher's goal is to guide the development of individual style and virtuosity to enable the student to demonstrate the accomplished specialised skill (McKenna, 2013). Students who are involved in creative arts activities practise aesthetic inquiry and reflective thinking (Lampert, 2006) and to enhance these areas within the process of education, it is suggested that education be infused with the arts (Anrezejczak, Trainin & Poldberg, 2005; Burger & Winner, 2000; Burton, Horowitz, & Abeles, 1999; Deasy, 2002; Grierson, 2006; Luftig, 2000; Richmond, 2009; Robinson, 2001, 2006; Smithrim & Upitis, 2005). Art fulfils the psychological need for sense, imagination, feeling, spontaneity, language judgment and self-awareness (Caldwell & Moore, 1991; Efland, 2004; Mishook & Kornhaber, 2006; Nilson, 2008; McKenna, 2012; Richmond, 2009; Russell & Zembylas, 2007). The question here is whether the current and proposed Australian Arts Curriculum structures have acknowledged this 'truth' through adequate consideration to staffing in terms of specialist Arts teachers and suitable and sufficient resources to provide for the Arts, which consists of five subject areas. A further important question relates to the adequacy in skills of the primary generalist teacher, to teach the Arts. Providing children with the opportunities to satisfy these needs through the experience of creative arts means pre-service primary generalist teachers need to be prepared with the skills to teach across all arts subjects in the Australian Curriculum. To date, there is evidence that the arts have not been taught adequately in the pre-service teacher education courses and that there is little mentor support and professional development available once teachers graduate and are in the workforce (Alter, Hayes & O'Hara, 2009, 2009a; Dinham, 2006; Dinham, 2007; Ewing, 2010; Garvis & Pendergast, 2012; Garvis & Riek, 2010; McKenna, 2012; McLean Davies, Anderson, Deans, Dinham, & Griffin et al., 2013; Temmerman, 2006; Torzillo, 2013). The Arts in the Australian Curriculum Despite strong evidence for the support of the arts in the Australian curriculum particularly in preparing students to participate effectively as global citizens (Ewing, 2010), the position of the arts in current Australian schools programs is variable, with dance and drama usually only available as an extracurricular activity and with one State having legislation for the inclusion of only music and visual arts in the curriculum (ACARA, 2010). Consequently, in a crowded curriculum it is tempting for schools to implement just a minimal arts program, which limits many children's access to the exposure of music, dance, creative writing, stage performance, and creative and visual arts. As a result a valuable vehicle through which meaningful learning of motivation, problem solving, self-discovery and context is rendered unavailable to children (Herberholz, 2009; Magsamen, 2009; Nilson et al., 2013; Robinson, 2001, 2006). This was a specific issue highlighted in the research undertaken in the Peel region (Nilson et al., 2013). Extracurricular Arts opportunities were highly valued and sought by mothers for their children, as the Arts in their curriculum was viewed as inadequate and a "filler to academic subjects" (p.7). In addition, the dissatisfaction by the mothers extended to the lack of artistic ability of the generalist teachers, reporting that the "product of the art work was considered more important than the process" (p. 7). Further to the argument that specialist teachers are required in primary school settings to either teach the individual Arts subjects or at least support the generalist teachers to facilitate the subjects, was a comment made by an artist-in-residence during the Peel Study, who was commenting on the lack of credibility given to the Arts in the curriculum. She stated that: Very few schools have got specialized art teachers…it's not sitting there drawing and painting…it's about clay, it's papier mache, making junk music instruments, creating costumes, creating mask, creating artefacts…it's giving the children a chance to express themselves creatively, to use some imagination, to get a variety of things, materials and objects together and just with their imagination…think of something three dimensional…with their eyes and their hands and their fine motor skills to create it…first they have to visualize it in their head…visualize it, then they start to create it…that is teaching them valuable life skills (Nilson, 2011, p. 95-96). ACARA anticipates the Australian Curriculum: The Arts Foundation to Year 10 will be published in late July 2013, following a three year consultation period. The initial feedback report for the proposed curriculum highlighted several concerns (ACARA, 2011). A major concern was the overcrowding and 'cramming' of the arts disciplines and allocation of insufficient time for deeper and more extensive learning in each of the Arts areas. Sufficient time should be devoted to the arts, particularly in the primary curriculum, where Arts programs should incorporate the development of critical thinking, which is fundamental in shaping adult development (Isbell & Raines, 2007; McKenna, 2012; Robinson, 2001, 2006 2010; Richardson and Prior, 2005). Limited exposure and time restraints placed on the Arts in the current curriculum reduces children's opportunities for full engagement in thoughtful and reflective practices that would help nurture this development (Nilson, et al., 2013). This is of particular importance because critical thinking and its development occurs both during and after the experience of production and therefore time to reflect is a key factor to this endeavour (Eisner, 1965, 1966, 1985, 2002). The teachers in the Peel study were found to be particularly concerned that there was limited time to facilitate any student reflective practice or to evaluate any learning outcomes with the students following arts activities. The teachers felt that "reflections are probably not done efficiently enough…we probably might spend about five minutes at the end of the lesson talking about what we've done today and what did they think about this idea and what did they think about that idea… but it's never to the extent that I'd like to do it" (Nilson, 2011, p. 91). Further concerns raised in the feedback report of the proposed Arts curriculum (ACARA, 2011) were related to implementation issues. The important consideration of the Arts Industry and Community Arts Networks that supplement in-school learning through collaborative partnerships was not highlighted. There is a need for sustainable collaboration between school teachers and Arts discipline specialists to provide childhood educators with resources, materials and methods to support the development of appropriate curricular for deeper learning (Balshaw, 2004, Isbell & Raines, 2007; Kinder & Harland, 2004). Art projects that are managed by teachers who have professional support are able to provide the children with a strong learning experience through the arts (Ewing, 2010; Imms, Jeanneret, & Stevens-Ballenger, 2011). This was highlighted in one particular theme of the Peel study; 'processes in mobilising children's creativity' (Nilson et al, 2013, p. 5) where AiRs perceived that with expert guidance, teachers could learn to use strategies to excite children's imagination. One AiR provided this example: My take on imagination is that it's a response to certain conditions… if I keep throwing ideas at them then it's not fertile ground for them to develop imagination…I just keep asking questions once we've set a scene…as an example; We are at the beach…I ask 'who is there?'…from there I continue to draw on them to develop the story…at the start they say…'I don't know'… the teachers I work with want to tell them…I say 'Shhhh! Let them develop that first thread of the idea for themselves'…I believe the more we allow them to develop the ideas the more we can engage them in imagination development (Nilson, et al., 2013, p. 10). Arts discipline specialists are considered to make the most useful contribution to the quality of Arts curriculum delivery (Ardzejewska, McMaugh & Coutts, 2010; Donelan, Irvine, Imms, Jeanneret, & O'Toole, 2009; Imms, et al., 2011). Although there are a growing number of secondary trained specialist art teachers working in primary schools in Australia, not all schools have the capacity to employ them and therefore Arts education largely falls on the shoulders of the generalist primary teacher (Alloway & Dalley-Trim, 2009). There is evidence to confirm that many primary generalist teachers do not feel equipped to teach across all five subjects of the Arts curriculum (Alter, et al., 2009, 2009a; Dogani, 2004; Garvis & Pendergast, 2010, 2012). In a study aimed at providing an insight into the current perceptions of beginning generalist teachers regarding teaching the Arts, Garvis & Pentagast (2010) found that the teachers felt supported in their schools, when helped by colleagues and specialist teachers in the area. If specialist art teachers are not available, then the primary generalist teacher should be supported by an AiR, whenever possible. (Donelan, et al., 2009; Imms, et al., 2011). In addition, establishing collaborative and sustainable projects between schools, Arts organisations and Arts discipline specialists, maximises student engagement, learning and achievement (CEOM, 2012; Donelan, et al., 2009; Ewing, 2010; Imms, et al., 2011). Furthermore, the role of the Arts in the community must be considered more seriously because if the perceived value in the arts increases so too will the community's investment in them (Ewing, 2010). One theme in our study connected specifically to community engagement. This was 'children's creativity contributing to community vibrancy', which identified that the children developed a sense of belonging and connection to the community through the arts activity and a sense of pride in their contribution to the community event (Nilson, et al., 2013, p. 5). In the recent Review of Funding for Schooling (RoFfS) in 2010 commissioned by the Australian Government a review panel, chaired by David Gonski, visited schools and consulted with key education group across Australia and received over 7000 submissions. An important recommendation to arise from the Gonski report relates to raising the profile of the teaching profession, with an understanding that quality teachers and teaching excellence impacts positively on student engagement and performance. One key element is the preparation and training of teachers to "use the curriculum as a resource upon which to draw, to shape learning programs to stretch individual children from their current stage of learning to the next achievable stage" (RoFfS – Final Report, 2011, p. 218). In the context of the proposed Arts curriculum, generalist teacher training programs do not prepare the new graduate to teach the arts (Alter, Hayes & O'Hara, 2009, 2009a; Dinham, 2006; Dinham, 2007; Ewing, 2010; McKenna, 2012; Temmerman, 2006; Torzillo, 2013). Currently primary teachers have limited if not poor backgrounds in the arts and have difficulty in providing effective visual arts education. This has resulted in what teachers refer to as the 'bag of tricks', which produces many pieces of 'multiple sameness'. The lack of expertise on the part of the teacher translates to markedly similar works from the student. The teacher lacks the ability to facilitate individual responses to a task and the children copy one another or simply follow instruction to result in similar outcomes for every child (Alter et al., 2009a; DarlingHammond, 2000; Dinham, 2007; Gibson & Anderson, 2008; Hudson & Hudson, 2007; Oreck, 2004; Russell & Zembylas, 2007). Emancipating students to communicate their own meaning to others in the classroom enables social construction (Fetherston, 2008). When considering an image for example, students perceive characteristics and elements within the work in their own unique way (Fetherston, 2008). As students review and explore the individual characteristics and elements of an image they develop their own meaning. The issue of 'multiple sameness' was highlighted in the Peel region study in the theme; 'environmental factors influencing children's creativity' (Nilson, et al., 2013), where a lack of creative arts experts to provide instruction across the curriculum greatly influenced whether children were offered the opportunity to be independently analytical and creative. One mother reported that "if a child had a few teachers" in the primary years that were not "arty and didn't particularly like it" then the teacher was "more inclined to not understand" its importance and the children "would not get exposed to it as much" (Nilson, et al., 2013, p. 7). This view is supported by recent research (Alter et al., 2009a; Eason, Giannangelo & Franceschini, 2009), which concluded that teachers with creative talents encourage and support student creativity in the classroom, while those who are not creative do not feel confident to do so. The artful space in the classroom can become 'alive' when self-regulation is coupled with the knowledge and belief that the Arts have a value to student and teacher alike (Mckenna, 2013). Self-regulation in this instance is a metacognitive ability which fosters thinking (thoughts and thinking about the art and its co-creation). Teachers need to develop the skills to foster thinking, creative behaviour, and high personal motivation in the viewing and making of art (Mckenna, 2013). In addition, the Gonski report (RoFfS – Final Report, 2011) found that all schools regardless of location and student population, and whether they are located in the government, independent or Catholic school sectors require the same level of resources. An AiR in the Peel study talked about the lack of resources to teach the arts reporting that "there is no funding…very few schools have got specialised art teachers…very few schools have even got a wet area where they can do art work…you know…I've had to go out into the yard and do it…and sometimes there has been no running water and we've had to bucket it" (Nilson, et al., 2013, p. 7). The implications of such resource shortages can only impact negatively on the opportunities given to children to develop creative and critical thinking. (Jalongo, 2003; Robinson, 2001) Research on the preparedness of the generalist primary school teacher to teach the Arts, has in the main concluded that they are ill equipped (Alter et al., 2009, 2009a; Dinham, 2006, Dinham, 2007, Dongani, 2004; Ewing, 2010; Temmerman, 2006). The focus must now be on ensuring that each classroom has a teacher equipped with a 'toolkit' to provide quality teaching (McLean Davies et al., 2013), that includes the development of critical thinking through arts exposure and engagement (Darling-Hammond, 2000; Dinham, 2008). Essentially, the 'toolkit' should be filled with supportive 'resources' such as the administrative and financial support from schools to enable generalist teachers to be flexible to drive innovative strategies to deliver effective arts education in schools; to support the professional development of generalist teachers to provide quality teaching in the Arts; and to support pre-service teacher training to build teaching skills in the areas of critical thinking and the Arts. The Teacher's Toolkit Organisational Policies Children cannot be taught to be creative by direct instruction but rather by exploring and experiencing environments that nurture creativity (French, 2007; Robinson, 2001; Upitis, 2011; Zimmerman, 2009). Critical thinking (and creative processes) draw from knowledge and skills that allow children to see things in new and different ways and to think unconventionally, to break boundaries and go beyond information provided (Jeffrey & Craft, 2004; Schirrmacher & Englebright Fox, 2009). The literature suggests that to incorporate creativity and critical thinking into learning and teaching through the arts, adaptation at both organisation and facilitator levels is required (Isabell & Raines, Cannatella, 2004; Robinson, 2009; Schirrmacher & Englebright Fox, 2009). However, it appears that due to centrally controlled approaches to pedagogy, the opportunity to foster creative learning, teach creatively and teach for creativity is reduced (Craft, 2003; Fetherston & Lummis, 2012; Jeffrey & Craft, 2004; Robinson, 2001, 2006, 2010). A Principal of an extra-curricular art group in the Peel region study, suggests that these restrictive impositions create a disposition of imaginative powerlessness in children, because "children are caught in a box…they can't get out and do what they really want to do…or be who they are…or have the emotions that they really want to have and be expressive" (Nilson, 2011, p. 100). Organisational policy should allow strategies that enable both teacher and students to interact and reflect, to seek information and take initiative; and to support and encourage risk-taking and original ideas with tolerance, stimulate creativity and critical thinking (Craft, 2003, Jeffrey & Craft, 2004; Nilson, et al., 2013, Wasserman, 2000). Restricted organisational policies impact on teachers, students and administrators and reduce "the impetus to learn" as further growth is halted through their experiences (Fetherston & Lummis, 2012, p. 14). In their study to explore teachers' perceptions of organisational strategies that would support teachers to deliver effective arts education in schools, Alter et al. (2009a, p. 24) highlighted the following three considerations: * The availability of galleries and resources to support teaching; and * The practice of utilising others and working together to implement lessons; * The influence of families and communities in developing creative arts skills and interest. Such co-participative approaches focus on a 'learner inclusive' pedagogy which enables "creative teaching of the teacher and the creative learning of the learner" and encourages the learner to identify and explore knowledge (Jeffrey & Craft, 2004, p. 86). It is therefore essential that schools within the government and private sector be given more autonomy, budgetary control for resourcing, and flexibility to drive innovation. Partnering with universities, community arts organisations, early childhood services and day care centres to create experiential learning opportunities for current and pre-service generalist teachers must be the way forward (Bowell, 2013; McLean Davies, et al., 2013). By rethinking the usual models school principals, teachers, and management committees can have a greater impact on the learning needs of students by ensuring they are well equipped for the 21st century (RoFfS, 2010, Robinson, 2001, 2006, 2010). Teacher Professional Development There is evidence to suggest that the impact of Arts based educational programs for many generalist primary teachers are a source of struggle and intense frustration (Oreck, 2004; Upitis, Atri, Keely & Lewis, 2010). Professional development (PD) opportunities created for generalist classroom teachers' need to acknowledge generalist teachers' lack of experience with specific art forms in order to be effective (Uptis, et al., 2010). The PD needs to reach the generalist teachers, in a deep and meaningful way so that they become Arts advocates for their students, their school and the community (Oreck, 2004; Uptis, et al., 2010). For PD to be effective it must be structured to meet the needs of adult learning principles and provide adequate time for mentoring, inquiry and reflective practices (Donovan, 2007; Lind, 2007). The learning needs to be supported as a high priority by administration (time and funds); encourage collegiality and the establishment of ongoing outside professional support and facilitation; and embrace research based strategies (DarlingHammond & Friedlaender, 2008; Morrow, 2003, Oreck, 2004; Richards, 2003). Further to this, PD programs in the need to emphasise integration and assessment strategies, and outcomes based learning (Andrews, 2004, 2008, 2010). In an evaluation of a University facilitated PD program for teachers learning in the Arts, it was confirmed that working with practicing artists, in a peer-supported environment promoted teacher self-efficacy (Andrews, 2008). Andrews (2010) reports that through a partnership program, between faculty and school, where generalist teachers work with professional artists, teachers develop: A knowledge base, confidence and willingness to teach the arts, and an understanding of the relationship of theory to practice is enhanced in a partnership program involving professional artists that promotes teachers' personal arts learning (discipline-based learning) and the development of integrated arts teaching strategies (arts integration) within the course content. (p. 93). An artist-in-residence, who supported a teacher during the project development in the Peel study encouraged the students to be artists rather than just take part in the art. The teacher reflected on what she had learnt from the creative engagement and said that: She expects quite high standards when I have children writing, but when they've done art I think …'Oh well! That's probably the best they can do…one go and its good enough…however (name of artist-in-residence), had different ideas…well some of those children redid their work three or six times…they were really proud of what they achieved…what a life lesson" (Nilson, 2011, p. 125). Once students have grasped the basic ideas; the more they are able to practice the deeper the learning journey (Fetherson, 2006). Transfer of learning that allows students to apply the knowledge to many other situations, is well within a teacher's control and can be achieved by allowing opportunity and extended time for that to occur (Fetherston, 2006). Based on the understanding that creativity and critical thinking is an attitude rather than an aptitude (McPeck, 1981; Schirrmacher & Englebright Fox, 2009), children should begin to view the world in a different way and become stimulated to explore and problem solve the endless possibilities from creative endeavours. Further to administration making PD a priority, authorities in Arts education (Wasserman, 2000; Schirrmacher & Englebright Fox, 2009) suggest that teachers reflect on their own creative abilities and consider opportunities for enhancing and developing these characteristics in themselves. Providing children with the opportunity for creative learning and critical thinking requires teachers to teach creatively (Cannatella, 2004; McKenna, 2013; Schirrmacher & Englebright Fox, 2009; Wasserman, 2000). However, teachers can only develop their students' behaviour and thinking if they engage their own creative abilities (Oreck, 2004, 2006). Teaching methods and educational philosophies used in classrooms are greatly influenced by teachers' perspectives (Dogani, 2004; Eason et al., 2009; Fetherston, 2006; Oreck, 2004). The more a child's background of experiences is influenced by objects, people and places the greater the range of creative and critical thinking possibilities (Vygotsky, 1962). During the Peel region art project (Nilson, 2011) the interactions between the children and school teachers, AiRs and mother helpers assisted the move forward towards their creativity and critical thinking potential. The art project required that the children constructed a replica model of an historic building. Below is an example of how the collaborative planning, design and construction of the replica building, using all kinds of different materials, supported the opportunities for creativity and critical thinking development in the children: When we laid the floor boards, which were pop sticks…they all had to glue them on…they learnt and understood that you don't just glue them end to end otherwise it isn't strong…we stagger them…they learnt something about strength and building…the same with the bricks… "why are bricks off set?"… "well it's stronger"…how we measured and drew lines mathematically on the floor to make sure our floor boards stayed straight…how we had to cut in and go back to make pieces to fit in (Nilson, 2011, p. 117). Teachers have the responsibility to create an environment that empowers children to think, create their own questions and own the answers (Eason, et al., 2009). Critical Thinking and Creative Arts Training for Pre-Service Generalist Teachers Critical thinking has been conceptualised by Ennis (1991, p. 8) as the ability to undertake "reasonable reflective thinking that is focused on deciding what to believe or do". Torrance (1962) has identified seven indicators of creativity, which are curiosity, flexibility, sensitivity to problems, redefinition, self-feeling (self-directed), originality and insight. The kinds of thinking and the types of projects in which children engage are determined by the teacher, which are in turn, guided by their own creative and thinking ability (Eason, et al., 2009). The results of a study conducted by Alter (2011, p. 25) at different state schools situated in a regional/rural area in northern New South Wales, to examine critical and creative thinking within the context of visual arts education at primary and secondary school levels, suggested "that it cannot be assumed that competent art teachers are also innovative teachers in regards to creating environments that foster critical and creative thinking". Understanding the ways in which pre-service education could prepare generalist teachers to transfer their knowledge of arts into effective subject specific teaching methods is an important area that has been investigated by Prentice (2002). In order to have a point of reference in Prentice's study, a working party of 12 teacher educators from nine initial teacher education facilities in England, met on eight occasions to first identify the following key outcomes which they considered, should result from Arts education, which all relate closely to creativity and critical thinking: * Using arts processes and procedures to generate personal creative responses and ideas; * Distinctive ways of being intelligent; * Visual communication of feelings and ideas; * Aesthetic awareness. * Critical thinking and analysis of design; and These key outcomes translated into three essential components that undergraduate generalist primary pre-service students should be expected to do during their course: * Reflect on their learning process in order to identify essential skills and concepts in order to inform their teaching; and * Engage in a range of art and design activities at their own level in order to acquire subject knowledge and understanding; * Demonstrate through planning, teaching, class management and assessment, their application of subject knowledge and understanding (Prentice, 2002, p. 74). Involving pre-service students in creative arts processes during their education, could develop the kinds of thinking (tenable, satisfying, enjoyable, effective, useful, valid) that will guide their own creative ability and confidence to teach the Arts (Gibson, 2003; Hennessy, Rolfe & Chedzoy, 2010; Heyworth, 2011, 2012; Hudson, Lewis & Hudson, 2011). An innovative AiR project to enhance pre-service generalist teacher training in the Arts was trialled by the University of South Australia in 2011 (McDowall & Meiners, 2011). A group of artists across the five arts subjects worked with 3rd and 4th year pre-service generalist teachers in two intensive periods to deepen their foundation experiences previously gained through different courses during their university study. The findings of the AiR project identified that the students had developed an increased artistic awareness and sensitivity; arts-related skills and processes; arts-related confidence; and enabled creativity. All Australian universities should be reviewing their course structures for pre-service generalist teacher preparation to align with the inclusion of 'the arts' as a learning area in the Australian Curriculum proposed for implementation in 2014 (Hudson, et al., 2011; RussellBowie, 2012) Developing knowledge regarding the importance of environments in the development of creativity and critical thinking in pre-service teachers is an essential element in assisting them as graduated teachers to develop these attributes in their students (Loomis, Lewis & Blumenthal, 2007). A primary strategy pre-service teachers need to learn about is how to excite the children's imagination, thinking and creativity, and how to allow for children's input into the development of the art work (Loomis, et al., 2007). These principles were employed by an artist-in-residence in the development of a banner for the Peel region art festival (Nilson, 2011). The AiR discussed the evolution of the finished project and described that: They wanted bullying to be dead…so I said 'that's a good idea'…so the rest of the class said how about 'bullying be dead'…they kept changing the words around…'make bullying dead'…I then said 'is there a way of making it deader than dead'…they had a think and one of them said 'extinct'…they said if it's dead it's dead, but if it's extinct, it can never come back again…one boy said 'Yes! like a dinosaur'…one of the boys could draw a dinosaur…so he drew the picture…they talked about it further…it was decided to make it look like a fossil (so it would be REALLY dead)…so the boy drew bones" (Nilson, 2011, p. 119). Providing an environment for children that is conducive to free-thinking and creative expression is an important responsibility for teachers (Nilson, et al., 2011). Children's creative impulses are squashed in convergent (restrictive) thinking environments, where rejection, criticism, failure or pressure to conform and will often result in a 'shut down', in order to protect their creative integrity (Nilson, et al., 2009). In addition when environments override children's autonomy and creativity children will become dependent on others for their own solutions and answers (Schirrmacher & Englebright Fox, 2009). Participating in creative arts increases children's reflective processes and motivates the development of thoughts that relate to their everyday lives, which makes knowledge, have relevance (Brooks, 2005; Mckenna, et al., 2013). A mother participating in the Peel region study evidenced how the art project had allowed her daughter to make connections between things (redefinition) explaining that: She (daughter) has become able to think in an artistic sense…it's artist thinking…we were walking down the drive way…we've got peppermint trees…she said...'mum can you smell that, it smells like holidays'… I see that as thinking in an artistic way…it was just beautiful" (Nilson, 2011, p. 107). When teaching through the arts, teachers require time, materials and the space to facilitate learning. In addition, the teacher must be a sounding board for dialogue and retelling of events to encourage observation, sensitivity to problems, originality, meaning making and self-feeling (Brooks, 2005; Schirrmacher & Englebright Fox, 2009). If pre-service teachers are not made aware of these aspects during their own pre-service education and given strategies to assist them in incorporating them into their teaching they are not being given the opportunity to develop these skills that are so important to nurturing critical thinking. The ability of children to learn from creative art experiences and then apply that learning to other subject areas has been acknowledged by many authorities (Burton et al., 1999; Efland, 2004; Eisner, 2002; Marshall, 2005). The Arts interact with disciplines such as science, mathematics, history and written and spoken language whilst also encouraging creative and critical thinking (Isabell & Raines, 2007; Marshall, 2005; Nilson, et al., 2011). A teacher from the Peel study detailed how she and the AiR developed a whole range of critical thinking activities, which related to developing, creating and completing the art piece and how it engaged the children in creative and critical thinking. She reported that: We were following the history this year…we invited (name of museum curator)…he talked to them…gave them the background knowledge of what it was like…where they sat…what movie's they watched…what characters were involved…it was an historical thing as well…it went from the art, to us investigating the Mandurah history…so by the time they got to see their art work we had combined it with the era…now they will talk to me about what they have found out…how things have changed since then…we've had ( the museum curator) come back and they have written interview questions for him…it was great…they really linked to the history (Nilson, et al., 2013, p. 14). As a further example, a mother helper with a mathematics and science professional background, who assisted the children in the construction of their art piece reported that: It made them realize that they are learning stuff for a reason…ruling, estimating things, calculating…how many do we need…they can use what they've learnt…they were fascinated with the hot glue gun…it goes through and gets heated, makes a liquid… 'Oh! Yes!...we learnt about solids and liquids'…you know it's scientific…they can use it in real life processes" (Nilson, et al., 2013, p. 14). These processes honour the unexpected and provide an opportunity to think and create until the desired outcome is achieved (Ennis, 1991). Teachers must think laterally to extend the learning of the arts to other subject matter and collaborate with experts in the other subjects. To develop these skills pre-service education must include opportunities for engaging in the arts learning experience. McLean Davies, et al. (2013, p. 104) advocate for clinical practice programmes in preparing preservice teachers that enables them to "work with others to assess, plan, and evaluate impact; to seek and use evidence to make the adaptations that are required and to enjoy the satisfaction that comes from seeing positive responses to their interventions". In schools, mentoring and induction models have been used in Australia to support early career teachers to transition into teaching (Ewing & Manuel, 2005; Hudson et al., 2011; Paris, 2013). However, mentor shortages and induction failure have led to high attrition rates in early career teachers (Ewing & Manuel, 2005; Paris, 2010). With the current shortage of mentors there is no guarantee that early career or pre-service teachers will receive worthwhile experiences in the school setting (Hudson, et al., 2011). This was evidenced in a study (Hudson, et al., 2011), which explored the perceptions of final-year pre-service teachers' in primary school settings, of their mentoring for learning to teach art. Consequently, tertiary education providers must consider other ways to prepare and support both pre-service teachers and beginner teachers, which will enhance their preparedness for teaching the Arts and assisting the reducing the high attrition rates (Hudson, et al., 2011; Paris, 2010, 2013). An innovative 'reciprocal mentoring' program was developed at Edith Cowan University within the school of Education (Paris, 2010, 2013). Visual arts pre-service teachers in their final year were placed in schools as AiR's and mentored secondary students in specific Arts disciplines, which supported the school-based teacher with reduced skills in the particular discipline. The following year, the school-based teacher was called upon to mentor the now graduated beginner teacher for the induction period. The findings reported that there was mutual reward from the mentoring relationship where both parties were able to exchange knowledge (Paris, 2013). A further innovative approach aimed at preparing generalist pre-service teachers with Arts experiences was trialled alongside the previously mentioned study conducted by Hudson, et al. (2011). Third year pre-service teachers were provided with a 'real-world' experience conducted at a university site. They engaged 36 school students ranging from grades 4-6 in visual arts activities. There was an overwhelming positive response to this tertiary coursework on art education (Hudson, et al., 2011, p. 86). Real-world teaching experiences can advance pre-service teacher development for teaching the Arts (Hudson, et al., 2011; McDowall & Meiners, 2011). Conclusion As the creative arts have been highlighted as being key learning areas in the new Australian Curriculum proposed for introduction in 2014, it is recommended that greater dialogue around the use of arts in the curricula occur between tertiary institutions, education agencies, teachers, schools and community arts organisations. This form of collaboration is required to provide effective generalist teacher preparation courses to prepare teachers with better skills to deliver the arts curriculum effectively. Effective delivery of arts programs that develop creativity and critical thinking in children also requires current teachers to ensure that they are equipped with better skills to deliver arts programs effectively by reflecting on and evaluating their own creativity and critical thinking attitudes and being supported with opportunities for further professional development in the area of arts program delivery. 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(2003). Learning to be an art educator: student teachers' attitudes to art and art education. International Journal of Art & Design Education, 22(1), 111–120. doi: 10.1111/1468-5949.00344. Gibson, R., & Anderson, M. (2008).Touching the void: Arts education research in Australia. Asia Pacific Journal of Education, 28(1), 103–112. Ginsborg, H. (2005). Kant's Aesthetics and Teleology. Stanford Encyclopaedia of Philosophy. Retrieved September 8, 2009, from http://plato.stanford.edu/entries/kantaesthetics/ Glaser, E. (1941). An experiment in the development of critical thinking. Teachers College: Columbia University. Teachers College Record, 43(5), 409-410. Grierson, E. (2006). Creativity: Cultural identities in a state of becoming. Questions of art and art education in a global knowledge economy. Australian Art Education, 29(2), 519. Hennessy, S., Rolfe, L., & Chedzoy, S. (2010). The Factors which influence student teachers' confidence to teach the Arts in the Primary classroom. Research in Dance Education, 2(1), 53-71. doi:10.1080/14647890123720 Heyworth, J. (2011). Jumping through 'loops': A reflective study on preparing generalist pre-service teachers to teach music. Issues in Educational Research, 20(3), 42-64. Heyworth, J. (2012). Pre-service generalist teacher's self-efficacy beliefs in their abilities to teach music in Primary schools. Edith Cowan University Research Online. Retrieved from http://ro.ecu.edu.au/crje/24 Herberholz, B. (2009). "…then and now! (Art Works)(Art Education). Arts and Activities, 14(1), 1-2. Retrieved from http://ofind.galegroup.com.prospero.murdoch.edu.au/itx/start.do?prodId=AONE Hudson, P., & Hudson, S. (2007). Examining pre-service teachers' preparedness for teaching art. International Journal of Education and the Arts, 8(5), 1-27. Hudson, P., Lewis, K., & Hudson, S. (2011). Pre-service teachers' real-world experiences for teaching art. Australian Art Education, 34(1), 79-98. Imms, W., Jeanneret, N., & Stevens-Ballenger, J. (2011). Partnerships between schools and the professional arts sector: Evaluation of impact on student outcomes. State of Victoria Department of Education and Early Childhood Development. Retrieved from http://www.arts.vic.gov.au/Research_and_Resources/Research_Projects/Arts_and_Ed ucation_Partnerships Isbel, R., & Raines, S. (2007). Creativity and the Arts with Young Children (2nd ed.). New York: Thomson. Jalongo, M. (2003). A position paper of the Association for Childhood Education International: the child's right to creative thought and expression. Childhood Education, 79(4), 218-228. doi: 10.1080/00094056.2003.10521196 Jeffrey, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30(1), 77-87. doi:10.1080/0305569032000159750 Kinder, K., & Harland, J. (2004). The arts and social inclusion: What's the evidence? Support for Learning, 19(2), 52-76. Lampert, N. (2006). Critical thinking dispositions as an outcome of art education. Studies in Art Education, 47(3), 215-228. Lind, V. (2007). High quality professional development: An investigation of the supports for and barriers to professional development in arts education. International Journal of Education & the Arts, 8(2), 1-18. Retrieved from http://ijea.asu.edu/v8n2/. Loomis, K., Lewis, C., & Blumenthal, R. (2007). Children learn to think and create through art. Young Children, 62(5), 79-83. Lowenfeld, V., & Lambert Brittain, W. (1970). Creative and Mental Growth. (5th Ed.). London: Collier-Macmillan. Luftig, R. (2000). An investigation of an arts infusion program on creative thinking, academic achievement, affective functioning and arts appreciation of children at three grade levels. Studies in Art Education, 41(3), 208-227. Magsamen, S. (2009). Home is where the arts are too: Implications of arts learning for families and parents. The DANA Foundation. November, 2009. Retrieved from http://www.dana.org/printerfriendly.aspx?id=23734 Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46(3), 227-241. McLean Davies, L., Anderson, M., Deans, J., Dinham, S., Griffin, P., Kameniar, B., Page, J., Reid, C., Rickards, F., Tayler, C., & Tyler, D. (2013). Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme. Journal of Education for Teaching: International research and pedagogy, 39(1), 93-106. doi.org/10.1080/02607476.2012.733193 McDowell, J., & Meiners, J. (2011). The impact of an 'Artists in Residence' project on preservice 'generalist' teachers. University of South Australia, Division of Education, Arts and Social Sciences, School of Education. Retrieved from http://w3.unisa.edu.au/eds/2011events.asp McKenna, T. (2012). To Begin the Day-An Introduction to Our Australian 'Scene': Emergent Reflections on the Consultation Feedback Report on the DRAFT Shape of the Australian Curriculum. The Arts, Creative Approaches to Research, 5(3), 7-20. Retrieved from http://www.aqr.org.au/wp-content/uploads/2013/01/CreativeApproaches-to-Research-Vol5-No3.pdf McKenna, T. (2013). Arts education: Do the arts really matter? In McKenna, T., Cacciattolo, M., Vicars, M., & Steinberg, S. (Eds.), Engaging the disengaged: Inclusive approaches to teaching the least advantaged (pp. 73-89). Port Melbourne, VIC: Cambridge University Press. McPeck, J. (1981). Critical Thinking and Education. New York: John Wiley. Mishook, J., & Kornhaber, M. (2006). Arts integration in an era of accountability. Arts Education Policy Review, 107(4), 3-11. Morrow, L. (2003). Make professional development a priority. Reading Today, 21(1), 6–9. Norris, S. (1985). The choice of standard conditions in defining critical thinking competence. Educational Theory, 35(1), 97-107. Nilson, C. (2008). Using the emotion of art to build cohesion, collaboration and empathy between student nurses. In Preparing for the graduate of 2015. Proceedings of the 17th Annual Teaching Learning Forum, 30-31 January 2008. Perth: Curtin University of Technology. http://otl.curtin.edu.au/tlf/tlf2008/refereed/nilson.html Nilson, C. (2011). Teachers' and mothers' perceptions of using creative arts to develop children's potential for critical thinking. (Unpublished master's thesis). Murdoch University, Perth, Western Australia. Nilson, C., Fetherston, C., & McMurray, A. (2013). Teachers' and mothers' perceptions of using creative arts to develop children's potential for critical thinking. International Journal of Arts Education, 7(1), 1-16. Oreck, B. (2004). The artistic and professional development of teachers. Journal of Teacher Education, 55(1), 55-69. Oreck, B. (2006). Artistic choices: A study of teachers who use the arts in the classroom. International Journal of Education & the Arts, 7(8). Retrieved from http://www.ijea.org/v7n8/. Paris, L. (2010). Reciprocal mentoring residencies…better transitions to teaching. Australian Journal of Teacher Education, 35(3), 14-26. Paris, l. (2013). Reciprocal mentoring: can it help prevent attrition for beginning teachers? Australian Journal of Teacher Education, 38(6), 136-158. Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world (3rd ed.). Santa Rosa, CA: Foundation for Critical Thinking. Prentice, R. (2002). Preparing primary teachers to teach art and design effectively. International Journal of Arts and Design Education, 21(1), 72-81. Richards, V. (2003). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401–405. Richardson, S., & Prior, M. (2005). No time to lose: the well-being of Australia's children. Melbourne: Melbourne University Press. Richmond, S. (2009). Art's educational value. Journal of Aesthetic Education, 43(1), 92-105. Robinson, K. (2001). Out of our minds: learning to be creative. Oxford, United Kingdom: Capstone Publishing Limited. Robinson, K. (2006). Ken Robinson says schools kill creativity. Technology, Entertainment and Design Talks. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html . New York: Robinson, K. (2009). The element: how finding your passion changes everything Viking. Robinson, K. (2010). Sir Ken Robinson: bring on the learning revolution. Technology, Entertainment and Design Talks. Retrieved from http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html Russell, J., & Zembylas, M. (2007). Arts integration in the curriculum: A review of research and implications for teaching and learning. Springer International Handbooks of Education, 16(2), 287-312. Russell-Bowie, D. (2012). Developing pre-service primary teachers' confidence and competence in Arts education using principles of authentic learning. Australian Journal of Teacher Education, 37(1), 59-74. Schirrmacher, R., & Englebright Fox, J. (2009). Art creative & development of young children (6th ed.). New York: Thomson. Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education, 24(1-2), 109-127. Torzillo, M. (2013). Dancing around the edges: dance in the primary school. International Journal of Arts Education, 7(1), 25-36. Temmerman, N. (2006). Equipping future arts educators for primary schools of the 21st century: an Australian point of view. International Journal of Music Education, 24(3), 271-282. doi: 10.1177/0255761406069663 Torrance, E. (1962). Guiding creative talent. Englewood Cliffs, New Jersey: Prentice Hall. Upitis, R. (2011). Arts education for the development of the whole child. The Elementary Teachers' Federation of Ontario. Retrieved from http://www.etfo.ca/Resources/ForTeachers/Documents/Arts%20Education%20for%2 0the%20Development%20of%20the%20Whole%20Child.pdf Upitis, R., Atri, A., Keely, C., & Lewis, A. (2010). Teachers' experiences of professional development programs in the Arts: generalist teachers and arts advocates. The University of Melbourne E-Journal, 1(5), 1-27. Vygotsky, L. (1962). Thought and language. Massachusetts: The M.I.T Press. Wassermann, S. (2000). Serious players in the primary classroom: Empowering children through active learning experiences (2nd Ed.). New York: Teachers College Press. Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382-399.
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Name Date 1. In the parable about two men who went to the Temple to pray, the humble man was the ? . a. Pharisee b. publican c. Samaritan 2. In the parable about two men who went to the Temple to pray, the proud man was the ? . a. Pharisee b. publican c. Samaritan 3. In the parable about the good Samaritan, Jesus taught us who our ? is. a. enemy b. friend c. neighbor 4. In the parable about the sower, the different types of soil picture ? . a. actions b. hearts c. the Word of God 5. In the parable about the sower, the seed stands for ? . a. good works b. our thoughts c. the Word of God 1. What is a parable? an earthly story with a heavenly meaning 2. Why did Jesus use parables when He was teaching the people? He used them to help people understand the spiritual things if they had a heart to know God and His truth. Otherwise, if they did not, parables hid the truth from those who had no heart to know God and the things of God. It helped people understand how to obey God’s Word at home, work, and play. b Multiple Choice Write the letter of the correct answer in the blank. a c b c Short Answer Read each question carefully, and write your answer in the blank. over Parables of Jesus Copyright © mmxviii Pensacola Christian College • Not to be reproduced. Parables of Jesus • Lesson 152 235 Parables of Jesus • page 2 3. In the parable of the two who owed money, neither man could repay his debt. One owed much more than the other. Both of their debts were forgiven/cancelled . Who did Jesus say would appreciate it more? the one who owed more money 4. When Jesus went to Simon’s house, who showed kindness to Jesus—Simon or the woman? the woman 5. What did Jesus do for the woman before she left? forgave her sins 6. What did Jesus say was the reason that this happened? She had faith or trust in Jesus to save her. 7. Look up Ephesians 2:8–9. Fill in the missing words. “For by grace are ye saved through faith ; and that not of yourselves it is the gift of God: not of works , lest any man should boast.” : Discussion/Application Use these questions to prompt discussion about life applications from lessons. 1. When Jesus was on the earth, He came in contact with all types of people. Among those were Pharisees. How would you describe the Pharisees? See answer below. 2. How did the Pharisees act when Jesus spent time with publicans? Answers vary. They criticized Jesus; accused Him of being a friend to sinful people. 3. Because Jesus wanted to show that God loves all people and rejoices over all who trust in Him, He told three parables about lost things. What three things did Jesus use to picture a person who has not asked Jesus to be his Savior? sheep, coin, the prodigal son 4. In all three parables, someone was looking for a lost item. In the parable of the lost sheep, who does the shepherd represent? Jesus 1. Answers vary. They pretended to know and love God but really did not; acted in ways to make people think they were good; often made up their own rules about God; thought doing good things would get them to heaven; did not even realize that they needed a Savior. 236 Parables of Jesus • page 3 5. What do these parables teach us about God? See answer below. 6. What things could you do now to help people hear about Jesus? 7. What was your favorite parable, and what did you learn from it? Answers vary. 5. Answers vary. God loves all people and sent His Son to die for everyone. God wants all people to trust in Him. God rejoices when a sinner trusts in Him. 6. Answers vary. Share the gospel with a friend. Ask a friend to come to church with you. Pray for them. Pray for missionaries, pastors, Sunday school teachers, etc. who are teaching people about Jesus. Listen carefully in church so others around you are not distracted from the message. Something to Think About In the parable of the good Samaritan, the priest and the Levite passed by the man who needed help. The one who finally helped him was the Samaritan. The Samaritan did not receive a reward or words of praise for helping the man. He did it to show compassion. Jesus told the parable to answer the lawyer's question, "Who is my neighbor?" Jesus wanted the lawyer to realize that he was a sinner who had not obeyed God's law. Romans 3:23 says, "All have sinned and come short of the glory of God." Jesus also answered the lawyer's question by showing that a person's neighbor is anyone who has a need. Many times Christians help others by going to the mission field, providing food for those in need, or stopping to help someone with their yard work. These are wonderful things that can be done for others. We can help others in small ways that no one but the Lord sees. Have you given an offering to a missionary? Then you were helping others. Have you helped your brother or sister finish a difficult job without receiving recognition? Then you were obeying the Scripture's command to love your neighbor as yourself. If you look for ways to help others, you will find them. There are times when you may be thanked or praised for your work. Sometimes though, it is fun to find ways to help others without them knowing. Either way, you honor God by thinking of others before yourself. Copyright © mmxviii Pensacola Christian College • Not to be reproduced. Parables of Jesus • Lesson 152 237 Parables of Jesus • page 4 Things I Can Do Make a list of things you can do at home, church, or school to help others. Then look for the opportunity to do it. Mark 12:30–31 says, "And thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind, and with all thy strength: this is the first commandment. And the second is like, namely this, Thou shalt love thy neighbor as thyself. There is none other commandment greater than these." 238
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Eggs, Practical Test Summary A comprehensive six day unit on the study of eggs, their structure, sizes, grades, nutritional value, functions in recipes, preparation techniques, and storage guidelines. Main Core Tie Food And Nutrition Strand 4 Standard 2 Time Frame 1 class periods of 90 minutes each Group Size Small Groups Materials Handouts: Egg Quiz Egg Crossword Puzzle Practical Test - German Pancakes and Orange Julius 3 tbs. butter Ingredients needed to prepare the lab for each unit: 3 eggs 1/2 tsp. salt 1/2 cup milk 1/2 cup flour 1/2 cup water 1-6 oz. orange juice 1/4 cup sugar 1/2 tsp. vanilla 1 cup milk (I usually provide real milk as it tastes better than powder milk for this recipe) 12 ice cubes (that need to be frozen ahead of class) extra butter powder sugar syrup jelly or jam Background for Teachers The teacher needs to have a good understanding and knowledge of eggs, how to use and prepare them in recipes. Student Prior Knowledge How to read and follow the directions of a given recipe in using the ingredients properly. Intended Learning Outcomes The students will have demonstrate understanding about eggs, specifically their function in recipes and following correct preparation techniques. Instructional Procedures For review, hand out to each student the quiz on eggs. Go over the quiz and explain it to them. The first part is matching the term with the definition and the second part is identifying the correct use of the word as it relates to eggs. Correct the quiz together. Practical Test: hand out lab sheet to each unit. Read and explain the directions to the students. This is a practical test to see how well the students read and follow the directions and prepare the food correctly with the given instructions. Allow the students to finish and complete their egg crossword puzzle during class if they haven't already done so if they have extra time. Each group will half the German Pancakes and will prepare it in their 9X9-inch or 8X8-inch square cake pan. They will melt their butter in the oven so it doesn't burn. Pour the batter into hot buttered pan and bake in the oven for 18 - 20 minutes. May take less time if the oven is too hot. They should be brown in color not burnt. In a blender, blend together the milk, salt, flour and eggs. (The secret is to thoroughly blend it by adding air so the eggs will act as a leavening agent resulting in a lighter product with hills and valleys). I will go around the room and look into their windows in their ovens and joke with them especially if their pancakes are not flat but have lots of bumps, etc. You do not want flat German pancakes. If they have lots of bumps, I will question whether or not they followed the recipe correctly as I thought pancakes were suppose to be FLAT. The students will set their table properly, serve their pancakes and orange julius. The students will prepare a full recipe for the orange julius. You will need to cut the 12-ounce can in half as you cannot purchase 6-ounce cans. You will need to make ice cubes ahead of time so you will have enough for the lab. I put them in large baggies. I tell the students to prepare their pancakes first and then the orange julius. I will not get out the ice cubes until the pancakes have 5 minutes left of baking; otherwise, they will eat all of the orange julius before the pancakes are done. Have them put their syrup in a liquid measuring cup for easy pouring, put extra butter, jelly or jam, powdered sugar in separate custard cups if desired. While they are eating, I like to explain the correct way of making the German Pancakes. Explain why they need to be blended in a blender to incorporate air. German Pancakes are known by many different names - hootenanny pancakes, souffles, etc. Some people serve them as a dessert with fruit and cream on top. This is a fun lab and one they will want to prepare at home for their families. Allow enough time to finish eating, evaluating the lab sheet and cleanup before leaving. Authors DEBRA PAULL
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Common mistakes Do you make these common mistakes? PROOFCOMMUNICATIONS 10 Common English Language Mistakes (Plus one you may think is an error, but isn't). One of the wonderful features of the English language is its flexibility. We have a staggering range of words to choose from, whatever we are trying to say. And the ease with which we adopt new words and spread these around the world is a true example of globalisation. But writing in the English language is fraught with opportunities for error and confusion. Avoiding mistakes is not just a pastime for pedants. Writing clear, succinct English helps us to be better understood by anyone who reads our words, even our emails. 1. Affect vs. Effect I myself will sort this out. Affect is a verb that means 'cause a change in' or 'influence'. Effect is mostly used as a noun, although when we write in a formal style we occasionally use it as a verb meaning 'to carry out' or 'cause to happen': She was greatly affected by the latest news. Smoking will affect your health. Take care of your personal effects. The sound effects are amazing. The lawyer effected a great result. 2. Me, Myself, I While many of us learnt at school that 'John and me want to go' is incorrect, we never learnt the correct usage of the word me. People often use either I or the reflexive pronoun myself instead of me. How often do you hear or read something like this: Would you please call John or I before you leave? Would you please call John or myself before you leave? If you take John out of the sentence, you're either asking the person to 'call I before you leave' or 'call myself before you leave.' And of course neither sounds nor looks right. Compose your sentence as if you were the only subject. It is fine to say: Would you please call John or me before you leave? [Would you please call me before you leave?] Or: John and I have decided to go next week. [I have decided to go next week.] So, don't be afraid to use the word me in sentences. Use myself when you want to emphasise that you, alone, will be handling something: And when you are the subject of a reflexive verb (sorry to be so technical): I have told myself this many times. 3. Compliment vs. Complement Compliment, as a noun, means 'an expression of praise or admiration' and as a verb 'to pay a compliment to'. As a noun a complement is 'something that completes or makes perfect' and as a verb means 'to complete': When you compliment mum's new dress, mention how well the blue pattern complements her eyes. 4. Principal vs. Principle People dedicate their lives and careers to upholding principles of truth and justice: Principals are people who head schools. A school principal should always stick to her principles. 5. Only – careful where you put it The position of only in a sentence can completely change its meaning. As a guide, keep only close to the word it belongs to: Only my son eats carrots for breakfast (as distinct from anyone else in my family). My son eats only carrots for breakfast (carrots are all he eats for breakfast). My son eats carrots only for breakfast (he won't eat them at any other meal). 6. Everyone vs. Every one Everyone means every person. It is singular, as is everybody, anybody, anyone, no-one, somebody and someone : Mistake: Everyone danced their socks off. Instead: Everyone danced his socks off. Every oneis also singular and we use it to describe objects: Not: Every one of the cars were new. Instead: Every one of the cars was new. 7. Numbers When we use the word number, do we follow it with a singular or a plural verb? It depends whether number is preceded by the or a (the is the definite article, and a is the indefinite article): The number was…always singular. Anumberwere…always plural. This also applies to the word total. 8. Advice and advise, practice and practise Advice is a noun, and advise is a verb, just as practice is a noun and practise is a verb: Noun: Take her advice. Noun: She runs a large legalpractice Verb: I advise you to keep quiet. Verb: I will practise every day. . 9. Disinterested vs. Uninterested Uninterested is the opposite of interested. Disinterested means impartial or unbiased (but not a lack of interest): A referee should be disinterested in the game, but interested in the match. 10. Lose some weight We often use too many words, when less make perfect sense. Here are a few ways you can cut the weight from your sentences: Whether or not: If you are using whether as in if, then you can drop the or not : We will soon find out whether [or not] Jane Smith will make a good Prime Minister. Use or not if you are stressing it as an alternative. For example: I'm coming to the party whether you like it or not. All of: We sometimes include of after all when it is not necessary: Not: All of the readers are now happy. Instead: All the readers are now happy. However, you must use all of if it is followed by a pronoun: I love all of them. Annual/a year: Use one or the other, but not both: Not: Our annual turnover is anticipated to grow by 15% a year. Instead: Our annual turnover is anticipated to grow by 15%. Or: Our turnover is anticipated to grow by 15% a year. True facts: a fact is always true, so you don't need to use both words. First conceived/ initially conceived/ originally conceived: You can only conceive something once. Possible….may: We sometimes say or write that something is both possible and may happen: Not: It is possible it may rain this weekend. Instead: It is possible it will rain this weekend. Or: It may rain this weekend. Different: This is a word that is often not needed: Not: There are 124 different airline routes across Australia. Instead: There are 124 airline routes across Australia. 11. And the one rule you were probably taught never to break. But you can. Yes, it's Split Infinitives In case you're not sure, an infinitive is a verb alone, with nothing to support it (no subject) except the preposition to. For example: to be, to go, to run, to snore. For example: To run slowly wastes time. Here the verb, to run, has no subject. Many of us were taught that we should never split the to from the verb. My understanding is that this belief came from the Romance Languages, whose origins lie in Latin and where the infinitive is one word. Remember when you studied French, or Spanish or Italian? Or even Latin? However, English could never be called a Romance Language. Whilst many grammarians feel more comfortable keeping the infinitive together, there is no law to say that it cannot be split, and often it has to be for smoother reading and writing: Not: It is unlikely to increase significantly the share price. Instead: It is unlikely to significantly increase the share price. Or: It is unlikely to increase the share price significantly. About Proof Communications Proof Communications works purely with words because that's what we know best, and what we love most. We write, edit and proofread business, sales and marketing documents that help our clients to win new business, to build their brands, or to say what they need to say clearly and succinctly. Our crystal-clear copy and sharp editing work for brochures, websites, articles, profiles, newsletters, reports, tenders and proposals. Proof Communications was established by Rosemary Gillespie in early 2000. Her clients include corporate legends, SMEs, entrepreneurs and micro businesses, all from the services sector.
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Edexcel IGCSE Biology Topic 3: Reproduction and inheritance Notes (Biology only in bold) https://bit.ly/pmt-edu-cc https://bit.ly/pmt-cc This work by PMT Education is licensed under CC BY-NC-ND 4.0 ​ ​ ​ ​ Reproduction Sexual and asexual reproduction (3.1 and 3.2) The advantages of sexual reproduction are the disadvantages of asexual reproduction and vice versa. ​ ​ ​ Fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo. Reproduction in plants (3.3-37) Adaptations of different types of plants | Feature | Insect-pollinated | |---|---| | Petals | Large and bright to attract insects | | Nectar | Scented with nectar to attract insects | | Pollen grains | Sticky and in moderate amounts | to make sure some reach other flowers Anthers Inside flower, stiff and attached so that insects can brush past Outside flower, loose on long filaments so that pollen can be released easily Stigma Inside flower, sticky so pollen grains stick to it when an insect brushes past Outside flower, feather so forms network to catch pollen grains drifting in the wind | Anthers | Inside flower, stiff and attached so that insects can brush past | |---|---| | Stigma | Inside flower, sticky so pollen grains stick to it when an insect brushes past | Seed and fruit formation * Pollen grains are the male gamete in plants * The ovule is the female gamete in plants ​ ​ 1) Pollen grains land on stigma (via insect or wind pollination) ​ 2) Pollen tube grows out of the pollen grain and down the style into the ovary and then to the ovule ​ 3) The male nucleus travels down the pollen tube from the pollen grain to fuse with the female egg nucleus in the ovule, forming a zygote ​ ​ 4) The zygote undergoes mitosis to form a seed 5) The ovule will become the seed and the ovule wall will become the seed coat ​ ​ 6) The ovary will become the fruit of the plant. ​ Practical: understand the conditions needed for seed germination Germination is the process in which seeds begin to develop into a new young plant. * Water: needed to activate enzymes to break down the starch food reserves in the seeds ​ * Oxygen: needed for aerobic respiration to release energy for growth * Warmth: optimum temperature for enzymes will increase growth rate Method: 1) Set up 4 boiling tubes with 10 cress seeds in each, sitting on cotton wool 2) Tube A should have dry cotton wool and kept at 20°C 3) Tube B should have moist cotton wool and kept at 20°C ​ ​ ​ 4) Tube C should have boiled water that has been cooled, covered with a layer of oil and kept at 20°C ​ ​ 5) Tube D should have moist cotton wool but is kept at lower temperature (4°C) ​ The results will show that seeds germinate in test tube B only because it has the water, temperature and oxygen required for germination. Tube A does not have water, the oil in tube C does not allow for oxygen and tube D is not kept at optimum temperature. Germinating seeds Asexual reproduction * Asexual reproduction produces clones as it only involved on parent, unlike sexual reproduction. * Natural: Runners - E.g. strawberry plants ​ - Grow horizontally over soil surface and put down roots to form new plants * Artificially: Cuttings - Tissue samples scraped from parent plant and then placed in agar growth medium with nutrients and auxins ​ - The sample develop into plantlets and these are planted into compost to grow further Human reproduction (3.8-3.13) Male reproductive system | Structure | Description | |---|---| | Sex gland | Produces semen that contains sperm cells | | Sperm duct | Sperm passes through this | | Testis | Contained in scrotum (bag of skin) and produces sperm and testosterone | Female reproductive system | Structure | Description | |---|---| | Ovary | Contains ova (female gametes) which develop when FSH is released | | Oviduct | Connects ovary to the uterus and is lined with ciliated cells that push the ovum towards the uterus for fertilisation | | Uterus | Has a thick lining so that fertilised eggs can be implanted | | Cervix | Ring of muscle at lower end of uterus to ensure foetus remains in place during pregnancy | | Vagina | Muscular tube that leads to the inside of the body | Secondary sexual characteristics Females: oestrogen * Breast development ​ * Menstrual cycle begins * Growth of body hair * Widening of hips * Increased height ​ Males: testosterone * Growth of penis and testes * Production of sperm * Growth of facial and body hair * Muscle development * Voice lowering and breaking Menstrual cycle The menstrual cycle last 28 days and the egg is usually released on day 14 (ovulation). Oestrogen * Oestrogen causes thickening of the uterus in preparation for implantation of an egg * Levels peak on day 10 and then begin to fall Progesterone * Progesterone maintains the thick lining of uterus * Inhibits the release of LH and FSH * The egg matures on day 14 and progesterone starts increasing after this until it reaches its peak 3 days later If the egg is not fertilised progesterone levels fall and the uterus lining breaks down in a period that lasts for around 5 days FSH and LH * FSH (follicle stimulating hormone) causes maturation of the egg within the ovary ​ * LH (luteinising hormone) stimulates the release of the egg during ovulation * A decrease in oestrogen causes LH and FSH to start increasing * Ovulation (the release of an egg cell from one of the ovaries) occurs when LH and FSH levels peak Developing embryo ​ The placenta allows diffusion of glucose, oxygen and amino acids from the mother's blood to the developing foetus for growth. Carbon dioxide and urea from the foetus are passed into the mother's blood to be removed. It also takes over the production of progesterone. ​ Amniotic fluid is a liquid contained in a bag (amnion) in the uterus that surrounds the foetus. It protects the foetus and cushions any rough movement. When labour begins the amnion breaks and the fluid comes out - often known as a woman's 'water breaking'. Inheritance Genetic definitions (3.14-3.15, 3.19-3.21B, 3.23) Key genetic definitions DNA (3.16B-3.18B) DNA structure * DNA stands for deoxyribonucleic acid * It is a double helix made from 2 strands that have twisted around each other. ​ ​ ​ * It is a polymer, meaning that it is made of many different molecules that join up to make a long strand: in the case of DNA these molecules are called nucleotides. ​ * Each nucleotide is made from one sugar molecule, one phosphate group (which forms the backbone) and one of the four different organic bases - The 4 bases are A, C, G, T. ​ - These nucleotides pair by complementary base pairing, meaning that only certain bases can join together: C joins to G and A joins to T ​ * Each group of three bases codes for an amino acid and these then join together to make a protein ​ ​ * Chromosomes are structures made up of long molecules of DNA. ​ Protein synthesis DNA is too large to leave the nucleus in order to make the proteins and therefore a series of steps must be taken to copy and transport the genetic information. 1) DNA helix is untwisted and unzipped ​ 2) mRNA nucleotides (messenger RNA: a different type of nucleotide) match to their complementary base on the strand. 3) The mRNA nucleotides themselves are then joined together, creating a new strand called a template strand of the original DNA. This process is called transcription. 4) The template strand of mRNA then moves out of the nucleus to the cytoplasm and onto structures called ribosomes. ​ ​ ​ 5) At the ribosomes, the bases on the mRNA are read in threes to code for an amino acid (the first three bases code for one amino acid, the second three bases code for another etc). This is called translation. ​ ​ 6) The corresponding amino acids are brought to the ribosomes by carrier molecules. ​ 7) These amino acids connect together to form a protein. It is therefore the triplet code of bases that determines which protein is produced and therefore expressed. 8) When the chain is complete the protein folds to form a unique 3D structure. Genetic inheritance (3.24-3.27) Punnett square diagrams ​ A single gene cross looks at the probability of the offspring of two parents having certain genotypes and phenotypes.This is done using the alleles the two parents have for a gene and a Punnett square​ diagram.You should be able to draw and use a Punnett square diagram in order to describe monohybrid inheritance (looking at only one characteristic, e.g. eye colour). However, it is important to remember that most phenotypic features are the result of multiple different genes interacting rather than a single gene inheritance. Uppercase letters are used to represent dominant characteristics. Lowercase letters represent recessive characteristics. You can choose any letter but usually either A or B is used for simplicity. Sex determination Human body cells have 23 pairs of chromosomes. * 22 control characteristics, and the chromosomes in each pair look very similar ​ * The 23rd pair carries sex determining genes, and the two chromosomes can look different to each other (Y chromosomes are much smaller than X chromosomes) ​ The two possible chromosomes in the 23rd pair are X chromosomes and Y chromosomes. When cells undergo meiosis to form a gamete, one sex chromosome goes into each gamete. ​ * Females have two X chromosomes, so therefore only pass on X chromosomes in their eggs. * Males have one X chromosome and one Y chromosome, so therefore can pass on X or Y chromosomes in their sperm. In a similar way as above, we can show that there is a 50% chance of babies being born as either a boy or a girl using a Punnett square. ​ Mitosis (3.28 and 3.29) ​ Mitosis is a type of cell division where one cell divides to form two identical daughter cells. The cell cycle is a series of steps that the cell has to undergo in order to do this. Stage 1 (Interphase) * The cell grows as organelles (such as ribosome and mitochondria) grow and increase in number ​ * The synthesis of proteins occurs * All 46 chromosomes are replicated (forming the characteristic 'X' shape) * Energy stores are increased Stage 2 * The chromosomes line up at the equator of the cell * Spindle fibres pull each chromosome of the 'X' to either side (poles) of the cell. ​ ​ ​ Stage 3 ​ * Two identical daughter cells form when the cytoplasm and cell membranes divide, each containing the same 46 chromosomes as the original cell. ​ ​ Cell division by mitosis occurs during growth and ​development​, ​replacing damaged cells and also ​cloning​. Mitosis is also a vital part of ​asexual reproduction​, as this type of reproduction only involves one organism so to produce offspring it simply replicates its own cells. Meiosis (3.30 and 3.32) ​ Meiosis is the formation of four non-identical cells from one cell. Cells in the reproductive organs divide by meiosis to form gametes. Gametes only have one copy of each chromosome. ​ 1) The cell makes copies of its chromosomes, so it has double the amount of genetic information. ​ 2) The cell divides into two cells, each with half the amount of chromosomes, giving the normal amount of 46 chromosomes (diploid) . ​ 3) Each cell divides into two again to produce four cells, each with 23 ​ ​ ​ chromosomes. As they have half of the normal amount of chromosomes they are called haploid. These cells are called gametes and they are all genetically different from each other because the chromosomes are shuffled during the process, resulting in random chromosomes ending up in each of the four cells. Variation (3.31-3.33) Genetic variation is the difference in DNA sequences of individuals within the same species. ​ Random fertilisation increases genetic variation between offspring as each gamete has variation due to meiosis and the fusing of the egg and sperm is random. Variation within a species can be genetic, environmental or a mixture of both: * Genetic variation would be eye colour, blood type etc as these phenotypes are dependent on inheriting alleles from parents. ​ * Environmental variation is caused by differences in lifestyle, diet, climate etc. which could lead to organisms to adapt. An example of this would be how white moths adapted to be darker in more polluted areas. ​ * Genetics and environment can interact, such as with height. A child might have the potential to grow tall, due to their genetics, but if they are malnourished and do not well or enough then they will not grow as much. Mutations (3.34-3.39) Mutations are rare, random change in genetic material that can be inherited. Phenotype and mutations ​ A change in DNA can affect the phenotype by altering the sequence of amino acids in a protein. Each gene acts as a code for making a specific protein * Each gene codes for the order in which the bases (A,T, C and G) link together * Each triplet of bases codes for a specific amino acid * The series of amino acids codes for a protein * Therefore, a mutation in the bases can change the entire protein. ​ All variants (alleles) are caused by mutation. Most of these mutations have no effect on the phenotype, as most of DNA is non-coding and therefore does not cause a change in any proteins. However, some do have a ​small influence​ on phenotype and very few can have a significant effect if they are in coding regions. Mutations can occur more frequently due to: ​ * Exposure to ionising radiation (for example, gamma rays, x-rays and ultraviolet rays) ​ * Exposure to chemical mutagens (e.g. chemicals in tobacco) These mutations can lead to uncontrollable growth, which causes a tumour. Therefore mutagens like chemicals in tobacco are called carcinogens (cancer-causing). ​ ​ Darwin Evolution:a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. Natural selection: the process by which new species arise from existing species. * Mutations occur which provide variation between organisms. ​ * If a mutation provides a survival advantage the organism is more likely to survive to breeding age (survival of the fittest) ​ * The mutation will then be passed onto offspring. * Over many generations, the frequency of the mutation will increase within the population Within a population there is usually a large amount of genetic variation between individuals of the same species. This natural variation occurs through small mutations that have occurred throughout time. For example, we can see that within a particular breed of dog there are slightly different coat colours and patternings due to random mutations. This may cause one population of a species to become so different that they can no longer interbreed to produce fertile offspring. This means they have become a new species. This is called speciation. ​ Antibiotic resistance in bacteria Bacteria are organisms that reproduce at a very fast rate and therefore advantageous genes, such as those for antibiotic resistance, can become prominent within a population very quickly. Exposure to antibiotics creates a selection pressure, as those with antibiotic resistant genes survive and those without die. As a result those with antibiotic resistance can reproduce and pass on the advantageous gene to their offspring and so the population of antibiotic resistant bacteria increases. ​ An example is the MRSA 'superbug' that is resistant to many different types of antibiotics. It is found in hospitals as it spreads when doctors and nurses move between different patients.
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School forms asthma program through partnership By Nadine Stinger, Staff Writer Kingsburg Recorder Sept. 12, 2006 One in every seven children in California is affected by asthma. With this statistic in mind, Rafer Johnson Junior High has partnered with statewide organizations to raise a flag to promote air quality awareness in its school and community. In accordance with the American Lung Association of Central California and the San Joaquin Valley Air Pollution Control District, Rafer Johnson and other Valley schools are taking part in the school-based agenda, the Air Quality Flag Program. Under the program, Rafer Johnson's students search the Internet daily for air conditions, and then hang the colored flag that marks the air quality for that day. A green flag indicates that the air in the area is expected to be good, and a yellow flag signifies moderate air quality. On a yellow day, children who have severe levels of asthma or other pulmonary conditions are advised to be careful when participating in physical activities outside, especially if they find it hard to breath, start wheezing or feel like they are getting sick. An orange flag means that the air quality is unhealthy for sensitive groups. Students with asthma and other lung or heart conditions should reduce how long and how hard they play outside. A red flag is a warning sign that air quality is unhealthy for everyone. On such a day, all students' outdoor activities are limited. Sally Robinson, learning coordinator at Rafer Johnson, spoke highly of the program and the student involvement that it calls for. "We want our kids, particularly our asthma kids, to get involved and say to themselves, 'You know what, I need to be more careful with how hard I am playing because the air may be bad,'" she said. According to Robinson, Rafer Johnson has its share of asthmatic students who cannot part with their inhalers, and the school is trying to do something to make life easier for these medically atrisk students. Eighth-grade student Whitney Snider, who has asthma and keeps an inhaler in the school's office, said she is excited about the program. "It's good because now I'll see the flag and know when the air is unhealthy, and I can stay inside," she said. Whitney said she does not have a severe case of asthma, but she gets short of breath when the air quality is bad and when she plays really hard at physical education. Robinson stressed the importance of teaching students about air quality and air pollution, especially since we live here in the Central Valley. Informational posters on air quality are placed in every classroom, and teachers will talk to their students about the impact of air pollution on health, teach them preventive methods and remind them to pay attention to the flags. Under the program, teachers attended a workshop. The idea is that these teachers will educate their students on the things they learned. But the program is not geared only toward educating the students. Parent involvement and awareness are pivotal, Robinson said. Parents and guardians will receive a detailed packet explaining the program, its goals and parent participation. The American Lung Association of Central California also provides parent group training in English and Spanish. Other district schools are getting ready for the program that Rafer Johnson started last week. For more information on the program or to set up parent group training call 800-LUNG-USA. Today is 11th Spare the Air Day of season Michael Cabanatuan, staff writer S.F. Chronicle, Tuesday, September 12, 2006 Bay Area air quality officials have called a Spare the Air Day for today -- the 11th of the season. With meteorologists forecasting unhealthy air, particularly in the area stretching from Concord to Livermore, the air district is urging commuters to take public transportation. Cars are the biggest source of ground-level ozone, or smog. Air quality officials also urge people to postpone painting, staining, disinfecting or working in the yard with gasoline-powered equipment, to curtail the use of aerosol products and to refuel cars after dusk. But commuters will have to pay for their rides, because the free-transit program covered only the first six Spare the Air Days. Tuesday is a Spare-the-Air Day (but no free rides) Tri-Valley Herald, Tuesday, Sept. 12, 2006 Rising temperatures and expected unhealthy smog levels prompted the Bay Area Air Quality Management District to declare Tuesday a Spare the Air Day, urging residents to take transit to work and avoid using polluting equipment and chemicals. Tuesday will be the summer's 11th such day, and unlike the first six days, will not involve free transit rides. The budget for free bus, rail and ferry rides ran out on July 21. The warmer temperatures, combined with stagnant air, are expected to foster the creation of ground-level ozone from auto exhaust and other pollutants, such as the volatile organic compounds commonly found in paints, household cleaners and hair spray. Air officials also urge residents to avoid yard work with gasoline-powered equipment, especially during morning hours. Supervisors weigh air pollution fee proposal Dana M. Nichols Stockton Record, Tuesday, Sept. 12, 2006 SAN ANDREAS - Calaveras County supervisors are divided over whether to continue a taxpayer subsidy to farmers and other large property owners who cause air pollution by burning brush and other plant debris. The county-run Air Pollution Control District spends about $19,500 a year to monitor and regulate smoke pollution from about 1,600 properties larger than 5 acres. County staffers are proposing to charge the owners of each of those properties a $12 annual fee to cover the cost of tracking the smoke and timing burns to minimize the impact on residents. But county supervisors holding a study session on the matter Monday failed to give a clear signal on whether they want to end the subsidy. Supervisors Victoria Erickson and Tom Tryon said they oppose the proposed fee. Supervisors Merita Callaway and Bill Claudino said they would support the fee. Supervisor Steve Wilensky said he would not take a public position on the matter until he was able to consult with the county's legal counsel. Wilensky, who operates an apple orchard, said he applies for the burn permits himself and therefore might have a conflict of interest should he weigh in on the matter. Tryon, the other member of the board who earns his living through agriculture, running a ranch near Angels Camp, offered no explanation for his opposition to the fee and did not express any concern that he might have a conflict of interest on the issue. The Calaveras County Farm Bureau opposed the proposed fee. "I know $12 is not a lot to argue over, but it's another fee," said Steve Kafka, president of the bureau and a forester with Sierra Pacific Industries. Kafka said he also fears that a new fee would discourage property owners from acting to reduce fire hazards. Brian Moss, director of the county's Environmental Management Agency, said he sympathized with agriculture's need to control costs but said it doesn't make sense to give some property owners a break on air pollution control costs while charging others. Many of those who would pay the fee live on rural lots larger than 5 acres but do not actively farm or raise cattle. Callaway asked whether charging all property owners a $12 fee accurately reflected the cost of scheduling the burns and monitoring the pollution on different sizes of property. Lakhmir Grewal, head of the Calaveras County Air Pollution Control District, said some very large burns to reduce the fuel load in forests, commonly known as controlled burns, are much more expensive for the district to plan and monitor. He said that is because such controlled burns require detailed plans to prevent damage to human health and to manage the fire, and the district must review those plans. "Some of those permits are costing thousands of dollars" in district staff time, he said. He said some counties charge air pollution fees of more than $1,000 for property owners who do large controlled burns. The proposal Grewal and Moss brought to supervisors, however, would charge a flat $12 whether a property owner simply burned brush piles near a home on a 10-acre lot or needed to do a 300acre controlled burn on forestland. Wilensky asked Grewal and Moss if they thought imposing a fee might simply drive some property owners to go ahead and burn without getting the required air pollution permit. Moss said no. He said property owners already drive to the district office to get the required free permits, and the inconvenience of driving to the office is a greater barrier than a $12 fee. Also, he noted that people who burn illegally without a permit can pay substantial penalties. Grewal said that recently a farmer had been fined $1,000 for an illegal orchard burn, and a developer been fined $5,000 for an illegal burn. Legislation affecting business By Jake Henshaw Visalia Times-Delta, Monday, Sept. 11, 2006 They still had hopes of passing a few modest bills in August in the Capitol, but for the most part California businesses are playing defense as the Legislature wraps up its work for the year. They are trying to defeat proposals to increase the minimum wage, impose emission caps to control global warming, boost benefits for permanently disabled workers and force big businesses to provide health care for its employees. "As usual, at the end of the session, it comes down to that," Vince Sollitto, spokesman for the California Chamber of Commerce, said of the effort to defeat measures that businesses fear will hurt job creation and competitiveness. Michael Shaw, assistant state director for the National Federation of Independent Business, said his group is pushing a couple of bills to aid small businesses by requiring a state study of the cost of regulations on them and setting up a state Web site linking state agencies that regulate them. Businesses appear to have already lost battles to reinstitute a tax credit for the purchase of manufacturing equipment and the four-day workweek for interested workers without overtime pay. They now face a tough battle against any minimum wage increase because the governor supports a $1 boost while Democrats and unions generally agree with the governor but also want automatic future increases indexed to inflation. Democrats also are pushing for revisions for workers' compensation. Changes have cut premiums 50 percent, but injured workers claim it also has cut benefits for permanently disabled workers 50 percent. The bill is still being finalized. The Legislature was scheduled to end its regular session for the year Aug. 31. Bills favored by business * AB2330, Assemblyman Juan Arambula, D-Fresno: Requires the state to study the cost of regulations on small businesses. * SB1436, Sen. Liz Figueroa, D-Sunol: Directs the state to set up an Internet link to all state agencies that have a significant role in regulating small businesses. Bills opposed by business * AB1835, Assemblywoman Sally Lieber, D-Mountain View: Increases increase the minimum wage from the current $6.75 to $7.75 in two steps over two years. It then would automatically provide for future increases indexed to the rate of inflation. * SB1162, Sen. Gil Cedillo, D-Los Angeles: Increases the minimum wage from the current $6.75 to $7.75 in two steps. The initial increase would come within 60 days of the bill being signed, versus AB 1835, which authorizes the first step on July 1, 2007. Future increases also would be indexed to the rate of inflation. Air quality * AB32, Assembly Speaker Fabian Nunez, D-Los Angeles and Assemblywoman Fran Pavley, DAgoura Hills: Requires state officials to set a cap on greenhouse gas emissions and monitor their prevalence. * SB1205, Sen. Martha Escutia, D-Whittier: Increases penalties for pollution from sources other than motor vehicles from $1,000 to a range of $10,000 up to $100,000 with the fines deposited in a new Children's Breathing Rights Fund, for which uses would be established later. * AB1101, Assemblywoman Jenny Oropeza, D-Long Beach: Gives ports, airports and rail yards that attract large numbers of diesel-powered vehicles the power to reduce diesel emissions. * SB1252, Sen. Dean Florez, D-Shafter: Authorizes a penalty of up to $25,000, in addition to other existing penalties, for emissions of particulates that violate federal air quality standards. * SB1368, Senate leader Don Perata, D-Oakland: Establishes a greenhouse gas emissions performance standard for public and private utilities. Resources * SB 646, Sen. Sheila Kuehl, D-Santa Monica: Tightens up the procedures for farm and timber companies to get waivers from the operating rules for discharging into public water, which include obtaining permits. The bill also would impose a fee for waivers. * AB 2641, Assemblyman Joe Coto, D-San Jose: Requires developers who discover Indian burial grounds to consult with likely tribal descendants regarding appropriate preservation. Health * SB1379, Senate leader Don Perata, D-Oakland, and Sen. Deborah Ortiz, D-Sacramento: Creates the nation's first biomonitoring program to assess chemical contamination of the general public to aid public health planning. * SB1414, Sen. Carole Migden, D-San Francisco: Requires companies with 10,000 or more workers to spend an amount equal to 8 percent of their payroll on health insurance or pay that amount to Medi-Cal. Legal issues * SB1489, Sen. Denise Ducheny, D-San Diego: Authorizes the California attorney general to recover attorneys' fees and costs when he wins cases enforcing laws on such issues as the environment, civil rights, consumer fraud, corporate responsibility and gambling with the goal of making such actions self-funding. * SB1737, Sen. Liz Figueroa, D-Sunol: Sets timelines and other rules for consumer rebates. Report links global warming, storms Keay Davidson, Chronicle Science Writer S.F. Chronicle, Tuesday, September 12, 2006 Scientists say they have found what could be the key to ending a yearlong debate about what is making hurricanes more violent and common -- evidence that human-caused global warming is heating the ocean and providing more fuel for the world's deadliest storms. For the past 13 months, researchers have debated whether humanity is to blame for a surge in hurricanes since the mid-1990s or whether the increased activity is merely a natural cycle that occurs every several decades. Employing 80 computer simulations, scientists from Lawrence Livermore National Laboratory and other institutions concluded that there is only one answer: that the burning of fossil fuels, which warms the climate, is also heating the oceans. Humans, Ben Santer, the report's lead author, told The Chronicle, are making hurricanes globally more violent "and violent hurricanes more common" -- at least, in the latter case, in the northern Atlantic Ocean. The findings were published Monday in the latest issue of the Proceedings of the National Academy of Sciences. Hurricanes are born from tropical storms fueled by rising warm, moist air in the tropics. The Earth's rotation puts a spin on the storms, causing them to suck in more and more warm, moist air -- thus making them bigger and more ferocious. In that regard, the report says, since 1906, sea-surface temperatures have warmed by between one-third and two-thirds of a degree Celsius -- or between 0.6 and 1.2 degrees Fahrenheit -- in the tropical parts of the Atlantic and Pacific oceans, which are hurricane breeding grounds. Critics of the theory that greenhouse gases are making hurricanes worse remained unconvinced by the latest research. Chris Landsea, a top hurricane expert, praised the Proceedings paper as a worthwhile contribution to science, but said the authors failed to persuasively counter earlier objections -that warmer seas would have negligible impact on hurricane activity. Landsea, science and operations officer at the U.S. National Hurricane Center in Miami, noted that modern satellite observations have made hurricanes easier to detect and analyze, and that could foster the impression of long-term trends in hurricane frequency or violence that are, in fact, illusory. The surge in hurricane activity since the mid-1990s is just the latest wave in repeating cycles of hurricane activity, he said. Philip Klotzbach, a hurricane forecaster at Colorado State University, said that "sea-surface temperatures have certainly warmed over the past century, and ... there is probably a humaninduced (global warming) component." But his own research indicates "there has been very little change in global hurricane activity over the past 20 years, where the data is most reliable." Researchers report in the Proceedings paper an 84 percent chance that at least two-thirds of the rise in ocean temperatures in these so-called hurricane breeding grounds is caused by human activities -- and primarily by the production of greenhouse gases. Tom Wigley, one of the world's top climate modelers and a co-author of the paper, said in a teleconference last week that the scientists tried to figure out what caused the oceans to warm by running many different computer models based on possible single causes. Those causes ranged from human production of greenhouse gases to natural variations in solar intensity. Wigley said that when the researchers reviewed the results, they found that only one model was best able to explain changing ocean temperatures, and it pointed to greenhouse gases in the atmosphere. The most infamous greenhouse gas is carbon dioxide, a product of human burning of fossil fuels in cars and factories. Wigley estimated the odds as smaller than 1 percent that ocean warming could be blamed on random fluctuations in hurricane activity, as some scientists suggest. The debate among scientists was triggered in August 2005, a few weeks before Hurricane Katrina struck New Orleans, when hurricane expert Kerry Emanuel of MIT wrote an article for the journal Nature proposing that since the 1970s, ocean warming had made hurricanes about 50 percent more intense in the Atlantic and Pacific oceans. Later, two scientific teams, both at Georgia Tech, estimated that warmer sea-surface temperatures were boosting both hurricane intensity and the number of the two worst types of hurricanes, known as Category 4 and Category 5 storms. Nineteen scientists from 10 institutions were involved in the Proceedings paper. In addition to Lawrence Livermore, other U.S. institutions included Lawrence Berkeley National Laboratory, the National Center for Atmospheric Research, NASA, UC Merced, Scripps Institution of Oceanography in La Jolla (San Diego County), and the National Oceanic and Atmospheric Administration. Santer's co-authors included six Livermore colleagues -- Peter J. Gleckler, Krishna AchutaRao, Jim Boyle, Mike Fiorino, Steve Klein and Karl Taylor -- and 12 other researchers from elsewhere in the United States and from Germany and England. Assuming that warmer water equals more bad hurricanes, scary times could be ahead for inhabitants of hurricane-prone regions. That's because "the models that we've used to understand the causes of (ocean warming) in these hurricane formation regions predict that the oceans are going to get a lot warmer over the 21st century," Santer said in a statement. "That causes some concern." How hurricanes form in the Atlantic Ocean Hurricanes are born in far western Africa, where modest windstorms known as tropical disturbances pick up moisture from the warm sea and begin to whirl. As atmospheric pressures drop, tropical depressions form with wind speeds up to 38 mph. As they speed westward they become tropical storms, lashing the ocean with sheets of rain and winds blowing up to 70 mph or more, finally building into hurricanes with winds exceeding 100 mph. -- Tropical disturbance -Tropical depression -- Tropical storm -- Hurricane Source: NOAA, The New York Times Joe Shoulak / The Chronicle Dogs may aggravate the symptoms of asthmatic children Tri-Valley Herald, Sunday, Sept. 10, 2006 THE shedding and chewing of shoes may be the least of the family dog's transgressions. Asthmatic children who lived with dogs coughed more, produced more phlegm and had more bronchial responses to air pollutants than those with no pets, or those who lived only with cats, according to research that appeared last week in Environmental Health Perspectives. Dr. Rob McConnell, a professor of preventive medicine at the Keck School of Medicine of the University of Southern California and the study's lead author, speculated that the increased asthmatic response of children with dogs is due to higher levels of endotoxin — a part of the cell wall of certain bacteria commonly found in dirt. Endotoxins are known to produce inflammation of the lungs and can be tracked in by dogs from outside. But McConnell cautioned that there might be other explanations for the study's findings. Children with dogs, for example, might be more likely to play outside and thus be more exposed to air pollution. "It may have nothing to do with the dog," he said. So don't take any hasty, pet-related actions. "I think that if a child has asthma, they should have a pediatrician with a knowledge of asthma following them," he said. "Any decision should be based on a case-by-case basis." Healthy vending (really) You've worked through lunch again because the phone won't stop ringing, the e-mails won't stop flying and your major report has to be done today. The next thing you know you're staring at a bank of vending machines to find something quick to eat. This situation, or others where the only option is a meal from a machine, doesn't have to be a sad scenario. But it depends on the selection available when playing this version of "the slots." Vending machines aren't exactly synonymous with fine food or good nutrition, but the overall bad rap isn't fair, says Alan Plaisted of Atlanta-based vending company Southern Refreshment Services. "Vending gets such a bad rap all the time as unhealthy. People don't expect to be satisfied, so there's image improvement we need to do," he says. First came the simple changes such as more granola bars next to candy bars and bottled water next to soft drinks. But — just like in any business — what the consumer buys is what will appear for sale. Aramark, one of the big national players in vending, will fill machines with fresh salads, hard-boiled eggs, carrot sticks, yogurt, cubes of cheese and fresh fruit. "We understand that people work a lot of hours, and the average lunch today is less than 36 minutes. We have to provide what makes employees happy," says Aramark's Brian Zaslow. So don't despair if you have to use the vending machines for your lunch. There's much more than soda and chips to choose from. Jackie Clark, of the National Automatic Merchandising Association says, "Because of technological advances in the machines, we can offer a wider array of products, even machines that cook hot foods like grilled chicken or pasta." NAMA has its own Balanced for Life campaign to help vending companies develop healthier choices. For example, Aramark launched a Just4U healthy vending program with foods that are lower in fat and calories and beverages that include water or 100 percent fruit juices. If you want healthier snacks, there's usually a number posted on the vending machine. If not, you'll just have to hope the person stocking the machines will notice that healthy snacks are selling better and will, therefore, increase those options. Homework rules How far should you go to control the homework habits of your children? William Stixrud, a Silver Spring, Md., neuropsychologist specializing in child and adolescent learning issues, offers parents this advice: - Model behavior early. Young children and pre-teens tend to be more receptive to demonstrations of good habits and more willing to abide by parental restrictions. Set clear study rules (no IM'ing, watching TV, listening to music) while studying. Teach kids as soon as they get their first homework assignment that dividing their attention can affect how well they learn. - Set the environment. It's up to you to see that your children have a quiet place to study, away from distractions and with adequate space for books and papers. It doesn't have to be a separate bedroom — the dining room could suffice — as long as other members of the household are respectful. - Back off as they get older. There may be no piece of advice that tests parents more than this one. Get used to it. Too much parental oversight and interference can trigger a rebellion in teens. Better to take a deep breath and express confidence in a teen's ability to make positive study choices — even if they don't match yours. - Engage them. Have an open discussion with your child about study-time distractions and seek his or her perspective on the matter. Parents can help kids test the effects of multitasking on learning by designing a rating scale to measure their level of focus and how much they remember under different study conditions. - Respect them. There is no one surefire strategy to promote learning. It is important to allow students to figure out what strategies work best for them. Less boozy booze? The liquor, beer and wine that Americans drink today is less intoxicating than the alcohol they drank in the 1950s, according to an analysis in Alcoholism: Clinical and Experimental Research. In 2002 beer was the most-favored alcoholic beverage, making up 60 percent of alcohol consumed. In 1950, 80 percent of liquor sold was in the "whiskey" class (straight, bonded, blended, etc.). In 1950 the alcohol content of wine sold in the United States averaged 16.75 percent; by 2002 that figure was 11.45 percent. In 1950 the alcohol content of beer averaged 5.02 percent; it was 4.65 percent in 2002. The data come from the Alcohol Research Group, a nonprofit funded by the National Institute on Alcohol Abuse and Alcoholism. L.A. Times correction, Tuesday, Sept. 12, 2006: FOR THE RECORD Power plants: An article in the California section Friday about a South Coast Air Quality Management District plan to allow builders of new power plants to buy air pollution credits incorrectly stated that under an open-market credit program normally used by commercial power plants, they would have to pay for the credits annually. In fact, they would have to pay only once. Fresno Bee editorial, Tuesday, Sept. 12, 2006: UC Merced goes green Campus seeks to be a leader in environment-friendly operations. The University of California at Merced wants to go green, and in the process can set a good example for all of us in the Valley. The campus is making huge efforts to conserve energy and resources, from water-saving devices in dormitory bathrooms to biodegradable plates in the university dining commons. They're even installing carpets made from recycled soda bottles. More than three-quarters of UC Merced's construction debris has been recycled. he goal is to win the U.S. Green Building Council's "silver standard," a measure of environmentfriendly operations that, according to UC Merced officials, no American university has yet met. The council awards points for various steps to reduce energy and resource consumption. It takes 33 points to win the silver standard. Buildings close to public transportation win a point, using recycled construction materials is worth five and installing waterless urinals gets three points. The commitment to a green operation is part of a larger promise from the university system that the new Merced campus would have a strong focus on environmental issues. That's appropriate in a Valley with air quality and other environmental problems long thought by many to be intractable. It doesn't come cheap, at least at first. As is typical with new technologies, such devices and processes are often more expensive than their traditional counterparts. But in the long run, energy and materials costs will only go up, shortening the time when savings in those areas amortize the initial cost of all the new green technology. It's the path to the future, and it's appropriate and laudable that UC Merced, part of a magnificent system of research universities, should be a leader. The University of California at Merced wants to go green, and in the process can set a good example for all of us in the Valley. The campus is making huge efforts to conserve energy and resources, from water-saving devices in dormitory bathrooms to biodegradable plates in the university dining commons. They're even installing carpets made from recycled soda bottles. More than three-quarters of UC Merced's construction debris has been recycled. The goal is to win the U.S. Green Building Council's "silver standard," a measure of environmentfriendly operations that, according to UC Merced officials, no American university has yet met. The council awards points for various steps to reduce energy and resource consumption. It takes 33 points to win the silver standard. Buildings close to public transportation win a point, using recycled construction materials is worth five and installing waterless urinals gets three points. The commitment to a green operation is part of a larger promise from the university system that the new Merced campus would have a strong focus on environmental issues. That's appropriate in a Valley with air quality and other environmental problems long thought by many to be intractable. It doesn't come cheap, at least at first. As is typical with new technologies, such devices and processes are often more expensive than their traditional counterparts. But in the long run, energy and materials costs will only go up, shortening the time when savings in those areas amortize the initial cost of all the new green technology. It's the path to the future, and it's appropriate and laudable that UC Merced, part of a magnificent system of research universities, should be a leader. Capital Press Ag Weekly Editorial Fri. Sept. 8, 2006: Clearing air isn't all about global warming California is leading the nation in legislation to regulate greenhouse gas pollutants, which has some industries in the state - including agriculture - nervous. It could also be a sign of things to come for the rest of the West Coast and the nation. Some are touting the bill to impose a cap on carbon dioxide and greenhouse gases, and reduce them 25 percent by 2020, as an effort to counter global warming. Critics, like Alan Caruba, of the Caruba Organization in South Orange, N.J., say it will be bad for business in California and is unnecessary because global warming is not actually happening. "California is about to commit eco-suicide and wants the rest of the nation to join it," Caruba writes in a Sept. 4 column on AXcessNews.com. "The business and industry that will flee the Golden State is incalculable. The danger of these anti-energy policies to the future of the nation is beyond comprehension." Caruba goes on to say that the claims, like those made by U.S. Sen. Dianne Feinstein, D-Calif., in an interview with the San Francisco Chronicle, that there is scientific consensus that global warming is happening now is "a very big lie." Caruba says: "Far from any consensus, there is a growing body of scientific evidence that utterly disputes and debunks the claims made for global warming." He also says: "There is no need for the control of greenhouse gas emissions." What Caruba seems to ignore is that California has some serious air quality problems across wide swaths of the state, including the Los Angeles Basin, Inland Empire and San Joaquin Valley and Bay Area. Even if Caruba and other global warming skeptics are correct, the fact remains that conditions in California are ideal to create smog in California. Abundant sunshine reacts with particles in the air to form smog that gets trapped in the valleys nestled between large mountain ranges. Global warming or not, California's air is all-too-often unhealthy in far too many parts of the state. Fortunately for California agriculture and industry, Gov. Arnold Schwarzenegger was able to negotiate some safety valves in the legislation. It includes a provision for trading emissions credits that will allow producers of greenhouse gases - who are also producers of energy, products and jobs that help fuel the state economy - to continue to do business. That option could also provide a valuable incentive for business to reduce emissions to benefit their companies economically. Caruba is correct to be concerned that this legislation is just a first successful volley in a fight to pass similar legislation at the federal level. As Caruba noted, Feinstein recently touted a plan to fight global warming with legislation she says she will introduce in the next Congressional session that has similarities to the California legislation. It would also not be surprising to see other states, like Washington and Oregon, where the climate change mantra is also resonating to follow California's lead to control emissions even further. California has the political clout, and population numbers, to make automakers pay heed to emissions restrictions on cars that smaller states can't pull off alone. As to whether the new emission standards will do anything to slow climate change, that's a question still open to debate. But this will clear the air a bit more in smog-prone areas of the state.
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PRINCIPLES OF ROCKET FLIGHT LEARNING OBJECTIVE: Principles of flight for rockets. DISCUSSION: Rocket Principles A rocket in its simplest form is a chamber enclosing a gas under pressure. A small opening at one end of the chamber allows the gas to escape, and in doing so provides a thrust that propels the rocket in the opposite direction. A good example of this is a balloon. Air inside a balloon is compressed by the balloon's rubber walls. The air pushes back so that the inward and outward pressing forces balance. When the nozzle is released, air escapes through it and the balloon is propelled in the opposite direction. When we think of rockets, we rarely think of balloons. Instead, our attention is drawn to the giant vehicles that carry satellites into orbit and spacecraft to the Moon and planets. Nevertheless, there is a strong similarity between the two. The only significant difference is the way the pressurized gas is produced. With space rockets, the gas is produced by burning propellants that can be solid or liquid in form or a combination of the two. One of the interesting facts about the historical development of rockets is that while rockets and rocket-powered devices have been in use for more than two thousand years, it has been only in the last three hundred years that rocket experimenters have had a scientific basis for understanding how they work. The science of rocketry began with the publishing of a book in 1687 by the great English scientist Sir Isaac Newton. His book, entitled Philosophiae Naturalis Principia Mathematica, described physical principles in nature. Today, Newton's work is usually just called the Principia. In the Principia, Newton stated three important scientific principles that govern the motion of all objects, whether on Earth or in space. Knowing these principles, now called Newton's Laws of Motion, rocketeers have been able to construct the modern giant rockets of the 20 th century such as the Saturn 5 and the Space Shuttle. Here now, in simple form, are Newton's Laws of Motion. 1. Objects at rest will stay at rest and objects in motion will stay in motion in a straight line unless acted upon by an unbalanced force. 2. Force is equal to mass times acceleration. 3. For every action there is always an opposite and equal reaction. As will be explained shortly, all three laws are really simple statements of how things move. But with them, precise determinations of rocket performance can be made. (SHOW NASA FILM ON NEWTON'S LAWS HERE) Newton's First Law This law of motion is just an obvious statement of fact, but to know what it means, it is necessary to understand the terms rest, motion, and unbalanced force. Rest and motion can be thought of as being opposite to each other. Rest is the state of an object when it is not changing position in relation to its surroundings. If you are sitting still in a chair, you can be said to be at rest. This term, however, is relative. Your chair may actually be one of many seats on a speeding airplane. The important thing to remember here is that you are not moving in relation to your immediate surroundings. If rest were defined as a total absence of motion, it would not exist in nature. Even if you were sitting in your chair at home, you would still be moving, because your chair is actually sitting on the surface of a spinning planet that is orbiting a star. The star is moving through a rotating galaxy that is, itself, moving through the universe. While sitting "still," you are, in fact, traveling at a speed of hundreds of kilometers per second. Motion is also a relative term. All matter in the universe is moving all the time, but in the first law, motion here means changing position in relation to surroundings. A ball is at rest if it is sitting on the ground. The ball is in motion if it is rolling. A rolling ball changes its position in relation to its surroundings. When you are sitting on a chair in an airplane, you are at rest, but if you get up and walk down the aisle, you are in motion. A rocket blasting off the launch pad changes from a state of rest to a state of motion. The third term important to understanding this law is unbalanced force. If you hold a ball in your hand and keep it still, the ball is at rest. All the time the ball is held there though it is being acted upon by forces. The force of gravity is trying to pull the ball downward, while at the same time your hand is pushing against the ball to hold it up. The forces acting on the ball are balanced. Let the ball go, or move your hand upward, and the forces become unbalanced. The ball then changes from a state of rest to a state of motion. (Demonstrate with a ball) In rocket flight, forces become balanced and unbalanced all the time. A rocket on the launch pad is balanced. The surface of the pad pushes the rocket up while gravity tries to pull it down. As the engines are ignited, the thrust from the rocket unbalances the forces, and the rocket travels upward. Later, when the rocket runs out of fuel, it slows down, stops at the highest point of its flight, and then falls back to Earth. Objects in space also react to forces. A spacecraft moving through the solar system is in constant motion. The spacecraft will travel in a straight line if the forces on it are in balance. This happens only when the spacecraft is very far from any large gravity source such as Earth or the other planets and their moons. If the spacecraft comes near a large body in space, the gravity of that body will unbalance the forces and curve the path of the spacecraft. This happens, in particular, when a satellite is sent by a rocket on a path that is tangent to the planned orbit about a planet. The unbalanced gravitational force causes the satellite's path to change to an arc. The arc is a combination of the satellite's fall inward toward the planet's center and its forward motion. When these two motions are just right, the shape of the satellite's path matches the shape of the body it is traveling around. Consequently, an orbit is produced. Since the gravitational force changes with height above a planet, each altitude has its own unique velocity that results in a circular orbit. Obviously, controlling velocity is extremely important for maintaining the circular orbit of the spacecraft. Unless another unbalanced force, such as friction with gas molecules in orbit or the firing of a rocket engine in the opposite direction, slows down the spacecraft, it will orbit the planet forever. Newton's Third Law For the time being, we will skip the Second Law and go directly to the Third. This law states that every action has an equal and opposite reaction. If you have ever stepped off a small boat that has not been properly tied to a pier, you will know exactly what this law means. A rocket lifts off from a launch pad only when it expels gas out of its engine. The rocket pushes on the gas, and the gas in turn pushes on the rocket. The whole process is very similar to riding a skateboard. Imagine that a skateboard and rider are in a state of rest (not moving). The rider jumps off the skateboard. In the Third Law, the jumping is called an action. The skateboard responds to that action by traveling some distance in the opposite direction. The skateboard's opposite motion is called a reaction. When the distance traveled by the rider and the skateboard are compared, it would appear that the skateboard has had a much greater reaction than the action of the rider. This is not the case. The reason the skateboard has traveled farther is that it has less mass than the rider. This concept will be better explained in a discussion of the Second Law. (Can demonstrate with a skateboard) With rockets, the action is the expelling of gas out of the engine. The reaction is the movement of the rocket in the opposite direction. To enable a rocket to lift off from the launch pad, the action, or thrust, from the engine must be greater than the weight of the rocket. While on the pad the weight of the rocket is balanced by the force of the ground pushing against it. Small amounts of thrust result in less force required by the ground to keep the rocket balanced. Only when the thrust is greater than the weight of the rocket does the force become unbalanced and the rocket lifts off. In space where unbalanced force is used to maintain the orbit, even tiny thrusts will cause a change in the unbalanced force and result in the rocket changing speed or direction. One of the most commonly asked questions about rockets is how they can work in space where there is no air for them to push against. The answer to this question comes from the Third Law. Imagine the skateboard again. On the ground, the only part air plays in the motions of the rider and the skateboard is to slow them down. Moving through the air causes friction, or as scientists call it, drag. The surrounding air impedes the action-reaction. As a result rockets actually work better in space than they do in air. As the exhaust gas leaves the rocket engine it must push away the surrounding air; this uses up some of the energy of the rocket. In space, the exhaust gases can escape freely. Newton's Second Law This law of motion is essentially a statement of a mathematical equation. The three parts of the equation are mass (m), acceleration (a), and force (f). Using letters to symbolize each part, the equation can be written as follows: ``` f = ma ``` The equation reads: force equals mass times acceleration. To explain this law, we will use an old style cannon as an example. When the cannon is fired, an explosion propels a cannon ball out the open end of the barrel. It flies a kilometer or two to its target. At the same time the cannon itself is pushed backward a meter or two. This is action and reaction at work (Third Law). The force acting on the cannon and the ball is the same. What happens to the cannon and the ball is determined by the Second Law. Look at the two equations below. ``` f = m(cannon)a(cannon) f = m(ball )a(ball ) ``` The first equation refers to the cannon and the second to the cannon ball. In the first equation, the mass is the cannon itself and the acceleration is the movement of the cannon. In the second equation the mass is the cannon ball and the acceleration is its movement. Because the force (exploding gun powder) is the same for the two equations, the equations can be combined and rewritten below. ``` m(cannon)a(cannon) = m(ball )a(ball ) ``` In order to keep the two sides of the equations equal, the accelerations vary with mass. In other words, the cannon has a large mass and a small acceleration. The cannon ball has a small mass and a large acceleration. Apply this principle to a rocket. Replace the mass of the cannon ball with the mass of the gases being ejected out of the rocket engine. Replace the mass of the cannon with the mass of the rocket moving in the other direction. Force is the pressure created by the controlled explosion taking place inside the rocket's engines. That pressure accelerates the gas one way and the rocket the other. Some interesting things happen with rockets that do not happen with the cannon and ball in this example. With the cannon and cannon ball, the thrust lasts for just a moment. The thrust for the rocket continues as long as its engines are firing. Furthermore, the mass of the rocket changes during flight. Its mass is the sum of all its parts. Rocket parts include: engines, propellant tanks, payload, control system, and propellants. By far, the largest part of the rocket's mass is its propellants. But that amount constantly changes as the engines fire. That means that the rocket's mass gets smaller during flight. In order for the left side of our equation to remain in balance with the right side, acceleration of the rocket has to increase as its mass decreases. That is why a rocket starts off moving slowly and goes faster and faster as it climbs into space. Newton's Second Law of Motion is especially useful when designing efficient rockets. To enable a rocket to climb into low Earth orbit, it is necessary to achieve a speed, in excess of 28,000 km per hour. A speed of over 40,250 km per hour, called escape velocity, enables a rocket to leave Earth and travel out into deep space. Attaining space flight speeds requires the rocket engine to achieve the greatest action force possible in the shortest time. In other words, the engine must burn a large mass of fuel and push the resulting gas out of the engine as rapidly as possible. Putting Newton's Laws of Motion Together An unbalanced force must be exerted for a rocket to lift off from a launch pad or for a craft in space to change speed or direction (First Law). The amount of thrust (force) produced by a rocket engine will be determined by the rate at which the mass of the rocket fuel burns and the speed of the gas escaping the rocket (Second Law). The reaction, or motion, of the rocket is equal to and in the opposite direction of the action, or thrust, from the engine (Third Law). Activities (do only one of these activities) Two Activities: Pop Can Hero Engine and Newton Car. All help the Mission Team members gain awareness of Newton's Laws of Motion. Activity 1 POP CAN HERO ENGINE * To demonstrate Newton's Third Law of Motion by using the force of falling water to cause a soda pop can to spin. * To experiment with different ways of increasing the spin of the can. Background Information: Hero of Alexandria invented the Hero engine in the first century B.C. His engine operated because of the propulsive force generated by escaping steam. A boiler produced steam that escaped to the outside through L-shaped tubes bent pinwheel fashion. The steam's escape produced an action-reaction force that caused the sphere to spin in the opposite direction. Hero's engine is an excellent demonstration of Newton's Third Law of Motion (See page 5 for more information about Hero's Engine and pages 15-16 for details about Newton's Third Law of Motion.). This activity substitutes the action force produced by falling water for the steam in Hero's Engine. Management: This activity works well with small groups of two or three Mission Team members. Allow approximately 40 to 45 minutes to complete. The activity is divided into two parts. In Part one the learners construct the engine and test it. Part two focuses on variables that affect the action of the engine. The experiment stresses prediction, data collection, and analysis of results. Be sure to recycle the soda pop cans at the end of the activity. \ Part One Materials and Tools: * Empty soda pop can with the opener lever still attached - one per group of Mission Team members * Common nail - one per group of Mission Team members * Nylon fishing line (light weight) * Bucket or tub of water - several for entire class * Paper towels for cleanup * Meter stick * Scissors to cut fishing line Description: A soft drink can suspended by a string spins by the force created when water streams out of slanted holes near the can's bottom. Part One: Making a Soda Pop Can Hero Engine: 1. Distribute Mission Team member pages and one soda pop can and one medium-size common nail to each group. Tell the Mission Team members that you will demonstrate the procedure for making the Hero engine. 2. Lay the can on its side and use the nail to punch a single hole near its bottom. Before removing the nail, push the nail to one side to bend the metal, making the hole slant in that direction. second hole like the first one. Repeat this procedure two more times to produce four equally spaced holes around the bottom of the can. All four holes should slant in the same direction 3. Remove the nail and rotate the can approximately 90 degrees. Make a going around the can. 4. Bend the can's opener lever straight up and tie a 40-50 centimeter length of fishing line to it. The soda pop can Hero engine is complete. Running the Engine: 1. Dip the can in the water tub until it fills with water. Ask the Mission Team members to predict what will happen when you pull the can out by the fishing line. 2. Have each group try out their Hero engine. Discussion: 1. Why did the cans begin spinning when water poured out of the holes? 2. What was the action? What was the reaction? 3. Did all cans spin equally well? Why or why not? Part Two: Experimenting with Soda Pop Can Hero Engines 1. Tell the Mission Team members they are going to do an experiment to find out if there is any relationship between the size of the holes punched in the Hero Engine and how many times it rotates. Ask Mission Team members to predict what they think might happen to the rotation of the Hero engine if they punched larger or smaller holes in the cans. Discuss possible hypotheses for the experiment. Part Two Materials and Tools: * Mission Team member Work Sheets * Hero Engines from part one * Empty soda pop can with the opener lever still attached (three per group of Mission Team members) * Common nails - Two different diameter shafts (one each per group) * Nylon fishing line (light weight) * Bucket or tub of water - Several for entire class * Paper towels for cleanup * Meter stick * Large round colored gum labels or marker pens * Scissors to cut fishing line How To Bend The Holes 1. Punch hole with nail. 2. With nail still inserted, push upper end of nail to the side to bend the hole. 2. Provide each group with the materials listed for Part Two. The nails should have different these nails as small (S) and large (L). Older Mission Team members can measure the diameters diameter shafts from the one used to make the first engine. Identify of the holes in millimeters. Since there will be individual variations, record the average hole diameter. Have the groups make two additional engines exactly like the first, except that the holes will be different sizes. 3. Discuss how to count the times the engines rotate. To aid in counting the number of rotations, stick a brightly colored round gum label or some other marker on the can. Tell them to practice counting the rotations of the cans several times to become consistent in their measurements before running the actual experiment. 4. Have the Mission Team members write their answers for each of three tests they will conduct on the can diagrams on the Mission Team member Pages. (Test One employs the can created in Part One.) Mission Team members should not predict results for the second and third cans until they have finished the previous tests. 5. Discuss the results of each group's experiment. Did the results confirm the experiment hypothesis? 6. Ask the Mission Team members to propose other ways of changing the can's rotation (Make holes at different distances above the bottom of the can, slant holes in different directions or not slanted at all, etc.) Be sure they compare the fourth Hero Engine they make with the engine previously made that has the same size holes. Discussion: 1. Compare the way rockets in space change the directions they are facing in space with the way Hero Engines work. 2. How can you get a Hero Engine to turn in the opposite direction? 3. Can you think of any way to put Hero Engines to practical use? 4. In what ways are Hero Engines similar to rockets? In what ways are they different? Test Number 1 Design a new Hero Engine experiment. Remember, change only one variable in your experiment. What is your experiment hypothesis? Compare this engine with the engine from your first experiment that has the same size holes. Based on your results, was your hypothesis correct? Why? Test Number 2 Based on your results, was your hypothesis correct? Why? Mark each can to help you count the spins. Test each Hero Engine and record your data on the cans below. Test Number 3 Design an experiment that will test the effect that the size of the holes has on the number of spins the can makes. What is your experiment hypothesis? Describe what you learned about Newton's Laws of Motion by building and testing your Hero Engines. Share your findings. Activity II Newton Car Management: Conduct this activity in groups of three Mission Team members. Use a smooth testing surface such as a long, level table top or uncarpeted floor. The experiment has many variables that Mission Team members must control including: the size of the string loop they tie, the placement of the mass on the car, and the placement of the dowels. Discuss the importance of controlling the variables in the experiment with your Mission Team members. Making the Newton Car involves cutting blocks of wood and driving three screws into each block. Refer to the diagram on this page for the placement of the screws as well as how the Newton Car is set up for the experiment. Place the dowels in a row like railroad ties and extend them to one side as shown in the picture. If you have access to a drill press, you can substitute short dowels for the screws. It is important to drill the holes for the dowels perpendicular into the block with the drill press. Add a drop of glue to each hole. The activity requires Mission Team members to load their "slingshot" by stretching the rubber bands back to the third screw and holding it in place with the string. The simplest way of doing this is to tie the loop first and slide the rubber bands through the loop before placing the rubber bands over the two screws. Loop the string over the third screw after stretching the rubber bands back. Use a match or lighter to burn the string. The small ends of string left over from the knot acts as a fuse that permits the Mission Team members to remove the match before the string burns through. Teachers may want to give Mission Team member groups only a few matches at a time. To completely conduct this experiment, Mission Team member groups will need six matches. It may be necessary for a practice run before starting the experiment. As an alternative to the matches, Mission Team members can use blunt nose scissors to cut the string. This requires some fast movement on the part of the Mission Team member doing the cutting. The Mission Team member needs to move the scissors quickly out of the way after cutting the string. Tell the Mission Team members to tie all the string loops they need before beginning the experiment. The loops should be as close to the same size as possible. Refer to the diagram on the Mission Team member pages for the actual size of the loops. Loops of different sizes will introduce a significant variable into the experiment, causing the rubber bands to be stretched different amounts. This will lead to different accelerations with the mass each time the experiment is conducted. Use plastic 35 millimeter film canisters for the mass in the experiments. Direct Mission Team members to completely fill the canister with various materials, such as seeds, small nails, metal washers, sand, etc. This will enable them to vary the mass twice during the experiment. Have Mission Team members weigh the canister after it is filled and record the mass on the Mission Team member sheet. After using the canister three times, first with one rubber band and then two and three rubber bands, Mission Team members should refill the canister with new material for the next three tests. Refer to the sample graph for recording data. The bottom of the graph is the distance the car travels in each test. Mission Team members should plot a dot on the graph for the distance the car traveled. The dot should fall on the y-axis line representing the number of rubber bands used and on the x-axis for the distance the car traveled. After plotting three tests with a particular mass, connect the dots with lines. The Mission Team members should use a solid line for Mass 1 and a line with large dashes for Mass 2. If the Mission Team members have carefully controlled their variables, they should observe that the car traveled the greatest distance using the greatest mass and three rubber bands. This conclusion will help them conceptualize Newton's Second Law of Motion. Background Information: The Newton car provides an excellent tool for investigating Isaac Newton's Second Law of Motion. The law states that force equals mass times acceleration. In rockets, the force is the action produced by gas expelled from the engines. According to the law, the greater the gas that is expelled and the faster it accelerates out of the engine, the greater the force or thrust. More details on this law can be found on page 16 of this guide. The Newton Car is a kind of a slingshot. A wooden block with three screws driven into it forms the slingshot frame. Rubber bands stretch from two of the screws and hold to the third by a string loop. A mass sits between the rubber bands. When the string is cut, the rubber bands throw the block to produce an action force. The reaction force propels the block in the opposite direction over some dowels that act as rollers (Newton's Third Law of Motion). This experiment directs Mission Team members to launch the car while varying the number of rubber bands and the quantity of mass thrown off. They will measure how far the car travels in the opposite direction and plot the data on a graph. Repeated runs of the experiment should show that the distance the car travels depends on the number of rubber bands used and the quantity of the mass being expelled. Comparing the graph lines will lead Mission Team members to Newton's Second Law of Motion. Discussion: 1. How is the Newton Car similar to rockets? 2. How do rocket engines increase their thrust? 3. Why is it important to control variables in an experiment? Assessment: Conduct a Mission Team discussion where Galaxy Explorers share their findings about Newton's Laws of Motion. Ask them to compare their results with those from previous activities such as Pop Can Hero Engine. Collect and review completed Mission Team member pages. Extensions: Obtain a toy water rocket from a toy store. Try launching the rocket with only air and then with water and air and observe how far the rocket travels. Objective: To investigate how increasing the mass of an object thrown from a Newton Car affects the car's acceleration over a rolling track (Newton's Second Law of Motion). Description: In this activity, Mission Team members test a slingshot-like device that throws a mass causing the car to move in the opposite direction. Materials and Tools: * 1 Wooden block about 10 x 20 x 2.5 cm * 3 3-inch No. 10 wood screws (round head) * 12 Round pencils or short lengths of similar dowel * Plastic film canister * Assorted materials for filling canister (e.g. washers, nuts, etc.) * 3 Rubber bands * Cotton string * Safety lighter * Eye protection for each Mission Team member * Metric beam balance (Primer Balance) * Vice * Screwdriver * Meter stick 1. Tie 6 string loops this size. 2. Fill up your film canister and weigh it in grams. Record the mass in the Newton Car Report chart. 3. Set up your Newton Car as shown in the picture. Slip the rubber band through the string loop. Stretch the rubber band over the two screws and pull the string back over the third screw. Place the rods 6 centimeters apart. Use only one rubber band the first time. 4. Put on your eye protection! 5. Light the string and stand back. Record the distance the car traveled on the chart. 6. Reset the car and rods. Make sure the rods are 6 centimeters apart! Use two rubber bands. Record the distance the car travels. 7. Reset the car with three rubber bands. Record the distance it travels. 8. Refill the canister and record its new mass. 9. Test the car with the new canister and with 1, 2, and 3 rubber bands. Record the distances the car moves each time. 10. Plot your results on the graph. Use one line for the first set of measurements and a different line for the second set. Newton Car Report Describe what happened when you tested the car with 1, 2, and 3 rubber bands. Write a short statement explaining the relationship between the amount of mass in the canister, the number of rubber bands, and the distance the car traveled.
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RHE and PSHE Policy September 2021 Reviewed January 2023 Rationale and Ethos. This policy is a working document, which provides guidance and information on all aspects of RSE in the school for staff, parents/carers and governors. At Lyng Primary School, Relationship and Health Education is taught within a broader, carefully planned Personal, Social, Health and Relationship Education curriculum (PSHE), aims to gradually and appropriately prepare children for adult life, and ensuring the development of the personal skills needed by pupils if they are to establish and maintain relationships both now and in their future. The curriculum is designed to ensure that young people can make responsible and informed decisions about their own health and wellbeing. The curriculum, reflecting local needs, is also designed to build students understanding of how to keep themselves safe both now and in the future. The curriculum encourages students to develop their own ideas, opinions and beliefs whilst providing them with a safe place to discuss new ideas and concepts at an age and developmentally appropriate time. The biological aspects of RSE are taught within the Science curriculum, where there is no parental right to withdraw. Other elements of the curriculum are addressed through assemblies. We believe Relationship and Health Education (RHE) is a lifelong process of acquiring information, developing skills and forming positive beliefs and attitudes about relationships, providing them with the skills and knowledge to prepare them for decisions that they make throughout their lives. Relationship and Health education is the lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. RHE at Lyng Primary School, lays the foundations for factual knowledge and the more sexually explicit information required by young people in later years (secondary education). Effective RHE, set with PSHE lessons, encourages children to reflect upon and to develop their own values, attitudes, personal and social skills including awareness of the values of their own community and others, whilst understanding the beliefs and ideas of their peers and increase their knowledge and understanding, so that they are able to make informed decisions and life choices both now and in the future. This includes the positive benefits of loving, rewarding, safe and responsible relationships, emotional and physical changes to their bodies (including puberty), developing positive mental health and emotional well-being and develop the skills to be digitally safe. RHE, as taught at Lyng Primary School, does not encourage sexual experimentation, the taking away of a child's innocence, over-ruling the wishes or rights of parents or imposing ideas onto young people. RHE is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching. It is important for our pupils and our schools to ensure students can reflect upon their own beliefs, values and ideas in an age and developmentally appropriate way and to develop an understanding of other's ideas, beliefs and values. Lyng Primary School recognises that effective RHE is dependent upon partnerships at many levels; this includes between ourselves and parents, carers and guardians; children; the local authority including Public Health and health professionals; local faith communities and (where relevant) the voluntary sector. All those who teach aspects of RHE within school, including visitors, are expected to be guided by the following values framework, which represents the values held in common by the whole school community. The outcomes, intentions and values underpinning Relationship and Health Education are: * To provide the knowledge, information and skills (at an age-appropriate time) to which all pupils are entitled to ensure that they able to make informed decisions grounded in selfrespect, confidence and empathy towards others. * To clarify/reinforce existing knowledge and where arising, to dispel myths and misinformation by providing factually accurate and age-appropriate knowledge. * To provide students with the opportunity to ask questions (in a way that they are comfortable doing), express emotions and opinions and discuss issues openly and without embarrassment. This includes developing empathy to other's ideas and listen sensitively to other's opinions and ideas. * To raise pupils' self- esteem, mental health and emotional wellbeing, including selfconfidence and resilience, especially in their relationships with others; to learn to manage emotions and relationships in a confident and sensitive manner. * To help pupils' develop skills (including language development associated with RSE at an age appropriate time, decision making, choice, assertiveness) and making the most of their abilities. * To provide the confidence to be participating members of society and to value themselves and others for who they are, not for what they have or what they can do. * To help gain access to reliable and accurate information and support, including within the school, family, wider community and online. * To develop skills for a healthy, safer lifestyle including the role of the family, stable and loving relationships, love, honesty, respect and care. * To recognise and avoid exploitation and abuse including knowing what is and is not illegal in matters relating to sexual activity (in an age appropriate and sensitive way which does not instil fear in children) – Year 5/6. * To develop and use communication and assertiveness skills to cope and make informed decisions and recognising the influences of their peers, the media including the internet and other influences. * To value and respect difference and commonly held beliefs, in people's religion, culture, sexual orientation, physical and mental ability and social background whilst being mindful of the influences of the media, stereotypes and discrimination and being sensitive to the needs of culture, religion and British Values. * Able to make good academic progress, as children who feel safe and supported are more likely to achieve higher standards. * To respect and care for their bodies including body autonomy and the importance of consent – Years 3-6. * To be prepared for puberty and adulthood including learning and understanding of physical development, reproduction and associated emotional changes in an age appropriate manner – Year 5/6. * To recognise and avoid exploitation and abuse including knowing what is and is not illegal in matters relating to sexual activity (in an age appropriate and sensitive way which does not instil fear in children) – Year 5/6. The personal beliefs and attitudes of staff delivering RHE will not influence the teaching of Relationship and Health education in this school. Staff receive regular training in dealing with emotional and sensitive issues, including developing an emotionally safe environment. Equal Opportunities Statement The school is committed to the provision of RSE to all of its pupils. Our programme aims to respond to the diversity of children's cultures, faiths and family backgrounds. Equal time and provision will be allocated for all groups but there may be occasions where children with Special Educational Needs are given extra support. Wherever possible, teaching of the curriculum will be in line with the protected characteristics defined in the Equality Act 2010. Roles and Responsibilities. Those involved in the development of this policy include: Legislation including statutory regulations and guidance. Documents which inform the schools RSE policy include:- - The Education Act (1996) - Learning and Skills Act (2000) - Equality Act (2010) - The PSHE Association supplementary guidance SRE for the 21 st Century (2014) - Keeping Children Safe in Education: Statutory Safeguarding Guidance (as updated) - The Public Sector Equality Duty. - 'PSHE Education Programme of Study Key stages 1-5' (PSHE Association, 2017) - The National Curriculum for Science (2015) - Sex and Relationships Education Guidance DfE (2018 and 2020) - Children and Social Work Act (2017) - Subject specific research: Ofsted. Related school policies include: - School Curriculum. - Lyng Primary Safeguarding. - Lyng Primary Child Protection. - Safeguarding guidance including Keeping Children Safe in Education guidance. - Working Together to Keep Children Safe. - Confidentiality policy. - Behaviour Policy. - Inclusion Policy. - Anti-Bullying/Positive Behaviours Policy. - Health and Safety. - External Visitors Policy. - Equality Policy. - E-Safety Policy. - Extremism and Radicalisation in Schools Policy. Curriculum Design Our RHE programme is an integral part of our whole school PSHE provision and supported by the statutory requirements as set out in the National Curriculum for Relationships Education, Relationships and Sex Education and Health Education (2018 and 2020) and Science. The curriculum model we use is based upon best practice as established by leading subject organisations including Jigsaw and the PSHE Association, which has a developed age-appropriate and inclusive approach to teaching RHE. Further detail of our curriculum can be viewed via our school curriculum planning on the school website or available on request. We use a variety of resources including:- - The Local Authority approved curriculum model, the "Healthy Mind, Happy Me" curriculum which focuses upon developing student's mental health and emotional wellbeing. The themes addressed in the curriculum are included below. - School Nursing Team approved by the local authority who deliver age appropriate classroom lessons in primary schools. - NSPCC "Pants" Talk delivered by school staff - A theatre in education production focused around puberty and bullying - Dog, Duck and Cat Programme for whole school - Primary Picture News: A nationally recognised PSHE and Citizenship focused resource which provides weekly resources focusing upon an issue in the news. - Choices programme for years 5 and 6 only, looking at Child criminal exploitation and Child sexual exploitation - DECCA who work with children around drugs and alcohol from years 5 and 6 and for youngers years medication safety - Black Country Women's Aid- years 5 and 6 around consent and positives relationships - National Online safety programme for children and parents whole school - Police- anti social behaviour county lines and gangs - - School nurse team – Work with whole school around, personal hygiene, Puberty, Consent, Positive relationship, PANTS talk, dental care. The Jigsaw Curriculum model is designed to be used flexibly within the school to ensure issues are addressed in an appropriately and timely position and which reflects the needs of the pupils. This curriculum comprises of six key modules which are revisited during the pupil's time in the school, allowing young people to add to their thinking, skills and knowledge as they develop and mature in their thinking. These modules are: | Theme | Description of topics | |---|---| | Being Me in My World. | Understanding my place in the class, school and global community as well as devising Learning Charters. | | Celebrating Differences. | Anti-bullying (cyber and homophobic bullying included) and diversity work. | | Dreams and Goals. | Goal-setting, aspirations for yourself and the world and working together. | | Healthy Me. | Building self-esteem and confidence as well as healthy lifestyle choices (includes drugs and alcohol education – Year 5/6) | | Relationships. | Understanding friendship, family and other relationships, conflict resolution and communication skills. | | Changing Me. | This includes relationships education in the context of coping positively with change. (includes sex education which parents can opt in or out of – Year 6) | In each year, we cover the following themes: Year 1: Friendships Module; Belonging Module; My Wider World Module. Year 2: All About Me Module; Resilience and Coping Module; Being The Best Me I Can Be Module. Year 3: Friendships Module; Belonging Module; My Wider World Module Year 4: All About Me Module; Resilience and Coping Module; Being The Best Me I Can Be Module. Year 5: Friendships Module; Belonging Module; My Wider World Module. Year 6: All About Me Module; Resilience and Coping Module; Being The Best Me I Can Be Module. As part of our overall Safeguarding programme, on occasions lessons and assemblies will be taught to address local safeguarding concerns and issues to ensure our pupils remain safe. Wherever possible, this information will be shared with parents. In addition, we use resources from a variety of other sources (local authority approved) taking into account the age and developmental needs of the class and adapt curriculum packages and lesson plans to address the needs of the children in the class. External Speakers and Agencies. Lyng Primary School invites, as appropriate, various speakers to support and develop the curriculum provision. This includes, but is not limited to:- - DECCA (supporting curriculum around drugs, alcohol and smoking education). - School Nurses Service (to deliver various aspects of health education. - NSPCC to address issues around Safeguarding. - Safer 6 Partnership (Local authority initiative) to address aspects of safeguarding. - West Midlands Police to address various safeguarding issues. - Rewind – preventing extremism and racism. - Loud Mouth – Staying safe from child exploitation, abuse and knife crime. Other external speakers may be invited as appropriate to the curriculum and theme, with advice and support from trusted sources including other schools in the local authority and PSHE Advisory Teacher. All materials provided by the external agency will be viewed prior to being shown in class. All external speakers will be expected to follow school policies which includes, but is not limited to, Visitors Policy, Safeguarding Policy and RHE policy. They will remain under staff supervision at all times. Sex Education Lyng Primary School has decided to deliver sex education sessions; these sessions will take place in Summer term and will be available to Year 6 pupils only. The intention of covering this content is to prepare children for the Sex Education curriculum they will be taught in Secondary school. Parents continue to have the right to withdraw their children from these sessions only (apart from content covered in the National Curriculum for Science – which is statutory). Where a parent wishes to withdraw their child, this should be communicated with the school. Lyng Primary School would encourage parents wishing to do this, to contact the school to discuss this further. Where a child has been withdrawn from the curriculum, they will be taught elsewhere in the school. Parents are unable to withdraw from lessons written and delivered as part of the National Curriculum for Science or part of Relationship or Health Education. Safe and Effective Practice including answering sensitive questions. We will ensure a safe learning environment by following school policies. Staff will be trained in relation to developing a safe learning environment which includes safeguarding training, dealing with sensitive issues, confidentiality, agreed ground rules for a safe classroom environment shaped by students and by the use of distancing techniques from the personal experience of the student. No student will be required to give an answer as this undermines the safe classroom experience; all students will be given the opportunity to raise questions anonymously – encouraging children to speak to a trusted member of staff at break/lunchtime, write a question on a post-it note and deliver it to their trusted member of staff and/or visit the 'Wellbeing Tree' where pupils will have an opportunity to reflect on their learning and process their thoughts and feelings about it. All staff are supported by pre-prepared resources, training in the delivery of resources and supported by internal and external staff including, but not limited to the PSHE Lead, Safeguarding Lead, SLT, LA Advisor, Public Health funded projects and resources and nationally recognised curriculum organisations including, but not limited to, the PSHE Association. During PSHE lessons and discussions, staff will establish clear ground rules in-conjunction with pupils to ensure pupils feel safe, supported and listened to. Wherever possible, lessons will be taught as a class with both male and female pupils present. Teaching staff will endeavour to answer questions as openly as possible, but if faced with a question that they do not feel comfortable answering within the classroom, provision would be made to meet the individual's child/young person's needs. This could involve referring the child/young person to their parent/carer, School Nurse Service, the child/young person's doctor or to an established external organisation; it important for the child to make a choice that is correct for them without prejudice. The teacher may make a referral or to seek advice from the PSHE Coordinator, Headteacher or Safeguarding Team wherever appropriate in the circumstances. Safeguarding All staff are trained in safeguarding. Teachers are aware that effective RHE, which brings an understanding of what is and what is not appropriate in a relationship, can lead to a disclosure of a child protection issue. In this situation staff should follow internal safeguarding policies including informing the Safeguarding Lead. Prior to teaching, teachers will consult with the designated Safeguarding Lead to ensure that issues can be addressed prior to the teaching of the subject and appropriate differentiation can be made. Occasionally, appropriate and suitably experienced and/or knowledgeable visitors (such as school nursing team) from outside school may be invited to contribute to the delivery of RSE in school. We actively work with Sandwell Metropolitan Borough Council approved providers to supplement the teaching of the subject. All visitors will be familiar with and understand the school's RHE policy and work within it as they will be sent a copy as part of the teaching agreement. As part of school entry to site approach, all visitors will be given a copy of safeguarding visitor policy and signed into school with appropriate identification. As per Safeguarding policy, visitors are supervised/supported by a member of staff. The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning. There may be times when a child wishes to confide in a teacher. It is the school policy that information may need to be passed on the Headteacher or designated Safeguarding Lead if there is a risk of harm to the child. Children are informed that teachers cannot guarantee absolute confidentiality. The Headteacher/Designated Safeguarding Lead will decide what action to take to protect the best interest of the child, enabling action to be taken by other professionals if deemed necessary. The school nurse follows a separate code of practice linked with their professional regulations. The school is committed to working towards equality, promoting positive approaches to difference, and fostering respect for people of all cultural and social backgrounds whatever their age, sexuality, faith, ethnicity, gender, disability or additional educational need and in line with the Public-Sector Duty (as set out in the Protected Characteristics guidance: Equality Act 2010). Developing positive relationships between pupils of all backgrounds is an essential aspect of the work of the school. We will ensure that all young people receive Relationships and Health education, and we will offer provision appropriate to the particular needs of all our students. We will respond to parental requests and concerns and will take specialist advice where necessary. SEMH (Social, Emotional and Mental Health) Please see SEMH policy for further details and procedures at Lyng Primary School Sandwell Healthy Mind Happy Me Curriculum This programme is used to support our pupils who require additional interventions with SEMH needs including: - Resilience/Self Esteem - Peer Relationships - Conduct management - Emotional support and guidance - Equality and diversity (My wider world) - Building confidence and promoting positive mind set Engaging Stakeholders (including parents/carers/guardians and pupils). The school recognises that the parents are key figures in helping their children to cope with the emotional and physical aspects of growing up and therefore have more responsibility in preparing them for challenges and responsibilities which sexual maturity brings. Lyng Primary School believes in the importance of partnerships between all stakeholders to ensure that children grow up confident and cared for. Parents are key partners in supporting the school to: * Maintaining the culture and ethos of the family * Teaching their children about Relationships and Health. * Helping their children cope with the emotional and physical aspects of growing up and being a part of modern Britain. * Preparing them for the challenges and responsibilities that sexual maturity brings * Identifying issues As part of the RSE curriculum we will support our parents to: * Help children to learn the correct names of the body (Amend acco in a safe, age and developmentally appropriate way. * Talking with their children about feelings and relationships Parents are encouraged to support the school's RHE and have access to this policy. Parental Right to Withdraw. Parents are unable to withdraw from lessons written and delivered as part of the National Curriculum for Science or taught as part of the Relationship or Health Education content. Lyng Primary School would encourage parents with concerns around content, to contact the school to discuss this further. Where a child has been withdrawn from sex education lessons, they will be taught elsewhere in the school. Student voice in determining curriculum. Throughout RSE and PSHE lessons, students can contribute to class discussions and to reflect upon their own ideas and opinions. As part of the PSHE curriculum, pupils will be given the opportunity to voice concerns that they may have over the modern world and the implications in relation to this concerning relationships and modern technology. The curriculum will reflect and be adapted where relevant to ensure concerns raised can be addressed as and when they voice concerns (in lessons or through the medium of the School Council). Students in older key stages will be able to voice opinions on resources / external agencies used and whether, on reflection, the curriculum addressed their needs during early key stages. Monitoring and Evaluation In the first instance, the lead teacher for PSHE and RSE will be responsible for monitoring and evaluating the subject who will monitor the impact of the policy on children's learning, subject development, report to SLT and assist the Headteacher to report to the Governing Body. All monitoring in the subject will be in accordance with school policy. Policy Review Date. This policy will be reviewed in September 2021 to ensure compliance with new statutory guidance, Department for Education advice and guidance, and to ensure it continues to meet the need of pupils, staff, parents and the wider community. Headteacher: Mr Andrew Fowler Chair of Governing body: Mrs Lynn Howard PSHE Lead: Mrs Olivia Strode DSL/SMHL : Mrs Wellings Sian Wellings Mentor/SEMH: Mr Thomas Boughey SENCO/SMHL: Miss Beresford
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| Name | Herbert Edmund FARMER | | |---|---|---| | Birth Place | Bugbrooke | | | Occupation 1911 | | Soldier | | Date of Birth | | Second quarter of 1892 | | Date Enlis ted | | 12 October 1910 | Information from National Roll of the Great War No entry found. Additional Information Herbert Farmer enlisted in 3 rd Battalion (Special Reserve), the Northamptonshire Regiment on 12 October 1910, allocated number 9001. These units were created by the Haldane Army Reforms (1906-1912), replacing the previous Militia units; they were intended to be a source of replacements for any regular expeditionary force, rather than to be units of the Territorial Force that was formed in 1908. The following year he volunteered for the regular army and was accepted into the same regiment on 13 January 1911, re-numbered as 9281. After training at the regimental depot, on 15 March he was posted to the 1 st Battalion. By the time of the census on 2 April that year, Herbert was a patient in the Military Hospital at Stoke, in Devonport (Plymouth), being discharged on 21 April. It is not clear from the damaged record if that was just from hospital or from the army. His parents were living at 5 Tithe Street, Weedon, at this time. However, by early 1915, having been re-numbered as 12859, Herbert was with the Regiment and on 25 March joined the 2 nd Battalion, which had been in France since 5 November 1914. He was wounded on 9 May during a day of intense activity, succumbing to those wounds some two weeks later, in England. According to the official War Diary for 9 May 1915, the 2 nd Northamptons were in the forefront of a Brigade attack on Aubers Ridge, with the Battalion attacking 'the Salient' from 5.50am. The two leading companies, 'A' and 'D', took particularly heavy casualties, mainly from enfilade machine-gun fire, as did 'B' and then 'C' companies trying to follow-up, in unsuccessful attempts to support them. What remained of the battalion was withdrawn at 9.15 that evening – 426 all ranks from the 20 officers and 867 soldiers who started the day. On 11 May while in Divisional Reserve, the Battalion received a message of congratulations from the Brigade Headquarters for their services on 9 May; they had already received the first batch of casualty-replacements. Herbert was evacuated to England and died in hospital of his wounds on either 25 May (annotation on his Medal Index Card) or 29 May (the Commonwealth War Graves Commission – CWGC – record). He was taken to Weedon for burial, in grave 233. His parents' address is noted as 23 Queen Street by CWGC. It is not yet clear in which hospital he died, the long-established 'Cambridge Military Hospital' is in Aldershot, named after the Duke of Cambridge, but the GRO index lists his death in Cambridge registration district – the death certificate may clarify matters. He qualified posthumously for the 1914-15 Star, the British War Medal and the Victory Medal, and his family should also have received a Memorial Plaque and separate 'parchment' Memorial Scroll in his name. Photograph
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Focused Compliance and Educational Quality Inspection Reports Blackheath Preparatory School June 2019 Contents 2 3 School's Details 1. Background Information About the school 1.1 Blackheath Preparatory School is an independent day school for boys and girls aged between three and eleven years. The school is a charity administered by a company limited by guarantee. Its governors are trustees of the charity and directors of the company. 1.2 The school was founded in 1996. It occupies a five-acre site close to Blackheath Village and its original Georgian and Victorian buildings have been extended and adapted. Following the retirement of the previous head in March 2019, the current acting head has been in post since April 2019, whilst the governors recruit and appoint a new head. What the school seeks to do 1.3 The school aims to be a beacon of excellence which, in a warm, friendly and purposeful environment, seeks to provide an exceptionally good education for every pupil. It aspires to support and enable its pupils to flourish as happy, thoughtful, confident and responsible individuals who demonstrate courtesy, consideration and care, and who regard learning as fun. About the pupils 1.4 Pupils come from mainly British families living within a five-mile radius of the school and reflecting the ethnic mix of the local area. In a majority of the households, both parents work. Nationally standardised data provided by the school indicate that the ability profile of the school is above average, with some pupils of well above average ability. No pupil in the school has an education, health and care (EHC) plan. The school has identified 19 pupils as having special educational needs and/or disabilities (SEND), which include dyslexia, high functioning autism, hearing impairment and cystic fibrosis, eight of whom receive additional specialist help. English is an additional language (EAL) for 42 pupils, whose needs are supported by their classroom teachers and the learning support team. The curriculum is modified for 13 pupils identified as more able and for 38 with special talents in art, design technology, drama, music and sport. 4 2. Regulatory Compliance Inspection Preface The registration authority for independent schools is the Department for Education (DfE), which directs inspection according to a specified frequency or at any time where the DfE has particular concerns about a school. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools which are, or whose heads are, in membership of the associations which form the Independent Schools Council (ISC) and reporting on the extent to which they meet the Independent School Standards ('the standards') in the Schedule to the Education (Independent School Standards) Regulations 2014. Accordingly, inspection records whether the school meets each of these standards, which are arranged in eight Parts, each of which is divided into separate paragraphs. The inspection of schools that have early years settings not requiring registration similarly records whether the school complies with key provisions of the Early Years Foundation Stage statutory framework, and for registered settings the full range of the Early Years Foundation Stage provisions is considered. Additionally, the inspection reports on the school's accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment under section 548 of the Education Act 1996. It comments on the progress made by the school in meeting the compliance action points set out in the school's most recent statutory inspection. All association independent schools will have an inspection within three years from April 2016, in accordance with the Framework and DfE requirements. The inspection may be of COMPLIANCE ONLY or a combined inspection of EDUCATIONAL QUALITY AND COMPLIANCE depending on a number of factors, including findings from their most recent inspection. Schools judged not to meet the standards may also be subject to a progress monitoring visit before their next routine inspection. The progress monitoring visit will judge whether the school has taken the necessary action to meet any un-met standards identified at their previous inspection. The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. This is a FOCUSED COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL QUALITY, the report of which appears later in this document. The COMPLIANCE inspection reports only on the school's compliance with the standards. The standards represent minimum requirements and judgements are given either as met or as not met. All schools are required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report and the school is required to take the actions specified. In this focused compliance inspection, key regulations and standards have been inspected in detail. These are the regulations on safeguarding; measures to guard against bullying; arrangements for pupils' health and safety, arrangements to check the suitability of staff; the provision of information to parents; the handling of parents' complaints; and other related aspects of leadership and management. The remaining standards and requirements are deemed to continue to be met unless evidence to the contrary has been found. Inspections do not include matters that are outside of the regulatory framework described above, such as: an exhaustive health and safety audit; compliance with data protection requirements; an in-depth examination of the structural condition of the school, its services or other physical features; contractual arrangements with parents; an investigation of the financial viability of the school or its accounting procedures. Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to specifically in published reports in this document but will have been considered by the team in reaching its judgements. Links to the full regulations and requirements can be found here: The Education (Independent School Standards) Regulations 2014, Early Years Foundation Stage Statutory Framework. Key findings 2.1 The school does not meet all of the required standards in the schedule to the Education (Independent School Standards) Regulations 2014, and relevant requirements of the statutory framework for the Early Years Foundation Stage, and associated requirements, and should take immediate action to remedy deficiencies as detailed below. PART 1 – Quality of education provided 2.2 The school uses its own framework to determine attainment, instead of the national framework. 2.3 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils and covers the required breadth of material. The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources. A suitable framework for the assessment of pupils' performance is in place. 2.4 The standards relating to the quality of education [paragraphs 1–4] are met. PART 2 – Spiritual, moral, social and cultural development of pupils 2.5 Principles and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, law-abiding citizens. 2.6 The standard relating to spiritual, moral, social and cultural development [paragraph 5] is met. PART 3 – Welfare, health and safety of pupils 2.7 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard to current statutory guidance; good behaviour is promoted; requirements relating to fire safety are met; provision is made for first aid. Pupils are properly supervised and admission and attendance registers are maintained, as required. A disability access plan is in place. 2.8 The school's strategy for preventing bullying is not fully effective, as it does not maintain a log of bullying allegations and how these have been investigated. There is no nominated person with sufficient training and time responsible for overseeing health and safety to ensure that all appropriate records are kept, risk assessments undertaken and that the policy is effectively implemented. 2.9 The standards relating to welfare, health and safety in paragraphs 7, 9 and 12 to 15, the requirement of Schedule 10 of the Equality Act 2010, and the ban on corporal punishment under section 548 of the Education Act 1996 are met but those in paragraphs 10 [bullying], 11 [health and safety] and 16 [risk assessment] are not met. Action point 1 - the school must ensure that it maintains a full log of all bullying allegations and actions taken pursuant to these, so that it can identify patterns and respond accordingly [paragraph 10; EYFS 3.52]. Action point 2 - the school must ensure that it designates a nominated person with sufficient training and time to be responsible for overseeing health and safety, and to ensure that all appropriate records are kept and that the policy is effectively implemented [paragraph 11; EYFS 3.54]. Action point 3 - the school must ensure that risk assessments for premises and grounds are up to date and effective [paragraph 16 (a) and (b); EYFS 3.64]. PART 4 – Suitability of staff, supply staff, and proprietors 2.10 The school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors and a register is kept as required. 2.11 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] are met. PART 5 – Premises of and accommodation at schools 2.12 Suitable toilet and changing facilities, and showering facilities where required by the standard, and appropriate accommodation for pupils' medical and therapy needs are provided. The premises are maintained to a standard commensurate with health and safety; acoustics and lighting are appropriate; water provision is adequate. Suitable outdoor space is provided for physical education and outdoor play. 2.13 The standards relating to the premises and accommodation [paragraphs 22–31] are met. PART 6 – Provision of information 2.14 A range of information is variously published, provided or made available to parents, inspectors and the Department for Education. These include details about the proprietor, the ethos of the school and the curriculum, and of the school's arrangements for admission, behaviour and exclusions, bullying, health and safety, first aid, details of the complaints procedure, and the number of complaints registered under the formal procedure during the preceding school year, and the provision for any pupils with education, health and care plans or English as an additional language. They also include particulars of the school's academic performance during the preceding school year, inspection reports and (for parents only) a report at least annually of their own child's progress. The safeguarding policy is posted on the school's website. 2.15 The standard relating to the provision of information in paragraph 32 is met. PART 7 – Manner in which complaints are handled 2.16 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear time scales, and at the third stage the panel can make findings and recommendations which are communicated to the complainant. Records are kept appropriately, including of any action taken, whether or not a complaint is successful. 2.17 The standard relating to the handling of complaints [paragraph 33] is met. 8 PART 8 – Quality of leadership in and management of schools 2.18 The proprietor does not ensure that the leadership and management demonstrate good skills and knowledge, and fulfil their responsibilities effectively, so that the other standards are consistently met. They actively promote the well-being of the pupils. 2.19 The standard relating to leadership and management of the school in sub-paragraph (1)(c) is met but those in sub-paragraphs (1)(a) and (b) [knowledge and skills and fulfilment of responsibilities] are not met. Action point 4 - the school must ensure that leadership and management demonstrate good skills and knowledge and fulfil their responsibilities effectively, so that the other standards are consistently met [paragraph 34 (1)(a) and (b)]. 3. Educational Quality Inspection Preface The EDUCATIONAL QUALITY inspection reports on the quality of the school's work. It focuses on the two key outcomes: - The achievement of the pupils, including their academic development, and - The personal development of the pupils. Since the school was last inspected, the framework for inspection has changed. The current inspection framework uses different criteria and arrangements for grading from those used in previous inspection frameworks. The judgements made on this inspection are, therefore, not directly comparable to judgements made on previous inspections. All independent schools are required to meet the requirements of the Independent School Standards. However, different inspectorates apply different frameworks that are suited to the different types of schools they inspect. The ISI terminology reflects quality judgements that are at least equivalent to those used by the national inspectorate, Ofsted. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement about key outcomes for pupils and information on the quality of the school's work. The headline judgements must include one of the ISI descriptors 'excellent', 'good', 'sound' or 'unsatisfactory'. Where necessary, National Curriculum nomenclature is used to refer to year groups in the school. 9 Key findings 3.1 The quality of the pupils' academic and other achievements is excellent. - The quality of the pupils' academic and other musical, artistic and sporting achievements is excellent. - The overall achievement and progress made by the children in the EYFS is outstanding across all areas of learning. - Pupils' ability to express themselves clearly and eloquently in speech and conversation is exceptional. - The pupils' achievements reflect the school's ethos and commitment to challenging expectations. 3.2 The quality of the pupils' personal development is excellent. - Pupils have a strong sense of right and wrong and show particular awareness of their responsibility as global citizens. - Pupils' behaviour and manners are exemplary. - A particularly strong feature of the school is the positive and supportive relationships between all pupils. - The emotional well-being of pupils is excellent. Recommendations 3.3 In the context of these excellent outcomes, the school might wish to consider the following improvements: - Increase pupils' progress still further by providing more consistent stretch and challenge for the most able across the school. - Promote pupils' study skills by further developing the initiatives already introduced to encourage curiosity, initiative, collaboration and good judgement. The quality of pupils' academic and other achievements 3.4 The quality of pupils' academic and other achievements is excellent. 3.5 The overall achievement and progress made by the children in the Early Years Foundation Stage (EYFS) is outstanding across all areas of learning. Almost all children reach the expected level of development at the end of EYFS and well over half regularly exceed it. This outcome is a consequence of highly focused literacy teaching, introduced with the strong support of leadership and management, and the school's individualised approach to engaging the interest of all pupils. The excellent outcomes achieved by pupils across the school in their exam and assessment results reflect the school's vision to be a beacon of excellence. Pupils do not sit National Curriculum tests, so nationally standardised results cannot be used to ascertain attainment levels. However, the evidence available indicates that pupils' results are above national age-related expectations. This judgement is based upon evidence from assessments, lesson observations, discussions with pupils and scrutiny of their work. The vast majority of pupils leaving the school in Year 6 gain places in academically selective independent or grammar schools, and a significant number of scholarships are gained, the majority being academic. The scrutiny of pupils' work evidences excellent progress over time. Pupils with SEND or EAL, or who are less able, make strong progress and receive support both in class and from the learning support department. Pupils' progress and development in attainment over time is due to careful analysis and monitoring of their progress by senior leadership who inform class teachers of their conclusions. This is facilitated by leadership and management's positive response to the recommendation in the school's last standard inspection report to develop the potential of management information systems to support the work of the school. The tracking and analysis of pupil progress that this has facilitated enables teachers to plan and deliver their lessons accordingly, catering effectively most of the time for the needs of all pupils. 3.6 Pupils' eloquence and articulacy is an outstanding feature of the school, with speaking, listening, reading and writing skills of exceptional quality in every year. This is enabled by teaching and modelling that consistently and expertly offer pupils opportunities to enrich their vocabulary, with high expectation that they will do so. From Nursery to Year 6, pupils are able to express themselves and their ideas with fluency and originality, whilst listening and then responding to others' contributions. Children in the EYFS of all abilities are confident and articulate in their communication skills, building on the accelerated literacy programme that teachers deliver in a briskly paced, engaging way. Year 6 pupils debating air pollution in London animatedly discussed economics, behavioural psychology, the law and individual need. The vocabulary accurately used or explained by Year 1 pupils in a crosscurricular design technology and mathematics lesson included 'freezing', 'drying', 'pickling', 'salting', 'vacuum-packing', 'aroma', 'cordial' and 'infuse'. A Year 4 pupil was keen to put to use in a science lesson his recent learning of 'immiscible' and to share its meaning. Pupils' ability to listen to peers and teachers attentively is actively promoted in every activity observed, such as in the Year 3 whole-year strings lesson where 33 violinists and 13 cellists listened with total focus to the teacher, to each other or the section practising while they waited to play again. 3.7 The development of pupils' competence in numeracy and the application of their knowledge and skills in mathematics to other areas of learning are of a very high standard. Pupils in Years 5 and 6 work successfully at levels significantly above those that might be expected at this stage and confidently apply these skills to other areas of the curriculum, including in science, information and communication technology (ICT) and geography. The pupils' mastery and enjoyment of this subject begins in EYFS, with careful choice of tasks to challenge children of all abilities. Pupils in Years 1 to 4 are not consistently provided with an equivalent level of stretch and challenge as that offered to EYFS children and pupils in Years 5 and 6: as a result, their ability to utilise and apply higher order mathematical skills and problem-solving is sometimes underdeveloped. Year 6 pupils recognised and explained trends in data, using them to predict future changes, and Year 5 pupils demonstrated outstanding understanding of algebraic code and expressions. Pupils' mathematical success is underpinned by a challenging and well-structured curriculum and by specialist teachers who create their own resources to promote high outcomes. 3.8 The progress and learning of pupils is well supported by their use of ICT. Their digital literacy is good and sometimes excellent, and they have a strong skill base. Staff reflect on pupils' skill levels and respond accordingly. For example, an area of weakness was recognised in a nursery class, so teachers introduced digital registration using the desktop and mouse, as well as a touch screen option for children's self-registration. 3.9 Pupils' study skills are good. Where teaching or the curriculum allows, pupils are able to apply what they have learnt to solve problems or to come up with innovative solutions in a range of different subjects. Year 6 pupils became animated when describing their hypotheses about bubbles popping in science. They also produced a sophisticated analysis of global warming data and of air pollution in London and developed hypotheses as to possible action, people's likely reactions to these and the impact of those on their effectiveness. Overt encouragement of the development of study skills is currently somewhat uneven across the school and dependent upon the approach of individual teachers. Work scrutiny showed pupils' understanding of techniques to make the most of memory skills, such as bullet points, reviewing and explaining to someone else. Pupils attributed their ability and interest to teachers who ask 'How?' and 'Why does this happen?' and 'Can you explain that?'' Pupils' study skills are enhanced by personal, social and health education (PSHE) lessons, with workbooks and discussions with pupils indicating that they are effective, dynamic and well-structured. 3.10 Pupils achieve signal success in a wide range of areas beyond the classroom, with many performing at a very high level in music, art, sports and drama. The chamber choir sang in the BBC Songs of Praise Junior School Choir of the Year semi-finals in 2019, and the girls' Year 6 football team won a regional championship this year, taking them to the national finals. Year 6 pupils' recent results in the Junior Maths Challenge saw one pupil through to the follow-up kangaroo competition and one to the Junior Maths Olympiad. On the creative front, a Year 1 pupil won the age 5 to 7 category in the Premier League Writing Stars poetry competition, and a recent piece of art work exhibited in a prep school competition this year has been selected to be published in an educational magazine. These successes are underpinned by staff support and encouragement of the development of pupils' skills in musical ensembles, sports, art, drama and extra-curricular scholarship and enrichment sessions. Pupils' musical success in particular owes much to leadership and management having instituted the school's policy of providing free strings lessons for all Year 3 pupils, brass or woodwind for those in Year 4 and drumming in Years 5 and 6. 3.11 Pupils' love of learning was particularly notable throughout the inspection. Pupils all spoke enthusiastically about their learning in school and how the teachers make it fun. This contributes to their desire to learn and develop for the sheer pleasure of it. A Year 6 English class demonstrated a superb attitude to acquiring and using vocabulary, avidly engaging in trying to work out unknown meanings from prior knowledge, helping each other to recall, and showing pride in using new vocabulary again later in the lesson. Attitudes to failure were consistent and strong: pupils are not worried about this, being more interested in learning and using their mistakes to help them improve. A typical response was, 'Sometimes things go badly wrong, but it means I can only improve!' In Year 5 mathematics, pupils worked independently with confidence and also helped each other out in an empathetic and encouraging way. In a Year 2 physical education class, pupils coached each other very well to make their task more challenging, enabled by a teacher explaining clearly the need for pupils to be responsible for suitable challenge for each other. The pupils are coached and supported in these attitudes through their patiently repeated modelling by teachers. Pupils readily volunteered how staff encourage them to work, act and learn independently, attributing their love of learning to the teachers being friendly and helpful and finding lessons enjoyable and interesting. When responding to the preinspection questionnaire, almost all pupils agreed that they are encouraged to think and learn for themselves and that teachers help them to learn and make progress. The vast majority of parents who responded to the questionnaire agreed that the school helps their child to develop skills for their future. The quality of the pupils' personal development 3.12 The quality of the pupils' personal development is excellent. 3.13 Pupils are quietly confident in their awareness of themselves and others. This is one result of the school's rigorous, coherent and ambitious PSHE and pastoral support programme based on its 'four pillars': trust, respect, responsibility and consideration. This programme is implemented by nurturing and empathetic teachers who prioritise well-being to help ensure that pupils develop self-discipline, self-esteem and resilience in order to advance their academic and personal development progress. Pupils in Years 2 to 6 were keen to explain how they learnt in PSHE about self-esteem; they understood not only how it can help them to make friends and feel confident, but also how, if their self-esteem is low, they can work on developing it. They explained how the four pillars 'help us to understand ourselves and others better.' Pupils know that they can freely approach their teachers for advice or to share concerns, and this significantly benefits their self-understanding. As one pupil put it, 'If you do make a mistake, try to understand your behaviour and then you can do better next time.' Pupils were able confidently to articulate how to improve their work, whether in individual subjects or generally. The consensus of pupils in Years 2 to 4 was that you needed to work in small steps, building up techniques, 'using smaller numbers at first' in maths, for example, and then moving on to larger numbers once the technique is secure. 3.14 Pupils make decisions confidently, in pairs and groups, as well as individually. They also understand and acknowledge the importance of the decisions that they make as determinants of their success and well-being. This is evident throughout the school: in a Year 6 drama lesson, pupils thoughtfully decided how to develop the level of status and power in their characters in terms of how they moved, positioned themselves on stage and reacted to other characters of varying status. Pupils comprehend that it is good to have the choice of whether or not to opt for a harder task. This awareness is promoted by the types of questions asked by adults and the levels of mutual trust in the school, underpinned by its pastoral programme, enabling teachers actively to encourage pupils to take risks in and ownership of their learning. 3.15 Pupils readily empathise with others: in a Year 1 class, pupils articulated the feelings of a D-Day veteran with compassion and thought. Younger pupils find awe and wonder in discovering insects and newts in the forest school and exploring the opportunities offered by the 'Imagination Garden'. The school exhibits a wonderful array of pupils' excellent artwork inspired by elements of the natural world and its 'Walk to School' photography competition winners. Pupils explaining their understanding of what makes them happy cited friends and family, sport, hugs, books, art, music and lessons and learning. Their awareness that their teachers make lessons fun contributes to their understanding that learning is an inherent good and makes them happy. The outstanding delivery of the PSHE curriculum and attitudes to life modelled and taught by staff lead to pupils understanding that friendship is more important than wealth. Pupils show a well-developed and sensitive spiritual understanding in their work and activities at school. They are not afraid to consider human mortality and their strong spirituality is reflected in many aspects of school life. The chamber choir sang 'Be Still my Soul' with empathy and compassion, demonstrating their awareness of its meaning, and pupils are proud of those former members of the school who 'served and died for us.' 3.16 Behaviour amongst the pupils is exceptional; pupils appreciate how good behaviour advantages their relationships and in lessons they know when lively enthusiasm or quiet concentration is appropriate. During the Year 3 strings lesson, all 48 pupils showed the utmost respect for each other and the group routines, enabling them to play with extraordinary success. Pupils have a clear and well-defined moral understanding of right and wrong, and the importance of rules, taking responsibility and treating others well. They are proud of their knowledge and application of the school's four pillars. Teachers reinforce these by encouraging pupils to consider and reflect on the choices they make on the basis of the four values. These are sensitively but firmly entrenched throughout the school, particularly through the pastoral support structure and the PSHE provision and are strongly promoted by leadership and management. 3.17 Pupils' social development and collaboration throughout the school are exceptional. They work very effectively together and are determined in their pursuit of common goals. A particularly strong feature of the school is the harmonious and positive relationship that exists between boys and girls. Pupils readily share ideas and are open to feedback from their peers that further improves their work. The school ethos and the four pillars are promoted assiduously by all staff with pastoral responsibilities and are consequently proudly and thoughtfully upheld by all pupils and strongly reflected in their learning and social interactions. Year 3 pupils collaborated well to produce exciting sentences about watery scenes. Factors contributing to this facility are staff actively promoting collaboration in lessons and PSHE lessons that provide pupils with positive tactics that enable them to work and move forward together. 3.18 Pupils' contribution to others, the school and the community is excellent. They enjoy taking on responsibilities and appreciate opportunities to help other members of the school community, no matter what their age. All pupils see themselves as personally responsible for contributing to their community through participation in the school's online school council. Pupils speak enthusiastically about the part that every one of them now plays in this. They are also very keen to contribute to the wider community, for example through charity work, with pupils selling items at the school fair in order to support their local community through a charity of their choice. The pupils value generosity, and teaching fosters a sense of responsibility to empathise with others around the world. Pupils eagerly explained how they can take the lead, for example through suggesting learning projects in class. They also demonstrated initiative by setting up a litter-picking club. Taking responsibility and showing leadership are encouraged by staff, who oversee the prefects and monitors system, and create opportunities for leadership experience for pupils as librarians, sports leaders and team captains, as well as within choirs and orchestras. 3.19 The value that pupils accord to diversity and respect for different cultures is very evident: they are sensitive and tolerant. Almost all parents believe that the school actively promotes the values of democracy, respect and tolerance of other people, and the vast majority of pupils believe that the school encourages them to respect and tolerate other people. Pupils celebrate cultural diversity, enjoying a Reception child sharing his first language by naming minibeasts in Turkish for the rest of the class and Year 4 taking a Spanish assembly. Pupils enjoy discussing and evaluating how lives differ as a result of culture. Pupils' respect is fostered by the school ethos and by the wider curriculum. Staff stand alongside pupils in celebrating cultural diversity. 3.20 Pupils fully understand the value and importance of staying safe in the different activities of life, from engaging online to crossing the road. The priority attached by the leadership and management of the school to fostering the well-being of the pupils is a major strength of the school and includes physical, emotional and mental health. It manifests in every aspect of school life. This results in an excellent attitude by pupils to keeping healthy. Pupils enjoy physical activity and learn in a stimulating but safe environment. 4. Inspection Evidence 4.1 The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils' work. They held discussions with members of staff and with the chair of governors and the child protection governor, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration, meetings and assemblies. Inspectors visited the facilities for the youngest pupils, together with the learning support areas. The responses of parents, staff and pupils to pre-inspection questionnaires were analysed, and the inspectors examined curriculum and other documentation made available by the school. Inspectors Ms Rhiannon Williams Reporting inspector (Former director of studies, IAPS school) Mrs Shirley Drummond Compliance team inspector (Head teacher, IAPS school) Mr David Brown Team inspector (Deputy head, IAPS school) Mr Brian Melia Team inspector (Former head, IAPS school)
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___________________________________________________________________________ Forest Resource Management and Deforestation in 'Colonial' Sundarbans, 1878-1905 Kausar Ali 1 1 Ph.D. Research Scholar, Department of History, Raiganj University, West Bengal, India, Email: email@example.com ________________________________________________________________ Abstract: Sundarbans means 'the beautiful forest'. Sundarbans is the largest mangrove forest in the world. It has a unique human-nature relationship. It is located in Southern part of West Bengal in India and some parts of Bangladesh. In this paper I shall discussed about how colonial government played a vital role for preserving the Sundarbans forest and what is their planning for future use. Before the British came into Bengal, this forest known as 'bhati'. Afterwards the Colonial government came into power, they realised the reclamation of Sundarbans. In this connection they implemented several forest policy regarding the particular issue. In this paper I will try to analyse the fact behind the British mind. How the British benefitted and local people looted by colonial forest policy from (1878-1905) this also my hypothesis of this paper. Key Words: Bengal, Conservation, Colonial, Forest, Management, Sundarbans, ___________________________________________________________________________ I. Introduction The mangrove forests of Sundarbans have an extended history of conservation and management, crucial for understanding present day conservation and challenges. Colonialism in India initiated fundamental changes in patterns of resources use, notably forests has been described by recent scholar as a 'watershed' in the history of the subcontinent . 1 The British _________________________________________________________________________________________________________________________ ___________________________________________________________________________ _________________________________ colonial government had realised from the outset that the Sundarbans if reclaimed, could be transformed into a revenue yielding area. The Sundarbans today many believes, the reclamation of two forces- the reclamation of forest to cropland and the preservation of the forests for yield of wood products. Reclamation of Sundarbans commenced from 1770 onwards and was greatly emphasized by the colonial administrators. But during the second half of 19 th century there was stagnation in reclamation. In-fact the government policy which was adopted ran opposite to the enthusiasm for reclamation among the land lords and revenue officers. Indeed there was a growing realization of Sundarbans. Thereafter forestry came to be emphasized which led to management and conservation of wood resources. 2 The Sundarbans was a very important source for timber (Wood) and firewood for people of Bengal. W.W. Hunter written in his book 'A Statistical Account of Bengal' mentioned about the dense Sundarbans jungles which formed a very important article to export. Hunter wrote 'Firewood is the principle article of trade'. He even gives a list of 30 principle kinds of timber found in the Sundarbans with their average size and usage. This included Amur, Bain, Balai, Bhaila, Bhara, Bonjam, Chalia, Chala Babur, Dal Karamcha, Dimal, Garen, Geoa, Hental, Jhau, Jin, Kankra, Korai, Kenkti, Keora, Khalsi, Kirpa, Lohakoira, Pancholi, Paras, Pasur, Singra, Sinj, Sondal, Uriyam and most important Sundri. 3 Sundri is the most valuable and common timber tree in the Sundarbans forest area which derive their name from the extensive Sundri forests. The Sundri is a evergreen tree with buttressed stem and grey longitudinally cracked bark common to the Sundarbans tidal forest. The Sundri wood was elastic, strong and very durable. In the late 19 th century, stocks of Sundri were plentiful. Hunter gives in details about the wood trade and the pieces of forest produce. He commented ' the demand for wood, and especially for firewood, is so great that offers ample inducement to cultivators, even when comparatively well off, to engage in the trade'. Water transport reduced the cost of transporting timber and fuel wood from the Sundarbans delta to the urban markets. In 1872-73, canals and railways carried 3,00000 tones of timber and fuel wood into Calcutta from the south east. 4 Present paper I propose to make study about some perception of colonial forest policy on Sundarbans from 1878 to 1905. In 1798, a respected British geographer named Francis Buchanan stated that "the woods, however, are not considered as property, for every peasant may go into them and cut whatever timber he wants." 5 At this time the British government did not intervene in the Sundarbans and most of the part, allowed the inhabitants to use the land in any way they __________________________________________________________________________________ ___________________________________________________________________________ deemed fit. The British viewed the Sundarbans as a 'jungle' (forest) infested with deadly diseases and man-eating animals. They also associated the area with the 'barbaric' ( uncivilized) customs and traditions of the local people. As early as 1860's British forest administrators had realised the revenue value of Sundarbans. According to forest department report of 1867, 'this woodland should be a permanent source of revenue of several lakhs to the state and unfailing supply of woods at a fair price to the public.' 6 Thus there was an urgent need to felt to place to the forest protection. Meanwhile in 1865, Dietrich Brandis become the first inspector general of forest in India, he played a pioneering role for Indian forest. He was convinced that most Indian forest users were ignorant of how to manage, protect and utilise a forest efficiently. Since the early 19 th century forest tracts had been completely cleared and rooted out in many districts. He also blamed the British government for the crisis facing Indian forest. 7 There had been no large forests in Britain for centuries and so the British did not understand the climatic, agricultural and economic necessity of the forests. He was succeeded by Wilhelm Schlich whose six volume manual for forestry went through many editions and shaped the mind of generations of foresters well into the middle of the 20 th century. 8 He also like Brandis, concerned over the disappearance of the Sundarbans forest. He very much understood the importance of the Sundarbans supply of timber, thatching grasses and fuel wood. He recommended that, Sundarbans should be taken under forest management without delay, instead of extending cultivation towards the south without considering to what extent the permanent yield of forest produce may be curtailed by it. A deputy conservator of forest was sent to the Sundarbans in 1873, following which rudimentary structure of forest administration was setup in the area. Toll stations and offices for issuing licences were established. Meanwhile stagnation in land reclamation rules intensified in 1874, by a declaration of policy by Sir, Richard Temple, the Lieutenant Governor of Bengal. 9 This colonial forest policy eventually created today's Sundarbans forest. II. Classification of Indian Forests and its Impacts The Indian Forest Act of 1878 is very significant to reconstruct India's forests history for several reasons. Under this act, forests were categorised into reserved, protected and village forests. The basic aim of the act was to remove the local rights in the reserve forests and keep them exclusively as government officials. Protected forests were those forest areas where it was not possible to reduce local use, while the village forests were to be assigned to villagers to fulfil subsistence needs. 10 The newly formed forests policy implemented throughout the subcontinent by the British. The Sundarbans came under this new regime. In the Sundarbans the local people were periodically allowed to use the protected forest under licence issued by the colonial forest department. 11 Thus protected forest were lands that could only be opened for reclamation by consent of the forest department. The area protected forest stayed relatively constant from 1890 through the 1930's between 4400 and 4500 sq. km. Therefore approximately 60% of the Sundarbans area was administered by the forest department. The state preserved these mangrove forests for ensuring a continuous supply of timber and other forest products. The classification of reserved and protected forest was an intervention designed to protect the Sundarbans forest against the market forces and reclamation pressure. 12 Besides placing the forest under protection, the government gradual introduced user fees, licenses and tolls under the pretext of preserving the diminishing natural resources. Initially the main policy was to maintain an adequate fuel reserve under efficient management and thereby contribute state revenues. III. Forest Resource Managements at Sundarbans (1878-1905) In this paragraph we will try to understand how Britisher's used and conserve Sundarbans mangrove forest by principle of scientific forestry and their application through working plans (1878-1905). The forest department prepared the first management plan in 1871 with the prime objective of regulating the use of Hertiera fomes (Species of mangrove trees) based on diameter classes. The following management plans during the British period were guided by forest policy first declared in 1894. 13 The Sundarbans was categorised as production forest. A total of six management plans operated under this policy. These management plans based on exploit the resources to generate state revenue. The forest was divided into working circles based on site, quality and a tree growth and selection cum improvement system was __________________________________________________________________________________ ___________________________________________________________________________ adopted as silviculture system. The forest act was revised in 1878 to strengthen the control. These management policy's are, Schlich plan (1876), Heinig plan (1903), Loyed's plan (1904), Trafford's working plan (1911), Curtis plan (1931-1951). With these effect, one can say that the forest department's management appear to have focused consistently on long term preservation of the Sundarbans forest. The basic goals of these plans are, to provide on sustained basis for fuel, timber, thatching and building needs in the regional economy, to protect the upland cultivated regions from severe storms, to contribute state revenues etc. The forests were reserved formally in 1876, but administration for at least the first half of 19 th century was unsteady. Supervision initially was minimal and worked primarily through the price mechanism, so which later was added largely unsuccessful efforts to prescribe targets and to prohibit customary uses by local population. The customary users of the Sundarbans forest saw the designation of the forest as reserved and introduction of user fees, licenses and tolls, as detested instructions of the state. 14 th January 1880, the breaking up or clearing for cultivation or any other purpose of any land in the protected forests of the Sundarbans by any persons except persons to whom a written lease of such land has been granted by or under the authority of the government is prohibited. No trees, timber, or any other forest produce shall be cut, sawn, gathered or removed from the Sundarbans protected forests without prepayment in full of the charges due thereon at the under mentioned rates and in accordance with the following classification- A) Timber of the following kinds in pieces measuring eight feet and upwards in length or three feet and upwards in girth at the thick end, shall be classed as logs and charged for as follows – Sundri- One and a quarter annas per running foot, pusser and amoor one annas per running foot. Any persons desiring to enter the Sundarbans protected forests for the purpose of cutting, sawing, converting, gathering, or removing trees, timber or other forest produce shall take out permit or licence for the produce which he propose to remove. B) These and such other charge as may from time to time be fixed under section 31 and 41 of the Indian forest act 7 of 1878, as amended by act 5 of 1890, shall also be levied on such timber and other forest produce as may be exported from lands leased under the rules for the lease of waste land in the Sundarbans. C) Permits or license for cutting, sawing, converting, gathering, or removal of any forest produce within the Sundarbans can be obtained from the officers in charge of revenue section, a list of which will be notified from time to time in the Calcutta Gazette. D) Any forest produce in transit within or passing out of the Sundarbans, and any such produce found in any water channel skirting or leading from the said forest, when there is reason to believe that anything is payable to the government respect of such produce, may be stopped and examined by any forest or police officers. In the 1880's a governmental policy interest appeared one that ran counter to enthusiasm for land reclamation among landlords and revenue officers. Scientific forestry emphasized careful management and conservation wood resources and stressed the importance of standing forests in watershed management. Which form production offered greater benefits to the colonial state and its subject? Was timber a more vital resources than additional rice cultivation? Just as the impetus to extend cultivation begun to crest, one branch of the government of India tried to show the crushing momentum of the Sundarbans delta. Increasing urban population of South Bengal particularly Sundarbans as the most accessible sources for their timber and fuelwood. The important timber tree in the Sundarbans was the sundry, 'gregarious evergreen tree with buttressed stem and grey longitudinally cracked bark' common to the Sundarbans tidal forests as well as the Burma delta. 14 Sundri wood was 'elastic, strong, and very durable' and much sought after by boat and carriage builders, the makers of agricultural implements and furniture. The timber was also extensively used in local construction. 15 In the late nineteenth century stocks of sundri were plentiful. Mature trees were frequently cut at nearly two metres in girth and up to 24 metres in height. Other species were also economically important: genegwa (Excoecaria agallocha) for box planking and mathes; keora (Sonneratia apetala), and baen ( Avicennia officinlis) the preferred fuel with the Sundarbans. Minor forest produce collected included golpatta palm leaves (Nipa fruticans) and ullu grass ( Saccharum spontaneum) for thaching, honey and wax collected under seasonal permits, as were shells of estuarine mollusks. Woodcutters moved ahed of the reclamation frontier, eluding as much as possible the tigers, crocodiles and other menaces of the tidal forests. Water transport reduced the cost of transporting timer and fuelwood from the delta forests to urban markets. Invariably prices rose and cutting intensified. By the 1890's pattern of the wood trade had long stabilized. Regularly woodcutters stay for the most of the part just north-west Sundarbans and when the rains have ceased, their season begins. A body of them start in a native ship for the Sundarbans for south and near the sea levels. Now the important thing is that the Sundarbans actually a mangrove forest but its looks like sometimes is it is a rain forest. Early 1879, the forest department first proposed a plan to regulate and tax the flow of timber and other forest produce coming from the Sundarbans tracts every year. 16 George Campbell, ( Lieutenant Governor of Bengal ) squashed this initiative and subsequent revision on the ground that such a system would unduly harass private enterprise. He become Governor of Bengal in 1874. He visited the Sundarbans on tour. He was struck by the value of the forests products of wetlands: The Sundarbans include not only a mass of sundri trees of comparatively higher growth, conversion to rice, or it could transfer them to timber production and management as protected and reserve forests. 17 Reserved Forest tracts in eastern Bengal grew slowly but steadily in size. Department of Forest gradually transferred small areas of Protected Forest in Khulna district to this classification. By 1904, the reserve forest area in Khulna stood at 5,390 sq. km. 78% of the total area of 6,962 sq. km. classed as Sundarbans in the district. By 1938, the total reserve forest area had reached 6,000 sq. km. 18 essentially the same reserve forest area maintained by Bangladesh in 1971. 1978 survey based on satellite imagery estimated that Bangladesh Reserve forests contained 3,882 sq. km. of wetland forest and 2,111 sq. km. of water, for total area of 5,993 sq. km. For the western Sundarbans in Twenty- Four Parganas district, the story was somewhat different. The area classed as protected forest stayed relatively constant from 1890 through the 1890 through the 1930's at between 4,400 sq. km. In other words, approximately sixty percent of the Sundarbans area in the district was administered by the forest department. The later formed the basis for the West Bengal Sundarbans Forest Reserve after partition. It is important to note that the state preserved these mangrove forests primarily as a means of ensuring a continuing supply of timber and other forest products. Designation as Reserve or Protected Forest was an intervention designed to protected the Sundarbans forests against the forces of the land market and reclamation pressures. The Sundarbans forests become and reclaimed a production unit run as state __________________________________________________________________________________ ___________________________________________________________________________ monopoly industry in lower Bengal. Throughout the last century of Forest Department management the state either produced directly or licensed the cutting and sale of large number of timber, bamboo, and other products from its reserved as well as its protected forests. 19 In more recent years the value of forests and forests products has increased relative to rice lands. Scarcity of timber, bamboo and grazing has reached alarming levels in Bangladesh. As a result, officials classification of new alluvial tracts in the delta has changed over time to time. In the year of 1980 the Government of Bangladesh had transferred 12,215 ha. of newly formed land to the forest department for protection under the provisions of the 1927 Forest Act. In this situation Government Khas lands were addition to what was formerly Bakarganj district and constituted a new tract growing wetlands forests that heavily cultivated area. 20 IV. Forest, Tiger and the Raj Colonial forest policy, the implementation of Project Tiger in the post-colonial period, and the introduction of the biosphere reserve programme inflicted a new sort of misery on the inhabitants of the Sundarbans. Conservation of nature has often involved the relocation of residents; for example, during the during the early history of US and in the former colonial world in Africa. The world's first national park was established in Yellowstone in1872. It encompassed some two million acres at the junction of Wyoming, Montana and Idaho. The creation of park involved in the dislocation of the Nez Press Indians from this unique landscape. 21 In case of Sundarbans, however was different from that of Yellowstone. The Sundarbans was declared a protected forest in the nineteenth century, not to make it tourist destination like Yellowstone, but as part of general policy that led to reserving of a fifth of the land area of British India as government forest between 1878 to 1900, to the purpose of increasing revenue and upgrading a growing stock of various kinds of timber. 22 Remarkable steps were taken to conserve the forest of Bengal in 1862 under the instruction of D. Brandis, than Conservator of Forests in Burma. A Deputy conservator of forest was sent to the Sundarbans in 1873, following which a rudimentary structure of forest administration was set up in this area. The British government was quick to grasp that the Sundarbans, if reclaimed, could be revenue yielding area. In the same time the government gradually introduced user fees, licences and tolls under the pretext of preserving the diminishing natural resources. The __________________________________________________________________________________ ___________________________________________________________________________ Customary user of the Sundarbans forest saw these as detested intrusions of the state. The launching of Project Tiger in 1973 and the implementing of the Biosphere Reserve Programme inflicted further inconveniences on the indigenous people of the area. The cultivable lands and villages in and around the protected forest were alluvial lands that had formed after 1793 and were outside the jurisdiction of the permanent settlement. 23 Recent research suggests that in the ninetieth century the Sundarbans and the more active part of the deltaic region had high economic potential and social mobility. Famine was a chronic plague of nineteenth century India, and Sundarbans become a source of food grains for distress areas. 24 Than this area could successfully accommodate displaced people in times of crisis, natural calamities or economic stress. The political, social and economic development of eastern Bengal reminds us of the Turner's work, which highlighted the formative role of the wilderness in the shaping of American culture an politics. The Sundarbans active delta was constantly being expanded as land formation and reclamation went on. The area also proved capable of cushioning political commotion elsewhere in Bengal. 25 Earlier the Magh it was the custom of immigrants in the Bakarganj Sundarbans to seek out some little creek leading into the heart of the forest, where they would establish a settlement, clear the jungles and cultivate the land. 26 V. Conclusion Sundarbans is perhaps the only mangrove deltaic eco-system in the world which witnessed for the first time the implementation of a scientific forestry management plane. No doubt the British initiated conservation of forest resources with the prime object of preserving timber resources for state use in future. But initial clearing of the jungle for cultivation had already led to wide scale deforestation. With the growing demand of timber for railways, construction, tea industry and paper pulp production, traditional woodcutters or bawalis become contract labourers who worked for moneylenders and zamindars and traders, who turn financed the expeditions and who acquired the produce from the bawalis at price much lower than the market. The British had at first failed to understand the value of Sundarbans bio-diversity. Thereafter Colonial administrators like Brandis, Schlich and Temple had started to realise the need to preserve this valuable resource of Sundarbans. Notes and References: 1Gadgil, Madhab, and Guha, Ramchandra., This Fissured Land: An Ecological History of India, Oxford University Press, 1992, p. 102. 2 Sarkar, S.C., The Sundarbans: Folk Deities, Monsters, and Mortal, New York, 2017, p. 86. 3 Hunter, W.W., A Statistical Account of Bengal, London, 1875, pp. 21-26. 4 Hunter, W.W., The Imperial Gazetteer of Bengal, Vol. 1, p. 310. 5 Jalais, Annu., Forest of Tigers: People, Politics and Environment in the Sundarbans, New Delhi, p. 9 6 Annual Progress Report of forest administration for 1867-68, Calcutta, 1869. 7 Chakraborty, Ranjan., 'Local People and the Global Tiger: An Environmental History of the Sundarbans', Global Environment 3, 2009, pp. 72-95 8 Franklin, P., 'Forest Management in the Sundarbans', 1875-1952. 9 W.D.S.A, R.D.L.R. Branch, from secretary of Bengal, 1874. 10 Trafford, F., Bengal Forest Manual, compiled by order of the Government of Bengal, Under the direction of the conservator of forests, Bengal, Bengal Secretariat Book Depot, Calcutta, 1905, p. 69. 11Government of Bengal, Forest Department, Annual progress report on Forest Administration in the Presidency of Bengal for the year of 1890-91, Calcutta, p.22. 12 Richards, J.F., and Elizabeth Flint, 'Long-Term Transformations in the Sundarbans Wetlands Forests of Bengal'.,Agriculture and Human Values,Spring-1990, pp. 5-9. 13 Bhattacharya, Suparna., 'A History of Social Ecology of Sundarbans: Colonial Period', PhD. Thesis, Department of History, Jadavpur University, Kolkata, 2011. 14 Troup, R.S., The Silviculture of Indian Trees, Oxford: The Clarendon Press, 1921, 1, 153. 15 Pearson, R.S., "Note on Sundri Timber (Heritiera minor, Lam).", Forest Bulletin No. 29 (Calcutta: Superintendent Government Printing, 1915), 3-4 16 Ascolli, 101-112 gives a full description. 17 Government of Bengal, Forest Department, Annual Progress report on Forest Administration in the Presidency of Bengal for the year 1937-1937 (Alipore: Superintendent, Government Printing, Bengal Government Press, 1939, 58. Bakarganj district was left with little protection for its forest cover. As of 1938, only 25 sq. km. of forest area in Bakarganj fell under the Forest Department jurisdiction as protected forests. These tracts were not included in any proper forest division for administrative purposes. 18 The 1904 figure is cited in the Imperial Gazetteer, 23:143. The 1920 figure is from Government of India, Bengal presidency, Forest Department, Annual Progress Report on Forest Administration, 1920-1921. Form No. 7, p. 19. The 1938 figure for Khulna district may be found in the 1937-38 Annual Report of the same series. 19 In 1937-38 the forest department sold 3,194,000 cubic feet of timber; 52, 000 cubic feet of fuelwood; and other minor forest products from the Sundarbans tracts. 20 Government of the people's Republic of Bangladesh, Forest Directorate, Annual Progress Report Forest Administration in Bangladesh Government Press, Dhaka, 1983, pp. 26-27 21 Jacoby, K., Crimes Against Nature: Squatters, Poachers, Thieves, and the Hidden History of American Conservation, University of California Press, Los Angeles, 2003, pp. 81-98. [22] Rangarajan, M., Shahabuddin, M.G., 'Displacement and Relocation from Protected Areas: Towards a Biological and Historical Synthesis'. [Forthcoming]. 23 Permanent Settlement (1793) was a land revenue arrangement introduced by the British Colonial authorities in the Bengal Presidency to maximize revenue. 24 Iqbal, I., "Towards an Environmental History of Colonial East Bengal: Paradigm and Praxis" in Journal of the Asiatic Society Bangladesh, 50, 2005, pp. 501-518. 25 Turner, F.J., "The Significance of the Frontier in American History" American Historical Association, Annual Report for 1893, Washington D.C. 1894, PP. 199-227. 26 Hunter, A Statistical Account of Bengal, op. cit., p. 304. __________________________________________________________________________________
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Financial Education Project Requirements: 1. Complete a 13 th year plan. Select a plan that is appropriate for what you will be doing after you graduate. 2. Create a monthly budget based on your 13 th year. Criteria: Using figures from the local economy, students will develop a working monthly budget including, but not limited to, the following: - Housing. Rental costs including rent, fees, deposits, insurance, etc. - Utilities. TV, telephone, electricity/gas, water, garbage, etc. Students need to include local as well as long-distance phone service and or cell phones and internet service. - Food. A balanced meal plan, including menus, food costs, non-food items. Even if you plan to purchase a meal plan there are still food expenses. You will not always eat in the school cafeteria. You will have snacks in your dorm room. Capture the cost of these items you like to eat now in the expense diary listed in - Transportation. Car payment, insurance, gas, repairs (tires, oil, tune-up, etc). Base budgeted amount on actual mileage and projected expenses by tracking mileage and related expenses for a 2 week period. Budgeted amount must be reflected on local economy and based on industry information (insurance agent, not carried on parent(s) insurance policy). - Education/Business. Clothing, books, registration fees, union dues, tools, etc. necessary to maintain employment or status in school. - Savings. Amount will vary according to each student's personal situation. Remember, one day you would like to retire. - Medical expenses. Insurance premium + co-pay OR estimated monthly cost to put in savings to cover medical expenses if uninsured. - Personal/Fun. Movies, DVD's, shopping, eating out, snacks, presents, vacations, personal hygiene items, etc. 3. Complete Menu and Shopping List for one week's worth of food based on your situation for your 13 th year. This should be complete meals if you are going to work. If you have a college meal plan then it should be only the meals you must provide. If the college provides all meals then it should be the snacks you must have to survive and a plan for those meals you might skip. 4. Complete and Income/Expense Diary spreadsheet for two weeks. This spreadsheet is current. What do you spend now? What are you buying? Where is the money coming from as income? 5. Write a Formal reflection paper on this project. Do not answer all these questions in your reflection paper. Select the ones that make sense to you and write 2-3 pages on this project focusing on what you learned. What did you learn that you didn't know before? Did the project change your attitude toward money? Why or why not? How will you use the learning from this activity to prepare for your adult life after high school? How did you spend your available income? Are your expenses consistent with you goals? Why or why not? What changes would you need to make to be more consistent with your goals and your values? What are the implications as to how much of what you take for granted someone else provides? What changes would you need to make IF circumstances changed and those things provided by someone else suddenly became your full responsibility? What became clear to you about your use of financial resources as a result of this exercise? | In order to receive credit for this project you must meet the standard requirements below | | | |---|---|---| | Criteria | Analysis | Content | Directions: Use this form to set up a personal budget. Try to project what you will need for money the first month that you move out. Menu Planning Guide One Week Remember to plan healthy! Use your food pyramid (mypyramid.gov) information to make good menu decisions. | Day | Breakfast | Lunch | Dinner | |---|---|---|---| | Monday | | | | | Tuesday | | | | | Wednesday | | | | | Thursday | | | | | Friday | | | | | Saturday | | | | | Sunday | | | | Shopping List Based on your menu choices, create a grocery shopping list. Visit the grocery store of your choice and list the price per serving for the food item required. | Item | | # of | Unit Size | | Price/Unit | | Servings/ | Price | |---|---|---|---|---|---|---|---|---| | | | Units | | | $ | | Unit | / serving | | Example: Whole Wheat Bread | 1 | | 24oz. loaf | 2.34 | | 24 slices | | | Individual Personal Income/Expense Diary Maintain an accurate daily expense (something you bought) and income (something you earned) diary for a period of 2 weeks. This is a combination of the simulation and real life… we want you to use your daily experiences to help you see how much money you spend, but we want to have that set in a simulation to see what life will be like when you are out on your own. Record all expenses whether you paid for the item or it was purchased by someone else for you. For example, if you put $21 of gas in you car, but you put it on your parents' charge card, $21 goes into the Expense column. When your parents pay for a doctor appointment or new glasses, it goes in your Expense column. If you purchased a new sweater at the Gap, but you paid for it with money given to you by your parents, the purchase goes into the Expense column. You do not need to claim "gifts" (birthday, Christmas, etc.). If you earned money through work or an allowance, it goes into the Income column. You may translate this form into an Excel spread sheet. | Date | Income | Source | Expense | Item | Balance | |---|---|---|---|---|---| | EXAMPLE | | | | | $989.57 | | 10/6 | | | $3.00 | 20 oz Latte | $986.57 | | 10/6 | | | $2.50 | Lunch | $984.07 | | 10/6 | | | $21.35 | gas | $962.72 | | 10/6 | | | $4.26 | postage | $958.46 | | 10/6 | $10.00 | Costco rebate check | | | $968.46 |
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Physical Landscapes in the UK: Banbury Flooding ​ ​ ​ Banbury is in the south-east of England, located within an hour's drive of London, Birmingham and Oxford. Banbury is a ​historic market town​, which means it has been ​influential​ to local and national trade since the medieval ages! Banbury has been especially influential because of its ​close proximity​ to three major UK cities, and it remains a prime location for businesses and commuting workers to this day. However, the town was destroyed during major flooding in 1998. Further flooding has happened again! This has resulted in government strategies and management of the local river, which has benefited the town's recovery but has come at a cost for its environment. ​ Flooding Fact File ​ River that flooded = River Cherwell Date of Flooding = Easter 1998 Cost of Damages = £12.5 million Lives Lost = 0 People forced to evacuate = 350 https://bit.ly/pmt-edu-cc https://bit.ly/pmt-cc This work by PMT Education is licensed under CC BY-NC-ND 4.0 https://bit.ly/pmt-edu https://bit.ly/pmt-cc https://bit.ly/pmt-cc ​ Managing the Risk of Flooding ​ The local government has invested into several schemes to reduce the risk of flooding in Banbury. Some schemes are more effective than others. ​ These schemes have benefited the economy and allowed the town to develop. However, this has come at a cost to the environment: ​ Social Environmental Economic 😊 House owners are no longer worried about damage to their property. Uninsured houses are especially at risk during flooding, because homeowners lose everything and must pay for repairs themselves. ​ ​ ​ 😊 New footpaths and parks surrounding the flood water storage. Dog walkers and families can take advantage of the pathways, which will improve their quality of life . 🌲 The new biodiversity plan will increase vegetation - trees, hedges, ponds - to reduce the risk of flooding. This will improve the environment. ​ 🌲 During construction of the flood water storage, heavy machinery damaged the nearby vegetation. ​ ​ 🌲 Soil was removed from areas surrounding Banbury to make embankments . This will disrupt habitats and wildlife. ​ https://bit.ly/pmt-edu 💰 The construction work cost £18.5 million. ​ 💰 Construction jobs were created in the process, as well as some jobs to maintain the biodiversity plan. ​ 💰 It is estimated that the storage scheme has saved £100 million in avoiding damages. https://bit.ly/pmt-cc https://bit.ly/pmt-cc
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The Energy Cost of Food by Eric Garza Ph.D, originally published by Aisthetica | Jul 22, 2013 At the grocery cooperative nearest my home I can buy kale from California, grapes from Argentina, olive oil from Italy, miso from Japan, and apples from New Zealand. I can enjoy a diet that's utterly dissociated from Vermont's Champlain Valley where I live, one that renders my local climate, the character of the local soil and geography, and even the passage of seasons irrelevant to my food choices. I can eat as if I lived in a tropical paradise where summer never ends, while living in a temperate paradise where summer lasts just a few short months. As I walk out of my co-op I'm reminded of the source of this modern food miracle: a nearby service station sells gasoline for $3.67 per gallon, and diesel for 30 cents more. This is pricy compared to what these fuels cost a decade ago, but they still provide astonishingly cheap energy. And it's this cheap energy that powers the globalized, industrial food system that delivers food to my co-op from the four corners of the Earth, regardless of weather, regardless of the season. Just how much energy does it take to fuel the US food system? A lot. It required just over 12 Calories of fuel to produce one Calorie of food in 2002, once waste and spoilage were accounted for. 1 Of these, 1.6 fuel Calories were used in the agricultural sector, while 2.7 were used to process and package food. Distribution, which includes transportation, wholesale and retail outlets, and food service operations such as restaurants and catering services, used another 4.3 fuel Calories. Finally, food-related household energy use added another 3.4 Calories to the tab. This figure has been on an upward trend; it took just over 14 fuel Calories to deliver a Calorie of consumed food in 2007, and if we extrapolate this trend the US food system requires about 15 Calories of fuel to deliver a Calorie of consumed food in 2013. As high as this 15 Calorie figure might seem, it's surely an underestimate. The report from which these data were drawn left out a number of sectors within the US food system that require energy as a key input to their operations, including research and development, waste disposal, water provision, and food system governance, among others. If we did a more expansive assessment of the energy use in the US food system, the total energy demand would probably be 15-20 Calories of fuel per consumed food Calorie, or more. To put these statistics into perspective, 15 fuel Calories equates, in energy terms, to 1.2 gallons of gasoline embodied in the average American's daily diet. That's 420 gallons of gasoline per person per year to deliver Americans the food they eat, an amount on par with the 430 gallons the average American burns in their car. The US food system is admittedly more energy intensive than most, but high fuel demand in the service of food procurement is the norm around the world. So what? Energy use statistics, within food systems and throughout the economy more generally, are just numbers on a page. In the flesh-and-blood world however, there are real consequences to having a food system that requires so much energy to function. First, and perhaps most obviously, heavy demand for energy in the service of producing, processing, distributing and consuming food forges a link between food and fuel prices. When fuel prices rise or become volatile, food prices must follow. When food prices rise and become volatile, that challenges the food security of billions of people worldwide, leading to hunger, starvation and social unrest. Only by radically reducing the energy costs associated with procuring food can this link be severed. And speaking of rising fuel prices, it's worth noting that much of the energy that fuels the US food system isn't renewable; it comes from coal, natural gas, crude oil, and nuclear fuels. All of these fuels will go through stages of growth, peak, and decline. The peak and decline phases will trigger price increases and, more generally, price volatility for each fuel. In the last decade oil prices have risen substantially and become quite volatile, leading to the relatively high gasoline prices noted above. Some suggest this is because of the onset of a peak in global oil supplies, one eventually followed by a decline in global oil production as oil fields dry up and remaining resources become inaccessible for all manner of financial, technical or political reasons. Acknowledging the non-renewability of key fuels that power the US food system demands that we invest heavily to reduce its energy intensity; otherwise our energy-hungry food system might one day find itself starved of the modestly-priced energy inputs that currently sustain it. Food activism of all sorts is rising up like a wellspring around the world, creating an enormous opportunity for us to ponder whether our food system's development path is a viable one. How must our diets adapt to changing energy realities, and how large of a role will mechanization, long-distance food distribution and food processing play in the food systems of the future? What types of low-input production, processing, preparation and storage methods will we adopt, and how can we close nutrient cycles and reduce food waste? I hope the facts and figures I've offered here and the questions I've left you with spark discussion, at the dinner table, at farmer's markets, at City Council meetings and perhaps even in legislatures. Only through enquiry and action can we redesign our food systems so as to reduce their energy intensity, and this might just make the local food revolutions blossoming the world over accessible to all. Notes 1. A calorie (small 'c') is a heat unit commonly used by physicists, while a Calorie (capital 'C') is used to measure the heat content of food and equates to 1,000 Calories. Food system energy use data are from the USDA report Energy Use in the US Food System (Canning et al, 2010) and from the USDA Food Availability (Per Capita) Data System. Editorial Notes: Photo credit: Hinrich, Wikipedia Commons.
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STAYING WELL Tips for LGBTQ+ Teens & Young Adults Pay attention to how you feel LGBTQ+ teens and young adults are at an increased risk for depression, anxiety, and suicide. Changes in your life related to COVID-19 may increase feelings of isolation, depression, and anxiety. There are many ways to manage these feelings, which is especially important during stressful times in the aftermath of COVID-19. Tell someone if you feel unsafe. Try out mindfulness Mindfulness is one way to tackle negative thoughts related to depression and anxiety. Free mindfulness and meditation exercises are available through many online apps. Also, check out these quick mindfulness and meditation practices. Use daily affirmations Some LGBTQ+ youth and young adults may be around family members who are not supportive. Unsupportive family members may deny gender affirming messages. One way to counteract this is by using affirmations, which are positive messages we can always tell ourselves. LGBTQ+ teens and young adults can find useful daily affirmations online. The Trevor Project crisis hotline is specifically for LGBTQ+ teens. Call 1-866488-7386 or text START to 678678. If you are in imminent danger, call 911. If you are thinking about harming yourself, call 988. If someone in your home has hurt you, or is hurting you, you can call the National Domestic Violence Hotline at 1-800-799-7233 or the Rape, Abuse, and Incest National Network (RAINN) Hotline at 1-800-656-HOPE (4673). Michigan.gov/StayWell Seek social support Reignite social connections. The pandemic may have left us feeling isolated. Calling, texting, or video chatting can help connect with friends, teachers, coaches, relatives, and other supportive people.Support is always available for LGBTQ+ people. The Q Chat Space Virtual chats for LGBTQ+ teens to discuss self-care, questioning your identity, youth of color, and more LGBT National Help Center Weekly chats and online peer support 24/7 talkline for young adults: 1-800-246-7743 The Connection Youth Services Virtual counseling and groups: 1-866-440-SAFE (7233) Family Equality Online space to connect with others, find support and build community for LGBTQ+ families Trans Lifeline Microgrants for trans people of all ages in need Peer support hotline:1-877-565-8860 The Centers for Disease Control and Prevention (CDC) Find resources for LGBTQ+ youthfrom the CDC, other government agencies, and community organizations RESOURCES FOR LGBTQ+ PEOPLE The following resources are specifically designed to help LGBTQ+ people. Mental health tips for LGBTQ+ individuals Human Rights Campaign National Center for Transgender Equality Transgender Legal Defense and Education Fund MICHIGAN LGBTQ+ SUPPORT Find local counseling and resources at a Michigan organization. Livingston Family Center The OutCenter of Southwest Michigan Ruth Ellis Center Michigan.gov/StayWell
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DEMOCRATIC REPUBLIC OF TIMOR-LESTE SPEECH BY HIS EXCELLENCY THE PRIME MINISTER KAY RALA XANANA GUSMÃO ON THE OCCASION OF THE INAUGURATION OF THE 9TH CONSTITUTIONAL GOVERNMENT Presidential Palace Dili, July 1 st , 2023 Your Excellency, the President of the Republic, Dr José Ramos-Horta Your Excellency, the President of the National Parliament, Mrs Maria Fernanda Lay Excellency, the President of the Court of Appeal, Dr Deolindo dos Santos Your Excellencies, Distinguished Dignitaries of Neighbouring Countries and Distinguished Representatives of International Organisations Your Excellencies, Ambassadors Honourable Members of the National Parliament Your Excellencies, Distinguished Guests Ladies and Gentlemen People of Timor-Leste, to whom I bow with all respect! First of all, I would like to extend a sincere welcome to all the dignitaries from neighbouring countries present at this ceremony. I want to thank you for your kindness in coming to Dili and your distinguished presence only dignifies the commitment of the Timorese, revealed in the recent Parliamentary Elections, to consolidate the Democratic Rule of Law in Timor-Leste and to continue on the path of progress and development, which will guarantee a better life for its citizens. Excellencies, Honourable Guests, In 2012, eleven years ago, I was sworn in in the Great Hall of Lahane Palace as Prime Minister of the 5th Constitutional Government. Today, I come before the People of Timor-Leste to again assume this heavy responsibility to continue the processes of State-building and Nation-building. It is now 21 years since we restored National Independence in a solemn ceremony in Tasi Tolu on May 20 th , 2002, witnessed by the highest international dignitaries, and thus Timor-Leste became the youngest country in the world. Having emerged from a long struggle, the then-new State was trying to rise from the ashes of violence perpetrated before, during and after the historic Referendum of 1999, where the heroic and brave People of Timor-Leste did not hesitate to use their fundamental right to decide their fate. We fully realised that we were a fragile State in all aspects, from management and operational capacity to legal aspects. So we introduced systems that would regulate all the actions of the State. With the mission-driven vision of building and consolidating State institutions, the 4th Government laid the foundations for creating a system of complete transparency and accountability, providing responsibility and transparency in administrative acts of governance and recruitment of civil servants on merit, regardless of political factors. From this emerged a political conjuncture, in this process of State building, with the motto "from fragility to resilience", counting on the political and technical support of international institutions, such as the World Bank (WB), the International Monetary Fund (IMF), the Asian Development Bank (ADB), and several friendly countries, which recognised the safe steps taken by the State of Timor-Leste and called for a better strengthening of the State system and institutions. As you have all noticed, I stand here today with a new Alliance of two Parties - the CNRT and the Democratic Party - in a shared commitment to restore the democratic Rule of Law. I realise that there is a bitter feeling that I have ultimately prioritised the former members of the Executive of the 4th and 5th Governments, of which I was Prime Minister. I can understand the disappointment of Timorese society at the need for more new political and technical staff. Therefore, to respond to the concern of Timorese society, it was essential to bring in people who were already familiar with the system so that the efforts to restore legality could bring concrete and immediate results. I also understand some societal discomfort at the excessive number of government members. I could not help but bring all these Timorese together, as the 9th Government is committed to making a difference - planning, action, and managing responsibilities. This is why the organisational structure of the 9th Government is enshrined in the philosophy of resuming the continuity of the progress achieved until 2017 and of leading the public administration once again towards the objectives of efficiency and effectiveness in the provision of services to the people and in the fulfilment of responsibilities towards the State. Making the necessary corrections, doing more and improving is the common platform of understanding for forming this new Government. Our governing practice will be guided by the principles of good governance, inclusiveness and the principle that everyone must obey the law. Our vision is of a nation where society is prosperous and healthy, educated and skilled, innovative and dynamic, with widespread access to essential goods and services, and where production and employment in all productive sectors match those of an emerging economy. For this to happen, the structure of the 9th Government aims to give each member of the Government a mission to fulfil in the different areas and sectors so that we can take decisive action in this crucial period of change, also bearing in mind the preparation, in each municipality, of the technical staff that will be needed for the process of decentralisation of powers. Using their legitimate rights, the People have clearly given this message: let us save the democratic Rule of Law so we can walk optimistically along the path of progress! Today, we have sworn to everyone that we are fully aware of our responsibilities. Whenever any of us feels unable to fulfil his or her mission, he or she will not hesitate to resign from the office in which he or she has been invested. This political message will decisively mark the History of the Nation because it also serves as a political Lesson for the future Leadership of the Country in order not to fall into the same mistakes that, if continued, would lead our State to a situation of a failed State! Your Excellency, Mr President of the Republic, Distinguished Guests, To meet the expectations of the Timorese people and society, the 9th Government commits itself, within the first 120 days of governance, to: 1 - Restore democratic normality through the legitimate Parliament, which has already started its 6th Legislature, and through a legal Government, to approve the Government Programme for five years, approve the Amending Budget for 2023 and the 2024 General State Budget. Every effort will also be made to repeal all legislation and regulations necessary for the State consolidation; 2 - Repeal Law No. 3/2014, which established the RAEOA and ZEEMS, to subordinate the RAEOA Authority to better control of the Central Government, since the objective described in the Law for the creation of ZEEMS was not outlined, even after nine long years, and proceed to the immediate Audit of all activities, including the process of the expensive acquisition of "Ro Haksolok"; 3 - Repeal the Law that established the municipality of Ataúro due to the total lack of infrastructural and logistical conditions on the islet of Ataúro, such as roads, electricity, water, harbour and airport; 4 - Audit the Court of Auditors, the Anti-Corruption Commission and the Public Prosecutor's Office on the implementation of programmes and the lack of procurement processes for many projects; 5 - Audit the Civil Service Commission and the State Inspectorate-General on illegal recruitments and termination of contracts without justification; 6 - Audit the electoral fraud committed by the Electoral Administration in the recent Parliamentary Elections to put an end to the interests at stake and prevent it from recurring in the future to safeguard the Democratic Rule of Law; 7 - Immediately restructure the management of TIMOR GAP and ANPM to ensure greater efficiency in the oil sector, which is crucial for the country's development; 8 - Restructure the Criminal Investigation Scientific Police (PCIC) due to its total lack of integrity and professionalism; 9 - Consolidate peace and security necessary for national development, guaranteeing the fundamental rights, freedoms and guarantees of all citizens; 10 - Immediately review the illegal process of forced retirement of dozens of PNTL members; 11 - Immediately reform and restructure the National Intelligence Service to ensure integrity and professionalism in this institution; 12 - Alert all PNTL Officers who have been sworn in to serve a particular party, to renounce their oath bonds or else leave the PNTL; 13 - Immediately abolish the brutal tax increase approved in January 2023; 14 - Audit and review, where necessary, the major "deals" made at the end of the previous government's term; 15 - Ensure the immediate availability of all necessary medicines to hospitals and health centres; 16 - Turn school meals into a real "hot" and nutritious meal for children; 17 - Improve the conditions of assistance and treatment for the people with disabilities in the National Rehabilitation Centre and, in the future, create similar centres in all municipalities; 18 - Conduct a nationwide survey of the main road maintenance and river standardisation needs to start urgent rehabilitation works next year. Your Excellency, Mr President of the Republic, Distinguished Guests, In fulfilment of the mandate granted by the People, the 9th Constitutional Government will have the following commitments for the first 12 months of governance: 1 - Implement the Justice reform (through the establishment of the Supreme Court of Justice and the quality training of judges and prosecutors); 2 - Revise the Strategic Development Plan 2011-2030, adapting it to the current circumstances of the country; 3 - Start the process of developing the South Coast; 4 - Secure the Greater Sunrise gas pipeline to Timor-Leste; 5 - Finalise the Land and Sea Border with Indonesia as a national priority; 6 - Initiate the process of Local Government through the phased Decentralisation of Government and Municipal Assemblies once the respective infrastructural and technical conditions have been created; 7 - Create a coordinating committee of universities and higher education institutes to study a collective strategy to define better assistance from the State and to implement the objective of raising the quality of education; 8 - Review the Law on Assistance to the Elderly and Handicapped so that the State recognises that the current "so-called elderly" were and should continue to be considered the true National Heroes since it was this layer of the Timorese population that suffered all the hardships of war, all kinds of threats and much pain for the loss of their relatives, but did not step back and faced everything to decide to vote for Independence in August 1999. 9 - Establish and support an Association of Timorese Art and Culture to encourage talented young people in various fields of art and culture to affirm Timorese identity and bring it to international forums; 10 - Double the number of scholarships to be awarded, on merit and based on national needs; 11 - Complete the construction and installation of the Optical Fibre Cable and ensure a quality internet connection for all citizens across the country; 12 - Significantly increase the number of people in employment; 13 - Implement the registration of both movable property and real estate (houses and land); 14 - Start the implementation of a CAFE school in all Administrative Posts; 15 - Complete the country's electrification programme to reach the remaining 20% of the population that has not yet had access to electricity; 16 - Create new seasonal work programmes with friendly countries; 17 - Implement the One-Stop Shop in all municipalities' head offices to allow access to Central Administration services throughout the country. Your Excellency, Mr President of the Republic, Distinguished Guests, The 9th Constitutional Government is committed to fulfilling its Vision and Mission for the Development of the Country. In its Programme, which will be presented in the National Parliament, this Government will focus on the themes of Basic Infrastructure, both in Health and Education. It will seek to emphasise the Economy as the crucial and vital factor for the development of the Nation, starting from agriculture, fishing, livestock, tourism and the beginning of small and medium industries, to gradually reduce the import of goods and products, which can be produced in the country. If state-building concerns State institutions and the entire public administration, nation-building encompasses civil society, in its technical and intellectual capacity, and necessarily the national private sector, which should encourage entrepreneurship, especially among women. Therefore, the next five years deserve a tremendous collective effort, requiring from everyone a great spirit of responsibility, dedication, honesty, persistence and courage. We will start the long-awaited and necessary process of Decentralisation. To this end, the Government counts on the participation and cooperation of all citizens in this process. This Decentralisation process will require all intellectuals and technicians from each Municipality to actively and constructively participate in the frank and genuine dialogue that will be implemented so that the multiple benefits that will contribute to the well-being of local populations will be achieved and strengthened from the potential of each Municipality. That is why I appeal to young people to get involved. Each generation has a role to play in the constant challenges emerging in our reality. Young people must embrace this new struggle for the country's development, thus strengthening the democratic values in which we live. Young people will be the future leaders of this nation because they will be the ones who, by practice and example, can transform our society and economy. This Government is committed to creating opportunities for young people to develop their skills, experiences and values to actively and fully participate in the nation's future. Therefore, the economy, or the diversification of the economy, will be an essential Pillar in this five-year term of the 9th Constitutional Government. The Government is committed to bringing the Greater Sunrise pipeline to the South Coast of Timor-Leste. We will prove to the world that the pipeline to TimorLeste is a viable, economically secure solution and that our horizon lies in developing an oil industry capable of creating direct economic dividends for our people. The development of the South Coast in the oil and gas sector will continue to be a priority. Establishing a supply base, a refinery and a gas pipeline in this part of the country are necessary investments to create our oil industry and generate employment for the Timorese. To this end, it will also be a national priority to finalise the land and sea borders with Indonesia, the solution of which must only comply with international law. I take this opportunity to declare that the 9th Government will pay special attention to Investment and, in this regard, Foreign Companies will be very welcome to help develop the Country and create employment for Timorese. Your Excellency, Mr President of the Republic, Excellencies, Ladies and gentlemen, The 9th Government will seriously focus on improving service delivery in the two critical areas of health and education. In health, everything possible will be done to increase the technical capacity of medical staff to start treating the various diseases that usually require care abroad. In Education, we are committed to looking deeply at the problem of access to education, which has caused difficult situations in vulnerable families. Thus, the Government also intends to ensure Quality at all levels of education by training teachers. We propose to continue developing infrastructure that allows better and easier access to services for all citizens, especially those living in rural areas. When we talk about a fairer society, we are talking about the fairness of our actions. In this challenging context of restoring the democratic Rule of Law, the 9th Government will provide the necessary care to improve the justice sector. We will continue to give greater impetus to the capacity building of the existing Timorese human resources, both in Courts, in the Public Prosecutor's Office and the Public Defender's Office, so that justice is served with seriousness and transparency, respecting the Rule of Law. The Government will conduct a proper Audit of several cases which revealed either the Law Officers' incapacity or dependence on third-party interests. We will continue to raise the capacity of the Timorese legal profession so that it can fully exercise its functions, through the formal constitution of a Bar Association, with management and training capacity in this critical sector of Justice. We will continue to invest in the training of criminal investigators in all the necessary specialities to ensure greater credibility to the cases brought before the courts. Mr President, Excellencies, Distinguished Guests, We have already been admitted as Observers to ASEAN. Still, I must honestly state that we have not prepared ourselves sufficiently to be, in a constructive way for the country, a full member of this regional organisation. In this sense, the 9th Government is committed to initiatives with the ASEAN Member Countries for a more in-depth study regarding our capacity to participate, especially in areas that most affect this inclusion of Timor-Leste in ASEAN. Only in this way will we be able to proceed with the selection of the technical staff capable, in each area, of representing the country in this Regional Organisation. As for the CPLP, our permanent problem is the mastery of the Portuguese language, so the 9th Government is committed, with a view to the future, to implement more CAFE schools in all Administrative Posts gradually and to train Timorese teachers in this area. In terms of International Relations, as neighbours, apart from Indonesia, we have Australia. I hope that with the current Australian Government, we will end all the differences of the past so that both Australian and Timorese people can see the future of the relationship in light of greater trust and mutual respect. To conclude, I usually define our foreign policy as having this principle, which enshrines the sense of independence and sovereignty: "For Timor-Leste, there are no allies or enemies; everyone will be only and only FRIENDS!". And this will be our Motto, which will guide us in Foreign Relations in this currently very difficult International Context. We salute all the countries in the region which have given us unconditional support in various spheres, emphasising the good relations with Australia, New Zealand, China, Japan, South Korea, Indonesia and other ASEAN countries. We would also like to welcome the friendly relations and solidarity with countries such as Portugal, Brazil and the PALOP, Cuba, the United Kingdom, Ireland and the USA, as well as with International Organisations, namely the UN and its Agencies, the World Bank, the International Monetary Fund and the Asian Development Bank, with which we intend to strengthen the ties of technical and professional assistance, which we need to fulfil our mission to the People of Timor-Leste. I commit myself, here and now, and on behalf of the 9th Constitutional Government, to govern responsibly, instilling in all the other members of the Government more enthusiasm in fulfilling their duties, always keeping sight of the future. To the Timorese people, old and young, women and men, I address a special message: today, we face the great challenge of developing the nation we fought so hard to obtain. With the same principles, values and commitments that we all carried in body and soul during the long struggle for independence, we must continue working together to realise our dreams under the motto: "Mehi Povo nia mehi!". I know it won't be easy, but the Living Heroes, our elders, have already taught us that United, they faced much more significant difficulties! The time has come to put Timor-Leste and the Timorese back on the development path. Thank you all for your attention. Kay Rala Xanana Gusmão
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Ways Children Learn The first five years of life provide children with the foundation to understand the world around them, and the following years allow them to continue to grow and expand upon that core development. The remarkable period of growth between the ages of 6 and 11 continues to be shaped by both play and relationships with important people in a child's life. As children grow, their play begins to encapsulate both drama and fantasy as their imaginations expand. They have the tendency to model behaviors of influential people around them through role playing. Their ability to communicate and express themselves grows with rapid vocabulary development and the increased ability to identify emotions and express opinions by playing and spending time with groups of children. Spending time together and modeling behaviors through play builds on children's foundational understanding of life as they develop and shape their ability to navigate through life. In the setting of missions discipleship, role-playing as children pretend to share about Jesus, inviting others to church, and showing compassion are great ways to help children understand the life of a Christian. Children value play and require movement due to their high energy levels. At this stage of their development, they are beginning to play more within groups than on their own, and rules are being developed within their play. Children on the younger end of this age bracket may still find it challenging to follow rules but are generally better at controlling their own behaviors and emotions, allowing them to cope better with games that involve rules. Leaders should make sure children know they are expected to follow the rules while playing games. Children between the ages of 6 and 11 are often motivated by the desire to please those around them. They are generally sensitive, with an increased empathy for others while also turning a self-critical eye toward themselves. However, they are better able to express their feelings, although they may still need some help and time to identify and talk through bigger emotions they are experiencing. As children ask questions about a missionary's experiences, leaders can gauge how much children are learning based on the questions they ask and their responses to the stories about the missionary's work and life. As children's motor skills continue to improve, so does their independence. Children at this age also enjoy making small decisions and insist on knowing their options. Children's morals and values are developing and becoming evident in their actions and words, which is a critical part of this stage. Children also have a heightened awareness of what others are doing and often model the behaviors and words that are practiced and used around them. Ways Children Learn (page 2) Children's growing curiosity and desire to understand all that is around them is especially evident in the questions they ask and their love and desire to talk. Children's vocabulary development is rapid at this stage, with their thinking often moving quicker than their ability to speak, contributing to attention spans that continue to remain short during this period of time. Leaders should begin to explain "church" language to children and revisit it frequently so children incorporate new words into their vocabulary. Children's attention spans and their understanding of concepts and ideas continue to grow and expand throughout this stage. They tend to be able to grasp concepts, but they also hold onto a black-and-white mindset and are very literal. They can also reason, discuss, and explore concepts through conversations, and they enjoy doing so. This contributes to their knowledge and growing understanding of right from wrong. It also allows them to view Jesus as very real and to understand stories in the Bible as very literal as well. Olivia Whited served as an intern at national WMU while pursuing her degree in human development and family science at Samford University.
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Connecting Literature and Math – A Component of STEM Curriculum #4: Quack and Count by Keith Baker Introduction Quack and Count is a counting book that features seven ducks that group themselves in all of the combinations that add up to seven. Children will enjoy Keith Baker's rhyming text and the illustrations of cut paper collage. Teacher Notes about STEM - Early Childhood Educators are now linking together science, technology, engineering, and math into what is called STEM curriculum. - CLAM focuses on Math, one of the components of a STEM curriculum. - CLAM was developed to give preschool children foundations of mathematical understanding through concrete experiences; a foundation for life-long learning and school success in math. Arkansas Child Development and Early Learning Standards Birth through 60 Months Domain of Development and Learning: Mathematical Thinking Domain Component: Number and Operations Learning Goals: MT1.1 Demonstrates number sense and an understanding of quantity MT1.2 Explores combining and separating groups (numerical operation) (changes in quantity, addition and subtraction) Learning Goals and Strands will be identified for all activities in the guide. Materials to Collect and Make - Make two piece puzzles with numerals from one to seven and corresponding number of ducks from the story. (See Attachment: Numeral cards and Attachment: Duck Counting Cards or Attachment: Wild Duck Counting Cards) - Collect or make 7 magnetic duck shapes, magnetic numerals from 1 to 7, magnetic storyboard - Collect 7 rubber ducks, an aquarium fish net and counting mats for the water center Make mats with 7 dinner size, waterproof or plastic disposable plates. Write a numeral 1-7 in the center of each plate - CD of dance tunes, player, numeral mats (purchased or teacher-made) Story Presentation Learning Goals: CD2.4 Holds and manipulates information in memory (short-term and working memory) LD1.1 Understands and responds to language (in child's home language) (vocabulary and language comprehension) EL1.1 Shows interest in literacy experiences EL1.2 Engages in read-alouds and conversations about books and stories EL3.1 Responds to features of books and print (book knowledge, print knowledge) MT1.1 Demonstrates number sense and an understanding of quantity MT1.2 Explores combining and separating groups (numerical operations) (changes in quantity, addition and subtraction) Book: Quack and Count by Keith Baker First Reading of Quack and Count - Be familiar with the book, Quack and Count. - Show the pages of the book with copyright information before showing the cover and reading the title and invite children to count the duck feet with you (1 to 14). Then say, "There is a total of 14 duck feet." - Ask children two questions as follows: "How many feet does each duck have?" "So if each duck as 2 feet and there are 14 feet total, how many ducks do you think there are?" - Accept all answers. - Say to children, "Let's count the ducks and see if you are correct." - Count the ducks and say, "There are 7 ducks and each duck has two feet, so that makes a total of 14 feet." - Show the cover, give title, author and illustrator. (Explain that the author is the person who writes the words and the illustrator is the person who draws the pictures. In this book, Keith Baker is both the author and illustrator.) - Read the story so all children can see the pictures in the book. - Follow up the reading by showing the pages and inviting children to count the ducks with you. Point to each duck as you count. _________________________________________________________________________________________ Second Reading of Count and Quack - Show the cover, give title, author and illustrator. - Follow up the reading by inviting children to help you read the story again. - Read the story so all children can see the pictures in the book. - Review each double-spread page and involve children in counting and adding the number of ducks. For example: - 2 nd double-spread: Involve children in counting the ducks on the left page and say "5 plus 2" as you and the children count the 2 ducklings on the right page. "Playing games of peekaboo." 1 st double-spread: Count the 6 ducks on the left page and say, "6 plus ___" and have children say the number as you run your finger under the 6 and the 1. - Continue until all of the ducklings have been added. - Read the final pages that end with FLY! - Thank children for helping you read the story. Third Reading of Quack and Count - Show the cover and ask children to recall the title of the book. - Give the author and illustrator and ask children if they remember what each does. Give them prompts if necessary. - Read the story so all children can see the pictures in the book. - Follow up the reading by inviting 7 children to come up and be the 7 ducklings and explain to other children that they will help you count and add the ducklings. - Stand behind the 7 children and invite the audience to count the 7 ducklings as you put your hand on each child's head. - Move one child to your left so that there is space between the 6 children and the one child. - Invite the audience to count the 6 ducklings plus 1 as you put your hand on each child's head. - Move one more child to your left and invite the audience to count the 5 ducklings plus the 2 ducklings as you put your hand on each child's head. - Continue this activity until all of the sets of ducklings have been counted. - Invite the audience to stand and join the 7 ducklings as they pretend to fly in place. - Thank the children for helping you add the ducklings. Teacher Note: Repeat the follow up activity if other children want a turn to be ducklings Extension Activity: - Invite 7 other children to be ducklings. - Explain that you will reread the story and they will form all of the different groups and to count and quack as they make their duck groupings. _________________________________________________________________________________________ Fourth Reading of Quack and Count - Form a small group of no more than 2 or 3 children. - Show the cover, read the title and state the author and illustrator. - Show the title page and invite children to find the 3 ladybugs on the page. Count the ladybugs with the children. - Read the story so the children can see the pictures in the book. - Follow up the reading by reminding children that they saw 3 ladybugs on the title page of the book, that these same ladybugs are on other pages and you need their help in finding them. - Begin with the copyright pages and involve children in finding the 3 ladybugs. - Continue this activity with each double-spread page. Teacher Notes: - Repeat this activity with other small groups of children. - Locate the ladybugs on each page before involving the children in the follow up activity. Additional Language and Literacy Activities Learning Goals: MT1.1 Demonstrates number sense and an understanding of quantity (connection of number, numeral and quantity) MT1.2 Explores combining and separating groups (numerical operation) (addition and subtraction) Activity: Adding Ducks (small group) Materials: 7 magnetic duck shapes, magnetic numerals from 1 to 7, magnetic story board, book Quack and Count, container for duck shapes, numerals and book Directions: - Place the container of materials and the storyboard in the library area. - Allow the children to explore and manipulate the materials - Join the children and invite them to play a game with you. - Observe to see how children use the materials. - Begin by place a magnetic numeral on the board and invite a child to identify the numeral and place that number of ducks next to the numeral. - Continue this activity, allowing each child a turn. - Leave the center and observe how the children play with the materials in your absence. Do they count the ducklings? Do they form groups of ducklings and count and add them? Do they use the magnetic numerals to indicate how many ducklings in a group? Teacher Note: If some children do not recognize and name written numerals, say the name and invite them to place that number of ducks on the board. Learning Goals: EL1.1 Shows interest in literacy experiences (engagement in literacy experiences) EL2.1 Notices and manipulates the sounds of language (rhyme) MT1.2 Explores combining and separating groups (numerical operations) (addition and subtraction) CA1.1 Explores through listening, singing, creating, and moving to music (exploration of music and movement) Activity: Seven Little Ducks Went Out to Play Materials: None Directions: - Involve children in singing this fun song and finger play. Seven little ducks went out to play (children hold up seven fingers) Over the hills and far away. Mother duck said, "quack, quack, quack, quack" (move hands in quacking motion) And six little ducks came running back. (hold up six fingers) Six little ducks went out to play (children hold up six fingers) Over the hills and far away. Mother duck said, "quack, quack, quack, quack" (move hands in quacking motion) And five little ducks came running back. (hold up five fingers) Continue reducing the number of ducks until "no more little ducks came running back." Last Verse The sad mother duck went out to play (make sad face) Over the hills and far away. Mother duck said "quack, quack, quack, quack" (move hands in quacking motion And all of her little ducks came back. (hold up seven fingers) Extension Activity: - Invite seven children to act out the song as you and the children sing it. - Lightly tap one children on the head as you sing the first verse and that child moves away from the group. - Continue this activity until there are no ducks in the group. - Invite the seven children to come back as you sing the last verse. Teacher Note: Form additional groups of seven if other children want a turn being ducks. Learning Goals: MT1.1 Demonstrates number sense and an understanding of quantity CA1.1 Explores through listening, singing, creating, and moving to music (exploration of music and movement) Group Time: Number Dance Materials: CD of dance tunes, player, numeral mats (purchased or teacher-made) Directions: - Scatter the numeral mats in a large, open space. - Explain to children that you will play a dance tune and they are to dance around the mats until the music stops. When the music stops, they are to put their hand on one of the mats and say the number when asked. State that more than one child can put his or her hand on the mat and they will say the number together. - Begin to play a lively dance tune, then stop the music and invite children to say the number they are touching. - Continue this activity as long as children remain interested. Teacher Note: Make mats by printing a different numeral, from 1 to 10, on cardstock, laminate and attach nonstick shelf/drawer liner on the back to prevent the mats from slipping when children put their hands on them. Learning Environment Teacher Note: As children are involved in the learning centers listed here, they are engaged in activities that support the following Domains of Child Development and Early Learning: - Physical Development and Health - Emergent Literacy - Mathematical Thinking Water Play - Place 7 rubber ducks, an aquarium fish net and counting mats in the center - Make mats with 7 dinner size, waterproof or plastic disposable plates. Write a numeral 1-7 in the center of each plate - Observe to see if children catch and count the correct number of ducks to place on the plate and if they make number combinations of 2 + 5 = 7 or other combinations from the story. - Involve yourself in this activity if children seem to need some guidance with this activity. Manipulatives (or Math Center) - Place the duck numeral/number cards in the center. - Provide number puzzles Library - Place magnetic board and Adding Ducks activity in the center - Add to the center children's books related to math. Transition Activities Quack and Move - Ask each child to quack a specific number of times (no more than four) and make quacking motion with hands as he/she transitions to the next activity. - Say, "Josh, quack two times and get on your cot for rest time." - Continue this activity until all children have transitioned to the next activity. March and Quack - Invite children to quack as they march to the playground, for example. Family Connection and Engagement Family Count - Suggest that families do counting activities with their children. For example, involve the child in counting the number of male and female family members. Ask child how many total people in the family as they count them together. - Involve the child in counting the number of adults and the number of children in the family. Ask child how many total people in the family as they count them together. Additional Books Cronin, Doreen, illustrated by Betsy Lewin, Click, Clack, Splish, Splash: A Counting Adventure Fox, Mem, illustrated by Helen Oxenbury. Ten Little Fingers and Ten Little Toes Franco, Betsy, illustrated by Shino Arihara. Zero Is the Leaves on the Tree Jenkins, Emily. Five Creatures Keats, Ezra Jack. Over in the Meadow Walsh, Ellen Stoll. Mouse Count Assessment Ideas Refer to page 4: Additional Language Activities – Adding Ducks for an activity to assess the following: Domain Component: MT1. Number Concepts and Operations Learning Goals: MT1.1 Demonstrates number sense and an understanding of quantity (connection of number, numeral and quantity) MT1.2 Explores combining and separating groups (numerical operations) (addition and subtraction) To Assess: - Add the container of materials from the activity, Adding Ducks, and the storyboard to the library area. - Assess children's competence by becoming involved with them in their activities, as they use the materials and by listening to their comments. - Observe the children in water play with the rubber ducks and plates with written numerals.
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STUDY GUIDE QUESTIONS - Macbeth Short Answer Format Answer Key Act One 1. What is the point of the first scene literally and in reference to the whole play? Literally, the witches are deciding when they shall meet again. This scene sets the mood for the entire play, and introduces several major motifs: the witches (supernatural influences in the play), the idea of fair being foul, and the stormy fate of Scotland. The main character, Macbeth, is also introduced by name. 2. What does Duncan call Macbeth when he hears Macbeth has defeated Macdonwald? He calls him "valiant Cousin! Worthy gentleman!" This is ironic, being said to the man who will be his murderer. 3. Who is sentenced to death? The Thane of Cawdor is sentenced to death. 4. What do the witches predict in I.iii for Macbeth? For Banquo? They predict Macbeth will be Thane of Cawdor and eventually the king. They predict that Banquo will be "lesser than Macbeth, and greater, Not so happy, and yet happier" and that his descendants will be kings although he will not be one. 5. What news does Ross bring Macbeth? Ross tells Macbeth that Macbeth now holds the title of the Thane of Cawdor. 6. Banquo, like Macbeth, is surprised that the witches have predicted Macbeth's new title. He is, however, leery. What does he say about the motives of the "instruments of darkness"? He says they often tell of good things which may happen without telling the bad consequences. 7. Malcolm describes Cawdor's last moments before execution. What is Duncan's reply? You can't tell what is in a person's heart by looking at his face. 8. Macbeth says, "Stars, hide your fires, Let not light see my black and deep desires." What are Macbeth's desires? He now desires to be the king, and he realizes that something will have to be done with the present king (and his sons) before his desires can become reality. 9. After Lady Macbeth reads the letter, what does she tell us is her opinion of Macbeth, and how does she plan to help him? In short, Lady Macbeth thinks Macbeth could be a good king, but he lacks the hardheartedness which would allow him to get to the position. She'll talk him into it. 10. What is Lady Macbeth's "prayer" to the spirits after she learns Duncan is coming"? She wants to be filled with cruelty, given a hard heart and the thick blood necessary to do what has to be done in order to make Macbeth king. 11. What advice does Lady Macbeth give Macbeth when he arrives home? She tells him he must learn to look innocent even when his heart is full of evil. He has to learn to hide his true feelings. 12. What are Macbeth's arguments to himself against killing Duncan? Macbeth is Duncan's kinsman and his subject. Duncan is a good king and virtuous man; he has done no particular evil. Duncan is a popular king, and his death would bring sorrow and unrest upon Scotland. 13. What arguments does Lady Macbeth use to convince Macbeth to commit the murder? She tells him not to be a coward, not to say later that he "could have been" when he could "be" king. She tells him to be a man and go get what he wants. She says if she had made the promise to do this, that she would have killed her own baby to carry forth with her promise. 14. What is Lady Macbeth's plan? She will drug the kings grooms (guards). Macbeth will then go into the king's room and murder him in his sleep. Act II 1. What is Macbeth's lie to Banquo about the witches' predictions? He says he doesn't even think about them. 2. What is the signal Lady Macbeth is to give Macbeth to let him know that she has taken care of the guards (grooms)? She will ring a bell. 3. What excuse does Lady Macbeth give for not killing Duncan herself? He looked like her father sleeping there. 4. After Macbeth kills Duncan, he goes to Lady Macbeth and is concerned about not being able to say "Amen." What is her advice to him? She tells him not to think about it so much, or it will make them crazy. (Notice that she does later, in fact, go mad and commit suicide.) 5. Then, Macbeth is worried about hearing a voice saying, "Macbeth does murder sleep." What does Lady Macbeth then tell him to do? She tells him to go get some water and wash "this filthy witness" from his hands. In other words, get cleaned up and forget about it. 6. Why won't Macbeth take the daggers back to the scene of the crime? He can't bear to look at Duncan again. 7. Who was knocking? Macduff and Lennox were knocking at the gate. 8. What three things does drinking provoke? It provokes "nose-painting, sleep, and urine." 9. How does Lennox describe the night, and what is Macbeth's response? Lennox goes through a great description of the terrible night, saying it predicted terrible, confusing times ahead. Macbeth brushes it off by saying it was a "rough night." 10. What did Macduff discover? Macduff discovered Duncan's body. 11. Macduff says, "Oh, gentle lady, 'Tis not for you to hear what I can speak. The repetition, in a woman's ear, Would murder as it fell." What is ironic about this? Lady Macbeth was a determining force in the death of Duncan. She is no "lady." 12. What excuse or explanation did Macbeth give for killing the guards (grooms)? What is his real reason? He did it out of pain and rage, but he actually wanted to be rid of any possible witnesses to the murder. 13. Why do Malcolm and Donalbain leave? They fear that the king's murderer will be after them, too. 14. Why does Ross not believe Malcolm and Donalbain were responsible for Duncan's murder? He says it is against nature -- both their personal natures and nature as the ruling force in the universe. Act III 1. Why does Macbeth want Banquo and Fleance dead? He knows they suspect him of foul play, and he is furious that he has done all of the work (so-to-speak) of becoming king, and Banquo's descendants will benefit from it. 2. What is Macbeth's plan for killing Banquo and Fleance? Does it work? He gets two convicted murderers to wait along the road to ambush them. The murderers kill Banquo, but Fleance escapes. 3. Macbeth says, "The worm that's fled Hath nature that in time will venom breed, No teeth for the present." What does that mean? Fleance will be a problem in the future, since he will have children who will become kings, but for now Macbeth can let him go and deal with other things because Fleance is of no immediate threat to him personally. 4. Who (what) did Macbeth see at the banquet table? He saw Banquo's ghost. 5. How does Lady Macbeth cover for Macbeth at the banquet? What excuses does she give for his wild talk? She tells the guests that he often has these fits, that those who know him well have learned to ignore them. When Macbeth really gets out of hand, she sends the guests home. 6. Who else was missing from the banquet table (besides Banquo)? Macduff is missing. 7. Macbeth says, "I am in blood Stepped in so far that should I wade no more, Returning were as tedious as go o'er." What does he mean? There is no going back now. Macbeth is committed to this course of action, whatever terrible things he may yet have to do. 8. What does Hecate want the witches to do? She wants the witches to give Macbeth some visions which will give him false impressions, false hopes for his personal safety and the safety of his rule, so he will continue on his path of destruction. 9. What does Lennox think about Macbeth, Fleance, and Duncan's sons? He thinks Macbeth is the "good guy," Fleance killed Banquo, and Duncan's sons killed the king. Act IV 1. Witch 2 says, "By the pricking of my thumb, Something wicked this way comes." Who comes? Macbeth comes. 2. What is Macbeth's attitude towards the witches this time? He is demanding, trying to take charge. 3. What four things did the witches show Macbeth? What does each show/say? What is Macbeth's reaction? They showed him an armed head, a bloody child, a crowned child with a tree in its hand, and, finally, eight kings followed by Banquo's ghost. Respectively, they showed/told Macbeth to beware of Macduff, that he would not be harmed by anyone "born of woman," that he would not be vanquished until Birnam Wood would come to Dunsinane, and that Banquo's descendants would be kings. 4. Macbeth says (about the witches), "Infected be the air whereon they ride, And damned all those that trust them!" What is Macbeth, in effect, saying about himself? He is damned. 5. Where is Macduff? He is in England helping Malcolm. 6. Why does Macbeth have Macduff's family and servants killed? Macduff is not loyal to Macbeth, and Macbeth is angry. 7. Why does Lady Macduff's son say liars and swearers are fools? He implies that since there are more of them than honest people, they should get together and hang the honest folks. They are foolish to leave themselves in jeopardy when they could overcome the honest people. 8. Malcolm says, "Angels are bright still, though the brightest fell. Though all things foul would wear the brows of grace, Yet grace must still look so." What does that mean? The devil was, of course, at one time the brightest angel. The point is that things aren't what they seem. One can't judge the book by its cover, so-to-speak. 9. Macduff says, "Oh, Scotland, Scotland!" Why? Malcolm has just told him what a horrid king he (Malcolm) would be if he were on the throne instead of Macbeth. Given a choice, then, between Malcolm and Macbeth, he gravely fears for his country's future. 10. What news does Ross bring to Macduff? Ross brings news of Macduff's family's murders. Act V 1. What do the doctor and gentlewoman see Lady Macbeth doing? What do they decide to do? She is sleepwalking and talking about the murders. The doctor decides his best move is to not mention that he heard anything, and he tells the woman to keep an eye on Lady Macbeth. 2. What does Macbeth want the doctor to do for his wife? He wants the doctor to ease her suffering, to give her something to make her oblivious to her weighty troubles. 3. What trick does Malcolm use to hide the number of men in his army? He has his men cut off tree branches and use them as camouflage. 4. Malcolm says, "And none serve with him but constrained things Whose hearts are absent, too." What does that mean? Macbeth's armies are there in body only, not in spirit, and there should not be any serious opposition. 5. What is Macbeth's reaction to Lady Macbeth's death? He takes it very calmly, saying she would have died sooner or later, anyway. 6. What is Macbeth's reaction to the news that Birnam Wood is moving? "Arm, arm, and out!" He's going to fight to the bitter end and take down the whole universe with him, if necessary. 7. Who first fights Macbeth? What happens? Young Siward fights Macbeth and is slain. 8. Macbeth says to Macduff, "But get thee back, my soul is too much charged With blood of thine already." To what is he referring? Macbeth doesn't want to fight Macduff; he has already killed Macduff's family. 9. When does Macbeth know he's in trouble? He knows this is his end when Macduff tells him he was taken from his mother's womb instead of being "born of woman." 10. How does Macbeth die? Macduff fights him and beheads him. 11. Who will be King of Scotland? Malcolm will be king.
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Teaching and Learning Strategies for Elementary/Middle School From "The Making of Milwaukee" Curriculum Learning in the Community: Teaching and Learning about Milwaukee The following activities are from "The Making of Milwaukee" on-line curriculum: No Grain, Let's Entertain! (Fieldtrip to Grain Exchange) Touring Many Nations in Milwaukee (Fieldtrip to Ethnic Community Centers) Ethnic Sightseeing (Tour Ethnic Churches, Landmarks) Community Tour (Tour Miller or Sprecher Brewery) **Note to Teachers: The organization, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org If money and/or time are issues, try a virtual fieldtrip. Many companies, museums, have virtual tours. For example, go to www.milwaukee.gov/TheHistoryofMilwaukee2833.htm At the bottom of this historical account is a link to 360 Degrees Virtual Tours of historic places in Milwaukee. NO GRAIN, LET'S ENTERTAIN! **Note to Teachers: Video Chapter 3, King Wheat, complements this lesson activity. 1. Organize a trip to the Grain Exchange. Try to coordinate a tour of the building and its historical exterior, architecture, windows, woodwork and rooms. 2. As students tour the building, have them take notes and write 10 questions about the exchange, its formal and current functions, and its connections to the Milwaukee community. Follow-up Learning Activities: * Have students create a quiz about the field trip for their classmates to take. Administer the quizzes randomly to students upon return from the trip (Students should take the quiz of another student. They can be multiple choice or short answer). Allow students to correct the quizzes and discuss the results with their peers. * Openly discuss students' experiences at the Grain Exchange and how different the Exchange is from its trading days. TOURING MANY NATIONS IN MILWAUKEE 1. Have students visit sites in Milwaukee like the Italian Community Center, Serb Hall, Turner Hall, the Polish Heritage Alliance, German Fest Milwaukee Inc., and the Irish Fest Center that are still dedicated to preserving the city's immigrant heritage. Students could talk to individuals associated with these places and interview them about how and why they preserve ethnic traditions. They might even find people associated with these places that would be willing to talk to the whole class about a particular ethnic group's experience in Milwaukee. 2. Students could report their findings to the rest of the class orally or in writing. **Note to Teachers: The group, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org ETHNIC SIGHTSEEING 1. Have students visit or tour places that were significant aspects of the lives of different ethnic groups in Milwaukee (e.g. churches, landmarks, neighborhoods, parks, buildings, workplaces). Students could research the locations of some of these places. They could work to find people associated with these places to gain more information about any ways these places maintain an ethnic identity. 2. Students could write a report, create a PowerPoint presentation, create a postcard about these places, or create storyboards about their visit and findings or even make a video with their own narration that they could show to the rest of the class. **Note to Teachers: The group, Historic Milwaukee, Inc. has a variety of tours that students can take as a class or with a parent or guardian. More information is available on their website at: http://www/historicmilwaukee.org COMMUNITY TOUR **Note to teachers: One aspect of this lesson involves possibly having students tour Miller or Sprecher Breweries in Milwaukee. While these companies have had and continue to have a significant role in Milwaukee's economy, this activity is not intended in any way to promote the use of alcohol. Make sure you have several strategies to deal with any potential comments or issues related to this activity. 1. Have students take a tour of companies still located in Milwaukee. For example Harley Davidson and Miller or Sprecher Breweries offer tours. Students should write a report about their observations and any information given on the tour. 2. As part of their report they could discuss how their impressions of these companies compare with the descriptions of the companies and working conditions described in the video. 3. Students should share their findings with the class.
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12 When Dr. Allison SacerdoteVelat goes to work, she has some unusual office mates: baby snakes! Dr. S is a scientist at the Peggy Notebaert Nature Museum in Chicago. She is raising the little snakes, called smooth green snakes, until they are a year old. Then she will release them back into the wild. Smooth green snakes need g h Adult smooth green snakes are bright emerald green. Babies like this one are greenish-brown. help because their homes are disappearing, especially in Illinois, where Dr. S lives. Long ago, Illinois was mostly prairie grassland. Over the years, people dug up prairies to make room for houses and farms. Today, there are not many prairies left in Illinois. Smooth green snakes and other animals that depend on prairies to live and find food are becoming more rare. n So Dr. S and others are working to keep Illinois prairies safe and healthy. The smooth green snakes help too. They eat bugs that damage and eat the prairie plants. They're also food for hawks and falcons and other prairie birds. "If you want a beautiful prairie," says Dr. S, "you need snakes." The baby snakes in Dr. S's office like to pile up on one another or try to climb the sides of their tank. "They're very silly," says Dr. S. But Dr. S doesn't just love smooth green snakes because they're an important part of the prairie. "They're really cute!" she says. She loves their bright green color, big eyes, and the way they waggle their heads back and forth when they hunt. 13 14 Smooth green snakes don't bite or hurt people. As you probably guessed, their skin feels nice and smooth. Scientists don't know how many smooth green snakes are left in Illinois. Dr. S wants to find out. So she and her team count snakes in the prairie in summer. Adult smooth green snakes are not easy to spot. They're skinny and fast and blend in with the prairie plants. But Dr. S has a good way of finding them. She puts a board on the ground and checks it every few days. Snakes love to lie on top of the board to bask in the warm sun, or hide underneath it when they get hot. Sometimes they even lay their eggs under the board! Dr. S checks 60 different sites in Illinois for smooth green snakes. So far, she's found them in only 15 places. In the wild, many snake eggs never hatch. They get eaten or damaged by bad weather. So when Dr. S and her team find a nest, they count the soft, leathery, oval-shaped eggs. They leave half the eggs alone, but they carefully take the rest to hatch in safe places like Dr. S's office. Dr. S loves watching the smooth green snake babies hatch. At first, they're only a few inches long and as light as a cotton ball. As they grow, Dr. S weighs and measures them. She also works hard to make sure the snakes are ready for grown-up life in the wild. She feeds them crickets, caterpillars, and worms, the same food they'd eat in the prairie. She trains Baby snakes do not live with their parents. They have to take care of themselves. them for prairie winters by lowering the temperature in her office and giving them dirt and moss to rest and burrow in, just like wild snakes need to do to stay warm. 15 When the baby snakes are a year old, Dr. S and her team move them to a pen in the middle of the prairie so they can get used to being outside. After two weeks, the snakes are ready to leave the pen and live on their own. Dr. S measures and marks each snake before she lets it go. She hopes she'll find one she marked again next year. Dr. S started raising smooth green snakes in 2010. The first few years, she did not find many eggs to hatch. But last year she raised nearly 80 baby snakes. 16 It's hard to say goodbye to her office mates, but Dr. S doesn't get too sad. Returning the snakes to the prairie helps the number of wild snakes grow, which helps Illinois prairies stay healthy. Both make Dr. S very happy. But what would make her happiest of all? "When the snakes no longer need our help." Why work so hard to help snakes? Dr. S says the plants and animals in a prairie are like blocks in a tower. "You can maybe take some blocks away and it will still stand. But maybe the green snake block is the one that you take away and it crumbles." 17
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Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with? Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back? If each ball costs $1.50 how much will I pay for three balls? Lisa bought 4 shirts for $48. How much did each shirt cost? Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box? There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue? The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total? One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost? Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now? This work is licensed under a Creative Commons Attribution- NonCommercial 4.0 International License. Florida State University. Find these and other free resources for teaching mathematics at www.teachingisproblemsolving.org Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with? Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back? If each ball costs $1.50 how much will I pay for three balls? Lisa bought 4 shirts for $48. How much did each shirt cost? Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box? There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue? The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total? One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost? Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now? This work is licensed under a Creative Commons Attribution- NonCommercial 4.0 International License. Florida State University. Find these and other free resources for teaching mathematics at www.teachingisproblemsolving.org Carla has some marbles. She bought 489 marbles. Now she has 2778 marbles altogether. How many did she start with? Adam has $5.00 to buy an airplane that costs $4.28. How much change will he get back? If each ball costs $1.50 how much will I pay for three balls? Lisa bought 4 shirts for $48. How much did each shirt cost? Mr. Guzman bought 48 donuts packed equally into 4 boxes. How many donuts are in each box? There were 3,409 pieces of candy in a jar. If 145 pieces were red and the rest were blue, how many were blue? The Owen family took a five-day vacation. Each day they drove 250 miles. How many miles did they drive total? One stamp costs 34¢. Two stamps cost 68¢. Three stamps cost $1.02. If the cost of each stamp remains the same, how much would 4 stamps cost? Tony had $20. He paid $8 for a ticket to a baseball game. At the game, he bought a hot dog for $3. How much money does Tony have now? This work is licensed under a Creative Commons Attribution- NonCommercial 4.0 International License. Florida State University. Find these and other free resources for teaching mathematics at www.teachingisproblemsolving.org
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Target Audience: Adults Seniors Topic Area: Keeping Germs Out of My Food - Wash their hands with soap and warm running water before and after touching food, and after using the toilet and touching money, diapers and pets. - Keep cold foods and refrigerators between 32°F and 40°F. - Keep raw meats and their juices and eggs from coming in contact with other foods that will not be cooked before they are eaten - Check that meats, poultry, eggs, casseroles and reheated foods are safe to eat by using a food thermometer. - Use air-tight wraps, bags or containers to store food Safe Picnics Safe Picnics Lesson Creator(s): Kathleen Keller, Cheri Vircello, Heather Autumn Museler, Debra Palmer Keenan Purpose: The purpose of this lesson is to help participants to determine safe food handling practices for when they picnic or attend other outdoor eating events. What the Nutrition Educator Needs To Know To Answer Questions: Food Storage Foods that are not stored safely can be a good place for germs to grow. These germs can make you very sick. To keep your food safe you should store it using clean foil, plastic bags and plastic wraps, or airtight plastic containers. This will help to keep your food full of flavor and safe. You can look in the Taste It or Toss It: Is This Food Too Old To Eat? lesson for food storage times. To keep your food fresh, keep your refrigerator at 40 ° F or below. This is cold enough to keep germs from growing, but not cold enough to freeze your food. 1, 2, 3 When food is left out of the refrigerator germs can grow quickly. Germs live where they have warmth, food, and moisture. The picture below gives you an idea of how fast germs can grow on foods that are left sitting out. 4 All foods have some germs. But if these germs keep growing they can add up to millions in a short time as you can see from the diagram above. This is why you should never leave foods out of the refrigerator for more than 2 hours. On hot days, foods need to go back into the refrigerator within 1 hour. 2, 5, 6 Picnic Foods Some foods that you bring to a picnic are safe and do not need to be handled with care to prevent germs from growing. Other foods need special care to stay safe. Salads like egg or potato salad and raw meats can be places for germs to grow. These foods need special care in order to be safe to eat. 3 We will call foods that do not need to be put in coolers, safe foods. You may decide to keep safe foods in a cooler to prevent them from getting too hot or melting. It is OK to leave unopened canned meats or canned fish out of the cooler because they have been heat-treated to give them a long shelf life. But once a can is opened, germs can grow and the food needs special care. 1 You can do things to keep your food safe like using clean silverware, keeping salads cold, and keeping raw meats from touching other foods that will not be cooked can help prevent germs from growing. 2 Safe Picnic Foods 1 - Nuts and peanut butter - Breads, crackers, chips, and cookies - Jam, honey, syrup, and candy - Dry cereals and powdered milk (until mixed with water - Raw, canned, and dried fruits - Raw vegetables - Pickles, relish, mustard, ketchup, and salad dressings - Dried meats like beef jerky and sausage - Canned meat and canned fish (before opened) Special Care Picnic Foods 3, 5 - Raw and cooked meat, poultry, and meat salads - Hot, ready-made foods like fried chicken, gravy, ribs, or macaroni & cheese - Raw and cooked fish, and fish salads - Cooked fruits, vegetables, peas, and beans - Milk and milk products like cheese, yogurt, pudding, and whipped cream - Shellfish - Packaged or fresh deli meats like bologna , ham, salami, and liverwurst and hot dogs. - Sandwich spreads like tuna fish, egg salad, and chicken salad - Canned meats, fish, and mixed dinners after they have been opened - Eggs and egg products - Toppings like mayonnaise, sour cream, and butter or any foods made with these toppings Making Food Safe at Your Picnic 1, 2, 5 Here are some rules to help make your picnic foods safe: 1. Wash your hands with soap and warm running water before and after touching food. Wash your hands after using the toilet, touching money, diapers, and pets. 2. Place foods in a cooler as soon as you make them or take them out of the refrigerator. You should pack these things in your color last so they stay cold longer. At your picnic be sure that cold foods go back into the cooler if you are not going to use them all up. Keep these foods in air tight containers or wraps 3. Wrap raw meats in air tight containers or wraps to keep them from coming in contact with other foods that will not be cooked. 4. Use separate cutting boards at home while you are preparing food or at your picnic if you prepare food there, Use one for raw meat, poultry and fish and separate one for fruits and vegetables. If you only have 1 cutting board then, wash it well and rinse it in a bleach solution after using it to cut meat. Picnic Packing Tips Packing your special care picnic foods safely can keep you and your family from getting sick. Use these tips to help you: 1. Wash your hands with warm, soapy water before and after packing your cooler. 2. 3 2. Pack foods that need to be kept hot in insulated bags, if you can. Hot, cooked foods need to be kept above 140 ° F. On hot days, these foods need to be eaten within one hour, or put into a cooler. 2 3. Pack foods that need to be kept cold in a cooler. Cold foods need be kept cold at 40°F or below.. 2 4. It is best to use a separate cooler for raw meats. If you must use only one cooler, pack raw meats by wrapping them tightly in plastic wrap or foil or store them in an airtight container. This will prevent meat juices from dripping onto other foods in your cooler. 2 6 5. Pack foods in your cooler tightly and use ice or ice packs to keep them as cold as possible. 2, 3 6. Always pack foods right from the refrigerator. Do not let foods sit on the 7. Freeze yogurt, applesauce, juice boxes, or other foods to pack in your cooler. They will thaw slowly and keep the other foods cold. 6 8. Pack a meat thermometer or a digital, instant read thermometer to check if meats are cooked to a safe temperature. 7 9. Bring soap with you to wash your hands. If you know the picnic site has no running water, pack a jug of water, towels or bring hand sanitizer. 5 10. Keep your cooler inside the car while you travel to the picnic. Do not put coolers in the trunk of a car, because they can get very hot. 3 11. Bring plenty of plates and utensils so that uncooked meat and other foods can be kept separate. 2 Keeping food safe at a picnic or family outing is hard. In the summer, moisture and hot weather help germs grow. If you follow a few safety steps, you can make sure that your summer picnic is safe. Follow these tips: What to Do with Your Cooler 6 When you get to the picnic site put the cooler in the shade. If there is no shade, cover the cooler with a light colored towel or blanket. If you are at the beach, you can keep the cooler under an umbrella. Make sure the cooler is away from direct sunlight. Try not to open and close the cooler lid too many times. If it is a hot day, do not leave food out of the cooler for more than 1 hour. Cook and Serve with Clean Hands 2, 5 Washing your hands before touching food is just as important on a picnic as it is in your home. You wouldn't want to eat food that was prepared by someone with dirty hands. Bring some soap with you on your picnic and wash your hands before making the food. Then, air-dry your hands, or wipe them with clean paper towels. If there is no running water at the site, bring a plastic jug of water. You can also bring hand sanitizer or hand wipes instead. Keep Hot Foods Hot and Cold Foods Cold 2, 5 If you bring hot foods to your picnic, eat these foods within 1 hour and put any leftovers into your cooler. If you need to cook your food at the picnic, take the food out of the cooler just before you are ready to cook it. Again, be sure to eat the cooked foods within one hour. Any food that is not eaten within one hour should be put back in the cooler. As long as your cooler is kept at 40ºF or below the food in it will be safe to eat at a later time. When you get home from your picnic, put the food right into the refrigerator. If you think a food was not kept cool enough and may not be safe to eat, throw it out! Grilling Tips 2 If you plan to grill at your picnic, keep the raw meat in the cooler until you plan to cook it. It is not safe to look at meat to tell if the meat is cooked. The only way to be sure meat is fully cooked is to use a thermometer. If you want to know what safe cooking temperatures are, look at the Guide to Safe Grilling handout. Always serve cooked meat on a clean plate. Do not use the plate that carried raw meat, unless you wash it with soapy and warm water. If you used a marinade for the raw meat, throw it away! Do not put the marinade on cooked meats or use it again on other raw meats. References: 1.Kinsey, J, Muscio, C. Jersey Summer Shore Safety: Keeping Food Safe When Packing a Picnic. Rutgers New Jersey Agricultural Experiment Station. Cooperative Extension Fact Sheet FS 1196. 2012. At: https://njaes.rutgers.edu/pubs/fs1196/jersey-summer-shore-safety.asp 2. Eating Outdoors, Handling Food Safely. Federal Drug Administration. May 9, 2015. At: http://www.fda.gov/Food/ResourcesForYou/Consumers/ucm109899.htm 3. Picnic Safety., Iowa State University Extension and Outreach. 2015. At: http://www.extension.iastate.edu/foodsafety/content/picnic-safety. 4. Describe the conditions favorable to the growth of bacteria in food. Department of Food, Nutrition and Packaging Science, Clemson University. 2012. At: http://www.foodsafetysite.com/educators/competencies/general/bacteria/bac2.ht ml 5. Barbeque and Food Safety.US Department of Agriculture, Food Safety and Inspection Service. 2013. At: http://www.fsis.usda.gov/wps/portal/fsis/topics/food-safety-education/getanswers/food-safety-fact-sheets/safe-food-handling/barbecue-and-foodsafety/CT_Index 6. Handling Food Safely on the Road. US Department of Agriculture, Food Safety and Inspection Service. 2013. At: http://www.fsis.usda.gov/wps/portal/fsis/topics/food-safety-education/getanswers/food-safety-fact-sheets/safe-food-handling/handling-food-safely-on-theroad/ct_index 7. Perfect Food Safe Picnics. Food Safety.Gov. 2012. At: http://www.foodsafety.gov/blog/perfectfood.html For Additional Reading: "USDA: Summer Food Safety Resources; June 26, 2012. http://snap.nal.usda.gov/resource-library/summer-sizzlers/summer-food-safetyresources On the Road Again – Summer Travel and Picnics: 2010 Partnership for Food Safety Education; Fight Bac http://www.fightbac.org/safe-food-handling/safety-in-all-seasons/135-on-the-road- again Safe Picnics Main Themes: Nutrition & Diet Cooking & Food Storage Shopping Budgeting Safety & Sanitation Materials Needed: Handout: Picnic Packing Tips (1 for each participant) Handout: Safe and Special Care Picnic Foods (1 for each participant) (These 2 handouts can be copied front to back) Handout: Barbecue Mistakes (1 for each participant) Handout: Barbecue Mistakes Answer Key (1 for the teacher) Handout: Guide to Safe Grilling (1 for each participant) Poster Boards or Paper: 1 for every 3 people Markers for poster boards or pens or pencils for paper: 1 for every 3 people Highlighters: 2 different colors for every 2 people Time the Activity is Expected to Take: Before You Begin: 5 minutes Activity 1: 5 minutes Activity 2: 15-20 minutes Activity 3: 15-20 minutes Next Week's Goals: 5 minutes Safe Picnics Lesson Plan Before You Begin (5 minutes) Be sure to ask the participants if they worked on their goals from the lesson the week before. Ask them which goals they worked on and how or what they did to work on them. Try to get a couple of people to tell the class what they did. If they did not work on the goals, remind them to work on them before the next class. Activity 1: Let's Talk Picnics (5 minutes) The purpose of this activity is to introduce the topic of today's lesson. 1. Begin the class by starting a talk about picnics. Ask these questions: - What kinds of picnics and outdoor eating events do you go to? - What are some foods you like to bring to a picnic? - When was the last time you went on a picnic? - Can you name any foods that might make you get sick at picnics? - Has anyone ever gotten sick from eating picnic foods? If so, which foods? - What food safety rules do you follow for picnics? 2. To end this activity, tell the class that the topic of today's lesson is food safety for picnics. Then, begin activity 2. Activity 2: Picnic Pointers (15-20 minutes) The purpose of this activity is to have participants plan a picnic that they would like to have. 1. Break the class into groups of 3 people. Give each person a copy of the Safe and Special Care Picnic Foods, Picnic Packing Tips, and Guide to Grilling handouts. Also, give each group a piece of poster board or the paper, and markers, pens or pencils. Explain to the groups that special care items are foods that spoil quickly and need special storage. Review all of the handouts with the class. Ask the class to share any tips that they use to store food safely. 2. Now, tell the class to plan a picnic they would like to go to. They must bring their favorite safe and special care picnic foods. For each special care food that they list, they must also tell how to store it safely. 3. After each group has finished, have a person from each group describe to the class their picnic and how they would keep their food safe. Have the class talk about the safety tips named and come up with other ideas to keep the picnic safe. Activity 3: Barbecue Mistakes (15-20 minutes) The purpose of this activity is to have the class find the common mistakes in the story. For this activity, they should work in groups of two 1. Divide the class into groups of two and pass out the Barbecue Mistakes handout and highlighters. 2. Have them follow along while you read the handout. You could ask someone you know is a good reader to read the handout to the class. 3. Have the class talk with their partners about what they think the food safety mistakes were and what could have been done to avoid them. Ask the groups to highlight or underline the food safety mistakes on the handout with one of their 2 highlighters. Walk around the room and help the groups come up with ideas if they need help. 4. Ask the class to write down some ways to fix the mistakes that they found on the back of the handout or be able to describe them to the class. 5. After about 5 to 10 minutes, ask each group to share one of the mistakes that they noticed and how they planned to fix it. Ask the rest of the class if they can come up with some other ideas to solve the problem. Have the class use a different colored highlighter to mark any mistakes that they had not found on their own. Use your answer key to see if all the mistakes were found. If not, point them out and discuss them. Make sure participants have fixed all of the mistakes on their handouts. 6. Tell the class that they can take the handouts home. This way they will not make these mistakes when they go on picnics. Next Week's Goals (5 minutes) 1. Ask the participants to name one thing that they learned in today's class that they will use. Make sure that each learning objective is mentioned, and if not, be sure to say the objective again.. Ask them to choose a goal to work on during the week. Let them know that they will be asked to share how they did at the next class. 2. Ask if anyone has comments, suggestions, or questions. 3. Thank the participants for coming and tell them what the next lesson will be about. For the Teacher: What Makes This Lesson Behaviorally Focused? - Before you begin , give participants a chance to share the changes they made from the previous lesson. If participants didn't get a chance to work on changes, they can get tips and encouragement from other participants in the class and plan how they will make changes before the next class. - Activity 1 gets the participants to describe their own out door eating experiences. They consider their own behaviors that may have resulted in illness and how they currently practice safe food handling at these events. Also , the educator gains important information about the behaviors of the target audience. This allows the educator to have a better understanding of the lesson and teach the lesson easily to the audience. - In Activity 2, participants are asked to create a picnic with foods that they would enjoy and take on their own picnics. They will find special care foods that they would really use and how they can keep them safe. - In Activity 3, the participants are asked to find the food handling, packing, and cooking mistakes in the story. They will discuss with each other ideas on how to avoid making the same mistakes when they go on a picnic. They will also discuss how they will change their own picnic behaviors. - In Next Week's Goals, the participants are invited to name one thing that they learned during the class that they will use. They will choose the behaviors that they will work on during the coming week. Safe and Special Care Picnic Foods Safe Picnic Foods - Nuts and peanut butter - Breads, crackers, chips, and cookies - Jam, honey, syrup and candy - Raw, canned, and dried fruits - Dry cereals and powdered milk (until mixed with water) - Raw vegetables - Pickles, relish, mustard, ketchup, and salad dressings - Dried meats like beef jerky and sausage - Canned fish and meat (until opened) Special Care Picnic Foods - Raw and cooked meat, poultry, and salads made with meat - Hot, ready-made foods like fried chicken, gravy, ribs, or macaroni & cheese - Raw and cooked fish, shellfish, and fish salads - Cooked fruits, vegetables, peas, and beans - Packaged meats like bologna, hot dogs, ham, salami, and liverwurst - Milk and milk products like cheese, yogurt, pudding, and whipped cream - Sandwich spreads like tuna or chicken salads, and chopped liver - Canned meats, fish, and mixed dinners after you open them - Eggs and foods made with eggs - Toppings like mayonnaise, sour cream, and butter or any foods made with these toppings. Picnic Packing Tips 1. Wash your hands with warm, soapy water before and after packing your cooler. 2. Pack foods that need to be kept hot in insulated bags, if possible. Hot, cooked foods need to be kept hot above 140 ° F. On hot days, these foods need to be eaten within one hour, or put into a cooler. 3. Pack foods that need to be kept cold in a cooler. Cold foods need to be kept cold below 40 ° F. 4. It is best to use a separate cooler for raw meats. If you use only one cooler, pack raw meats by wrapping them tightly in plastic wrap or foil. This will prevent meat juices from dripping onto other foods in your cooler. 5. Pack foods in your cooler tightly and use ice or ice packs to keep them as cold as possible. 6. Always pack foods right from the refrigerator. Do not let foods sit on the counter before putting them into the cooler. 7. Wrap foods in plastic wrap or foil, or by storing them in an airtight plastic container to keep them from touching other foods. 8. Freeze yogurt, applesauce, juice boxes, or other foods to pack in your cooler. They will thaw slowly and keep the other foods cold. 9. Pack a meat thermometer or a digital, instant-read thermometer to check if meats are cooked to a safe temperature. 10.Bring soap with you to wash your hands. If you know the picnic site has no running water, pack a jug of water, too. 11.Keep your cooler inside the car while you travel to the picnic. Do not put coolers in the trunk of a car, because they can get very hot. Guide to Safe Grilling When Grilling Meats: - Use a meat thermometer to make sure meats are fully cooked. - Do not serve cooked food on the same plate that held raw meat. Serve cooked meats and other foods on a clean plate. Throw away leftover marinade. Do not re-use it or put it on cooked meats. How can I be sure the meat is fully cooked? Use the chart below as a guide to cook meats to the right temperature. Always test meats with a thermometer to make sure they are cooked. You can not tell by the color of the meat if it is cooked to a safe temperature. Where do I put the thermometer? - Chicken and Turkey—Insert it into the thigh area, near the breast of the chicken or turkey. Do not let the thermometer touch any bones. - Ground Meats and Hamburger Patties—Insert the thermometer into the side of the patties. - Beef and Pork (Roasts, Steaks, Chops, and Ribs)—Put the thermometer into the center of the thickest part of the meat, away from fat, bone, and gristle. Barbecue Mistakes Spring was here at last! The sun was warm and Mom and Dad could not wait to take their kids for a picnic in the park. Mom had only one thing left to do and that was to pack the cooler with a tasty lunch. The cooler was smaller than Mom thought! Packing this cooler was going to be a tight squeeze. After she added the juice packs, fruit, and potato salad, she noticed that there was no room left for the ice. She decided the refrigerated juices would keep everything cold enough, so she took the cooler to the car. At the picnic site, Mom and Dad took the cooler from the trunk of the car and placed it on the picnic table next to the playground. What a great, sunny place to rest and watch the kids! After a while, the kids became thirsty and hungry. They opened the lid to the cooler and took out juice boxes. A few minutes they were in the cooler again to grab some fruit before heading off to the swings. Mom looked into the cooler to see if the hamburgers were thawed. She saw that some of the hamburger juices had dripped onto the fruit, so she wiped the fruit clean with a napkin. Dad suggested a game of volleyball. The family left the hamburgers on the table to finish thawing and started their game. Their game ended an hour later. They were pretty hot, so they decided to go for a swim before eating. They came back to the picnic table about 2 hours later. They were all very hungry now! Dad took the plate of thawed hamburgers from the table and started up the grill. When the burgers looked done, Dad put them back on the plate, and then poured the great marinade the burgers had soaked in on top. They each ate until they could eat no more. What a great picnic! Until… Guess what happened two hours later? Barbecue Mistakes Answer Key Spring was here at last! The sun was warm and Mom and Dad could not wait to take their kids for a picnic in the park. Mom had only one thing left to do and that was to pack the cooler with a tasty lunch. The cooler was smaller than Mom thought! Packing this cooler was going to be a tight squeeze. After she added the juice packs, fruit, and potato salad, she noticed that there was no room left for the ice. She decided the refrigerated juices would keep everything cold enough, so she took the cooler to the car. At the picnic site, Mom and Dad took the cooler from the trunk of the car and placed it on the picnic table next to the playground. What a great, sunny place to rest and watch the kids! After a while, the kids became thirsty and hungry. They opened the lid to the cooler and took out juice boxes. A few minutes they were in the cooler again to grab some fruit before heading off to the swings. Mom looked into the cooler to see if the hamburgers were thawed. She saw that some of the hamburger juices had dripped onto the fruit, so she wiped the fruit clean with a napkin. Dad suggested a game of volleyball. The family left the hamburgers on the table to finish thawing and started their game. Their game ended an hour later. They were pretty hot, so they decided to go for a swim before eating. They came back to the picnic table about 2 hours later. They were all very hungry now! Dad took the plate of thawed hamburgers from the table and started up the grill. When the burgers looked done, Dad put them back on the plate, and then poured the great marinade the burgers had soaked in on top. They each ate until they could eat no more. What a great picnic! Until… Guess what happened two hours later?
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Young drivers: key facts Key facts * Young drivers make up only nine percent of full licence holders * They travel less than half the distance of drivers aged over 25 * Yet in 2013, almost a fifth of people killed and seriously injured on the roads were involved in a collision where at least one of the vehicles was being driven by a young driver (aged 17-24) * Insurance figures show that male drivers aged 17 to 20 are nearly ten times more likely to be killed or seriously injured on the roads than more experienced drivers * Young drivers are at a particularly high risk of crashing in their first year of driving * Young drivers are more likely to have collisions that result in a fatality or serious injury at night Accidents What kind of accidents do young drivers tend to have? Young, inexperienced drivers seem to be particularly susceptible to certain types of accident and in specific situations, such as: * Turning right * Speeding * Overtaking * Negotiating bends * Rear end shunts * Single vehicle – loss of control. Why do they have a higher accident risk? The main factors are: * Lack of driving experience * Overconfidence in their abilities * Underestimation of risk * Poor hazard perception * Poor attitudes to driving (which are usually linked to personal characteristics and general social attitudes) * Gender * Peer pressure (from passengers) * Parental influence Reducing risk How can we reduce the risk of accidents? The Welsh Government has introduced a specific target for a 40 per cent reduction in the number of young people (aged 16-24) killed or seriously injured in road traffic collisions by 2020. Here are some factors RoSPA believes would help reduce deaths and serious injuries among young road users: * Instilling in young people the right attitudes towards road safety and safe driving; * Guiding learner drivers to take a more structured approach to learning, to prepare them for their driving career, not to just to pass a test * Raising the standard of tuition offered by driving instructors * Improving the driving test to better reflect real-life driving (eg, more independent driving in the test) and more emphasis on test candidates' awareness of vulnerable road users, * Focusing on the immediate post-test period for novice drivers * Enhancing the status of advanced motoring qualifications. Graduated Driving Licenses (GDL) Research shows that graduated driver licensing would save around 100 lives a year in Great Britain. Some restrictions might include curfews and a minimum number of lesson hours. However GDL can provide a phased driving experience for new drivers during the period when they are most at risk of being involved in an accident. It also can reduce their exposure to the factors that are most dangerous (speed, alcohol, night driving, carrying passengers). GDL systems vary and it is not clear what system would be most effective, and feasible, in Great Britain. There are already elements of a GDL system in place, such as the New Drivers Act, log books and Pass Plus Pass Plus Learn locally: Pass Plus is a course that you can take when you've passed your test. It helps provide valuable additional driving experience and teaches you how to deal with a wide range of road and traffic situations that you may not have encountered whilst learning. Some councils offer discounts off the costs of Pass Plus training. To find out more, visit: https://www.gov.uk/pass-plus/ Phone: 0845 050 4255 Pass Plus Cymru: http://www.dragondriver.com/ppcindex.htm Here's how Pass Plus works * Driving on rural country roads You'll focus on: * Heading off on the motorway * Driving techniques and hazard awareness * Getting around at night * Thinking ahead – just like you're doing now What do you get from it? * Better driving skills * More chance of lower insurance * Coping with busy towns and cities * Less chance of a collision or injuring yourself, friends and others Telematics (Also known as black box) Telematics can help people to significantly improve their driving and reduce their risk of crashing by identifying risky types of driving - such as sharp acceleration or braking, speeding and sharp cornering - and then providing advice on how to drive more smoothly and safely. Motor insurance policies linked to telematics for young drivers are common, and help new drivers to improve their driving as well as make their insurance premiums more affordable. The young driver can see information highlighting good and bad aspects of their driving. This system is also used by a growing number of employers. They can use the data to identify management approaches to reducing risk and /or improving efficiency, such as changing schedules and routes, providing driver training, and if necessary, instigating disciplinary action. There are several issues surrounding the use of telematics that can be improved; studies show although young drivers are more likely to improve their driving when a parent of employer sees the feedback about their driving, but sometimes they do not receive enough feedback to understand where they are going wrong, or positive advice on how to use the information to improve driving. The best way to provide the telematics in the car (back box or a phone app) also needs to be resolved. A phone app is more cost effective, but potentially tempts the driver to use their phone whilst driving. Young drivers at work Young drivers at work workshop This is a resource RoSPA facilitate and is easy to for you or your organisation to book. Young drivers at work encounter, and often create, a higher level of risk than their older and more experienced counterparts. The highest risk drivers on our roads are young drivers and at-work drivers. Young drivers who drive for work fall into both groups and consequently face the combined risks of their relative inexperience and the pressures of driving for work. The workshop will typically last between two to four hours and is designed for groups of 8-15 drivers aged between 17 and 24. It comprises several activities, each with its own set of learning outcomes. * Understand how inexperience can increase the risk of being involved in a crash * Better understanding of how driving for work can lead to increased risk especially amongst younger drivers * Identify the factors which can result in unsafe driving when at work * Help the driver to understand how their employer can be a source of support * Greater awareness of how the organisation's driving for work policies can be applied and help the driver * Identify the wider social pressures which can lead to unsafe driving and how to overcome them For more information visit: http://www.rospa.com/safety-training/on-road/drivertraining/young-drivers/ Phone: +44 (0)121 248 2233 Email: email@example.com Drink, drugs and driving Drink, drugs and driving facts * It takes several hours for alcohol to disappear from the body, so someone who was drinking late in the evening could still be over the limit the next morning. * The only safe advice is to never mix drinking and driving. * The legal drink drive limit in England and Wales is 80mg of alcohol per 100 ml of blood. * In Scotland, the drink drive limit is 50mg per 100 ml of blood. * It is an offence to drive or attempt to drive, or to be in charge of a motor vehicle with a specified controlled drug in the body above a specified limit * This includes illegal drugs and some drugs used in medicines, although the limits are above the levels that would be prescribed. * For more information visit https://www.gov.uk/ government/collections/drug-driving#table-ofdrugs-and-limits The penalties for drink or drug driving include * A minimum 12-month driving ban * A criminal record * A fine of up to £5000 or up to 6 months in prison - or both.
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Heat Stress Preparing for Summer on the Dairy: Heat Stress Prevention In the summer of 2006, over 30,000 head of cattle died due to severe heat stress effects in California. Deaths due to heat stress are unusual but what are more common are the effects that heat stress can have on cattle health, milk production and reproduction. What is heat stress? Heat stress is the combination of heat and humidity that negatively impact a cow's health and performance. It is often defined as a Temperature humidity index (THI) greater than 72. The ideal ambient temperature for a dairy cow is between 41 and 77° F. Moderate signs of heat stress may occur when the temperature is between 80° and 90°F with the humidity ranging from 50 to 90 percent. As ambient temperature approaches body temperature, sensible routes of heat loss (through respiration) are compromised which leaves only evaporative heat loss as the major route of heat dissipation. Because cows sweat very little we need to assist their heat dissipation. Heat stressed cows will often have the following behaviors: - Seek out shade, and may not leave to drink/eat, - Increase water intake, - Reduce feed intake, - Stand rather than lie down, - Increase respiration rate, - Increase body temperature, - Increase saliva production. What are the effects of heat stress? - Heat stress INCREASES: Respiration Rate, Rectal Temperature, Water Intake, Sweating. - Heat stress DECREASES: Rate of Feed Passage, Dry Matter Intake, Blood Flow to Internal Organs, Milk Production, Reproductive Performance. July 2008 1 | Page Heat stress leads to acidosis through: - Panting and loss of CO 2 , - Drooling and loss of salivary buffer (bicarbonate), - Decreased rumination, - Slug feeding (eating) in the cool part of the day leading to a drop in rumen pH. In one study, summer heat had the largest impact where: - There was little or no heat abatement, - Pen densities were high (overcrowded), - Bunk space and cow space were compromised, - No segregation of 1st lactation from older cows. Transition management was less than optimal: - Improper ration formulation and feed delivery, - Fresh cows with less than 2.5 feet bunk space, - Less than 3 feet bunk space for close-up cows, - Adequate cooling not in place during transition. These factors all point to the importance of planning ahead and preparing for potential heat stress issues. Managing heat stress effects on WA dairy cows: The priority for heat stress management starts with the simple factor of increasing water availability to the more intensive cooling of cows in the facilities. 1. Water availability -- Cows need to increase water intake during times of heat stress to dissipate heat through respiration and by sweating. Water consumption will increase by as much as 50%. A 1400 lb cow producing 65 lb of milk at 3% butterfat needs at least 32 gallons of water per day at 80 degrees F. The same cow needs at least 36 gallons of water at 90 degrees F. If water supplies are not adequate or heat stress becomes severe, cows divert water normally used in milk synthesis to the processes of heat dissipation. Water intake will rise by 5-6 gallons on summer days due to temperature effects alone. To improve water availability: - Put waterers in the shade. - Ensure enough waterer space by: - Provide access to water right after milking. Cows drink 50-60 percent of their total daily water intake immediately after milking. When grazing, water should be located at the milking parlor exit and in each paddock so that animals are always within 600 feet of clean, fresh water sources. a. Having at least 1 station per 20 cows. July 2008 Recent research on heat stress and reproduction showed that insemination at no to mild heat stress resulted in a Conception Rate (CR) of 38.8% but insemination under heat stress resulted in a CR of 17.6%. THI on day of insemination had greatest effect on non-return rate at 45 days. 2 | Page July 2008 b. Having a water supply with 3-5 gal/minute (cows can consume 6 gal/hr). c. Maintaining 3 inches water depth. d. Providing 0.65 sq. ft. surface area per cow at single- or doubleposition waterers. e. At least one watering space or 2 feet of tank perimeter for every 15-20 cows and two feet of linear trough space per cow in return alleys. - Keep water tanks clean. - Monitor water temperature (cows prefer 70-86° F). - Water trough size and height: In an experiment, cows were given access to two water troughs that differed in height (30cm versus 60cm) and size (126cm × 68cm versus 139cm × 95cm), but were otherwise similar. Cows spent more time drinking, consumed more water and took more sips from the higher and larger of the two troughs. 2. Provide for maximum shade in the housing areas and holding pens (Lactating & Dry). - Are your shade structures sited North-South? - Are you providing at least 25 to 50 square feet of shade space per cow? - Are your freestall barns sited East-West? 3. Reduce walking distance to the parlor 4. Reduce time in holding pen 5. Improve holding pen and freestall ventilation 6. Add holding pen cooling and exit lane cooling 7. Cool close-up cows (3 weeks prior to calving) 8. Cool fresh cows and early lactation cows 9. Cool mid & late lactation cows - Cooling cows might include: a. Providing a cooler environment, b. Eliminate direct solar radiation, c. Decrease cow density, d. Cool the air (misting systems), e. Create air movement (draw out hot air). a. Soak the cow with sprinklers: - Cooling the cow: [x] 0.33 gallons per cow/cycle. [x] Operate when temperature greater than 70° F. [x] Duration depends on nozzle size (1-2 minuntes). [x] Frequency: at 70-80°F (every 15 min), 81-90°F (every 10 min) greater than 90°F (every 5 min). [x] Mounting height 6-12 inches above headlocks or 5 to 6 feet above floor. [x] Pressure in distribution line 15 to 20 psi. [x] Nozzle spacing every 6 to 8 feet. [x] Maximize number of wet-dry cycles/hour. b. Add cooling fans: [x] Post spacing 24-30 feet (one 36-inch fan/post): o Post spacing less than 20 feet – One 48-inch fan every other post. 3 | Page o Place fans over both free stalls and feed line. [x] Mount fans so that air flow is with prevailing winds and close to cow height. [x] Operate when temperature greater than 70°F. [x] Adding fans provides little benefit unless a good soaking system is installed first. 10. Changes in feeding: Cow maintenance requirements increase with heat stress while dry matter intake goes down. Consider increasing feeding frequency (an extra feeding or two), feeding at a cooler time of day, or even changing the ration. Summer rations will require a buffer and better forage quality. Preventing heat stress will help maintain higher milk production, better reproduction, improve animal health through reducing chances of acidosis and lameness, and improve animal well-being. References Broadwater N. Dairy Cows Need Lots of Water. Extension News. April 2008. http://www.extension.umn.edu/extensionnews/2008/dairycowswater.html Filho L, et al. 2004. Designing better water troughs: dairy cows prefer and drink more from larger troughs. Applied Animal Behaviour Sci 89; 3 - 4:185-193. Jones G, Stallings C. 1999. Reducing Heat Stress for Dairy Cattle. Virginia Tech. Publication Number 404200, posted October 1999 http://www.ext.vt.edu/pubs/dairy/404-200/404-200.html Keown J, Kononoff P, Grant R. 2005 How to reduce heat stress in dairy cows. University of Nebraska Extension. http://www.ianrpubs.unl.edu/epublic/live/g1582/build/g1582.pdf Pennington J, VanDevender K. Heat stress in dairy cows. University of Arkansas Extension. http://www.uaex.edu/Other_Areas/publications/PDF/FSA-3040.pdf Smith B. Livestock Water Needs http://www.clemson.edu/extension/drought/waterman.htm/livewat.htm Smith J, Harner J, Brouk M. 2001 Keeping cows cool, where do I start? Kansas State University Extension. http://www.oznet.ksu.edu/library/lvstk2/ep77.pdf Urdaz, JH, Overton MW, Moore DA, Santos JEP. Effects of adding shade and fans to a feedbunk sprinkler system for preparturient cows on health and performance. J Dairy Sci. 2006;89:2000-2006. July 2008 www.vetextension.wsu.edu * firstname.lastname@example.org 4 | Page
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Rabbi Ziegler - Va'etchanan 5780 The headline of the Israeli Newspaper, dated 15 Av, 2448, stated in bold glaring letters: "JEWS STOPPED DYING". When Jews stop dying –that's a day of great Simcha. That's why WEDNESDAY, August 5, of this year, the 15 th of Av is a celebrated holiday on our calendar. As We commemorate tragic events that occurred many years ago, by the same token we celebrate with joy the happy events of the past. Who were these Jews, how were they dying, and what happened that they stopped? Gemara Ta'anit (30b) teaches us the joy of this day, and the importance of Teshuvah. Prior to entering the Land of Israel, Moshe Rabbeinu sent 12 spies to scout the land. The spies returned with a negative report saying, "We cannot conquer them; the land consumes its inhabitants" (Bamidbar 13:32). Our ancestors, upon hearing this, believed the spies and began to cry. They lost their hope in G-d, and despaired of ever entering the Land. HaShem then swore and decreed "in this desert shall you die" (14:29). And over the next 38 years, all men between ages of 20-60 began to perish, except Kalev and Yehoshua. Tosafot, citing the Midrash on Eicha, described this process. Every year, on the night of the ninth of Av, the anniversary of the spies' return, Moshe commanded all men to dig their own graves and lie in them for the night. The following morning, Moshe called out: "Living ones, separate yourselves from the dead!" This happened every year, and an average of 15,000 men died every year. On the 40 th year, something unusual occurred. They dug their graves as usual, and lay down in them. Yet, the next morning, all men got up. None died; they were all alive. They thought a mistake had been made about the date. Perhaps last night was not the 9 th of Av, after all? So back they all went into their graves for the next five consecutive nights, and this procedure was repeated until the 15 th of Av, when the full moon shined brightly. The people then realized that G-d had indeed forgiven their generation for the sin of the spies. The 15,000 still-living would enter the Land of Israel together with Kalev and Yehoshua, the younger generation, and the Jewish women who never lost faith in HaShem. The question asked is, if only 15,000 would die every year why was it necessary for each man of the 600,000 to dig their own graves? They should have been commanded to dig only 15,000 graves and those who died that night would be buried the next morning in those graves. HaShem hopefully reasoned that by commanding them to 'Dig your graves"; this was giving the men the motivation and impetus to do Teshuvah. Lying in the grave they cried and pleaded with G-d, "Please let me live, I love my wife; I love my children. To sleep the night in a grave is a morbid thought. I doubt if any of the men actually slept that night; wondering if they would be alive in the morning to ever again see their family. But this is precisely the answer. A negative decree of G-d can be changed, for nothing stands in the way of Teshuvah They pleaded desperately, "Please G-d forgive me. I am sorry for doubting You; I will never lose trust in You again". This worked well for 38 years, and now they were down to the last 15,000. Moshe tells them to "Go back into the pit; a more intense Teshuvah is needed". Finally, the last year, on the 15 th of Av, their Teshuvah was accepted. They were now given clearance to enter the Holy Land. G-d forgave the sin of the spies, the Jews ceased to die, and the 15 th of Av became a joyous holiday on the Jewish calendar. From this we learn the power of genuine Teshuvah; and together with Tefillah and Tzeddaka can overturn the Heavenly decree of death, as we say on Rosh HaShana, "U'TESHUVA, U'TEFILLA, U'TZEDAKA, MA'AVIRIN ET RO'AH HA'GEZEIRA". QUESTIONS ON PARASHAT VA'ET'CHANAN: 1-"Mishneh Torah"- is another name for the Book of Devarim. What famous Rabbinic Sefer is also known by that name? 2- Telling someone that a Muktza item is Biblically forbidden to be moved on Shabbat is in violation of which Mitzvah? 3-Moshe Rabbeinu pleads with HaShem to let him cross the Jordan and see the "Good Land", and also "HaHar HaTov", the good mountain (3;25). What was he referring to by HaHar HaTov? (see gemara Brachot 48b) 4-Technically, one is not permitted to charge a fee for teaching Torah. Where is the source of this ? (see Bechorot 29a) 5-FROM WHICH PASUK DO WE DERIVE THE LAW THAT REGARDING RELIGION- THE CHILD FOLLOWS THAT OF THE MOTHER?? 6- 3 times a year we read the 10 COMMANDMENTS in our services. What are those 3 times? 7= In the Aseret HaDibrot of Va'etchanan the 5 th Commandment states: (5:12) "SHAMOR ET YOM HASHABBAT"- "Safeguard the Shabbat" In the Asseret HaDibrot of Yitro (Shemot 20:8) it is written: "ZACHOR ET YOM HASHABBAT"- "Remember the Shabbat" What category of Laws do we learn from Zachor and what category from Shamor? 8-The first section of "SHEMA YISRAEL"is in our Parasha. Where is the 2 ​ nd ​ and 3 ​ rd. in which Parshi'ot?? (send answer(s) to: email@example.com
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understanding depression (it's more than sadness) Many people feel sad after they have gone through stressful or difficult times. This could be a relationship break-up, trouble with friends or family, changing schools or exam times. It's normal to feel down from time to time, and it can actually help you to figure out what's important to you. There's no simple answer to why depression happens. For some, it can be a combination of challenging life events or issues. These might include things like prolonged stress, traumatic relationships, discrimination, bullying or social isolation. The word 'depression' is often used when people are talking about moments when they're feeling sad or down. Depression and feeling depressed is more than 'feeling sad'. Different people will experience depression in different ways. It usually includes these signs and symptoms – for a period of at least 2 weeks − without improvement. Signs and symptoms Changes to your feelings or emotions Like feeling unhappy, numb, empty, irritable, guilty or like everything is too hard. Changes to your thoughts Like having negative thoughts, struggling to concentrate, or having thoughts of self harm or suicide. Physical changes Like feeling tired most of the time, difficulty sleeping, changes in appetite or unexplained aches or pains. Behaviour changes Like withdrawing from family or friends, not getting things done or using more alcohol and other drugs. Other things that have been linked to depression are things like decreased sleep, increased alcohol and other drug use, lack of exercise and poor diet. For others, it might be connected to a family history, or other individual coping style factors. But sometimes there's no clear reason and that's OK, too. It's important to deal with depression early before it starts having a bigger impact on your life. What can I do? People experiencing depression can and do get better. A part of depression means it can feel hard to find the energy or motivation to make some changes. Sometimes it might feel like nothing will help. That's why recovery is often made easier when someone has support from people around them, including family, friends, school and community groups. It can help to start with one thing you know you can do, then slowly add things in step by step. This can help you feel like you're making progress. Take care of yourself Looking after our minds and bodies can help us with our general mental health and wellbeing. You can: * eat well to improve your mood, energy levels and general health and wellbeing * sleep well to help your brain and body rest * get moving to help you sleep better, manage stress and boost your mood * avoid, or at least limit your use of, alcohol and other drugs. Notice your thinking patterns Being aware of our thoughts and feelings is an important step toward improving how we feel. Taking notes on this can help you to figure out which thoughts make you feel better or worse. Keeping a journal can help you to understand this more. Express your thoughts and feelings It's a good idea to talk to someone you trust about your thoughts and feelings. Talking to others can help you feel understood and may help you see things from a different point of view. You might: * talk to your family or friends, a teacher or coach, your mob or Elders * get support from online communities or resources * connect with others and be part of a group, like a sporting club or religious group, to manage feelings of loneliness. Get into life Sometimes it can be difficult to think of enjoyable things when you're feeling low. It might take some extra effort, but try to do something that you used to enjoy, even if you don't feel like it. This can be very helpful in lifting your mood. Try to notice any changes in how you feel before and after these activities. Learning new skills can also help boost your confidence and give you a feeling of achievement. Try some relaxation strategies Relaxation is a way to deal with stress and can help ease heavy emotions. There are lots of websites and apps that can help you with this – just google 'meditation apps'. If you or someone you know is going through a tough time you can get help and support from headspace, your school or university wellbeing service or your local health provider. For more information, to find your nearest headspace centre, or for online and telephone support, visit headspace.org.au The link between depression, suicide and self harm Some young people who experience depression also self harm or experience thoughts of suicide. Self harm and thoughts about suicide are often ways of trying to cope with difficult emotions. If you have thoughts of suicide or self harm it's really important to talk to someone you trust, such as a family member, friend or teacher. How do I get help? For some people, using the tips on this fact sheet will be enough to help manage symptoms of depression, but if you experience these symptoms most of the time, for longer than two weeks – it's time to reach out for support. An important part of professional support is talking (psychological) therapy. This can help you learn more about how your depression works and how to change how you feel. You have lots of options for getting support with depression: * mental health professionals at headspace centres and eheadspace (online and phone support) can help * if you're at school or uni, you may be able to access a counselling or student wellbeing service * your general practitioner (GP) might also suggest antidepressant medications. The GP or service you reach out to will help to recommend an approach that works for you. If you need immediate assistance call 000 or to speak to someone urgently, please call Lifeline on 13 11 14 or Suicide Call Back Service on 1300 659 467. The headspace Clinical Reference Group have approved this clinical resource. Fact sheets are for general information only. They are not intended to be and should not be relied on as a substitute for specific medical or health advice. While every effort is taken to ensure the information is accurate, headspace makes no representations and gives no warranties that this information is correct, current, complete, reliable or suitable for any purpose. We disclaim all responsibility and liability for any direct or indirect loss, damage, cost or expense whatsoever in the use of or reliance upon this information. Version 1.0, 13 April 2019
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Stiff Joints As animals age they may be slower to rise due to stiffness, experiencing lameness from sore muscles or joints and even a little exercise or climbing stairs can cause pain. There are several things that you can do to minimise their discomfort. Diet: The first step is to feed a natural diet - thereby ensuring an adequate intake of the nutrients required to support ligament and bone repair. There is some evidence that commercial pet foods are often over or under supplied with minerals and that the resulting imbalance is detrimental to the development and maintenance of joint and bone health. Supplements: The second step is to add Vitamin C 500 2000mg per day depending upon size. Also important are additional A, D and E or Cod Liver oil. Herbs: The following herbal remedies may be helpful - Alfalfa is extremely rich in nutrients and alkalinising. It improves the appetite and supports the digestion and joints by balancing the overacid system. Give Alfalfa as a herb or low potency homoeopathic. Garlic is also important for the joints and can be added to the diet. Homoeopathy: There are many remedies which may be indicated and if you have limited success or problems choosing then seek help from the many excellent books that are available or from a vet or practitioner who specialises in Homoeopathy and alternative therapies for animals. Acute symptoms with swelling, redness, pain and possibly fever responds well to Belladonna. Rhus tox suits inflammation, pain and stiffness that is most apparent when the animal gets up after a long rest. Once moving about it starts to loosen and feel better. Bryonia symptoms are much worse from movement, better from firm pressure and lying still. Silica is important in symptoms when the joint stiffness, pain and distortion gets worse as the animal gets older and can be given regularly with other indicated Tissue Salts to support the joints and calcium metabolism. General guidelines: In addition these animals benefit from sleeping on a padded, raised bed, warmth and non-weight bearing exercise (e.g. swimming). It cannot be stressed often enough how important a natural, raw food diet is and what a turnaround can be seen once a change is made to this more nourishing food. Written in conjunction with Dr Clare Middle who runs a natural therapies only veterinary practice in Bibra Lake. Ph: 08 9494 1243, www.claremiddle.com Factsheets: Download and print our Animal Info Sheet, Arthritic & Rheumatic Pain Factsheet, Remedy Pictures and Remedy Guide or refer to our Homoeopathy for the Home Prescriber book, eBook or Free Information available through our website. Repetition of doses: As a general rule you should reduce the frequency of doses of a remedy as it starts to act and not continue once the situation has resolved.
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Presidential Documents Proclamation 7171 of March 1, 1999 Save Your Vision Week, 1999 By the President of the United States of America A Proclamation Vision is an extraordinary blessing—one that should be cherished and protected. Complex and remarkable organs, the eyes work in concert with the brain to produce vision, allowing us to experience the beauty and variety of the physical world around us. Because blindness and vision loss are often avoidable, the maintenance of good vision must be a top health priority and an integral part of every American's overall health care routine. Preventative eye care is particularly important because there are often no warning signs or pain associated with many eye diseases, and, by the time vision loss is identified, it is frequently too late to undo the damage. Periodic dilated pupil eye examinations can reveal the early signs of eye disease and buy precious time for treatment. It is equally important to protect our eyes from injury, another leading cause of vision loss. Each year, more than 2.4 million eye injuries occur in the United States. By using protective eyewear when working with machinery or chemicals, playing sports, or engaging in other recreational activities, we can help prevent irreparable loss of sight. Taking measures to prevent vision loss in our children is especially important because their early development and academic achievement can suffer due to vision problems or diseases. Even before they begin school, children should undergo a complete eye examination so that poor vision or eye disorders can be appropriately treated. As the 21st century fast approaches, our national investment in research to prevent, postpone, and treat eye diseases and disorders has produced substantial results. Laser technology, new medications, gene mapping, innovations in diagnostic techniques, and other sight-saving discoveries are improving the lives of millions of Americans. These advances in medical research, combined with preventative eye care and increased safety measures, can all work to preserve our gift of sight. To remind our citizens of the importance of safeguarding their eyesight, the Congress, by join resolution approved December 30, 1963 (77 Stat. 629; 36 U.S.C. 169a), has authorized and requested the President to proclaim the first week in March of each year as ''Save Your Vision Week.'' NOW, THEREFORE, I, WILLIAM J. CLINTON, President of the United States of America, do hereby proclaim March 7 through March 13, 1999, as Save Your Vision Week. I urge all Americans to participate by making eye care and eye safety an important part of their lives and to ensure that dilated eye examinations are included in their regular health maintenance programs. I invite eye care professionals, the media, and all public and private organizations dedicated to preserving eyesight to join in activities that will raise awareness of the measures we can take to protect and sustain our vision. [FR Doc. 99–5464 Filed 3–2–99; 11:21 am] Billing code 3195–01–P IN WITNESS WHEREOF, I have hereunto set my hand this first day of March, in the year of our Lord nineteen hundred and ninety-nine, and of the Independence of the United States of America the two hundred and twenty-third. œ–
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Water Quality Notes: Dissolved Oxygen 1 P. Chris Wilson 2 Objective The objectives of this document are to provide readers with: 1) an overview of dissolved oxygen (DO) from a chemical, physical, and ecological perspective, 2) a summary of two of the most common analytical methods for measuring DO, and 3) the current state regulations for DO in public waters in Florida and 4) opportunities for managing dissolved oxygen in aquatic systems. A glossary is provided at the end of this document for terms that are in bold in the text. Description Figure 1. Molecular view of dissolved oxygen occupying spaces between water molecules. Credit: Chris Wilson Fish and other aerobic aquatic organisms require oxygen to live and reproduce. For those that cannot obtain oxygen directly from the atmosphere, the amount dissolved in the water is critical. On the molecular scale, DO molecules can be illustrated as fitting in the spaces between adjacent water molecules (Figure 1). Dissolved oxygen is typically measured and reported as concentrations using either mg-DO/L of water (mg/L) or percent saturation as the units. Factors Affecting Dissolved Oxygen Concentrations in Water Abiotic Factors The amount of oxygen that can be dissolved in water depends on several factors, including: water temperature, the amount of dissolved salts present in the water (salinity), and atmospheric pressure (Tables 1 and 2). On a relative scale, the amount of oxygen dissolved in saturated water will be greater in cooler waters than in warmer ones. Higher water temperatures result in increased molecular vibrations, 1. This document is SL313, one of a series of the Soil and Water Science Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Original publication date January 2010. Visit the EDIS Web Site at http://edis.ifas.ufl.edu. 2. P. Chris Wilson, associate professor, Department of Soil and Water Science, Indian River Research and Education Center (REC)--Ft. Pierce FL; Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, FL 32611. essentially reducing the amount of space available between water molecules. The capacity of water to hold DO also decreases as the salinity increases. This results from more effective competition of the salts for intermolecular spaces due to their ionic charges. Altitude also affects the amount of DO in water due to differing densities of O 2 available for dissolution. Since atmospheric O 2 is less dense at higher altitudes, saturation DO concentrations will be lower than in water at sea level where atmospheric O 2 is more dense. Oxygen enters water bodies primarily by transfer from the atmosphere across the air-water interface and to a lesser extent by the action of photosynthetic organisms (See Biotic Factors for explanation). Transfer of oxygen across the air-water interface is facilitated by increasing the surface area exposed to the atmosphere. The surface area of a water body in contact with the atmosphere is increased by wind-driven waves and ripples, as well as by forcing water into droplets by splashing over obstacles or forcing through a fountain. Given that atmospheric transfer is the dominant mechanism for infusing O 2 into an aquatic system, the surface area to volume ratio is very important for establishing the baseline oxygen status for a given water body. Deep water bodies with relatively low surface area will have less opportunity for O 2 transfer into the water compared to shallow water bodies with a larger surface area exposed to the atmosphere. Table 1. Influence of temperature and salinity on saturated dissolved oxygen concentrations (mg/L) in water. PPT = parts per thousand. 2 Table 2. Influence of temperature and elevation on saturated dissolved oxygen concentrations in water. Biotic Factors Aquatic plants and algae also contribute dissolved oxygen to water bodies during daylight hours through photosynthesis. The very first step of photosynthesis splits two water molecules (H 2 O) into two hydrogen (H 2 ) molecules and one oxygen (O 2 ) molecule; where the O 2 is released into the water for underwater photosynthetic organisms. While this does represent O 2 input into the water, the net effect on DO concentrations is usually very small or neutral since comparable amounts of DO are consumed by these same organisms at night through respiration, when photosynthesis is not actively occurring. Aerobic respiration consumes oxygen to extract energy from energy-rich carbon compounds needed for sustaining life, ultimately oxidizing the carbon to carbon dioxide (CO 2 ) and reducing the O 2 to H 2 O. Thus, dissolved oxygen concentrations will typically be highest in the mid- to late afternoon when photosynthesis rates are greatest, and will reach the lowest concentrations just before the sun rises the next morning due to respiration needs. This fluctuation pattern is referred to as the "diurnal oxygen cycle" (Figure 2). In addition to the respiration needs of photosynthetic organisms during darkness, oxygen within the system is also consumed through aerobic respiration by other organisms including: aquatic vertebrates and invertebrates, and bacterial and fungal communities involved in degrading dead plants and animals. Biological Oxygen Demand (BOD) is a measure of the potential for DO within a water body to become depleted and possibly become anaerobic due to the biodegradation of organic matter by microbial organisms. BOD considerations are especially important when management activities will increase the available carbon within a system, such as with aquatic weed management using aquatic herbicides. The plants killed will become a source of BOD within the system as they are degraded by microbial organisms. Another indirect source of BOD to a water body is nutrient runoff from surrounding land and drainage systems. Nutrient enrichment often results in increased algae production, or algae blooms. Once these algal populations die, BOD will increase significantly as microbes degrade them. Figure 2. Dissolved oxygen concentrations are lowest just before the sun rises and highest when photosynthesis rates are the greatest (i.e. the sun is closest to the photosynthesizing organisms). Credit: Chris Wilson Consequences of Low DO Concentrations DO requirements for maintenance of health and reproduction differ for different fish and invertebrate species. Prolonged exposure to low DO levels may not directly kill an organism, but may significantly increase its susceptibility to other environmental stresses and diseases. Most data related to low DO tolerance is available from the aquaculture industry; less data are available for natural systems. Exposure to less than 2 mg/L oxygen for one to four days may kill most of the biota in a system, leaving behind low-DO tolerant fish, air-breathing insects and anaerobic (not requiring oxygen) bacteria and fungi (microflora). Table 3 lists reported lethal minimum DO concentrations for several species common to the natural environment and the aquaculture industry. Generally, the lethal DO concentrations for fish are between 1 and 3 mg/L. At these levels, fish activity is minimal. For normal levels of activity, DO concentrations above 3 mg/L generally seem sufficient for many species. Table 3. Minimum dissolved oxygen concentrations for sustaining life of several aquatic species. LC50 is the concentration at which 50% of the organisms die. Data adapted from Avault, Jr. 1996. Adaptations to Low DO Conditions The presence of aquatic organisms in a given water body may not be indicative of DO concentrations that are adequate for all aquatic life. Many aquatic organisms (vertebrates and invertebrates) require different amounts of DO for normal respiration. Survival of these organisms decreases when DO concentrations are depressed lower than organism-specific critical levels for extended periods of time. However, this generalization does not hold for all aquatic organisms. Some fish species such as gar and bowfin can live in low DO environments by breathing at the surface. Other species such as the mosquito fish have upward-pointing mouths that are well adapted to obtain oxygen from the air-water interface. In addition, many fish species can physiologically acclimate to low DO conditions by increasing the amount of water flowing over their gills, lowering metabolic oxygen demand, and by increasing hemoglobin (oxygen-carrying component of blood) and hematocrit levels. With the exception of increasing gill activity, these adaptations generally require long-term exposure to low, sublethal DO levels. Aside from the obvious presence of dead fish, one of the most common symptoms of low DO within a system before a fish kill occurs is the presence of fish gulping for air at the water surface. Aquatic invertebrates also differ widely in where and how they obtain oxygen. Table 4 lists several common orders of aquatic insects and their sources of oxygen and respiratory options. Some aquatic insects are capable of obtaining oxygen directly from the atmosphere or from plants. Dissolved oxygen concentrations in water are of little consequence to these organisms. Others have cutaneous respiratory systems, gills, or hemoglobin that transfers dissolved oxygen from the water column into their bodies for respiration. The amount of oxygen dissolved in the water is important for these species. In addition, these organisms vary in their abilities to adapt to- and in their tolerance of- low DO conditions. Many of the sediment dwelling chironomid larvae and polycheate/oligocheate worms are commonly found in areas with very low DO concentrations. Table 4. Several common orders of aquatic insects and their modes of obtaining- and sources of- oxygen for respiration. Table 4. Several common orders of aquatic insects and their modes of obtaining- and sources of- oxygen for respiration. Measurement Timing and Methods Dissolved oxygen measurements are especially useful when fish kills are first detected, or when fish are seen gulping for air at the water surface. Timely measurements of this type are often indispensible in determining the cause of death (i.e. lack of DO versus poisoning, etc.). In addition to helping define cause and effect associated with fish kills, monitoring of DO is often necessary for managing aquatic systems for their intended use. Dissolved oxygen concentrations taken at sporatic intervals of time are difficult to interpret due to the diurnal oxygen cycle. For this reason, a DO monitoring program should be tailored for individual needs. Since the lowest DO levels typically influence what species can live in a given waterbody, one might be interested in determining the lowest DO concentrations over a span of time by taking measurements before dawn every morning or over a series of mornings. Conversely, taking samples throughout the day will give an idea of the daily fluctuations in DO concentrations (minimum, maximum, mean, median), which are related to photosynthetic activity, respiration, and atmospheric transfer of oxygen. Measurements taken in the early afternoon will likely represent the highest achievable DO concentrations in a given water body with regard to photosynthetic organisms. Dissolved oxygen can be measured by two common techniques, each with advantages and disadvantages. The first method is called an iodometric method or Winkler titration and the second method uses a gas-permeable membrane electrode. These methods are discussed in the following sections. Iodometric Method The description of this method was taken from Standard Methods for Examination of Water and Wastewater (APHA et. al, 1995) . This reference should be consulted for more detailed information when needed. The iodometric method can be one of the most precise and reliable procedures for DO analysis. This is a titration-based method based on the reaction of DO with divalent manganese (Mn ++ ) ions. Briefly, after adding a known amount of dissolved divalent manganese ions and iodide to a known volume of sample, the pH is increased by adding base and the bottle is then stoppered. An insoluble precipitate of manganous hydroxide forms. Dissolved oxygen present in the sample oxidizes an equivilent amount of the manganous hydroxide precipitate, forming chemically different hydroxides. The sample is next acidified, which causes the precipitate to dissolve, releasing the iodide originally consumed in the solution. The amount of iodine released is then measured by titration with a standard solution of thiosulfate (Na 2 S 2 O 3 ) and a starch indicator. The solution is blue as long as I 2 is present. When all of the I 2 has been removed from solution by thiosulfate, the solution clears. The volume of thiosulfate used to clear the solution is then used to calculate the concentration of DO in the sample (1 mL of 0.025M Na 2 S 2 O 3 = 1 mg-DO/L for a 200 mL sample). The DO concentration can also be determined directly using an absorption spectrophotometer. Advantages 1. Can be very accurate and precise. 2. Relatively inexpensive (only requiring titration burets, sample bottles, and chemicals) 3. Available in kits from several manufacturers. Disadvantages 1. Cannot monitor DO instantaneously or continuously. 2. More time consuming than membrane electrode methods. 3. Nitrite, iron (ferrous and ferric), suspended solids, and color in the sample can interfere with accurate measurement. Modifications to the method can be made to remove these interferences. Membrane Electrode Methods The membrane electrode method uses a submersible, membrane-covered electrode that is attached to a meter that gives direct readings in mg/L (parts-per-million, PPM) or percent saturation. There are a variety of membrane electrodes that are commercially available and that provide an excellent method for DO measurement in highly polluted and/or highly colored waters, as well as in strong waste effluents. They are especially useful under conditions that are not favorable for use of the iodometric methods and for in situ measurements in the field. Two basic types of membrane electrodes exist, polarographic and galvanic. The following description is for the more common polaragraphic models. The electrode itself is composed of a physically separated metal anode and cathode (Figure 3). An electrolyte solution provides connectivity between the two. A thin, oxygen-permeable membrane is stretched over the sensor isolating the anode, cathode, and electrolyte solution from the environment, while allowing oxygen to enter. This membrane is typically composed of polyethylene or fluorocarbon materials because of their relative ruggedness and permeability to molecular oxygen. When this type of meter is switched ON, a background electrical current is established through the anode-electrolyte-cathode-meter circuit. Oxygen passes through the membrane at a rate proportional to its concentration in the water. Oxygen, which has passed through the membrane, reacts at the cathode causing a change in the current flow in the anode-electrolyte-cathode-meter circuit when the meter is turned on. The probe current (reading) changes proportionally to the amount of O 2 diffusing through the membrane and reacting at the cathode. The oxygen concentration inside the membrane can be assumed to be zero since it is readily consumed at the cathode. Advantages 1. Field portable. 2. Easy to calibrate and use. 3. Can instantaneously and continuously monitor DO concentrations. 4. Do not need sampling equipment, bottles, or storage facilities. Disadvantages 1. Difficulties associated with instrument calibration and maintenance. 2. Relatively expensive. Typical DO meters range in cost from $600 to $1,500. 3. Hydrogen sulfide gases tend to reduce the sensitivity of membrane electrodes. Frequent use in environments where these gases are common will require more frequent cleaning of electrodes and replacement of membranes. State Surface Water Quality Criteria It is important to recognize that the most desirable DO concentrations for one water body may not be the same as for others. The desired concentration range ultimately depends on the desired use for the water body. The lowest desired concentration should support desirable species at the lowest point of the diurnal DO profile (just before dawn). The Florida Department of Environmental Protection (FDEP) is charged with protecting water quality within State-owned surface water bodies for their respective designated uses. To accomplish this Figure 3. Typical membrane electrode used for measuring dissolved oxygen. A gas-permeable membrane covers the gold cathode and anode. The electrode is attached to an electronic meter that gives direct readings in mg/L or percent saturation. goal, FDEP defined criteria for DO concentrations in State surface water bodies. Table 5 lists the designated uses for each surface water classification group. Water quality restrictions are greater for numerically lower classes of water (i.e. I > II > III > IV >V). Water flowing from a numerically higher class of water (for example class IV) into a more restrictive class (i.e. numerically lower class) may be required to meet standards for the lower class. A listing of the FDEP guidelines for surface water DO concentrations is also shown in Table 5. Dissolved Oxygen Management Opportunities 1. When designing and constructing ponds, maximize the surface area exposed to the atmosphere and limit the depth to facilitate atmospheric transfer and to encourage natural mixing by wind and wave action. 2. While not as environmentally sustainable as natural atmospheric transfer, blowers and fountains can be used to increase DO levels. 3. Minimize input of additional Biological Oxygen Demand into aquatic systems. Always follow the instructions on the herbicide label when controlling weeds within an aquatic system. If allowed, consider treating large water bodies in sections over time to prevent the entire water body from becoming anaerobic when the plant material begins to degrade by microbial action. 6 4. Minimize nutrient inputs into the aquatic systems from surrounding land and drainage systems to reduce risks of stimulating algal blooms. Limitation of all nutrients may not be necessary since algal blooms are often limited by a single nutrient (typically nitrogen or phosphorus). Determine the limiting nutrient and target best management practices that minimize export of that nutrient into the aquatic system. References for More Information American Public Health Association (APHA), American Water Works Association (AWWA), and the Water Environment Federation (WEF). Standard Methods for Examination of Water and Wastewater. United Book Press, Inc. Baltimore, MD. Avault, Jr. 1996. Fundamentals of Aquaculture AVA Publishing Co. Inc, Baton Rouge, LA. . Bachmann, M., M. Hoyer, and D. Canfield, Jr. 1999. Living at the Lake. University of Florida/IFAS and The Florida Cooperative Extension Service, P.O. Box 110810, Gainesville, FL 32610-0810. Florida Statute 62-302.530. Criteria for Surface Water Classifications. Kotz, J.C. and K.F. Purcell. 1987. Chemistry & Chemical Reactivity. Saunders College Publishing, New York. Merrit, R.W. and K.W. Cummins (eds). 1996. An Introduction to the Aquatic Insects of North America, Third Edition. Kendall/Hunt Publishing Co., IW. Timmons, M.B., J.M. Ebeling, F.W. Wheaton, S.T. Summerfelt, and B.J. Vinci. 2002. Recirculating Aquaculture Systems, 2 nd ed. Cayuga Aqua Ventures, Ithaca, N.Y. Glossary Photosynthesis - The assimilation of carbon dioxide by green plants and by pigmented, photosynthetically active prokaryotes, and its conversion into carbohydrate, using energy from the sun. This conversion can be described by the following equation: 6CO + 12 H O +energy 2 2 →C H O + 6O + 6 12 6 2 6H2O Respiration – Metabolic process in which stored energy is released with the oxidation of reduced organic carbon compounds. The ultimate by-products of respiration are often carbon dioxide (CO 2 ) and water (H 2 O). Vertebrate - Organism possessing a distinct cartilaginous or bony axial endoskeleton, consisting of a skull and vertebral column. Invertebrate - Animals not possessing a distinct cartilaginous or bony axial endoskeleton. Titration – Procedure used to quantitatively analyze the amount of a substance by means of an essentially complete reaction in a solution with a reagent of known concentration (Kotz and Purcell, 1987). Anode – Within the context of oxidation-reduction reactions, electrons are produced at the anode (- terminal) where oxidation occurs. Cathode - Within the context of oxidation-reduction reactions, electrons produced at the anode move toward the cathode (+ terminal) where reduction occurs. Electrolyte – A substance that dissolves in water to form an electrically conducting solution (Kotz and Purcell, 1987). Precipitate – An insoluble salt (Kotz and Purcell, 1987). Cutaneous – of, pertaining to, or affecting the skin. Gills – Respiratory organs present in many aquatic animals. Gills are the structures used to transfer dissolved oxygen from the water into the organism for aerobic metabolism. Hemoglobin – Component of blood responsible for transport of O 2 from respiratory gas exchange organs to respiring cells and transport of CO 2 from respiring cells to gas exchange organs. Table 5. Designated water-use groups and dissolved oxygen (DO) criteria for surface waters of the state of Florida. Source: Florida Department of Environmental Protection; http://www.dep.state.fl.us/water/wqssp/classes.htm#criteria and http://www.dep.state.fl.us/legal/Rules/shared/62-302/302-Table.doc.
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A RESOURCE FOR SUPPORTERS OF PARENTS Module One Contents Module One: This is one of a series of SKIP modules which introduce supporters of parents and caregivers to key findings from recent research on parenting practices in Aotearoa/New Zealand. Contacts, Resources and References 29 1 Introduction to SKIP VISION All children in New Zealand are raised in a positive way, with parents and caregivers who feel confident about managing children's behaviour as part of a loving, nurturing relationship. VALUES SKIP will: * be positive and non-judgmental * affirm parents and caregivers' expertise and experience * be sensitive to the complexity and stress of family life * emphasise links between child development and behaviour * focus on the whole child, including where they live, who they live with and their environment. OBJECTIVES * Increase the opportunities for communities to provide positive parenting. * Increase the consistency and application of knowledge about effective non-physical discipline within organisations working with parents, caregivers and children. * Increase the number of parents and caregivers who are confident, skilled and knowledgeable about using effective non-physical discipline. SKIP supports parents and caregivers to raise children in a positive way, using effective non-physical discipline that includes love and nurture and limits and boundaries. SKIP is doing this in three ways. * It is supporting local community groups to promote positive parenting through a Local Initiatives Fund. * It is working with national organisations to build capacity to support parents and caregivers. * It has developed resources for parents and caregivers and the organisations working with them. Introduction to SKIP Modules Components The SKIP modules have been developed for organisations supporting parents and caregivers. Research says… Reflective questions Tips for exercises Resources The modules have been split into several sections so they can be used in a number of ways. For example: * as the the basis of staff training * to inform or train parents * they can be used alongside the SKIP parent pamphlets, * sections can be used as handouts in existing training programmes * they can be used to develop local resources. Thank you to Jenny Hay and her colleagues from Parents Inc. Conscious Parenting Parenting is one of the most rewarding and challenging jobs there is. However, children do not come with a manual of instructions. Parents need support and encouragement in this valuable role. What happens during childhood has a lifelong effect on children's happiness and success. CIC Research Page 4 How many parents will identify with the following scenario? You are in the supermarket and your five-year-old son is whining for lollies. It's late, you are tired and hungry and the queue is long. Before you are even aware of it, you hear yourself using the language and tone that you had hoped you would never resort to. "Just wait till we get home. I'm sick of your nagging and whining. How could you be so ungrateful?" Your child looks defiant and hurt. You feel bad but justified in what you said. The part you dislike the most is that you sounded just like your dad. You never intended to follow suit! This is a story many parents will identify with. What surprises us is that we find ourselves doing things that were done to us, even though we didn't like it when we were children. In the video Parent Voices one mother shares how she responded to the cries of her son. Understanding dawned for this mother when she shared with her own mother about her violent reaction and her mother replies with "That's what used to happen to you." Parent Voices is on DVD and video. It can be used in training, for personal viewing, or given to parents and caregivers to help them reflect on their own parenting. What happened in parents' own childhoods is often carried through into their own families. Sometimes this is fine – but sometimes negative or destructive examples of parenting are also carried through, and parents can be horrified and ashamed that they are behaving like their own parents. What matters is that when we care for children we have some choice about how we do it. SKIP calls this conscious parenting. What is conscious parenting? Conscious parenting means becoming deliberate and intentional about what we want for the children we care for. It's making choices about what we bring from our own families and what we choose to leave out. This pro-active style is essential in establishing healthy patterns for family functioning. It enables parents and caregivers to choose and honour what was good and respectful in their own childhood. It helps them to make choices that are good for them and the children for whom they care. One of the challenges to conscious parenting is the belief that parenting comes naturally: that it's automatic and you should just know what to do. This belief doesn't allow us to learn from our own and others' experiences. The Five Stages of Change SKIP research identified five stages of becoming conscious about parenting practices. Gravitas Unaware STAGE ONE: STAGE TWO: Becoming Aware STAGE THREE: Ready to Change STAGE FOUR: Taking Action STAGE FIVE: Maintaining Change These stages form spirals of learning. We move through the stages at different times, in different ways, on different matters. There is nothing neat or tidy about it. Ideally, we are continually identifying areas in our parenting that we have not been aware of and making decisions about what we want to keep and what we want to change. Familiarity with this spiral of learning is a prompt to us to keep on learning and changing what we do as a result of what we learn. When we've found something that works, we'll add it to our practice, then start thinking about another area of our parenting that could be changed. 7 STAGE ONE: Unaware Taking parenting for granted, reacting instinctively, repeating own experiences, probably resistant to change. When we're at this stage as a parent or caregiver, we probably take parenting for granted. We'll do what 'comes naturally'. We'll tend to be instinctive which often equates to being reactive. We don't reflect on our behaviour towards our children or understand our reactions to them. We tend to repeat our own experiences of parenting. Another name for this stage is pre-contemplation. At this stage, we'll often be resistant to making changes in our practice. Readiness to change involves becoming aware of a particular behaviour. Some parents and caregivers will have pressures on them that need to be addressed before they are open to considering their parenting practices. How can we support parents and caregivers to start thinking about their parenting practices? SKIP research suggests the following methods may lead to change: * education (e.g. learning that physical discipline can be harmful) * awareness and consciousness raising (learning to reflect on how they were disciplined and how this affects their relationships with their children) * up-to-date information (learning that physical discipline is not used as commonly as they thought). Gravitas Working with parents and caregivers * Address the immediate concerns of the parent or caregiver. * Listen and observe carefully watch out for 'windows of opportunities' – moments when a parent expresses dissatisfaction with the outcome of a particular parenting strategy or a concern about their own behaviour. If this occurs, sympathise with the person and use your own experience to suggest something different. Talk about the desired outcome. * Use any opportunity to expose parents to discussions about parenting, situations where they can observe other models of parenting and make use of TV or newspaper items e.g. "Did you see that item about … what did you think of it?" * Pick up on the reults of any positive parenting actions, for example, the parent may nod or smile at a child who comes when they're called. If the child looks happy to have received the smile, point out how nice it is to see the child's response. 1 If you are a parent think about times when you reacted to children rather than acting consciously towards them. What helped you become aware of your own practice? 2 If you are not a parent, think about how you interact with children. Have you considered how you do this or are your interactions instinctive? 9 STAGE TWO: Becoming Aware Becoming aware of how you parent, thinking about why you're doing what you do, looking for some short-term alternatives for when things go wrong. The second step towards conscious parenting is becoming aware that change is possible – taking time to think about your own parenting experiences and how you care for children. Another name for this stage is the contemplation stage. Usually this stage begins with a trigger – watching a TV news item on child abuse, overhearing a discussion about parenting, or becoming concerned about your behaviour or a child's behaviour. The trigger creates an opportunity for us to think about why we parent the way we do. Reflective questions for parent support workers: Before working with parents and caregivers, do these exercises for yourself (if you haven't already). It is difficult to support someone to become conscious of their own practices if you have not done this yourself. Our own parents We can assist parents and caregivers in their journey by asking questions about the families they came from. We can help parents identify and categorise what they did and didn't like and why. * What did you appreciate about what your parents did for you? * What memories do you have from your family? * What are some of the good things that you would like to repeat in your family? * What are the aspects of your childhood that you don't want to see repeated? * What kind of parent would you like to be? Why? * What are some things you'd like to do differently? The feelings that parents are left with will alert them to whether they want to follow suit or adopt a different way. For some, this will raise difficult memories, but they can be used positively as they plan for the future. Making sense of our own childhoods is vital in the parenting journey. It is in that process that parenting becomes more conscious. Parents are generally united in their desire to achieve the best possible outcomes for their children through their parenting. Gravitas The experiences of your parents Some parents have found it helpful to spend time with their own parents talking about what it was like for them when they were growing up in an earlier generation. This offers the opportunity to see what our parents faced, the difficulties and challenges they had which in turn makes it easier for us to understand why our parents functioned the way they did. * Did they feel listened to? * What was the atmosphere in their family like? * How did they know what the rules were? * How were they disciplined? * When they were disciplined, did they understand the reasons? * When they were disciplined, did they feel their dignity was still intact? * What freedoms and responsibilities did they have? * What did they do for fun in the family? * Were there any special traditions or celebrations? What do parents want for their children? Parents and caregivers are looking for practical ways of connecting with children and providing a framework of good memories. 11 Suggest that parents and caregivers create a list of simple and pleasurable activities that encourage them to enjoy their children and do things together. The list can be attached to the fridge with a SKIP magnet as a reminder of possibilities. You could write each one on a card and distribute them as group discussion starters. SKIP fridge magnets are attractive small magnets with short messages on them. * Read a story * Play a game on the floor * Make them laugh * Have some cuddles * Share a family meal * Go for a walk * Have an ice-cream together * Spend time in the library * Teach them something new * Do some cooking with them * Sing a song with them * Plant flowers together * Have a silly game * Include children in family outings, fono and hui * Honour children for an achievement * Display one of their pictures * Have an overnight camp out with them * Praise them in front of others * Spend ten minutes focused on their activity * Show them something you treasure * Go through a photo album * Take a photo * Write something in a diary for them when they're older. Hopes and dreams From here, encourage parents to look to the future. Parents have dreams and hopes for their children that they may have internalised but not yet spoken of. Most parents want the very best for their children but are unsure of how to achieve it. Working with parents and caregivers Use thought-provoking questions to help clarify issues for parents and caregivers: * What kind of relationship do you want with your children? * What sort of person do you want your child to grow into? * What type of vision do you have for your family's future? * What picture would you like your child to have of their upbringing? STAGE THREE: Ready for change Ready to recognise your own patterns and parenting style, wanting to make changes, open to examples and ideas from others, setting some goals. There is no one model which is the best for influencing all parents. Models which are based on the realities of family lives, treat parents as equals and partners, and recognise the strengths and skills that parents have, rather than try to fix up what is wrong with them, are more likely to be effective. CIC 2004: 27 We can use the analogy of a road journey to demonstrate the steps needed to bring about change. The first requirement is to know where you are. Becoming aware of what they want for their children helps parents determine where they want to go. The broad analysis of parenting strengths and styles that follows can really help parents work out where they are as parents. With this information, they can make choices about the route they want to follow. For example, parents who have a tendency to set rigid rules without giving reasons to their children, may use this insight into their parenting style to see other possibilities for achieving the best for children in their care. Identifying parenting styles Describe the three main styles of parenting and explain that although every parent/ caregiver is unique (we have different genes, backgrounds, stresses and reasons for behaving the way we do) we usually have no difficulty in recognising that our parenting style fits into one or a combination of the following three broad categories: authoritarian, permissive, or authoritative. Authoritarian This style is characterised by strict rules which are rigidly enforced, along with unquestioning obedience and respect for authority. Methods of discipline tend to be harsh and punitive. Other words for this unbending style are "Sergeant Major" or "brick wall" parents. Parents often find themselves in this groove because they want their children to learn important family values and to succeed in life. Of course there's nothing wrong with that! The important thing here is how they go about this task. 13 Very often it can seem that the parents give instructions and orders (followed by lots of reminders). Their children are either listening or ignoring them, and the latter is likely to result in punishment. Authoritarian parents usually insist on receiving respect at all times from their children – but it may be optional for parents to show it in return! Children of authoritarian parents tend to be dependent, easily led, have low self-esteem and eventually are more likely to reject their parents and their values. The downside of the authoritarian style is that children may be: * encouraged to be increasingly passive (the parents do all of their thinking for them) * deprived of the opportunity (through working things out for themselves) to learn how capable they really * slower to build their self confidence * deprived of the learning that comes from failing sometimes, and thereby their resourcefulness is reduced * likely to feel conditionally loved * likely to build a self-belief that they are not trustworthy or capable * experiencing an increased level of anxiety * uncomfortable or unsure in their independent behaviour * likely to believe that the smaller must respect the bigger, but not necessarily the other way around * frustrated in striving for independence if they are over-supervised * rebellious and ultimately contemptuous of authority they experience as harsh and unfair. Eventually many of the features of this style are used by the child back to the parent. We call it "parenting" when the grown-ups do it – but tantrums when our little children do it, and rebellion when our teens do it! Permissive This style is characterised by a lack of boundaries and limits. Permissive parents often avoid conflict at all costs and will back down if it looks like the child is getting upset. These parents prefer to rescue their children and do the thinking for them, hoping that it will improve the relationship. This style often results in children feeling insecure and abandoned. Parents may find themselves parenting this way just because they were parented with the authoritarian style and wish to do it differently. They want to avoid the shouting and the aggressive atmosphere they knew, and they love their kids and want them to be happy. Permissive parents are trying hard to show respect for their children – but it seems that the children have the option as to whether or not they will return the respect. Parents often give in to their kids' demands, just to keep the peace. Other names for this style are "jellyfish" or "helicopter" parents. The downside of the permissive style is that children may be: * limited in their learning about tolerating frustration * insecure and overly dependent * slower to develop their problem solving ability and persistence * hampered in their decision making progress * obstructed in their learning about their influence on the behaviour of others * slowed in their progress of learning to respect the rights of others * deprived of the satisfaction of achieving by themselves, if parents step in and give their children everything they want * hindered in their learning about accountability for actions. Authoritative This style is characterised by firm setting and sticking to limits, but authoritative parents are able to allow children more freedom in their behaviour while still setting clear standards of behaviour. Authoritative parents and caregivers will use reason and will listen to the views of children; they are sensitive to children's needs and views; they use praise and are clear in their expectations of children. This style of parent is also called a "parent coach" or "backbone parent". Children of authoritative parents tend to be secure, responsible, self-disciplined, and function with a healthy self-esteem. Parents using this style are guided by mutual respect. If respect is flowing in both directions then there are never unhelpful or unhealthy side effects. Is there a downside to authoritative parenting? The good news is that the research shows that this set of tools produces children who: * are self motivated * have developed internal discipline * can communicate their wants and needs clearly * have good self esteem * know what they want and how to get it * respect others. Barbara Coloroso has defined these parenting styles extensively in her book Kids are Worth it. Find the best fit Obviously it is too simplistic to think that we only fit into one style. Many parents will operate in more than one style depending on other factors like fatigue, the amount of support they are getting and the level of stress they are experiencing. However, parents and caregivers, with a little assistance, readily identify the best fit: the patterns of behaviour they naturally lean towards and can then make progress towards a style that has better outcomes for their children. Using the road map analogy again, we find ourselves at different places on the map, in different vehicles, going at different speeds. This makes it impossible to give prescriptive "one-size-fits-all" parenting advice. If a parent finds themselves backing down and fearful of rejection from their children, it can help if they see how children thrive on knowing there are appropriate boundaries that will be consistently upheld. Working with parents and caregivers * Support parents to identify their parenting style. * Stress that no style is bad but the authoritative or democratic style. has been shown to be the most effective. * Stress that we all use a mixture of styles and that is fine. * Work with parents to identify one practice they would like to change. 17 STAGE FOUR: Taking Action Making positive changes, recognising the things that make a difference, working towards goals, able to reflect on and assess what you're doing. Parents and caregivers function better when they have a clear idea of what to do to achieve their aims. Here is a job description for authoritative parenting. Authoritative parents and caregivers show the following skills and abilities: * Parents guide children. They show children how to do things and if a child gets it wrong, they are happy to show them again. * Parents are role models. Children take more note of what we do than what we say. An instruction like, "Talk to your brother nicely", will be evaluated against how we talk to them. * Parents encourage their children. When a task is hard for a child, they use encouraging words like "You have made a good start. Well done." * Parents inspire their children. "You can do it!" "You've got what it takes." This helps children feel capable. * Parents love unconditionally. They love their children for who they are, not for what they want them to be. If their child doesn't do something well, they are not shamed or blamed for it. * Parents have fun with their children. They know fun is the secret ingredient in families who enjoy each other. They have time to get down on the floor with them, go to the park with them and read stories to them. * Parents know they get it wrong sometimes and can say sorry. This models responsibility and empathy, and helps children learn to say sorry themselves. If parents are helped to see that these qualities in a parent produce good outcomes in children, they are more likely to consciously journey towards becoming more of an authoritative parent – more of the time. 1 How can you use this job description with parents you work with? 2 What are examples of authoritative parenting that you can think of – in your own parenting experience if you are a parent? In the parenting of those you work with? Make a list so you become more aware of the positive parenting that is happening even in quite negative environments. 3 In what ways is your work environment authoritative rather than authoritarian or permissive? Working with parents and caregivers * Acknowledge that parents may have unmet needs and that these will affect their ability to meet their children's needs. Caring for children often brings our unmet needs to the surface and this can be a catalyst to getting help – it can be a great opportunity for growth and healing. It would be more appropriate to suggest that these be explored in another setting. * Encourage parents to identify one practice they want to change. Help them to work out how they are going to change it and then set targets. For example, they may want to stop yelling at their child. They will need to plan to try and stop before they yell, take three breaths and work out a different response. Work out typical situations and how they could respond differently. * Encourage parents to identify things they are doing well. They could record these in a notebook, discuss them with a friend, or simply give themselves a positive message: "Didn't I handle that well! Now I know what to do next time." Some parents might like to give themselves stars every time they remember to praise or encourage their child, where they explain the reason for a disciplinary action or where they apologise to a child. When they collect 20 stars they could give themselves a treat. * Encourage parents and caregivers to say more positive things than negative things to their children each day. Try putting 10 coins in one pocket at the start of the day and transferring one to an opposite pocket every time you say something positive to a child. All coins need to be in the opposite pocket by the end of the day. * Remember that there may be other adults or older children in the family who don't like the changes a parent is making. Work with parents to help them come up with ways to handle negativity ("That's not fair – you never did that when you were little!"). This could include showing the negative adults parts of the SKIP video or establishing some informal support networks. 19 STAGE FIVE: Maintaining Change Internalising new thinking and practices, reflecting and adapting as you go, seeing the big picture and keeping the long term goals in mind. Parenting practices seldom change overnight. Most things take time and go back and forward. We need to be practical about this and not try to make changes we cannot maintain – or think we've failed because we didn't manage to apply our new plan immediately. Change takes time Let parents know that change takes time. It usually takes a series of steps. First, parents and caregivers need to: * decide on a change * practise * assess effects. Next, encourage parents and caregivers to: * reflect on the changed practice or a failure to change the practice * make further attempts * see the big picture and not be distracted or put off by small failures. Ensure that parents have the support to be successful in their attempts to change. Check there are adequate support systems in place, adequate knowledge of alternative ways of doing something, and a realistic picture of how much time and effort will be required. Help them to work out ways to overcome any resistance or opposition to change they may have from other adults in the family. Learning is a cyclical process Simply understanding that there is a progression is very helpful to parents. Though the length of time to achieve real change may seem daunting, understanding the reality of the process prevents disappointment when results are not instantaneous. New ideas, new ways of talking to our children, and a new focus on supporting children rather than punishing them can all meet with resistance, not only from the parent but also from members of the close and wider family. The new ideas may conflict with cultural standards and society in general. This resistance to change usually subsides in the face of the undeniable benefits. However, making changes in parenting practices takes time and effort. You need to be aware of: * the range of parenting contexts and experiences that exist * the likely difficulties of effecting change in these contexts * the time and energy to implement positive parenting strategies * the stress that making changes can bring * the time parents and caregivers will need to absorb and integrate positive parenting practices into their lives. Parents wanting to make changes will benefit from being aware of these factors. 1 A parent wants to find a way of managing a two-year-old's tantrums. Think about the difficulties a parent may face in changing their reactions to a child's tantrums. Consider the environment, the reactions of the child, the pressures the parent may be under and the possibility of failures. 2 Think of times when you have tried to make a change in your own behaviour and it hasn't worked. What difficulties did you face? What strategies did you need to address the difficulties? 21 Empathy and understanding For all those working with parents to support and strengthen their role, it is important to acknowledge the challenges and complexities of parenting. An understanding, non-judgemental and empathetic approach is vital to secure trust and to help a parent make change. The research describes the state of "self efficacy" that is essential to progress: "Self efficacy is about parents and caregivers having the confidence and belief that they can successfully undertake desired actions and behaviour. Self efficacy may be enhanced through persuasion, modelling and successfully experiencing new behaviours. Strategies that will build self efficacy include: * working from existing strengths/competencies * using persuasion and encouragement * using role models * encouraging observational learning * giving high levels of feedback and acknowledging changes achieved * working at establishing the desired behaviour as the accepted social norm." Adapted from Gravitas Think about your last three interactions with parents or caregivers. What judgements did you make? How could you have avoided making judgements? Work out what you could say and/or do in each situation you identified that would be supportive of the parent or caregiver while encouraging change. Rather than presenting 'don't do' messages, … [add] to the existing skills, knowledge and appropriate practices already undertaken by parents. Gravitas Identifying parents' strengths Parents need to know what they are doing well and this should be acknowledged so that they are able to believe in themselves as their child's first and most important teacher. Support systems can help transition parents through these phases in order for change to become lasting and effective. One tactic is to suggest to parents they make themselves a variety of cards that identify their current strengths and give them options for new areas that they would like to incorporate into their family. These cards could be called "Our Family's Strengths" or "Characteristics of Strong Families". Examples are listed below: * We celebrate each other's successes. * Home is a safe place. * We accept that each person is different. * We play together. * We eat our meals together. * We have fun in this family. * We speak to each respectfully. * We communicate our love to each other. * We can say sorry. * We take care of our bodies. * We keep trying even when it is hard. * We give each other hugs. * We support each other in the good and the bad times. * We speak positively to each other. * We share our problems. Simply providing information about alternatives without attending to the wider factors likely to support successful implementation (e.g. skill enhancement, creating a supportive social environment, reducing parental stressors) will be unlikely to lead to significant and lasting behaviour change. Gravitas These cards could also be used to help parents explore their past and their plans for the future. The following questions could be asked individually or in group sessions. * Which cards most represent what you experienced as a child? * Which cards express your family now? * Which cards would you like to express your family in the next year? * Are there times when your family faces strife? Which strengths are most useful then? * Which cards would you like to learn more about? * Is there a card that reminds you of something that happened in your family? Support and Encouragement Everyone needs support and encouragement when making changes. Anyone working with parents who are making changes needs to watch carefully for any sign of change and encourage parents to do the same. Using other discipline methods Parents want positive, effective, simple and dignified methods of getting reasonable compliance from their children. They want to know what works, and help to identify what is unsuccessful and counterproductive. Parents are likely to let go of a belief or way of doing something only when they are convinced they have a better alternative. Toolbox 0-5 Facilitator Guide Because of the huge variety of personalities, family dynamics and scenarios it is important to offer parents a range of solutions that can be used in a variety of whänau, families and situations. With a "smorgasbord" of strategies available, whänau, parents and caregivers can choose a technique which suits the temperament of children, the culture of their whänau or family and the style in which the parent or caregiver is keen to function. Key providers and parents should know some of the proven, effective strategies such as Time Out or The Thinking Chair. Note that these and other strategies need to be used very carefully: it's easy for a stressed parent or caregiver to overdo a strategy (for example, using time out too often or for too long) and lose any benefits it may have had. When parents say that they have tried a particular strategy and that it has not worked, what has often happened is that they have lacked the support or the stamina they needed to be consistent, or they have not fully understood how to use that particular strategy. These parents can be greatly helped to use a strategy more effectively by learning in a group situation, or one on one, where support to try new techniques is given and the outcomes are subsequently shared and reflected on. Working with parents and caregivers Introduce the idea that everyone needs to become aware of parenting possibilities Many parents find it difficult to acknowledge that all is not well within their family. Many have the notion that everyone should innately possess all the parenting skills they need and believe there is a stigma associated with asking for help. It is very encouraging for these people to learn that parenting is a challenge for all parents, and every parent grapples with a sense of inadequacy at times. Parents can feel reluctant to seek parenting assistance so it will be important that any stigma attached to doing this is reduced. Reluctance to seek support may in part reflect the extent to which society assumes parents have sufficient parenting skills and the extent to which parenting can be an 'unconscious' activity. Gravitas Offer options for support Encourage parents to seek help, get good resources, go to courses, talk to friends and generally bring parenting out into the arena where it is more widely accepted that all parents need encouragement, upskilling, ongoing follow-up and support. Other sources of support are mentors, whänau, churches, family and social networks, role models from television, ideas from books and magazines as well as courses that parents can attend. Support the valuing of parenting The role of a parent is a valuable and challenging one. It deserves focus, time and energy. As we are able to lift the profile of the incredibly important role parents play, we help to shift parents' and societies' concept of this vital role. Connect parents Parenting in isolation is very hard work. When parents formally or informally get together, they are able to discuss the challenges and issues they face. This is enormously helpful in allowing parents to see that other parents face difficulties as well. It also helps parents problem solve and share strategies that have worked for them. Suggest opportunities through early childhood education Attending an early childhood learning environment can offer significant support to a parent. As one mother says, "I found Playcentre just became so important to me – learning how to deal with things in a different way." Identify parent resources Making available a range of parenting resources can give parents information that supports and strengthens them, and can even give them specialist advice for difficult problems that might not be available from their normal networks. Different parenting courses are available in different areas. Examples are Toolbox Parenting Groups, new mothers support groups, Barnardos and Parent Centre courses and Playcentre. Identify parenting courses Parenting courses assist parents in a number of ways. They offer opportunities for parents to form relationships and connections with others. Courses also give a platform for discussions that many parents find invaluable for gaining new insights into their own parenting. One parent reported on the six week course she attended: I believe this course is especially useful for empowering adults without disempowering children by encouraging healthy, fun relationships within families so the need to misbehave disappears. It also provides various practical strategies that may be employed in difficult situations. The course will have positive effects wherever its principles are taken on board. Courses also offer an understanding of developmental stages in children, what needs children have and how they can be met, how to discipline effectively and with dignity and how to create a childhood of good memories. There are specific courses for parents in need of help with anger management, lone parenting etc. As well as interactive small group courses, larger seminars such as Parents Inc. Hot Tips seminars can give parents a wide range of new ideas and encouragement. Some men especially would be unlikely to seek one-on-one help or attend a 'touchy feely' small group course but can cope with the anonymity of being in a 'crowd'. Large seminars can often be the first step to change, by making parents aware that there are other options and that change is possible. The strength of courses and seminars is seen when they provide follow up support and reinforcement. Gravitas 27 A Final Word… Conscious parenting is about making thoughtful and intentional decisions on what outcomes we want for children and we can do to support them to achieve these outcomes. It is about the atmosphere and feeling we want to create. Conscious parenting is about choosing what we do and don't want to do and what we will do instead. It is having an awareness of our family of origin and the imprint that it has had on us. Then it is about creating a new imprint that is unique to our family, our culture and what we want for our family. It uses the positives from the past, it's free from the negative things that have not worked in the past and it's full of ideas, ideals, choices and practical solutions that are positive, empowering and achievable! There are some key questions that will empower parents and caregivers on this journey. * What do you remember about your own childhood? * What do you intend to repeat or delete from your family of origin? * What experiences do you want your children to have? * What do you want your children to say about you when they grow up and leave home? * Who are your role models? * Who are the role models of your children? * What kind of parent do you want to be? * What can you use to help you progress towards your goals? As supportive agencies and professionals, our job is to lead, guide, encourage and support them to become the parent they want to be. Contacts, Resources and References Contacts Resources SKIP has a range of pamphlets for parents and resources for trainers. For more information email email@example.com * SKIP resources – for example, SKIP pamphlets, badges and fridge magnets. * Parenting magazines e.g. Parents Inc, Treasures. * 'Kids are worth it' by Barbara Coloroso. * 'Of course I love you, NOW GO TO YOUR ROOM!' by Diane Levy. * 'Toddler Taming' by Dr Christopher Green. Different parenting courses are available in different areas. Examples are Toolbox Parenting Groups, New Mothers Support Groups, Barnardos and Parent Centre courses and Playcentre. References The Discipline and Guidance of Children: A Summary 1 Research, Children's Issues Centre, University of Otago and the Office of the Children's Commissioner. SKIP Research Report, Gravitas Research and Strategy and Ministry of Social Development. Kids Are Worth It, Barbara Coloroso, Somerville House. STAGE TWO: Contemplation The second step towards conscious parenting is contemplation – taking time to think about your own parenting experiences and how you care for children. Another name for this stage is the 'thinking' stage. Usually this stage begins with a trigger – watching a TV news item on child abuse, overhearing a discussion about parenting, or becoming concerned about your behaviour or a child's behaviour. The trigger creates an opportunity for us to think about why we parent the way we do. One's own parents We can assist parents and caregivers in the caring journey by asking questions about their own families of origin. We can help parents identify and categorise what they did and didn't like and why. 1 'What did you appreciate about what your parents did for you?' 2 'What memories do you have from your family?' 3 'What are some of the good things that you would like to repeat in your family?' 4 'What are the aspects of your childhood that you don't want to see repeated?' It is the feelings that parents are left with that alert them to whether they want to follow suit or adopt a different way. For some, this will raise difficult memories, but they can be used positively as they plan for the future. Making sense of our own childhoods is vital in the parenting journey. It is in that process that parenting becomes more conscious. The experiences of your parents Some parents have found it helpful to spend time with their own parents talking about what it was like for them when they were growing up in an earlier generation. This offers the opportunity to see what our parents faced, the difficulties and challenges they had which in turn makes it easier for us to understand why our parents functioned the way they did. 1 Did they feel listened to? 2 What was the atmosphere in their family like? 3 How were they disciplined? 4 When they were disciplined, did they understand the reasons? 5 When they were disciplined, did they feel their dignity was still intact? 6 What freedoms and responsibilities did they have? 7 What did they do for fun in the family? 8 Were there any special traditions or celebrations? What do parents want for their children?
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Basil Thyme Clinopodium acinos Basil thyme belongs to the dead-nettle family ( Lamiaceae ). It can grow up to 15 cm, but is usually much smaller and may have a branched and creeping habit with ascending stems in grassland. The square stems are hairy with oval-elliptical leaves that are shallowly-toothed. Whorls of 4-6 violet flowers with white markings on the lower lip grow from the upper leaf axils of each stem. The stalked calyx has 13 veins, is hairy and curved and has a diagnostic swollen 'pouch' at the base, most obvious when it is in fruit. Many members of the dead-nettle family are particularly good for pollinating insects like bees and butterflies and basil thyme probably shares these characteristics providing a good source of nectar. Basil Thyme distribution across Britain and Ireland The data used to create these maps has been provided under licence from the Botanical Society of Britain and Ireland (BSBI) and accessed from the Society's online distribution database. Lifecycle Basil thyme is often an annual, but in grassland frequently a short-lived perennial, flowering between May and September. Seeds require patches of sparsely vegetated or bare ground on which to germinate. Habitat Open habitats in dry calcareous grassland, especially around rock outcrops, and also in arable fields where it is now rare. It can also be a rare casual of quarries and waste ground where calcareous rocks and lime-rich soil has been exposed and railways with lime-rich ballast. Distribution This native lowland plant grows mainly in southern and eastern England and is very rare in Wales, Scotland and northeast England. Its distribution closely follows that of underlying chalk and limestone rock. It is also present in eastern Ireland where it is considered an alien species. GB Status and rarity It is classified as 'Vulnerable' in The Vascular Plant Red Data List for Great Britain 2005 because it has suffered a substantial decline, particularly in arable situations, and across all habitats in peripheral parts of its range such as in the northeast and southwest of England. Basil thyme is considered to be a good indicator species for high quality calcareous grassland. Basil Thyme Clinopodium acinos Habitat management for basil thyme Several different types of management can be undertaken for this species. They should be targeted towards present populations or historical records where there might be viable seeds present in the soil seed bank. Basil thyme usually occurs in short open calcareous swards, often on the thinnest soils where rocks are close to the surface or actually outcrop. The plant tolerates these stressful conditions which result in reduced competition and an open structure with an element of bare ground. In such situations short swards are often maintained by grazing livestock as well as wild herbivores, notably rabbits. Continuous spring grazing, especially by sheep, might cause a decline in the numbers of basil thyme and other annual or short-lived perennial species. Decisions about grazing will depend on other features of the site, as grasslands with basil thyme are likely to have other species of high wildlife value whose possibly differing requirements might have to be taken into account. Recent environmental stresses such as drought will also influence decisions about stocking densities and timing. Any management decisions should reflect the requirements of this plant and aim to produce or maintain short open swards with sufficient bare ground to allow basil thyme to complete its life cycle. Additionally, appropriate scrub removal and creation of small scrapes would increase the bare ground available for this species as the seeds need an element of bare soil to germinate. If scrub is long established, however, nutrient enrichment might mean basil thyme is likely to be outcompeted by more vigorous weeds such as common nettle and docks. Soil disturbance or heavy grazing should be avoided during the summer to enable basil thyme to complete its lifecycle. In some sites with heavy rabbit grazing, however, the plant thrives on the resulting short open conditions and rabbits appear to avoid eating the plant itself. In arable situations, this spring germinating plant requires relatively open conditions. The best arable management for this uncommon species is spring cultivation with the margin or a plot left fallow into the autumn to allow seeds to be shed. Basil thyme does not survive under a densely drilled fertilised crop as the cereal out-competes it, shading out the light and taking most of the available nutrients. Herbicide also detrimentally affects this species and should be avoided where basil thyme is present. Species fact sheet Reasons for decline On arable land, this plant declined as a result of more efficient methods of weed control almost causing its complete extinction in this habitat. Basil thyme is only present on less intensively used arable and the majority of surviving populations are present in chalk and limestone grassland and open swards in old quarries. Threats to grassland populations include a lack of bare ground which is required by this species to aid seed germination. Protection under the law This plant is included as a species "of principal importance for the purpose of conserving biodiversity" under Section 41 (England) of the Natural Environment and Rural Communities Act 2006. Survey method Individual plants of this annual can be distinguished and counted, although the plant can branch from leaf axils close to the base and multiple intertwined individuals can easily be mistaken for a single plant so some care needs to be taken. For larger populations it might be easier to note the number and size of clumps in a particular area and estimate the number of individuals in each clump. The plant flowers earlier in the south, from May onwards, and slightly later further north and is much easier to find when the violet-coloured flowers are present. In dry seasons plants can shrivel up by midsummer, but otherwise they remain visible until later in the year. Removing scrub increases the bare ground available for this species as the seeds need an element of bare soil to germinate. 14 Rollestone Street, Salisbury, Wiltshire, SP1 1DX. UK Tel: 01722 342730 email@example.com www.plantlife.org.uk Speaking out for wild plants Plantlife International - The Wild Plant Conservation Charity is a charitable company limited by guarantee. Registered in England and Wales, Charity Number: 1059559 Registered in Scotland, Charity Number: SC038951 Registered Company Number: 3166339. Registered in England and Wales.
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Dog-Strangling Vine (Cynanchum louiseae and C. rossicum) Dog-strangling vine produces beanshaped seed pods that are four to seven centimetres long. Photo: Greg Bales, MNR ontario.ca/invasivespecies The name "dog-strangling vine" refers to two invasive plants native to Eurasia – black swallowwort and pale swallowwort. These look-alike members of the milkweed family were introduced to the northeastern United States in the mid-1800s for use in gardens. In recent years these perennial vines have spread rapidly throughout central and southern Ontario. Dog-strangling vine prefers open sunny areas, but can grow well in light shade. It grows aggressively up to two metres high by wrapping itself around trees and other plants, or trailing along the ground. Dense patches of the vine can "strangle" plants and small trees. The plant can produce up to 2,400 seeds per square metre. The seeds are easily spread by the wind, and new plants can grow from root fragments, making it difficult to destroy. The vine has invaded ravines, hillsides, fence lines, stream banks, roadsides and utility corridors. Dog-strangling vine is also found in prairies, alvars (limestone plains), plantations of pine trees and natural forests. Range Dog-strangling vine was first found in Ontario in the late 1800s. Outside its native range, dog-strangling vine is now found in parts of Ontario, southern Quebec and several American states. Impacts of Dog-Strangling Vine * Dog-strangling vine forms dense stands that overwhelm and crowd out native plants and young trees, preventing forest regeneration. * Colonies form mats of interwoven vines that are difficult to walk through and interfere with forest management and recreational activities. * Leaves and roots may be toxic to livestock. Deer and other browsing animals also avoid dog-strangling vine, which can increase grazing pressure on more palatable native plants. * The vine threatens the monarch butterfly, a species at risk in Ontario. The butterflies lay their eggs on the plant, but the larvae are unable to complete their life cycle and do not survive. Masthead photo: Andrea Hicks, OFAH DOG-STRANGLING VINE | 2 How to Identify Dog-Strangling Vine * Grows one to two metres high by twining onto plants, trees or other structures. * Leaves are oval with a pointed tip, seven to 12 centimetres long, and grow on opposite sides of the stem. * Pink to dark purple star-shaped flowers have five petals about five to nine millimetres long. * The plant produces bean-shaped seed pods four to seven centimetres long that open to release feathery white seeds in late summer. What You Can Do * Learn how to identify dog-strangling vine and other invasive plants, and how to effectively manage these species on your property. See The Landowner's Guide to Controlling Invasive Woodland Plants. Go to ontario.ca/invasivespecies, click on Here's a list of things you can do to help fight invasive species, and click on the title. * Avoid using invasive plants in gardens and landscaping. * Buy native or non-invasive plants from reputable garden suppliers. Native plants provide habitat and food sources for native wildlife. See Grow Me Instead: Beautiful Non-Invasive Plants for Your Garden. Go to ontario.ca/invasivespecies, click on Here's a list of things you can do to help fight invasive species, and click on the title. * Dispose of invasive plants in the garbage. Do not put them in the compost or discard them in natural areas. Discarded flowers may produce seeds. * When hiking, prevent the spread of invasive plants by staying on trails and keeping pets on a leash. * If you've seen dog-strangling vine or other invasive species in the wild, please contact the Invading Species Hotline at 1-800-563-7711, or visit www.invadingspecies.com to report a sighting. Other Resources: For More Information: www.invasivespeciescentre.ca ontario.ca/invasivespecies www.ontarioinvasiveplants.ca www.invadingspecies.com This fact sheet may be reproduced for non-commercial purposes. © Queen's Printer for Ontario, 2012 Cette publication est également disponible en français. Plants are capable of twining together and growing up to two metres high. Photo: Andrea Hicks, OFAH Please contact the Invading Species Hotline at 1-800-563-7711.
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Grange Primary School Dear Parents, Curriculum Newsletter Spring 1 Welcome to a new term at Grange Primary School. We have lots of exciting learning ready for your children this term! Year 3 will be following a unit of work on a theme that focuses on the Stone Age, Bronze Age and Iron Age. The class novel that Holly Class will be reading this term is George's Marvellous Medicine by Roald Dhal This term we will be learning: English The books we will be covering in Spring 1 are: Pebble in my Pocket - Meredith Hooper Stone Age: Information Books –Various authors The Stone Age Boy - Satoshi Kitamura Children will: - Identify themes and conventions; - Increase familiarity with a range of books; - Prepare play scripts to read aloud; - Show understanding through intonation, tone, volume and action; - Discuss words and phrases that capture readers' interest and imagination; - Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar; - Draw inferences about characters' feelings, thoughts, emotions and actions. - Draft and write by composing and rehearsing sentences orally; - Develop creative and imaginative writing by adopting, creating and sustaining a range of roles. - In narrative create settings, characters and plot; Maths The topics we will cover this term will be the furthering our knowledge of the basic operations. We will also cover money. In further Multiplication and Division children will learn: - To multiply multiples of 10 by a 1-digit number. - To multiply a 2-digit number by a 1-digit number without regrouping. - To multiply a 2-digit number by a 1-digit number without regrouping, using the standard algorithm. - To multiply a 2-digit number by a 1-digit number with regrouping, using the standard algorithm. - To multiply a 2-digit number by a 1-digit number with regrouping, using the standard algorithm. - To divide a 2-digit number by a 1-digit number without regrouping. - To divide a 2-digit number by a 1-digit number with regrouping. - To divide a 2-digit number by a 1-digit number with regrouping, using the standard algorithm. - To solve word problems involving multiplication. - To solve word problems involving division. - To solve multi-step word problems involving division. Growing the seeds for lifelong learning Grange Primary School Suffolk Road, Plaistow London, E13 0HE Tel: 020 7476 5146 Fax: 020 73451849 email@example.com Mrs Dellis Smith Headteacher B.Ed (Hons), NPQH Science The topic we will be focusing on this term will be The Power of Forces. Children will be investigating: - The power of Forces - What's making an object move? - How can you make it start to move? - How well can an object slide on different materials? - How fast can you complete a lap? - What can magnets do? - Why do things slow down? Children will also be: - Gathering information, recording information, classify and present data in different ways to help in answering questions on magnetic materials. RE The question we will be focusing on this term will be: How did Jesus & Buddha make people stop and think? Children will be learning: - What stories, sayings and events have really made us stop and think? - What is the challenge in the story of the Pharisee and the tax collector? - Why do some of Jesus' sayings still make people stop & think today? - How does Jesus' story of the widow's might make us think? - Who is the Buddha? - What stories did the Buddha tell? - What stories, sayings and events can we use to make other people think? History- The Stone Age In History, we'll be finding out: - About the changes in Britain from the Stone Age to the Iron Age. - About the site at Belas Knap - About the New Stone Age settlement at Skara Brae - To us knowledge of multiplication and division to solve problems. In Money we will be learning: - Writing Amounts of Money - Comparing Amounts of Money - Rounding Amounts of Money - Solving Problems Involving Money Computing The topic we will be focusing on this term will be Scratch Music. Children will be: - Working With Sounds - Students to create a hand-clapped for Rain, Rain Go Away in Scratch. - Students will be shown how to create handclaps in Scratch by using the Play Drum block. - To follow instructions on how to experiment with the Play Note for Beats block by changing the number values for note and beats. PSHE The topic this term will focus on: Dreams and Goals. Children will be learning: - How to sat motivated when doing something challenging - How to work with a partner or in a group - To keep trying when things are difficult - How to have a positive attitude - To work hard to achieve their own goals and dreams. - Help others to achieve their goal - About the site and stories of Stonehenge - About who the Celtic people were and what they may have looked like. - About the Bronze Age settlement - About the Iron Age food and life. Important Information – PE days, Educational Visits, Homework PE days are on Tuesday and Friday. Please ensure your children a suitable PE kits for the winter. Children must have a whole PE kit to change into as they will not be able to do PE in their uniform. Homework - Reading, Handwriting and times tables practice everyday - English and Maths homework goes home on a Tuesday and is due back on a Monday. Educational Visits - Museum of London- TBC Many thanks, Ms Bramble-Wilson
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Board Policy Handbook Fort McMurray Public School District No. 2833 Adopted: September 2016 This Board Policy Handbook has been developed to highlight and support the very important governance function of the Board. In addition to clearly defining the role of the Board, the role of the Superintendent and the delegation of authority from the Board to the Superintendent, it includes the following as policies: 1. Foundational statements which provide guidance and direction for all activities within the District; 2. Directions for how the Board itself is to function and how individual trustees are to conduct themselves; how Board committees and representatives are to function; 3. Statements as to how appeals and hearings will be conducted; 4. Non-delegable matters such as policy-making and school closures; and 5. Specific matters which the Board has chosen not to delegate to the Superintendent. This Board Policy Handbook is intended to be supplemented by an Administrative Procedures Manual; the primary written document by which the Superintendent directs staff. The Administrative Procedures Manual must be entirely consistent with this Board Policy Handbook. The development of two separate and distinct documents is meant to reinforce the distinction in this District between the Board's responsibility to govern and the Superintendent's executive or administrative duties. It is to be noted that the electronic versions of both the Board Policy Handbook and the Administrative Procedures Manual as well as any other handbooks/manuals referenced are always the most current documents available. TABLE OF CONTENTS Page DISTRICT FOUNDATIONAL STATEMENTS Vision Statement Inspire and engage students for life-long learning. Mission Statement The Fort McMurray Public School District is a learning community dedicated to educating all students for personal excellence. Motto Doing What's Best For Kids Belief Statements 1. We believe in achieving high standards for all students 3. We believe in safe and caring educational environments 2. We believe parents are partners in student learning 4. We believe in developing responsible and productive citizens 6. We believe in inclusive education 5. We believe in the development of lifelong learners. 7. We believe in being accountable for results for student achievement 8. We believe in continuous improvement of the professional expertise and competence of our staff. District Logo The Board believes that a standard logo is important for corporate identification and to show unity within the District. The Fort McMurray Public School District logo, which includes the operational name, shall be used for corporate identification and promotional purposes. The design is to be reminiscent of a blackboard and a computer screen, tools of education past and present. The apple is a traditional symbol of a happy relationship that exists among teachers, children and families. The background colour green symbolizes growth in the educational development of the children fostered by the public education system. Legal Reference: Section 8, 13, 39, 45, 47, 60, 61, 78, 113 School Act Government Accountability Act Guide to Education ECS to Grade 12 Policy and Requirements for School Board Planning and Reporting School Authority Planning and Reporting Reference Guide ROLE OF THE BOARD As the corporate entity established by provincial legislation and given authority by the School Act and attendant Regulations and the corporate body elected by the electors that support Fort McMurray Public School District No. 2833, the Board of Trustees shall provide overall direction and leadership to the District. It is accountable for the provision of appropriate educational programs and services to resident students of the District to enable their success, in keeping with the requirements of government legislation and the values of the electorate. The Board is therefore charged with the responsibility of providing an education system that is organized and operated in the best interests of the students it serves. It exercises this responsibility through setting of clear strategic direction and the wise use of resources. Specific Areas of Responsibility 1. Accountability for Student Learning 1.1 Provide overall direction for the District by establishing vision, mission and values. 1.2 Annually approve the process and timelines for the refinement of the Three-Year Education Plan. 1.3 Identify Board priorities at the outset of the annual Three-Year Education planning process. 1.4 Initiate school and program reviews as necessary to monitor the achievement of outcomes. 1.5 Monitor the effectiveness of the District in achieving established priorities, desired results and key performance indicators. 1.6 Annually approve the "rolling" Three-Year Education Plan/Annual Education Results Report for submission to Alberta Education and for distribution to the public. 2. Community Assurance 2.1 Make informed decisions that consider community values and represent the interests of the entire District. 2.2 Inform the community about District programs, needs and desires. 2.3 Establish processes and provide opportunities for community engagement. 2.4 Report District outcomes to the community at least annually. 2.5 Meet at least twice yearly with the Council of School Council Chairs. 2.6 Develop appeal procedures and hold hearings as required by statute and/or Board policy. 2.7 Model a culture of respect and integrity. 2.8 Maintain transparency in all fiduciary aspects. 3. Accountability to Provincial Government 3.1 Act in accordance with all statutory requirements to implement provincial standards and policies. 3.2 Perform Board functions required by governing legislation and existing Board policy. 4. Fiscal Accountability 4.1 Approve budget assumptions/principles and establish priorities at the outset of the budget process. 4.2 Approve the annual budget and allocation of resources to achieve desired results. 4.3 Approve annual fees for instructional resources, transportation and tuition. 4.4 Approve expense reimbursement rates. 4.5 Approve substantive budget adjustments when necessary. 4.6 Monitor the fiscal management of the District through receipt of at minimum thrice yearly variance analyses and year-end projections. 4.7 Receive the Audit Report and management letter and ensure recommendations approved by the Board are implemented in a timely manner. 4.8 Approve annually the Three-Year Capital Plan for submission to Alberta Education. 4.9 Approve borrowing for capital expenditures within provincial restrictions. 4.10 Set the parameters for negotiations after soliciting advice from the Superintendent and others. 4.11 At its discretion, ratify Memoranda of Agreement with bargaining units. 4.12 Approve annually signing authorities for the District. 4.13 Approve transfer of funds to/from reserves. 4.14 Annually approve investment parameters. 4.15 Ensure programs and services are identified for review to test the relevancy, effectiveness and efficiency of the programs against desired outcomes. 5. Board/Superintendent Relations ("First Team") 5.1 Select the Superintendent subject to Ministerial approval. 5.2 Provide the Superintendent with clear corporate direction. 5.3 Delegate, in writing, administrative authority and identify responsibility subject to provisions and restrictions in the School Act. 5.4 Respect the authority of the Superintendent to carry out executive action and support the Superintendent's actions which are exercised within the delegated discretionary powers of the position. 5.5 Demonstrate respect, integrity and support, which is then conveyed to the staff and the community. 5.6 Annually evaluate the Superintendent, in accordance with a pre-established performance appraisal mechanism. 5.7 Approve the Superintendent's contract and any amendments thereto. 5.8 Annually review compensation of the Superintendent. 6. Board Development 6.1 Develop a plan for governance excellence in fiduciary, strategic and generative engagement modes. 6.2 Encourage individual trustees to participate in conferences and other activities to further develop Board and trustee effectiveness. 6.3 Annually evaluate Board effectiveness in meeting performance indicators and determine a positive path forward. 7. Policy 7.1 Identify how the Board is to function. 7.2 Establish policies. 7.3 Monitor policy currency and relevancy. 8. Political Advocacy 8.1 Act strategically as an advocate for public education and the District. 8.2 Participate in local, provincial and national advocacy processes. 8.3 Reinforce local, provincial and national positions with media and members of the regional council, legislature and parliament. 8.4 Identify issues for advocacy on an ongoing basis. 8.5 Annually develop a plan for advocacy including focus, key messages, relationships and mechanisms. 8.6 Promote regular meetings and maintain timely, frank and constructive communication with locally elected officials. 8.7 Arrange meetings with elected provincial and federal government officials to communicate and garner support for education. Selected Responsibilities The Board shall: 1. Approve of disposition of land and buildings; ensure titles to or enforceable long-term interests in land are in place prior to capital project construction. 2. Approve school entrance age for Kindergarten and Grade 1 3. Approve school attendance areas. 4. Approve alternate programs 5. Name schools and other District-owned facilities. 6. Approve the appointment of architects. 7. Approve building construction contracts in excess of $200,000. 8. Approve the District school-year calendar(s). 9. Provide for recognition of students, staff and community. 10. Make a recommendation to the Minister for dissolution of a School Council. 11. Approve joint-use agreements. 12. Approve locally developed courses. 13. Hear unresolved complaints of discrimination or harassment. 14. Approve all international field trips. Legal Reference: Section 45, 56, 60, 61, 62, 63, 78, 113, 147 School Act Section 16 Government Accountability Act Local Authorities Election Act Results Based Budgeting Act Borrowing Regulation Disposition of Property Regulation Investment Regulation School Fees Regulation Early Childhood Services Regulation BOARD ANNUAL WORK PLAN August Regular Board Meeting Agenda Items (if scheduled) * Approval of Board Chair Expenses September * Submit ASBA Awards Nominations (September Deadlines) * Review Staffing Report * Review Enrolments Report * Review Progress Regarding Board Evaluation Positive Path Forward Actions * Partners in Education Appreciation Dinner * Approval Board Chair Expenses October * September 30 Enrolment Report * Class Size Reports * Prepare for ASBA/PSBAA Fall General Meetings * Review Student Accountability Report Including Results of EYE/PAT's and DIP's/CAT4/SLAs * Approval Board Chair Expenses * Fall AGM for PSBA Review of Motions * Review the HR Accountability Report November * Receive Post High School Report * Receive Auditors Report * Review Fall AGM ASBA Proposed Motions * Review Accountability Pillar Report and Surveys * Approve Annual Education Results Report (AERR) - Approve Key Results and Priorities * Approval of Audited Financial Statement * Discuss Trustee Development * Approval Board Chair Expenses * Schedule Board/Admin Planning Session and Set Agenda December * Review School Growth Plans * Approval Board Chair Expenses January * Review Thrice Annual Financial * Approve Strategic Planning Process * Approval Board Chair Expenses * Appoint District Auditor and Approve Terms of Engagement February * Set Negotiations Strategies if applicable * Approval Board Chair Expenses * Approve Budget Assumptions March * Approval Board Chair Expenses * Review Trustee Remuneration * Review and Approval of District Calendar * Approve Edwin Parr Teacher Recommendation * Review Thrice Annual Financial * Review and approve Capital and Facilities Plan April * Negotiations Begin, if applicable * Approval Board Chair Expenses May * Conduct Superintendent of Schools Evaluation * Conduct Facilitated Board Self Evaluation * Preliminary Budget Approval and Transfer of Reserves * Approval of Yearly Advocacy Plan * Approval of Annual Board Development Plan * Approval Board Chair Expenses * Select Art 30 Award Recipient * ASBA Zone, PSBC meetings * Policy Review * Hearings as Needed * Approve Locally Developed Courses Legal Reference: Section 45, 56, 60, 61, 62, 63, 78, 113, 147 School Act Section 16 Government Accountability Act Local Authorities Election Act Results Based Budgeting Act Borrowing Regulation Disposition of Property Regulation Investment Regulation School Fees Regulation Early Childhood Services Regulation June * Organizational meeting. * Approve Superintendent Evaluation Report * Approve Facilitated Board Self-Evaluation report * Review Thrice Annual Financial Report * Review and Approve Management Compensation Committee Recommendation * Review and Approve Chief Deputy Superintendent, and Associate Superintendents Compensation * Review Spring AGM ABSA and PSBAA proposed motions * Review Board Work Plan for 2016 - 2017 year * Approval Board Chair Expenses Selected Facilitated Board Self-Evaluation Process Fort McMurray Public Schools PROCESS The annual externally facilitated Board self-evaluation process shall be completed subsequent to the Superintendent evaluation process described in the appendix to Policy 12 and entitled, Superintendent/CEO Evaluation Process, Criteria and Timelines. The two evaluation processes are complementary in nature. PURPOSE The purpose of the facilitated Board self-evaluation is to answer the following questions: 1. How well have we fulfilled each of our defined roles as outlined in Policy 2 during the evaluation period? 2. How do we perceive our interpersonal working relationships? 3. How well do we receive input and how well do we communicate with those we represent? 4. How well have we adhered to our annual Board work plan as defined in Policy 2 Appendix A? 5. How well do we perceive we are performing as a corporate entity in terms of fiduciary, strategic, generative and ethical governance? 6. How would we rate our Board-Superintendent relations? 7. How well have we adhered to our governance policies? 8. What have we accomplished this past year? How do we know? 9. Determine Board goal(s) for the coming year The answers to these questions provide the data for the development of a positive path forward. EVALUATION PRINCIPLES The following principles form the basis for the Board self-evaluation process. 1. A learning organization is focused on the improvement of practice. 2. A commitment to continuous improvement is a sign of organizational health. 3. An effective evaluation process provides for growth and accountability. 4. The annual Board evaluation process shall model the Board's commitment to principles 1-3. 5. A pre-determined process for evaluation strengthens the governance function, builds credibility for the Board and fosters a positive Board-Superintendent relationship. 6. An evidence-based approach provides objectivity to supplement the subjectivity involved in evaluation processes. The Board is a corporate entity created by provincial legislation and given authority by the School Act and the attendant Regulations. It is comprised of trustees elected in accordance with the Local Authorities Election Act. The Board exercises its authority through a democratic process. As governors of a Public school district, the Board has a dual role; the Board is accountable to the Minister of Education through the School Act and to its electorate. The Board is charged with the responsibility of providing, for its students and their parents, an education system organized and operated in their best interests. It exercises this responsibility through setting of clear strategic direction and the wise use of resources. FACILITATED BOARD SELF-EVALUATION COMPONENTS Part 1: The Act provides the Board with significant authority including the authority to delegate. The Board must decide the authority it wishes to delegate and the authority to be retained. The Board is the only body in the district which can hold the Board accountable for performing its legally defined role. With reference to Policy 2 Role of the Board, Policy 2 Appendix A, Annual Board Work Plan and the minutes from Regular and Special meetings held during the evaluation period trustees will assess the corporate Board's effectiveness relative to each role area. The objective is to identify areas of strength on which to build and specific changes the corporate Board is committed to make during the next evaluation period. Evaluation Tool: Collect, collate and analyze Trustee responses to a Role of the Board questionnaire. Part 2: The Board functions as a corporate entity. Individual trustees have only the authority granted them by the corporate Board. Therefore the interpersonal working relationships between and among Trustees is vital to the effective functioning of the Board. Evaluation Tool: Collect, collate and analyze Trustee responses to a Board Interpersonal Working Relationships questionnaire. Part 3: The Board is elected for a four year term. One key role is to represent the rate payers of Public education within the boundaries of the district and effectively communicate to the electorate between elections in a manner which creates assurance and builds confidence. Evaluation Tool: Collect, collate and analyze Trustee responses to a Communications/Representation questionnaire. Part 4: Adherence to the Board Annual Work Plan ensures the Board's role as defined in Policy 2 is carried out in practice. Evaluation Tool: Review the Annual Work Plan and Board meeting minutes. Such a review will result in a commitment to change practice of the work plan if there are discrepancies between the two. Adjustments to the Work Plan will take place throughout the year as required. Part 5: Boards have fiduciary, strategic and generative governance roles. All must be performed in an ethical manner. Evaluation Tool: Collect, collate and analyze Trustee responses to a Readiness for Governance questionnaire. Part 6: With reference to the functioning of the First Team during the evaluation period Trustees will assess Board/Superintendent Relationships. In other words, Is the Board effectively performing its role to make the First Team effective? Evaluation Tool: Collect, collate and analyze Trustee responses to a Board/Superintendent questionnaire. Part 7: The Board's Policy role is critical to provide direction for the district, to delegate to and hold staff accountable through the office of the Superintendent, and to promote and protect Public education. Regular review of Board policies is required to ensure the currency and effectiveness of such policies. Evaluation Tool: Examine the schedule of policy review to ensure the entire Board Policy Handbook is subjected to review and revision at least once per term, identify any lack of alignment of practice with policy (e.g. from review of minutes) and make revisions as required in policy or practice as deemed appropriate. Part 8: Reviewing Board actions at least annually to determine perceived corporate Strengths, Weaknesses, Opportunities and Threats (SWOT) can assist in defining a positive path forward and avoid repetition of less effective functioning. Evaluation Tool: Conduct a SWOT analysis in light of Board minutes and direct Board observations. Part 9: Board approves of the directions to be taken during the next evaluation period to strengthen Board functioning including setting of Board goal(s). Part 10: Board assesses success or lack thereof addressing the positive path forward approved as a result of the last evaluation and includes any required actions in the current Positive Path Forward. Part 11: Board reviews the process tools and process structure and identifies any changes desired for the next evaluation period. Part 12: Board approves the Positive Path Forward (PPF) in a Public Board Meeting. Note in subsequent years the evaluation process will commence with an accountability review of the previous year's PPF to ensure actions were taken as required and desired results achieved. ROLE OF THE TRUSTEE The role of the trustee is to contribute to the Board as it carries out its mandate in order to achieve its core purpose. The oath of office taken or affirmation made by each trustee when s/he assumes office binds that person to work diligently and faithfully in the cause of public education. The Board of Trustees is a corporation. The decisions of the Board in a properly constituted meeting are those of the corporation. Individual trustees exercise an effective decision making role in the context of corporate action. A trustee who is given authority by Board motion to act on behalf of the Board may carry out duties individually but only as an agent of the Board. In such cases, the actions of the trustee are those of the Board, which is then responsible for them. A trustee acting individually has only the authority and status of any other citizen of the District. Individual trustees do not have the authority to direct the District's administration and staff. Specific Responsibilities of Individual Trustees 1. Become familiar with District policies and procedures, meeting agendas and reports in order to participate in Board business. 2. Recognize his/her fiduciary responsibility to the District and act in the best interests of the District understanding that District needs are paramount. 2.1 Vote on every Board motion, unless there is a conflict of interest. 2.2 Support a majority vote of the Board as if the vote had been unanimous. 3. Provide for the engagement of parents, students and the community in matters related to education. 4. Respectfully bring forward and advocate for issues and concerns. 5. Refer matters not covered by Board policy, but requiring a corporate decision to the Board for discussion. 6. Refer administrative matters to the Superintendent. 7. The trustee, upon receiving a complaint or an inquiry from a parent, staff member or community member about operations, will refer the parent, staff member or community member back to the teacher, Principal or department and will inform the Superintendent or designate of this action. 8. Keep the Superintendent and the Board informed in a timely manner of all matters coming to his/her attention that might affect the District. Personnel matters are to be brought to the attention of the Superintendent only. 9. Attend Board meetings, and committee meetings as assigned, prepared to participate in, and contribute to, the decisions of the Board in order to provide the best solutions possible for education within the District. 10. When delegated responsibility, will exercise such authority within the defined terms of reference in a responsible and effective way. 11. Participate in Board/trustee development sessions so the quality of leadership and service in the District can be enhanced. 12. Be cognizant of provincial, national and international educational issues and trends. 13. Share the materials and ideas gained with fellow trustees at a Board meeting following a trustee development activity. 14. Strive to develop a positive and respectful learning and working culture both within the Board and the District. 15. Attend School Council meetings as a Board representative upon invitation, when possible. 16. Attend joint Networks/Administrators meetings. 17. Attend, when possible, District functions/events. 18. Attend when possible extra-curricular school activities, including graduations, when designated or formally invited as Board representative. 19. Become familiar with, and adhere to, the Trustee Code of Conduct. 20. Report any violation of the Trustee Code of Conduct to the Board Chair, or where applicable, to the Vice-Chair. Orientation As a result of elections, the Board may experience changes in membership. To ensure continuity and facilitate smooth transition from one Board to the next following an election, trustees must be adequately briefed concerning existing Board policy and practice, statutory requirements, initiatives and long-range plans. The Board believes an orientation program is necessary for effective trusteeship. All trustees are expected to attend all aspects of the orientation program. 1. In the year of an election, the District will host a preliminary orientation session for all elected candidates prior to the Organizational Meeting which will include a review of and an expression of interest in Board assignments and committees. 2. The District will offer an orientation program for all trustees that provides information on: 2.1 Role of the trustee and the Board; 2.2 Board policy, agendas and minutes; 2.3 Organizational structures and procedures of the District; 2.4 Existing District initiatives, annual reports, budgets, financial statements and long-range plans; 2.5 District programs and services; 2.6 Board's function as an appeal body; 2.7 Statutory and regulatory requirements, including responsibilities with regard to conflict of interest; 2.8 Trustee remuneration and expenses. 3. The Board Orientation Committee and Superintendent are responsible for ensuring the development and implementation of the District's orientation program for trustees. The Superintendent shall provide each trustee with access to the references listed in Policy 3 Appendix at the Organizational Meeting following a general election or at the first regular meeting of the Board following a by-election. 4. Support will be provided within the Board governance budget for trustees attending provincial association sponsored orientation seminars. 5. Incumbent trustees are encouraged to help newly elected trustees become informed about history, functions, policies, procedures and issues. Legal Reference: Section 60, 61, 68, 72, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 246 School Act Section 6 Commissioner of Oaths Act TRUSTEE CODE OF CONDUCT The Board commits itself and its members to conduct which meets the highest ethical standards. It is expected that all personal interactions and relationships will be characterized by mutual respect, which acknowledges the dignity and affirms the worth of each person. Specifically 1. Trustees shall carry out their responsibilities as detailed in Policy 3 – Role of the Trustee with reasonable diligence. 2. Trustees shall endeavour to work with fellow Board members in a spirit of harmony and cooperation in spite of differences of opinion that may arise during debate. 3. Trustees shall reflect the Board's policies and resolutions when communicating with the public. 4. Trustees shall respect issues of a sensitive or confidential nature. Trustees shall keep confidential any personal, privileged or confidential information obtained in his or her capacity as a trustee and not disclose the information except when authorized by law or by the board to do so. 5. Fiduciary responsibility supersedes any conflicting loyalty such as that to advocacy or interest groups and membership on other Boards or staffs, or acting as an individual consumer of the District's services. 6. Trustees shall represent the Board responsibly in all Board-related matters with proper decorum and respect for others. 7. Trustees shall disclose the nature of any pecuniary interest, and abstain and absent themselves from discussion or voting on the matter in question. 8. Trustees shall not use their influence to obtain employment within the District for family members or friends. 9. Consequences for the failure of individual trustees to adhere to the Trustee Code of Conduct are specified in Policy 4 Appendix – Trustee Code of Conduct Sanctions. Legal Reference: Section 60, 61, 68, 72, 80, 81, 82, 83, 84, 246 School Act TRUSTEE CODE OF CONDUCT SANCTIONS 1. Trustees shall conduct themselves in an ethical and prudent manner in compliance with the Trustee Code of Conduct, Policy 4. The failure by trustees to conduct themselves in compliance with this policy may result in the Board instituting sanctions. 2. A trustee who believes that a fellow trustee has violated the Code of Conduct may seek resolution of the matter through appropriate conciliatory measures prior to commencing an official complaint under the Code of Conduct. 3. A trustee who wishes to commence an official complaint under the Code of Conduct shall file a letter of complaint with the Board Chair within thirty (30) days of the alleged event occurring and indicate the nature of the complaint and the section or sections of the Code of Conduct that are alleged to have been violated by the trustee. The trustee who is alleged to have violated the Code of Conduct and all other trustees shall be forwarded a copy of the letter of complaint by the Board Chair, or where otherwise applicable in what follows, by the Vice-Chair, within five (5) days of receipt by the Board Chair of the letter of complaint. If the complaint is with respect to the conduct of the Board Chair, the letter of complaint shall be filed with the Vice-Chair. 4. When a trustee files a letter of complaint and a copy of that letter of complaint is forwarded to all trustees, the filing, notification, content, and nature of the complaint shall be deemed to be strictly confidential, the public disclosure of which shall be deemed to be a violation of the Code of Conduct. Public disclosure of the complaint and any resulting decision taken by the Board may be disclosed by the Board Chair only at the direction of the Board, following the disposition of the complaint by the Board at a Code of Conduct hearing. 5. To ensure that the complaint has merit to be considered and reviewed, at least one other trustee must provide to the Board Chair, within three (3) days of the notice in writing of the complaint being forwarded to all trustees, a letter indicating support for having the complaint heard at a Code of Conduct hearing. Any trustee who forwards such a letter of support shall not be disqualified from attending at and deliberating upon the complaint at a Code of Conduct hearing convened to hear the matter, solely for having issued such a letter. 6. Where no letter supporting a hearing is received by the Board Chair in the three (3) day period referred to in section 5 above, the complaint shall not be heard. The Board Chair shall notify all other trustees in writing that no further action of the Board shall occur. 7. Where a letter supporting a hearing is received by the Board Chair in the three (3) day period referred to in section 5 above, the Board Chair shall convene, as soon as is reasonable, a special meeting of the Board to allow the complaining trustee to present his or her views of the alleged violation of the Code of Conduct. 8. At the special meeting of the Board, the Board Chair shall indicate, at the commencement of the meeting, the nature of the business to be transacted and that the complaint shall be heard in an in-camera session of the special meeting. Without limiting what appears below, the Board Chair shall ensure fairness in dealing with the complaint by adhering to the following procedures. 8.1 The Code of Conduct complaint shall be conducted at an in-camera session, Code of Conduct hearing, of a special Board meeting convened for that purpose. All preliminary matters, including whether one or more trustees may have a conflict of interest in hearing the presentations regarding the complaint, shall be dealt with prior to the presentation of the complaint on behalf of the complaining trustee. 8.2 The sequence of the Code of Conduct hearing shall be: 8.2.1 The complaining trustee shall provide a presentation which may be written or oral or both; 8.2.2 The respondent trustee shall provide a presentation which may be written or oral or both; 8.2.3 The complaining trustee shall then be given an opportunity to reply to the respondent trustee's presentation; 8.2.4 The respondent trustee shall then be provided a further opportunity to respond to the complaining trustee's presentation and subsequent remarks; 8.2.5 The remaining trustees of the Board shall be given the opportunity to ask questions of both parties; 8.2.6 The complaining trustee shall be given the opportunity to make final comments; and 8.2.7 The respondent trustee shall be given the opportunity to make final comments. 8.3 Following the presentation of the respective positions of the parties, the parties and all persons other than the remaining trustees who do not have a conflict of interest shall be required to leave the room, and the remaining trustees shall deliberate in private, without assistance from administration. The Board may, however, in its discretion, call upon legal advisors to assist them on points of law or the drafting of a possible resolution. 8.4 If the remaining trustees in deliberation require further information or clarification, the parties shall be reconvened and the requests made in the presence of both parties. If the information is not readily available, the presiding Chair may request a recess or, if necessary, an adjournment of the Code of Conduct hearing to a later date. 8.5 In the case of an adjournment, no discussion by trustees whatsoever of the matters heard at the Code of Conduct hearing may take place until the meeting is reconvened. 8.6 The remaining trustees in deliberation may draft a resolution indicating what action, if any, may be taken regarding the respondent trustee. 8.7 The presiding Chair shall reconvene the parties to the Code of Conduct hearing and request a motion to revert to the open meeting in order to pass the resolution. 8.8 All documentation that is related to the Code of Conduct hearing shall be returned to the Superintendent or designate immediately upon conclusion of the Code of Conduct hearing and shall be retained in accordance with legal requirements. 8.9 The presiding Chair shall declare the special Board meeting adjourned. 9. A violation of the Code of Conduct may result in the Board instituting, without limiting what follows, any or all of the following sanctions: 9.1 Having the Board Chair write a letter of censure marked "personal and confidential" to the offending trustee, on the approval of a majority of those trustees present and allowed to vote at the special meeting of the Board; 9.2 Having a motion of censure passed by a majority of those trustees present and allowed to vote at the special meeting of the Board; 9.3 Having a motion to remove the offending trustee from one, some or all Board committees or other appointments of the Board passed by a majority of those trustees present and allowed to vote at the special meeting of the Board, for a time not to exceed the trustee's term as trustee. 10. The Board may, in its discretion, make public its findings at the special meeting or at a regular meeting of the Board where the Board has not upheld the complaint alleging a violation of the Board's Code of Conduct or where there has been a withdrawal of the complaint or under any other circumstances that the Board deems reasonable and appropriate to indicate publicly its disposition of the complaint. Legal Reference: Sections 60, 61, 68, 72, 80, 81, 82, 83, 84, 85, 86, 246 School Act ROLE OF THE BOARD CHAIR The Board believes that its ability to discharge its obligation is enhanced when leadership and guidance is forthcoming from its membership. The Board, at the Organizational Meeting and thereafter at any time as determined by the Board, shall elect one (1) of its members to serve as Board Chair, to hold office at the pleasure of the Board. The Board entrusts to its Board Chair primary responsibility for providing leadership and guidance. The Board delegates to the Board Chair the following powers and duties: 1. Act as the official spokesperson for the Board, except for those instances where the Board has delegated this role to another individual or group and for the District when there are potential political implications. 2. Preside over all Board meetings and ensure that such meetings are conducted in accordance with the School Act and the policies and procedures as established by the Board. 3. Prior to each Board meeting, confer with the Vice-Chair, the Superintendent and/or designate on the items to be included on the agenda, the order of these items and become thoroughly familiar with them. 4. Be familiar with basic meeting procedures. 5. Perform the following duties during Board meetings: 5.1 Maintain the order and proper conduct and decorum of the meeting so that motions may be formally debated. 5.2 Ensure that all issues before the Board are well-stated and clearly expressed. 5.3 Display firmness, courtesy, tact, impartiality and willingness to give everyone an opportunity to speak on the subject under consideration. 5.4 Ensure that debate is relevant. The Board Chair, in keeping with his/her responsibility to ensure that debate must be relevant to the question, shall, when s/he is of the opinion that the discussion is not relevant to the question, remind members that they must speak to the question. 5.5 Decide questions of order and procedure, subject to an appeal to the rest of the Board. The Board Chair may speak to points of order in preference to other members, and shall decide questions of order, subject to an appeal to the Board by any member duly moved. 5.6 Submit motions or other proposals to the final decision of the meeting by a formal show of hands. 5.7 Ensure that each trustee present votes on all issues before the Board. When appropriate advise trustees of a possibility of a conflict of interest. 6. 7. 8. 5.8 Extend hospitality to trustees, officials of the Board, the press and members of the public. Keep informed of significant developments within the District. Keep the Superintendent and the Board informed in a timely manner of all matters coming to his/her attention that might affect the District. Be in regular contact with the Superintendent to maintain a working knowledge of current issues and events. 9. Convey directly to the Superintendent such concerns as are related to him/her by trustees, parents or students that may affect the administration of the District. Provide counsel to the Superintendent. 10. Review and approve the Superintendent's vacation entitlement, leaves, sick leave and 11. expenditure claims. With the exception of the chair's own expenses, review and approve trustee expenditure 12. chair's own expenses are approved by Board motion in a public Board meeting in order to claims, in accordance with Board approved rates. In addition, the chair will ensure the authorize payment. Make recommendations to the Board regarding deductions to trustee remuneration relative 13. to unauthorized trustee absences. Bring to the Board all matters requiring a corporate decision of the Board. 14. Act as ex-officio member of all Board committees. 15. Act as a signing authority for Board minutes. 16. Act as a signing authority for the District as follows: 17. 17.1 As required by the Government of Alberta. 17.2 As required by financial institutions. Represent the Board, or arrange alternative representation, at official meetings or other 18. public functions. Address inappropriate behaviour on the part of a trustee. 19. Ensure the Board engages in regular assessments of its effectiveness as a Board. 20. Legal Reference: Section 60, 61, 62, 64, 65, 67, 70, 72 School Act Section 6 Local Authorities Election Act Fort McMurray Public School District No. 2833 ROLE OF THE VICE-CHAIR The Vice-Chair shall be elected by the Board at its Organizational Meeting, and thereafter at any time determined by the Board, to hold office at the pleasure of the Board. Specific Responsibilities 1. The Vice-Chair shall act on behalf of the Board Chair, in the latter's inability to act or absence and shall have all the duties and responsibilities of the Board Chair. 2. The Vice-Chair shall assist the Board Chair in ensuring that the Board operates in accordance with its own policies and in providing leadership and guidance to the Board. 3. Prior to each Board meeting, the Vice-Chair shall confer with the Board Chair and the Superintendent and/or designate on items to be included on the agenda, the order of these items and become thoroughly familiar with them. 4. The Vice-Chair shall serve as Chair of Board Committee of the Whole meetings. 5. The Vice-Chair may be assigned other duties and responsibilities by the Board Chair. Legal Reference: Section 60, 61, 65 School Act BOARD OPERATIONS The Board's ability to discharge its obligations in an efficient and effective manner is dependent upon the development and implementation of a sound organization design. In order to discharge its responsibilities to the electorate of the District, the Board shall hold meetings as often as necessary. A quorum, which is a simple majority of the number of trustees, must be present for every duly constituted meeting. The Board has adopted policies so the business of the Board can be conducted in an orderly and efficient manner. The Board's fundamental obligation is to preserve, if not enhance, the public trust in education, generally, and in the affairs of its operations in particular. Consistent with its objective to encourage the general public to contribute to the educational process, Board meetings will be open to the public. Towards this end, the Board believes its affairs must be conducted in public to the greatest extent possible. There are times when public interest is best served by private discussion of specific issues in "in-camera" sessions. The Board believes it is necessary to protect individual privacy and the Board's own position in negotiating either collective agreements or contracts and therefore expects to go in-camera for issues dealing with individual students, individual employees, land, labour, litigation or negotiation. Presentations at Board meetings by members of the public, and students can enhance the public interest. 1. Elections The McMurray School District 2833 was formed Sept 25, 1912. From 1961-1969 the District was amalgamated under the Northland School Division. Fort McMurray Public School District #2833 was formed May 22, 1969 when approval was received to become independent of the Northlands School Division. The approval further indicated there were to be a Board comprised of five trustees. All trustees are elected at large. The provisions of the Local Authorities Election Act respecting the election of trustees shall apply to every election. 2. Organizational Meeting 2.1 An Organizational Meeting of the Board shall be held annually, and no later than four (4) weeks following election day, when there has been a general election. The first official meeting of the Board following a general election shall be an Organizational Meeting. The Organizational Meeting during a non-election year will be held in the month of June. 2.2 The Superintendent or designate will give notice of the Organizational Meeting to each trustee as if it were a special meeting. The Superintendent or designate shall call the meeting to order and act as Chair of the meeting for the purpose of the election of the Board Chair. 2.3 Each trustee will take the oath of office immediately following the call to order of the Organizational Meeting after a general election. Special provisions will be made for a trustee taking office following a by-election. 2.4 Upon election as Chair, the Board Chair shall take the oath of office and preside over the remainder of the Organizational Meeting. The Board Chair shall normally be elected for a period of one (1) year. 2.5 The organizational meeting shall, in addition: 2.5.1 Elect a Vice-Chair; 2.5.2 Establish a schedule (date, time and place) for regular meetings. 2.5.3 Create such standing or ad hoc committees of the Board as deemed appropriate; and appoint members; 2.5.4 Appoint Board representation on the various Boards or committees of organizations or agencies where the Board has regular representation, as appropriate; 2.5.5 Review trustee conflict of interest stipulations and determine any disclosure of information requirements; and 2.5.6 Address other organizational items as required. 3. Regular Meetings Regular Board meeting dates and times shall be as established at the beginning of, or prior to, each new school year. The Board may by resolution, alter the schedule and/or meeting location in such a manner as it deems appropriate and give notice of change. 3.1 All meetings will ordinarily be held at the District office located at 231 Hardin Street. Time, date and location shall be posted on the District website. 3.2 Notwithstanding the schedule established at the Organizational Meeting, the Board may, by resolution, alter the schedule in such manner as it deems appropriate. 3.3 All trustees shall notify the Board Chair if they are unable to attend a Board meeting. 3.4 All trustees who are absent from three (3) consecutive regular meetings shall: 3.4.1 Obtain authorization by resolution of the Board to do so; or 3.4.2 Provide to the Board Chair evidence of illness in the form of a medical certificate respecting the period of absence. Failure to attend may result in a deduction in remuneration and/or disqualification. 3.5 If both the Board Chair or Vice-Chair through illness or other cause are unable to perform the duties of the office or are absent, the Board shall appoint from among its members an acting Board Chair, who on being so appointed has all the powers and shall perform all the duties of the Board Chair during the Board Chair's and ViceChair's inability to act or absence. 3.6 Regular meetings of the Board will not be held without the Superintendent and/or designate(s) in attendance, unless the Superintendent's contract is being discussed. 4. Special Meetings 4.1 Occasionally, unanticipated or emergent issues require immediate Board attention and/or action. 4.2 Special meetings of the Board will only be called when the Board Chair, the majority of trustees, or the Minister is of the opinion that an issue must be dealt with before the next regular Board meeting. 4.3 A written notice of the special meeting including date, time, place and nature of business shall be issued to all trustees by registered mail (at least seven (7) days prior to the date of the meeting) or in person (at least two (2) days prior to the date of the meeting) unless every trustee agrees to waive in writing the requirements for notice. 4.4 The nature of the business to be transacted must be clearly specified in the notice of the meeting. Unless all trustees are present at the special meeting, no other business may be transacted. Items can be added to the agenda only by the unanimous consent of the entire Board. 4.5 Special meetings of the Board shall be open to the public recognizing that specific agenda matters may be held in-camera. 4.6 Special meetings of the Board will not be held without the Superintendent and/or designate(s) in attendance, unless the Superintendent's contract is being discussed. 5. In-Camera Sessions The School Act uses the term "private" for non-public meetings. Robert's Rules of Order uses the term "executive session" for the same distinction. The term "in-camera" is most commonly used and is synonymous with the other two terms. The preservation and enhancement of the public's trust in the educational system is an important priority of the Board. The Board believes that public trust is preserved by conducting open Board meetings. Notwithstanding this belief, occasionally matters of unusual sensitivity require the Board to hold closed meetings. 5.1 The Board may, by resolution, schedule an in-camera meeting at a time or place agreeable to the Board or recess a meeting in progress for the purpose of meeting in-camera. Such resolutions shall be recorded in the minutes of the Board and shall specify those individuals eligible to attend in addition to trustees and the Superintendent. 5.2 The Board may convene in-camera only to discuss matters of a sensitive nature, including: 5.2.1 Personnel 126.96.36.199 Individual students; 188.8.131.52 Individual employees; 5.2.2 Matters relating to negotiations; 5.2.3 Acquisition/disposal of real property; 5.2.4 Litigation brought by or against the Board; 5.2.5 Other topics that a majority of the trustees present feel should be held in private, in the public interest. 5.3 Such sessions shall be closed to the public and press. The Board shall only discuss the matter(s) that gave rise to the in-camera meeting. Board members and other persons attending the session shall maintain confidentiality and shall not disclose the details of the discussion at such sessions. 5.4 The Board shall, during the in-camera session, adopt only such resolution as is required to re-convene the Board in an open, public meeting. 6. Agenda for Regular Meetings The Agenda Planning Committee consisting of the Board Chair, Vice Chair, and Superintendent is responsible for preparing an agenda for Board meetings. The Committee will first review the Annual Board Work Plan to ensure items that are scheduled are ready to be placed on the agenda. At times external factors such as changes in budget deadlines set by the Alberta Education for example map preclude an item in the Work Plan from being considered at the time indicated in the Plan. All work Plan items shall be placed on a Board agenda at some point during the year. 6.1 The order of business at a regular meeting shall generally be as follows: 6.1.23 Trustee Reports 6.1.24 Superintendent Report (including delegated administrative reports) 6.1.25 Information and Correspondence 6.1.26 Business Arising from Presentations & Delegations at Previous Meetings 6.1.27 Other Business 6.1.28 Requests for Information 6.1.29 Future Agenda Items 6.1.30 Adjournment Items scheduled for a specific time shall be clearly identified on the agenda. 6.2 The agenda will be supported by copies of letters, reports, contracts and other materials as are pertinent to the business that will come before the Board and will be of value to the Board in the performance of its duties. A recommendation from the Superintendent shall normally be included for all action items. 6.3 In addition to the items included by the Agenda Planning Committee, items may be placed on the agenda in one (1) of the following ways: 6.3.1 By notifying the Board Chair or Superintendent at least six (6) calendar days prior to the Board meeting. 6.3.2 By notice of motion at the previous meeting of the Board. 6.3.3 As a request from a committee of the Board. 6.3.4 Issues that require Board action may arise after the agenda has been prepared. The Board Chair, at the beginning of the meeting, shall ask for additions to and/or deletions from the agenda prior to agenda approval. Changes to the agenda to accommodate truly emergent items may be made by a majority of those present. 6.4 The agenda package, containing the agenda and supporting information, will be provided to each trustee four (4) calendar days prior to the Board meeting. Subsequently, information may be provided at the meeting; and further, the Superintendent or trustee submitting the item shall advise the Board Chair regarding the emergent nature of such information. 6.5 The Board will follow the order of business set by the agenda unless the order is altered or new items are added by agreement of the Board. 6.6 During the course of the Board meeting, the trustees present with unanimous consent may amend the agenda and place items before the Board for discussion. The Board may take action on such items. 6.7 The list of agenda items shall be posted on the District website and be available in the District Office. Any elector may inspect the agenda and request a copy. 7. Minutes for Regular or Special Meetings The Board shall maintain and preserve by means of minutes a record of its proceedings and resolutions. 7.1 The minutes shall record: 7.1.1 Date, time and place of meeting; 7.1.2 Type of meeting; 7.1.3 Name of the chair; 7.1.4 Names of those trustees and senior administration in attendance; 7.1.5 Approval of preceding minutes; 7.1.6 All resolutions, including the Board's disposition of the same, placed before the Board, are to be entered in full; 7.1.7 Names of persons making the motions; 7.1.8 A brief summary of the circumstances which gave rise to the matter being debated before the Board; 7.1.9 Points of order and appeals; 7.1.10 Appointments; 7.1.11 Receipt of reports of committees; 7.1.12 Recording of the vote on all motions; 7.1.13 Trustee declaration of conflict of interest pursuant to the School Act; 7.1.14 Departure and re-entry times of trustees and administration; and 7.1.15 The time of adjournment. 7.2 The minutes shall: 7.2.1 Be prepared as directed by the Superintendent; 7.2.2 Be reviewed by the Superintendent prior to submission to the Board; 7.2.3 Be considered an unofficial record of proceedings until such time as adopted by a resolution of the Board; and 7.2.4 Upon adoption by the Board, be deemed to be the official and sole record of the Board's business. 7.3 The Superintendent or designate shall ensure, upon acceptance by the Board, that appropriate initials are affixed to each page of the minutes, and that appropriate signatures are affixed to the last page of the minutes. 7.4 The Superintendent or designate will establish and maintain a file of all Board minutes and an index by resolution based on subject. 7.5 As part of its ongoing effort to keep staff and the public fully informed concerning its affairs and actions, the Board expects the Superintendent to institute and maintain effective and appropriate procedures for the prompt dissemination of information about decisions made at all Board meetings. 7.6 The approved minutes of a regular or special meeting shall be posted to the website as soon as possible following approval. The Superintendent is responsible to post the approved minutes. 8. Motions Motions do not require a seconder. 8.1 Notice of Motion The notice of motion serves the purpose of officially putting an item on the agenda of the next or future regular meeting and gives notice to all trustees of the item to be discussed. A notice of motion is not debatable and may not be voted on. A trustee may present a notice of motion for consideration at the next regular meeting of the Board or may specify another meeting date. A Trustee may also provide the Superintendent with a written notice of motion and ask that it be placed on the agenda of the next regular meeting and read at the meeting. The Trustee need not be present during the reading of the motion. 8.2 Discussion on Motions The custom of addressing comments to the Board Chair is to be followed by all persons in attendance. A Board motion or a recommendation from administration must generally be placed before the Board prior to any discussion taking place on an issue. Once a motion is before the Board and until it is passed or defeated, all speakers shall confine their remarks to the motion or to the information pertinent to the motion. Motions may be submitted by any trustee, including the Board Chair. 8.3 Separation of Question When the question under consideration contains distinct propositions, the vote of each proposition shall be taken separately, should any trustee so request. 8.4 Speaking to the Motion The mover of a motion first and every trustee shall have an opportunity to speak to the motion before any Trustee is allowed to speak a second time. The Board Chair will normally speak just prior to the last speaker who will be the mover of the motion. The mover of the motion is permitted to close debate on the motion. As a general guide, a trustee is not to speak longer than five (5) minutes on any motion. The Board Chair has the responsibility to limit the discussion by a trustee when such a discussion is repetitive or digresses from the topic at hand, or where discussion takes place prior to the acceptance of a motion. No one shall interrupt a speaker, unless it is to ask for important clarification of the speaker's remarks, and any such interruption shall not be permitted without permission of the Board Chair. When a trustee arrives at the meeting after a motion has been made and prior to taking a vote, the trustee may request further discussion prior to the vote. The Board Chair shall rule on further discussion. 8.5 Reading of the Motion A trustee may require the motion under discussion to be read at any time during the debate, except when a trustee is speaking. 8.6 Required Votes The Board Chair, and all trustees present, unless excused by resolution of the Board or by the provisions of the School Act, shall vote on each question. Each question 8.7 shall be decided by a majority of the votes of those trustees present. A simple majority of a quorum of the Board will decide in favour of the question. In the case of an equality of votes, the question is defeated. A vote on a question shall be taken by open vote, expressed by show of hands, except votes to elect the Board Chair or Vice-Chair which are by secret ballot unless there is unanimous agreement among the Trustees to use a show of hands. When ay order resolution or question cannot be put to the Board due to a loss of quorum, the resolution or question shall be dealt with at the next meeting of the Board. Debate In all debate, any matter of procedure in dispute shall be settled, if possible, by reference to in order of priority, the School Act, Board Policy and then Robert's Rules of Order. If this reference is inadequate, procedure may be determined by motion supported by the majority of trustees in attendance. 9. Delegations at Board Meetings The Board believes in an open and transparent process to hear public delegations. It is important that presentations occur within set guidelines and in accordance with prescribed procedures. Members of the public attending an open Board meeting as an approved delegation will be given an opportunity to ask questions of the Board with respect to the subject of the delegation. 9.1 Under usual circumstances a written request for a meeting must be received by the Superintendent or designate seven (7) days in advance of the scheduled Board meeting date. The request will outline the essential component of the presentation and will indicate the name(s) of the main presenter(s). 9.2 The Agenda Planning Committee, when setting the agenda for each Board meeting together, will consider requests from delegations for a meeting with the Board. If a request is accepted, they will determine the most appropriate meeting date and time for the delegation to meet with the Board. A delegation will usually be allotted fifteen (15) minutes for its presentation. The Board Chair is authorized to restrict the length of any delegations presentation at the Chair's discretion. 9.2.1 In an emergent situation these actions may be undertaken by the Superintendent and/or the Board Chair. 9.3 The delegation shall appoint not more than two (2) persons to speak on their behalf at the meeting and respond to questions from the Board. Names and positions of participants shall be provided to the Board. 9.4 The Chair shall outline the process and any limitations upon the subject matter that may properly be presented by the delegation to the Board. 9.5 Delegations shall be given a copy of the relevant sections of Policy 7 prior to its presentation. 9.6 During the time of a presentation trustees may ask questions but will not express judgments concerning issue(s) raised. Normally Trustees will refrain from asking questions or making comments until the delegation has completed their presentation. At that time, the Chair shall allow for a maximum of fifteen minutes for Trustee questions or clarification from the delegation. 9.7 Following a presentation to the Board, any discussions held will be in accordance with Board approved rules of order and the Board Chair shall ensure the delegation maintains appropriate decorum during the meeting with the Board 9.8 Any decision or other significant follow-up communication will be transmitted in writing by the Board/designate to the designated spokesperson. 9.9 Normally the Board will not meet with an individual or a group of concerned individuals unless the individual or group has attempted first of all to resolve the difficulty through contact with the Superintendent. 10. Question Period The Board shall provide an opportunity for those present at any regular public meeting of the Board to ask questions of the Board in a session called Question Period will occur in accordance with the following procedures: 10.2 Questions concerning issues of a confidential nature will not be entertained. The Board Chair will determine what is/is not confidential. 10.1 Questions must be submitted to the Board Recording Secretary prior to the Call to Order. 10.3 The Board Chair will determine the appropriateness of the question and will not permit derogatory comments or remarks of a personal nature. 10.5 To maintain order and organization at Board meetings, the Board will address only those questions that have been submitted in writing on the form provided. 10.4 Complaints about District staff are to be directed to the appropriate supervisor or administrator. 10.6 Time for questions and responses will be limited to a maximum of fifteen minutes at each Board meeting. 10.7 Questions which cannot be dealt with directly at a meeting will be referred and a response given to the individual submitting the question, either by phone or in writing, within two weeks of the Board meeting. 11. Audio/Video Recording Devices The Board expects that anyone wanting to use recording devices at a public Board meeting shall obtain prior approval of the Board Chair. 12. Trustee Compensation The Board believes every Trustee must be compensated for the time spent and expense incurred in the performance of their Trusteeship. The Board believes knowledgeable and skilled Board members can best discharge their obligations to the electorate and the Board. The Board encourages Trustees to improve their knowledge and understanding of educational matters through attendance at appropriate professional development activities. The Board requires Trustees to exercise wise judgement in the use of District resources. 12.1 Compensation rates will be established effective March 1 of each year, but may be adjusted at other times by Board motion. As of March 1, 2015 the monthly honourarium for Chair is $1,990.41, for Vice Chair $1,935.76, and other Trustees $1,881.10. 12.2 Each trustee shall be eligible to receive a "monthly" honourarium to reflect the time spent on Trusteeship. One-third of that shall represent an expense allowance as per Canada Revenue Agency, Municipal Officer Expense Allowance. 12.3 The monthly honourarium established in the Trustee budget will be automatically adjusted based on the previous two year average of the Alberta Average Weekly Earning Index. 12.4 Sixty ($60.00) dollars per day absent will be deducted from the monthly honourarium of a Trustee for each failure to attend a duly constituted Board meeting (organizational, regular or special) except by special arrangements and approval of the Board. The Board Chair or designate will give direction to the recording secretary when approving minutes of each meeting. 12.5 Expenses will be reimbursed to Trustees for attendance at conferences and conventions outside Fort McMurray. 12.5.1 Travel within Alberta – Trustees, as agreed on by the Board, may attend conferences, conventions, or meetings to conduct Board business and may claim reasonable expenses. 12.5.2 Travel outside Alberta – Trustees, as agreed on by the Board, may attend relevant conferences, conventions, or meetings to conduct Board business and may claim reasonable expenses. 12.5.3 Reimbursement 184.108.40.206 Registration fees, subsistence, and accommodation costs shall be reimbursed upon presentation of the relevant expense claim form and receipts for the expenses. 220.127.116.11 For travel outside Fort McMurray by means of personal vehicles, Trustees shall be reimbursed at the rate established by the District from time to time. 18.104.22.168 For travel outside Fort McMurray by aircraft, Trustees shall be reimbursed at airfare cost plus additional cost for vehicle rental or other ground transportation costs. 22.214.171.124 For travel outside Fort McMurray, Trustees are allowed one call home per day (of a reasonable nature) and dry cleaning costs if required after four (4) days of travel. 12.6 All reimbursement of expenses to Trustees other than the Board Chair shall be subject to the submission of an expense claim form signed by the Board Chair and submitted, with receipts, to the Associate Superintendent, Business and Finance. Approval of the Chair's expense claims shall be by board motion as per policy 5. 12.7 Travel, accommodation, meals, incidentals, hospitality and professional membership claims shall be posted on the District website for Trustees the month following processing. 12.8 Upon request Trustees will be issued a District Credit Card to facilitate travel. 12.9 Trustees will be provided with a personal computing device. 13. Trustee Conflict of Interest The trustee is directly responsible to the electorate of the District and to the Board. Upon election to office and annually thereafter, the trustee must complete a disclosure of personal interest statement and accept a position of public trust. The trustee is directed to act in a manner which will enhance the trust accorded the trustee, and through the trustee, the trust accorded to the Board. The Board is of the firm conviction that its ability to discharge its obligations is dependent upon the trust and confidence of the electorate in its Board and in its trustee members. Therefore, the Board believes in the requirement to declare conflict of interest. 13.1 The trustee is expected to be conversant with the relevant sections (80 to 91) of the School Act regarding conflict of interest. 13.2 The trustee is responsible for declaring him/herself to be in possible conflict of interest. 13.2.1 The trustee shall make such declaration in open meeting prior to Board or committee discussion of the subject matter which may place the trustee in conflict of interest. 13.2.2 Following the declaration of conflict of interest by a trustee, all debate and action shall cease until the trustee has left the room. 13.3 It shall be the responsibility of the trustee in conflict to absent him/herself from the meeting in accordance with the requirements of the School Act and ensure that his/her declaration and absence is properly recorded within the minutes. 13.4 The recording secretary will record in the minutes: 13.4.1 The trustee's declaration; 13.4.2 The trustee's abstention from the debate and the vote; and 13.4.3 That the trustee left the room in which the meeting was held. Legal Reference: Section 60, 64, 65, 66, 67, 68, 70, 71, 72, 73, 74, 75, 76, 80, 81, 82, 83, 145, 208, 210, 261, 262 School Act Local Authorities Elections Act Income Tax Act (Canada) Board Procedures Regulation Petitions and Public Notices Regulation BOARD COMMITTEES The Board may delegate specific powers and duties to committees of the Board that are established by the Board, subject to the restrictions on delegation in the School Act. As much as possible, the Board's business of governance will be conducted by the full Board of Trustees. The Board may establish committees of the Board when necessary to assist it with governance functions, however, committees and the appointment of members to each committee shall be done at least annually at the Organizational Meeting. Committees of the Board shall never interfere with delegation of authority from the Board to the Superintendent. General Requirements 1. The Board may appoint Standing Committees and Ad Hoc Committees and shall prescribe their terms of reference, including purpose, powers and duties, membership and meetings. 2. The committee shall have no authority to spend or commit any resources of the school district other than those specifically identified in the terms of reference. 3. Committees shall hold meetings in private where legislation and Board Policy provide for same. 4. The Board Chair shall act as an ex-officio non-voting member of all committees appointed by the Board. 5. A committee of the Board may not speak or act for the Board except when formally given such authority for specific and time-limited purposes. Such authority will be carefully stated in order not to conflict with authority delegated to the Superintendent. 6. A committee of the Board shall not be created by the Board to advise the Superintendent. 7. A committee of the Board cannot exercise authority over staff. 8. Committees of the Board will normally provide alternatives, and the implications of those alternatives, for the Board's consideration. The Committee chair, unless directed otherwise, shall prepare and submit a report to the Board. Such reports shall be included in the agenda package. 9. Membership on a committee shall not be a quorum of the Board with the exception of the Committee of the Whole. 10. The Superintendent may appoint resource personnel to work with committees and shall determine the roles responsibilities and reporting requirements of the resource personnel. Standing Committees Standing committees are established to assist the Board with work of an ongoing or recurring nature. Standing committees are usually appointed annually at the Organizational Meeting. 1. Negotiations Committee 1.1. Purpose 1.1.1. To represent the Board and ensure the Board mandates for negotiations is accurately represented during the negotiations process. 1.2. Powers and Duties 1.2.1. Keep the Board of trustees informed regarding negotiations and the implementation of the Board's negotiating mandate. 1.2.2. Observe negotiations activities and represent the Board in caucus meetings. 1.2.3. Conduct necessary reviews to provide the Board with advice and recommendations respecting proposed changes to collective agreements. 1.2.4. Conduct negotiations activities within the negotiations mandate provided by the Board including conclusion of memoranda of agreement. 1.2.5. The Committee shall make recommendations to the Board regarding approval of negotiated memoranda of agreement. The Board retains all decision making authority relative to such approval. 1.3. Meetings 1.3.1 The Committee shall meet at the request of the Committee Chair. The agenda for each meting shall be determined by the Committee Chair in accordance with the terms of reference of the Committee, The chair shall endeavor to provide agendas and supporting materials to committee members one week in advance of the meeting. 1.4. Membership 1.4.1 Two trustees, one selected as Chair by the Board. 2. Management Compensation Committee 2.1. Purpose 2.1.1. Make recommendations to the Board regarding Superintendent Compensation and Chief Deputy Superintendent and Associates. 2.2. Powers and Duties 2.2.1. Conduct necessary reviews to provide the Board with advice and recommendations respecting Superintendent and Chief Deputy Superintendent and Associates. 2.2.2. The Committee shall make recommendations to the Board regarding approval of annual compensation adjustments for the Superintendent and Chief Deputy Superintendent and Associates. 2.3. Meetings 2.3.1. The Committee shall meet at the request of the Committee Chair but no less than twice per year. The agenda for each meting shall be determined by the Committee Chair in accordance with the terms of reference of the Committee, The chair shall endeavor to provide agendas and supporting materials to committee members one week in advance of the meeting. 2.4. Membership 2.4.1. Board Chair and a member of the Finance and Audit Committee. 3. Policy Advisory Committee 3.1. Purpose 3.1.1. To ensure the Board keeps the Board Policy Handbook current, in compliance with legislation and the Handbook serves as a useful Board governance tool. 3.2. Powers and Duties 3.2.1. Investigate alternative means to address policy related issues referred to the Committee by Board resolution. 3.2.2. Ensure appropriate input is sought and considered from affected parties when reviewing referred policies (such as school viability). 3.3. Meetings 3.3.1. The Committee shall meet at the request of the Committee Chair. The agenda for each meting shall be determined by the Committee Chair in accordance with the terms of reference of the Committee, The chair shall endeavor to provide agendas and supporting materials to committee members one week in advance of the meeting. 3.4. Membership (If the policy affects the indicated group) 3.4.1. Two trustees 3.4.2. Superintendent or a senior administrator designated by the Superintendent (Chair) 3.4.3. One member of Ft McMurray Public School Administrators Association (FMPSAA) 3.4.4. Two Members of the ATA Local 48-non administrators one representing Divisions 1 and 2 and one representing Divisions 3 and 4 3.4.5. Two members of CUPE Local 2545 3.4.6. One parent 3.4.7. One high school student 4. Networks Committee 4.1. Purpose 4.1.1. To foster respectful, collaborative relationships between and among the District, its students, parents, and the general public. 4.2. Powers and Duties 4.2.1. Liaise with School Councils through monthly meetings with school council representatives. 4.2.2. Undertake specific activities as directed by the Board and as are required to foster positive relations with students, parents, staff and the general public. 4.2.3. Address specific matters or assignments as referred to the committee by Board motion. 4.3. Meetings 4.3.1. The meeting schedule shall be established at the first meeting of the year. Additional meetings may be called by the Committee Chair in consultation with the Board Chair. The agenda for each meting shall be determined by the Committee Chair in accordance with the terms of reference of the Committee, and in consultation with the Superintendent. In addition, resource persons may request items of business for committee consideration. Minutes of each meeting shall be circulated to Trustees, senior administration and School Council Committee representatives. 4.4. Membership 4.4.1. Two trustees (one to serve as Chair of the Committee) 4.4.2. A representative from each School Council 4.4.3. Superintendent 5. Awards/Scholarship Committee 5.1. Purpose 5.1.1. Make recommendations to the Board regarding the Visual 30, Robert Prather, Excellence in Teaching and Edwin Parr awards. 5.2. Powers and Duties 5.2.1. Become informed regarding the criteria for each award 5.2.2. Conduct necessary reviews to provide the Board with recommendations regarding each award. 5.3. Meetings 5.3.1. The Committee shall meet at the request of the Committee Chair. The agenda for each meting shall be determined by the Committee Chair in accordance with the terms of reference of the Committee and the timelines associated with the Board's decisions regarding the awards. 5.3.2. The chair shall endeavor to provide agendas and supporting materials to committee members one week in advance of the meeting. 5.4. Membership 5.4.1. Two trustees 6. Agenda Planning Committee 6.1. Purpose 6.1.1. To make decisions regarding agenda items for regular Board meetings. 6.2. Powers and Duties 6.2.1. After careful consideration, to determine items to be placed on the agenda of regular Board meetings, including adherence to the Board Annual Work Plan. 6.2.2. Within the framework for Board agendas, determine the order of items placed on the agenda of regular Board meetings. 6.2.3. Review and respond to requests from delegations to meet with the Board. 6.3. Membership 6.3.1. Board Chair. 6.3.2. Vice-Chair. 6.3.3. Superintendent and/or designate(s). 6.4. Meetings 6.4.1. Six (6) days prior to each regular Board meeting. 7. Board Committee of the Whole 7.1. Purpose 7.1.1. To allow the Board to explore matters to much greater depth than can be accomplished in a scheduled regular meeting of the Board. 7.1.2. To solicit and receive information from the Superintendent relevant to the development of various system activities and plans. 7.2. Powers and Duties 7.2.1. Make recommendations for agenda items for subsequent Board meetings. 7.2.2. Maintain confidentiality of proceedings unless otherwise stated. 7.3. Membership 7.3.1. Membership includes all trustees and the Superintendent and/or designate(s). 7.4. Meetings 7.4.1. Meetings are normally held monthly, as required, dependent upon agenda items. The Vice-Chair will chair all Board Committee of the Whole meetings. 8. Audit Committee 8.1. Purpose 8.1.1. The Audit committee purpose is to assist the Board of Trustees in fulfilling its fiscal oversight responsibilities in relation to: (i) the discharge of its fiduciary responsibilities relating to the District's accounting practices ,reporting practices and internal controls, as well as to its financial risk management procedures and practices, (ii) maintaining direct lines of communications with the Superintendent and with the external auditors, and (iii) monitoring the scope of the activity of the external auditors and assessing their performance. 8.2. Powers and Duties 8.2.1. The Committee will annually review the performance of the auditors and at the Committee's pleasure consider the continuation of or a change in the external auditors. 8.2.2. Annually recommend the engagement of an external auditor to the Board; 8.2.3. Recommend to the Board the terms of engagement for the external audit. 8.2.4. Ensure the auditor will provide an opinion regarding the Financial Quality Indicators in the Superintendent's evaluation (Policy 12 Appendix) where feasible together with an opinion as to whether any deficiencies identified in the previous years audit report and management letter have been remediated to the satisfaction of the Auditor as part of the terms of engagement. 8.2.5. Meet with the auditor before the audit is performed and when substantially complete. The second meeting shall be in part with the absence of any staff. 8.2.6. Review the recommendations of the external audit, any significant problems encountered in performing the audit, and the contents of the Management Letter issued by the external auditor to the district, and administration's response to the recommendations. 8.2.7. Follow up and report to the Board regarding the remediation of any identified deficiencies identified in the audit report or management letter. 8.2.8. Recommend to the Board any unresolved significant issues between management and the external auditor that could affect the financial reporting or internal controls of the district. 8.2.9. Review the district's unaudited thrice yearly financial variance reports with particular attention to the presentation of unusual or sensitive matters such as disclosure of significant non-recurring events, significant risks, changes in accounting principles, and estimates or reserves, and all significant variances between comparative reporting periods. 8.2.10. Periodically review its own Terms of Reference, and make recommendations to the Board as required. 8.2.11. Address any issues referred to the Committee by the Board. 8.2.12. Report to the Board following each Committee meeting. 8.3. Membership 8.3.1. The Committee will be comprised of the Board Chair who shall serve as Committee Chair, and one other Trustee. Other members external to the District may be appointed by the Board. 8.4. Meetings 8.4.1. Meetings will be held at the call of the Chair. The Chair of the Committee, in consultation with the Superintendent or designate, will set the agenda for each meeting which will be circulated among the Committee Members. The chair shall endeavor to provide agendas and supporting materials to committee members one week in advance of the meeting. 9. Ad Hoc Committees Ad hoc committees may be established at any meeting of the Board for the purpose of studying, investigating or acting on specific matters; they cease to exist as soon as they have completed the specified task. Terms of reference shall be outlined at the time of establishment. Legal Reference: Sections 25, 60, 61, 62, 63, 70, 113, School Act Collective Agreements BOARD REPRESENTATIVES The Board will give consideration to naming representatives to various external committees, agencies and organizations. Such representation is established at the discretion of the Board to facilitate the exchange of information on matters of mutual concern and/or to discuss possible agreements between the District and other organizations. The Board will determine the terms of reference for each representative. The Superintendent may appoint resource personnel to work with the representative(s) and shall determine the roles, responsibilities and reporting requirements of resource personnel. The following committees/organizations will have a Board representative as identified at the annual organization meeting: 1. Alberta School Boards Association (ASBA) Zone 2/3 1.1. Purpose: 1.1.1. Represent the Board at meetings of ASBA Zone 2/3 1.2. Powers and Duties 1.2.1. Attend ASBA Zone 2/3 meetings. 1.2.2. Represent the Board's position and interests at the Zone level. 1.2.3. Communicate to the Board at the next regular meeting the work of ASBA Zone 2/3. 1.3. Membership 1.3.1. One Trustee, one alternate 1.4. Meetings 1.4.1. As called by ASBA Zone 2/3 2. Public School Boards Association of Alberta (PSBAA) 2.1. Purpose: 2.1.1. Represent the Board at meetings of PSBC 2.2. Powers and Duties 2.2.1. Attend PSBC and PSBAA meetings. 2.2.2. Represent the Board's position and interests at PSBC meetings. 2.2.3. Communicate to the board at the next regular meeting with work of PSBC 2.3. Membership 2.3.1. One Trustee, one alternate 2.4. Meetings 2.4.1. As called by PSBC/PSBAA Legal Reference: Section 60, 61, 62, 63, 68, 113, School Act POLICY MAKING Background Policy development is a key responsibility of the Board. Policies constitute the will of the Board in determining how the District will operate. Policies provide effective direction and guidelines for the action of the Board, Superintendent, staff, students, electors and other agencies. Policies also serve as sources of information and guidelines to all who may be interested in or connected with the operation of the District. Adoption of new Board policies or revision of existing policies is solely the responsibility of the Board. The Board shall be guided in its approach to policy making by ensuring adherence to the requirements necessary to provide public education and compliance with the School Act and provincial as well as federal legislation. Further, the Board believes that the development and review of policies are enhanced when the process allows for the meaningful involvement of staff and other interested groups and persons where appropriate. Board policies shall provide an appropriate balance between the responsibility of the Board to develop the broad guidelines to guide the District and the opportunity for the Superintendent to exercise professional judgment in the administration of the District. The Board shall adhere to the following stages in its approach to policy making: 1. Planning The Board, in cooperation with the Superintendent, shall assess the need for a policy, as a result of its own monitoring activities or on the suggestion of others, and identify the critical attributes of each policy to be developed. 2. Development The Board may develop the policy itself or delegate the responsibility for its development to the Superintendent. 3. Implementation The Board is responsible for the implementation of policies governing its own processes. The Board and Superintendent share the responsibility for implementation of policies relating to the Board-Superintendent relationship. The Superintendent is responsible for the implementation of the other policies. 4. Evaluation The Board, in cooperation with the Superintendent, shall review each policy in a timely manner in order to determine currency and if it is meeting its intended purpose. Specifically 1. Suggestions or recommendations in regard to new or existing policy may be made to the Superintendent at any time. Such suggestions or recommendations shall be submitted in writing to the Superintendent and include a brief statement of purpose or rationale. Any trustee, elector or staff member may initiate proposals for new policies or changes to existing policies. 2. Normally, requests for new policy or amendments to existing policy originating from schools will be directed through the Principal to the Superintendent. 3. Policy development or revision may also be initiated as a result of a public consultation, survey, needs assessment or policy evaluation. 4. The Superintendent shall be responsible to prepare a proposal. 4.1 If the Board requests that a new policy be drafted or an existing policy be reviewed for possible amendment, the Superintendent shall implement procedures to develop a draft proposal. 4.2 Draft proposals may be developed in consultation with advisory committees, various employee groups, senior administrative staff, or outside agencies and consultants. 4.3 The engagement of outside agencies or consultants to assist in policy development shall require prior approval of the Board if the total anticipated costs will exceed budget approved allocations. 4.4 When appropriate, the Superintendent shall seek legal advice. 5. Proposed policies which are accepted as information by the Board shall be made available on the web and notification given to District staff, all schools, employee group representatives, and school council representatives. 6. The Board may seek additional input into proposed changes in policy, or drafts, whenever it is deemed appropriate. The Board may also expedite the process where the policy has been drafted as a result of legal agreements, legislative change, in urgent or emergency situations or when the modifications are minor and do not affect the intent of the policy or where the policy involves matters unique to the Board and its operations. 7. The final draft of the policy or amendments shall be presented to the Board for its consideration and approval. 8. Only those policies, which are adopted and recorded in the minutes, constitute the official policies of the Board. 9. In the absence of existing policy, the Board may make decisions, by resolution, on matters affecting the administration, management and operation of the District. Such decisions carry the weight of policy until such time as specific written policy is developed. 10. The Board may request the Superintendent to change an administrative procedure to a draft Board policy. In doing so, the Board will provide rationale. 11. The Superintendent must develop administrative procedures as specified in Policy 11 – Board Delegation of Authority and may develop such other procedures as deemed necessary for the effective operation of the District; these must be in accordance with Board policies. 12. The Board may also delete a policy and subsequently delegate the Superintendent authority over this area. The Superintendent may choose to then develop an administrative procedure relative to this matter. 13. The Superintendent must inform the Board of any substantive changes to administrative procedures in a Board meeting agenda. 14. The Superintendent shall arrange for all Board policies and administrative procedures and subsequent revisions to be posted on the District's website, in a timely manner, for staff and public access. 15. The Board shall review each policy a minimum of once per term. Legal Reference: Sections 60, 61, 113, School Act BOARD DELEGATION OF AUTHORITY Background The School Act allows for the Board to delegate certain of its responsibilities and powers to others. The Board authorizes the Superintendent to do any act or thing or to exercise any power that the Board may do, or is required to do, or may exercise, except those matters which, in accordance with section 61(2) of the School Act, cannot be delegated. This delegation of authority to the Superintendent specifically: * Includes any authority or responsibility set out in the School Act and regulations as well as authority or responsibility set out in other legislation or regulations; * Includes the ability to enact Administrative Procedures, practices or regulations required to carry out this authority; and also * Includes the ability to sub-delegate this authority and responsibility as required. Notwithstanding the above, the Board reserves to itself the authority to make decisions on specific matters requiring Board approval. This reserved authority of the Board is set out in Board policies, as amended from time to time. Further, the Board requires that any significant new provincial, regional or local initiatives must be initially brought to the Board for discussion and determination of decision-making authority. Specifically 1. The Superintendent is authorized to suspend from the performance of the teacher's duties or to terminate the services of a teacher. The suspension or termination shall be conducted in accordance with the requirements of the School Act, and the decision shall not be appealable to the Board. 2. The Superintendent is authorized to suspend from the performance of duties or to terminate the services of any non-certificated staff member. The suspension or termination shall be in accordance with all relevant legislation, and the decision shall not be appealable to the Board. 3. The Superintendent is directed to develop Administrative Procedures that are consistent with Alberta Education policies and procedures relative to: 3.1 Student Evaluation. 3.2 Teacher Growth, Supervision and Evaluation. 3.3 Early Childhood Services. 3.4 School Dispute Resolution 4. The Superintendent is directed to develop an Administrative Procedure to fulfill Board obligations created by any federal legislation or provincial legislation other than the School Act. Legal Reference: Sections 19, 45, 60, 61, 95, 96, 98, 101, 102, 105, 106, 107, 109, 109.1, 110, and 113 of the School Act, Regulations for Disposition of Property, and Early Childhood Services; and Alberta Education Policies and Procedures ROLE OF THE SUPERINTENDENT Background The Superintendent is the Chief Executive Officer of the Board and the Chief Education Officer of the District. The Superintendent reports directly to the corporate Board and is accountable to the Board of Trustees for the conduct and operation of the District. All Board authority delegated to the staff of the District is delegated through the Superintendent. Specific Areas of Responsibility 1. Student Learning 1.1 Provides leadership in all matters relating to education in the District. 1.2 Ensures students in the District have the opportunity to meet or exceed the standards of education set by the Minister. 1.3 Ensures that learning environments contribute to the development of skills and habits necessary for the world of work, post-secondary studies, life-long learning and citizenship and promote engaged students, ethical citizenship and entrepreneurial spirit in students. . 1.4 Provides leadership in fostering conditions which promote the improvement of educational opportunities for all students. 1.5 Provides leadership in implementing education policies established by the Minister and the Board. 2. Student Welfare 2.1 Ensures that students are provided with a safe and caring environment that encourages respectful and responsible behaviour. 2.2 Ensures the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided or approved by the District. 2.3 Ensures the facilities adequately accommodate District students. 2.4 Acts as, or designates, the attendance officer for the District. 3. Fiscal Responsibility 3.1 Ensures the fiscal management of the District by the Associate Superintendent, Business and Finance is in accordance with the terms or conditions of any funding received by the Board under the School Act or any other Act or regulation. 3.2 Ensures the District operates in a fiscally responsible manner, including adherence to recognized accounting procedures. 3.3 Prepares and presents the budget which reflects Board priorities. 3.4 Ensures the Board has current and relevant financial information. 4. Personnel Management 4.1 Has overall authority and responsibility for all personnel-related matters, except the mandates for collective bargaining and those personnel matters precluded by legislation, collective agreements or Board policy. 4.2 Monitors and improves the performance of all staff and ensures appropriate evaluation processes are in place. 4.3 Staffs the organization in a manner that ensures that educational and administrative functions are carried out effectively and efficiently. 4.4 Provides for professional development and training of staff. 4.5 Ensures that each staff member is provided with a welcoming, caring, respectful and safe working environment that respects diversity and fosters a sense of belonging. 5. Policy/Administrative Procedures 5.1 Provides support to the Board regarding the planning, development, implementation and evaluation of Board policies. 5.2 Develops and keeps current an Administrative Procedures Manual that is consistent with Board policy and provincial policies, regulations and procedures. 6. Superintendent/Board Relations ("The First Team") 6.1 Engages in and maintains positive, professional working relations with the Board. 6.2 Respects and honours the Board's role and responsibilities and facilitates the implementation of that role as defined in Board policy. 6.3 Attends all Board meetings and makes recommendations on matters requiring Board action by providing accurate information and reports as are needed to ensure the making of informed decisions. 6.4 Provides the information and counsel which the Board requires to perform its role. 6.5 Keeps the Board informed on sensitive issues in a timely manner. 6.6 Attends, and/or designates, administrative attendance at all committee meetings. 6.7 Demonstrates respect and support for the Board, which is conveyed to the staff and community. 7. Three Year Education Planning and Reporting 7.1 Leads the Three-Year Education Planning process including the development of District goals, budget, facilities and transportation plans and implements plans as approved. 7.2 Involves the Board appropriately (Board approval of process and timelines, Board identification of priorities and key results, opportunity for Board input early in the process, final Board approval). 7.3 Reports regularly on results achieved. 7.4 Develops the Annual Education Results Report for Board approval. 8. Organizational Leadership and Management 8.1 Demonstrates effective organizational skills resulting in District compliance with all legal, Ministerial and Board mandates and timelines. 8.2 Reports to the Minister with respect to matters identified in and required by the School Act and provincial legislation. 8.3 Provides leadership in organizational effectiveness. 8.4 Reviews, modifies and maintains an organizational chart which accurately delineates lines of authority and responsibility. 9. Communications and Community Relations 9.1 Ensures open, transparent, positive internal and external communications are developed and maintained. 9.2 Keeps the Board informed through the provision of appropriate accountability reports. 9.3 Ensures parents have a high level of satisfaction with the services provided and the responsiveness of the District. 9.4 Maintains effective relationships within the system and the community served by the system. 9.5 Acts as the Head of the organization for the purposes of the Freedom of Information and Protection of Privacy (FOIP) Act. 9.6 In consultation with the Board Chair, serves as a spokesperson for the District for the media and public in order to keep the District's messages consistent and accurate. 10. Leadership Practices 10.1 Practices leadership in manner that is viewed positively and has the support of those with whom the Superintendent works most directly in carrying out the directives of the Board and the Minister. 10.2 Develops and maintains positive and effective relations with the community and with provincial and regional government departments and agencies. Legal Reference: Section 14, 45, 60, 61, 113, 114, 115, School Act Freedom of Information and privacy protection act SUPERINTENDENT EVALUATION PROCESS CRITERIA AND TIMELINES Evaluation Process Provides for both accountability and growth, and the strengthening of the relationship between the Board and the Superintendent. The written evaluation report will affirm specific accomplishments and identify growth areas. Some growth goals may address areas of weakness while others will identify areas where greater emphasis is required due to changes in the environment. 1. Provides for an annual written evaluation of the Superintendent's performance. 2. Highlights the key role of the Superintendent as the Chief Education Officer for the District to enhance student learning and success for all children. 3. Recognizes that the Superintendent is the Chief Executive Officer. The Superintendent is held accountable for work performed primarily by other senior administrators, e.g., fiscal management. 4. Emphasizes the need for and requires the use of evidence for evaluation purposes. Evaluations are most helpful when the evaluator provides concrete evidence of strengths and/or weaknesses. The Performance Assessment Guide identifies quality indicators, which describe expectations in regard to each assigned role. 5. Is aligned with and based upon the Superintendent's roles and responsibilities. The Board policy is consistent with this evaluation document. 6. Is linked to the District's goals and the Ministry's Three Year Education Plan requirements. 7. Sets out standards of performance. The quality indicators in the Performance Assessment Guide set out initial standards. When growth goals are identified, additional standards will need to be set to provide clarity of expectations and a means of assessing performance. 8. Is also a performance-based assessment system. Such an evaluation focuses on improvement over time. The second and subsequent evaluations include an assessment of the Superintendent's success in addressing growth areas identified in the previous evaluation. 9. Uses multiple data sources. Objective data such as audit reports, accountability reports, and student achievement data are augmented with subjective data provided in surveys. 10. Elicits evidence to support subjective assessments. This must be the case when the Board provides feedback regarding Board agendas, committee and Board meetings, etc. 11. Ensures Board feedback is provided regularly. Such feedback will be timely, provided annually, supported by specific examples and will focus on areas over which the Superintendent has authority. The Superintendent will maintain an electronic evidence binder which will be provided to the Board approximately one week prior to the evaluation workshop. The purpose of the evidence binder is to provide evidence that the quality indicators identified in Appendix B have been achieved. Therefore, evidence will be organized in regard to the quality indicators. The Board and the Superintendent will be present during the facilitated evaluation session. The Superintendent will be invited to ensure the Board has full information and may choose to enter into discussion to ensure the evidence provided has been understood. The Superintendent will only be absent from the room just prior to the evaluation and for the period when the Board constructs the conclusion section. The evidence examined will be in the form of internal reports or external reports. An external report is one from an external source such as an auditor or the consultant who would conduct Leadership Practices interviews. An internal report is one that comes through the Superintendent. A prime example would be a personnel Management accountability report. The Board will review the indicated evidence and determine whether, or to what extent, the quality indicators have been achieved. In addition, the corporate Board will supplement the evidence contained in the evidence portfolio with agreed-upon direct Board observations. For example, this would be most evident in the section Superintendent/Board Relations. During the evaluation workshop, a written evaluation report will be facilitated, which will document: * The evaluation process; * Evaluation context; * Assessments relative to the criteria (quality indicators) noted in Appendix B; * An examination of progress made relative to any growth goals or redirections identified in the previous year's evaluation; * Identification of any growth goals if deemed appropriate; and * A "conclusion" section, followed by appropriate signatures and dates. The assessments contained in the evaluation report will reflect only the corporate Board position. This report will be approved by Board motion. The actual report is a confidential document. A signed copy will be provided to the Superintendent and a second signed copy will be placed in the Superintendent's personnel file held by the District. Evaluation Criteria The criteria for the first evaluation will be those set out in Appendix B: the Performance Assessment Guide. In subsequent evaluations, the criteria will be those defined by the Performance Assessment Guide as listed or revised after each evaluation, plus any growth goals provided by the Board in previous written evaluation report(s). Such growth goals may be areas requiring remediation or actions which must be taken to address trends, issues, or external realities. For the Role Expectation "Leadership Practices", an external consultant will collect data relative to leadership practices by interviewing all principals and all "direct reports". "Direct reports" are defined to be those individuals who report directly to the Superintendent on the District's organizational chart. Appendix B is the Performance Assessment Guide, which is intended to clarify for the Superintendent the performance expectations held by the corporate Board. This guide is also intended to be used by the Board to evaluate the performance of the Superintendent in regard to each job expectation. The Board will review the indicated evidence and will determine whether, or to what extent, the quality indicators have been achieved. Timelines for Evaluations Evaluations will be conducted annually. Legal Reference: Section 14, 45, 60, 61, 113, 114, 115, School Act Freedom of Information and privacy protection act SUPERINTENDENT PERFORMANCE ASSESSMENT GUIDE 1. Student Learning Role Expectations: RE 1.1 Provides leadership in all matters relating to education in the District. RE 1.2 Ensures students in the District have the opportunity to meet or exceed the standards of education set by the Minister. RE 1.3 Ensures that learning environments contribute to the development of skills and habits necessary for the world of work, post-secondary studies, life-long learning and citizenship and promote engaged students, ethical citizenship and entrepreneurial spirit in students. RE 1.4 Provides leadership in fostering conditions which promote the improvement of educational opportunities for all students. RE 1.5 Provides leadership in implementing education policies established by the Minister and the Board. Quality Indicators relative to Student Learning: QI 1.1 Conducts an analysis of student success and ensures school principals develop action plans to address concerns. QI 1.2 Identifies trends and issues related to student achievement to inform the ThreeYear Planning process, including recommendations for innovative means to improve measurable student achievement. QI 1.3 Parents and students are satisfied with levels of achievement. QI 1.4 There is measurable improved student achievement over time. QI 1.5 Meets Alberta Education's expectations re: AERR format, process and content. QI 1.6 Meets all timelines with provision for appropriate Board input relative to the AERR and Three Year Education Plan. QI 1.7 Ensures the District's academic results are published. 2. Student Welfare Role Expectations: RE 2.1 Ensures that students are provided with a safe and caring environment that encourages respectful and responsible behaviour. RE 2.2 Ensures the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided or approved by the District. RE 2.3 Ensures the facilities adequately accommodate District students. RE 2.4 Acts as, or designates, the attendance officer for the District. Quality Indicators relative to Student Welfare: QI 2.1 Develops measurements and monitors progress relative to providing a safe and caring environment. QI 2.2 Provides an analysis of incident reports. QI 2.3 Implements the requirements of Occupational Health and Safety and Emergency Preparedness legislation, including required staff professional development. QI 2.4 Complies with legislative requirements to appoint an attendance officer for the District. 3. Fiscal Responsibility Role Expectations: RE 3.1 Ensures the fiscal management of the District by the Associate Superintendent, Business and Finance is in accordance with the terms or conditions of any funding received by the Board under the School Act or any other Act. RE 3.2 Ensures the District operates in a fiscally responsible manner, including adherence to recognized accounting procedures. RE 3.3 Prepares and presents the budget which reflects Board priorities. RE 3.4 Ensures the Board has current and relevant financial information. Quality Indicators relative to Fiscal Responsibility: QI 3.1 Ensures accepted accounting principles are being followed. QI 3.2 Ensures all deficiencies identified in the previous audit report and management letter have been remediated to the satisfaction of the auditor. QI 3.3 Ensures adequate internal financial controls exist and are being followed. QI 3.4 Ensures all collective agreements and contracts are being administered and interpreted so staff and contracted personnel are being paid appropriately and appropriate deductions are being made. QI 3.5 Ensures school-based budgets are expended as per approvals. QI 3.6 Ensures the Board is informed annually about incurred liabilities. QI 3.7 Ensures the Board is informed immediately regarding pending litigation. 4. Personnel Management Role Expectations: RE 4.1 Has overall authority and responsibility for all personnel-related matters, except the mandates for collective bargaining and those personnel matters precluded by legislation, collective agreements or Board policy. RE 4.2 Monitors and improves the performance of all staff and ensures appropriate evaluation processes are in place. RE 4.3 Staffs the organization in a manner that ensures that educational and administrative functions are carried out effectively and efficiently. RE 4.4 Provides for professional development and training of staff. RE 4.5 Ensures that each staff member is provided with a welcoming, caring, respectful and safe working environment. Quality Indicators relative to Personnel Management: QI 4.1 Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes. QI 4.2 Models commitment to personal and professional growth. QI 4.3 Fosters high standards of instruction and professional improvement (Teaching Quality Standard). QI 4.4 Provides for training of administrators and the development of leadership capacity within the District. QI 4.5 Follows Board Personnel policies 5. Policy/Administrative Procedures Role Expectations: RE 5.1 Provides support to the Board regarding the planning, development, implementation and evaluation of Board policies. RE 5.2 Develops and keeps current an Administrative Procedures Manual that is consistent with Board policy and provincial policies, Regulations and procedures. Quality Indicators relative to Policy/Administrative Procedures: QI 5.1 Appropriately involves individuals and groups in the administrative procedures development process. QI 5.2 Takes leadership in bringing policies to the Board for review. QI 5.3 Ensures system adherence to policies and administrative procedures. QI 5.4 Demonstrates a knowledge of and respect for the role of the Board in policy processes. QI 5.5 Ensures timeliness of Policy and Administrative Procedure revisions. 6. Superintendent/Board Relations ("The First Team") Role Expectations: RE 6.1 Engages in and maintains positive, professional working relations with the Board. RE 6.2 Respects and honours the Board's role and responsibilities and facilitates the implementation of that role as defined in Board policy. RE 6.3 Attends all Board meetings and makes recommendations on matters requiring Board action by providing accurate information and reports as are needed to ensure the making of informed decisions. RE 6.4 Provides the information and counsel which the Board requires to perform its role. RE 6.5 Keeps the Board informed on sensitive issues in a timely manner. RE 6.6 Attends, and/or designates, administrative attendance at all committee meetings. RE 6.7 Demonstrates respect and support for the Board, which is conveyed to the staff and community. Quality Indicators relative to Superintendent/Board Relations ("The First Team"): QI 6.1 Implements Board directions with integrity in a timely fashion. QI 6.2 Provides support to the Board re: advocacy efforts on behalf of the District. QI 6.3 Ensures Board agendas are prepared and distributed to trustees in sufficient time to allow for appropriate trustee preparation for the meeting. QI 6.4 Keeps the Board informed about District operations. QI 6.5 Provides the Board with balanced, sufficient, concise information and clear recommendations in agendas. QI 6.6 Interacts with the Board in an open, honest, proactive and professional manner. QI 6.7 Ensures high-quality management services are provided to the Board. QI 6.8 Provides the Board with correspondence directed to the Board or trustees. 7. Three Year Education Planning and Reporting Role Expectations: RE 7.1 Leads the Three-Year Education Planning process including the development of District goals, budget, facilities and transportation plans and implements plans as approved. RE 7.2 Involves the Board appropriately (Board approval of process and timelines, Board identification of priorities and key results, opportunity for Board input early in the process, final Board approval). RE 7.3 Reports regularly on results achieved. RE 7.4 Develops the Annual Education Results Report for Board approval. Quality Indicators relative to Strategic Planning and Reporting: QI 7.1 Ensures the three-year planning process involves opportunity for stakeholder input. QI 7.2 Ensures facility project budgets and construction schedules are followed or timely variance reports are provided to the Board. QI 7.3 Develops short- and long-range plans to meet the needs of the District and provide for continuous improvement. QI 7.4 Ensures key results identified by the Board are achieved. QI 7.5 Ensures the budget and three-year plan are developed according to a timeline which ensures the Board's ability to provide direction and revise priorities, and is approved within Alberta Education deadlines. QI 7.6 Ensures transportation services are provided with due consideration for efficiency, safety and length of ride. 8. Organizational Management Role Expectations: RE 8.1 Demonstrates effective organizational skills resulting in District compliance with all legal, Ministerial and Board mandates and timelines. RE 8.2 Reports to the Minister with respect to matters identified in and required by the School Act and provincial legislation. RE 8.3 Provides leadership in organizational effectiveness. RE 8.4 Reviews, modifies and maintains an organizational chart which accurately delineates lines of authority and responsibility. Quality Indicators relative to Organizational Management: QI 8.1 Ensures District compliance with all Alberta Education and Board mandates (timelines and quality). QI 8.2 Effectively manages time and resources QI 8.3 Ensures contracted services (e.g., labour and legal) meet quality expectations of the Board QI 8.4 Use of technology is effective and efficient QI 8.5 Identifies trends and issues related to organizational effectiveness and makes recommendations for the implementation of innovative means to improve effectiveness. 9. Communications and Community Relations Role Expectations: RE 9.1 Ensures open, transparent, positive internal and external communications are developed and maintained. RE 9.2 Keeps the Board informed through the provision of appropriate accountability reports. RE 9.3 Ensures parents have a high level of satisfaction with the services provided and the responsiveness of the District. RE 9.4 Maintains effective relationships within the system and the community served by the system. Re 9.5 Acts as the Head of the organization for the purposes of the Freedom of Information and Protection of Privacy (FOIP) Act. RE 9.6 In consultation with the Board Chair, serves as a spokesperson for the District for the media and public in order to keep the District's messages consistent and accurate. Quality Indicators relative to Communications and Community Relations: QI 9.1 Facilitates effective relations between home and school. QI 9.2 Manages conflict effectively. QI 9.3 Ensures information is disseminated to inform appropriate publics. QI 9.4 Works cooperatively with the media to represent the Board's views/positions. QI 9.5 Promotes positive public engagement in the District. QI 9.6 Represents the District in a positive, professional manner. QI 9.7 Promotes the District's image. QI 9.8 Involves community representatives in the three year planning process. 10. Leadership Practices Role Expectations: Re 10.1 Practices leadership in manner that is viewed positively and has the support of those with whom the Superintendent works most directly in carrying out the directives of the Board and the Minister. RE 10.2 Develops and maintains positive and effective relations with the community and with provincial and regional government departments and agencies. Quality Indicators relative to Leadership Practices: QI 10.1 Provides clear direction. QI 10.2 Provides effective educational leadership. QI 10.3 Establishes and maintains positive, professional working relationships with staff. QI 10.4 Unites people toward common goals. QI 10.5 Demonstrates a high commitment to meeting student needs. QI 10.6 Has a well established value system based on integrity. QI 10.7 Empowers others. QI 10.8 Effectively solves problems. QI 10.9 Is trustworthy. Legal Reference: Section 14, 45, 60, 61, 113, 114, 115, School Act Freedom of Information and privacy protection act INTERVIEW GUIDE SUPERINTENDENT LEADERSHIP PRACTICES Perceptions of Principals and Superintendent "Direct Reports" 1. What evidence can you cite to support or refute the following: 1.1 The Superintendent provides clear direction? 1.2 The Superintendent provides effective educational leadership? 1.3 The Superintendent establishes and maintains positive, professional working relationships with staff? 1.4 The Superintendent unites people toward common goals. 1.5 The Superintendent demonstrates a high commitment to meeting student needs? 1.6 The Superintendent has a well established value system based on integrity? 1.7 The Superintendent empowers others? 1.8 The Superintendent effectively solves problems? 1.9 Is trustworthy? 2. What does the Superintendent do, if anything, that helps you do your job effectively? 3. What does the Superintendent do, if anything, that makes doing your job more difficult to do effectively? Note: Leadership Practices interviews will be conducted every second year unless the Board determines otherwise. Legal Reference: Section 14, 45, 60, 61, 113, 114, 115, School Act Freedom of Information and privacy protection act APPEALS AND HEARINGS REGARDING STUDENT MATTERS Background Under relevant sections of the School Act, the only matters on which the Minister of Education will consider appeals are: * Special education placement; * Language of instruction; * Home education programs; * Student expulsion; * Amount and payment of fees or costs; * Access to, or the accuracy or completeness of student records; * Amount of fees payable by a Board to another Board; or * Board responsibility for a specific student. All Matters Other Than Expulsion of a Student The Board will hear appeals in this manner on administrative decisions on all matters other than expulsion of students, which are submitted in accordance with relevant section(s) of the School Act and that significantly affect the education of a student. 1. Prior to a decision being appealed to the Board, it must be appealed to the Superintendent. 2. Parents of students, and students sixteen (16) years of age or over, have the right to appeal to the Board, a decision of the Superintendent that significantly affects the education of a student. The Superintendent must advise parents and students of this right of appeal. 3. The appeal to the Board must be made within five (5) days from the date that the individual was informed of the Superintendent's decision. The appeal must be filed in writing and must contain the name of the party filing the appeal, the date, the matter at hand and the reason for the appeal. 4. Parents or students, as above, when appealing a decision to the Board, have the right to be assisted by a resource person(s) of their choosing. The responsibility for engaging and paying for such assistance rests with the parents or students. 5. The hearing of the appeal must be scheduled so as to ensure that the person making the appeal and the Superintendent or designate, whose decision is being appealed, has sufficient notice and time to prepare for the presentation. 6. The appeal will be heard in-camera, with specified individuals in attendance. 7. The appeal hearing will be conducted in accordance with the following guidelines: 7.1 The Board Chair will outline the purpose of the hearing, which is to provide: 7.1.1 An opportunity for the parties to make representation in support of their respective positions to the Board. This information may include expert medical, psychological and educational data and may be presented by witnesses. The information presented may include both written and verbal communications; 7.1.2 The Board with the means to receive information and to review the facts of the dispute; 7.1.3 A process through which the Board can reach a fair and impartial decision. 7.2 Notes of the proceedings will be recorded for the purpose of the Board's records. 7.3 The Superintendent and/or staff will explain the decision and give reasons for the decision. 7.4 The appellant will present the appeal and the reasons for the appeal and will have an opportunity to respond to information provided by the Superintendent and/or staff. 7.5 The Superintendent and/or staff will have an opportunity to respond to information presented by the appellant. 7.6 Committee members will have the opportunity to ask questions or clarification from both parties. 7.7 No cross-examination of the parties shall be allowed though questions may be directed to the other party through the Board Chair with the permission of the Board Chair. 7.8 The Board will meet without the respective parties to the appeal in attendance to arrive at a decision regarding the appeal. The Board may have legal counsel in attendance. 7.9 If the Board requires additional information or clarification in order to make its decision, both parties to the appeal will be requested to return to the hearing for the required additional information. 7.10 The Board decision and the reasons for that decision will be communicated to the appellant once a decision has been reached and confirmed in writing following the hearing. Included in the communication to the appellant shall be information that the appellant has the right to seek a review by the Minister if the appellant is dissatisfied with the decision of the Student Appeals Committee, if the matter under appeal is a matter described in section 124 of the School Act. Expulsion of a Student It is expected that all students will comply with relevant section(s) of the School Act, Board policy and school policy. The Board will hear representations with respect to a recommendation for a student expulsion in accordance with relevant sections of the School Act. If a student is not to be reinstated within five (5) school days of the date of suspension, the Principal shall immediately report in writing all the circumstances of the suspension and provide a recommendation to the Board through the Office of the Superintendent. The Board will convene in an in-camera session upon the call of the Superintendent, but in no event shall the meeting occur later than ten (10) school days from the first day of suspension. Parents of students, or students sixteen (16) years of age or over, have the right to be assisted by a resource person(s) of their choosing. The responsibility for engaging and paying for such assistance rests with the parents or students. The Board may have legal counsel in attendance. Notes of the proceedings will be recorded for the purpose of the Board's records. The expulsion hearing will be conducted in accordance with the following guidelines: 1. The Board Chair will outline the purpose of the hearing, which is to: 1.1 Provide an opportunity to hear representations relative to the recommendation from the Principal; 1.2 Provide an opportunity for the student and/or the student's parents to make representations; 1.3 Reinstate or expel the student. 2. The Board Chair will outline the procedure to be followed, which will be as follows: 2.1 The Principal will present the report documenting the details of the case and the recommendation to expel the student; 2.2 The student and the student's parents will be given an opportunity to respond to the information presented and to add any additional relevant information; 2.3 The members of the Board will have the opportunity to ask questions of clarification from both the Principal and the student and the student's parents; 2.4 The Board will meet, without either the administration or the student and the student's parents present, to discuss the case and the recommendation. The recording secretary may remain in attendance. Legal counsel may also remain in attendance; 2.5 Should the Board require additional information, both parties will be requested to return in order to provide the requested information; 2.6 The Board will then make a decision to either reinstate or expel the student; and 2.7 The Board decision shall be communicated in writing to the student and the student's parents within five (5) days of the hearing, with copies being provided to the Principal and the Superintendent. The Superintendent's office will attempt to inform the parent(s) and the student of the decision by telephone or personal communication as soon as possible after a decision has been reached. 3. If the Board's decision is to expel the student, the following information must be included in the letter to the student and the student's parents: 3.1 The length of the expulsion which must be greater than ten (10) school days; 3.2 The educational program to be provided to the student and the name of the individual to be contacted in order to make the necessary arrangements; and 3.3 The right of the student and the student's parents to request a review of the decision by the Minister of Education. Legal Reference: Section 8, 10, 12, 24, 25, 45, 47, 48, 60, 61, 113, 123, 124, 125 School Act HEARINGS ON TEACHER TRANSFERS The Superintendent may transfer a teacher in accordance with the relevant section of the School Act. The teacher may make a written request to the Board to have a hearing before the Board for the purpose of objecting to the transfer. Prior to the commencement of the hearing, Trustees shall declare any conflict of interest and excuse themselves from the proceedings. Specifically 1. A teacher who has received a notice of transfer may, within seven (7) days from the day on which the teacher receives the notice of transfer, make a written request to the Board to have a hearing before the Board for the purpose of objecting to the transfer. 2. The request for a hearing before the Board shall be submitted by the teacher to the Board Chair with a copy being provided to the Superintendent. 3. The Board may set a date and time for the hearing requested not earlier than fourteen (14) days after the teacher receives the notice of transfer, unless the teacher agrees in writing to an earlier date. 4. The Board Chair shall advise the teacher in writing of the date, time and location of the hearing. 5. Any written materials the teacher or the Superintendent wishes trustees to consider must be submitted to the Board Chair not less than four (4) days prior to the scheduled date of the meeting. The Board Chair will provide copies of all such documentation to the parties prior to the hearing, where possible, and to the trustees at the hearing. 6. The teacher or the Superintendent may be accompanied by counsel or other representative, and may bring witnesses if, not less than four (4) days prior to the scheduled date of the meeting, the following is provided by the teacher or the Superintendent in writing, the names of counsel, other representatives, and any witnesses. 7. Notwithstanding, the Board Chair shall reserve the right to receive further documentation or witnesses as deemed relevant or necessary to the determination. 8. Procedure at Hearings 8.1 The hearing shall be conducted at an in-camera session of the Board, and chaired by the Board Chair, or in the Board Chair's absence, the Vice-Chair or designate. 8.2 The Board Chair will introduce all parties, and the parties or their representatives shall introduce all witnesses at the hearing. 8.3 The sequence of the hearing shall be as follows: 8.3.1 An opening statement to be made by each of the parties; 8.3.2 Written and oral presentation by the Superintendent or designate, including any evidence by witnesses where appropriate; Written and oral presentation by the teacher, including any evidence by 8.3.3 witnesses where appropriate; 8.3.4 Superintendent's or designate's opportunity for a response to the teacher's presentation; 8.3.5 Teacher's opportunity for a response to the administration's presentation; 8.3.6 An opportunity for the Board to ask questions of both parties and any questions of clarification of both parties and any of the other witnesses; 8.3.7 An opportunity for the Superintendent or designate to make final comments; 8.3.8 An opportunity for the teacher to make final comments; and 8.3.9 No cross-examination of witnesses shall be allowed unless the Board Chair deems it advisable. 8.4 The Board will meet without the respective parties to the appeal in attendance to arrive at a decision regarding the appeal. The Board may have the Board Secretary or legal counsel in attendance. 8.5 If the Board requires additional information or clarification in order to make its decision, both parties will be recalled to appear before the Board and the request for information will be made in the presence of both parties. If the information is not readily available, the Board Chair may request a recess, or if necessary an adjournment of the hearing to a later date. In the case of an adjournment, trustees are prohibited from disclosing the evidence presented or matters raised at the hearing, either amongst themselves or with the parties and their representatives or witnesses until the hearing is reconvened. 8.6 When the Board is ready to make its decision on the matter, both parties, if still present, will be advised that the Board will be reconvening and will consider a motion to move into a regular or special Board meeting in order to consider the resolution. 8.7 The Board decision will be communicated to the teacher, in writing, following the hearing. Legal Reference: Section 19, 60, 61, 95, 96, 98, 101, 102, 104, 105, 107, 109, 109.1, 110, 113 School Act CLOSURE FACILITIES AND PROGRAMS The Board recognizes that the closure of schools and programs is a reasonable alternative in ensuring the responsible use of the resources placed in its trust, and making efficient use of the District's school space in the provision of programming, and safeguarding the health and welfare of students, staff and public. Specifically 1. Closure of One or Two Grades Following a decision by the Board (at a public meeting) to pursue a transfer of one or two grades or a program in one or two grades, the following will occur: 1.1. The Superintendent or designate through a meeting called at the school(s) concerned will discuss the necessity and implications of such a change with the principal(s) and school staff(s) and provide necessary information in response to their inquiries. 1.2. Following a two week period from the first meeting a further meeting will be held with the school staff(s) to finalize input in the decision making process. 1.3. A Board Committee and the Superintendent will meet with the parents and discuss the necessity and implications of such a transfer. They will provide all necessary information and respond to all inquiries. 1.4. The School Council through the principal will inform all parents in writing of the proposed transfer. 1.5. A decision to transfer a program, grade or division from one school to another, in order to provide the most effective educational programming possible within the resources of the District, will be made by the Board as soon as possible after the final meeting with the parents. 1.6. This decision will be made as early as possible prior to May 15th of the school year during which the transfer is being considered. 1.7. This decision will be communicated immediately to the school staffs, the School Council and each parent affected by the decision. 2. Closure of a School or Three Grades The Board may consider closure of a school, or a division (3 grades or more) when any one or more of the following conditions exist: 2.1. Total enrolment as of September 30 in the current school year is below the following levels: 2.1.1. Primary division enrolment (grades one through three) in either English or French Immersion is below 50; 2.1.2. Elementary division enrolment (grades four through six) in either English or French Immersion is below 50; 2.1.3. Junior high division enrolment (grades seven through nine) in either English or French Immersion is below 75; 2.1.4. Senior high enrolment (grades ten through twelve) is below 300; 2.1.5. Enrolment in a special needs program is less than 75% of its maximum enrolment; and 2.1.6. Total school enrolment (ECS 6) is below 200. 2.2. The space utilization rate (as defined by Alberta Education) as of September 30 in the current school year is less than 60 per cent. 2.3. The cost of keeping the school in operable condition or restoring it to operable condition is unreasonably high. 2.4. Keeping the school open poses a threat to the health or welfare of students, staff or the public. 2.5. The fiscal health of the District can be significantly improved 2.6. When school, program or division closure is to be considered 3. The following steps shall be followed: 3.1. At a public meeting in January or earlier, the Board is notified of specific school, program or division closures to be considered for the next school year and the specific condition or conditions that require the Board to consider closure for the next school year. 3.2. A trustee shall give Notice of Motion at the first meeting in February (or earlier) of the current school year that a motion will be made at a specified future Board meeting, not later than the Board's first regularly scheduled meeting in May to close each of the schools, programs or divisions identified under Step 1. A separate Notice of Motion shall be made with reference to each school, program or division. 3.3. The Board shall communicate the Notice of Motion and the date (no later than March 31) and place of a public meeting to discuss the possible closure, in writing, to the parents of every student enrolled in the school, program or division identified for possible closure. Such communication shall identify the criteria for considering school, program or division closure generally and those that specifically relate to the proposed closure. The communication shall also address how the closure would affect the following: 3.3.1. The attendance area defined for that school; 3.3.2. The attendance at other schools, including the number of students re-located by virtue of the school closure; 3.3.3. The need for, and extent of, busing; 3.3.4. Program implications for other schools; 3.3.5. Program implications for the students when they are attending other schools; 3.3.6. The educational and financial impact of closing the school, program or division including the effect on operational costs and capital implications; 3.3.7. The financial and educational impact of not closing the school, program or division; 3.3.8. The capital needs of other schools that may have increased enrolment as a result of the closure; 3.3.9. The proposed disposal of the school if the entire school is to be closed; and There shall be a meeting with the staff in the school(s), programs or divisions identified for possible closure to discuss the notice of motion and its implications for students and staff. 3.4. A public meeting with at least two Trustees, and the Superintendent or designate present shall be held at each of the schools identified in a Notice of Motion. This meeting will be held no later than March 31. Notice of this meeting shall be communicated by letter distributed through the identified school(s). In addition this meeting will be advertised once a week for at least two weeks prior to the meeting through local media. Notice of Meeting will be posted in five (5) or more conspicuous places including schools at least two weeks prior to the meeting date. At this meeting, the Superintendent or designate shall indicate that the purpose of the meeting is to discuss the possible closure; its implications for the students, the community and the school system; implementation plans and other alternatives that had been or will be considered. The matters identified in Step 3 shall be addressed. The assembly shall be informed that: 3.4.1. The Board has reached no conclusion related to the closure recommendation(s); 3.4.2. The Board wishes to receive input from staff, parents, students and the community before making a decision. All input will be considered before a decision is made; 3.4.3. At a future meeting, to be held no sooner than 3 weeks following this meeting, staff, parents, students and community members will have the opportunity to make presentations related to the closure recommendations; and 3.4.4. Written submissions will be accepted up until the date of the Board meeting at which a decision will be made. 3.5. A public Board meeting attended by at least a quorum of the Board shall be convened at least three (3) weeks after the initial public meeting(s) and no later than the end of April. At this meeting any interested person may appear to make a representation with respect to the proposed closure of the schools, divisions or programs. 3.6. Following presentations under Step 5 the Board at its next public meeting shall render a decision with reference to the Notice(s) of Motion. 3.7. Should the decision of the Board be in favor of closure the Board shall forthwith request approval from the Minister in order to proceed with the closure. 3.8. Within one week of the Board's decision, the parents or guardians of the students attending the schools, divisions or programs identified for closure shall be notified in writing, by notice distributed through the school(s), of the decision of the Board. Legal References: Sections, 45, 58, 60, 113, 200, 201, 270, 271 School Act Alberta Regulation 257/2003 - Closure of Schools Regulation RECRUITMENT AND SELECTION OF PERSONNEL The recruitment and selection of senior administrative personnel is a shared responsibility between the Board and the Superintendent. The Board further believes strong leadership and administration at the District and school levels are essential to the effective and efficient operation of the school system. Specifically 1. The Board, in the case of the Superintendent, or the Superintendent, in all other instances, will assume the sole responsibility for initiating the advertising process and will make every reasonable effort to ensure all current District employees are made aware of staff vacancies. 2. The Board has the sole authority to recruit and select an individual for the position of Superintendent. 3. The Superintendent shall have authority for staffing all other positions subject to the provisions of this Policy. All leadership positions at the school and central office level shall be term contracts to a maximum of five years. 4. The following process shall be followed for Associate Superintendent, Business and Finance position: 4.1 The Superintendent shall be responsible for creating the ideal profile, advertising and recruiting, reviewing applications, conducting reference checks and ultimately determining which candidates will be short-listed for an interview. 4.2 The Superintendent shall determine the composition of the interview team but must include the opportunity for the Board Chair or Vice Chair to serve on the interview committee. 4.3 The Superintendent shall have the authority to choose the successful candidate. 4.4 This position shall have a current written role description. The successful candidate shall be offered a written contract of employment in keeping with the District template approved by the Board in relation to compensation parameters, vacation and sick leave entitlement and severance. The Superintendent is delegated full authority to determine initial contract term and renewals. 5. The following process shall be followed for the Positions of Chief Deputy Superintendent and Associate Superintendent, Education and Administration. 5.1 The Superintendent shall be responsible for creating the ideal profile, advertising and recruiting, reviewing applications, conducting reference checks and ultimately determining which candidates will be short-listed for an interview. However the Board shall have opportunity to respond to the draft Ideal Profile prior to the Superintendent finalizing same. 5.2 The Superintendent shall determine the composition of the interview team. 5.3 The Superintendent shall have the authority to choose the successful candidate. 5.4 This position shall have a current written role description. The successful candidate shall be offered a written contract of employment in keeping with the District template approved by the Board in relation to compensation parameters, vacation and sick leave entitlement and severance. The Superintendent is delegated full authority to determine initial contract term and renewals. 6. The Superintendent is delegated full authority to recruit and select staff for all District Office positions other than the senior administration levels detailed above. 7. The Superintendent is delegated full authority to recruit and select staff for all school-based positions. 8. All offers of employment shall be conditional on the successful applicant providing a criminal record check and an intervention record check that is acceptable to the Superintendent. Additionally, the Superintendent may require documentation certifying that the candidate is medically fit for the position. Legal Reference: Section 60, 61, 113, 114, 115, 116, 117 School Act Freedom of Information and Protection of Privacy Act STUDENT TRANSPORTATION SERVICES The Board delegates authority to the Superintendent or his/her designate for designing and running the student transportation services in a safe, effective, and efficient manner for the students attending District schools. The Board recognizes the need for a joint transportation system with other school districts and commits to the common principles agreed to by the three Fort McMurray Boards. The Board shall establish student transportation fees and the service delivery model by March 31 as part of the budget setting process. Legal References: Sections 40, 41, 44, 45, 51, 51 School Act Student Transportation Regulation ALTERNATIVE PROGRAMS The Board believes that to provide parental choice and to meet specific student learning needs, Alternative Programs may be offered in Fort McMurray Public Schools. An "Alternative Program" is outlined in Section 21 of the School Act and is a program that emphasizes a particular language, culture, religion, or subject matter, or uses a particular teaching philosophy. It is not a special education program or a Francophone education program or a program of religious education offered by a separate school board. Specifically 1. A proposal for an Alternate Program shall be submitted to the Superintendent or designate. 2. The proposal must include the following: 2.1. Background research to support this type of program 2.2. Philosophy, objectives and mission statement of the specific program 2.3. Distinguishing features of the Alternative Program 2.4. Proposed operational budget 2.5. Staffing profiles desirable in meeting Alternative Program objectives 2.6. Evaluation of Alternative Program methodology and objectives 2.7. Projected student population including ages/grades/geographical location 2.8. Transportation of students to and from the Alternative Program 2.9. Curriculum/instructional materials in addition to Alberta Learning requirements 2.10. School council implications 3. Criteria for Alternative Program in Fort McMurray Public Schools 3.1. All Fort McMurray Public Schools policies and regulations apply unless specifically exempted by the Board of Trustees 3.2. The educational approach is supportable 3.3. There are sufficient students to warrant the program (define number) 3.4. The program is financially viable 3.5. Alberta Programs of Study are followed 3.6. The program is integrated into Fort McMurray Public Schools wherever possible 3.7. Transportation to the Alternative Program is at no cost to the Board 3.8. Staff are employed, evaluated and responsible to Fort McMurray Public Schools according to the same policies as other staff members 3.9. The Board may charge a fee for non-instructional costs to parents who enroll their children/students in an Alternative Program, if the per pupil cost of the program exceeds that of a regular program 3.10. The program's students are eligible for consideration for District Special Education programs 3.11. School Council or other decision-making advisory body of the Alternative Program shall be approved by the Board 4. The Alternative Program will be reviewed annually by the Superintendent to assess its viability 5. Six months notice shall be provided by the Board or Alternative Program's recognized representatives if it is the intention to no longer offer or support the program. Notice of less than six months may be accepted by mutual agreement. Legal References: Section 10, 13, 21, 22, 47 School Act SEXUAL ORIENTATION AND GENDER IDENTITY Background Students, staff and families who identify, or are perceived to be lesbian, gay, bisexual, transgender, queer, two-spirited, or questioning their sexual orientation or gender identity are to be respected, accepted and fully supported in all schools operated by the District. The Board of Trustees is committed to providing every student a safe, caring and inclusive, and welcoming school environment that fosters and maintains respectful responsible behaviours. Every member of our diverse school community has the right to live, learn and work in an environment free from discrimination, prejudice and harassment. Procedures 1. Students and staff who identify as lesbian, gay, bisexual, transgender and/or queer (LGBTQ) shall be treated fairly, equitably, with respect and have their confidentiality protected. 2. Employees of Fort McMurray Public School District shall not tolerate harassment, bullying, intimidation or discrimination on the basis of a person's actual or perceived sexual orientation, gender identity, or gender expression. 3. The principal shall support student groups, including Gay-Straight Alliances or QueerStraight Alliances, where interest by students has been expressed. Students may select a respectful and inclusive name for the group, in consultation with the school principal. 4. The principal shall promote and provide inclusive education, professional development opportunities and support for staff to support same-gender parented families and students who are LGBTQ. 5. The principal shall appoint and publicly identify a staff member to serve as a safe contact on LGBTQ issues in their school community. The safe contact shall inform the school community about available district and community supports and resources. 6. The principal will ensure the safety, health and educational needs of students who identify as transgender, transsexual or gender queer and promote best practices, including universal design of washrooms, preferred name and pronouns, information contained on the student record, and access to locker room facilities, field trips, and extracurricular activities consistent with a student's lived gender identity or gender expression. 7. Students who identified as LGBTQ are encouraged to report any incident or victimization, harassment, discrimination, intimidation or bullying to the school principal/safe contact person. 8. The principal shall ensure satisfactory resolution to any conflict that may arise in the process of providing reasonable accommodation and inclusive practices in keeping with the best interests of the student. 9. The principal shall ensure that all students, staff and families are aware of this policy, promote equality and nondiscrimination with respect to gender, gender identity, gender expression and/or sexual orientation. Legal Reference: Section 45, School Act STUDENT CONDUCT / SAFE AND CARING Background The Board expects staff and students to model and reinforce socially responsible and respectful behaviors so that teaching and learning can occur in safe and caring environments. Definitions Safe: Untouched or not exposed to danger; secure from damage, harm or loss. Caring: Watchful attention, concern, custody, diligence, direction; to be concerned with and attend to the needs of others. Secure: Protected from unauthorized access. Safe and Caring School: A safe and caring school is physically, emotionally and psychologically safe for students and staff. It is an environment wherein everyone is accorded respect and dignity, and their safety and well-being are paramount considerations. Critical Incident: An event or condition with the potential to jeopardize the safety or security of persons and/ or to cause damage to Board property or reputation. Procedures 1. In educating its students, the goal of the Board is to develop responsible, caring and respectful members of a just, peaceful and democratic society. 2. The Board believes that promoting a safe and caring school system requires the support and assistance of all members of the jurisdiction's community. 3. Discipline is an essential part of a positive school climate. A positive school climate contributes to the prevention and reduction of misconduct in schools. 4. The best educational interests of students and fundamental rights and safety of all school community members are paramount considerations. 5. The School Board shall: 5.1 Ensure that all schools are safe and caring by requiring schools to develop, implement and continually evaluate policies, programs and practices to prevent and respond to incidents or situations that disrupt teaching and learning; 5.2 Provide direction, support and staff development opportunities to schools in the development and implementation of violence prevention programs and prevention and management of critical incidents. 6. The school Principal shall: 6.1 Develop action plans in consultation with students, staff, parents, school council, and community resources that: 6.2 Provide for management of critical incidents affecting the school; 6.3 Establish criteria for implementing and evaluating violence prevention programs; 6.4 Clarify roles and responsibilities of students, staff, parents and community resources that support a safe and caring school; 6.5 Provide information management and internal/external communication protocol; 6.6 Provide for staff development and training. 7. The school staff shall: 7.1 Establish learning environments wherein students feel physically, emotionally and psychologically safe and secure. 7.2 Be respectful of students' human dignity; 7.3 Seek to establish a positive professional relationship with students that is characterized by mutual respect, trust and harmony; 7.4 Model beliefs, principles, values and intellectual characteristics outlined in the "Guide to Education, ECS to Grade 12" and programs of study, and guide students to do the same. 8. Students shall: 8.1 Conduct themselves so as to reasonably comply with the following code of conduct: 8.2 Be diligent in pursuing their studies; 8.3 Attend school regularly and punctually; 8.4 Comply fully with everyone authorized by the Board to provide education programs and other services; 8.5 Comply with the rules of the school; 8.6 Account to their teachers for their conduct; 8.7 Respect the rights of others. 8.8 Demonstrate desirable personal characteristics and behaviors when interacting with others that are respectful, responsible, fair, honest, caring, loyal and committed to democratic ideals. 9. Parents and School Council members shall: 9.1 Advise and consult with the Principal on matters related to student conduct, discipline and consequences, and safe and caring climate of the school. 10. Student Conduct Policy 10.1 Schools must establish a student conduct policy which outlines expectations for student conduct and behavior, school rules and a range of consequences for noncompliance by students. 10.2 The student conduct policy shall be communicated to students and parents each school year. 11. Prevention and Management of Critical Incidents 11.1 A copy of the Handbook for the Prevention and Management of Critical Incidents will be updated each school year and provided to each site in the District. 11.2 Schools must use the handbook as a guide to deal with the prevention and management of critical incidents. 11.3 Schools must have action plans specific to their students, staff, building and school community for critical incidents which should include: the establishment of a school prevention and response team; a comprehensive communications plan; evacuation, security (lock down) and crowd/traffic control procedures; staff and student medical information; training and practices; adapting emergency procedures to the school; specific incident response planning; recovery procedures. 11.4 Depending on the scope of a critical incident, schools may become part of a district or community-wide action plan or response, e.g., Regional Municipality's Regional Emergency Operations Centre (REOC). Legal Reference: Section 45, School Act TRUSTEES RUNNING FOR OTHER LEVELS OF GOVERNMENT Background The Board recognizes that there is nothing restricting a currently elected Trustee from running for office as an MLA or MP under either Alberta's Election Act, or under the Legislative Assembly Act. The Board supports elected Trustees running for another level of government at municipal, provincial or national levels in a manner which does not have a deleterious effect on the District. While participating in such a campaign the Trustee is bound by all legislative and Board Policy requirements including but not restricted to matters relating to fiduciary duty, confidentiality including in-camera and FOIPP matters, and the pecuniary interest provisions of the School Act. Specifically 1. The trustee retains their fiduciary duty responsibility to the Board as the trustee never stops being a member of the Board. 3. The trustee running for office, in campaigning or in making any public statements, is required to adhere to the same standard as any trustee with respect to Board decisions, whether the trustee running for office has been granted a leave or continues to actively serve as a member of the Board of Trustees. 2. Confidentiality of In-Camera meetings must be maintained. The trustee must avoid using specific examples from the school system during the campaign that would only be known because of the trustee's involvement in confidential meetings. 4. The trustee running for office at another level of government has the following options: 4.2 Request authorization for a temporary leave from the Board in accordance with 4.1 Remain on the board and continue to deal with all issues around the board table while clearly separating the trustee role and the sought position. s. 82(1) for the purpose of engaging in election campaigning. 5.1 Refrain from wearing political campaign buttons and from distributing campaign information while acting in the capacity of a Trustee at Public School Board Meetings in schools. A Trustee running for office may participate in allcandidates' forums held in schools; to the same extend as any other candidate. 5. A trustee running for office at another level of government must: References: Cross References BPH Policy 4 Trustee Code of Conduct BPH Policy 5 Role of the Board Chair
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Common Spiders Phillip E. Sloderbeck Entomologist Southwest Area Office Many people are afraid of spiders. Other people are annoyed by their habit of building webs across doorways, in corners, on furniture and in other places. Though they are unpopular, most spiders are shy and harmless to humans. It's often by accident that they invade the home, es­ pecially in late summer and early autumn. Most spiders actually help man by feeding on injurious and troublesome insects. Identification Spiders have eight legs, vary in size and color, and lack wings and antennae. They have two body sections. The front section with the head and thorax is the cephalothorax, which is where the eyes, mouthparts and legs are attached. The second region is the abdomen where the digestive organs and the silk-spinning glands are located. Most spiders have eight eyes, some have six or fewer, and a few spiders have no eyes. All spiders have a pair of jaw-like structures (chelicerae) that are a hollow, with a claw-like fang through which venom can be ejected. Young spiders (spiderlings) resemble the adults except they are smaller and may be a different color. Males are usually smaller than females. Life Cycle and Habits Spiders are predators and often use webs to capture prey. They lay eggs in a silky egg sac that is often round and car­ ried by the female or hidden in webs. Egg sacs may contain up to 100 eggs that can hatch in three weeks and reach adulthood in one year. In some species, one female may produce as many as 3,000 eggs in several egg sacs. Cobweb or house spiders (Family Theridiidae) These indoor spiders are less than ½ inch long, are not hairy, do not jump and are pale-yel­ low tan, brown or gray with no distinct markings. Their irregular webs are built in homes, and often become dust covered when abandoned. Orb weaver or garden spiders (Family Araenidae) These large spiders, some with oddly shaped abdomens that are black and yel­ low or black and red, appear outdoors in late summer in orb-like webs. Webs are found in bram­ bles, bushes, tall grasses, etc., where insects fly into the traps. Some species will spin webs across doorways or windows of build­ ings. Despite their formidable appearance, orb weavers are not dangerous, but can bite man when provoked. One common orb weaver is the banded garden spider (Argiope trifasciata). This spider is found in gardens, around houses, and in tall grass. The ground color is pale yellow with black radiating lines on the abdomen. The legs are spotted. The size, without including the legs, varies from 3/16 inch in the male to 1 inch in the female. Wolf or ground spiders (Family Lycosidae) These spiders are common outdoors but may wander indoors, primarily to basements. They do not build webs but can run rapidly to catch their prey. Many have a stripe or pat­ tern the length of the first, and sometimes the second, body segment. Wolf spiders are normally dark brown and large. Females carry the egg sac under the abdomen. Some wolf spiders bite if molested. Jumping spiders (Family Salticidae) These spiders live outside but are sometimes found indoors on windows, screens or doors. They are small- to me­ dium-sized with short legs and stout bodies. The body is hairy, black and may have brightly colored, iri­ descent orange or red spots on the abdomen. Their movements are quick, with short, sudden jumps that can be many times their body length. Some of these spiders can bite humans. The jumping spider most commonly sent in for identification is Phidippus audax, because it looks similar to the black widow spider. The jumping spider is black with a white band and several spots on the abdomen. The spots are usually white, but some or all may be yellow or orange, especially in spiderlings. The central spot is the largest. The legs of this spider are shorter than legs of the black widow. A jumping spider will bite, but the small amount of venom causes only mild irritation. Crab spiders (Family Thomisidae) Species of this family are frequently carried into homes on plants and flowers. The body colors and markings of these spiders vary. The most distinguishing characteristics of this family are the crablike first two pairs of legs. Female spiders vary in size from 3/16 to ⅜ inch, and males vary from ⅛ to ⅝ inch. Cellar or daddy-long-legs spiders (Family Pholcidae) These spiders have small bodies with long, slender legs. They are common in barns, cellars and damp warehouses where they hang upside down in a loose web in dark corners. Harvestmen or daddy-long-legs (Order Opiliones – Family Phalangiidae) Although these animals are not con­ sidered true spiders, they look similar. They have an oval, compact body with extremely long, slender legs. They may be found in gardens, outdoor buildings and homes. They feed on plant juices, dead insects and some live insects. Control Measures Prevention Sanitation is critical in successful spider control. Remove or destroy spi­ der webs, egg sacs and spiders. Vacuum behind and under furniture and clean storage areas, furnace rooms, and laundry rooms regularly. Be sure to control excess moisture and humidity, keeping base­ ments, crawlspaces and porches as dry as possible. Eliminate other household pests such as flies, ants, crickets and cock­ roaches, which attract spiders by provid­ ing a source of food. Clean up woodpiles, trash, rocks, compost piles, old boards and other debris where spiders live. Be sure to seal or caulk cracks and crevices where spiders can enter the house. Use a hose with high-pressure stream to destroy webs, egg sacs and spiders on the outside walls of the home. Chemical Control especially in undisturbed areas where spi­ ders are commonly found. Treatment also may be useful in crawl spaces, porches, garages and attics. For outdoor treatment, apply insecticides to foundations, door and window frames, window wells, under eaves, and under decks. It also may be wise to treat woodpiles, sheds and weedy areas. Before using any insecticide, read labels carefully. Be sure to select a product labeled for the intended use. Follow label instructions carefully. Contact a pest control professional when infestations are persistent and hard to find. Pest control professionals are licensed and certified to use restricted use insecticides that are not available to homeowners. For indoor treatment, use an aerosol or mist application of pyrethrins plus pipero­ nyl butoxide for quick knockdown. Sprays containing allethrin, bifenthrin, cyfluth­ rin, carbaryl, cypermethin, deltamethrin, esfenvalerate, permethrin, prallethrin, pro­ poxur, resmetrhin, s-methroprene, tetrame­ thrin and tralomethrin can provide residual control by treating cracks and crevices, along baseboards, around door trim, and on the undersides of furniture and shelves, Acknowledgement: Revised from earlier document by Sloderbeck, Mock, Bowling and Brooks. Entomology 322 (L.D.) 1993. Originally adapted from: Spiders In and Around the Home, William F. Lyon, The Ohio State University. Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned. Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Phillip E. Sloderbeck et. al., Common Spiders, Kansas State University, November 2004. Kansas State University Agricultural Experiment Station and Cooperative Extension Service November 2004 See K-State Research and Extension publication MF-771 Spiders and Scorpi­ ons for information on the black widow spider and the brown recluse spider.
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F.C.J. Secondary School Bunclody - History (1861 – 2009) Bunclody, a small town in Co. Wexford was called Newtownbarry when the F.C.J.sisters came in 1861. Bunclody was the original name of the town but it was renamed Newtownbarry when the Barry family became the local landlords. Following a local referendum in 1950, the town reverted to its original name. Following the famine years in Ireland, there was great poverty and basic education was much needed by the youth in the towns and villages. Father Parle, the curate in Bunclody was very aware of this and determined to do what he could to improve the educational facilities in his parish. Strong oral tradition in the Convent and in the area suggests that Fr. Parle first encountered the Sisters when he was a student in the seminary in Paris. At any rate he applied to the Superior General of the Sisters, Faithful Companions of Jesus to send Sisters to provide much needed education for the children of the area. The Superior General agreed to send Sisters and so Reverend Mother Josephine Petit, Superior General and Mother Marie de Bussy, Assistant General arrived on the 5 August 1861. They were assisted by the Provincial Superior of the Irish houses at Laurel Hill and Bruff together with two other Sisters. Father Parle's house, adjacent to the parish church was transformed into a convent and an annexe added to house a community. Five Sisters: Lucy Fletcher, Ellen Blacket, Mary Philomena Parsons, Teresa Ann Murray, Elizabeth Graham, Mary Redman and Frances Sheehan formed the first community. They immediately took over the running of the girl's primary school but they did not limit their work to primary education. The F.C.J. sisters had a tradition of working with boarders, having a number of such schools in their Society, on the Continent, in England and more recently in Limerick. So it seemed the most suitable way of providing post primary education in the South Leinster area. We know little about the early days. However we do know that on August 10, 1861, five days after the arrival of the Faithful Companions of Jesus in Bunclody, a notice appeared in "The People" newspaper announcing the Sisters' intention of opening a Boarding School. "to afford to parents an opportunity of giving to their children a good religious education". We know that the school must have thrived from the beginning as the records show that in 1864, the community consisted of ten sisters but two years later this number rose to sixteen and from 1877 there were twenty five sisters in the Convent. We do not know for sure if day pupils were taken from the beginning but school records of 1865 give 54 as the number of students; 39 boarders and 15 day-students. Oral tradition tells us that the day pupils were the children of Church of Ireland families in the area and that Catholic day students were not taken until much later. What is certainly true is that Church of Ireland students were always part of the day pupil intake and there were always very harmonious relations with the local Church of Ireland community with a significant number of Church of Ireland students attending the school. One of the sisters who had a deep and lasting influence on the life of the Convent in Bunclody was Mother Victoire Henahan. She had come to the convent as Superior in 1883 at the age of twenty nine and she was also in charge of the secondary school for a number of years. There is little doubt that it is no small coincidence that her arrival coincides with a period of expansion and building both in the primary and secondary schools. In 1894, a refectory (dining room), study hall and dormitory were built. In 1898, the lady Chapel, junior study and linen room were added. In 1906, a science laboratory, art room and domestic science kitchen were built to accommodate new curriculum requirements. Finally in 1909, recreation rooms, music rooms and extra dormitories were built. It was under the guidance of Mother Victoire also that the Golden Jubilee celebrations of 1911 were celebrated with great style and ceremony. 1 The Halldare family were the local landlord family and following the marriage of the heir to a wealthy young woman it was decided to build a house in keeping with their wealthy status and so began the building of the present demesne house "Ballinapark House". There were no suitable tradesmen in the area for the building of the proposed house so after a long search, tradesmen of the needed high standard were brought from Wales to do the work. The house took several years to build. The Hughes family did the building and the Roberts family were responsible for the carpentry. As the work neared completion the Halldare family were anxious to reduce the number on the work force but the men were having none of this and declared that they would all return together to Wales. However, Mother Victoire needed carpenters and builders and so the dilemma of the families was solved as the workers transferred across the road to begin the extension. The buildings erected were remarkably similar to the Halldare building though less elaborate. The wood panelling, the tiling and the windows were identical. Both families then settled in the area for good. Today and for many years in the past, the descendents of these families have attended the secondary school. The school continued to flourish during the years that followed and earned a strong reputation for its high academic standards- a reputation richly deserved. The F.C.J. Sisters who taught in the school were very committed teachers and anxious that the students in their care would do well as they knew that these students would have to earn their own living when they left school. It was also an incentive that many of the brothers of the students in the school were boarders in St. Peter's school in Wexford and it was important that the students there were not seen to outdo their sisters in St. Mary's Bunclody in public academic achievement! The only building that took place in the intervening years was in 1964 when a concert hall, locker rooms and classrooms were built. Secondary education, though State funded was not free, and only a limited section of the population could avail of it so there was no demand for further expansion in the years that followed. During these years, Ireland underwent a long period of economic stagnation, following the emergence of the Free State. The "Economic War" between Ireland and England from 1932 to 1938, though politically popular, led to an agricultural stagnation that seriously affected the country and money was very scarce indeed. There was little growth during the 1950's; indeed these years are often referred to as the 'hungry fifties'. It was only in the late 1950's under the enlightened leadership of Sean Lemass that economic growth took off. From 1967, the Irish Education scene changed dramatically thanks to the courage and insight of Donncadha O'Malley, Minister of Education, who introduced 'Free Secondary Education' in that year. While the dramatic announcement of 'Free Education' took the population at large by total 2 surprise and was the talk of the summer of 1967, it was both popular and much needed if economic progress was to expand and be sustained. Not only was education to be free in all secondary schools that opted for it (over 95%) but free buses were provided in September for the students who attended these schools. Dramatic expansion of schools followed including St. Mary's in Bunclody. In 1969, boys were enrolled for the first time. It was the beginning of a new era that was to profoundly affect the development and character of the school. In today's era of consultation with the need for setting up of committees and sub-committees, such a marked initiative would appear to have necessitated wide consultation and planning. But it was not so. Secondary education for boys was not available in the town – the vocational school established in 1950 only offered the Group Cert – an examination taken after two years, which was the normal entry requirement to the trades of carpentry, plumbing etc. So boys who wished to avail of a secondary school education had either the choice of cycling eleven miles to Enniscorthy to the Christian Brothers' school, or attending the boarding school in St. Peter's College in Wexford. Sr. Barbara Kennedy, who was a teacher in the Secondary school was also sacristan in the Parish Church and among many other duties trained the altar boys. She asked the boys who were 6 th class students in the local primary school where they were going to school in September and they replied that they were going to St. Peter's but that they would prefer to go to the Convent. She suggested that they would go up to the Convent and ask Reverend Mother to go to school there. Three or four boys presented at the Convent, asked for Reverend Mother and made their request to her. Reverend Mother, Sr. Zoe O'Connell, had taught and worked for most of her life in Canada and the U.S. and was used to co-education. She looked at the boys who were 'dressed up' for the visit to the Convent and pronounced that they looked like nice boys and she was sure they were nice boys and that they would be very welcome in September. They went home to spread the word of their welcome and she went to the Principal, Sr. Margaret (Gonzague) Hayes, and told her that she had said the boys would be welcome. Sr. Margaret, an emminently practical woman, made no comment other than to say that boy's toilets would be needed and she sent for Andy Mahon, a local builder, who was always called on when need arose. Fourteen boys presented in September. Today, in 2009, boys number 390 and form fifth percent of the student body. Until 1986, apart from the occasional part-time lay teacher, the school was staffed by members of the F.C.J. Society mainly because lay teachers were few in number and unwilling to come to a rural school, which had very poor public transport. In 1968 Laura Lennon who had married locally was appointed as a fulltime lay teacher. Then, to the relief of the Principal, three young local people qualified as teachers and were promptly employed by the school. Kathleen MacMullan (née Murphy), Mary Nagle (née O'Leary) and Tony O'Loughlin. From that time onwards, more and more lay teachers were employed. In 2008, Sr. Madeleine Ryan retired and since there was no F.C.J. to replace her as Principal, the position was advertised nationally and Ms Frances Threadgold, the Deputy Principal was appointed by the Board of Management to replace her. Today in 2009, there are fifty lay-teachers, one full-time FC.J. Sister and one part – time F.C.J. Sister teaching in the school. A prefabricated building was also erected during 1968 which added classrooms, a cloakroom, science laboratory and art room to the school. At this time of writing, a framed photograph in the reception room in the school shows the official opening of that building which was attended by Dr. Herlihy, Bishop of Ferns. In that photograph is a young teacher, Tony O'Loughlin, who was the first fulltime male teacher. In 1975, he was appointed Vice-Principal; the first such appointment in the school and a role he continued to occupy until his appointment as Principal of the Christian Brother's Secondary School, Carlow, in 1986. With student enrolment increasing annually (1961: 135 students; 1971: 262 students; 1981: 540 students, 1991: 578 students, 2001: 701 students and today 2009: 779 students) additional accommodation became a priority from the end of the 1970's. Ten prefabricated classrooms were first provided with the aid of a Department of Education grant and F.C.J. community resources. In 1986 the new red brick building opened (now named St. Patrick's), providing classrooms, cloakrooms, offices & staff room, biology & physics laboratories, sports hall, language laboratory, art room, library, domestic science kitchen and sewing room. Funding was provided by the Department. of Education and fundraising in the school catchment area. Around this time too, the school, though officially known as "St. Mary's" was much more commonly known as 'the Convent'. At a Staff Meeting, the name 'F.C.J. Secondary School' was suggested and adapted and soon it became so widely and popularly accepted that many would not believe it could have ever had another name. As the number in the school grew, the number of active Sisters in the Community declined in number and a decision was taken at the time of a General Visitation by the Superior General of the F.C.J. Society in 1981 to close the boarding school. This closure took place over five years and each year, vacated dormitories were occupied by the school as general classrooms. In June 1986 the boarding school finally closed after 125 years. That autumn there was a big re-union of past-pupils, mainly boarders, who wished to meet and reminisce about time spent in the school. Meanwhile the school continued to thrive. Academic achievement continued to be very important in the school but many other activities were initiated. Musicals, drama productions, orchestra and a variety of games including hurling, football, camogie and basketball continued to be important to the life of the school. By 1990, change was in the air as the Department of Education began a process of modernisation. Schools were encouraged to set up Boards of Management to reflect the various parties with a vested interest in the education of the students in schools. So in 1996 the first Board of Management was established with Mr. Tim Geraghty, Principal of St. Tiernan's Community School in Dundrum, as Chairperson. As the number of boys increased, it became evident that more practical subjects were needed to accommodate their natural aptitudes and interests. In 1998 new construction studies and engineering rooms [St. Aidan's Building] were erected and funded by the F.C.J. Society. Teachers were also employed to teach these subjects. The old boarding school, which had increasingly accommodated students since 1982 was in a very poor state of repair by 1990 and it was clear that it would have to be extensively renovated or replaced. A Department of Education official visited and declared the building was unsuitable for renovation and said a new building was the only way forward. So began the long and protracted negotiation with the Department of Education to fund a replacement building. This was made all the more urgent as the old boarding school had become increasingly dilapidated and fears for the safety of the students had grown. Finally permission was given and in October 2001, tenders were accepted for a new extension to replace the Boarding School. In early 2003, 4 the new building, 'St. Victoire's was completed and occupied and the old boarding school was vacated. Since the original building was planned, the numbers in the school had increased and space was very tight. So when the old Boarding School was demolished, a new extension replaced it, which was funded by the F.C.J. Society. This building is known as 'the d'Houet Building'. The 2003 St. Victoire building was located on the tennis / basket-ball courts but the Department of Education refused to replace them, citing lack of funds. So new basketball / tennis courts, funded by the F.C.J. Society, were provided and the library was converted to music tuition rooms, an office and resource room. The library is now located in room 46 in the d'Houet building. Finally the home economics kitchen & room 68 were refurbished over the summer of 2007. The kitchen (Room 24 - St. Patrick's Building), was in use since 1986 and needed modernising and replacement / renovation of many of the fittings and furniture. Room 68 (St. Victoire's Building) was only built in 2002, but had to be updated to cater for the new Leaving Certificate subject, "Design & Communications Graphics", which has replaced Technical Drawing. Much of the work in this new subject is done on computers so the drawing desks, etc. were replaced by computer work stations. This refurbishment was paid from school savings. Nationally, the number of religious sisters working in schools throughout the country had seriously declined and it was becoming very evident that the different religious Congregations would not be able to continue the trusteeship of their schools. Facing this reality, twelve religious Congregations, each of whom had only a small number of schools in Ireland, came together to provide a solution to their situation. The F.C.J. Society was one of these Congregations. 'Le Chéile' was established to form a single trusteeship to protect the ethos and interests of their schools and was officially launched in May 2009 in Mullingar and so the school is now at the beginning of a new era in the history of Irish education. Sr. Madeleine Ryan FCJ 2009 5
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Name: Desert Challenge A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided. The Desert is one of the [1]__________ biomes. The word desert means [2]_____________. The desert gets a minimal amount of [3]__________ which is why it's one of the driest [4]__________. There are both [5]__________ and [6]__________ deserts. Survival in the desert is difficult due to the extreme [7]________________ and the dryness. One fifth of the [8]__________ is a Desert biome. Deserts are found along coastlines and also within continents. Hot deserts are found in [9]__________ America, [10]__________ America, North Africa, Central Australia and Cold deserts are found in the Antarctic, Greenland and Central Asia. Deserts get less that 25 cm or 10 in of rain per year. [11]_______________ rates are faster than rainfall rates which keeps the desert very dry. In some deserts, rain doesn't fall for years. Cold deserts although still dry, get more [12]____________ (which is in the form of snow or fog) than the hot deserts. In hot deserts, daytime temperatures can be over 38°C and 100° F in the daytime and below -4°C and 25° F in the evening. Temperatures in cold deserts are usually between 0°C and 4°C or 32°F and 39° F. In the hot deserts, the seasons are warm throughout the year and very hot in the [13]__________. In the cold deserts there are long cold winters and short warmer summers. The cold deserts are cold most of the time. Desert animals tend to get their water from [14]__________. They have a thick outer coats, they tend to have larger ears and they will [15]__________ through the day. Many desert animal have adapted to this harsh environment by being [16]_____________. Examples of animals in the desert are rattlesnakes, jack rabbits, lizards, and kit foxes. There are also reptiles, scorpions and grasshoppers. The soil is [17]__________ and rocky. Plants typically have few [18]__________ and thick roots to help them retain [19]____________ in the dry climate. The dessert has cacti, smaller bushes and grasses . rain temperatures north burrow Name: Desert Challenge A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided. The Desert is one of the [1]driest biomes. The word desert means [2]abandoned . The desert gets a minimal amount of [3]rain which is why it's one of the driest [4]biomes . There are both [5]hot and [6]cold deserts. Survival in the desert is difficult due to the extreme [7]temperatures and the dryness. One fifth of the [8]Earth is a Desert biome. Deserts are found along coastlines and also within continents. Hot deserts are found in [9]North America, [10]South America, North Africa, Central Australia and Cold deserts are found in the Antarctic, Greenland and Central Asia. Deserts get less that 25 cm or 10 in of rain per year. [11]Evaporation rates are faster than rainfall rates which keeps the desert very dry. In some deserts, rain doesn't fall for years. Cold deserts although still dry, get more [12]rainfall (which is in the form of snow or fog) than the hot deserts. In hot deserts, daytime temperatures can be over 38°C and 100° F in the daytime and below -4°C and 25° F in the evening. Temperatures in cold deserts are usually between 0°C and 4°C or 32°F and 39° F. In the hot deserts, the seasons are warm throughout the year and very hot in the [13]summer . In the cold deserts there are long cold winters and short warmer summers. The cold deserts are cold most of the time. Desert animals tend to get their water from [14]food . They have a thick outer coats, they tend to have larger ears and they will [15]burrow through the day. Many desert animal have adapted to this harsh environment by being [16]nocturnal . Examples of animals in the desert are rattlesnakes, jack rabbits, lizards, and kit foxes. There are also reptiles, scorpions and grasshoppers. The soil is [17]coarse and rocky. Plants typically have few [18]leaves and thick roots to help them retain [19]moisture in the dry climate. The dessert has cacti, smaller bushes and grasses . rain temperatures north burrow
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Worry Doll Pens Recommended for Ages 12 - 18 A worry doll is seen as a trustworthy listener and once the doll is hidden under a pillow, the doll will take all the anxieties and worries that plagues us during the day for a fresh worry-free morning. Make a few Worry Doll Pens and carry one at all times to allay your anxiety and worries in these troubled times, and in addition, you will have a nifty pen to write with. Materials: * One ball point pen * Two toothpicks * Glue * Scissors * 3 colors of yarn or string (any type) Instructions: 1. Measure your pen and make 3 marks. Your pen will be divided into a head, torso, and legs. The top of the pen will be the head, make your mark at 1 ½ inches from the top of the pen, measure 2 inches for the torso and the rest for the legs which will be around 3 inches depending on the size of the pen. 2. Decide what colors you will use and make sure that the head mimics skin colors. You can use any type of yarn, embroidery floss, or string to cover your pen. 3. Place a bead of glue at 1/2 inch from the writing tip. Start wrapping the yarn you have chosen for the legs around your pen. A good way to do it is to hold your yarn on your right hand and start rotating your pen so the yarn will start covering the pen. (Use your left hand to hold the yarn if that is your dominant hand.) Push the yarn together so it will cover the pen casing. Place a vertical strip of glue on the pen and continue covering the pen with your yarn. Stop at your torso mark, cut your yarn and glue in place. 4. Continue by placing a strip of glue on the pen and wrap the torso with your designated color. Stop at the head mark, cut, and glue in place. 5. Take your skin color yarn and wrap the head adding a strip of glue to hold it in place. Do not worry about the top of the pen, you will be adding hair, so this spot will be covered. 6. Take your toothpicks and, with your scissors, cut off the pointy ends. Place the top of the toothpicks at the beginning of the torso, these will be the arms. Place a dot of glue on the toothpicks and not on the yarn (no need to glue the whole length of the toothpicks just a little at the top). Glue the toothpicks at each side of the pen. 7. Using the same color yarn as the shirt, place a drop of glue to start and do a few wraps before starting to cover the toothpicks. Place a line of glue on the toothpicks and then start wrapping the toothpicks and the pen together. This part will have double the yarn and it will create a shoulder effect. You will be covering only half of the toothpicks; you want the arms to show. 8. Let us get ready to make the hair. a. To make two braids, make one long braid, make a knot in the middle of the braid to separate it into two. Tie it at both ends and drape it over your pen and glue it right on the center top of the pen, add a little glue on each side of the pen head. b. To make one braid, tie only one end, and leave loose strands on the other end. Glue those loose strands on the top and glue a little bit of the braid on the back of the pen. c. If you want curly hair, wrap your strands around a pen, a skewer or a chopstick, use a clothespin to secure the end or you can make a loose knot at the end, add water until the yarn is completely wet; let it dry in the sun or use a hairdryer. Once the yarn is dried, Slide the yarn off your pen, you will have curly yarn. Drape it over the head and glue. d. If you want loose hair on your doll, grab a piece of yarn and place it horizontal on a flat surface, hold it in place with clothespins or a piece of tape. Take one piece of yarn at a time and make a hitch knot over the horizontal yarn. Continue adding yarn until you have enough to cover the head of the pen. Gather your yarn in one hand and the horizontal piece of yarn on the other hand and pull both until all the yarn comes together and forms an upside-down U shape. Place the hair upside down like a beard over the pen head and use the placement yarn to tie it on the back, add glue to it to hold it in place. Push back the hair and adjust it to your liking. i. To make a hitch knot, hold your yarn in half, place it underneath your horizontal yarn. Fold the top over, making a loop and pull the tails through the loop securing it to the horizontal yarn. Pull the tails to tighten it. 9. You can embellish your doll, by adding tiny buttons to the front, or tiny flowers or even small beads.
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Here we have one unit. Can you divide it into halves first? Now divide it into quarters. How do we write one half, one quarter? Challenge If Mrs. O Sullivan ordered 2 pizza's from domino's for her party and if everybody had ¼ except for Mr. O' Keeffe who was greedy and ate 2 quarters how many people were at the party? Revision: So when one whole unit is broken up into 2 equal parts we call them halves. Example: shaded parts out of 8 equal parts is a) 4 = The picture shows us ½ of the pizza is the same as when the number below (denominator) gets bigger, the size of 𝑖𝑠 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑡ℎ𝑎𝑛 1 4 This is one whole bar and 1 piece out 8. We write this as 1 1 8 . We call these mixed numbers. A mixed number is a whole number (one full unit) and another fraction. Word Problems 1. If Mr. Mcgovern ate ½ a pizza, what fraction would be left? 2. If Mr. O' Connor ate 2 4 of his sandwich what fraction would he have left. 3. 𝑀𝑠. 𝑂 ′ 𝑘𝑒𝑒𝑓𝑓𝑒 𝑎𝑡𝑒 1 2 𝑜𝑓 𝑡ℎ𝑒 𝑐ℎ𝑜𝑐𝑜𝑙𝑎𝑡𝑒 𝑏𝑎𝑟 𝑎𝑛𝑑 ℎ𝑒𝑟 𝑑𝑎𝑑 𝑎𝑡𝑒 1 4 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑎𝑟. How much was left for Mr. O' Keeffe? Your aim: To know less than ½ , Equal to ½ , Greater than a ½ . Introducing 1 5 𝑠 𝑎𝑛𝑑 1 10 Fractions ′𝑠 1. Mr. Mcgowan invited 4 teachers over to his house for tea. How many equal parts should the cake be cut into to share it fairly? (Don't forget Mr. Mcgowan- he loves cake) 2. If Mr. Mcgowan intended to give everybody at the party 2 slices how many equal parts should he cut it into? 3. If you were one of Mr. Mcgowan's guests and you loved cake which would you prefer? 1 piece of cake when the cake is cut into 5 equal pieces or 2 pieces of cake when the cake is cut into 10 equal pieces? (don't forget to use your fraction wall) 4. 2 cakes were baked for a party for 20 people. How many equal parts should the cake be cut into. ′ Introducing 1 3 ′ 𝑠 , 1 6 ′ 𝑠, 1 9 ′ 𝑠, 1 12 ′𝑠 (thirds, sixths, ninth's, twelfth's) Make your own fraction wall!!! Fraction Wall: 1 st row thirds, 2 nd row sixths, 3 rd row ninths, 4 th row twelfths. Your aim: - to know the numerator and the denominator - to investigate the relationship between fractions using a fraction wall.
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Handbook CATHOLIC SCHOOL ATHLETIC ASSOCIATION 1949 GOLDSMITH LANE, SUITE 101, LOUISVILLE, KY 40218 456-2722 /e-mail email@example.com www.loucsaa.org Revised December 2019 Table of Contents Social Media…………………………………………………………………………………………………………………………18 CSAA Chairman - Fr. Tom Gentile CSAA Executive Director - Mr. Rick Arnold CSAA Board of Directors Mr. Steve Berry Mrs. Becky Box Mrs. Jean Burba Fr. Anthony Chandler Fr. John Deatrick Fr. Shayne Duvall Mr. Bill Klump Mr. Garnett Phelps Mr. Frank Radmacher Mrs. Mary Beth Uhls Mrs. Beth Wychulis Sport Directors Archery Laura Parrish & Tim McGinty Baseball Rick Mahoney Basketball – Boys Fred "Buzzy" Heim Basketball – Girls Beth Wychulis Basketball – Intermediate Don Kohler Cross Country Joe Buechler Field Hockey Jody Schafer Football Thom Wachtel Golf Dave Baron Soccer John Lyons Softball TBD Swimming Ray "Bucky" Stoess Tennis USTA Track Kyle Yochum Volleyball – Boys Carolyn Patton Volleyball – Girls Cheryl Strong & Tony Schurfranz 4 INTRODUCTION The Catholic School Athletic Association is an organization formed under the direction of the Most Reverend John A. Floersh with approval granted on July 1, 1951. This mission has been reaffirmed by the Most Reverend Thomas J. McDonough, Most Reverend Thomas C. Kelly and the Most Reverend Joseph E. Kurtz, for the promotion of athletic and recreational programs in the Parishes of the Archdiocese of Louisville. Since its establishment in 1951, the CSAA has organized and managed athletic leagues for the children of the Catholic School system in the Archdiocese of Louisville. The scope of the organization has evolved to include all Catholic grade school youth regardless of school attendance as long as they remain active members of their parish. The purpose of the CSAA from its inception has been to provide opportunities for grade school students to play in well-organized and well supervised leagues. The CSAA strives to teach sportsmanship at all times, in all situations, and to teach the participants to play the games well. Teaching student athletes involved in CSAA programs to develop their God-given talents to the best of their ability while striving to become better people is of primary importance. Participation in CSAA sports programs is a privilege and not a right. Behavior of players, coaches, parents, spectators, officials, and administrators must at all times keep with the teachings of Christ. The ethical obligation of all involved must be at all times be above reproach. Any deviation from this objective could result in the CSAA limiting or taking away the privilege of being a part of the CSAA experience. CSAA Authorities have the right and/or authority to make decisions or rulings regarding the necessary operation of the organization at all times. HISTORICAL SYNOPSIS In 1919 the Xaverian Brothers organized a basketball league of six parochial grade schools. For the next six years these schools played on Saturday mornings at St. Xavier Gymnasium, thus began the first organized recreational activity in Louisville schools. In 1928-29 under Father Felix N. Pitt, Secretary of the Catholic School Board, Catholic Recreation Commission was formed. This Commission, composed mostly of laymen, sponsored an athletic program in basketball, track, baseball, and physical education program during school hours. A part-time athletic director was retained, as well as a part-time recreation director. The program was sustained by the contributions of prominent laymen. This commission expired in 1933. Until 1946 the basketball league survived under the leadership of various priests of the diocese. Among these may be noted Fathers George A. Saffin, Herman and Jerome Lammers, Frederick Moore, Louis Bossung, and John Bancroft. In 1946 Father John Bancroft drew up a constitution for what was to be known as the Catholic School Athletic Association. Father Bancroft served as chairman of the Association through 1948. By this time the Association was concerned with the organizing of baseball, football, and basketball leagues and track meets for the boys; and volleyball leagues for the girls. Father Martin Moore was elected to serve as chairman in 1949. In early 1951 Father Moore submitted the following proposal to the Archbishop: It is suggested that the Catholic School Athletic Association, operating as a subsidiary of the Catholic School Board, be permitted to establish a permanent office, staffed by a full-time director and secretary, for the purpose of coordination of and giving permanence to the program. It was suggested that the director be a layman, who would execute the plans of and be responsible to the priest members of the Association. The expense for operating such an office would be sustained by the increased promotion of the annual basketball tournament and the annual football program and Toy Bowl. The Archbishop responded wholeheartedly to the above proposal and gave his permission for the operation of the plan. On July 1, 1951 the office was established at Room 209 of the Catholic School Board suite in the Southern Trust Building, Fifth and Market Streets. Mr. Karl F. Schmitt, long associated with the program, was retained on a full-time basis. In January 1983, the Catholic School Athletic Association hired Mr. James R. Frame as Associate Executive Director to Mr. Karl F. Schmitt. On July 1, 1983 Mr. James R. Frame took over as Executive Director with Mr. Karl F. Schmitt becoming Director Emeritus. On January 31, 1984 Mr. Karl F. Schmitt retired from the Catholic School Athletic Association after 32½ years of loyal and dedicated service. On November 1, 2011 Mr. Rick Arnold was hired as the successor to James R. Frame, who officially retired in June 2012 after 29 years of loyal and dedicated service to the organization. On July 1, 1959, the CSAA moved its office to St. John School, 710 East Walnut Street. On August 5, 1978, the CSAA moved its office to St. Brigid School, 1516 Hepburn Avenue. Then on August 29, 1987, the CSAA moved its office to the Austin Building, 1939 Goldsmith Lane, Suite 214. On August 30 th , 2012 the CSAA office moved to its current location at 1949 Goldsmith Lane, Unit 101. Past Chairmen of the CSAA: Fr. John Bancroft, 1946-48; Fr. Martin Moore, 1949-53; Fr. John Lenahan, 1953-55; Fr. Martin Moore, 1956; Fr. James Harney, 1957-61; Fr. Matthew Brennan, 1961-62; Fr. Patrick Caster, 1962-70; Fr. Robert Reilly, 1970-80; Fr. Thomas Gentile, 1980-84; Fr. James W. Murphy, 1984-88; Fr. Robert Reilly, 1988-1992; Fr. James W. Murphy, 1992-96; Fr. Thomas Gentile, 1996-present. ORGANIZATION STRUCTURE 1. ARCHBISHOP OF LOUISVILLE: The Catholic School Athletic Association (CSAA) operates at the discretion of the Archbishop of Louisville and the authority of the CSAA office is subject to his approval. 2. CHAIRMAN and POLICY BOARD: (a) Chairman: A priest serving in the Archdiocese of Louisville. His duties include supervision of the CSAA office and the coordination of the entire CSAA program. (b) CSAA Policy Board: The CSAA Policy Board is the official ruling body of the CSAA. The Policy Board assists in the development of, and implementation of the policies and procedures of the CSAA. The Board (at the direction of the Chairman) also hears and settles appeals from individual parish members. They will be comprised of twelve (12) members. New Board members are appointed by the Chairman with consultation from the CSAA Executive Director for a term of six years. After the initial six year term, members are up for election by the entire policy board. Members must notify the Chairman if a change of status is necessary. (C) CSAA Executive Director: Must be a lay employee hired by the Chairman with the approval of the CSAA Policy Board. The Executive Director and the CSAA staff are responsible for managing CSAA leagues, tournaments, and the day to day operation of CSAA business. 3. PASTORS and ATHLETIC DIRECTORS: Pastors (President or Principal at schools not affiliated with a parish) are ultimately responsible for the athletic program in each parish (school). The entire athletic program functions at the discretion of the Pastor (President or Principal). By agreeing to, and signing the Election to Participate Form, they agree to abide by the policies, procedures, rules and regulations of the CSAA. Only the sports listed in this handbook are managed by the CSAA. Other or outside sports, referred to as "Outside Competition" in this handbook must be approved by the Pastor (President or Principal). Pastors may delegate this authority to someone at the parish level who becomes his direct agent (Athletic Director) or he may over-see the program personally. 4. SPORT DIRECTORS: Are appointed by the CSAA Executive Director and are subject to the approval of the Policy Board. Sport Directors serve to supervise individual sports and at the sole discretion of the Executive Director. Individual sport directors along with the Chairman and Executive Director are responsible for organizing and running their specific CSAA approved sport. Sport Directors can form an advisory board for their sport, subject to the approval of the Executive Director. 5. CSAA DIRECTOR OF OPERATIONS: The Director of Operations will be a designated CSAA employee(s) who schedules and organizes CSAA leagues. They work with the host gym or field manager in regard to all logistics. 6. FIELD OR GYM MANAGERS: Every gym or playing field that hosts an official CSAA sporting event shall be managed by a "Field or Gym Manager". The Field or Gym Manager is appointed by the host parish/school and will be responsible for assisting the CSAA Office/League Manager with scheduling contests at the site. They are also responsible for maintaining their facilities and for ensuring proper operational procedures involving CSAA rules and regulations. This designee is the onsite CSAA representative and must be present to resolve any issues. They must be at least 18 years or older and be out of high school. Gym/Field Managers are expected to respond as needed if a spectator or parent acts in a manner that is contrary to our Catholic beliefs and Christian principals. They are also required to enforce the policies included in this handbook. 7. PARISH ORGANIZATIONS: Parish groups or individuals may be used at the parish level to assist the Pastor in his many duties. These groups are required to carefully follow all CSAA rules, regulations, policies, procedures and maintain the integrity and high standards outlined in this handbook. These groups or individuals include, but are not limited to coaches, sport directors or coordinators, athletic directors, booster clubs, men's or ladies' clubs, sports councils, sports ministries programs, etc. 8. CSAA ADVISORY ORGANIZATIONS: Groups or individuals approved by the CSAA to assist with individual sports are required to follow CSAA rules, regulations, policies, and procedures as well. These individuals must, at all times, maintain the highest standards for integrity, and commitment to the mission of the CSAA and uphold the standards outlined in this Handbook. Election to Participate Form Parish or School participation in any official CSAA sport requires an Election to Participate Form be filled out and on file with the CSAA Office. One form from each participating member per year covers all sports. Any and all other sports not listed on the form are not official CSAA sports. This form requires the Pastor (President / Principal) to "elect to participate" in CSAA sports and to name himself or his designee as the Athletic Director for the parish/school. The Athletic Director also agrees to "accept the appointment" as AD and both the Pastor (President/Principal) and the AD agree to comply with, and require compliance to all CSAA rules, regulations, and policies within their parish/school athletics. Pastors at each parish or Presidents/Principals at schools not affiliated with a parish must approve participation and abide by all CSAA Policies rules and regulations. Further, they must understand the CSAA is not managing or in any way organizing sports not included on the form. https://loucsaa.net/outside-csaa-competition-form-2/ This form is also available on the CSAA web site and a new form must be completed each new school year. Official CSAA Team and Individual Sports: Volleyball (Girls) Track (Fun Meet) Football Softball (Girls) Cross Country (Fun Run) Soccer (Boys and Girls) Basketball (Girls and Boys) Golf Swimming Tennis Volleyball (Boys) Field Hockey Archery Baseball All sports listed are official CSAA sports. Each of these sports are managed and administered by the CSAA. Any other sport offered at the parish level is sponsored by the individual parish/school, or another outside organization. Pastors and Athletic Directors need to be aware of this as it may change the insurance and liability responsibility for the specific parish or school. Other leagues will be referred to as "Outside CSAA Competition" by the CSAA. CSAA leagues have a designated starting and ending time. These times may vary from year to year, and special needs or circumstances may necessitate changes during the year. Barring extenuating circumstances, CSAA leagues and events will follow the advertised schedules and are considered complete after the championship meet/event or the Tournament finals. "Official" CSAA Team and Individual sports are scheduled and organized by the CSAA Director of Operations. Eligibility Rules All student athletes must meet the following requirements to be eligible for CSAA participation. Age Requirements 8 TH grade students and down who reach the age of 15 prior to August 1st of the academic year are ineligible. 6 TH grade students who reach the age of 13 prior to August 1st of the academic year are ineligible for the 6 th grade division. They can participate in the 8 th grade division if they meet the age requirement for that division. 4 th grade students who reach the age of 11 prior to August 1st of the academic year are ineligible for the 4th grade division. They can participate in the 6 th grade division if they meet the age requirement for that division. Catholic Parish/School Students If a student attends an Archdiocese of Louisville Catholic School recognized by the Archbishop of Louisville, he/she is eligible to participate in CSAA managed sports for that school. Students who attend a parish/school that does not offer CSAA sports (or a specific CSAA sport) may be merged with another school or parish sports program by agreement of the schools and with the approval of the CSAA Executive Director. These student athletes must meet all of the sacramental obligation requirements listed on the Eligibility Certification Form to be eligible for participation at another school/parish. Participants who move or change to another catholic parish and/or school during the school year or season must finish the sport with the team they started. They may also elect to play all sports at the school/parish in which they began the academic year, as long as they stay enrolled in another catholic school. If the student athlete actually changes schools and attends a different school during the academic year he/she would be allowed to play sports at the new school as long as they are officially attend the new school. They may not change teams in the middle of a sport under any circumstances. Public, Home, Other School Students (a) Student athletes who do not attend a catholic school or are home schooled and are "actual" members in good standing at an Archdiocese of Louisville Parish may participate in CSAA sports for their parish only. If the parish does not offer a particular CSAA sport, the student athlete may play for another parish/school team pending the agreement with the parish/school and approval of CSAA Executive Director and the CSAA Sport Director. They must meet all of the requirements listed on the Eligibility Certification Form, including actively participating in the mandated religious education of their home parish. These athletes must meet the age requirement and may not be in the 9 th grade or older regardless of age. (b) Student athletes who have dual parish memberships due to immediate family preference, divorced parents or students who attend a catholic school that is not affiliated with a parish must play for one program or the other for the entire school year. Their parents or guardians must be the actual parish member in good standing. Once the student athlete chooses a "home parish/school" to play, he/she must play all sports they elect to participate in for that parish/school for the entire school year. The only exception would be if the place they choose does not offer a particular team sport. In this case the student must go to the merged team that the rest of "home school" members are assigned. If he/she is the only participant of this sport they would be allowed to participate at their second parish for that sport. (c) Student athletes who start out at a catholic school and leave the catholic school system for any reason become subject to the eligibility certification form guidelines immediately. This means they will be ineligible immediately if they are not actual members of the parish they are competing for along with being baptized catholic, being up to date on their sacraments and actively participate in the parish religious education program. (d) If a student is home schooled, he/she must play in the appropriate grade divisions based on their age. Those students are allowed two years in each grade division as long as the age requirement is met, and they are acting in good faith about the appropriate grade they are in based on academics. The parent must declare a grade the first year they participate, and they must move up one year in sports per academic year until they complete their eligibility. Under no circumstance can the home-schooled student participate in CSAA sports if they are in the 9th grade academically. High School Sports CSAA student athletes are not allowed to participate in any sanctioned high school game or contest, as an individual or as part of a team, regardless of the fact that they are officially or unofficially attached or unattached to any high school. If a CSAA student athlete elects to participate in any such event, they are permanently ineligible for all CSAA sports. The only exceptions are Baseball and Field Hockey for graduating 8 th graders as they are played in the summer after grade school graduation. Student Athlete Certification: Student Athlete participation in official CSAA sports at each parish/school requires completion of an Eligibility Certification process. The process involves completing the mandatory electronic document in the SI Play Registration portal. This process is mandatory once each year at the time a student athlete signs up for their first sport of the new school year. The pastor in each parish and the President or Principal in each school (with no affiliated parish) is ultimately responsible for overseeing and approving these forms. Students attending a Catholic School (approved by the Archbishop of Louisville) not affiliated with a parish may play sports for that school. Students attending a school attached to a parish may play sports for their parish school. Any public school, home school, or any other student whose immediate family, or legal guardian is an actual member in good standing with a parish may play CSAA sports for that parish as long as they meet the requirements outlined by the Eligibility Certification process. This is required to ensure all athletes participating in CSAA programs are approved and eligible per CSAA regulations by the proper parish/school authorities. This requirement is mandated to maintain the integrity of CSAA sports. Ineligible athletes participating on a parish/school team may result in forfeiture of games played and suspension of participation for the team in the post season tournament for that sport. Strict adherence to policies on eligibility are necessary to help ensure fair play. Maintaining a 100% commitment to faith formation, while enforcing and ensuring ethical participation by every parish is the top priority of the CSAA. All players must be certified by the Parish/school prior to being listed on a roster. Any ineligible player listed on a roster may be cause for that team to be barred from participation in the post season tournament. Official CSAA Rosters: Official CSAA rosters must be complete and accurate in the SI Play system prior to the first official CSAA contest of each season. For scheduling reasons, additional information may be required by the SI Play system prior to completion of the roster. This information will be communicated to parish/school sport coordinators or AD's by the CSAA Director of Operations. Final information on the roster form must be complete by the start of the season unless an exception is made by the CSAA office. Coaches may also keep a copy with them at all contests so any questions can be resolved immediately. Roster additions can be made any time during the regular league season by an Athletic Director but MUST be made prior to the last regular season contest. These additions must be completed in the electronic roster for documentation reasons. Exigent circumstances can be communicated to the CSAA office and manual notes verifying a roster addition may be considered if done prior to the last regular season contest. Under no circumstances may a player be moved from one roster to another in the same division after the first game or contest of a season. A player from a younger division may be added to an older division team and is eligible to "play up" if the parish/school approves. Players that are "playing up" a division are still held to the maximum number of OTA's for their actual grade. The spirit of "playing up" is intended to keep teams from a forfeit. A player who is "rostered up" is only allowed to play on the team in the higher division along with the team in the appropriate grade division. They may not play on two different teams in the higher level. For Tennis, Golf, Swimming and Track, electronic entries may replace the roster forms where applicable. These forms can be found on the CSAA web page at www.loucsaa.org. Official CSAA rosters include a section that replaces the original "coaches code" forms. This section must be completed and include the coach's signature. By signing this form the coach agrees that he/she will follow all CSAA and individual parish guidelines as well as verify that they have completed all mandated training and any screening required by the CSAA or the Archdiocese of Louisville. Franchise Fees/Team Registrations: The CSAA charges a franchise or entry fee for each team or individual sport. The fee primarily covers the cost of administrative expenses, officials for the regular season, and trophies for that sport. The fees are set by the Policy Board and are evaluated annually. Franchise Fees are invoiced to each parish/school after registrations for each sport are complete and are due upon receipt. Fees are submitted to the CSAA Office. Please note these new CSAA administrative procedures: a) A Team Registration Form link, including a due date will be sent out electronically to AD's. This information will also be on the CSAA web site once it is sent electronically. b) If a parish/school withdraws a team after the registration period due date they will be responsible for the full franchise fee. Adding a team after the registration deadline is very unlikely and will only be an option if it assists in the formation of a league schedule. c) Individual sports including Golf, Swimming, Tennis, Track, Cross Country and Archery will have a mandatory team registration form. In some cases, additional electronic registration may be required for specific event management. Billing for any individual sport participation will go through the parish/school the same as a franchise fee for a team sport. NO individual may make a payment to the CSAA office and all Archdiocese financial policies will apply. d) Late registration forms may result in those teams not being included in CSAA leagues for that season. Organized Team Activity (OTA) Organized Team Activity (OTA) – Any CSAA activity including but not limited to any practice, game, match, contest, jamboree, scrimmage or meeting of any kind is considered an OTA. OTA's are limited to a certain number of times per week. Listed below are the maximum OTA's allowed per week, per CSAA Division. For CSAA purposes a school week runs Sunday through Saturday. 8 th and 6 th Grade Divisions – OTA's are allowed four (4) times a week, including three (3) times during the school week (meaning a day of or a night before a school day). 8 th grade OTA's shall not exceed two (2) hours in length per session. 6 th grade OTA's shall not exceed one and a half hours (1.5) in length per session. 4 th Grade Division - OTA's will be limited to three (3) days a week. These OTA's shall not exceed one and a half hours (1.5) in length. CSAA Start Times - No scheduled start times for any CSAA events shall be set later than 8:30 PM on weeknights (Sunday-Thursday), and 9:00 PM on weekends (Friday-Saturday). No CSAA events can begin before 1:00 PM on Sundays and teams or individuals are not allowed to assemble (on site or off site) before 12:00 PM on Sundays. Special exceptions for Championship games or Toy Bowls may be granted with specific permission from the Parish Pastor. Failure to comply with this policy could result in forfeiture of your next game. A second offense could result in suspension from the CSAA post season tournament. Outside CSAA Competition: Any sports leagues, jamborees, scrimmages, challenges, festivals or tournaments etc. not organized by the CSAA or a CSAA Parish are considered "outside" CSAA competition. Parents and coaches are reminded that no insurance is provided by the Parish for outside CSAA competition. The CSAA reserves the right to restrict or ban outside competition for any sport during the official CSAA season. The CSAA also reserves the right to restrict or ban outside competition as a parish/school team out of season also. Failure to follow any restrictions may result in that team being banned form the post season tournament, suspension of the coach and/or forfeiture of games along with the loss of future OTA's. A pastor may allow but must approve participation of his parish teams in "outside" competition. All "outside" CSAA competition MUST be signed off on by the Pastor or Pastor designated Athletic Director on a form titled "Outside CSAA Competition Form". This form is available on the website. Pastors are encouraged to understand that outside leagues and tournaments likely do not follow CSAA guidelines regarding start times on Sundays or weeknights. CSAA teams participating in these leagues are frequently required to play games at times not allowed under CSAA rules. For this reason, along with the insurance concerns, Pastors are required to approve participation in this type of competition by Parish teams. It is the responsibility of the parish to manage all funds necessary for participation and these funds must run through the parish books, be paid for with a parish check, be signed and approved by the Pastor per Archdiocese financial policy. Each Parish/School is reminded that they are still a reflection of the Catholic community and to uphold the standards set forth by the CSAA in this Handbook. The CSAA recognizes that other sports and intramural programs may be approved by the Pastor and Athletic Organization within a parish or school. These sports are not official CSAA sports and require coordination with and adherence to all policies described in this handbook with reference to Organized Team Activity (OTA). CSAA Coaches: The CSAA realizes the importance of coaching in any athletic program. The coach exercises great influence on the player and often teams are a direct reflection of their coach. Because of this belief, the CSAA urges parishes to select competent coaches and instructors. Every coach must be approved by the Pastor and/or Athletic Director of the parish/school. Every coach must be accountable to the Pastor and the Athletic Director and is responsible for ensuring they are listed as a coach on the team electronic roster that is mandated by the CSAA. This practice will ensure they have agreed to the CSAA "Code of Conduct" and that they have been approved by the parish with regards to background checks and proper screenings per Archdiocese of Louisville policy. CSAA Head Coaches must be a minimum age of 18 years old. Each coach must realize that he or she are leading our youth and act accordingly. The student athletes they coach are under their supervision. They deserve and need responsible, caring adults who serve as good Christian role models. Responsible coaching is reflected in the conduct of players before, during and after games. Teaching players to play to the best of their God-given ability is a primary goal. Coaches are expected to include as many players as possible in as many games as possible during CSAA competition. Requirements of all CSAA Coaches: (a) Coaching for Life Video: Before each sport, ALL coaches must view the CSAA "Coaching for Life" video in its entirety. This video is available online at www.loucsaaa.org. Copies of the video should also be available through the Athletic Director of each parish/school. The Pastor/AD must verify that each coach has viewed this video before being allowed to coach for their parish/school. (b) Safe Environment Workshop: ALL coaches (assistants, managers, etc.) must attend a Safe Environment Workshop sponsored by the Archdiocese of Louisville. Attendance at this workshop must be verified by the parish. Each coach must sign the card and turn it in to the parish-designated personnel in charge of this requirement. (c) Be properly listed on the Official CSAA Electronic Team Roster: Before each season, all coaches must read and agree to the stipulations on the electronic CSAA Official Roster. This includes a CSAA "Code of Conduct". (d) Head and assistant coaches must comply and submit to any screenings and background checks required per Archdiocese of Louisville policy. (e) Coaches of CSAA teams must exercise control over spectators attending his or her games. It is strongly suggested that coaches have a meeting prior to the season with all parents of his or her team and inform them of the high standard of sportsmanship that is mandated by the CSAA. CSAA Scheduling: CSAA regular season and post season tournament schedules are done manually. The CSAA Director of Operations will only schedule around MANDATED school and church functions. The CSAA cannot work around "elective" outside events such as academic competitions, Cub or Boy/Girl Scouts, club or travel sporting events or other outside interests that are available through the parish or school. This includes any parish approved sporting events or activities that are not "Official CSAA Team and Individual Sports". Dates for any mandated church/school related activities that would affect CSAA regular season or tournament games in any sport must be turned in to the CSAA office prior to the beginning of scheduling the league or tournament for that particular sport. Scheduling for CSAA tournaments begins approximately one month prior to the end of the regular CSAA season for each sport. CSAA Tournament Games will not be rescheduled for any church/school related activities if the dates are not turned in to the CSAA on time. Forfeits: Times - For all sports (except Volleyball and Tennis) the forfeit time will be 10 minutes from the scheduled starting time on each game. For Volleyball, the forfeit time will be 10 minutes on the first game and 10 minutes on the second game. For Tennis, the forfeit or default time is 15 minutes. There are no forfeit times for Cross Country, Golf, Swimming or Track unless the circumstances dictate such action. Cancellations for any reason - Any team which decides it will not be able to play in any CSAA scheduled athletic contest is required to inform the CSAA office and the league/gym/field manager of its intention not to play at least 72 hours in advance of scheduled game. Failure to meet this requirement will result in that parish being fined $200.00. Half of the mandatory forfeit fee will be sent to the field/gym where the forfeit occurred to cover the loss of revenue from forfeiture (gate, concessions, etc.) and the other half will go to the CSAA office. The forfeit fee will be billed directly to the offending parish/school by the CSAA office. Officials: Good officiating is very important in competition. The CSAA uses every available means within its budget to secure the best officials possible for all sports. The CSAA assigns officials for basketball, football, volleyball, soccer, softball, baseball and field hockey games. By agreement with the CSAA Executive Director, assignment secretaries for each sport are used to make this happen. Training, experience, ability, availability and dedication are all factors considered when officials are selected by assignment secretaries. Training is mandated by CSAA officials whenever possible and applicable. The assignment secretary is responsible for coordinating and organizing any mandated training sessions. The CSAA requires all assignment secretaries and game officials to uphold the highest standards of ethics, fairness, honesty and integrity at all times. If anyone has a legitimate concern or solid ground to question these qualities, they should contact the CSAA office. Spectator/Parent Behavior: Spectators and parents at any CSAA event are expected to act in the same respectful sportsmanlike manner that is demanded of the coaches and players. The use of profanity or abusive language directed at a player, coach or official before, during or after a contest will not be tolerated. Any parent or spectator who violates this rule may be ejected immediately from the venue. Violators are subject to suspension from future CSAA events for the remainder of the season, remainder of the year or longer. Coaches are expected to police their own fans at "home" and at "away" venues. Gym/Field Managers are expected to act as necessary to stop any unacceptable behavior before, during or after a contest at their venue. Parish members who witness others from their parish acting in any way that is inappropriate are strongly encouraged to act on the spot to stop it and to let their AD know the situation as soon as practical. Unacceptable behavior at sporting events is a poor reflection on the individual, the parish and the Catholic community. Most importantly, it is a terrible example to set for our kids. Continued misbehavior by parish/school fans could cause the suspension of a team or parish from CSAA activities. It is suggested that parents with complaints do not contact a coach for 24 hours after the conclusion of the event. Everyone is encouraged to view the Archdiocese of Louisville produced Parenting Video. A link is available on the CSAA web site at www.loucsaa.org. Additional Spectator rules during CSAA events: (a) No artificial noisemakers at indoor events (b) No flash photography during play (c) No video recording of opponent's games Protests: There will be no protests allowed for any CSAA league or tournament game. Any problems that occur during a contest need to be resolved on the spot. Officials can refer to the NFHS rule book and/or the CSAA special rules for clarification if necessary. These documents will be on site at the scorer's table/press box, or with the Gym/Field Manager. CSAA Special Rules and NFHS Rules: National Federation of High School (NFHS) rules along with any CSAA special rules officially govern all CSAA sports. NFHS rulebooks are available to each parish and CSAA Special Rules sheets can be found on line at www.loucsaa.org. The CSAA Special Rules may be updated annually. CSAA Archery will adhere to the National Archery in Schools program (NASP) governing policies. Competitive Spirit: Winning is inherent to competition but winning is not the prime objective of the CSAA program. The CSAA does believe that there is an obligation to take any competition seriously and that each player should be taught to play and to compete in games to the best of his or her ability. Teams should be coached so that progress is made in the fundamentals and knowledge of the game throughout the season. Sportsmanship: Good sportsmanship is always mandatory. Players, coaches or spectators who fail to adhere to high standards of sportsmanship could be banned from participation. If poor behavior by anyone is reported by any CSAA facility manager or game official, the CSAA Executive Director and the CSAA Policy Board of Directors reserve the right to act as necessary and take appropriate action against the offender and the offending parish. Ejections of Coaches, Players, or Spectators: Anyone ejected or kicked out of any CSAA event for any reason must leave the premises immediately. They may take a short time to make arrangements for any children they are responsible for. All ejections result in a minimum mandatory one game suspension that includes not being allowed in the facility where the next relevant CSAA game or match is played. League or field managers and game officials are also responsible reporting any ejections to the CSAA office with any detailed information regarding the ejection. The offender must also contact the CSAA Executive Director with an explanation and seek reinstatement for future events. The Executive Director will consider any information available along with any other information obtained from officials, gym or field managers, or other available sources. The severity of the situation and any past transgressions will be considered when determining the length of the suspension. Christmas/invitational tournaments or practice/jamboree games do not count towards a CSAA mandated suspension. If the head coach of any team is ejected from a game and there is no assistant coach, or the assistant coach is not 18 years old or greater, the game will be forfeited immediately. If an ejection occurs the gym/field manager and the official/referee involved is required to submit a report to the CSAA office by the next business day. The CSAA ejection form is available on the web site at www.loucsaa.org. Videotaping Games: A team may video record its own games for practice, teaching, or personal reasons only. No videotaping of any other CSAA games will be permitted for any reason. This includes, but is not limited to, recording other games for scouting purposes. Admission: Parish facilities and outside venues do charge admission at CSAA events. Maximum admission fee amounts are set by the CSAA Policy Board of Directors and are evaluated annually. In general, regular season fees assist the host facility and post season admission fees are collected by the CSAA to pay for officials and other costs associated with managing a tournament. CSAA teams are not allowed to play in any event that charges more than the maximum CSAA admission fee. Coaches and AD's are responsible for making sure any parish approved outside event meets this requirement. Weather: Cancellations due to inclement weather can be made by the Gym/Field/League Manager or the CSAA office. Communication of cancellations will be posted on the CSAA web site when possible and communicated through social media platforms and any current electronic means. Gym or Field Managers need to keep an e-mail and/or text list available to immediately inform all team coaches of any cancellations. They must also contact the Officials Assignment Secretary, and the CSAA Office (Director of Operations). Automatic cancellations - If school is cancelled during the week due to weather related concerns, all games and practices are cancelled that day. Heat Index Rules: See Chart and info on page 19. Cold Temperature Rules: No CSAA teams can practice outdoors when the outside temperature is 32 Degrees Fahrenheit or lower. For all CSAA tournament game cancellations, the next available day at the facility will be used unless special circumstances exist. Clinics/Camps: Any athletic clinics or camps sponsored by a CSAA member involving parish grade school student-athletes or grade school coaches must be approved by the CSAA Executive Director. An e-mail or Phone request for approval must be submitted to the CSAA prior to the clinic with the dates, times, set-up, etc. The clinic cannot occur within 2 weeks of the announced starting date of try-outs/practice of that sport. This applies if the clinic is held on parish grounds or at an outside location. If a parish is sponsoring a clinic, they must open the clinic to all parish students and limit it to parish members or students of that school only. Trophies and Awards: Team sports and individual sports are awarded trophies, medals and ribbons accordingly by the CSAA. These awards are recognized by the CSAA as a suitable means of honoring championship teams. Awards including jackets, sweaters or other expensive items by a parish organization will be considered a major violation by the CSAA. Any parish award to an individual must be limited to the bestowal of a monogram letter or some other suitable gift not exceeding the monetary value of a 6" letter. The size of all 6 th grade award letters shall not exceed 4" in height. The size of all 8 th grade award letters shall not exceed 6" in height. It is recommended that the individual parishes NOT give awards for MVP, most-improved or any other type of award that recognizes the individual and not the team. In order to keep proper perspective of the importance of athletics on a grade school level, glamorized banquets honoring the achievements of grade school teams are prohibited. However, parish get-togethers modestly honoring teams, coaches, parish program workers and parents for a job well done are encouraged and permitted. Cheerleaders: The CSAA does not regulate or govern Cheerleading in any way. National Federation of High School (NFHS) cheerleading rule books may be purchased on the NFHS web site. The rulebooks promote safety and provide guidelines for those programs who choose to sponsor cheerleading in their parish. Parishes are encouraged to set up their own procedures in conjunction with CSAA Policies and Regulations governing all other sports. Cheerleaders should realize that their behavior at athletic events may have an influence on fan behavior. Promoting good sportsmanship is with fans is very important. Cheer squads attending CSAA games must abide by the host facility rules regarding positioning and other details. Academic and Conduct Requirements: Academic and outside conduct requirements are left up to the individual parish. However, the CSAA Board of Directors has the right to review individual parish decisions on conduct matters that might affect the CSAA in any way. The CSAA strongly suggests that academic and spiritual development of the studentathlete are the highest priorities for every member. Religious Practices: It is the expectation of the CSAA that all players/coaches actively participate in the religious practices of the parish community. Pastors are encouraged to require team mass attendance and religious service projects when possible. First Aid Kits: Each facility hosting any CSAA events must have a first aid kit readily available. Parish's must ensure First Aid Kits are available at team OTA's including practices at other locations than the parish gym or field. First aid kits must include a minimum of band aids, gauze pads or wrap, ice packs, alcohol pads, latex gloves etc. Public/Media Relations: The CSAA believes in "team first" concepts and individual accolades second. Every CSAA member school/parish should follow this philosophy as it relates to publicity. All CSAA Athletic Directors should follow Parish and Archdiocese of Louisville policies regarding media or public relations. SOCIAL MEDIA In the current world of social media and technology, the CSAA is aware of both the strengths and the weaknesses that come with its use. The CSAA encourages everyone to use good judgment in this area. Inappropriate photos or comments that go against the teachings of the Catholic Church and against the mission of the CSAA are unacceptable. Violation Penalties/Accountability: The CSAA Executive Director, the CSAA Chairman of the Board and the CSAA Policy Board will handle all violations of CSAA policy and rules. Penalties may include forfeiture of a game (or games played), forfeiture of a tournament appearance, probation or suspension of a player, coach, parent, team, or entire parish/school. Suspensions could be for a period of one or more games, the entire season/academic year, or indefinite suspension. Conflict Resolution Through Appeal: When CSAA sports programs are involved in conflict situations the main objective is to resolve the issue at the parish level. If coaches, players, parents and parish athletic directors are unable to settle the conflict at the parish level, the Executive Director of the CSAA could assist when applicable. Matters of appeal that require the CSAA Policy Board of Directors attention must be addressed in a letter to the Executive Director. The letter will be forwarded to the Chairman of the Board who may resolve the matter himself or consult the Policy Board for resolution. If the conflict goes to Policy Board, it will be addressed at the next Board meeting. If satisfaction is still not reached, the appeal process through the Archdiocese of Louisville shall be used by contacting the Archdiocesan Due-Process Board, whose response will represent the decision of the Archdiocese concerning the matter. New Intermediate Basketball Policy for 2019-2020 Boys Intermediate Basketball Division (High School) Boys in the 9 th , 10 th , 11 th , and 12 th grades are eligible to participate in the CSAA Intermediate Division Basketball League if they meet the following guidelines. 1) Every member of a team must be a verified member of an Archdiocese of Louisville parish. 2) The student must be in grades 9-12. 3) Only officially sponsored parish teams will be allowed to play in the league starting in 2019-2020. Specific permission from the parish Pastor and Athletic Director are required to participate. Teams may not be sponsored by a parent or by a group of adults involved in the parish. Rosters for every team must be verified, and signed off on by the parish Pastor, Director of Religious Education, or Business Manager. 4) An adult Coach must be present and is responsible for the actions and conduct of the team at EVERY game. The adult may not be a high school student regardless of his/her age. 5) 12 th Grade Division teams will consist of 11 th and 12 th graders. 6) 10 th Grade Division teams will consist of 9 th and 10 th graders. 10 th grade Division players are eligible to play up on a 12 th Grade Division team if necessary. Any questions regarding eligibility rules and regulations should be directed to the CSAA Executive Director. Heat Index Guide - Coaches and Field Managers: These are the Heat Index guidelines that must be followed for all CSAA events that are not in a controlled climate. Use the chart below to determine the Heat Index requirements and follow the procedures strictly. Readings must be taken every 30 minutes during practice or competition time. You must record the information at each practice/game on the Heat Index Form available online at www.loucsaa.org. Heat Index monitors may be purchased, or reliable app on a mobile device allowing for a reading at your specific location may be used to get an accurate reading. Under 95 Degrees Heat Index * Provide ample amounts of water. This means that water should always be available, and athletes should be able to take in as much water as they desire. * Optional water breaks every 30 minutes for 10 minutes in duration. Head gear off during water breaks. * Have towels with ice for cooling as needed. * Watch/monitor athletes carefully for necessary. * Re-check Heat Index every 30 min and follow procedures below if an increase occurs. 95 Degrees to 99 Degrees Heat Index * Provide ample amounts of water. This means that water should always be available, and athletes should be able to take in as much water as they desire. * Mandatory water breaks every 30 minutes for 10 minutes in duration as a group. Head gear removed during water break. * All equipment removed if not involved in active practice. * Provide Ice-down towels for cooling. * Reduce time of outside activity or postpone activity. * Watch/monitor athletes carefully for necessary action. * Re-check Heat Index every 30 min and follow procedures below if an increase occurs. 100 Degrees (above 99) Heat Index and Above (Football, Field Hockey, Baseball and Softball) CSAA Sports that require mandatory protective equipment are required to suspend all activity immediately. Resumption of play may not occur until the heat index is 99 Degrees or below. 100 Degrees to 101.9 Degrees Heat Index (other CSAA sports) * Provide ample amounts of water. This means that water should always be available, and athletes should be able to take in as much water as they desire. * Mandatory water breaks every 30 minutes for 10 minutes in duration as a group. Head gear removed during water break. * All equipment removed if not involved in active practice. * Provide Ice-down towels for cooling. * Reduce time of outside activity or postpone activity. * Watch/monitor athletes carefully for necessary action. * Last 30 minutes of practice will be without shoulder pads. * Re-check Heat Index every 30 min and follow procedures below if an increase occurs. 102 Degrees Heat Index and Above * Absolutely no outdoor practice. * You may have chalk talks or watch film with the players in an air-conditioned location. * If you do a chalk talk or watch film this will count as an OTA. Concussion Policy and Protocol The American Association of Neurological Surgeons describes a concussion as "an injury to the brain that results in temporary loss of normal brain function. The injury is usually caused by a blow to the head. Cuts or bruises may be present on the head or face, but in many cases, there are no signs of trauma". 1 Though many people assume concussions involve a loss of consciousness, that is not always true. In many cases, a person with a concussion never loses consciousness. Due to the severity of the cumulative effects of repeated concussions, every case or potential occurrence should be handled with the utmost care. Growing concern and increased awareness has prompted many states to enact laws governing the handling head traumas such as concussions. "Between 2009 and 2013, all 50 states, and the District of Columbia, passed laws on concussions in sports for youth and/or high school athletes". 2 In 2012 Kentucky passed House Bill 281 now known as Kentucky Revised Statute 160.445. 3 In accordance with a corresponding resolution to KRS 160.445 regarding non-scholastic youth sports (HR 58 4 ), the Catholic School Athletic Association (CSAA) has developed the following concussion policy and protocol. Preventive Measures The first line of defense against concussions is prevention. In an effort to combat concussion occurrences, all coaches, officials and youth participants in CSAA sports are required to: * Strictly follow the rules of play established by the CSAA for individual sports. * Always practice good sportsmanship. * Wear protective equipment as dictated by the sport. Protective and standard equipment should be periodically examined, replaced when necessary per manufacturer standards and well maintained at all times. Although safety equipment such as helmets can reduce the severity of injuries, it does not eliminate the risk of a concussion. Recovery from a concussion may require the limitation of certain activities as directed by a medical professional. These limitations may include physical and mental activity as well as avoidance of specific activities (television viewing, texting, computer use etc.). Physical activity includes but is not limited to sport-related participation (practice and competition), recreational activity and school-based physical education classes. Mental activity includes but is not limited to school-based assignments and quizzes. Education & Preparation With preventive measures and recovery needs in mind, education and preparation are paramount. The following actions are recommended: 1. All coaches annually complete the "Concussions & Head Injuries" module of the KHSAA online safety course found at www.khsaa.org. 2. Have at least one coach, who has successfully completed KHSAA approved concussion training, present during all practices and competitions. 3. Identify any athlete on the current roster who has a history of medically diagnosed concussions. Athletes who have had previous concussions may be at a higher risk to experience additional concussions or to suffer the adverse effects of another concussion. Mandatory Requirements: 1. The Norton Sports Health "Sports Concussion Reference Guide and Action Plan" and "Could it be a concussion?" guide must be available on-site at all practices and competitions for reference and both documents can be found on the CSAA website. 2. For Football Coaches Only: It is mandatory all coaches annually complete USA Football's online certification course. 3. All Coaches and Parents/Guardians: Review and comply with all aspects of this concussion policy and protocol. Education of student-athletes is key in concussion management. Athletes should feel comfortable reporting suspected injuries to themselves or a teammate. To this end, it is the responsibility of school athletic personnel to work with coaches, parents and licensed medical providers to provide the proper education material to athletes. Officials: All CSAA event contest officials per NFHS guidelines are responsible for knowing the signs and symptoms of a concussion and immediately removing from play any athlete suspected of a concussion. Once the athlete has been removed and referred to a team coach, officials have no further role in the diagnosis or subsequent treatment of the athlete. Protocol If a student-athlete is suspected of suffering head trauma (possible concussion) while attending a CSAA organized team activity (OTA), regardless of whether the injury occurred during or outside of the OTA, the mandatory protocol is as follows: 1. The athlete is immediately removed from practice or competition. 2. If a physician or licensed health care provider, whose scope of practice includes training in concussion evaluation and management, is on-site such an individual is empowered to make a determination of concussion signs or symptoms. The determination and subsequent instructions of such an individual are final and not appealable. Acceptable medical professionals generally include MD (Medical Doctor), DO (Doctor of Osteopathy), PA (Physician's Assistant), ARNP (Advanced Registered Nurse Practitioner), ATC (Certified Athletic Trainer), or LAT (Licensed Athletic Trainer). Any licensed health care provider not included in this list is not empowered to make on-site determinations without advanced approval from the CSAA office. 3. If one of the medical professionals listed in (2.) above are not available on-site, coaches should consult the CSAA approved Norton Sports Health "Could it be a concussion?" guide to determine if concussion signs or symptoms are present. When possible, have two coaches/school athletic personnel observe the athlete to confirm and document observations. a. If there are any signs or symptoms present: A concussion is presumed even if symptoms appear to improve/clear during the OTA. The athlete will only be allowed to return to activity (including practice) once cleared by a physician or licensed health care provider, whose scope of practice includes training in concussion evaluation and management. b. If there are no immediate signs or symptoms present: The athlete is not allowed to return to practice or competition for the remainder of the day. The athlete's parents/guardians are notified of the incident and informed to observe the athlete for possible delayed symptoms. Direct the athlete's parents/guardians to follow the Norton Sports Health "Sports Concussion Reference Guide and Action Plan". In this instance, it is the responsibility of the athlete's parents/guardians to decide whether to have the athlete evaluated by a medical professional prior to the next CSAA OTA. If the athlete returns to activity without a medical evaluation and concussion signs/symptoms develop, the athlete must immediately cease all activity until a medical evaluation is provided. 3. For athletes who are formally diagnosed with a concussion, a physician/health care provider statement (including diagnosis and recommendations) must be received by the coach prior to the athlete's return to practice or competition. The physician's statement may include a "gradual return to play" process. If so, this process must be strictly followed. If at any time during the "gradual return to play" process or after the athlete has returned to normal activity, he/she exhibits concussion-like symptoms, the athlete must immediately stop all activity and refer to their attending health care provider. 4. Confirmed concussions must be documented by school athletic department personnel. A copy of the documentation and physician/health care provider statement must be sent to the CSAA office within 5 business days. It is the policy of the CSAA that safety of the student-athlete comes first. The decision of the on-site coaches, contest officials and/or school athletic personnel to remove from play an athlete suspected of suffering a head trauma (possible concussion) stands as the final ruling. WHEN IN DOUBT, TAKE THE PLAYER OUT! Acknowledgements: The CSAA would like to thank Dr. Brian G. Harbrecht, University of Louisville Physicians and Dr. Tad Seifert, Norton Neuroscience Institute for their review of and input of this policy and protocol. This document was prepared by Karen Michalak-Parsley under the supervision of Rick Arnold, CSAA Executive Director. Footnotes: 1. From "Patient Information" by the American Association of Neurological Surgeons, 2011. Retrieved from www.aans.org/Patient%20Information/Conditions%20and%20Treatments /Concussion.aspx. 2. From "Get a Heads Up on Concussion in Sports Policies" by the Center for Disease Control, 2013. Retrieved from www.cdc.gov/concussion/policies.html. 3. House Bill 281 can be found at Title XIII of the Kentucky education law in the Kentucky Revised Statutes (K.R.S.) section 160.445 dealing with school district officers and employees. 4. Resolution HR 58 may be retrieved from www.lrc.ky.gov/record/12rs/HR58.htm.
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Marienstr. 19-20 10117 Berlin, Germany firstname.lastname@example.org www.ipb.org Speech of Suzuyo Takazato At the Seán MacBride Peace Prize Ceremony Barcelona, November 24 2017 It is such an honor to be awarded Seán MacBride Peace Prize 2017. All Okinawa Coalition to Prevent Construction of a New Base in Henoko is a peace movement officially started 3 years ago. The origin of this movement goes back to citizens' action in 1997 to oppose the US military build-up in Henoko in Okinawa. Our movement brought about a prefectural governor and National Diet members who clearly oppose the military build-up in Henoko, brought together citizens, labour unions and local businesses, beyond political views of conservatives and progressives. We, citizens in the movement who are even in their 70s and 80s, have continued non-violent sit-ins in Henoko, facing riot police violence. The award is a deep encouragement and power for us to go on. Let me explain why we have protested for so many years. Okinawa consists of 160 small islands, 40 of which are inhabited. We are located in the semitropical climate zone, and the southern most part of Japan. The land area of Okinawa is 0.6 % of the entire land area of Japan. The population is 1.4 million, little more than 1 % of the population of Japan. The northern part of the main island of Okinawa called Yambaru, meaning mountainous area, is known for the bio-diversity with many rare endemic species. For over 4 centuries, we were independent Kingdom of the Ryukyus with its own language, culture and history until 1879. The Ryukyu Kingdom managed independence with its own diplomatic and trade relations with China during those centuries even after the Satsuma Clan of Japan invaded the Kingdom by military force in 1609. However, in 1879, Japan annexed the Ryukyu Kingdom by force and turned the Kingdom into Okinawa, a part of the modern state of Japan under the Emperor system. We call the annexation "Ryukyu Disposal." After the annexation, assimilation policies were imposed, including prohibition of our language. Since then, we have gone through many difficulties. Towards the end of the World War II, Okinawa was sacrificed to save the Emperor on the mainland Japan. When the direct combat started on our island, the Japanese Imperial Army tried to keep US military on our land as long as possible to save time. The battle lasted for 3 months. One fourth of the residents were killed. After the end of the battle in 1945, the US military took control over the island, putting the people in relocation camps for a few years. Meantime, they confiscated our lands, homes and farms to build military bases. In 1950s too, the US military expropriated the lands by "bayonets and bulldozers" and built more military bases. When Japan went independent from the post WWII Allied Forces occupation in 1952, Okinawa was left under US military direct occupation. They wanted Okinawa as their important military outposts in the Far East. Under the US military occupation, we had to live for another 20 years without basic human rights until the reversion to Japanese administration in 1972. During those years, we always protested against the oppressive US military occupation. But the reversion in 1972 did not liberate Okinawa. The US and Japanese governments made a secret deal to continue to use Okinawa as the military post. Our hope to enjoy the Peace Constitution of Japan when reverted was betrayed. We had hoped for withdrawal of the US military from Okinawa, but it did not happen. Our sufferings have continued to this day. 70.6% of the US military facilities exclusively used by the US military in Japan is located in Okinawa. The US military bases occupy 15% of the Okinawa main island. The damages caused by the US military have been a part of our daily life. Kadena Air Force Base and Futenma Air Station of the Marine Corps have caused severe noise problem by touch-and-go practices or heavy transport helicopter operation. Residents in the areas exposed to the severe noise have suffered hearing problems, insomnia, and other health problems. Children's development is even more seriously affected. there are class actions brought to the court. But even the Supreme court of Japan acknowledged the damage, they did not rule the suspension of the military activities because the US-Japan Security Treaty has higher priority than legal decisions. The cases of the damages and violence by the US military presence include fatal accidents by US military vehicles, fighter jet crash into an elementary school in 1959 or heavy transport helicopter crash on a university campus in 2004. These are only a few among many others. On the lands that have been returned from the US military, toxic materials such as cadmium, mercury or PCB have been found above the safety levels. But because of the unequal US-Japan Status of Forces Agreement, these contamination problems cannot be examined by the local authorities, and the US military is not held responsible for clean-up. Violence against women and girls and the violation of their human rights by the US military personnel have continued since 1945. This history shows that the function of the US military bases in Okinawa is directly connected to the wars waged by the United States for the past 72 years. Last year in April, a 20-year-old woman was raped and killed by a former marine, who dumped the body. People of Okinawa again called for withdrawal of all the bases from Okinawa. The 1995 gang rape of a girl by three soldiers, in fact, lead to the new build-up plan in Henoko. We were once again outraged by this crime and stood up against the US military stationing. 85,000 citizens gathered at the rally. To ease our rage, in 1996, the two governments established Special Action Committee on Okinawa to decrease the burden on Okinawa. SACO announced 1) relocating Futenma Air Station that sits in the midst of densely populated area to another location in Okinawa, and 2) return of the half of the Northern Training Area in Yambaru. It turned out these did not decrease the burden, rather, they strengthened the military capability. About half of the Northern Training Area was finally returned last December, but US military built 6 more Osprey pads on the remaining are in Takae. To forcefully proceed with the Osprey Pads construction, the Japanese government sent 1000 riot police from the mainland Japan to suppress our non-violent protest action of a few hundred people. The construction already destroyed the Yambaru forest. MV22 Osprey operation have created severe noise problem and children are exposed to them. Osprey already caused offshore crash accident flown over residential area last December. Relocating Futenma Air Station proved to be more burden, too. The residents of Nago city where Henoko is located expressed their "no" to the plan in referendum held in 1997. All Okinawa movement has its origin here. More people joined the protest action even "sit-in-on-the-sea" in 2004. The government had to halt construction plan in 2005. But they came back with modified plan to move the site from offshore to Henokosaki, a few months later. Nago city now has a mayor who denies any base on the sea or the land. On November 13, the new US Ambassador to Japan, William Hagerty visited Okinawa and met with the governor. The governor told the Ambassador that the new build-up in Okinawa in return for the relocation of Futema Air Station is discrimination against Okinawan people The 2 governor also told the ambassador that the US government and the US military are responsible for this situation, that the world is watching the protest action and seeing elderlies, grandmas and grandpas, exposed to violence in order for the construction to proceed. The governor emphasized the importance of democracy in both Japan and the United States that are at stake in the forceful military build-up in Henoko. We hope the award will help more people in the world to know about Okinawa, more people to challenge US Japan military alliance, and bring international cooperation to stop the construction in Henoko, achieve peace and justice to overcome militarism, violence and discrimination. We are determined to continue efforts. 3
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Evacuation - Large Animals/Horse Emergency preparedness is important for all animals, but preparedness can be more difficult for large animals (e.g., horses) because of their size and special transportation needs. Evacuation of horses should occur as soon as an evacuation warning is issued. If owners are unprepared or wait until the last minute, they may have to leave their animals behind. The following provides information for pre-planning evacuation with large animals, including horses: * Contact Los Angeles County Department of Animal Control Equine Response Team (LACDACERT) for evacuation information for large animals. LACDACERT has trained volunteers who are trained in the evacuation and sheltering of horses in wildfire events. LACDACERT has equipment and personnel available for large animal evacuation and billeting. All requests for emergency assistance are channeled through LA County Sheriff's Dispatch (911). * Even though the County has assistance available, it is strongly encouraged for horse owners to make their own plan for emergency transportation and sheltering for horses. Many designated sheltering sites may become overcrowded or are far from Rolling Hills. Make plans now to house horses with friends, at a commercial stable, or other suitable location out of the danger area. Discuss plans with everyone in the family and keep the contact information and address of emergency animal shelters and driving directions in an emergency kit. * Make a list of emergency contacts. Keep copies in vehicles or trailer as well as in the house. * Take photographs and prepare a written description of each horse or other large animal(s). Put one set in a safe place and another set in an emergency kit. * Have a halter and rope for each horse/large animal. Make sure halters are marked with contact information or write the information on a piece of duct tape and stick it on the halter. Reflective identification collars are available for purchase from Caballeros. If a horse has medical issues or special needs, record this information on a luggage tag and attach it to the halter. * Microchip horses/large animals. This is an easy, inexpensive way to help identify animals. * Have a three-day supply of feed and water (per large animal). This is particularly important if plans are to shelter in place but bring feed (and buckets) if evacuated. Make sure to include any medications the large animal(s) may need. Label all equipment. * Teach your horses how to trailer. Spend time loading and unloading the animals so they are safe and willing to load, consider practicing loading during the day and night. Continue working with the large animals until you are confident that they will load. * Keep trucks, trailers and vans well maintained and ready to move. Keep gas tanks full, check tire pressure, particularly during Red Flag Warning days. * Horse owners who keep their horses on their property are encouraged to have an orange reflector on their house sign to indicate that horses are on the property. If you evacuate your animals, remove or cover the reflector. * Store non-perishable supplies in a portable container such as a clean trashcan, bucket or canvas duffle bag.
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RECOGNITION OF PAIN IN WILDLIFE Anne Fowler BSc(Vet)(Hons) BVSc, MACVSc (Avian Health) Highton Veterinary Clinic Barrabool Rd, Highton, VIC, 3216 Introduction As wildlife carers, we deal with a variety of species that present to care for a diverse range of causes – everything from predation and trauma to starvation. Our challenge is to recognize how pain is expressed in this diverse group of animals, and to understand what conditions could result in pain. But first, some definitions so that we begin from the same point in this discussion. What is pain? In humans, it is an unpleasant sensory or emotional experience which we primarily associate with tissue damage or describe in terms of tissue damage, or both. If pain is so bad, why do we feel it? Well, pain is the body's tool to prevent further damage to itself. It is a warning system. Suffering is not pain. It is defined as a state of emotional distress associated with events that threaten the biological and/or psychosocial integrity of the individual. Suffering often accompanies severe pain but can occur in its absence; hence pain and suffering are distinct. Pain can come from different parts of the body – and the body acts differently with each of these locations. * "Somatic pain" comes from the skin, bone, muscles and tendons. * "Visceral pain" comes from the internal organs: heart, gut, reproductive organs. * "Nerve pain" comes from nerves, spinal cord and brain. Pain may also be short or long-term in its nature. Acute pain follows injury and has gone when the injury has healed – such as a skin wound or broken bone. Chronic pain occurs when the injury is taking longer to heal, or may never heal completely, such as arthritis. Understanding the pain pathway Pain begins in the skin, muscle and bone where many tiny nerve endings are found. Stimulation of the nerves causes an electrical impulse to move along the nerve and finally ending up in particular regions of the brain and spinal cord. The response from the brain then stimulates a reaction to the pain – such as moving away or crying out. The 'pinch test' – where you pinch a toe, and the leg withdraws is an example of this pathway at work. How many nerves are stimulated governs the intensity of the pain – a pin prick on your finger is a different sensation to having your hand crushed. All of these parts of the body must be intact to feel pain: an animal with a broken leg or spine may not be able to withdraw the leg if it is given a painful stimulus. The great pretenders There is one important thing to remember with many of the species that we deal with – and that is, they are prey species. As they evolved over time, part of their defense against predation was to 'pretend' that they were OK. These species do not have the luxury of having a 'sick day' off work. Sick animals are eaten by predators. Birds have perfected this 'Preservation reflex' and are well-known for coming into care in their terminal stages at the point where their defensive mechanism has been overwhelmed by the disease or trauma and they can no longer cope. Think also to those animal documentaries – the lion always catches the lame or the sick. There are certainly other animals in that group that might have a cut leg, mild gut pain, mastitis – but they are all running for their lives – until they cannot run any more. So our wildlife is 'conditioned' to hide the pain that they are feeling because they are prey species. How do we humans approach pain in other species? Ghandi said it best when he said that 'the measure of a culture is how they treat their animals'. How you, as a human, respond to another's pain depends on many things. There are age-related issues, cultural issues, whether you yourself have experienced a great degree of pain, your understanding of the species and also your level of empathy for others. Studies have been done to say that even 'consistent' groups, such as veterinary students can have different appreciations of levels of pain based on education and experiences. For us, in this country, up until ten years or so ago, many pain-relieving medications were associated with serious side-effects and the belief was current that it was better to feel pain (particularly in our pet species) rather than have them be affected by the side-effects of the medication. Many veterinarians and doctors, particularly in country areas, still remember those days which can influence their perceptions and approach to pain today. So how might we understand whether an animal is in pain? Well, there are several approaches. 1. Structural. Animals from fish, amphibians, reptiles, birds to mammals all have a brain, spinal cord and nerves. It is reasonable to believe that if an animal has these structures, then it is has the structural framework to feel pain. What we need to understand though, is that due to differences in shape and environment, how the animal expresses that pain may be different: a fish cannot vocalize, a snake cannot withdraw a limb. Take a look at Melissa Kaplan's website in the references to see the depth of research done to understand these differences. This tells us that if a kangaroo feels pain from a skin wound, then the blue tongue lizard, with the same structure will also feel pain from a similar wound. 2. Anthropomorphism. We can go from scientifically understanding structural similarities to then pose the question: if this hurts when I feel it, then it must hurt when another being feels it. This has a more technical name: critical, justifiable anthropomorphism. It is a good practical basis from which to start recognizing pain in animals. After all, you and I are simply thinking, talking animals and we can project our ability to empathise and imagine another being's pain by 'placing' ourself in that situation. 3. Test and measure. You observe an animal, and by whatever measures, decide the animal is in pain. Then you provide pain relief and those measures alter toward normal, you have then tested and determined that the animal was feeling pain before providing relief. 4. Experiential. We accumulate knowledge from our experiences: thus we learn that a broken leg is painful in a joey. We can extrapolate from the joey to say that the bird with the broken leg must also feel pain. We collect, over time, a mental list of conditions that are painful from what we observe, feel or share with others. What situations are likely to be painful? From the definition, any situation that results in damage to the tissue is likely to be painful. This includes (and is not exclusive) predation injuries, vehicle trauma, breaks in the skin, damage to muscles, amputation of limbs, concussion, burns, Funnily enough, these are the very situations for which wildlife is brought into care! What are the adverse effects of pain? Pain can have an adverse effect on healing of wounds. Acute pain is unlikely to have an adverse effect. However, chronic pain or pain that cannot be relieved become welfare issues for our wildlife where we are unable to relief the pain. Fortunately, we have the ability to euthanase animals in severe and intractable pain. How might we understand whether an animal is feeling pain? We can start to recognise pain by looking at different areas and making observations. It can help to document these observations daily – looking for a response to medication or other supportive measures. 1. Objective measures We could, in the laboratory, measure cortisol in the blood or faeces, for example. We could measure a fast heart rate, respiratory rate before and after a painful event. None of which sounds very helpful! 2. Behavioural We look for behaviours that are different from normal. This is where handrearing orphans teaches us valuable lessons about the adults of the species. From orphans, field observations we learn what normal behaviour is for that species. Some examples of behavioural changes that have been documented in animals: a. Lying on the side and trembling b. Lying in a flat out on the side c. Not curling tightly d. Lying on side with hind legs extended and rigid e. Sitting or lying to keep the affected area from touching the ground f. Standing or walking with swaying, leaning, falling over, stretching, or walking sideways/backwards g. Foot flicking in reptiles h. Feather or body picking in birds i. Obsessive grooming of one place in mammals. j. Tucking up the abdomen – hunched posture 3. Gait Changes in gait will differ with the species. We are looking for careful placement of gait, stilted movements, shuffling. The animal may not using a limb, or protects a limb when moving. 4. Activity Level of activity – may see either complete inactivity – staying in one spot – which is more common in our prey species (playing dead). Or possibly manically moving around exploring the area Anorexia – not eating is another common expression of pain – in all species. I see this in birds and herbivores post-surgery. Reptiles are another great example. 5. Facial expression It is easy for us as humans to 'make a face' to communicate pain – we have had millions of years to evolve this way.. We deal with different 'faces' in our different species – often less expressive. Ears - A common denominator, for those with ears, is 'ears back' rather than pointing forward and erect. Eyes – may appear dull, dry, half-closed or not focused on us (and don't forget, we are predators, they should be watching us!). Head and neck may appear hunched up. 6. Vocalization On 'pain scoring tests' vocalization is only reserved for severe pain. It is even less likely to be seen in prey species (why tell the predator where you are, and that you are hurt?). Do not wait for vocalization to say the animal is in pain – did you scream every minute your arm was broken? Vocalization may be voluntary or not. The sound will vary with the species: whimpering, growling, grunting, and screeching. Bruxism, or teeth grinding is a recognised sign of pain in herbivorous species. 7. Mental State We might describe this as: dull, depressed or unresponsive. The animal may be more timid than usual; conversely, it may be aggressive when approached and handled. The animal may not interact as expected with others of the same species. Treatment of Pain For our wildlife, we need to be very aware that we also need to take measures to reduce stress and provide comfort to the animal. There is no magic injection that will make a cold, hungry, scared animal feel better – we need to care for the patient, as well as its pain. Supportive care Supportive care includes providing a place for the animal that is warm, dark and quiet – if you had a car crash, would you really want to go to a football match, or does a lie down in hospital sound like a better idea! Provide an enclosure that is away from and safe from predators. All of these animals are prey species! You will find it harder to assess pain if the animal thinks it needs to defend itself from not only you (a predator) but your pets as well. Provide food that the animal can recognize. Handle quietly and gently – keep voices down and movements calm. First Aid Measures Treatment of dehydration is recommended. Immobilization of fractures will reduce 50% of the pain from the fracture by preventing the sharp ends of bone from further damaging muscle tissue. Clean and cover wounds – nerve endings in the skin are irritated if they dry out. Provide antibiotic cover if appropriate – uncontrolled infections result in painful inflammation and release of chemical mediators into the bloodstream. Drug Therapy Non-steroidal Anti-inflammatory drugs E.g.: commonly used drugs include Meloxicam (Metacam®), Carprofen (Rimadyl®, Prolet®.) These drugs have come a long way from the days of Aspirin. Newer drugs are safer and target parts of the inflammatory cycle specific to pain. The drugs are scheduled as "prescription animal remedy" – requiring a veterinarian to prescribe the medication for the animal. Provide antiinflammatories for acute mild to moderate pain (trauma, skin wound) for 1- 2 days. For more serious tissue trauma, such as a broken limb, for 3 days. One dose of most drugs in this category will last for 24 hours. The side effects can be gastric ulceration – which has not been seen in birds, marsupials or reptiles at recommended doses for these periods. Many of our wildlife are dehydrated upon arrival, and rehydration for 4-6 hours at least prior to administration of pain relief is recommended. Opioids E.g.: Morphine, Fentanyl, Pethidine This category of drugs is scheduled as addictive. The duration of action of some of these drugs is variable in different species – the same dose of morphine in a dog, which lasts for 12 hours, lasts 1 hour in a rat. Other species such as birds require many times the dose rate as mammals and may have receptors that work well for some drugs, and not well for others. The most significant side effect of this group of drugs is depression of the heart and lungs, with resultant death. However, these drugs are used as a component in premedication for surgery in wildlife species. References: * Bradley T. Recognition of Pain in Exotic Animals. Exotic DVM 31 (3) 2126. July 2001 * www.anapsid.org/herppain2.html. Melissa Kaplan's reptile site. Article on "Perception of Pain in Reptiles" by Roger Klingberg, in The Vivarium, 10(4) 45 – 49, 1999. Lots of other references to work done on recognition of pain in reptiles on this website. * www.vet.ed.ac.uk/animalpain Guidelines for the Recognition and Assessment of Animal Pain. * Fowler A. Pain Relief in Native Animals. In Wildlife Matters, newsletter of Wildlife Victoria, 2004. * Barnett JL. Measuring Pain in Animals. Aust Vet J. Vol 75, no 12, p 878879,Dec 1997 * Simpson M. Pain Management in Avian and Exotic Pets. Conference Proceedings of UEP SIG of AVA from AVA National Conference, 2004.
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Friends and Heroes Homeschool Curriculum Teachers' Overview Thank you Thank you for buying Friends and Heroes Homeschool Unit Study material. We do hope that you enjoy watching the episodes with your student(s) and working through the activities. , These resources have taken much time, effort and investment to produce so we would ask that you do not pass this material onto others who have not purchased it and are not licensed to use it. Please help us by encouraging your friends to buy Friends and Heroes DVDs and Homeschool Unit Studies for themselves. Our Homeschool Unit Studies may be printed as required by the family which purchased them but may not be printed for use by others outside that family. Family use in the home does not require a Public Display License. Other resources e.g. music CD What about Love? : Bible songs based on Friends and Heroes Series 1 will have other rights and restrictions. Please read the copyright notice on the resource/s you have purchased for full details. If you need further clarification for your situation please write to email@example.com Copyright information Copyright notice Friends and Heroes Homeschool Unit Studies are Copyright 2011 by Friends & Heroes Productions Ltd., Lough House, Approach Road, Ramsey, ISLE OF MAN IM8 1RG. All or part of these materials may be reproduced in reasonable quantities without further charge so long as they are used only by the family which purchased the Friends and Heroes Homeschool Unit Studies in association with genuine, purchased Friends and Heroes DVDs. The material may not be offered for sale or distributed on paper or electronically, or in any other way. Printing our Homeschool Unit Studies Subject to change Specimen only The Friends and Heroes Homeschool Unit Study Student Manual is provided as full-color PDFs and although it will print on both color and black and white (mono) printers, we would suggest that, if at all possible, you print the pages in color. The Teacher's Guide is provided as black and whites PDFs. www.friendsandheroes.com Friends and Heroes Homeschool Curriculum Teachers' Overview If you wish to print the pages in black and white on a color printer – set the printer to print in 'Greyscale' in the Print Dialog box before you send the file to the printer. All the graphics and images will look just the same but without the color! Each Unit Study is divided into three chapters; each chapter covers History/Geography, Creative writing, Science, Bible study, Craft and discipleship. There is a wealth of material for your student with ideas in the Teacher's Guide on how to adapt assignments for older or younger students. You may want to spend more time on an activity that sparks your student's interest or needs to be studied more in-depth for complete comprehension. Remember this curriculum is your tool not your master! You can create your own pace and schedule. Choose the assignments and subjects you would like to use and fill them in on your planner. Each subject is numbered for your convenience. For example – 6.1.a is Episode 6 (Sweet Freedom), chapter 1, lesson a (lesson a in each chapter is always History/Geography). This would be the numbering for Chapter 1 with X being the number of the Unit (Episode) you are studying: X.1.a History/Geography; X.1.b Creative writing; X.1.c Bible study; X.1.d Science; X.1.e Craft; X.1.f One on one time. This CD-ROM contains all the Homeschool material you will need including: Teachers' Overview, Teacher's Guide and Student Manual plus designed images for your student to use as covers for their binders; one for Macky's Journal and one for the Unit Study. These images are ready for coloring but if your student is artistic, they may prefer to create their own covers. With a full series pack we also provide a cover for a binder for the Teacher's Guides. For each Unit we have provided a Certificate of Achievement which can be presented to your student when they successfully complete a Unit Study. In every Homeschool Unit Study students have the opportunity to write a journal from Macky's perspective. In the Student Manual there is a Macky's Journal page for your student to write upon but we have also included, on the CD-ROM, a 'papyrus' style, Macky's Journal page which can be used as an alternative if you wish those pages to look very different. Please note that this will probably use more printer ink. Each episode last 25 minutes and the detail of when to watch each episode or part episode is given in the Student Manual. There is an option to watch the full episode at the beginning of each chapter but please use your discretion as to whether you feel that is necessary. Sometimes work follows in a chapter where it would be helpful for the student to have had a fresh look at the episode. Unit Study structure Specimen only Subject to change www.friendsandheroes.com Friends and Heroes Homeschool Curriculum Teachers' Overview DVD screening advice: Playing individual scenes The Unit Studies are ideal for students 7 to 11 years of age, although we know that the DVDs are attractive to a much wider age range! The material is self-guided for the student and we have provided a Teacher's Guide with answers to questions, ideas for further research, web links etc. We have generally provided web links to the Teacher rather than to the Student in case you have your own rules about internet access (links in the student manual are usually to the Friends and Heroes children's website). We have carefully checked that each link we have provided is suitable for students and is available at the time of initial publication. However the Internet can be a moving target and it is possible that a web link may change. If you discover this we would be very happy to hear about it so that we can update our materials. Please write to firstname.lastname@example.org Each series (there are 3 altogether), consists of 13 episodes and 13 Unit Studies; each episode features at least two themed Bible stories (usually one Old and one New Testament). To get the best out of each Unit Study, please take time to read both the Student Manual and the Teacher's Guide for the Unit Study and watch the relevant episode before you teach it, so that you are familiar with any materials or preparation required. It is much easier to establish in your own mind the themes, links and echoes between the Bible stories and the 2D adventure story, if you watch the full episode quietly by yourself and in advance. Prior knowledge of the episode is invaluable. Don't be tempted "to pick it up as you go along" while showing the material to your student. Each episode is divided into a number of scenes (which can be found in the Scene Selection menu). To select a scene to watch go to the Main Menu and click Scenes. Please note that when you play one of these scenes, your DVD player or laptop will not stop at the end of that particular scene. Instead, it will continue to play the rest of the DVD. General information Specimen only Subject to change Fundamentally, this curriculum provides a glimpse into the story of the early church. Its source is the Bible and the historical context in which these events occurred. We encourage you to dive into the word of God with your student as you use this curriculum. You may want to use websites or Bible reference tools such as a Bible handbook to further research the culture of that time. There is also much relevant Biblical, historical and geographical information on our children's website www.friendsandheroes.tv (see below). www.friendsandheroes.com Friends and Heroes Homeschool Curriculum Teachers' Overview This curriculum is written to honor all those in the early church who fearlessly spread the gospel, that we too might take the baton and pass the timeless testimonies of faith onto the emerging generation. May your student be encouraged to fearlessly serve God in their generation! Portia is a high-born Roman girl who lives with her uncle, Tiberius, a Roman governor. She meets Macky in Friends and Heroes Episode 2 when her horse bolts and Macky rescues her. Portia wears the kind of outfits that a young, high-born Roman would wear. Her clothing is very different to the style of clothing that two of the other Friends and Heroes characters, Rebecca and Leah, who are Jewish, wear. Because of her upbringing, Portia wouldn't realize that some people might think her clothing is immodest – it would just seem normal to her. Although Portia seems proud and stand-offish to begin with, over time Portia learns more about the faith of Macky's family and begins to think more about her life and what is really important. (This is summed up in Portia's song – www.youtube.com/friendsandheroestv). At the end of her adventures with Macky she has an important decision to make about her future! Please remember that you are responsible for the safety of your students – please ensure that the equipment you provide (especially candles and craft tools!) or activities (such as those including nuts and other foodstuffs) are safe for your student and that you follow any local policies for homeschoolers. Macky Macky is an average fourteen-year-old. He's funny, sometimes hot-headed and courageous and sometimes confused and torn. Like his father, Samuel, he is drawn to the teachings of Jesus of Nazareth but because Alexandria, the town where they live, is under Roman occupation they have to keep their beliefs secret. Macky refuses to give in and dreams of freedom for all those persecuted by the might of Rome. Macky knows the streets and alleyways of Alexandria and the Delta Quarter like the back of his hand and takes part in many exciting secret missions and daring rescues to help the Friends of Jesus and rebels who are particularly persecuted by the Romans. Meeting Portia has quite an effect on both of them and as times goes by they begin to trust each other more and become good friends. Portia Macky's time and Roman times Please be aware that some of the things that happened and some of the Roman inventions mentioned in our Unit Studies take place beyond the time-scale of the Friends and Heroes series (69 -71 AD) so Macky wouldn't have been aware of them. We want our Unit Studies to be rounded and full of valuable educational information about Roman times for your student and so have included this information. We have endeavored to make it clear which material is after Macky's time. Biographies Specimen only Subject to change www.friendsandheroes.com Friends and Heroes Homeschool Curriculum Teachers' Overview Other Friends and Heroes Resources Don't forget that each Friends and Heroes DVD contains extras which you may wish to use with your student too! You can access them by clicking Extras on the DVD menu. Here are some ideas: • Every DVD contains 2D and 3D stills from the episodes. You could show them, pausing at selected ones and asking your student to tell you what is happening in the picture, or what happens next. • Your student could also use the 2D and 3D stills as a framework in their narration of the story, or if they enjoy art they may like to copy one of the stills which features a particularly powerful moment. • On some DVDs the Friends and Heroes music video , Looking for a Hero, is included – play it and see how many Bible characters or stories your student can identify (warning – this is quite tricky!) • On many DVDs there are quizzes featuring elements from the 2D and 3D stories. Try one out at the end of a chapter or the whole Unit Study to see how much your student has taken in! There is an exciting children's website at www.friendsandheroes.tv which has additional resources that can be used with your student. For example, there are online quiz questions for each episode (these are different questions from the quizzes on the DVDs). These questions change each time the episode is selected! There are also Bible stories to listen to and/or read, so your student can recap the Bible stories they have studied in each Unit Study. There are also character studies of many of the important Bible characters, descriptions of significant Bible places and research about Bible times and historical objects that formed part of the research undertaken in producing our materials. DVD Extras Children's website Subject to change Specimen only There are also puzzles and games, some that can be played online, and some that can be printed out to supplement your student's enjoyment of their work with Friends and Heroes. We aim to keep adding to this material, so keep visiting the website! www.friendsandheroes.com Friends and Heroes Homeschool Curriculum Teachers' Overview Music CD We have produced a music CD called What about Love? : Bible songs based on Friends and Heroes Series 1 which includes 13 Bible songs, 6 bonus tracks and full backing tracks for each song. To learn more about the CD, hear song samples and download free lyric sheets go to www.friendsandheroes.com/songtime. There are also free additional song activities, some of which may be suitable to add to your homeschool experience. We mention at the relevant point in each Unit Study Teacher's Guide where it would fit in well if you decide to obtain the music CD. Please note that this not an essential part of the Unit Study. We always welcome your comments about our programmes and materials. Please write to us at email@example.com We hope you have found this overview helpful as you prepare to use the Friends and Heroes material but if you have any questions about Friends and Heroes Homeschool Unit Studies please contact us at firstname.lastname@example.org and we will do our best to help you. Feedback Specimen only Subject to change www.friendsandheroes.com
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KINDNESS HEALTH FACTS DID YOU KNOW? KINDNESS IS TEACHABLE "It's kind of like weight training, we found that people can actually build up their compassion 'muscle' and respond to others' suffering with care and a desire to help." Dr. Ritchie Davidson , University of Wisconsin KINDNESS IS CONTAGIOUS The positive effects of kindness are experienced in the brain of everyone who witnessed the act, improving their mood and making them significantly more likely to "pay it forward." This means one good deed in a crowded area can create a domino effect and improve the day of dozens of people! KINDNESS INCREASES: THE LOVE HORMONE Witnessing acts of kindness produces oxytocin, occasionally referred to as the 'love hormone' which aids in lowering blood pressure and improving our overall heart-health. Oxytocin also increases our self-esteem and optimism, which is extra helpful when we're in anxious or shy in a social situation. ENERGY "About half of participants in one study reported that they feel stronger and more energetic after helping others; many also reported feeling calmer and less depressed, with increased feelings of self-worth" Christine Carter, UC Berkeley, Greater Good Science Center HAPPINESS A 2010 Harvard Business School survey of happiness in 136 countries found that people who are altruistic—in this case, people who were generous financially, such as with charitable donations—were happiest overall. KINDNESS DECREASES: PAIN Engaging in acts of kindness produces endorphins, the brain's natural painkiller! STRESS Perpetually kind people have 23% less cortisol (the stress hormone) and age slower than the average population! ANXIETY LIFESPAN "People who volunteer tend to experience fewer aches and pains. Giving help to others protects overall health twice as much as aspirin protects against heart disease. People 55 and older who volunteer for two or more organizations have an impressive 44% lower likelihood of dying early, and that's after sifting out every other contributing factor, including physical health, exercise, gender, habits like smoking, marital status and many more. This is a stronger effect than exercising four times a week or going to church." Christine Carter, Author, "Raising Happiness; In Pursuit of Joyful Kids and Happier Parents" PLEASURE According to research from Emory University, when you are kind to another person, your brain's pleasure and reward centers light up, as if you were the recipient of the good deed—not the giver. This phenomenon is called the "helper's high." SEROTONIN Like most medical antidepressants, kindness stimulates the production of serotonin. This feel-good chemical heals your wounds, calms you down, and makes you happy! DEPRESSION Stephen Post of Case Western Reserve University School of Medicine found that when we give of ourselves, everything from life satisfaction to self-realization and physical health is significantly improved. Mortality is delayed, depression is reduced and well-being and good fortune are increased. BLOOD PRESSURE A group of highly anxious individuals performed at least six acts of kindness a week. After one month, there was a significant increase in positive moods, relationship satisfaction and a decrease in social avoidance in socially anxious individuals. University of British Columbia Study Committing acts of kindness lowers blood pressure. According to Dr. David R. Hamilton, acts of kindness create emotional warmth, which releases a hormone known as oxytocin. Oxytocin causes the release of a chemical called nitric oxide, which dilates the blood vessels. This reduces blood pressure and, therefore, oxytocin is known as a "cardioprotective" hormone. It protects the heart by lowering blood pressure. WWW.RANDOMACTSOFKINDNESS.ORG FOR MORE INFORMATION, VISIT
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Choices and Considerations How to Tell if Your Cat Is Sick Any change in your cat's normal behavior, such as • increased lethargy (tiredness), changes in appetite, weight loss, or hiding in the house may be indications that your cat is ill. Male cats that frequent the litter box but are unable to • urinate should be seen by a veterinarian immediately. If your cat has eaten string, and a portion of the • string is still visible, leave the string in place, and see your veterinarian as soon as possible. If your cat becomes ill outside of normal clinic business • hours, call an emergency veterinary clinic for guidance. Some illnesses require immediate veterinary attention, • so when in doubt, call a veterinary professional. How Can I Tell if My Cat Is Sick? Any decreases in energy level, appetite, or weight may signal that your cat is not feeling well. If your male cat is squatting to urinate, but no urine appears, call your veterinarian immediately. It is common for the urinary tract in male cats to become blocked. This condition is not only extremely painful; it's a medical emergency. It is also common for cats to ingest string, yarn, or dental floss, which can cause problems in the intestinal tract. If you notice a string hanging from your cat's mouth or anus, do not pull the string out. Leave the string in place and bring your cat to the nearest veterinary clinic. Other signs that your cat may be ill include: Bloody urine or accidents outside the litter box • Increased drinking and/or urination • Vomiting • Diarrhea or bloody stools • Constipation • Sneezing or nasal discharge • Runny eyes or holding one eyelid shut • Difficulty breathing • Limping or inability to use hind legs • Unusual lumps, bumps, or swellings • Bad breath or excessive drooling • Hiding or yowling • If you are concerned that your cat may have a fever, you can measure its temperature with a thermometer in the rectum. Normal temperature for a cat is 100.5 to 102.5 degrees Fahrenheit. If your cat's temperature is above or below this range, contact your veterinarian. What Should I Do if I Suspect That My Cat Is Sick? If your cat shows signs of illness, don't wait—call your veterinarian at once. If it is outside of normal clinic business hours, contact an emergency veterinary clinic. Some illnesses may require immediate veterinary attention, so it's in your cat's best interest for you to ask if it needs to be seen right away. If your cat goes outdoors, you may not always know when he or she has been exposed to toxins or suffered trauma from cars, dogs, or cat fights. Internal injuries may not be immediately apparent, but should be attended to as soon as possible. If you suspect that your cat may have been injured, call your veterinarian.
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LITERACY Fiction Units: We will complete our units of work on Oliver and the Seawigs. We will rewrite sections of the story, compose diary entries and learn about how the author creates exciting characters and events. Non-Fiction Units: We will be using non-fiction texts to find out about The history of ships and exploration. We will write non-fiction reports, newspaper reports to show our learning. Comprehension: The children will focus on retelling, finding answers in the text and using inference and deduction across a range of paragraphs. Grammar and Phonics: This term we are focussing on spelling and using a wide range of punctuation. MUSIC We will be composing our own music relating to the sea, exploration and Viking invasion. We will learn about sea shanties. ART and DESIGN This term we will making our own model boats and learning to apply knowledge of floating, sinking and properties of materials. Please collect and send in plastic butter containers! PE / GAMES We will be practising skills in Outdoor Adventurous Activities which includes map reading and problem solving while we are in the wood. The children will learn to navigate on uneven ground. During our PE sessions the children will be practising net games. The year 4 children will also have swimming lessons. COMPUTING The children will: - Use computers to find and record information. - Use the tools in PowerPoint and Word - Play maths games. MATHEMATICS The Children will follow the New Curriculum for Mathematics (2014). They will follow units on Place Value, and all four operations throughout the term. This term we will focus on developing skills with place value. We will identify and represent and estimate numbers using different representations. The children will carry out investigations and challenges relating to place value. Please continue to complete My Maths activities on computers when it is set and practise times tables regularly. Rapid times tables recall will support your child in learning to use new skills. St Michael's Primary School, Playden Curriculum Overview Term 1 Year 3/4 Mrs Pepler Topic: Mighty Ships HELP YOUR CHILD AT HOME BY: - Borrowing topic books from the library - Reading with them daily, focussing on reading aloud fluently and taking account of punctuation. - Supporting them to learn their times tables and spellings. Play games that involve mental maths. History and Geography We are learning about boats, the history of shipping and sea exploration. We will begin with early rafts and dugout canoes and learn about invasions, including Vikings and Romans. We will look at the development of sailing and powered boats and the effect of travel, exploration and trading on the world. We will learn about the Oceans and Continents and mapping. RE The children will learn about Judaism and the synagogue. They will learn about Rabbis and the Prayer clothes. They will find out more about Jerusalem and the history of the Maccabeans. SCIENCE In Science children will study the following: Floating, sinking Property of materials and their uses. They will plan and carry out investigations related to these topics. PSHE and CITIZENSHIP The children will learn about taking risks and thinking through their own safety in a variety of situations. During our time in the wood, they will engage in team building activities and tasks which develop perseverance. We will learn about being global citizens as we discuss world exploration.
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(7 pages) MAY 2014 P/ID 77911/MBSE1 Time : Three hours Maximum : 100 marks SECTION A — (40 marks) Language Skills. Answer ALL questions. 1. Write one sentence each for the following patterns : (2) (a) SVO (b) SVC. 2. Give the antonyms for the following words : (2) (a) Material (b) Legal (c) Day (d) Descend. 3. Give the synonyms for the following words : (2) (a) Admission (b) Advantage (c) Begin (d) Courtesy. 4. Fill in the blanks using the appropriate tense form of the verb given in brackets : (2) (a) The answer ——————— (depend) on the person who gives the advise (b) Balance ——————— (indicate) the establishment of harmony in the emotions. 5. Change the following sentences into the negative : (2) (a) Birds fly (b) The cat drinks milk. 6. Rewrite the sentences in the interrogative : (2) (a) He is doing medicine (b) They are having dinner. 7. Answer as directed : (2) (a) Did you attend class? (Answer in the positive) (b) Have you finished your breakfast? (Answer in the negative) 8. Rewrite the sentences in the interrogative using the question word given in brackets : (2) (a) Sunder has gone to see his friend (where) (b) Mithun was in Kashmir last month (who). 9. Complete the sentences suitably : (2) (a) Humanities are important because (b) If I was born a woman 2 P/ID 77911/MBSE1 P/ID 77911/MBSE1 10. Rewrite the following sentences using the infinitive : (2) (a) Running is good for health (b) Eating too much causes harm to the body 11. Give one word substitute for the following : (2) (a) A lover of mankind (b) Land surrounded by water on all sides. 12. Fill in the blanks with suitable auxiliary verbs : (2) (a) There ——————— (be) never a day he misses walking (b) They ——————— (be) late for classes yesterday. 13. Correct the following sentences : (2) (a) Being Sunday, I am thinking to go to a movie (b) Remember the lessons teach by the teacher. 14. Rewrite as directed : (2) (a) He is slow. He is sure. (Compound) (b) You are drunk. That aggravates your offence. (Complex) 15. Complete the following in clauses of your own : (2) (a) It can be argued that ——————— (b) The more they see of men ———————. 3 16. Read the following passage and answer the questions given below : (10) Norman Vincent Peale was shy and reserved as a student, though he worked very diligently at his lessons. He always chose to sit in a corner and avoid the attention of his professors. His discomfiture at being questioned was evident by the Shiver of his body, excessive sweat that ran down his cheeks, etc. A low self-image coupled with an even lower self-esteem resulted in a near total lack of self-confidence. But one small pat from Prof. Ben, who taught him Economics, transformed him completely. When he was asked a question, whose answer he knew very clearly, he fumbled miserably, evoking loud laughter from his fellow students. (a) What type of a boy was Vincent Peale? (b) Where did he sit in the class? Why? (c) How was his discomfiture evident? (d) What transformed him completely? (e) What evoked laughter among his fellow students? SECTION B — (5 × 2 = 10 marks) Answer any FIVE in a sentence or two each. 17. (a) Who was Professor Ben? (b) What happens if some values are absent in us? P/ID 77911/MBSE1 4 [P.T.O.] (c) Why do children visit the dentist? (d) Who can give a better answer to the challenge of our time? (e) Who is a gladiator? (f) Where does the soldier assume that he will die? (g) How much money has Della saved? (h) Where did Rosemary fell buy flowers? SECTION C — (2 × 5 = 10 marks) Explain the lines in about 50 words : 18. (a) This is only a sample of what civilization is doing to us, and civilization, for the majority in every nation, is not yet a hundred years old. Or (b) If you want to give out the proper scent it must come from your heart. 19. (a) Come forth, and bring with you a heart That watches and receives. Or (b) They know not well the subtle ways I keep, and pass, and turn again. P/ID 77911/MBSE1 5 SECTION D — (2 × 5 = 10 marks) Write short notes in about 50 words each : 20. (a) Give a short description of the different features of nature as seen in "The Tables Turned". Or (b) What does yeats express in his poem? Or (c) What has England done for the soldier? 21. (a) Give your opinion of Prof. Ben. Or (b) What are moral and spiritual values? Or (c) Enumerate on the qualities of an ideal human being as expressed in "If". SECTION E — (3 × 10 = 30 marks) Write essays in about 200 words each : 22. (a) What are the consequences of reading without pleasure? Or (b) Give a detailed account of what happened in Forster's village. Or (c) Does Gandhiji want women to modernize themselves by rejecting culture? Explain. P/ID 77911/MBSE1 6 23. (a) Write a critical appreciation of "The gladiator". Or (b) How does Rupert Brooke express his patriotic feelings in "The Soldier"? Or (c) Describe Frost's philosophy of life as expressed in "Stopping by woods on a snowy evening". 24. (a) Describe the love that Jim and Della have for each other. Or (b) Comment on the significance of the title "The Refugee". Or (c) Bring out the pathos in Rahim's character. ——————— P/ID 77911/MBSE1 7
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Voyager Academy Elementary School 4210 Ben Franklin Boulevard, Durham, NC 27704 919-433-3301 www.voyageracademy.net Mission The mission of Voyager Academy is to provide students in kindergarten through grade twelve an academically challenging and supportive learning environment. Staff utilizes experiential and traditional learning strategies so that students become responsible, engaged, and innovative members of society. The school's expectation is that all students, working with dedicated faculty and family, will excel academically and socially. Overview Voyager Academy Elementary School is a Project Based Learning (PBL) school in Durham, NC. We offer a unique academic program that exemplifies the best in collaborative, real world learning, while preparing our students for the 21 st Century. - Voyager Academy opened in August 2007 as a NC Public Charter school serving students in 4 th – 8 th Grade - Voyager Academy High School opened in 2010 - Voyager Academy Elementary opened in 2011 with 3 rd Grade and in 2012, K - 3 - 420 students in grades K - 3 - 105 students per grade level - Class size: 21 students - School Hours for 2017 – 2018: 7:45 AM – 2:45 PM - Every Monday Early Dismissal at 12:45 PM - 2016 NC School Performance Grade: B (Exceeded Growth) - VAES is on a trimester schedule to coordinate with the reading and math assessment schedule – report cards are completed 3 times per year – every 12 weeks. - Title I Targeted Assistance Program Features Project Based Learning: At VAES Project based learning is an integral part of Voyager Academy's philosophy and mission. Students are presented with interesting, relevant, and meaningful problems to solve. Students complete 3 projects per year/1 per quarter, K – 3. We follow the NC Essential Standards in Science and Social Studies to determine each project. Reading Workshop: We use the NC Standard Course of Study in Reading and follow the Reading Workshop Model from Teachers College at Columbia University. Reader's Workshop helps all K – 3 students develop strong reading skills through the use of: Mini-lessons, Small guided reading groups, Read aloud, Conferencing, Independent reading, Literature response, Purposeful share, and Literacy workstations. Writing Workshop: We use the NC Standard Course of Study in Writing and follow the Writing Workshop Model from Teachers College at Columbia University. In Writer's Workshop, students are invited to live, work and learn as writers. Students learn writing craft techniques and to observe their lives and the world around them while collecting, drafting, revising, editing, and publishing. Students are given time to write, applying the skills and strategies they've learned to their own writing projects. As students write, the teacher provides feedback. Feedback is given through one-to-one conferences and small group instruction, and includes instructional compliments and teaching. Math Workshop: We use the NC Standard Course of Study in Math and follow a Math Workshop Model. We pull from multiple resources to meet these standards, such as Math in Practice, math talks, math tasks, and the NC DPI Math Wiki and resources. First, students have a math mini-lesson. Next, K – 3 students rotate through math workstations, including a small-guided math group on the student's level. Responsive Classroom/Morning Meeting: We use a system of classroom management called Responsive Classroom. The main goal of Responsive Classroom is to promote optimal student learning and create a caring community of students and staff. It is a research-based program that shows students learn best when they feel safe, challenged, and happy. The main components of Responsive Classroom are Morning Meeting, Hopes and Dreams, Rule Creation, Guided Discovery, and Logical Consequences. During the first six weeks of school, we spend time learning the rules, routine, procedures, etc. that will foster our students as independent learners and will make our classroom run smoothly. Every day, K – 3 children gather in morning meeting to greet each other, start the day, and learn social skills like respect, responsibility, and empathy. Technology: VAES offers a 21 st century learning environment in which every student has access to computers, Chromebooks, iPads, or Learnpads within their classrooms. Students use these devices in math and literacy workstations and for project research. Each classroom also has an interactive whiteboard to enhance the learning experience. Specials: VAES offers 5 specials. They are PE, Art, Music, Science, & Lego/Engineering. Extracurricular Activities: Extracurricular activities enhance the school experience. We offer a variety of experiences for our elementary students to enjoy, such as Science Olympiad, Science Night, Spelling Bee (3 rd – 8 th grade), Viking Troupers (chorus), and after school Enrichments. Some Science Olympiad events are reinforced during the school day with the extra Science special and a K -3 VAES Science Olympiad competition. Before/After School Care and Enrichments: Before/After School Care and Enrichments are offered for students in Kindergarten through Eighth Grade. For more information regarding cost, times, etc., please contact Latia Boney at firstname.lastname@example.org. Parent-Teacher Organization (PTO): Voyager Academy is fortunate to have an active and involved Parent-Teacher Organization. Their responsibilities include hosting hospitality luncheons for Voyager faculty, fall and spring carnivals, and eliciting parent volunteer opportunities that enhance the educational experience for our students. VAES Empathy Initiative Ashoka Changemaker School: In 2014, Voyager Academy Elementary was chosen as an Ashoka's Changemaker School. The Ashoka School Network provides Voyager Academy Elementary School with opportunities to access like-minded schools across the country; influence the greater education discourse through media and presenting at conferences; collaborate on projects that impact education; and access to partners in the Ashoka network like universities, social entrepreneurs, and companies. The Ashoka network is a national growing community of leading elementary schools that serve as models for cultivating students as changemakers, leading the way to ensuring every child develops agency, empathy, and voice. Ashoka, the world's largest network of social entrepreneurs, strives to create an "Everyone a Changemaker" world in which more and more people respond proactively to social problems, and where each person has the confidence, skills, and support to drive effective change. At VAES, 15 minutes of service is built each day into the daily schedule to promote empathy and community service. All grade levels and classes will work on a project that encompasses building community and empathy (this connects with Responsive Classroom & the first six weeks of school). Some projects have included students collecting gift cards for a school in Houston impacted by Hurricane Harvey, a second grade Buddy Bench; a third grade Peace Path; singing at the local nursing home; Kindergarten random acts of kindness (K giving treats to HS students during exams; leaving kind notes for staff, etc.), and the K – 3 "Only One You" Rock Path.
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Spanish Fork High School 2013-2014 Learning Targets: U.S. History II Unit 1 Students will understand movement to the Western Hemisphere. I CAN list three motives for exploration Students will understand the regional differences that developed between the English Colonies. I CAN compare and contrast the climate, geography, economy, religion and government within the three colonial regions. (New England, Middle, Southern) Students will analyze the ideas and events that led to the Revolutionary movement. I CAN explain the political, economic, and geographic impact of the French and Indian War on the colonists' relationship with Great Britain. Students will examine the effects of the Revolution on the United States. I CAN list and describe three foundational principles found in the Declaration of Independence. Unit 2 Students will understand the Articles of Confederation and analyze its weaknesses. I CAN list three weaknesses of the Articles of Confederation. Students will understand the main arguments at the Constitutional Convention. I CAN identify the key elements of the Great Compromise, the 3/5 Compromise, and the Commerce and Slave Trade Compromise as discussed at the Constitutional Convention. Students will understand the arguments for and against the Constitution and the provisions used to gain ratification. I CAN explain how the Federalist Papers and the Bill of Rights were used to persuade ratification of the Constitution. Unit 3 Students will understand the significance of the precedents set by George Washington as the first president. I CAN describe three examples of precedent set by Washington and show its relevance today. Students will understand the factions that developed from differing political views. I CAN list the differences between the Federalists and the Democratic Republicans. Students will understand the expansion of the Nation under Jefferson. I CAN map the expansion of the United States under the Louisiana Territory, and explain how the power of the Federal Government was expanded in order to obtain it. Students will understand the second war for independence (War of 1812). I CAN list three significant outcomes of the War of 1812. Unit 4 Students will understand how sectionalism grew stronger as the Nation expanded. I CAN define and provide examples of Manifest Destiny I CAN describe three events that showed how the expansion of the Nation created division. Unit 5 Students will understand the causes of the Civil War. I CAN explain how slavery and the issue of state's rights led to the Civil War. Students will understand the significant milestones that occurred during the Civil War. I CAN how the ultimate goal of the war shifted over the course of the war. I CAN identify three major events that led to Union victory in the Civil War. Unit 6 Students will understand how the growth of industry and urbanization changed the United States post-Civil War. I CAN list and describe three problems associated with urbanization. I CAN evaluate the growth and influence of big business during the Gilded Age. Students will recognize how social reform occurred at the turn of the 20 th Century. I CAN identify how the Progressive Movement led to social, political, and economic reform. I CAN map the geographical spread of U.S. imperialism during the late 19 th and early 20 th Century. Unit 7 Students will analyze how imperialism, alliances, militarism, and nationalism ignited the conflict in Sarajevo that led to World War I. I CAN show understanding of the MAIN (militarism, alliances, imperialism, nationalism) acronym. Students will understand what was going on at home during World War I. I CAN explain the situation on the home front during the World War I Era. Students will analyze the results of the War, including Wilson's 14 Points and the Treaty of Versailles. I CAN demonstrate and understanding of Wilson's 14 Points and American reaction to the League of Nations. I CAN explain how the terms of the Treaty of Versailles led to World War II. Unit 8 Students will analyze the popular culture of the 1920's. I CAN describe how the term "roaring 20's" represents the rise of popular culture in the 20's. Students will explore the various achievements of the 1920's. I CAN list and describe four major achievements of the 1920's. Students will understand the changing role of women in the 1920's. I CAN describe how women's roles changed during the 1920's. Students will examine the experiences of black Americans during the 1920's. I CAN explain the Harlem Renaissance and race issues of the 1920's. Unit 9 Students will analyze the causes of the Great Depression. I CAN identify several causes of the Great Depression. Students will assess how the Great Depression affected American society. I CAN describe the drastic changes in society due to the Great Depression. Students will analyze the New Deal. I CAN list and describe several major programs of the New Deal. Unit 10 Students will understand the shift in American Policy from isolationism to interventionism. I CAN list several events that led to U.S. involvement in World War II. Students will examine the impact of World War II on the home front. I CAN show how the American home front and the sacrifices made, affected the outcome of the War. Students will explore significant events and contributions the U.S. made in order to achieve victory for the Allies during World War II. I CAN identify and explain three "turning points" of World War II. I CAN explain how the War led to the U.S. and its role as a world power. Unit 11 Students will analyze the causes, policies, and effects on American Society, of the Cold War. I CAN identify several causes of the Cold War. I CAN describe the U.S. policy towards containment of Communism. I CAN provide examples of the effect the Cold War had on American Society. Unit 12 Students will analyze the reasons for and the effects of the economic boom of the 1950's. I CAN list several cause of the nation's economic boom of the 1950's. I CAN list several effects of the nation's economic boom of the 1950's. Students will identify changes to the American family that took place during the 1950's. I CAN describe the changes to the American family that took place during the 1950's Unit 13 Students will analyze the Kennedy presidency, his relationship with Congress, military philosophy, and influence on the Cold War. I CAN describe several of Kennedy's economic proposals and explain why Congress did not support them. I CAN explain Kennedy's plan for the armed forces. I CAN explain how Cold War influenced foreign aid and the Space Program. Students will examine the programs of the Great Society, Civil Rights legislation, and the fight for equality. I CAN identify several programs of the Great Society. I CAN list cause and consequences of Civil Rights legislation and court decisions. I CAN describe the fight for political, economic, and social equality during the Civil Rights Era. Students will understand the place of the Vietnam War in American History as a unique and comples experience. I CAN list some of the complexities of the Vietnam War. I CAN list several reasons why Vietnam was a unique war. Students will understand the background, evolvement and ramifications of the Watergate Scandal. I CAN explain the factors that led to the Watergate scandal. I CAN describe and give reasons for the people and politics surrounding the scandal. I CAN list several of the continuing effects of the Watergate scandal.
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LESSON PRACTICE WORKSHEET A 6 Conflict Directions: Read each passage. Then circle the answer that best identifies the conflict the main character faces. 1. When Grak arrived on Vento-11, it was night time, and the planet's night lasted 74 Earth days. For someone who loved the sun, that was a bit hard to take. Then, when the sun finally rose, it was a pale light without much heat. Grak shivered. This was going to be a long tour of duty. a. external conflict: force of nature c. external conflict: society b. external conflict: other character d. internal conflict 2. "That's great!" I told Mom when I heard the news. She had put our names on a list for new city apartments years ago. Now one was available across town, and we could finally move out of our run-down building. But as I walked over to tell Bo, I wondered whether it really was so great. I passed the Dove Street pool, the playground, and my friends' buildings, and I didn't really want to leave any of it. a. external conflict: force of nature c. external conflict: society b. external conflict: other character d. internal conflict 3. "I got here first," Dan cried, trying to take control of the seat. It was the last one in the theater. "No, I did," said Ewen, trying to squeeze down onto the red velvet seat. Actually, the boys had gotten there at the same time; Dan, however, was bigger and heavier. So it wasn't long before Ewen felt himself propelled over the armrest and onto the floor. a. external conflict: force of nature c. external conflict: society b. external conflict: other character d. internal conflict 4. "But Jeffrey's quite ready for school," Mrs. Pearson insisted. "He taught himself to read when he was three. He can even add and subtract." The official smiled understandingly. "Unfortunately, it's the policy in all our city schools. Only students born before November 1 can enter kindergarten, and Jeffrey was born on November 3. "Why I've never heard of anything so silly!" Mrs. Pearson cried. a. external conflict: force of nature c. external conflict: society b. external conflict: other character Book 1: Literature Grade 6 d. internal conflict COPYMASTER
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HOME GROUNDS FACT SHEET Cornell University Cooperative Extension Nassau County Horticulture Center Demonstration & Community Gardens at East Meadow Farm 832 Merrick Avenue East Meadow, NY 11554 Phone: 516-565-5265 Black Carpenter Ants The black carpenter ant is a destructive wood-nesting insect common in our area. The workers of this species vary from 1/4 to more than 1/2 inch in length. Unlike termites, the winged reproductive forms Integrated Pest Management (IPM) Considerations do not lose their wings after swarming. These ants have no sting, but can inflict a painful bite injecting formic acid into the wound. The carpenter ant feeds on live and dead insects, the honeydew of aphids and treehoppers, the juices of ripe fruit, the sap of certain plants, and refuse. When they invade the home, they are attracted to sweets, fruits, and cakes. Most of their foraging is done at night. In an established, mature parental colony, males and females overwinter until they make their nuptial flight in spring and early summer. The fertilized females establish a nest in a cavity under the bark of a tree, stump, or log. She seals the cavity, lays the eggs, and brings the first brood to maturity by feeding them her salivary secretions. The first brood consists of l0-20 small workers who tend the next brood. Larger workers are produced as the colony develops. When the worker population of the colony attains 2,000-3,000 members, males and females are produced. A three to six year-old mature colony consists of the fertile female, 2,000-3,000 or more workers of various sizes, males, winged females, eggs, larvae, and pupae. Moist wood provides the ideal environment for the black carpenter ant. Under natural conditions, they nest in logs, stumps, dead trees and the dead interiors of live trees, which they enter through wounds and decayed areas in the bark. Carpenter ants enter homes through seams, between sidings and sheathings, between flooring and sub-flooring. Especially subject to attack are porches, kitchens, bathrooms and laundry areas, where there is moisture from leakage or condensation. IPM is a common sense approach to pest control and plant care. It employs a number of measures to prevent, control or reduce problems. Always use the least toxic methods first. A good mechanical control, in many instances, is to vacuum the insects and then throw the bag away. Regarding household pests, in addition to regular house-cleaning, the best preventive method is to monitor the home, i.e. note any cracks in foundations, air spaces between windows and frames, poorly-fitting doors, moisture from leaks, etc., and correct such examples/situations. Prevention 1. Keep stored firewood covered, off the ground and out of doors and as far from the home as possible. 2. Take necessary precautions to keep lumber dry and correct moist wood situations. Replace water-damaged wood with pretreated lumber. 3. Remove dead trees and stumps from the immediate vicinity of the house. Remove large tree limbs overhanging the roof of the home. 4. Separate wood from soil contact with concrete. Treat wood prone to a moisture problem with a preservative. Check for leaks in roofing and siding, around windows and chimneys. Check porches, steps, rain gutters and flashing. Check and provide adequate ventilation in laundry rooms and bathrooms, and in the kitchen where moisture may condense. 5. Extend drain pipes at least 5' from base of building. Chemical Controls Carpenter ants are an indicator organism. Their presence in the home indicates a moisture problem exists somewhere. The problem will eventually cause decay of the wood. Once you have identified the moisture problem, correct it and eliminate the carpenter ant nests. Remember, chemicals are only temporary relief — if moisture problems continue, the ants return. The ultimate goal is to destroy the queen. Chemical pesticides are available. If you cannot locate or treat the colony yourself, you may want to enlist the services of a Certified Pesticide Operator. Read the label and follow manufacturer's directions. "This publication contains pesticide recommendations. Changes in pesticide regulations occur constantly and human errors are still possible. Some materials mentioned may no longer be available, and some uses may no longer be legal. All pesticides distributed, sold or applied in New York State must be registered with the New York State Department of Environmental Conservation (DEC). Questions concerning the legality and/or registration status for pesticide use in New York State should be directed to the appropriate Cornell Cooperative Extension specialist or your regional DEC office (631) 444-0340. Read the label before applying any pesticide. Cornell Cooperative Extension and its employees assume no liability for the effectiveness or results of any chemicals for pesticide usage. No endorsement of products is made or implied." B-2-22 JES:cms reviewed RT 1/03 Cornell Cooperative Extension in Nassau County provides equal program and employment opportunities.
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DURING A CRISIS YOU'LL PROBABLY STRUGGLE WITH KNOWING WHAT TO SAY, HOW MUCH TO SAY AND WHEN TO SAY IT. YOU MIGHT SAY A LOT LESS THAN YOU THOUGHT YOU WOULD WHEN NAVIGATING CRISIS WITH A KID OR TEENAGER, BUT SAYING LESS COMMUNICATES THAT YOU'RE THERE TO LISTEN. BE OKAY WITH THE PHRASE "I DON'T KNOW" BECAUSE YOU'LL NEVER KNOW EVERYTHING. YOU'LL KNOW MORE ABOUT THE KID AND WHAT MIGHT BE BEST FOR THEM AS YOU LISTEN CLOSELY AND OFFER A SAFE PLACE OF SUPPORT. WORDS THAT HELP THEM: 2. Feel heard 1. Feel safe 3. Feel supported HELP THEM FEEL SAFE IN CRISIS * Keep track of them. It might mean finding them every 15 minutes or so. It might mean not letting long hours go by without checking in (or making sure someone else is). They might need some space, or they might need you right there. * If the kid or teenager is comfortable, give them quick huge or a hand on their shoulder––sometimes you don't need words. * Get rid of the timelines that they feel they have to meet in order to recover. * Be genuine and honest. Don't deny pain. HELP THEM FEEL HEARD IN CRISIS * "Tell me about it . . ." is a great way to let them lead the conversation. * Speak gently and listen longer. * "Tell me a story about that person." Or, "Tell me how you feel when . . ." * Use very few words. HELP THEM FEEL SUPPORTED IN CRISIS * Offer help with basics. * Cue next steps like, "You may need to . . . eat/go to school/go to church." * Give them permission to take things one day and one task a time. * Tell them to ask for help when they get upset. Let them know that you won't be upset if they're upset. * Say: "I'm here for you" often. * Pray together. WORDS THAT MAKE THEM: 2. Feel unheard 1. Feel unsafe 3. Feel alone HELP NOT TO SAY TO HELP THEM FEEL SAFE * "You're angry. You'll feel better when you calm down." Instead of prescribing a feeling, acknowledge their emotions and help them name their feelings on their own. Validating and describing emotions can provide a lot of relief. * "If you would have done _____, then this wouldn't have happened." Shame only reinforces feelings of loss and pain. Wait to work things out. Be present and listen. WHAT NOT TO SAY TO HELP THEM FEEL HEARD * Don't say, "This happens a lot." If it's a crisis, ti doesn't happen a lot for this kid. * Silence. Saying nothing is saying something. Some kids/teens have the bottom fall out of their lives and later say things like, "So much was happening but nobody asked." * Don't say, "I understand" unless you've been working together on an issue or walking through crisis for a long period. Stick to phrases like, "Help me understand" instead. * Don't say "You're young and resilient." Or, "There's a purpose in everything." Stay away from phrases that minimize their pain or grief. Even spiritual phrases like, "God has a plan" or "God must have needed them in heaven" can be very painful to hear at the beginning stages of grief. WHAT NOT TO SAY TO HELP THEM FEEL SUPPORTED * "We lost Uncle Joey." Kids may understand phrases about death literally, which may cause them to be afraid. They may reason that if you could "lost" Uncle Joey, you might lose them too. Explain death more honestly. "Uncle Joey died and that means . . . we won't be able to do this anymore or see him at his house anymore." * "I'm freaking out!" Stay calm so they can feel your support while you begin to understand what's going on in their world. * "I'll help you fix this." Eventually, this phrase is a good one, but initially you want to offer your presence without trying to fix things.
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Dr Stella de Silva Memorial Oration – 2017 Childhood obesity: Socio-cultural determinants *V P Wickramasinghe 1 Sri Lanka Journal of Child Health, 2018; 47(3): 193-203 DOI: http://dx.doi.org/10.4038/sljch.v47i3.8538 (Key words: Childhood obesity, socio-cultural determinants) The President and the Council of the Sri Lanka College of Paediatricians, Past Presidents, Fellows and Members of the Sri Lanka College of Paediatricians, Members of the family of the late Dr. Stella De Silva, Distinguished Invitees. I take this opportunity to thank you and your Council for giving me this opportunity to deliver this prestigious oration this year. Ladies and Gentlemen, I stand here in all humility to pay a regal tribute to a dazzling star, as described by Dr. B.J.C. Perera in the Inaugural Memorial Oration, a star in the medical scenario in the bygone days of this small island state, which has excelled in health care. Stella Gertrude de Silva was born on the 2 nd of June 1918 in Randombe, Balapitiya in the Southern province of Sri Lanka, as the fourth child in a family of six to Mr. C.R. De Silva, a well-known lawyer, and Mrs. Adeline de Silva. She began her studies from Prajapathy Vidyalaya, a local school in Ambalangoda and later continued at Southlands College, Galle. Young Stella had a strong ambition to study medicine one day, which was a rare feat in those days. Although science subjects were not offered at Southlands College at that time, with the help of her teachers, she was able to study them at Richmond College, Galle. After an illustrious all round career at Southlands College, at the tender age of 19 years, teenage Stella entered the Ceylon Medical College in 1937. In 1942, she qualified, fulfilling her childhood ambition. In 1952, the Government of Ceylon awarded her a scholarship to be trained in paediatrics for two year in the United Kingdom. In November 1954, she returned to the country and was appointed to the Lady Ridgeway Hospital. In 1959, she was appointed as a Consultant Paediatrician to the very same hospital, as well as the maternity hospitals in the group, till her retirement in 1973. She received many honours, and in 1994 the Sri Lankan Government bestowed on her the title Vidyajyothi. In 1985 she set up the Paediatric ___________________________________________ 1 Professor in Paediatrics, University of Colombo *Correspondence: firstname.lastname@example.org The author declares that there are no conflicts of interest Personal funding was used for the project. Open Access Article published under the Creative Commons Attribution CC-BY Department at the North Colombo Medical College and was the Founder Professor. After an illustrious career, on the 12 th of April 2012, at the age of 93, she closed her eyes forever, leaving behind a legacy of work and a galaxy of medical trainees to serve this country and carry the flame she lit. Although I had never met this great personality, it gives me great pleasure to stand here in all humility to deliver the fifth Dr. Stella de Silva Memorial Oration to this august audience on this morning of the 15 th of December 2017. Introduction Health generally refers to a state of wellbeing and in 1948 the World Health Organization definition shows that it is not merely absence of disease but a physical, mental, social and spiritual wellbeing 1 . Health is largely determined by the socio-economic, cultural and environmental conditions in which we live 2 . Obesity is a multi-dimensional phenomenon resulting from an interaction between medical and social spheres 3 . The economic cost of non-communicable diseases (NCDs) is very high. According to the WHO 2014 country profile for Sri Lanka, 75% of deaths in Sri Lanka are due to NCDs 4 . However, the distressing fact is that 18% of the population is at risk of dying of 4 NCDs between 30-70 years of age, which is the most productive time of a person's life. This is only the tip of the iceberg, and there are many more with NCDs seeking treatment which leads to a huge burden on the economy at both micro and macro levels. Furthermore, this could even adversely affect the high life expectancy that we have achieved as a nation. Prof. Paul Zimmet, former Director of the International Diabetes Federation, once predicted that this could be the first generation which could die before their parents 5 . Obesity, one of the primary risk factors for NCDs, is spreading in epidemic proportions all over the world, even in places where undernutrition is not yet controlled, and it is fast penetrating into the paediatric population. In 2015, 108 million children and 604 million adults worldwide were estimated to be obese and the majority were from Asia 6 . During the last 35 years obesity has doubled in more than 70 countries while showing a rise in other parts as well. The rate of increase in childhood obesity is higher than that in adult obesity 6 . Obesity is a major public health problem resulting in adverse socio-economic, political, physical and psychological effects on both the individual and the society. Childhood obesity is a multi-dimensional public health problem now affecting all geographic areas whether urban or rural and all economies of developed as well as developing countries. Many countries face the double burden of malnutrition and a national survey conducted by the Medical Research Institute (MRI) of Sri Lanka and published by Dr. Renuka Jayatissa et al has clearly shown that. In that study, among the 10-15 year old age group, the overall prevalence of stunting was 28.5% and underweight 47.2%, with 2.2% being overweight and obese 7 . With timely interventions undernutrition can be treated effectively. However, despite all forms of treatment modalities available, correcting childhood obesity is not easy. Therefore, primary prevention is important and crucial. In 2016, the WHO came up with a Commission Report on Ending Childhood Obesity, the ECHO Report 2 , and this was supplemented by an Action Plan in 2017 which addresses 6 main domains to act upon, namely intake of healthy food, physical activity, pre-conception and pregnancy care, early childhood diet and physical activity, health promotion at school and weight management 8 . The action framework for ending childhood obesity outlines the importance of giving correct leadership on managing the interventions in order to achieve intermediate and long-term outcomes. In Sri Lanka, the College of Paediatricians should take a greater initiative in implementing the recommendations of the ECHO report. simple nutriomics contribute to the development of obesity, thereby leading to the development of many metabolic complications. Sri Lanka progressed from a low-income country in 1960s with a GDP of less than US$ 250 to a level closer to US$ 4000 by 2015. Parallel to the socioeconomic development, the life expectancy had increased gradually from about 55 years in 1950s to almost 75 years by 2015 with reduction in malnutrition, infant mortality and low birth weight. One of the main contributors to the improvement of health indices, apart from the socio-economic improvement, is the high female literacy rate, which was more than 90% by 2010. All these changes have contributed to the improvement in the health and wellbeing of the Sri Lankans. The rapid socioeconomic, demographic and nutritional transition has resulted in changes in dietary habits and lifestyles leading to new health problems such as overweight and obesity leading to an increased risk of NCDs. Therefore, health professionals, media, politicians and society as a whole, have made a significant focus on the problem. Obesity develops mainly due to energy imbalance in the background of genetic predisposition. However, many socio-economic and cultural factors beyond No phenomenological research designs have been done before to uncover the effects of individual, family and society on childhood obesity. A conceptual framework was developed to understand the socio-cultural and environmental factors that influence the development of obesity in 5-12 year old children (Figure 1). This will also uncover the subjective realities of parents' perception of children's fatness and their psycho-social issues, focused on an urban setting of Sri Lanka. In the Sri Lankan context, obesity is considered as a state of 'beauty', a 'symbol of prosperity' and a manifestation of 'healthiness'. Most of the studies on obesity have looked at the medical aspect, but not at the socio-economic, environmental, behavioural and psychological factors that would affect the family and child. Obesity is a socially constructed lifestyle disease seen in modern society. Understanding the influence of socio-cultural factors would help to understand the roots of this illness. The Social Ecological Theory, which is the interaction of the individual and family within the social, institutional and cultural contexts that make up the state of wellbeing, would help to understand the roots of this condition. It represents the child in the centre with different societal levels of influencers surrounding in an ascending manner (Figure 2). Method A descriptive cross sectional study with a comparison group was conducted adopting qualitative and quantitative data collection techniques in normal and obese 5-12 year old children and their parents. Obese children were recruited from the Nutrition Clinic of the Lady Ridgeway Hospital (LRH) for Children, Colombo, while normal children were selected from those attending five schools within the Colombo Municipality. One hundred obese children were consecutively recruited from the clinic and 200 children using cluster sampling technique from five schools. Ethics Review Committees of the University of Colombo and Lady Ridgeway Hospital for Children approved the protocol. Quantitative and qualitative data were collected using pre-tested interviewer-administered questionnaire, semi-structured interviews, focus group discussions (FGDs) with both children and parents, pile sorting, drawings, case studies and basic anthropometric measures. Three FGDs with ten parents each of both obese and non-obese children and case reports of children, covering areas of food consumption, facing competitive examination and daily routines, perception towards obesity, barriers to its prevention, and psychological issues including stigma were evaluated. Anthropological drawing was used to collect data focused on children's food preferences, TV characters, food outlets visited, how they were bullied and their psycho-social issues. Data analysis Quantitative data were analysed using descriptive methods and qualitative data using thematic analysis method where there was familiarization, generating initial codes, searching themes among codes, reviewing data and defining and naming themes and interpretation. All statistical processes were conducted using SPSS - 20.0 Version for Windows. Results Demographic and socio-economic characteristics of children The study population consisted of 300, 5-12 year old children, recruited from the obesity clinic at LRH (n=100) and from schools in the Colombo municipal council (n=200). There were 181 (60%) boys and 119 (40%) girls. The sample consisted of 156 (52%) obese children and 144 (48%) non-obese children (Table 1). Table 1: Demographic and socio-economic characteristics of the study population The mean ages of both groups were similar. The obese group was taller, heavier and had a higher BMI than their non-obese counterparts. The average household size was 4.8 persons and it is on par with the national average household size of 4.3. Statistically significantly higher monthly household income was seen in the obese group compared to non-obese counterparts. Overweight increased with the increase in the family income with 62% of the non-obese children being in the lower income category (Figure 3), which was comparable to a previous study conducted within the locality 9 . In order to identify the socio-cultural determinants of childhood obesity, qualitative and quantitative data were categorized into different themes based on the Social Ecological Approach (Figure 2). 1. Individual level or child factors 2. Family & Home level factors 3. School Environment and Peer factors 4. Industry, Government, Culture and Society Individual Association between birth weight and BMI-Z score is shown in figure 4. The relationship between birth weight and BMI-Z score in non-obese children, showed significant positive correlation (r=0.246, p=0.003) but there was no significant association seen in the obese population (r=0.070, p =0.385). It could be inferred that non-obese children had a healthy growth matching their birth weight with their current weight, but obesity would have been a result of influences of environmental factors independent of the inherent growth potential, thus accumulating fat due to inappropriate feeding and lack of physical activity. The distribution of nutritional status according to gender and age is shown in Figure 5. From six years onwards there is a rise in the percentage having obesity with more boys being affected than girls. Differences to the pattern seen in 5 and 12 years are probably due to imbalance in the proportions recruited from the nutrition clinic. Food consumption patterns Food is a primary need of a person and is influenced by culture, beliefs & values, socioeconomic status and environment. As previous studies have explained, examining the food consumption patterns is important to understand the determinants of childhood obesity. Majority of non-obese children had regular meal patterns in both gender groups (boys 75% and girls 81%). However, only 42% of girls and 52% of boys in the obese category showed regular meal patterns. Further, the comparison of food consumption patterns according to age in the two categories revealed that the non-obese had regular meal patterns almost throughout all age categories (data available but not shown). However in the obese, the irregular meal patterns gradually increase with age, probably increasing independence contributing to their feeding habits. Obese children consumed food that promotes obesity such as fried chicken, junk food and soft drinks more frequently. Parental perception on child's feeding The quantity and the frequency of intake of food were highlighted by these narratives by mothers. "We can't count even how many times he eats. Normally, before going to the school he eats rice or drinks milk with more than 5 biscuits. In the school and on the way home, he eats whatever he likes. After returning from school he eats rice while watching TV, and even after a bath, he used to eat rice or a small packet of biscuits and in the night too he eats a large portion of rice". Sedentary behaviour and screen time Two most influential inventions that contributed to sedentary behaviour are the Chair and Screen devices. Humans did not evolve to sit and function, but chairs made them spend most of the day seated. Chairs enabled people to sit for long hours and engage in sedentary behaviour without much effort and they could lose insight on how much of time they had been spending on sedentary activities. TV viewing was the main sedentary life activity identified and it was high among obese children, followed by academic work at home (Figure 6). Regular attendance of after school private classes, playing video games and sleeping in the daytime were the other risk factors identified. A similar pattern of behaviour was observed in a previous study 10 . As a habit, almost 96% of the children of the study population used to watch TV while having their meals at home. Almost 80% of obese children viewed TV for more than 15 hours a week. Little over 40% of the non-obese children viewed TV more than 15 hours a week. Compared with non-obese children, these differences were significant. * "My son gets ready by 5.30 am. Till the school van comes he watches cartoon. In the afternoon also, he watches cartoon from 3.30–5.30 pm until his evening private tuition teacher comes" (a mother) Parents described the magnitude of the problem, showing how some children get addicted to screen devices. * "He is addicted to cartoons. Even though friends call him to play, he doesn't want to go. He doesn't get a chance to be with his friends. He is an isolated child spending time by the side of the TV" (A mother). A little over a third of this sample played video games, probably limited by affordability. Twelve year old children reported playing video games for a longer duration than others. Five year old children in this sample did not engage in video games. However, with the increase in smart phone use these could change rapidly. Educational activity Students spent a lot of time on academic activities, which should be the norm to a certain extent. However, the main driver is the grade five scholarship examination that makes them attend more extra classes each week. Overall, the obese child spent more time attending private classes than a nonobese child and it showed a clear positive relationship to the family income. Children from Government national schools and from International /private schools attended more private classes than children from Government non-national schools. However, these differences were not statistically significant. Children as young as 5 years attended extra classes, but by 10 years (grade 5) 85% of the study group attended extra classes for 15 hours or more per week. The following narrations showed the social pressures faced by children and how it may have impacted their life style. Further, it showed how parents have given priority to education over health. This social phenomenon clearly exhibited the situation of changing social priorities in the society with the socio-economic transitions. * "Daily we have to do one hour sample test paper targeted for the scholarship exam before school begins. After school and at home, I have to do all the extra academic work for the day." "My mother insists that I should finish homework of the day before going to bed" (A girl). * "I know he has a problem with his weight. But, we are waiting till his scholarship exam is over" (A mother). Physical activity In 2010 WHO put out Global guidelines for physical activity for 5-17 year old children where 60 minutes of moderate to vigorous daily physical activity was recommended. Sleep had been identified as an important integral part of daily activity and the American Academy of Paediatrics has put out a guideline on the duration of sleep for children of different ages 11 . The descriptive statistics showed that the mean hours of engaging in physical activity by obese and nonobese children were 4.1 and 6.1 hours per week respectively. Almost 40% of obese children did not engage in any vigorous physical activity. There was no significant difference between genders. At the same time, children attending private schools spend less time on physical activity and most of these schools did not have adequate space. Therefore it is important to place minimum standards/requirements for physical activity space before establishment of private schools to ensure adequate physical activity. These narrations show how children are addicted to screens and how they find the liberty to use them and reluctance to engage in physical activity. * "Once I find my uncle's or aunt's mobile phone I play games. I like games such as Superman, Panda, Construction and Harry Porter. Is not like playing cricket or other game in the ground, we can do it within a short time." (A boy). * "I like IGG, car race games and YCD games. We have to pay only Rs. 100 per hour. Most of the time we play phone games, laptop games or computer games." (A boy). * "I always prefer to be the umpire during outdoor games because I can't run fast" (A boy). * "We like to play 'hand cricket' in the school. It is so easy and enjoyable. It is very interesting and easy to play while being inside the class" (A boy). However there are also constraints faced by children as well as parents. Issues related to lack of space and unsafe neighbourhood is growing each day. Even if they want to engage in physical activity these issues restrict it. * "We are in the staff quarters... My husband is abroad. I'm afraid to go alone with children in the walking path. So, he bought an 'Orbi Track' for us. But, children were interested only for a few days. Now it has just become a 'cloth rack' (A mother). * "I like cycling very much. But, my mother is scared to send me out on to the road. I don't have enough space in the garden to play" (A boy). Obese children also do face many socioenvironmental issues. They are highlighted in these case reports. One main social issue is that they cannot choose clothes of their desire. * "It is not easy to find a suitable trouser for my son. I'm compelled to go to more than ten shops to buy one denim trouser for him."(A mother of a 5 year old child). * There are no clothes for me in the kids' section. Normally, my mother stitch clothes for me. But, I like to wear as my friends do. I can only wear stretching materials and once I wear such clothes they are tight" (A girl). Family and home Feeding practices of the children "My son was born with a normal weight but his sister was above average. However, later, she became leaner. So, I decided not let that happen to my son. I kept on feeding him with lot of food; baby rusks, eggs, cereals, cheese, potato every day. As the TV advertisement says I use 'Pedia Pro' (milk powder) to develop his intelligence" (A mother). FGD showed how mothers were eager feeding their children and what they expected; "if it is a boy he should be like a tusker" and the volume of food they need to give; "A boy needs seven pots of milk" and feeding frequency; "A boy feels hungry seven times within a time in which a Tamarind leave takes to fall". Sometimes the parents are also helpless with the influence of the extended family. * "It is difficult to control the food intake of the children with their grandparents. When More obese children were seen among those who were eating out of home more frequently. Practices built by parents cultivate the habit in children as well. Parents' eating habits influence children's feeding habits as most of the behaviour in children develops from imitation. * "The child is like the father. He demands spicy foods. After all, he takes a big portion. Sometimes, he suggests going out for eating as his father does. Now, father is in Italy. So, I have to take him out for meals" (A mother). * "In our culture, we don't allow girls to go for outdoor physical activities alone. And also, girls have more issues with safety. Due to our cultural restrictions, we as women, have been confined to the house." (A mother -Muslim). * "Daughters are not like sons, they have to engage in household work. But, boys when they are at home they only watch TV or play games on computer or phone." (A mother). Physical activity The household belief and culture has an effect on the opportunity to engage in physical activity. Opportunities given to girls are much less and it would have an impact not only on obesity but also on conditions such as osteoporosis later in life. The parent-child behaviour interaction has an impact on the development of obesity. Surrendering to child's demands to overcome social embarrassment is a major factor that contributes to childhood obesity. we are too strict on food intake, grandparents feel sorry and they give money or buy foods for children. (A mother). Birth order could play a part on the nutritional status of the child. Forty nine percent of the obese children were first born. This could probably be due to enthusiastic feeding as well as availability of time with diversion of a higher proportion of resources on food. Frequency of feeding out of home is shown in Figure 7. Parental perception towards child's adiposity and psycho-social issues In Sri Lankan culture people love to have a chubby child and consider it with pride. Due to lack of knowledge on its impact on long-term health, people are not worried and even conditions like acanthosis is considered as a simple skin condition. * "We don't consider fatness as a problem, because everything is fine with them. Sometimes, we are worried only about their skin. Since there are some black patches behind the neck and it must be a small skin problem" (A mother). * "We love chubby children. In fact, she is a pride to the family. Children with slender bodies are easy victims of illnesses. Though chubby children fall ill they recover quickly" (A mother). However, with more public awareness, people tend to worry about being overweight, as it affects both physical health and the psycho-social state. However, many think that it would get corrected with time as they grow, while some who want to seek clarification, are unaware where to get help from as well as how urgently they should do so. My experience is that many do not still seek help for obesity per se. Even in this series, more than 60% were referred by the OPD when they visited for some other medical condition. Only a mere 7% brought their child to hospital seeking help for obesity. To combat obesity, we should get to the root causes. Parents, who are the main carers, should be aware of these causes and they identified the following as the lead cause. Although many parents identified the problem, it was difficult for them to execute a management plan to treat and control obesity due to lack of knowledge on the condition, lack of support from the extended family, time and space constraints. Many get frustrated in this process and wish they could have a medication. * "She tells the grandfather that I am not giving her food. They (grandparents) blame me. They give chicken without asking me. But, I'm the one who is being blamed for her fatness. It is difficult to get support from the others in the family. So I get depressed." (A mother) School environment and peers The school is one of the major obesogenic environments. Children of this age group from schools of higher socio-economic (SE) strata have higher levels of obesity while wasting and stunting is more prevalent in schools with a low SE background. Similar data were seen from a study in 2004 where in private schools in Colombo, the prevalence of obesity/overweight was highest 9 . The environment, as well as the social class of those who attend different levels of schools, would have an impact. Availability of food at school Many children buy food from the school canteen and it is more prevalent among children from higher SE strata and also in private and national schools. Most of these items are high in sugar, salt and oil content. Impact of the school canteen on a child's life is quite evident. If canteens could provide 'healthier' food items, children would not refuse to take home prepared meals. However, as long as school canteens function as profit generating ventures, this practice would continue. * "Not like in the past, the school canteens have everything. Sometimes, though I prepared meals my son refuses to take food to school as buying foods from the canteen is easier. There are a lot of unhealthy foods. But, we can't prevent what he eats during the school time". (A mother) Physical activity at school Health and Physical education subject provides the necessary education emphasizing the importance of proper feeding and physical activity on prevention of NCDs. Textbooks are prepared in all 3 languages in a basic form also providing information as extra reading material for parents. However, lack of qualified teachers, inadequate basic facilities, and moreover utilization of the allocated time for other subjects, prevent children from maximally utilizing the opportunity. Although the school environment is thought to be safe, it may not be the case and parents have a lot of concerns in letting children participate in activities that would otherwise encourage physical activity. * "We have heard that, among the school cadets, there are some misconduct happening and they use chubby children mostly for such misconduct." 'So, I'm afraid of sending him for cadetting though it would be helpful to reduce the weight. The particular room is also far from the office premises. Nobody is there to supervise even." (A mother). Bullying Children who are overweight/obese face many issues, either physical, social or psychological. Some of the nicknames used by peers to tease them, cannot be tolerated. Individuals at different levels in society, family, relatives and peers subject these obese children to psychological abuse. Some remarks could be even highly personal targeted at their physical state or body parts. Most of them do not have coping strategies and find it hard to overcome these. Industry, government, culture and society Promotion campaigns Food advertisements are a major influencer for developing childhood obesity. As we know today, the food industry is a multi-million, multi-national industry driven to generate profit. Fierce competition exists between different chains. Therefore they use large sums of money to advertise, trying to attract more and more customers. Children, who lack the ability to rationalize. fall prey. About a quarter of the sample was attracted to the advertisement itself and another similar number to the appearance of the food. The advertisers use many catchy phrases, which register in their minds and even become a part of day-to-day language. Children depicted in their drawings influences the advertisements made on them. Also, when they drew the type and portion sizes, there was a clear distinction between the obese and non-obese group's feeding habits. Larger portion sizes of more 'non nutritious' food were the obese children's choice. Some cartoon characters influenced their eating behaviour and also nicknames were generated by peers based on such characters. Marketing agencies carefully select their actors. The personalities promoting them attract the public initially. Subsequently, substances like MSG, salt and sugar make the children get addicted. Furthermore, some of the advertisements promote the use of webbased games which contribute to the promotion of sedentary behaviour and use of screen devices for recreation. Most probably the persons who appear on these advertisements may not be aware of the harm that they could cause, and I think we, the professionals, also have a responsibility to address it publicly, for at least then they would be able to take an informed decision before contracting to the advertisement. Marketing agencies also attract children and parents to food items by offering complementary toys and other material. Legislature needs to be formulated at least for the food industry to stop such promotions. The introduction of the new food act would pave the way in the near future prohibiting targeting children under 12 years of age. Most of the cultural events are being commercialized and stakeholders related to food industry always make offers, which are attractive but are harmful to health. Parents were concerned about the number of food advertisements aired during the cartoon programmes. Most of the popular television channels, during their evening cartoon times, had allocated a quarter of the airtime for advertisements and almost a third to half of the advertisements are on food and beverages. Although parents may want to buy more nutritious food, it may not be easy due to unattractiveness and prohibitive prices. However, most of the time junk food is attractive and cost-effective, especially with commercial promotions. It is important that policy makers do address such issues by offering subsidies for cultivation and and transportation of food thus helping to maintain good texture and reduce post-harvest losses thus reducing the price and improving the quality when it reaches introducing effective ways of storing the end consumer. Although the school canteen circular was out in 2007 there are a lot of difficulties in implementing it. Till recently, each day all canteens had to contribute a sum of money in rupees equal to the student population of the school to the school development fund. This drove canteen owners to generate sufficient profit at the end of each day and they were compelled to sell food attractive to children. However, in 2015 through deliberations with the Ministry of Education (author was part of the group) managed to abolish that requirement. Conclusions Childhood overweight/obesity, is a result of socioeconomic transformation. The factors uncovered through qualitative data revealed that lack of space, time, motivation to play and deliberate ignorance of the physical exercises at the school are some of the main contributory factors. In particular, within the school setup, changing social priorities from health to education has also influenced. Paying much attention to competitive education system by parents too has led children to follow the rat race in education. According to their schedule of the day, the priority has been given totally to education and not even a small consideration for physical activities. Prof. Hettige, a Professor in Sociology of the University of Colombo had illustrated this phenomenon quite eloquently. "More and more people appear to be resorting to consumption as a way of demonstrating their relative position in the social hierarchy. Unlike the nationally rooted middle class, very much a product of the state sector, the members of the new rich class do not derive their social status and prestige from the positions they occupy in society, but by demonstrating living in modern houses and apartments, owning luxury vehicles and other status symbols, overseas travels, educating children in private international schools, shopping at modern supermarkets, eating out at expensive restaurants, adoption of western food habits etc. have become the defining features of life of the metropolitan elite. With rising incomes, the adoption of these consumption patterns has not been difficult at all for the emerging, transnationally oriented business elite." 12 Therefore enough evidence had been unfolded to show that in today's context, childhood obesity in Sri Lanka is a problem of socio-economic transformation without adequate empowerment of society. The psychological cost, financial cost and impact on longterm health is immense. Recommendations More than at micro level, issues at macro level are immense. As part of control of overweight/obesity, strengthening proper early feeding and monitoring, highlighting the importance of proper feeding and physical activity for children and adolescence, strengthening advertising and marketing regulations, creating safe schools and neighbourhoods with adequate recreational facilities are some of the areas that need addressing. Mr. President, ladies and gentlemen, the Paediatrician community in the past took immense effort to introduce programmes to control communicable diseases and under-nutrition, of which the fruits of success are now being enjoyed. However, I don't think we can be complacent and relax, as a new challenge is emerging which needs urgent action and I hope the SLCP would be able to take the leadership as most of the interventions have to happen at policy planning level. Acknowledgements I thank Ms. Priyadarshani Premarathne, Dr. Dulani Samaranayake, Professor Amarasiri de Silva and Dr. Mithila Mendis for being behind the designing and carrying out the different sections of work presented here. I also thank all children and their parents for volunteering to participate in the study. Last but not least I thank all of you for your patient listening and accepting our invitation to be here in spite of your busy schedules. References 1. World Health Organization. Basic Documents. Geneva: WHO; 2014. 2. World Health Organization. Report on Commission Report on Ending Childhood Obesity. Geneva: WHO; 2016. 3. World Health Organization. Global status report on noncommunicable diseases 2010. Geneva: WHO; 2011. 4. World Health Organization. World Health Organization - Noncommunicable Diseases (NCD) Country Profiles, 2014. Geneva: WHO; 2014. 5. Federation ID. The IDF Consensus definition of the Metabolic Syndrome in Children and Adolescents. Brussels: International Diabetes Federation; 2007. 6. Collaborators GO, Afshin A, Forouzanfar MH, Reitsma MB, Sur P, Estep K, et al. Health Effects of Overweight and Obesity in 195 Countries over 25 Years. New England Journal of Medicine 2017; 377(1):13-27. https://doi.org/10.1056/NEJMoa1614362 PMid: 28604169 PMCid: PMC5477817 7. Jayatissa R, Ranbanda RM. Prevalence of challenging nutritional problems among adolescents in Sri Lanka. Food and Nutrition Bulletin 2006; 27(2):153-60. https://doi.org/10.1177/15648265060270020 6 8. World Health Organization. Report of the Commission on Ending Childhood Obesity: implementation plan: executive summary. Geneva: WHO; 2017. 9. Wickramasinghe VP, Lamabadusuriya, S.P., Atapattu, N., Sathyadas, G., Kuruparanantha, S., Karunarathne, P.. Dietary and physical activity patterns of school children in an urban area of Sri Lanka. Sri Lanka Journal of Child Health 2005;34(2):6. 10. Perera U, Abeysena, C. Prevalence of overweight and obesity in grade five students in schools of Gampaha Medical Officer of Health area. Journal of the Community of Physicians of Sri Lanka 2014;19(2):6. PMid: 16786981 https://doi.org/10.4038/jccpsl.v19i2.7576 11. Paruthi S, Brooks LJ, D'Ambrosio C, Hall WA, Kotagal S, Lloyd RM, et al. Recommended Amount of Sleep for Pediatric Populations: A Consensus Statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine 2016; 12(6):785-6. https://doi.org/10.5664/jcsm.5866 PMid: 27250809 PMCid: PMC4877308 12. Hettige S. Transformation of society, In: Lakshman WD, Tisdell CA, editors. Sri Lanka's development since Independence: Socio-economic perspectives and analyses. New York, Nova Science Publishers Inc.: 2000. 19-39
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Who Was Susan B. Anthony? Susan B. Anthony may be an international icon but her campaign for womens rights had personal roots. Working as a school teacher in New York, Anthony refused to settle for less pay than her male colleagues which ignited her lifelong devotion to womens equality. Anthony toured the United States and Europe giving speeches and publishing articles as one of the most important advocates of womens rights. Learn more about the woman behind the movement inWho Was Susan B. Anthony? Susan Brownell Anthony (February 15, 1820 to March 13, 1906), better known as Susan B. Anthony, was an American writer, lecturer and abolitionist who was a leading figure in the womens voting rights movement. Raised in a Quaker household, Anthony went on to work as a teacher. - 2 min - Uploaded by BiographySusan Brownell Anthony (February 15, 1820 to March 13, 1906), better known as Susan B Home & artifacts of Susan B. Anthony in Rochester, NY. Museum and National Historic Landmark of the champion of suffrage, abolition, temperance and equalSusan B. Anthony was an early leader of the American womens suffrage (right to vote) movement and a pioneer in the struggle to gain equality for women.Susan B. Anthony (February 15, 1820 March 13, 1906) was an American social reformer and womens rights activist who played a pivotal role in the womens suffrage movement. In 1869, they founded the National Woman Suffrage Association as part of a split in the womens movement.Susan B. Anthony was born February 15, 1820 in Adams, Massachusetts. She was brought up in a Quaker family with long activist traditions. Early in her life sheSusan Brownell Anthony (Adams, 15 de febrero 1820-Rochester, 13 de marzo de 1906) fue una feminista y sufragista estadounidense. Defensora de losSusan B. Anthony, in full Susan Brownell Anthony, (born February 15, 1820, Adams, Massachusetts, U.S.died March 13, 1906, Rochester, New York), Susan B. Anthony(1820-1906) is perhaps the most widely known suffragist of her generation and has become an icon of the womans suffrageKids learn about Susan B. Anthonys biography. Womans rights activist for suffrage. - 2 minSusan B. Anthony changed the course of history for women in the United States. Her arrest American suffragist Susan B. Anthonys position on abortion has been the subject of a modern-day dispute. Since 1989, pro-life feminists promoted the idea that Page 1
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Aluminum wiring explained Does your home have "aluminum wiring"? What are the solutions to assure that the aluminum wiring is safe today? Outlets and switches approved for aluminum are still available. Printed on these outlets and switches is the marking "CO/ALR" to confirm that they are approved for both copper and aluminum. Use of these outlets and switches is an excellent solution to keeping your aluminum wiring safe; however they are often hard to come by. An alternative to aluminum rated outlets and switches is called, "Copper pigtailing". Copper pigtailing entails that in the electrical box behind the outlet or switch a short piece of copper wire, called a "pigtail" is connected to the aluminum wire. This pigtail then connects to the standard outlet or switch. A special wire connector is used to connect the aluminum to the copper pigtail. It is essential that the correct wire connectors are used. The correct wire connectors for joining aluminum to copper wire are colour coded either dark brown or purple (#63/65 wire connectors). There is no substitute. Often in houses with aluminum wire we find standard (30 series) wire connectors in yellow, blue, red or black on aluminumcopper connections. These are not correct and not safe with or without antioxidant paste. The fire hazard has simply been shifted from the outlet to the wire connector. An additional comment All electrical connections tend to loosen slightly over time, but aluminum connections tend to loosen more quickly than those of copper. Regardless of the type of wiring, all houses over 40 years of age should have the electrical connections checked to see that they are correct and tight. Loose electrical connections can and do result in the melting of electrical wire insulation, followed by sparks and possibly fire. A house with aluminum wire and appropriate electrical connections, properly maintained, can be equally as safe as a house wired with copper. PowerCheck Electrical Safety Services B etween 1965 and 1975 aluminum wiring was commonly installed in new house construction. If your home was built during this period chances are you have "aluminum wiring" present. Aluminum wiring refers to the electrical wires that run from the electrical panel to the lights, switches and outlets throughout the house. If installed correctly at the time with outlets and switches approved for aluminum, and there has been no tinkering or alterations to the aluminum wiring over the years then the aluminum house wiring should be in fine condition today. In the 1960s, basements were rarely wired at time of house construction, except for an outlet for the washing machine and a basement light. Therefore in these houses, the aluminum wiring is usually limited to the main and top floors of the house plus the light and outlet for washing machine in the basement. If there has been any new wiring installed in your house since 1975, the wiring will likely be copper. What are the concerns with aluminum wire? During the aluminum years, electrical contractors wired the aluminum to outlets and switches that were compatible with aluminum wire. These early outlets and switches had a marking "CU/AL", meaning approved for both copper and aluminum. If we see all aluminum circuits correctly wired on to these approved outlets and switches your house is likely in fine shape today. Unfortunately we find that in most houses with aluminum wiring the original outlets and switches have been swapped for newer, modern outlets that are not approved for use with aluminum wire. Over time, on these replacment outlets and switches connected directly to aluminum wire the electrical connections get loose, heat is then generated, melting the wire insulation, resulting in sparks and possibly an electrical fire.
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Our Mission The Mountain Conservation Trust of Georgia (MCTGA) is an accredited land trust dedicated to the permanent conservation of the natural resources and scenic beauty of the North Georgia foothills and mountains. With a mission focused only on the North Georgia mountains and foothills region, we serve as a regional catalyst for critical conservation efforts in North Georgia. The mountainous region of North Georgia is celebrated for its ecological diversity and remarkable recreational opportunities. As the southern most reach of a vast mountain range, the hardwood forests of the Blue Ridge region are home to the richest temperate freshwater ecosystems in the world, providing refuge to native mussels, fish, crayfish, and invertebrates. The Etowah River, that drains a significant portion of North Georgia, is renowned for its unique and globally significant biodiversity, or the variety of life found within it. The river and The Etowah River watershed and Lake Allatoona are identified in the top tier of importance for protecting drinking water. Maps created by the US Forest Service show areas of the country that are experiencing high consumer water demand and are facing significant development threats. The darker blue the watershed, the higher the importance of the watershed. its tributaries are home to several endangered and/or threatened fish species, which are indicators of watershed health. These species include the amber darter (Percina antesella), the Etowah darter (Etheostoma etowahae) and the Cherokee darter (Etheostoma scotti) and are found nowhere else in the world. The forests of the North Georgia mountains are prized as vacation and recreation destinations, supporting hundreds of thousands of visitors annually. Communities situated in North Georgia benefit from a high quality of life supported by natural resources of the area. Residents and visitors alike depend on reliable and safe water provided by the Etowah River. Lake Allatoona, formed by a dam built on the Etowah River in 1949, is a fisherman's playground and provides nearly 100 million gallons of drinking water every day to citizens of metro Atlanta and North Georgia. M O U N T A I N C O N The Changing Landscape Forested land that surrounds bodies of water significantly influences the quality, as well as the quantity and timing, of the water flowing through the system. The land area drained by a particular river or stream, also known as a watershed, can naturally filter and protect water quality. When the land is undisturbed and critical features of the watershed are protected, water quality remains high and water flows are reliable enough to provide supplies of drinking water to humans. The most critical features of the North Georgia watersheds are the headwater streams (small creeks that feed large bodies of water), the stream buffers (wooded area immediately adjacent to the streams), and the S E R V A T I O N T R U wetlands (depressional areas within the watershed that help filter pollutants and provide refuge and feeding area for fishes). Unfortunately, development practices and alterations to the land are threatening North Georgia's forests and the critical features of our watersheds. The changes are so great, the U.S. Forest Service considers the Etowah basin the fourth most threatened watershed in the United States, in terms of its projected loss of forest acreage to development. Much of our region lies within the metropolitan Atlanta area. Even in the face of slow economic growth, forested land is being converted to housing developments, second homes, business parks and parking S T O F G E O R G I A lots. Clear cutting forests, paving for development, and road maintenance, are eliminating the stream buffers and wetlands that protect our region's forests and water resources. As a result headwater streams and river systems are being filled with dirt and sediment that destroy the natural rocky habitat our native aquatic species need to survive. Additionally, our area is threatened by efforts to provide amenity lakes and excess water supplies to the growing population of metro Atlanta. Without a concerted effort to protect North Georgia's forests, streams, and critical features, we risk losing the quality resources that make the North Georgia region such a desirable place to live, work, and play. Why we are the Solution Formed in 1991 by dedicated residents and champions of the North Georgia mountains, the Mountain Conservation Trust of Georgia is the only land trust with a stated mission to protect this region. MCTGA focuses on land protection, collaborative partnerships and education designed to preserve and enhance the environmental quality and rural character of the mountains. Over the years, our tactics have evolved to meet the ever-changing challenges facing the region, but our mission is unfaltering: to permanently conserve the natural resources and scenic beauty of the North Georgia foothills and mountains. Mountain Conservation Trust of Georgia Goals of the Organization MCTGA is committed to engaging landowners, citizens and other stakeholders in planned, focused and effective conservation. We work hard to maintain a quality of life residents have enjoyed for generations and to develop a sense of community around the natural resources that make the areas so special. We strive to increase the impact of our efforts by partnering with government agencies and other organizations, as well as enhancing our own understanding of the intimate connection between the human and natural environments. ✦ MCTGA works with citizen groups and tax payers to strengthen support for conservation efforts. We believe that conservation of private land can significantly benefit existing communities, future neighborhoods, and natural habitats. MCTGA coordinates education and outreach programs to foster citizen support for individual action toward landscape conservation. ✦ MCTGA works with landowners to cooperatively build conservation plans that protect important conservation values that benefit the community. We engage landowners in planning efforts through individual interactions and relationship building. As an organization founded by residents of the region, MCTGA respects the value of long-term trust building for land conservation. ✦ MCTGA works with local governments, influencing development of financial mechanisms to reward landowners for conserving their own land. Forests, stream buffers and undeveloped watersheds provide the community natural services, such as mountain vistas, smog-free air, and high quality drinking water. As such, local and state governments can offer programs to offset the cost landowners may incur when voluntarily choosing to not develop their land. M O U N T A I N C O N S E R V A Our (Your) Success is Permanent Building on relationships established over 20 years in the region, MCTGA has effectively helped protect nearly 3500 acres of land in North Georgia with strict criteria for public benefit. In the Etowah River watershed alone, MCTGA holds conservation easements on 1700 acres of stream buffers, headwater streams, and wetlands. We have partnered with the state Department of Natural Resources to secure over 1400 acres of land designated as public Wildlife Management Areas and with county governments on 1378 acres for public wilderness recreation and education. Overall, our success has helped residents and visitors of this great region enjoy a high quality of life. MCTGA has earned the seal of accreditation issued by the national Land Trust Accreditation Commission. In recognition of our demonstrated commitment to excellence and quality conservation T O F G E O R G I A record, MCTGA is the only Georgia-based land trust selected to participate in the Southeast Land Trust Alliance's Excellence Enhancement program. We Need You! MCTGA's successful conservation efforts are significant, but our challenges are great. Without doubt, the scenic mountains and foothills of North Georgia are a very appealing place to live and visit. While economic development and growth are important to the survival of our communities, we cannot risk losing the forests, streams and wetlands that make our region so desirable. If current trends continue, we risk diminishing our own quality of life and losing the forests and streams appreciated for generations. We also risk the permanent loss of amazing fish species and other animals that know no other home. Kayaking the Etowah (photo by C.Laird) MCTGA is the strongest non-government, non-profit advocate for conservation in our region. We are dedicated to preserving North Georgia's most sensitive areas. We have a demonstrated ability to cooperate and lead conservation efforts. We stand as an organization poised to act quickly for the protection of the mountains, the rivers and the streams of North Georgia. However, pressure of development and loss of our natural resources are intensifying. As the only accredited and locally-founded land trust focused on mountain resources, we must expand our organizational capacity to keep up with the growing need for conservation action. MCTGA needs your help to advance the protection of our North Georgia mountains. Please donate today! Your support will help protect the natural resources of this remarkably unique region. 104 North Main Street Suite B3 Jasper, GA 30143 706-253-4077 email@example.com T I O N T R U S
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HARTSBOURNE PRIMARY SCHOOL HOMEWORK POLICY To be read in conjunction with: Teaching & Learning, Inclusion, Equal Opportunities, Assessment and Subject Policies, Working with Parents Policy OUR VISION Building a strong school community, inspiring children to gain the confidence, resilience and independence to become life long learners, making the best progress possible and creating happy memories. RATIONALE Homework reinforces classroom learning and helps children and young people to develop skills and attitudes that they need for successful lifelong learning. It should support the development of independent learning skills, including the habits of enquiry and investigation, and it should help to foster the role of parents and carers as co-educators of their children. We will make every effort to combat disadvantage, for example by considering the need for study support or providing appropriate resources. Hartsbourne Primary School is committed to providing the best possible quality of education to all learners. To help achieve this commitment, our homework system is designed to ensure that parents and carers can support children's learning at home. AIMS The fundamental aim of our policy is to raise standards by helping, parents and carers to support children's learning at home and to promote learning beyond the school day as an essential part of good education. We will aim to: - Develop an effective partnership between the school and parents. - Extend research skills and use ICT and digital media as a tool for learning. - Practise, consolidate or extend skills learned in class, particularly in literacy and numeracy. - Encourage older pupils to develop independence and organisational skills needed to study on their own and to prepare them for the requirements of secondary school. We are aware that children have other out of school activities. They also need time to rest and play. Our policy aims to strike a fair balance between these needs. Homework may be given in the half term but will not be given in the main holidays. RESPONSIBILITIES Teachers will ensure that: - Pupils and parents are given a timetable for homework at the start of each term. - Homework is set and marked in line with guidance and agreed standards. - Homework will be available via the 'Show My Homework' website on the day specified. - Tasks are differentiated and well structured. - It is clear to pupils how their homework consolidates and extends learning undertaken in school. - Pupils understand the purpose of the homework tasks. Pupils: will be required to use the 'Show My Homework' website or a homework diary and demonstrate a commitment to spending an allocated time completing the tasks set. They will return their work on time. Parents: will encourage and support their child and monitor homework and inform their child's teacher if an issue arises. RECEPTION: Two reading books per week (changed weekly) and one piece of phonics homework per week. Children may be asked to bring in items for topics etc. One piece of writing per term. YEAR 1: Two reading books per week (changed weekly), spellings and sentences each week to support phonics learning and a 3-week cycle of literacy/maths/topic work. YEAR 2: Two reading books per week (changed weekly) Weekly Mathletics and spelling activities. 3-week cycle of English/comprehension/topic work. YEAR 3: Reading books changed weekly. Weekly Mathletics and spelling activities. 3-week cycle of English/comprehension/topic work. YEAR 4: Library books changed regularly. Weekly Mathletics and Literacy. YEAR 5: Library books changed regularly, spellings, literacy, maths (or mathletics), occasional French and topic activities. YEAR 6: Library books changed regularly. spellings, literacy, maths (or mathletics), occasional French and topic activities. Revision activities prior to SATs. Sanctions: The school will encourage children to submit homework by the deadline set. However, we appreciate that on occasion, the deadline cannot be met due to prior commitments; in this case, parents should send a note requesting an extension. Parents will be notified if their child is regularly 'forgetting' to submit homework. Children in KS2 may be asked to stay in and complete homework at lunch or break if they are continually 'forgetting' to bring their homework on the day specified. Arrangements for Monitoring and Evaluation The SLT will monitor homework by checking the Show My Homework website, lesson plans, pupils' work and student planners or home-school diaries. Parents will be surveyed for their views on homework as part of the Parent Questionnaire and pupils will be asked as part of our pupil voice activities. The Senior Leadership team will review the effectiveness of this policy. The Strategy Committee will monitor the implementation of the Homework Policy and outcomes from the annual Parent Questionnaire.
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WHOLE SCHOOL LITERACY POLICY Author: Jacqui Beaumont, 2 nd in English - Agreed by the Governing Body Curriculum Committee - Ratified by the full Governing Body meeting February 2015 November 2015 - To be reviewed (reviewed every 2 years) Autumn 2017 To be monitored by the School Literacy Co-ordinator (to be appointed) and the Headteacher Introduction At Dame Alice Owen's School, we recognise that the opportunity to develop literacy skills is an entitlement for all students and the responsibility of the whole school community. The Literacy policy should be embedded in good learning and teaching practices. Students already follow aspects of the National Literacy Strategy as well as the provision for speaking and listening, reading and writing laid out in the National Curriculum for English. All elements of the school's literacy policy should be reflected across the curriculum, build on the strengths of existing practices and procedures, and reflect the needs of every student. In addition, the school acknowledges the need to address Information Literacy. This encourages students to learn to process in formation and use ICT/the Library successfully (see separate Policy). Aims of the policy - to recognise that all teachers are facilitators of literacy through their subject - to raise literacy attainment at every level of ability in all subject areas to ensure that we maximize the potential of every student, and - to ensure that all students have the opportunity to become effective readers, writers and communicators. Objectives - to recognise the potential of all students - to assess the literacy attainment of all pupils more effectively - to track student progress at all key stages and abilities - to involve all staff in the assessment and facilitation of literacy; and - to devise whole school strategies and systems for literacy development. Management The Literacy Co-ordinator in conjunction with the SLT will lead and support literacy development by: - regular, termly, audits of current practice and procedures - collation and dissemination of information and data pertaining to literacy; and - planning, organising and leading staff training. Implementation Each subject will seek to promote students' appreciation of the links between speaking and listening, reading and writing and the value of each in their own subject areas. The whole school curriculum will ensure that the literacy needs of all students are addressed in the following ways: - all departments will identify where they will plan, teach and mark to the key objectives in speaking and listening, reading and writing. In all subjects, students will have opportunities to improve their literacy skills by: (In speaking and listening) - using talk for a range of purposes and audiences - using talk to explore and evaluate - using talk to ask and answer questions - planning, discussing and evaluating their speaking and listening and that of their peers; and - solving problems collaboratively. (In writing) - developing an enjoyment of their own writing - writing in a variety of forms for different purposes and audiences - planning, drafting and discussing writing; and - using writing to organise thoughts and aid learning. (In reading) - developing an interest in a variety of texts, both literary and non-literary - reading with understanding and enjoyment for a variety of purposes - working out inferential meanings from textual matter - developing an interest in words, their derivations and meanings - using reading to research the subject area - making effective use of school and public libraries; and - using the Internet and other ICT texts effectively. In all subjects, teachers will aim to improve the literacy skills of pupils by: (In reading) - identifying the most common types of reading 'behaviours' required by their subject - presenting reading tasks at a suitable level- differentiating wherever possible - drawing students' attention to structure, layout, form, print and other signposts - taking new students through any book they use regularly (e.g. text books) and showing them how to find their way around it - showing students how to work on a text when they are expected to read alone (e.g. how to skim or scan, how to take notes, how to identify key points); and - promoting reading (for pleasure and information) to students. (In writing) - offering students models for writing in a range of forms - providing appropriate activities for all levels and abilities - defining for students the appropriate style for pieces of writing - demonstrating for students the way to organise and express pieces of writing - providing annotated examples of writing in the subject, so that students understand what is required - displaying useful phrases to help students link and develop ideas in writing - helping students to draft writing through the subject context - helping students with handwriting, spelling and presentational aspects of their writing - teaching students to spell identified subject vocabulary; and - providing constructive feedback on written work. (In speaking and listening) - appreciating talk as a valuable area of learning - appreciate the differences between standard English and non-standard dialect forms - developing ideas through pair & group work, drama and role play; and providing feedback on progress. - Each department will implement the school's 'Spelling Policy' : - to teach learning strategies which help students to learn subject spelling lists - to prioritise the marking of high frequency and key subject words, highlighting rules where the error would relate to other words - to use key words, glossaries, word banks and other strategies to provide support for subject-specific vocabulary; and - to encourage the following method of learning spellings: look-say-cover-write-check. In all subject areas, the organisation of lessons will aim to improve the literacy skills of students by: - providing a range of materials to support the subject topic - providing texts at appropriate readability levels for all students (the layout, size and clarity of print, length of sentences and vocabulary appropriate to students) - providing materials which are up to date and attractive - designing activities that focus on identified subject vocabulary; and - ensuring worksheets are clear, in presentation and language, and tasks are appropriately/helpfully worded. In order to ensure the whole school curriculum provides for the literacy needs of all students in these ways, each subject area will be expected to: - have in departmental handbooks, statements addressing literacy provision within the subject and on the VLE, in line with the policy - ensure that all schemes of work refer to the literacy development and training activities; and - provide a range of practical strategies to encourage the development of literacy e.g. wall displays, subject specific spelling lists, clear labelling, and provision of dictionaries, good quality worksheets and board work. In addition, the wider school curriculum will also be expected to promote literacy through: - the promotion of relevant school/national competitions e.g. Annual Poetry Reading Competition and Debating Society, and The D Factor - use of form-time for reading and encouraging students to participate in 'Book Club' termly (this is a suggested read for individual year groups on VLE); and - provision and funding of a range of Library events, including visiting speakers and writers at Key Stages 3, 4 and 5. Monitoring, Evaluation and Review All staff have a responsibility to reflect on their own practice in promoting, teaching and through their marking of literacy. Those in management positions have a further responsibility to ensure the policy is properly implemented in their specific areas. It is preferable for each department to nominate one person for the specific responsibility for Literacy development. The effectiveness and implementation of this policy will be reviewed by the Literacy Coordinator in termly meetings with subject leaders and in conjunction with the SLT at Curriculum Committee meetings and throughout the academic year. Jacqui Beaumont, November 2015
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What You Can Do to Stop the Mosquitoes As stated, the mosquito eggs and larvae MUST grow in water before becoming full-fledged adult mosquitoes. So here is what you can do to eliminate them before they become an issue! 1. Do weekly "yard surveys" and tip or remove these water holding containers! 2. Talk to your neighbors about these breeding areas. If you have removed all your water holding containers and still find that you have mosquitoes around, remember that they aren't flying from far away, so help your neighbor clean up their yard too! 3. Work with the community to educate the whole town about the issue. Organize group clean-ups and help people who may not be able to reach all spots of their yard alone. 4. Check and clean roof gutters, especially in April and May before the mosquito season starts. 5. Keep drains and culverts free of grass clippings, weeds and trash so water will drain properly. 6. Empty standing water from: - Potted plants - Saucers - Birdbaths - Pet bowls - Yard ornaments that collects water - Wading pools and toys - Buckets - Wheelbarrows - Tarps and folds that collects water - Boats and canoes 7. Always close the lid of your garbage cans 8. Always turn over your wheelbarrows, buckets, toys, etc. 9. Maintain ornamental ponds: aerate ornamental pond using a circulation pump. Also, stock the pond with fish and bti dunks. Your pound would look nicer and free of mosquitoes. 10. Wear long sleeve shirts, long pants, socks and shoes when mosquitos are more active. Try to use lightcolored clothing, mosquitoes are more attracted to people in dark clothing. 11. Apply repellent such as picaridin, DEET, oil of lemon eucalyptus only to exposed skin and/or clothing. 12. Use mosquito netting over infant carriers, and strollers 13. Install or repair window and door screens to keep out mosquitoes 14. Volunteer to be a BLOCK CAPTAIN if you can help with any of the following: - Help distribute education materials to your block - Sign up your neighbors for yard inspections - Help conduct yard inspections - Host an informational meeting for your block For more information or to schedule a FREE yard inspection from the town, please call 301-852-1889 or e-mail us at email@example.com. Take Back Our Yards!
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What is ADHD? ADHD is a neurobehavioral disorder characterized by difficulty paying attention, excessive activity, and impulsivity. These symptoms can interfere with a child's ability to perform in school, function at home, and develop and maintain friendships. ADHD can also affect teenagers and adults if it goes untreated in childhood. What Causes ADHD? Research has shown that ADHD is likely due to many genes and their interaction with the environment. Though they require further research, some substances in the environment that may be linked to the development of ADHD include low birth weight, alcohol, cigarette smoke, or exposure to toxins in the environment such as lead. Who is Affected by ADHD? ADHD is usually identified when children are in grade school but can be diagnosed at any time from preschool to adulthood. Symptoms in young adults may include procrastinating, managing time poorly, easily losing one's temper, making hasty decisions, or having trouble maintaining steady work or relationships. For more information about ADHD: American Academy of Child and Adolescent Psychiatry (AACAP) 3615 Wisconsin Ave., NW Washington DC, 20016-3007 202-966-7300 www.aacap.org American Psychiatric Association (APA) 1000 Wilson Boulevard, Suite 1825 Arlington, VA 22209 703-907-7300 www.psych.org Children and Adults with AttentionDeficit/Hyperactivity Disorder (CHADD) 8181 Professional Place, Suite 150 Landover, MD 20785 1-800-233-4050 http://www.chadd.org National Alliance on Mental Illness (NAMI) 3803 N. Fairfax Dr., Suite 100 Arlington, VA 22203 703-524-7600 http://www.nami.org The American Academy of Pediatrics (AAP) 141 Northwest Point Boulevard Elk Grove Village, IL 60007-1098 847-434-4000 www.aap.org/ The information contained in this guide is not intended as, and is not a substitute for, professional medical advice. All decisions about clinical care should be made in consultation with a child's treatment team. No pharmaceutical funding was used in the development or maintenance of this guide. © Copyright 2013 by AACAP. All rights reserved. Attention Deficit/ Hyperactivity Disorder This medication guide is intended to help youngsters with ADHD and their families to better understand the treatments for ADHD. Prepared by: American Academy of Child & Adolescent Psychiatry and American Psychiatric Association Supported by the Elaine Schlosser Lewis Fund What Types of Treatments are Effective? Large scale treatment studies have shown that stimulant medications may be the most effective for treatment children with symptoms of ADHD. However, combining behavioral treatments such as parent training, childfocused treatment, and school-based intervention with medications enabled children with ADHD to take lower doses of medicine. There are also other types of medications available for individuals with ADHD. Potential Consequences when ADHD is Left Untreated - Increased risk for school failure and dropout in both high school and college - Behavior and discipline problems - Social difficulties and family strife - Accidental injury - Alcohol and drug abuse - Depression, anxiety and other mental health disorders - Employment problems - Driving accidents - Unplanned pregnancy and sexually transmitted diseases - Delinquency, criminality, and arrest Which Medication is Right for My Child? Doctors may need to try more than one ADHD medication to find one that works best for your child. Some may reduce the symptoms of ADHD but may produce side effects. For stimulants these may include reduced appetite, problems sleeping, headaches, and stomach pain. Parent and teacher monitoring of positive and negative effects will increase the chances of learning about which medications are best for a child, at which dose, and whether medications should be used alone or in combination with one another. What Types of Medication Are Available? - Stimulant Medications (e.g. Adderall, Ritalin, and Concerta) - Non-Stimulant Medications (e.g. Strattera, Intuiv, Kapvay) Medications such as bupropion, modafinil, desipramine, and imipramine, may also be prescribed "off label," if other medications are not helpful or if the side effects of those medications cannot be tolerated. Side Effects of ADHD Medications Common side effects from stimulant medications include reduced appetite, weight loss, headaches, problems sleeping, and stomach pain. For non-stimulant medication, there may be a drop in heart rate and blood pressure, fainting, dizziness, drowsiness, fatigue, irritability, and dry mouth. All side effects should be reported to your child's doctor—especially if they interfere with your child's everyday activities. There are often ways to manage these side effects. How Do I Know that My Child's Medication is Working? Parents and teachers should notice beneficial effects of stimulant medication in 60 to 90 minutes, depending on the dose and the formulation used. The results can be dramatic in children with symptoms of hyperactivity but less obvious in children with attention problems. With a non-stimulant, it often takes a couple of weeks before the full therapeutic effects of the medication begin to unfold. In general, when ADHD medication is working, many of the ADHD symptoms will lessen in severity. Behavioral therapy may help with any remaining symptoms. Home & School Strategies for Your Child - Have the same routine every day. - Organize everyday items. - Use organizers for homework. - Keep rules simple, clear, and consistent.
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Year 8 Chemistry STUDENT OUTLINE States of Matter * Explain why a model for the structure of matter is needed The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151) * Recall the three states of matter are solids, liquids and gases. * Explain differences between solids, liquids and gases using the kinetic theory. * Describe the physical properties of each state of matter. * Recall that matter in one state can be changed into any other state. * Use the particle model to explain observed phenomena linking the energy of particles to temperature changes * Explain changes of state in terms of the kinetic theory. * Describe density in terms of matter and space * Use the formula d = m/v to solve simple problems * Explain density in terms of the kinetic theory Physical and Chemical Changes Chemical change involves substances reacting to form new substances (ACSSU225) * Describe and give examples to illustrate physical change. * Identify evidence that a chemical change has taken place * Describe and give examples to illustrate a chemical change. * Describe simple reactions such as combining elements to make a compound e.g. H2O, MgO * Identify the physical and chemical properties of some common substances. * Identify the differences between chemical and physical change. * Recognise that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use Elements, Compounds and Mixtures Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152) * Define the term element. * Recognise that elements and simple compounds can be represented by symbols and formulas * State that all matter is made up of elements or combinations of elements. * Recall the symbols of a range of common elements *see attached list * Recall that substances consist of either a single kind of atom (element) or a number of different kinds of atoms (compounds). * Locate elements on the periodic table * Describe the arrangement of particles in elements and compounds * Distinguish between compounds and mixtures. Separation techniques (Year 7 Revision – if time) Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113) * Recognise the differences between pure substances and mixtures and identify examples of each * Describe and explain a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation * Identify the solvent and solute in solutions * Describe and compare separation methods used in the home e.g. coffee filters, colander, spin-cycle.
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Common Name: Foxglove Genus: Digitalis Species: purpurea Family: Scrophulariaceae AKA: Dead Man's Bells, Witches' Fingers, Fairy's Glove, Fairy Caps, Folksglove. Historical Uses: Medical: "Fox-glove boiled in water or wine, and drunken, doth cut and consume the thicke toughnesse of grosse and slimie fleme and naughtie humours. It openeth the stoppings of the liver, spleene, and milt, and of other inward parts. The same taken in like manner, or boiled with honied water or sugar , doth scoure and clense the brest, ripeneth and bringeth forth tough and clammie flegme."(1) Also recommended for persons who have fallen from high places. Parkinson speaks highly of the bruised or of its expressed juice for scrofulous swellings, when applied outwardly in the form of an ointment , and bruised leaves for cleansing old sores and ulcers. (2) Ornamental: Flower stalks makes it very attractive. Folklore/Astrology: Name comes from the shape of the flowers which resemble fingers in a glove. Originally "Folksglove" or glove of the good folk or fairies. Mentioned in a list of plants during the time of Edward the III (England, 13121377). Anglo-Saxon form is foxes glova. Mottled spots on the blossoms are said to be where the elves have placed their fingers. (3) _______________________________________________ Contemporary Uses: Medicinal: Plant is a major source of digitoxin, digoxin and gitoxin. "Digitalis" refers to the powdered leaf of D. purpurea, used in the form of tablets or capsules for certain heart conditions. Levels of chemicals in each plant can differ depending on location and weather. Use in treatment of heart disease started in late 1700's. Still grown commercially for the pharmaceutical industry. Cautions: All parts are toxic if eaten. (4) _______________________________________________ Foxglove plant in flower 1 Area of Origin: Europe. Physical description: In flower, upright stalk with bell shaped flowers surrounding. Plant type: Biennial, two season- first rosette of leaves, second, stem and flowers. Form: Height: 30"-48" Flower color: Purple, bell shaped and tubular. Flowering period: June/July Soil type/ requirements: Well-drained, rich, neutral to acid. Fruit: inconspicuous Hardiness zone: 6-9 Sun requirements: Partial sun/shade Propagation: Sow by seed in autumn or spring. ______________________________________________ Bibliography 1. Gerard, pg. 789-781 2. Grieve, pg. 322-326 3. Ibid 4. Bown, pg. 193-194 Illustrations: 1633 1. Gerard, 2. PSUMG 2005 3. PSUMG 2005
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joshua 1 Before the book of Joshua begins, we have much insight into Joshua's person, roles, and character through the Torah. First, look back at the following passages and write down (with verse reference) anything that tells us about this man: Ex 17:8-15, 24:12-13, 32:16-18, 33:7-11 Num 11:26-29, 13:16-17, 14:1-9, 14:26-30, 14:36-38, 26:65, 27:12-23, 32:9-12, 32:25-28, 34:17 Deut 1:34-38, 3:21-28, 31:3, 31:7-8, 31:14, 31:23, 32:44, 34:9 Joshua 1 * ewvwhy or evwhy = When did the events of this book begin? 1. What is Moses called here? 2. What was Joshua's role with Moses? 3. What does the Lord command Joshua (2)? 4. - - Where is he to go? 5. How much of the land has God given to them? 6. What are the boundaries prescribed? 7. What does God promise will happen all the days of Joshua's life? 8. What 2 personal promises does God make? 9. - - N 10. ow God tells Joshua to be strong and courageous. He is told this by Moses, the Lord, and the people. How many times in the following passages does this happen? a. Moses (Deut 31:7-30): b. The Lord (Josh 1): c. The people (Josh 1): Why should Joshua be strong and of good courage in v. 6? 11. joshua 1 Why should he be the same in v. 7? 12. What does God command him regarding the Law which Moses commanded, and why? 13. What does He command concerning the Book of the Law (2)? 14. - - What would be the result of observing to do all that is written in the Law (2)? 15. - - Besides the command to be strong and of good courage, what does the Lord command Joshua here (2)? 16. - - Why? 17. What did Joshua command the officers of the people to do (2)? 18. - - What were they to command the people to do? 19. When would they cross over the Jordan River? 20. What would they do on the other side? 21. Who then does Joshua speak to (3)? 22. - - - U 23. pon reminding these tribes of their promise to help fight the inhabitants of the land until the other tribes are settled (see Numbers 32), what is their response? Joshua 1 What do they desire, as was done with Moses? 24. What would happen to those who rebel against Joshua's command? 25. joshua 2 Where does Joshua appear to be camped? Check Numbers 25:1 and see what previously happened at this location. 1. Joshua then sends out 2 guys. What are they to do, and what are they to especially focus on? 2. Where did they stay? 3. What news reached the ears of the king of Jericho? 4. What did Rahab tell the men who were looking for the 2 spies? 5. What had she done with the spies? 6. Once the men leave, what does she tell the spies that she knows (3)? 7. - - - What had the land heard (2)? 8. - - Why did the inhabitants of Jericho have no courage anymore? 9. What does she ask of the spies (4)? 10. - - - - What did they give as a pledge, providing she does not reveal their business? 11. What did they assure her would happen when they take the land? 12. Joshua 2 What is their escape plan (both what was done and what she told them to do)? 13. How long were they to hide? 14. They will be free from their oath unless she does what (2)? 15. - - Who is held responsible for the lives of anybody in the streets? 16. Who is held responsible for the lives of anybody in the house? 17. Does she agree to these terms? 18. After they escape unnoticed and report to Joshua, what is their conclusion, and why? 19. joshua 3 Now, Joshua and co. travel to what location? 1. * Ndry = How long did they camp there? 2. What were the people to follow, and who was carrying this? 3. W 4. hat was the distance required between the people and this? Multiply that number by 1.5 to determine how many feet this is. Why must they be guided? 5. Then, Joshua commands the priests to move out. What does the Lord say He will do that day, and why? 6. What were the priests to do when they reached the edge of the water? 7. What would the people know through this crossing (2)? 8. - - How will the Lord drive out (refer to Deuteronomy 7:1 for this promise) (7)? 9. - - - - - - - W 10. hat does Joshua proclaim will happen here (think about the faith required to make such a statement to all of the people you are leading) (2)? - - Joshua 3 How far did the priests go into the river with the ark (how much of them got wet)? 11. What time of year is this, and what condition was the river accordingly? 12. Where did the waters pile up? 13. * Mda = * Ntru = What happened to the waters at the Salt Sea (2)? 14. - - Who crossed over first? 15. Where were the priests with the ark standing while all the people crossed over? 16. joshua 4 When did the Lord speak to Joshua at the beginning of this chapter? 1. What does he tell Joshua to separate? 2. What were these men to do (2)? 3. - - As Joshua commands the men, he gives a reason for these actions. What is the reason? 4. What were they to answer when their children ask about them? 5. Therefore, the stones were to be a memorial to ___________________. 6. As they were doing what was commanded, what did Joshua do? 7. Where was his work located, even to the time of recording the passage? 8. What were the priests doing as all of this was happening, and until when? 9. Who had commanded Joshua here (2)? 10. - - After the people cross, who crossed over? 11. Who else crossed over (3)? 12. - - - What was the total number of warriors who crossed over? 13. Joshua 4 These men crossed over before (or in the sight of) Who? 14. What did the Lord do that day? Check back to 3:7 and see how He keeps His Word. 15. What was the result? 16. To what extent (2)? 17. - - What did the Lord tell Joshua to do? 18. What happened when the priests' feet hit dry land? 19. Now, we have our first real time stamp in the book! What is it? 20. Where did they camp? 21. Where did the stones from the river go? 22. Now, Joshua tells the people what they are to say when their children ask about the stones. 23. a. Where did Israel cross over? b. Who did this? c. When else did He do this? d. Why did He do this (2)? - - joshua 5 Who heard the news of Israel's crossing (be sure to include their geographical info) (2)? 1. - - What happened when they heard (2)? 2. - - What did the Lord tell Joshua to do (2)? 3. - - Where did they do this act (how fitting!)? 4. Now we get the reasoning why this had not happened yet. The following questions pertain to vs. 4-6. 5. a. Who had been circumcised already? b. What are they called twice in this passage? c. What happened to them? d. Why? e. Who had not yet been circumcised until now? f. What kind of land did the Lord promise to their fathers? * Judging from their fate and the reason for their fate, it seems safe to say that circumcision alone does not save anyone! Who did the circumcision? 6. How long did they stay in the camp after this? 7. What then did the Lord declare to Joshua (yes, God made a circumcision pun!)? 8. * lglg = Joshua 5 What did they do next? 9. On what day did this take place? Does this line up with the command in Leviticus 23:5? 10. What did they eat the day after the Passover (1 general, 2 specific)? 11. - - - What happened once they ate this? 12. From that time forward, what did they eat? 13. Next, where was Joshua when he saw a strange sight? 14. What does he see (be sure to write down exactly what he saw in v. 13)? 15. When Joshua asks whose side this Man is on, what does He say? 16. What was Joshua's response to this (3)? 17. - - - What does the Commander of the Lord's army tell him to do? 18. T 19. o recap, we have a Man, the Commander of the Army of the Lord, Who Joshua bows to and worships, and Who declares the place to be holy. First, check Revelation 19:10 and 22:8-9 and record the reaction of an angel or messenger who is not God but receives worship. What do we find? Now, check Exodus 3:4-6. Who is Moses talking to here Who deems the ground to be holy? 20. joshua 5 Finally, peek forward to 6:2. Who is this Messenger called here? 21. W 22. e find that this Messenger from the Lord receives worship and deems the ground they are on to be holy seems to be filling many of God's roles; and yet He is a Man. Who then might this Commander of the army of the Lord be? Joshua 6 Why was Jericho securely shut? 1. What did the Lord say He has given into Joshua's hand (3)? 2. - - - What were they to do for 6 days? 3. Who would go before the ark, and what did they have? 4. What were they to do on the 7th day (3)? 5. - - - What would happen once all of this is accomplished (2)? 6. - - List the formation of this group, as seen in v. 9 7. What did Joshua command regarding sound? 8. When did they arise on the 7th day? 9. * Now, if they arise and march every day for 7 days, they are certainly marching on a Sabbath at some point during the week. Doing the command of the Lord on the Sabbath is something Jesus was constantly derided for (see Matthew 12:1-2, Luke 6:7, and Luke 14:3). What, according to v. 15, was unique about the 7th day? 10. After the priests blast their trumpets, what command does Joshua give the people? 11. joshua 6 The city will be doomed by Who, and to what? 12. Who was remembered here that was promised safety? 13. What does Joshua command that the people abstain from? 14. What would be the consequence of doing such a thing (2)? 15. - - What part of the treasure is consecrated to the Lord, for the treasury (4)? 16. - - - - What happened after the trumpets sounded and the people shouted (2)? 17. - - How many of the inhabitants did they destroy? Refer to Deuteronomy 7:1-4 and explain why they did this. 18. What did Joshua tell the 2 men formerly known as spies to do? 19. Who did they find there (5)? 20. - - - - - After Rahab's family is brought to shelter, what is done with the city? 21. Joshua 6 Where did Rahab dwell to this day, and why? 22. Who did Joshua curse here? 23. What was the consequence (2)? Check I Kings 16:34 to see this curse in action. 24. - - Who was with Joshua, and what was the result? 25. joshua 7 After this great victory, who committed a trespass at the beginning of this chapter? 1. 120 In what way did they commit a trespass? 2. What was the Lord's reaction? 3. Joshua then sends men from Jericho to spy out another land. Which land? 4. * ye = * Nwa tyb = * la-tyb = What was their counsel, and why? 5. So Joshua sends over about 1/13 of his army. What happened at the battle (4)? 6. - - - - What was the reaction of the people (2)? 7. - - What was Joshua and the elders' reaction (3)? 8. - - - Jo 9. shua then implodes in his prayer. He question's God's plan, wishes he had not followed God's plan, asks what will hap­ pen when Israel flees, and declares that the inhabitants of the land will wipe them out. He then asks God a presumptuous question. What is it? God then gives him a command and asks him a question. What are they? 10. Joshua 7 In light of their sin, why could Israel not stand before its enemies? 11. What does the Lord threaten if this is not dealt with? 12. God then commands 3 things (2 actions, and 1 message for the people). What are they? 13. - - - Explain the method for determining who has done this sin. 14. What will happen to that man? 15. Why (2)? 16. - - Now list out the selection results by clan, family, head of household, and man. 17. Joshua asks 3 things from Achan. What are they? 18. - - - What had he taken, and why? 19. Where were they hidden? 20. joshua 7 Now Joshua and Israel gather together 11 things. What are they? 21. - - - - - - - - - - - What was the fate of these things (3)? 22. - - - What was the Lord's reaction? 23. What, therefore, was that place called? 24. * rwke = Joshua 8 After this defeat and disgrace, the Lord tells Joshua not to be 2 things. What are they? 1. - - What does he tell Joshua to do? 2. Why? 3. What direction was given to him regarding this victory (i.e. treatment of the people)? 4. However, the Lord allowed for something he did not allow in Jericho. What is it? 5. What tactic does the Lord command? 6. How many men did Joshua set apart for this ambush (remember that in 4:13, we know that their entire army was 40,000). 7. Give me a play-by-play of the plan (depending on your counting, there may be 7 steps). 8. - - - - - - - Where did these men stay? 9. Where did Joshua stay? 10. Where did his company camp, and what geography is mentioned here? 11. How many does he send next, and where do they go? 12. joshua 8 So the groups are set in their stations. Where does Joshua go, and when? 13. N 14. ow it's the king of Ai's turn to be over-confident! As Joshua pretends to flee, how many people were called out to chase? How many were left in the city? What does the Lord tell Joshua to do, and why? 15. The plan works! What happened to the men of Ai when they saw their city burning? 16. The men of Ai then are caught between Joshua's company and the ambush group. What happened to them? 17. Who was left alive, and where did they take him? 18. What did they do with all the people of Ai? Is this consistent with v. 2 and Deuteronomy 20:16-18? 19. What happened to the city itself, continuing through the day of writing of this book? 20. What happened to the king of Ai (4)? 21. - - - - What did Joshua do next? Check Deuteronomy 27:4-7 and see if he obeyed the command. 22. What else did he do there? Check Deuteronomy 27:2-8 and see if he obeyed. 23. Joshua 8 A 24. ccording to Deuteronomy 27:12-13, was this writing of the Law on the blessing side or the cursing side? Does it make sense then that there needed to be an altar there too? N 25. ow all Israel stands on either side of the ark in 2 sections. Where did these 2 sections stand respectively, and is this consistent with Deuteronomy 27:11-23? - - What did he do next? If you desire, read Deut 27-28 and see what this includes. 26. How much of the Law did Joshua read there? 27. To whom did he read it (4)? 28. - - - - joshua 9 Now, the nations are listed again, but 1 is missing this time. Which one? 1. What happened when the kings heard? 2. Another nation, however, has a different idea. Who are they? 3. What did they pretend to be? 4. What things did they use to give the appearance of a long journey (5)? 5. - - - - - Where did they find Joshua? 6. What did they ask from the men of Israel? 7. What are these people called in v. 7? 8. Why did they say they had come? 9. What did they say they heard about (3)? 10. - - - As these men continue their deception, what did the men of Israel fail to do? 11. What did Joshua do (2)? 12. - - What did this covenant entail? 13. Joshua 9 How many days passed until Israel learned that Gibeon was their neighbors? 14. Once they learn this, they travel to the cities of these people. What cities are mentioned? 15. What would be the consequences of harming the people? 16. If they can't kill them, what can they do to them (2)? 17. - - What does Joshua call them in v. 23? 18. What would they be cutting wood and carrying water for? 19. What was their reasoning for deceiving Joshua? 20. From what did Joshua deliver the cities? 21. At the beginning of this chapter, we have the first mention of Jerusalem! Who is king? 1. Why did he fear greatly? 2. In response, who did he ally himself to (be sure to give their locations as well (4)? 3. - - - - As a result, who did the kings attack? 4. Who did the Gibeonites send for to ask for help? 5. Who went with him (2)? 6. - - What 3-part message does the Lord give to Joshua? 7. - - - How long did they march to Gilgal? 8. In the battle, the Lord does 4 things. What are they? 9. - - - - What else did the Lord do as they were fleeing? 10. What claimed more enemy lives: the Lord's hailstones, or Israel's swords? 11. What did Joshua command here, and why? 12. Joshua 10 What was the result? 13. What truly made that day unique 14. Why did the Lord heed the voice of a man? 15. As Joshua and his men return to Gilgal, the 5 kings fled to where? 16. What does Joshua command (4)? 17. - - - - Why should they not allow the enemy to enter their cities? 18. What was the result, as the people returned to Joshua in peace? 19. As they bring the 5 kings out of the caves, what does Joshua command his captains? 20. What does Joshua tell the people (this phrase should be familiar to Joshua)? 21. Why should they be courageous? 22. The kings are disposed of. Look back to 8:29 and see if this is a beginning trend. 23. What did Joshua do next to the town that harbored these kings (4)? 24. - - - - Who did Israel attack next? 25. Who delivered the town to Israel? 26. How many inhabitants of the city were left alive? 27. Where did they go next and conquer? 28. How long did that battle last? 29. Who came against Joshua during that battle and was defeated (name and city)? 30. Where did they go next and conquer? 31. How long did that battle last? 32. Where did they go next and conquer? 33. Where did they go next and conquer? 34. What geographic regions did Joshua conquer (4)? 35. - - - - Of all these cities, how many people did he leave alive? 36. What was the extent of their conquering (4)? 37. - - - - Joshua 10 All these kings and their land Joshua took ___________________. 38. Why were they so successful? 39. Where did they return to camp? 40. Who heard of all these conquests (name and region)? 1. 132 Who specifically did he round up to help (3)? 2. - - - How many other regions did he send word for help? 3. How large was this army, and what 2 assets did they have with them? 4. - - - Where did they camp? 5. What comfort did the Lord offer Joshua? 6. What command/assurance did He give Joshua? 7. How much of Joshua's army came with him? 8. What did the Lord do? 9. Where did they chase the enemy (3)? 10. - - - How many were left alive? 11. What did Joshua do then? 12. * Horses are like the HUMMERs of their day, and chariots like tanks. It make sense to get rid of these. Joshua 11 What did Joshua attack next? 13. Who did he kill there, and what was significant about him? 14. How many did he kill there, and what did he do to the city? 15. What did Joshua do at the cities of all the kings (2)? 16. - - What happened to the livestock from these cities? 17. How much of the Lord's commandment through Moses did Joshua do? 18. What lands did Joshua take (7)? 19. - - - - - - - To what geographical extent was this conquest (3)? 20. - - - How many cities made peace with Israel (Compare with Deuteronomy 20:10-12)? 21. Why did all the other cities not make peace? 22. Why did He do this (4, 2 redundant)? 23. - - - - - - Who did Joshua cut off next? 24. Where were the only places these guys remained (3)? 25. - - - How much did Joshua take, according to what God told Moses? 26. What did he do with it? 27. What did the land do next? 28. Joshua 12 Now, we have a recalling of the land taken by Moses. What was the extent of this land (5)? 1. - - - - - Who was the first king and region? 2. What was the extent of his rule (2 main areas, and 7 total boundaries)? 3. - - - - - - - - - Who was the other king and region, and what was unique about him? 4. Where did he dwell (2)? 5. - - What did he reign over (4 main areas and 3 total boundaries)? 6. - - - - - - - To whom did Moses give this land (3)? 7. - - - What are the boundaries of this area (3)? 8. - - - What regions did this area contain (6)? 9. - - - - - - How many kings did Joshua and the children of Israel conquer? 10. Joshua 13 What was Joshua's state at the beginning of this chapter? 1. What did the Lord tell Joshua after confirming this info? 2. What are the first 2 nations mentioned that needed to be conquered still? 3. - - What boundaries are given (2)? 4. - - Who are the 5 lords of the Philistines? 5. - - - - - Who else in that region needs to be conquered? 6. Now in the South, What 2 nations border that area? 7. - - Who else is mentioned? 8. What boundaries of Lebanon need conquering (2)? 9. - - How about the boundaries of the mountains (2)? 10. - - Who else is mentioned? 11. What does the Lord say He will do with these people? 12. What is Joshua to do with the land, and for whom? 13. What boundaries are given for the land east of Jordan that was conquered (look for "from" or "as far as") (4)? 14. - - - - Who was not driven out (2)? 15. - - Which tribe got no land inheritance, and why? See Numbers 18:23 - 32 for more on this. 16. Where does Reuben's territory start? 17. Whose former kingdom does it encompass? 18. Which notable man was killed there? 19. What was the western border? 20. Now for Gad: their territory includes all of what region and half of what region? 21. What former kingdom do they get part of? 22. What River was its border, and what sea was included? 23. Now half or Manasseh: what former kingdom is given to them? 24. Joshua 13 What area was set aside for the children of Machir (3)? 25. - - - What is reiterated here about the Levites? 26. Who divided the land west of the Jordan (3)? 1. - - - According to what was the land divided? See Numbers 26:52-56 for more on this. 2. What was given to the Levites? 3. What tribe comes to Joshua, and where? 4. Who steps forward to talk to Joshua? 5. How old was he when he spied out the land? 6. What did Caleb do that was different from his brethren? See Numbers 32:11-12. 7. How old was Caleb when he came before Joshua? 8. Despite the fact that he is old, in what condition is Caleb? 9. What does Caleb ask for? 10. Who inhabited that land, and what does Caleb hope to do with them? 11. What did Joshua do (2)? 12. - - Joshua 14 What was that land formerly known as, and why? 13. What then was the state of the land? 14. Now, we have the land of Judah. What was the extreme southern boundary? 1. What are the details of the southern border 2. What was the range of the east border? 3. What are the details of the east border? 4. How about the northern side? 5. What was the west border? 6. Who did Caleb drive out of Hebron (3)? 7. - - - Joshua 15 Where did he go next, and what did he offer as a reward for conquering it? 8. Who took the challenge? 9. What was given to Achsah at her request (2)? 10. - - How many cities are mentioned for Judah? 11. Who were they not able to drive out of the land? 12. What were the boundaries of Joseph (both Ephraim and _ of Manasseh)? 1. What were the boundaries of Ephraim? 2. Who did they not drive out, and were did these people live? 3. Joshua 17 What information do we learn about Machir here (2)? 1. - - - Who still needed land from this tribe (6)? 2. - - - - - - What was Zelophehad's issue? 3. What did he remind the land dividers? See Numbers 27:1-11. 4. How many shares went to Manasseh? 5. What were the boundaries of Manasseh? 6. What could the children of Manasseh not do to the inhabitants of the 3 hilly regions? 7. What did they do instead? 8. What did the children complain about to Joseph? 9. What did Joshua tell them to do? 10. What was their response to this (2)? 11. - - What did Joshua order them to do in the mountain country (2)? 12. - - Joshua 18 Where did Israel gather, and what did they set up there? 1. What happened to the land? 2. What did Joshua tell each tribe to do? 3. What would Joshua send them to do? 4. What were they to do with this survey? 5. What would Joshua do it? 6. Which tribes were Benjamin's lot between? 7. What were the boundaries of Benjamin? 8. How many cities were given to Benjamin? 9. Where was Simeon's lot? How does this coincide with Genesis 49:5-7? 1. How many cities were given to Simeon? 2. Why was the inheritance of Simeon within Judah? 3. What were the boundaries of Zebulun? 4. How many cities were given to Zebulun? 5. What were the boundaries of Issachar? 6. How many cities were given to Issachar? 7. What were the boundaries of Asher? 8. Joshua 19 How many cities were given to Asher? 9. What were the boundaries of Naphtali? 10. How many cities were given to Naphtali? 11. How many cities are mentioned for Dan? 12. How did they extend their borders? 13. What did they call Leshem? 14. Who was given land next? 15. Why did he get what he asked for? See Numbers 32:11-12. 16. What did he ask for? 17. Where specifically did they do the land dividing for the remaining 7 tribes? 18. What did the Lord command Joshua to tell the people to appoint? 1. Who were these cities for (see Numbers 35:9-39)? 2. What happens when he stands at the gate of the city and declares his case? 3. What happens if the avenger of blood comes? 4. Where will the slayer dwell? 5. Until when? 6. What can he do after that happens? 7. What cities were appointed on one side of the Jordan (be sure to include the tribe)? 8. What cities were appointed on the other side? 9. How many cities total were appointed? Does the number and locations line up with Numbers 35:13-14? 10. Joshua 21 Now who came to the land dividers? 1. What did they remind the leaders that the Lord commanded? See Numbers 35:1-5 for more on this. 2. How many cities were given to the children of Aaron? 3. Within which tribes did these cities stand (3)? 4. - - - How many cities were given to the rest of the children of Kohath? 5. Within which tribes did these cities stand (3)? 6. - - - How many cities were given to the children of Gershon? 7. Within which tribes did these cities stand (4)? 8. - - - - How many cities were given to the children of Merari? 9. Within which tribes did these cities stand (3)? 10. - - - How many total cities were allotted to the Levites? Does this number line up with Numbers 35:6-8? 11. What part of Hebron was not given to the Levites, and why? 12. Now list the 13 cities given to the children of Aaron. 13. - - - - - - - - - - - - - Check Numbers 35:2-5. Why was it important for the common land of these cities to be included? 14. Now list the10 cities given to the rest of the children of Kohath. 15. - - - - - - - - - - Joshua 21 Now list the 13 cites given to the Gershonites. 16. - - - - - - - - - - - - - Now list the 12 cities given to the children of Merari. 17. - - - - - - - - - - - - What did Israel do with the land given by the Lord (2)? 18. - - What did the Lord give them next? 19. What else did he do, regarding their enemies? 20. 154 How much of what the Lord had promised regarding Israel came to pass? 21. Joshua 22 Who now does Joshua call for (3)? 1. - - - What was his conclusion about their faithfulness (4)? 2. - - - - What does he allow them to do? 3. What does he warn them to do? 4. What are these commands (5)? 5. - - - - - What does Joshua do before sending them off? 6. With what did Joshua encourage them to return (7)? 7. - - - - - - - Where did this spoil come from? 8. What did they do when they returned home? 9. What did the other tribes do when they heard what was built? 10. Who was sent to talk to the Eastern tribes (2)? 11. - - What did they accuse the Eastern tribes of doing? 12. Flip back to Numbers 25:1-13. What happened at Peor? What was Phineas' part of it? 13. What would happen if these tribes rebel against the Lord today? 14. What do they recommend if they deem their land to be in need of sanctification? 15. What other sin story did they recall? 16. What reasoning did the tribes give for building this? 17. What was it to be between the East and the West tribes? 18. What was the reaction of Phineas and co. when they heard this reasoning? 19. What was their conclusion (2)? 20. - - Joshua 22 How did Israel react to the news? 21. What did they do then (2)? 22. - - Why did the children of Reuben and Gad call the altar "Witness?" 23. What state is Joshua in at the beginning of this chapter? 1. Who does he call to himself (5)? 2. - - - - - What does he remind them that they have seen? 3. Who has fought for them? 4. What does he declare that the Lord will do (2)? 5. - - What does he exhort them to be, and to what end? 6. What is the alternative (2 "lests")? 7. - - What shall they not do (3)? 8. - - - What shall they do? 9. What will happen because God fights for them? 10. Because of this, what are they to take heed to do? 11. Joshua 23 What will happen if they mix with the other nations? 12. What will these nations be to them (4)? 13. - - - - Until when? 14. What does Joshua know will happen that day? 15. What do these people know for certain? 16. As the Lord is faithful in the good for those who obey, what is he faithful to do for them if they don't? 17. Until when? 18. What would cause the anger of the Lord to burn against them? 19. What would happen then? 20. Where did Joshua gather the people? 1. Who did he call (3)? 2. - - - Who did they present themselves before? 3. Now for a little review! As the Lord begins to speak through Joshua, what do we learn about Terah, the father of Abraham, 4. here? What did He do with Abraham (4)? 5. - - - - What did He give Isaac? 6. What did he give Esau? 7. What happened to Jacob? 8. Who did God send there (2)? 9. - - What did He do to Egypt? 10. What did he do for the fathers? 11. What did the fathers do when being pursued by the Egyptians? 12. Joshua 24 What did the Lord do (3)? 13. - - - What did Israel do next? 14. Where did the Lord bring them after that? 15. What did the Lord do when they fought with Israel (2)? 16. - - What did Balak do (2)? 17. - - What did the Lord not do with Balaam, and what was the result (2)? 18. - - Where did they go next? 19. Who fought against them (8)? 20. - - - - - - - - What did the Lord do then (2)? 21. - - How were the Amorites 22. not driven out (2)? - - What did the Lord give them (2)? 23. - - Having all of this said, what does Joshua urge them to do? 24. How are they to serve Him (2)? 25. - - What are they to put away? 26. What does he tell them to do that day? 27. What does Joshua and his house choose? 28. What do they recognize that the Lord did (4)? 29. - - - - What is their conclusion? 30. How did Joshua respond? 31. What do the people insist? 32. Who is the witness that they have chosen to serve the Lord? 33. Joshua 24 What does he tell them to do (2)? 34. - - What do the people say they will do (2)? 35. - - What did Joshua make that day (2)? 36. - - What did he write? 37. What did he set up, and where? 38. Who/what also is the witness of their words? 39. What then did Joshua allow? 40. What happened after these things? 41. How old was he when this happened? 42. Where did they bury him? 43. How long did Israel serve the Lord (2)? 44. - - What had these elders known? 45. What did they do with the bones of Joseph? Does this fulfill Genesis 50:25? 46. Who else died? 47. Where did they bury him? 48. Now, look back to the very first page of this worksheet. Was Joshua's character consistent throughout his recorded life? 49. Did he fulfill the Lord's command to be strong and courageous? Why or why not? 50.
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POLITENESS PRINCIPLE NUMBER 2 The Indirect Questions Principle There are two parts to this principle: 1. Use indirect questions to sound more polite 2. Use question tags to sound more polite. Question Tags (also called Tag questions) These are very common in native speaker varieties of English. You're hungry, aren't you? You're Chinese, aren't you? You've been to New York, haven't you? You didn't like that, did you? We put tags (aren't you? haven't you?) at the end of statements to make them more like questions. In many languages, you only need to say 'yes' or 'no'. at the end. In English, we can also use the tag 'right'. She works in a bank, right? Using 'right' won't make you sound particularly polite though. 2 Main Features of Question Tags * Positive statement normally have negative tags and negative statement with positive tags. You're married, aren't you? You're not married, are you? * The intonation on the tag can rise or fall. Rising intonation suggests that you are asking for confirmation, you don't sound as sure or certain. This may make you sound more polite as it gives the other person the chance to correct you or provide you with the correct information Falling intonation invites agreement and suggest the other person is going to answer yes. This suggests certainty. Not really a question but more a way to get agreement. This is fine if your intention is to start a conversation:It's a lovely day, isn't it? Indirect questions will also make you sound more polite If you ask a direct question, such as:Where does she work?, you can sound quite pushy and imposing. You are  not giving your conversation partner  much of an opportunity to say: I'm sorry, I can't answer you. I'm busy. It puts the other person under pressure because they feel like they have to give you a direct answer and respond immediately. If you don't know the other person  well and want to sound more polite, give them options and the freedom to say no and not answer your question, it's a good idea to use indirect questions: I was wondering if you knew where she worked? Remember that indirect questions can sound too polite. If you know somebody well, they may prefer direct questions. They can sound formal and reserved rather than friendly. Other indirect questions include: Do you mind if….? Would you mind if….? Would you mind telling me…? Indirect Questions can be too indirect! If it's not too much to ask, I was wondering if you wouldn't mind telling me where she works? I'd be extremely grateful. This is so polite that it will sound irritating and annoying too many people. SUMMARY Use question tags to sound more polite. Question tags are normally formed with a combination of positive statement and negative tags or negative statements and positive tags. A rising intonation suggests you want confirmation (less certain) whereas a falling intonation often invites agreement and are used to start conversations. Indirect questions will help you sound more polite because they don't require an immediate and direct response. However, indirect questions can irritate people if they are used too often or are too elaborate.
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7406 N. La Cholla Blvd. Tucson, Arizona 85741 p: (520) 545-0202 f: (520) 545-0201 www.headtotoehealthcare.org Glaucoma Glaucoma is an eye disease in which the passages that allow fluid in the eye to drain become clogged or blocked. This results in the amount of fluid in the eye building up and causing increased pressure inside the eye. This increased pressure damages the optic nerve, which connects the eye to the brain. The optic nerve is the main carrier of vision information to the brain. Damage to it results in less information sent to the brain and a loss of vision. The exact cause of glaucoma is not known and it cannot currently be prevented. It is one of the leading causes of blindness in the United States. But, if detected at an early stage and treated promptly, glaucoma can usually be controlled with little or no further vision loss. Regular optometric examinations are therefore important. People of all ages can develop glaucoma, but it most frequently occurs in the following populations: * Those older than 40 years * Those with a family history of glaucoma * Those who are very nearsighted * Diabetics * Blacks Of the different types of glaucoma, primary open-angle glaucoma often develops gradually and painlessly without warning signs or symptoms. This type of glaucoma is more common among blacks than whites. It can cause damage and lead to blindness more quickly in blacks, making regular eye examinations, including tests for glaucoma, particularly important for blacks older than 35 years. Another type, acute-angle closure glaucoma, may be accompanied by the following symptoms: * Blurred vision * A loss of side vision * Appearance of colored rings around lights * Pain or redness in the eyes Regular eye examinations are an important means of detecting glaucoma in its early stages and include the following: * Tonometry: a simple and painless measurement of the pressure in the eye * Ophthalmoscopy: an examination of the back of the eye to observe the health of the optic nerve * Visual field test: a check for the development of abnormal blind spots Glaucoma can usually be treated effectively by eye drops or other medicines. In some cases surgery may be necessary. Unfortunately, any loss of vision from glaucoma usually cannot be restored. But, early detection, prompt treatment, and regular monitoring can enable you to continue living in much the same way as you have always lived. Protect your eye health and your vision; be sure to visit your doctor of optometry regularly.
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Palatine Primary School E-Safety Policy Reviewed: April 2015 Ratified by the Management Committee: 1st July 2015 Date of next Review: April 2018 Palatine Primary School: E-Safety Policy Writing and Reviewing the E-safety Policy This E-safety Policy is one of several 'ICT and Computing' policies. For example; Data Protection and Network Security. In addition, this e-safety policy relates to the Child Protection policy and supports our curriculum and other school development policies. - The school has an identified member staff who has overall responsibility for the E-safety policy but there is a dedicated 'ICT and Computing Team', that includes expert technical staff, who work together to ensure that we keep abreast of legislation and provide safety for all of our Internet users. - This E-safety Policy builds on best practice and government guidance. It has been agreed by our senior leaders and approved by school governors. It will be reviewed annually. Teaching and Learning Why Internet and digital communications are important - The Internet is an essential element in 21st century life for education, business and social interaction. - The school has a duty to provide pupils with quality Internet access as part of their learning experience and to support the professional work of staff. - Internet use often forms part of our curriculum and is therefore a necessary tool for staff and pupils. - The school Internet access includes strict web filtering appropriate to the age of pupils. - Where appropriate, some of our pupils will:- be taught which Internet use is acceptable and what is not and they will be given clear but simple objectives for Internet use. be educated in the effective use of the Internet be shown how to publish and present information appropriately to a wider audience. - Sometimes pupil's access to the Internet is incidental and will take the form of accessing visual or auditory resources, or Internet educational games, through their staff members. Some pupils will need to be taught how to evaluate Internet content 3 - The school will seek to ensure that the use of any Internet derived materials, for staff or pupils, complies with copyright law. - Some of our pupils will need to be taught how to report unpleasant Internet content and for those pupils it will be carefully planned for as part of their curriculum. Managing Internet Access Information system security - School ICT systems and network security will be reviewed regularly - Virus protection will be updated regularly - Local Authority security guidelines will be followed if appropriate E-mail - Pupils (where applicable), and staff may only use approved e-mail accounts on the school system. - Staff and applicable pupils will tell a designated adult if they receive offensive e-mail. - Pupils must not reveal personal details of themselves or others in e-mail communication. However, all of our pupils will be closely supervised and monitored and their online communication will be managed by staff members. - Incoming e-mail should be treated as suspicious and attachments not opened unless the author is known. - The school will monitor incoming and outgoing mail messages from pupils. Published content, the school web site or social media pages - The contact details on the school Facebook, Twitter page, Learning Environment or Website is closely scrutinised. Staff or pupils personal information should not be published. - A designated member of the ICT and Computing Team has overall editorial responsibility to ensure that content is accurate and appropriate. Publishing photographs, images and work - Written permission from parents or carers will be obtained before photographs or images of pupils are published. - Photographs that include pupils will be selected carefully and will not enable individual pupils to be clearly identified unless permission has first been sought by parents or carers. - The school will always look to seek to use group photographs rather than full-face photos of individual children where possible. 4 - Parents should be clearly informed of the school policy on image taking and publishing, both on school and independent electronic repositories. - Pupils' full names will be avoided on the Website, Twitter or Facebook page, as appropriate, including in blogs or forums, particularly in association with photographs. Social networking and personal publishing on the school website/Facebook/Twitter pages - The school will control access to social networking sites, and consider how to educate pupils in their safe use where necessary to do so: E.g. use of passwords and family accounts. - All users will be advised never to give out personal details of any kind which may identify them, anybody else or their location. - The school's online Learning Environment is a secure area. It is managed by members of the ICT and Computing Team and is closely monitored by senior staff. Family accounts are provided on a one-per-pupil basis. - Parents and carers are encouraged to report anything they are concerned about. Managing filtering - The school will work in partnership with our approved technical support team to ensure systems to protect pupils are reviewed and improved. - If staff or pupils come across unsuitable on-line materials the site must be reported to a senior member of the ICT and Computing Team. - YouTube will be blocked unless a specific use is first approved. - The school will ensure that regular checks are made to ensure that the filtering methods selected are appropriate, effective and reasonable. Managing videoconferencing - Videoconferencing will use an educational broadband network to ensure quality of service and security rather than through the broad use of the Internet - Videoconferencing will be appropriately supervised for the pupils' age. Managing emerging technologies - Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed. Other devices - Mobile phones will not be used during lessons or formal school time except as part of an educational activity. - Taking photographs at any time without the subject's consent will be discouraged unless it is for professional purposes, such as assessment and recording. - The sending of abusive, offensive or inappropriate material is forbidden. - Staff should not share personal telephone numbers with pupils and are encouraged not to share with parents or carers either. Protecting personal data - Personal data will be recorded, processed, transferred and made available according to the Data Protection Act and all staff are subject to copyright, data protection and Freedom of Information legislation, the Safeguarding Vulnerable Groups Act 2006 and other legislation. Assessing risks - The school will take all reasonable precautions to prevent access to inappropriate material. However, due to the international scale and linked Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Therefore, the school cannot accept liability for the material accessed, or any consequences of Internet access. - The school will audit ICT use to establish if the E-safety policy is adequate and that the implementation of the E-safety policy is appropriate and effective. Handling E-safety complaints - Complaints of Internet misuse will be dealt with by a senior member of staff from within the ICT and Computing Team, which includes and the business manager. - Any complaint about staff misuse must be referred to the head teacher. - Complaints of a child protection nature must be referred to the Senior Designated Professional for Safeguarding and dealt with in accordance with school child protection procedures. - Pupils and parents will be informed of the complaints procedure. - Parents will be informed of the consequences for any pupil's misuse of the Internet. Community use of the Internet - All use of the school Internet connection by any community or other organisation shall be in accordance with the school E-safety policy. Introducing the E-safety policy to pupils - Appropriate elements of the E-safety policy will be shared with pupils wherever appropriate - E-safety rules will be posted in all networked rooms. - Pupils will be informed that network and Internet use will be monitored. - Curriculum opportunities to gain awareness of E-safety issues and how best to deal with them will be provided for pupils Staff and the E-safety policy - All staff will be alerted to the School E-safety Policy and its importance explained - Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential. Enlisting parents' support - Parents' and carers attention will be drawn to the School E-safety Policy in newsletters and from within the school website or Learning Environment pages. - Parents and carers will be provided with additional information on E-safety should they request it.
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UNIT III Isomorphic, Homomorphic and Sub Graphs 3.1 Isomorphic Graphs Two graphs G and G' are said to be isomorphic if there is a one-to-one correspondence between their vertices and between their edges such that incidence relationship is preserved. In the other words, suppose that edge e is incident on vertices v1 and v2 in G; then the corresponding edge e' in G' must be incident on the vertices v1' and v2' that correspond to v1 and v2 respectively. Two graphs in the figure above are isomorphic. The correspondence between the two graphs is as follow: the vertices a, b, c, d, and e correspond to v1, v2, v3, v4, and v5 respectively. The edges 1, 2, 3, 4, 5, and 6 correspond to e1, e2, e3, e4, e5, and e6 respectively. Two isomorphic graphs must have - The same number of vertices - The same number of edges - An equal number of vertices with a given degree Example: Isomorphic Graph Fig 3.2 Example: Non-isomorphic Graph Two graphs showing above satisfy all three conditions but still they are not isomorphic. If the graph (a) is to be isomorphic to (b), vertex x must be correspond to y, because there are no other vertices of degree three. Now in (b) there is only one pendant vertex , w, adjacent to y, while in (a) there are two pendant vertices, u and v, adjacent to x. A graph can exist in different forms having the same number of vertices, edges, and also the same edge connectivity. Such graphs are called isomorphic graphs. Two graphs G1 and G2 are said to be isomorphic if: - Their number of components (vertices and edges) are same. - Their edge connectivity is retained. An unlabelled graph also can be thought of as an isomorphic graph. Theorem: [Isomorphism] Two graphs G1 = (V1,E1) and G2 = (V2,E2) are isomorphic if there is a bijection f : V1 V2 that preserves the adjacency, i.e. uv ∈ E1 if and only if f(u)f(v) ∈ E2. There exists a function 'f' from vertices of G1 to vertices of G2 Case (i): f is a bijection (both one-one and onto) Case (ii): f preserves adjacency of vertices, i.e., if the edge {U, V} ∈ G1, then the edge {f(U), f(V)} ∈ G2, then G1 ≡ G2. If G1 ≡ G2 then: 1. |V(G1)| = |V(G2)| 2. |E(G1)| = |E(G2)| 3. Degree sequences of G1 and G2 are same. 4. If the vertices {V1, V2, .. Vk} form a cycle of length K in G1, then the vertices {f(V1), f(V2),… f(Vk)} should form a cycle of length K in G2. All the above conditions are necessary for the graphs G1 and G2 to be isomorphic, but not sufficient to prove that the graphs are isomorphic. - (G1 ≡ G2) if and only if (G1' ≡ G2') where G1 and G2 are simple graphs. - (G1 ≡ G2) if the adjacency matrices of G1 and G2 are same. - (G1 ≡ G2) if and only if the corresponding subgraphs of G1 and G2 (obtained by deleting some vertices in G1 and their images in graph G2) are isomorphic. Example Which of the following graphs are isomorphic? In the graph G3, vertex 'w' has only degree 3, whereas all the other graph vertices has degree 2. Hence G3 not isomorphic to G1 or G2. Taking complements of G1 and G2, you have: Here, (G1' ≡ G2'), hence (G1 ≡ G2). When graphs are not isomorphic? - If G and G' have different number of vertices, than the graphs are not isomorphic. - If G and G' have different degree sequence, than the graphs are not isomorphic. - Two graphs G and G' are isomorphic if the vertices of a given class in graph G must correspond to the vertices of the same class in the graph G'. Example: Show that which of the following graph are isomorphic: (pg 102) Solution: Each graph has 5 vertices and 6 edges. There is proper correspondence between the two graphs i.e. a – a', b – b', c – c', d – d', and e – e'. Therefore, the graphs are isomorphic. Example: Show that the following graphs G and G' are isomorphic. (pg 103) Solution Deg (G) Deg (G') Each graph has 5 vertices and 7 edges. There is proper correspondence between the two graphs i.e. a – a', b – b', c – c', d – d', and e – e'. Therefore, the graphs are isomorphic. Example: Show that the following graphs G and G' are isomorphic. (pg 103) Solution: vertices of degree 3 are a & c in G and a' & d' in G' a – a' c – d' vertices of degree 4 are b & d in G and f' and c' in G' b – f' d – f' now, the vertices of degree 3 in G are a and c and they are adjacent in G and they are adjacent in G' while a' and d' are not adjacent tin G' So, the given graphs are not isomorphic. Example: Show that the given graphs shown in the figure are not isomorphic. (pg 104) Solution: Both graphs have 8 vertices and 11 edges Both the graphs have 5 vertices of degree 3 and 3 vertices of degree 2 In the graph G, edge g & c are adjacent while in G' they are not adjacent. In the graph G' edge b' & f' are adjacent while in G they are not adjacent. So, graphs G and G' are not isomorphic. 3.2 Homomorphism Two graphs G1 and G2 are said to be homomorphic, if each of these graphs can be obtained from the same graph 'G' by dividing some edges of G with more vertices. Take a look at the following example: Divide the edge 'rs' into two edges by adding one vertex. The graphs shown below are homomorphic to the first graph. If G1 is isomorphic to G2, then G is homeomorphic to G2 but the converse need not be true. 3.3 Subgraphs A graph g is said to be a subgraph of a graph G if all vertices and all the edges of g are in G, and each edge of g has the same end vertices in g as in G. The graphs in fig (b) is a subgraph of fig (a). The concept of subgraph is similar to the concept of subset in set theory. A graph g is subset of graph G is written as g ⊂ G. 1. Every graph is its own subgraph. 2. A subgraph of a subgraph of G is a subgraph of G 3. A single vertex in a graph G is a subgraph of G 4. A single edge in G, together with its end vertices, is also a subgraph of G. 3.3.1 Edge-Disjoint subgraphs Two (or more) subgraphs g1 and g2 of a graph G are said to be edge-disjoint if g1 and g2 do not have any edge in common. Although edge-disjoint graphs do not have any edge in common, they may have vertices in common. 3.3.2 Vertex-Disjoint subgraph Subgraphs that do not even have vertices in common are said to be vertex-disjoint. Graphs that have no vertices in common cannot possibly have edges in common. 3.3.3 Spanning subgraph A subgraph of G is said to be spanning subgraph if it contains all the vertices of G. If V(H) ⊂ V(G) and E(H) ⊂ E(G) then H us proper subgraph of G and if V(H) = V(G) then H is a spanning subgraph of G. 3.3.4 Vertex deleted and edge deleted subgraphs The removal of vertex vi from graph G results in to subgraph G-vi of G containing of all vertices in G except vi and all edges not incident with vi. The removal of an edge xj from G yields the spanning subgraph G-xj containing all edges except xj.
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Full Length Research CHARACTER FORMATION IN THE LIGHT OF SWAMI VIVEKANANDA Dr. Santosh Kumar Behera Assistant Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal. Email: email@example.com Accepted 11 September 2014 "When wealth is lost, nothing is lost; when health is lost, something is lost; when character is lost, all is lost". Now the caption is very much pertinent in this present millennium under the context of Character Building for mankind when a greater part of this society used to run after name, fame, money and power even at the cost of own life. If one becomes determinate on the one aim of God realization, then man will turn towards God. On turning towards God, good qualities, good conduct come on their own, and character building begins to take place. However, if a man forgets about God realization and begins to hoard worldly possessions and enjoy sense pleasures, then he falls down in character. He, who loses his character, is not even worthy and deserving of being called a man. He himself is the central theme of building character. He is more valuable than any possession in the universe. In this context, Swami Vivekananda said that, "neither money pays, nor name, nor fame, nor learning; It is CHARACTER that can cleave through adamantine walls of difficulties.The purpose of education is ManMaking and Character building of the students. Defining character, Vivekananda said, "The character of any man is the aggregate of his tendencies, but the sum of the total bent of his mind. As pleasure and pain pass before his soul, they leave upon it different pictures and the result of these combined impressions is what is called a man's character". The present paper will try to shed some light on the character and character formation in the light of Swami Vivekananda. Key Words: Education, Man-Making, Character, Character formation. Cite This Article as: Behera SK (2014). Character formation in the light of Swami Vivekananda. Inter. J. Acad. Res. Educ. Rev. 2(8): 186-193. INTRODUCTION ―Education must provide Life-Building, ManMaking and Character-Making assimilation of ideas‖. ----- Swami Vivekananda (CW, Vol. III, p. 302) Swami Vivekananda was one of the greatest educationists of India. He not only enlightened India but also the whole world by his outstanding personality and intellectuals. Swami Vivekananda was a man of versatile genius. He was a patriot saint, a lover of art and architecture, a classical singer, a commanding orator of great charm, a visionary, a philosopher, an educationist, and above all a worshipper of humanity. There is no place in life where Swami Vivekananda did not keep / touch of his sincere efforts and foot steps with them. His educational ideas are based on love, peace and equity which combined the whole world. He propagated the essence of truth, Vedanta, brotherhood of men, unity of humanity, harmony of religions and supremacy of spiritualism over materialism. He shines like a luminous star in the galaxy of intellectuals. He was the torch-bearer of new light, new path and humanism. Education, he said, must provide ―Life-building, Man-Making and character-making assimilation of ideas‖ (CW.III, 302). According to him, education is not mere acquisition of certain information. Real education is that which enables one to stand on one's own legs. Education, as he says, is the manifestation of the perfection already in man (CW.IV, 358). Education should stress on the formation of good moral character, Education without character is no education. To him "education is one by which character is formed, the intellect is expanded and by which one can stand on one‟s own feet" (CW. V, 342). According to Martin Luther King Jr., Nobel Prize-winning 20th-century American civil rights leader, "The function of education is to teach one to think intensively and to think critically... Intelligence plus character – that is the goal of true education" (http://www.americanrhetoric.com/speeches/mlkihaveadr eam.htm). CONCEPT OF CHARACTER: Character implies a peculiarity of mental constitution which distinguishes one individual from another. Character is formed through the uniform exercise of will in certain directions. The ‗nature' of man and his ‗character' are not the same things. Man's ‗nature' is inherited; but his ‗character' is acquired through voluntary acts. Character stands for our moral constitution as it is modified by our personal efforts. Character is a permanent mental disposition built out of repeated voluntary acts involving the rational control of natural impulses and addressed to a definite moral ideal. Character arises out of our emotions, impulses, instincts etc. Conduct is the expression of character in a series of outward acts. Character expressed in conduct. Character determines the nature of outward conduct and also expresses itself in conduct. Thus character and conduct are intimately related (Sanyal, 2004). Character is defined as qualities or features by which a person or a thing is distinguished from another; the aggregate of distinguishing mental and moral qualities of an individual or a race as a whole; the stamp of individuality impressed by nature, education or habit; that which a person or a thing really is (http://www.charityathome.org). Character is an ingrained Behera 187 tendency. When someone with a good character becomes bad, instead of admitting that the old faultless character got deteriorated, we tend to mention a preexisting defect (even if we were not aware previously). Once a character is formed, it stands firm. With respect to this context, character differs from both virtue and honesty since we are more ready to accept that the other two could be deformed or decomposed. One meaning is the behaviour of a person. When a person misbehaves or violates some accepted forms of social and moral practices, he is often said to be a man of loose or weak character. Another meaning of character, in literary circles, is simply the way a person's personality or life is portrayed in a book or story or article. This means a mixture of his good and bad traits. It is an evaluation of an individual's moral qualities through the role he or she plays in a story or situation. The word character, hence, could mean both good and bad qualities. Jean Piaget (1965) was the first psychologist to suggest a theory of moral development. Piaget's First Stage: Moral Realism – In this stage children tend to have a clear sense of right and wrong, although they believe that there is typically only one right answer to every situation. They tend to trust adults at this stage and do not question an adult's moral judgments. At this stage, children tend to believe in moral absolutes and tend to only see a situation from their limited perspective. Piaget's Second Stage: Morality of Reciprocity – In this stage, children begin to understand that rules and regulations are formed through negotiation. Children learn that rules can be changed and they see the world through the eyes of other people. They are able to comprehend that there may be more than one right answer. They believe that punishment should act as restitution for immoral acts. They begin to use logic and hypotheses at this stage. Piaget's Third Stage: Mature Adult Thinking – In this stage, many different moral issues are addressed through practical decision making. People at this stage, the ethics of cooperation and the complexity of moral issues are better understood. Kohlberg (1989) also developed a theory about the stages people pass through in developing moral thinking. There are three levels of Moral development- Preconventional, Conventional and Post –conventional. The figure of Kohlberg's Moral development is given in Figure 1. There are some definitions of character which are given below: - Baron Thomas Babington Macauley, Early 19thcentury English Historian, "The measure of a man's real character is what he would do if he knew he would never be found out." (Source:www.thepassiveeuthansiaforum.weebly.com/uploads/2/4/4/8 /24489486/760918_orig.gif). Figure 1. Kohlberg's Moral development - According to Swami Vivekananda (VII. 487), ―what you want is character, strengthening of the will. Continue to exercise your will and it will take you higher. This will is almighty. It is character that can cleave through adamantine walls of difficulties". - Defining character, Vivekananda (1984, p.25) said ―the character of any man is the aggregate of his tendencies, but the sum of the total bent of his mind. As pleasure and pain pass before his soul, they leave upon it different pictures and the result of these combined impressions is what is called a man's character‖. - Wiley (1998) suggested that character is a reliable inner disposition to act in a morally good way, having qualities such as honesty and integrity. - Ryan and Bohlin (1999) define good character as knowing the good, loving the good, and doing the good. - Berkowitz (2002) says character is made up of those personal characteristics that lead a person to do the right thing in a given situation as opposed to not doing the right thing. - By character, Davis (2003) means a person's fixed, general nature by acting morally. It is accepted that character is a person's common quality. The approximate synonyms of character are ―good character‖, ―moral character‖, ―moral integrity‖, and ―virtue‖. Character is composed of your personal standards of behavior including: – Honesty – Integrity – Moral strength CHARACTERISTICS OF CHARACTER: According to Berkowitz (2002, pp.43-63) there are some characteristics of Character which are given below: Character is a multifaceted phenomenon. The components of character tend to have their own developmental trajectories. People all develop at different rates. The developmental sequence of the components of character different in different people. The components of character develop gradually or in stages over an extended period of time. These are also the characteristics of Character: Behera 189 Character is the result of values and beliefs. Character is a habit that becomes second nature. Character is not reputation or what others think about you. Character is not how much better you are than others. Character is not relative. SIX PILLARS OF CHARACTER According to the Josephson Institute of Ethics there are Six Pillars of Character (Joy Rousseau, 2003). I. RESPECT Montaigne Essays (1580-1588) ―The honor we receive from those that fear us, is not honor‖ The essence of respect is to show solemn regard for the worth of people, including oneself. The ethical duty is to treat everyone with respect – not to respect everyone in the sense that we admire them. Treating people with respect means letting them know that their safety, and happiness matter, that they are important and worthy simply because they are fellow human beings. Our duty to be respectful requires that we treat others with courtesy and consideration. It means we behave according to accepted notions of taste, propriety, and decency. It means we honor traditions, customs, and beliefs important to others. People are not things. All of us have a basic right to be treated with dignity. The well-being of all people is important; no person should be used simply as an instrument of another's needs. Live by the Golden Rule. Respect other's dignity, privacy, freedom, and possessions. Be Courteous and Polite. Be Tolerant and Accepting of Differences. Respect the autonomy of others Characteristics of Respect- Tolerance, Acceptance, Autonomy, Privacy, Nonviolence, Courteous, Polite and Concerned. II. RESPONSIBILITY Life is full of choices…being responsible means being in charge of our choices, and thus, our lives. Responsibility means being accountable for what we do and who we are. Everyone is responsible for the development of his or her personal character. Do your duty. Be accountable. Pursue excellence. Exercise self-control. Acknowledge and meet your legal and moral obligations III. FAIRNESS Being fair is a moral obligation. IV. CARING Caring is the ―glue‖ of society without caring we are less than moral beings A. compassion B. kindness C. consideration D. charity V. CIVIC DUTY (CITIZENSHIP) Civic duty implies obligations to contribute to the overall public good. it refers to ethical obligations, standards of conduct that establish minimal requirements of ethical citizenship. Playing by the rules, obeying the law, and paying all taxes. Participating in the democratic process by voting, serving on a jury, reporting crimes, and testifying as a witness. Protect the environment by conserving resources and minimizing waste and pollution. Being a good citizen and a good neighbour. Care about and pursue the common good. Be a volunteer – help your school and community be better, cleaner and safer. Participating, voting, sharing your opinion, serving on committees, reporting wrongdoing, and paying taxes. VI. TRUSTWORTHINESS: Integrity = ―wholeness‖, predictable, consistent in thoughts, words, and actions, not ―two faced‖. Honesty = sincerity, real, not hypocritical. Promise keeping = accountable to promises that have been made. Loyalty = benefit of the doubt to those who you have a relationship with. Sincerity = not trying to trap or make fun of others honest feelings. Essential for meaningful personal relationships that are rewarding and enduring successful associations in school, social activities and workplace. CHARACTER FORMATION IN THE LIGHT OF SWAMI VIVEKANANDA Modern society is characterized by fast life style, weak family bonding, increased aspiration and less emphasis on morality. In today's materialistic world everyone is unsatisfied. Man becomes slave of his greed. But greed, impatience leads to stress and then the search for peace of mind and soul starts. The troubled world is caught up in a whirl of conflicting values whereas the teachings of the Vivekananda are useful for identifying the objective of our life and also help to achieve the same. It does not preach to give up the life but living life in a regulated manner. It's entire spiritual instructions are for building character. A person of good character is never dependent. An ideal person is entirely independent, capable, eligible and entitled. Here, plenty of precious material for building great character. Now let the architect use his imagination, will, energy and enthusiasm to build that magnificent structure of life which is called Character. So, Vivekananda taught —„Be and make. Let this be our motto (CW.IV, 351).‟. The physical environment much influences on character. There are some other factors which influence the growth of character:- (1) strength of will and habit of self control, (2) proper estimate of duty and a wider conception of the moral ideal, (3) habit of regular performance of the duties of life, (4) rational power and (5) Sincerity and earnestness in very work. Lack of these factors may degenerate the character of an individual (Sanyal, 2004, p.157). Swami Vivekananda realized three necessary things to make every man great, every nation great (VIII.299): - Conviction of the powers of goodness. - Absence of jealousy and suspicion. - Helping all who are trying to be and do good. Swami Vivekananda suggested to try to give up jealousy and conceit and learn to work united for others. He told, purity, patience and perseverance overcome all obstacles. He suggested to take courage and work on. Patience and steady work, according to Swami Vivekananda, this is the only way to get success. Man-Making Education implies that education should build character. Character is the foundation for self development. Education is an instrument for human betterment. The basis of all systems social or political rest upon the goodness of man. No nation is greater or good because if parliament enacts this or that, but because, its men are great and good. That is why, Swami Vivekananda stresses on character formation in ManMaking process. Further he wants to strengthen the mind and expand the intellect of the child through education. This is because he believes that character, strong mind and sharp intellect prepare the child for better life. He further says, ―if you really want to judge the character of man, look not at his great performances watch a man do his most common actions. Those are indeed the things which will tell you about the real character of other great men‖. Therefore, character development is the first aim of Man-Making. According to Swami Vivekananda the following things are required for Character Formation: - Hard work: Work is worship. In Swamiji"s insightful words: ―Karma in its effect on character is the most tremendous power that man has to deal with. Man, as it were, is a centre, and is attracting all the powers of the universe, towards himself. Good and bad, misery and happiness, all are running towards him and clinging round him, and out of them he fashions the mighty stream of tendencies called character and throws it outwards.‖ Character formation is possible only through hard work. While living in all types of comforts and avoiding all types of labour, by living a life of inactivity and laziness no one can build up good character. Life is not a bad of roses. Struggle is the best way of character building. Vivekananda said, "Pay as much attention to means as to the end" (II.1). - Gurukula System: The teacher should present high ideals before the student. The best way to develop character of the students is only by the personal example of the teacher. Swami Vivekananda says ―without the personal life of the teacher there would be no education. One would live from his very boyhood with one whose character is like a blazing fire, and should have before him a living example of the highest teaching‖( Swami Vivekananda, 1976, p. 57). As close and intimate interaction between teacher and taught has been emphasized in ancient Gurukul system of education, Vivekananda feels that Gurukul Parampara (i.e., close contact of student with teacher) is also a sound method of education which helps the learner to develop many noble qualities as well as knowledge (Nayak, 2009). - Formation of Good Habits: Character is intimately connected with habits. Good habits make for good character. Good habits are nothing but character. Modern Psychology accepts the value of habits in one life and it shapes the behavior of the individual. Swami Vivekananda has pointed out the value of habits not only in the present life but also in lives to come. - Moral and Spiritual Values: Formation of character requires traits such as purity, thirst for knowledge, perseverance, faith, humility, and obedience; respecting the elders etc. These qualities are learnt by the teachers' example and pupils' earnestness. According to Vivekananda, ―Shradhaban labhate jyanam‖. In this context, Rabindranath Tagore also supports this by saying ―Amar Matha Nata kare dao he tumar charan dhular tale". - Learning through Mistakes: Practice makes a man perfect. Practice / exercise will help in character formation. The student should be allowed to commit mistakes in the process of character formation. He will learn much by his mistakes. The progress requires courage and strong will. Strong will is the sign of great character, which will make men great. Failures/ mistakes are the stepping stones of our progress in character. Modern Psychologists are accepting the value of Mistakes / errors. - Will Power: Self-improvement is almost impossible without the voluntary or involuntary exercise of the will-power. Whereas, given the willpower, we can bring about considerable changes in our individual and also collective lives for the better, from very hopeless situations. Given the will-power, man makes everything out of nothing as it were. In the absence of the will-power, all his talents and qualities and endowments come to nothing. Strong will is the sign of great character, through which one can progress. - Observance of Continence ( Brahmacharya): According to Swamiji character development is a very important aim of any education. For this, he emphasized the practice of Brahamcharya which fosters development of mental, moral and spiritual powers leading to purity of thoughts, words and deeds. Brahmacharya or abstinence is the first means of achieving concentration. It bestows psychological and spiritual powers to the student. It transforms sexual drive in to spiritual force. Brahmacharya also implies purity of thought, deed and Behera 191 action. Brahmacharya improves and sharpens various Psychological processes such as learning, remembering and thinking. Swami Vivekananda therefore strongly emphasized the need for the student to observe Brahmacharya. It leads to mental and physical development. Firstly it controls distractions. Secondly it improves the body and mind so that they may become effective means of knowledge (Swami Vivekananda, 1976, p. 45). - Training the Mind: The secret of character-building lies in training the mind. Let us recall the well-known passage about characterbuilding: Sow a thought, reap an action. Sow an action, reap a habit. Sow a habit, reap your character. Sow character and reap your destiny. Swamiji says: "He who has succeeded in attaching or detaching his mind to or from the centres at will has succeeded in Pratyahara, which means, 'gathering towards,' checking the outgoing powers of the mind, freeing it from the thraldom of the senses. When we can do this, we shall really possess character. . ." - Self realization: Self realization will help in character formation. Individual should realise his self and try to establish harmony with his self and the Universal self. Self realization is the supreme good of human beings. This supreme good is to be attained through personal efforts. Full development of character will consist in this effort at self realization. All these things are diagrammatically given below (Figure 2). Swami Vivekananda himself was an ideal teacher. His words worked like magic and inspired millions of people both in India and abroad. Presenting his own example, Vivekananda asked the people to build up their character and manifest their real nature which is the effulgent, the even pure. (Sharma, 2003.) Vivekananda says ―All success in any time of work is the result of concentration. High achievements in arts, music etc., are the result of concentration (VI, p. 37). CONCLUSION Though man's character depends, to a large extent, on the physical and social conditions, it is true, no doubt, that personal effort is the most indispensable factor in the formation of character. There is no other way out to Figure 2. Character Formation Character Formation Hard work Gurukul System Formation of Good Habits Training the Mind Brahmacharya Will Power Learning through Mistakes Moral and Spiritual Values Self realization lasting peace and meaning in life except by building character. There are no substitutes. Vivekananda's concept of character formation will very much helpful to the younger generation and the present society. It will help to solve so many problems which are raised in recent time. As the century closes, let us pledge ourselves to the welfare of all. Let us work together to build free and equitable societies where each human being is given the chance and the means to develop his or her potential to the fullest. Let us work hand in hand throughout the voyage to the enjoyment of life by all, in spite of their gender, race, tongue, age and belief. Let us remember the concept of Vasudhaiba Kutumbakam (the whole universe is a family) in ancient Sanskrit literature and Nara Narayana Universal prayers in Vedic Benediction: "Let all be happy Let all be free from diseases Let all see the auspicious things Let nobody suffer from grief". REFERENCES Berkowitz MB (2002). The science of character education. In M. Damon (Ed.), Bringing in a new era in character education, (pp. 43-63). Stanford, CA: Hoover Institution Press. Davis M (2003). What's Wrong with Character Education? American Journal of Education. 110 (1), 3257. Joy Rousseau (2003) Character Education Ethical Choices, National Organization Character Counts! www.charactercounts.org Kohlberg L, Turiel E (1989). Moral development and moral education. In G. Lesser (Ed.), Psychology and educational practice. Upper Saddle River, NJ: Person/Scott Foresman. Nayak BK (2009) Text Book on Foundation of Education, Cuttack, Kitab Mahal. Paiget J (1965). The Moral Judgment of the Child. New York, NY: The Free Press. Ryan K, Bohlin KE (1999). Building Character in Schools: Practical ways to bring moral instruction to life. San Francisco, CA: Jossey-Bass. Sharma GR (2003). Trends in contemporary Indian Philosophy of Education, p. 4. Sanyal J (2004). Guide to Ethics, Calcutta: Sribhumi Publishing Company.pp.156-157. Swami Vivekananda (1976). India and Her Problems, Advaita Ashrama, Calcutta, p.45 & 57. Wiley LS (1998). Comprehensive character-building Swami Vivekananda Ebook. http://www.consciouslivingfoundation.or.Retrieved 30 March 2012. Swami Vivekananda (1984). Vol. I. p. 25. Swami Vivekananda (1984). (Vol.II.1), (III.302), (IV.351), (IV.358), (V.342), (VI.37), (VII.487) and (VIII. 299). Wiley LS (1998). Comprehensive character-building classroom. DeBary, FL: Longwood Communications. Behera 193 www.character.org. www.americanrhetoric.com/speeches/mlkihaveadream.ht m www.charityathome.org www.thepassiveeuthansiaforum.weebly.com/uploads/2/4/ 4/8/24489486/760918_orig.gif
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ORGANIC MOLECULES Lesson Description In this lesson we: - Look at different organic compounds - Look at how to name and identify organic compounds - Define some important terms. Summary An organic molecule is a compound that contains carbon atoms. Hydrocarbons are organic molecules that contain carbon and hydrogen atoms. A homologous series is a series of compounds that have the same functional group and are described by the same general formula. The consecutive members of the series differ from each other by the same group of atoms, namely – CH2 The functional group is the atom or group of atoms that determine the characteristic properties and reactions of a compound. The functional group is used to classify and name the compound. 25 FEBRUARY 2014 When naming an organic compound there is always a prefix, root and suffix The prefix indicates the number of repeated groups, the root indicates the number of carbon atoms in the longest continuous chain and the suffix shows the homologous series that the compound belongs to. Important Terms Hydrocarbon A compound containing only carbon and hydrogen atoms Saturated hydrocarbon Organic compound containing only single bonds between the carbon atoms Unsaturated hydrocarbon Organic compound containing a double or triple bond between two carbon atoms Isomers Compound with the same molecular formula but different structural formulae Test Yourself Select the most correct answer from the options given. Write down only the correct letter Question 1 Which one of the following organic molecules has the molecular formula C4H8O2? A. Ethyl ethanoate B. Ethyl methanoate C. Methyl ethanoate D. Methyl methanoate Question 2 An example of an unsaturated hydrocarbon is A. C2HCl5 C. C2H6 B. C3H6 D. C2H5OH Question 3 Which one of the following compounds is an isomer of Propanoic acid (C3H6O2) A. Ethyl ethanoate B. Methyl ethanoate C. Propan-1,2,3-triol D. 3-methylpropan-1-ol Question 4 Which on the following statements regards the compound C3H6O2 is correct? A. It is an alcohol B. It is an ester C. It's functional group is –COOH D. It is used in an oxy-acetylene torch Question 5 Which one of the following compounds has the formula C2H4O2? A. Ethanol B. Methyl ethanoate C. Ethanoic acid D. Butanol Improve your skills Question 1 Draw the structural formulae for the following compounds: 1.1. heptane 1.2. 2-butene 1.3. 2-methylpropene 1.4. Methanal 1.5. Methyl ethanoate 1.6. Propanol Question 2 (Adapted from November 2010 Paper 2 – Question 3) The chemical properties of organic compounds are determined by their functional groups. The letters A to F in the table below represent six organic compounds. 1.1. Write down the letter that represents the following: 1.1.1. An alkene 1.1.2. An aldehyde 1.2. Write down the IUPAC name of the following 1.2.1. Compound B 1.2.2. Compound C 1.3. Write down the structural formula of compound D 1.4. Write down the IUPAC name of the carboxylic acid shown in the table 1.5. Write down the structural formula of compound F. Links - Alkanes and alkenes http://www.youtube.com/watch?v=rnCGcxn_41g - Introduction to hydrocarbons http://www.youtube.com/watch?v=1LV-_vgu6cQ
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