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Pesach – A Holiday of Questions. About the Haggadah Commentary of Rabbi Isaak Abravanel
Why does the Haggadah begin in Aramaic ? Why is the Matzah called bread of the poor people ? Why is the sentence „Next year year free people" in Hebrew? What does the name "Pharao" mean in Hebrew? What is the meaning of the country name „Mizrajim"?
?
What does it mean that Israel was there (in Egypt) „Mezujanim"?
"What have we gained from the Exodus of Egypt, if we are in exile again?" asked Abravanel ca. 500 years ago. What is the meaning of the name of the LORD „HaMakom"? What does the sentence stand for „In the beginning our fathers were idolaters …"? How is the content of the Haggadah structured?
Elazar Ari Lipinski
http://arilipinski.com/pesach-haggadah-abravanel
ליפינסקי ארי אלעזר
מאמר: פסח חג של קושיות- על פירוש דון יצחק אברבנאל להגדה של פסח
Pesach - A Holiday of Questions
About the Haggadah-Commentary of Rabbi Don Isaak Abravanel (1437-1508) 1 Article by Elazar Ari Lipinski (New and extended version based on a previous Ari Lipinski article from Pesach 5769)
The events of the Exodus from Egypt of the children of Israel ca. 3300 years ago present a model example for the human persuit for liberty. This story remained relevant ever since. The idea of liberty touches us equally when it relates to a complete nation or when it refers only to a single person. We feel being personally addressed either way.
On the Seder Evening, in which we celebrate the Exodus from Egypt, we place an additional chair around the festive table which stands symbolically for those Jews who are still not free in some countries in the world. For decades this symbolic empty chair referred to the Jews in the former Soviet Union. Today already over 1 Million of these Jews are in Israel. Wasn't this mass emigration of the Soviet Jews a modern Exodus? Soon the Jewish people will celebrate the Pesach Holiday, the holiday of liberty. Therefore on this occasion we read the Haggadah (Pesach Story) with the Hebrew commentaries of Rabbi Don Isaac Abravanel. Abravanel experienced personally a number of expulsions. Nevertheless he never lost hope that his people will be free and will experience deliverance. His commentary of the Pesach Haggadah illustrates his strong messianologic conviction. Don Isaac Abravanel was born in Lisbon in 1437. Searching back the origins of his family tree he traced his roots with King David. According to his studies his ancestors had left Jerusalem after the destruction of the Temple and reached Spain.
Abravanel grew up on the Iberian Half Island. He intensively and comprehensively studied the Bible and became the chief Rabbi of Portugal. At the same time he became the Finance Minister of the
Portuguese king. In 1471 King Alfons conquered the city of Arzilla in Morocco and took many prisoners. Among them were 250 Jews. Abravanel organized a nation wide fundraising among Jewish communities in order to set free these Jewish POWs. He donated himself a fortune from his own property so that these Jews could live two years in Portugal until they learned the language and found a job. Later on Abravanel suffered under the persecutions of the Jews and had to flee to Toledo in Spain. There King Ferdinand and Queen Isabella appointed him in the year 1484 as their Finance Minister for the Kingdom of Castilia and Aragon. Already 8 years later, in 1492, he experienced himself with his family the notorious expulsion of all Jews from Spain. Even his offer to pay an enormous ransom was rejected by the Catholic regime. So once again expropriated he had to emigrate leading a large number of Jews from Spain to Italy. In Naples he became in 1494 again a finance consultant to the local king. But in 1503 he was forced to leave for Venice totally poor. He again served there as a finance consultant to the Serenissima. Abravanel died in Venice in 1508 and was buried in Padua. One year later the Jewish cemetery there was completely destroyed in war actions. His grave is untraceable.
Abravanel's written heritage is not composed of economic and financial treatises. He left us monumental and most valuable Torah commentaries and philosophical books which deal with essential topics of religious belief such as the Creation of the Universe or the resurrection of the dead. His personal intensive political experience at the court of a number of kingdoms increased his distrust towards monarchies and politics in general. His interpretational comments to Genesis chapters 4 and 9 illustrate it. In his comments to the book of Exodus and to book Samuel I chapter 8 he well understood how the prophet had interpreted the request of the Israelites to get a King as a rebellion against the Kingdom of God. Abravanel preferred a republican constitution and described the ancient Israelite Theocracy according to the model of the constitution of Venice.
Abravanel's unique method of Bible commentary is characterized by him posing an extensive sets of questions relating to a topical section. A further specialty of his Bible commentaries are his detailed introductions to each book, in which he summarized the essentials of the book. His methods were unconventional for the Middle Ages. He applied them also in his explanations of the Pesach Haggadah. He formulated to the Haggadah 100 questions!
Special to them is that he called them "gates". His concept: the gate to knowledge is a question! Doing so it is no wonder that Abravanel is considered as one of the leading philosophers of his time. Like Socrates he formulated questions. His questions followed the purpose of the Four "Kushiyot" (Questions) posed by the youngest participant of the Seder Evening: They look for the unique character of the Seder Evening. The special meals and sitting order are designed by the Halachah (valid Jewish guideline) to raise questions among the children, so that they will expect explanations.
Since we will not translate all 100 Abravanel questions in this frame work, we will focus on a few in order to be able to also provide Abravanel's answers to them.
Question: Why does the Haggadah text begin in the Aramaic language?
Abravanel: The ordinary people of Israel, the women and mainly all the children who could hardly speak or understand Hebrew at the Mishna time, when the Pesach Haggadah (Pesach Story) was composed, should understand the content. So it was in Aramaic, the spoken language at that time. Since the beginning of the Haggadah is an invitation to come an join the meal it was important to make sure that the poor people would understand the offer.
Q: Why was the Matzah named as the "bread of the poor people" (Lachma anya)? In the Seder Evening it is obligatory to say loudly at least the words: "Pesach, Matzah, Maror". Actually the Matzah should remind more of the redemption than of the poverty of the time of the enslavement.
A: Because the Matzah is an unleavened bread it is very thin. So it symbolizes deprivation and the humiliation of slavery. Abravanel named a further reason: The Matzah takes long to digest. So the Matzah suits well poor people as a meal providing a long standing feeling of been fed.
Q: Why then is the sentence "Le Shana Haba'a benei chorin" (Next year free people) formulated in Hebrew and not in Aramaic?
A: The reason for the Hebrew formulation was that foreign nations under which the Israelites lived should not understand it and therefore might suspect the intention of a Jewish rebellion. Q: What does the name of the Egyptian King "Pharaoh" mean in Hebrew? A: The word Pharaoh sounds in Hebrew like "Pe ra" meaning an evil mouth. Q: What is the meaning of the Hebrew country name for Egypt, which is Mitzraim? A: In Hebrew the country name Mitzraim is spelled and sounds similar to the Hebrew word "Metzarim" which means a bottleneck or a narrow and pressing path.
Q: Abravanel asked: "What had we gained from the Exodus from Egypt and the related redemption if we (he and his Jewish contemporaries) are now again in exile?"
A: First of all the gain was the impact that the nations of the world recognized the supremacy of God and were informed that God chose Israel as his people. Secondly Israel inherited the land of Israel and spent there over 1,300 years. Thirdly and importantly the people of Israel received the Torah after the Exodus from Egypt on the way to Israel. Since then the "Shechina" and the "Hashgacha" reside with the people of Israel. So despite that the Jews are in the Diaspora they can learn the Torah and learn about the miracles God did. This fills the Jews, so Abravanel, with the hope for the redemption to come.
Q: Where from does the name of God,,HaMakom" come? See the blessing: ,,Baruch Ha Mako m" .
A.: ,,HaMakom" means „The Place". Already Chazal (the ancient leading wise men) used to describe with this name that God was comprehensive and omnipresent everywhere. The name ,,HaMakom" points at the ubiquity of God, in heaven and on earth, in the higher Spheres and beyond. So this way the blessing can be understood ,,Baruch Hamakom", i.e. Blessing / blessed is the exalted Place, which is beyond our perception.
Q: What for does the phrase stand: „MiTchila Ovdei Avoda Zara Hyju Avotenu VeAchshaw Kervanu HaMakom LeAvodato" (In the beginning our fathers were idolaters, but now HaMakom brought us nearer to him, so we can serve him.)
A: This statement reflects the structure of the whole Haggadah: At first rejection, then finally worship. For this purpose Abraham is given as an example: At first Abraham did not possess the land, nor had he the complete faith neither did he have a promised son. But at the end he was given all of it.
Follwoing are a few more important explanations of Abravanel to the Haggadah. His extraordinary ability to serve as a comforter to his people Abravanel proves in his interpretation relating to the exile. He contradicted other scholars who tried to see the Egyptian exile as a punishment for the sins committed by the sons of Jakob. Abravanbel emphasized that the Egyptian exile was an implication of the treatment of Josef by his brothers but not a punishment. Therein the Egyptian exile was different from the Babylonian and from the Roman Exile. The blessing „Baruch Schomer Havtachto Lelisrael" (Blessed is the keeper of his promise to Israel) in the Haggadah is also valid independently from the sins of the Israelites, because God will fulfill his promises in any case. From this one can imply that since God kept his promise and liberated the Israelites from Egypt despite their sins, he will do so also in future and keep his promise to the Children of Israel and will liberate us too. This was an important message to his contemporaries many of whom experienced the expulsion from Spain. T h e i r f a t e s h o u l d n o t b e w r o n g l y i n t e r p r e t e d a s i f t h e y w e r e t h e m s e l v e s t o b e b l a m e d f o r t h e c r i m e s d o n e t o t h e m a s i f i t w a s a p u n i s h m e n t . Abravanel wanted to release his fellow Jews from an unnecessary guilt complex. The criminal behaviour of the Pharaos, Torquemadas and Hitlers must not be blamed on the Jews who were the victims! The crimes of others must not be misunderstood as if they resulted from a wrongdoing on the Jewish side.
In the Haggadah it says: „ScheHaju Israel Metzuyanim Scham", that Israel was distinguished in Egypt.
Abarbanell indicates that the word "metzuyanim" here can be interpreted not only as 'distinguished' (meaning excellent). „Mezuyanim" can be derived from another root meaning "marked". Abravanel supports his view referring to the fact that the Israelites kept their Hebrew language , which one can prove by the personal names, the clothing and the religion they preserved. These marked qualities distinguished the Israelites from the Egyptians. The fact that the Children of Israel preserved their identity was crucial for their later liberation from the slavery in Egypt.
In his interpretation of the Haggadah Abravanel emphasizes that God himself rescued the people of Israel from Egypt, not a mediator or a messenger, not even an angle. God speaks explicitly in first person language:„VeAVarti" (and I went through)- ,,Ani veLo Malach" (I and not an anglel), ,,Ani VeLo Saraf' (I and not a Seraph). We learn that we own our liberty directly to God and to noene else. The Haggadah teaches us that if God did not rescue our fathers from Egypt then, we would be still enslaved their today. Therefore everyone should personally be grateful to God for his liberty and thank God for that especially on the Pesach Holiday.
For the upcoming Pesach holiday which is also called Chag Ha-Cherut (The Holiday of Liberty), Chag HaGe'ula (The Holiday of Redemption), we wish us and all the Children of Israel to be liberated from physical and from mental chains, so that we can devote ourselves like Abravanel to the many questions of history and of the present time. Abravanel can serve us as a model of a person who never gave up hope even during tough times. We wish you Chag Sameach! A Happy Pessach Holiday!
Jüdisches Leben in Bayern · Nr. 109/2009 . Jewish Life in Bavaria - Nr. 109/2009
The magazine of the Jewish Communities in Bavaria, Germany. Supervising Editor Prof. Daniel Krochmalnik from the leading Heidelberg University of Jewish Studies.
Footnotes:
1.Zewach Pesach, Commentary of the Hggdah of Pesach, (Constantinopel 1505), Ozar Peru-shim veZiyurim shel Haggdah Shel Pesa ch, Or HaKodesh (Publisher), Jerusalem, 2005. 2 Among Abravane's philosophical Books are: Mifalot Elokim, Studies about the Creation of the univers (Venice 1592); Rosh Amana, A b o u t t h e Dogmas (Amsterdam 1505); Abravanel's Commentary to Maimonides' More Nevuchim, which was first published in 1881in Prag. 3 Dr. Shaul Regev, The Interpretations Method of Abravanel, Mchanaim Nr. 4, 1993.
About the author: Ari Lipinski, born in Israel, Business Administration & Bible at the Barllan-University and achieved his MBA at the University of Hertfordshire near London. He was a couple of times the envoy in Germany of israeli organisations like the KKL, the Bar Ilan University and the Jewish Agency). Ari Lipinski is author of a number of publications about Israel and lectures in Germany and in Israel to many German and US audiences about special Hebrew Bible commentaries and about Israel's security.
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MID-LATITUDE CYCLONES
Lesson Description
In this lesson we:
- Examine the origin of mid-latitude cyclones
- Discuss the conditions necessary for their formation
- Describe the stages in their development
- Discuss their effect on human activities
Summary
Origin and Development of Mid-latitude Cyclones
Origin of Mid-latitude Cyclones
- Form in mid-latitudes: 40 0 to 60 0 North and South
- Polar Front: warm, moist subtropical air meets cold polar air
Development of Mid-latitude Cyclones
Stage 1: Initial Stage
- A wave forms in the polar front (caused by jet stream, mt. range or coastline)
- Low pressure cell develops: winds deflect (Coriolis force) as air blows into low pressure cell along pressure gradient
Stage 2: Mature Stage
- Wave deepens and a stronger pressure gradient develops
- Polar front forms cold front (ahead of cold sector) and warm front (ahead of warm sector)
- Air blows in a clockwise direction into the low pressure
- Cold front – thunderstorms (cumulonimbus clouds); warm front – light, widespread rain (nimbostratus clouds)
Stage 3: Occluded Stage
- Cold, dense air sinks and wedges underneath less dense, warmer air – warmer air is lifted off the ground
- Warm sector appears to narrow (on plan view) as cold front overtakes warm front
- Nimbostratus clouds with rain
Stage 4: Degeneration Stage
- Only cold air at ground level, rain and clouds clear up
- Isobars even out
06 FEBRUARY 2014
Occluded Front
(Source: http://img543.imageshack.us/img543/2711/g4pn.gif)
Test Yourself
Question 1
(Adapted from Feb/Mar 2012, NCS, Paper 1, Question 2.1)
Refer to the figure below which shows a mid-latitude cyclone. Supply the appropriate term for each of the statements below.
1.1 Identify the front labelled A.
(2)
1.2 State the type of cloud associated with the approach of a mid-latitude cyclone. (2)
1.3 Name the thunderstorm cloud associated with front A. (2)
1.4
The term used to describe the process when a cloud front catches up with the warm front at the apex (
C
).
(2)
1.5 Identify the front D which rarely affects the weather of South Africa. (2)
Improve your Skills
(Source: SA Weather Service)
Question 4
From which pressure belt does cell C originate?
Question 5
Explain why mid-latitude cyclones move from west to east.
Question 6
Mid-latitude cyclones tend to occur in "groups" called
Question 1
What season is represented on the synoptic map? Give TWO reasons to support your answer.
Question 2
Estimate the air pressure at the centre of cell C.
Question 3
Describe the air movement associated with cell C.
.
Question 7
Discuss how weather conditions will change over the Eastern and Western Cape regions over the next two days. Refer only to precipitation, humidity and precipitation.
Question 8
In what stage is cell C? Explain your answer.
Question 9
Explain how the wind direction at Marion Island will change over the next two days.
Question 10
Describe TWO negative effects that mid-latitude cyclones could have on the economy of the Western Cape.
Links
- Cold Fronts and Warm Fronts: http://www.youtube.com/watch?v=huKYKykjcm0 | <urn:uuid:6584a393-df47-41b5-b42b-007a1a4fca0b> | CC-MAIN-2017-26 | http://learn.mindset.co.za/sites/default/files/resourcelib/emshare-show-note-asset/LXL_Gr12Geography_01_Midlatitude%20Cyclones_06Feb2014.pdf | 2017-06-29T03:44:54Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00062.warc.gz | 236,504,636 | 758 | eng_Latn | eng_Latn | 0.979146 | eng_Latn | 0.983467 | [
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Species Sheets: Peregrine Falcon
Common name:
Peregrine Falcon
Latin Name: Falco peregrinus
Field Marks:
Length 16-20 inches
Wing span 36-44 inches
photo by Kate Davis ©
A mong the most famous raptors with 19 subspecies across the world and 3 in North America. Cosmopolitan. Sexes alike in plumage. Large, stocky falcon with dark hood and mustache, or "malar" stripe. Bluish black above with spotted light underparts with rufous hue. Juvenals are browner. Skin around eye (eye-ring) and at base of beak (cere) changes from blue to yellow after one year. Used to be called Duck Hawk.
Habitat:
Open country, cliffs, and recently even large cities, where they nest on window ledges and feed on pigeons. One of most widely distributed birds in world.
Behavior:
Primarily feeds on birds. Peregrines are one of the fastest flying of birds, with "stoops" or dives at prey at over 200 miles per hour. Prey are hit in the air and knocked to the ground with falcon's closed feet, or may plucked from the air in highspeed chase.
Nest and eggs:
Cliff nesters with only a "scrape" or bare area
needed to lay the typically 3 or 4 eggs. Also skyscraper ledges and bridges. Young hatch at 3235 days and learn to hunt with parents.
Movement:
Name peregrinus means "wanderer," referring to this falcon's long-distance migrations. Subspecies from Canada (Falco peregrinus tundrius) the most migratory. Our continental subspecies, Falco peregrinus anutum, migrates into South America in the winter.
Interesting Fact:
Seriously endangered after the widespread use of DDT in the 1940's until 1972. This pesticide was used to control insect pests on crops, and caused eggshell thinning so that reproduction failed. Species was extinct east of the Great Plains. Over 6,000 Peregrines bred in captivity have been reintroduced to the wild by Peregrine Fund. Gradually the original numbers have been restored. Continental subspecies removed from Endangered Species List in August, 1999.
© copyright
2001
Kate Davis
Range Map: Peregrine Falcon
Copyright © 2001 by Montana Audubon | <urn:uuid:e2254514-9b7d-45cf-9820-c4c460409bcc> | CC-MAIN-2017-26 | http://raptorsoftherockies.org/pdf/species/peregrinefalcon.pdf | 2017-06-29T03:38:49Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00061.warc.gz | 336,682,186 | 523 | eng_Latn | eng_Latn | 0.99718 | eng_Latn | 0.996437 | [
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March 18, 2011
FOR IMMEDIATE RELEASE
FLORIDA AGRICULTURE IN THE CLASSROOM GIVES 35 TEACHERS GRANTS FOR AGRICULTURE PROJECTS
Gainesville -- Pre-kindergarten through 12 th grade students across Florida are planting school gardens, raising chickens and starting other agriculture projects thanks to 35 teacher grants given by Florida Agriculture in the Classroom, Inc.
More than $32,000 in grants was awarded by the Gainesville-based non-profit to teachers who are using creative projects to teach not only lessons about Florida agriculture, but lessons on a variety of subjects, with the agriculture projects being the starting point to engage students.
The funding is giving more than 6,000 students an up-close look at agriculture and comes from money that Florida Agriculture in the Classroom receives from the sale of the agriculture specialty license plate called the "Ag Tag."
"Students with no prior agriculture background enjoy seeing where their food comes from," Florida Agriculture in the Classroom Chairman Jennifer W. Sills said. "Students are excited and eager to learn because the projects are hand-on, creative and fun."
Projects selected for funding are as follows:
* "Agriculture: Fun and Learning Go Together" (Bradford County) -Students in pre-kindergarten through fifth grade at Starke Elementary are learning about Florida agriculture, nutrition, math and science concepts by building raised bed gardens and participating in Florida Agriculture in the Classroom lessons.
* "Suntree Community: The Interaction of Plants, Humans and Insects" (Brevard County) -- Fourth and fifth graders at Suntree Elementary are learning about Florida agriculture and pollination by planting a butterfly garden and growing produce in a greenhouse.
* "Palm Bay Academy Green Room for Kids" (Brevard County) – Sixth, seventh and eighth graders at Palm Bay Academy are learning about the Florida horticulture industry by planting a schoolyard garden and participating in Florida Agriculture in the Classroom lessons. ($1,000)
* "Grow a Green Business" (Broward County) – Sixth, seventh and eighth graders at Sawgrass Springs Middle School are learning about the Florida
horticulture industry by growing herbs and landscape plants and selling them to the community afterward.
* "Grounds for Healthy Growth" (Broward County) – Sixth and seventh graders at Driftwood Middle School are learning the importance of agriculture by planting raised bed garden and establishing a hydroponics garden.
* "On My Own" (Calhoun County) – Exceptional education students in kindergarten through fifth grade at Blountstown Elementary are learning about agriculture and nutrition by growing vegetables in a school yard garden and cooking and preserving them afterward.
* "Farming for Snacks" (Clay County) – Pre-kindergarten students at Aurora's Pre-K Clubhouse are learning about agriculture by growing fruit and vegetables in a schoolyard garden and eating them for snacks afterward.
* "A Comparison and Contrast of Watering and Fertilizing Methods" (Collier County) – Third graders at Pinecrest Elementary are using four box gardens in their schoolyard to plant vegetables and herbs and compare irrigation and nutrient methods.
* "The Green House Classroom" (Duval County) – Special needs students in sixth, seventh and eighth grade at the Broach School of Jacksonville West Campus are comparing yields of a container, hydroponics and aquaponics garden.
* "Garden in the Corner" (DeSoto County) – First and second graders at West Elementary are growing their own food in a hydroponics garden and learning about agriculture by participating in Florida Agriculture in the Classroom lessons.
* "Preserving Florida's Bounty" (Hardee County) – Culinary arts students at Hardee Senior High School are learning about Florida agriculture by growing, preserving and selling preserved items at school events.
* "Bountiful Butterflies in a Schoolyard Garden" (Highlands County) – Students in pre-kindergarten through first grade at Parkview Pre-K are learning about growing plants and the importance of pollination by constructing a schoolyard garden.
* "Food for Thought" (Highlands County) – Students in pre-kindergarten through third grade at Lake Country Elementary are learning about how food is grown and different methods of farming that conserves water and nutrient use by expanding a hydroponics garden and adding an AeroGarden.
* "We Aren't Chicken" (Hillsborough County) – Kindergarteners and first graders at Odessa Christian School are learning about the life cycle of chickens by incubating and hatching eggs in the classroom.
* "Agriculture Service Learning" (Hillsborough County) – First and fifth graders and exceptional education students at J.S. Robinson Elementary are learning about Florida agriculture and the environment by planting container gardens, participating in Florida Agriculture in the Classroom lessons and videotaping the garden for students' weekly video journals.
* "Surviving and Thriving on Alternative Water Sources" (Hillsborough County) – Students in sixth, seventh and eighth grade at Dowdell Middle Magnet School are learning about water and soil conservation using a rain barrel and hydroponics growing system.
* "Salt and Peppa' Chicken" ( Hillsborough County) – Fourth and fifth graders at Lawton Chiles Elementary are learning about how food goes from
the farm to the table by rearing chickens, collecting their eggs and selling the chicks.
* "Hope for Butterflies" (Jackson County) – High school age students with disabilities at Hope School are learning about how plants grow and how butterflies pollinate by planting a schoolyard garden and participating in Florida Agriculture in the Classroom lessons.
* "Pre-K Garden Experience" (Jackson County) – Pre-kindergarteners at Graceville Elementary are learning about where their food comes from by planting and learning lessons from a schoolyard vegetable garden.
* "From Garden to Table to Classroom" (Lake County) – Students in kindergarten through fifth grade at Clermont Elementary are learning about Florida agriculture by expanding a schoolyard garden and participating in Florida Agriculture in the Classroom lessons.
* "How Does Your Garden Grow?" (Lee County) – Students in kindergarten through eighth graders at St. Michael Lutheran School are learning about Florida agriculture by planting vegetable and salsa gardens and participating in Florida Agriculture in the Classroom lessons.
* "Agriculture - Land to Hand to Mouth" (Marion County) – High school students at Marion Technical Institute are learning about how difficult it is to grow food from seed and the careers involved in it as they build a green house and grow herbs, fruits and vegetables in it.
* "Harvesting with Hydroponics Project" (Martin County) – High school students at J.D. Parker Learning Center are learning biology and economics lessons with a hydroponics growing system.
* "Chewsy Choices" (Dade County) -- First graders at South Miami K-8 Center are learning how to eat healthy by planting a school garden, using the new USDA Food Guide Pyramid and Florida Agriculture in the Classroom lessons.
* "Busy Bees and Butterflies" (Dade County) – Another first grade class at South Miami K-8 Center is learning about the importance pollination by planting a schoolyard garden and participating in Florida Agriculture in the Classroom lessons.
* "Mickens Pickens" (Pasco County) – Exceptional education students from ages 12 to 22 at Moore Mickens Education Center are learning about growing plants and agriculture careers by working with a schoolyard garden.
* "Fugitt Elementary Garden" (Pinellas County) – Students in kindergarten through fifth grade at Fugitt Elementary are learning about plant biology, soil science and human nutrition by maintaining a schoolyard garden and participating in Florida Agriculture in the Classroom lessons.
* "The Buzz about Pollination Gardening" (Polk County) – Students in prekindergarten through eighth grade at St. Paul Lutheran School are learning about the importance of pollination by rejuvenating a schoolyard butterfly garden with more pollinators and participating in Florida Agriculture in the Classroom lessons.
* "Cardinals Outdoor Classroom" (Polk County) – Students in kindergarten through fifth grade at Polk Avenue Elementary in Polk County are participating in science lessons by creating a schoolyard garden and observing the plants and insects in it.
* "Establishing a Sister Farm – Sister School Program" (Sarasota County) – Students in pre-kindergarten through 12 th grade at New Gate Field School in
Sarasota County are partnering with Gamble Creek Farm in which the school is receiving produce and guidance on how to plant a schoolyard garden.
* "Manatee Outdoor Ag Classroom" (St. Lucie County) – Sixth, seventh and eighth graders at Manatee K-8 Center in St. Lucie County are adding a hydroponics growing system and expanding the school's aquaculture program.
* "The SNAPDRAGONS are Growing Green" (Taylor County) – Special needs students in kindergarten through eighth grade at Taylor Technical Institute are learning about Florida agriculture by growing a small vegetable garden.
* "Maintaining Biodiversity Helps Ecosystems and Agriculture" (Volusia County) – Students in sixth through 12 th grade at Volusia County School Environmental Service Learning Legacy Project are learning about biodiversity in agriculture and the environment by planting square foot gardens, observing the natural environment and participating in Florida Agriculture in the Classroom lessons.
* "Put All of Your 'Ags' in One Basket" (Volusia County) – Fifth graders at Manatee Cove Elementary are learning how to grow plants in a fall and spring garden and are participating in Florida Agriculture in the Classroom lessons.
* "Growing Minds by Growing Gardens" (Volusia County) – Students in first through fifth grade at Blue Lake Elementary are learning lessons about math, science and Florida agriculture by plating a schoolyard vegetable and native plant garden.
* * *
For more information, contact Florida Agriculture in the Classroom's Lisa Gaskalla at 352-846-1391 or via e-mail at firstname.lastname@example.org
* * *
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MALARIA
The natural ecology of malaria involves malaria parasites infecting successively two types of hosts: humans and female Anopheles mosquitoes. In humans, the parasites grow and multiply first in the liver cells and then in the red cells of the blood. In the blood, successive broods of parasites grow inside the red cells and destroy them, releasing daughter parasites ("merozoites") that continue the cycle by invading other red cells.
The blood stage parasites are those that cause the symptoms of malaria. When certain forms of blood stage parasites ("gametocytes") are picked up by a female Anopheles mosquito during a blood meal, they start another, different cycle of growth and multiplication in the mosquito.
After 10-18 days, the parasites are found (as "sporozoites") in the mosquito's salivary glands. When the Anopheles mosquito takes a blood meal on another human, the sporozoites are injected with the mosquito's saliva and start another human infection when they parasitize the liver cells.
Thus the mosquito carries the disease from one human to another (acting as a "vector"). Differently from the human host, the mosquito vector does not suffer from the presence of the parasites.
PRANSHUTANGRI, ASSISTANT PROFESSOR, PHARMACY DEPT., SGRRITS
The malaria parasite life cycle involves two hosts. During a blood meal, a malaria-infected female Anopheles mosquito inoculates sporozoites into the human host . Sporozoites infect liver cells and mature into schizonts , which rupture and release merozoites . (Of note, in P. vivax and P. ovale a dormant stage [hypnozoites] can persist in the liver and cause relapses by invading the bloodstream weeks, or even years later.) After this initial replication in the liver (exo-erythrocytic schizogony ), the parasites undergo asexual multiplication in the erythrocytes (erythrocytic schizogony ). Merozoites infect red blood cells . The ring stage trophozoites mature into schizonts, which rupture releasing merozoites . Some parasites differentiate into sexual erythrocytic stages (gametocytes) . Blood stage parasites are responsible for the clinical manifestations of the disease.
The gametocytes, male (microgametocytes) and female (macrogametocytes), are ingested by an Anopheles mosquito during a blood meal . The parasites' multiplication in the mosquito is known as the sporogonic cycle . While in the mosquito's stomach, the microgametes penetrate the macrogametes generating zygotes . The zygotes in turn become motile and elongated (ookinetes) which invade the midgut wall of the mosquito where they develop into oocysts . The oocysts grow, rupture, and release sporozoites , which make their way to the mosquito's salivary glands. Inoculation of the sporozoites into a new human host perpetuates the malaria life cycle. | <urn:uuid:4ac8c6a1-82d9-4571-9b7a-25b3828803c3> | CC-MAIN-2017-26 | http://sgrrits.org/pdf/e-content/pharma/26-4-17/MALARIA.pdf | 2017-06-29T03:47:32Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00061.warc.gz | 363,004,783 | 622 | eng_Latn | eng_Latn | 0.993865 | eng_Latn | 0.994797 | [
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DISCUSSION GUIDE:
Investing in quality neighborhoods for all in St. Louis
PUrpose
This Discussion Guide focuses on the recommendation to "invest in quality neighborhoods for all in St. Louis." It is designed to provide you with a better understanding of the issues involved and the barriers standing in the way of this goal. We encourage you to use the Action Toolkit that accompanies this Discussion Guide to identify ways to bring this conversation to your community and take steps to invest in quality neighborhoods for all in St. Louis. A digital version of both the Discussion Guide and the Action Toolkit, with additional resources, is available at http://forthesakeofall.org/take-action/.
OCTOBER 2015
background
Healthy food options, quality schools, clean air to breathe, and services and amenities like banks and parks are just some of the neighborhood factors that can shape health throughout life. All people should have the opportunity to live in a quality neighborhood. However, policies and informal practices throughout the nation and in our region have divided neighborhoods based on race, social class, or both. This division, or segregation, in neighborhoods often affects the opportunity for all residents to live healthy, productive lives. In addition, living in areas of concentrated poverty isolated from job opportunities can prevent people from climbing the economic ladder. In St. Louis, and around the nation, this segregation can actually be deadly. The good news is that there are solutions for investing in quality neighborhoods for all.
The history and impact of segregation in St. Louis1,2
Like many cities across the United States, St. Louis has a long history of racial segregation. This segregation was not just the result of individual choice, but was shaped by public policies and private practices at the federal, state, and local levels.
In St. Louis, such policies and practices have included:
* Segregated and underfunded public housing projects, such as Pruitt-Igoe
* Restrictive deed covenants making it illegal for African Americans to live in certain neighborhoods
* Urban renewal projects that demolished neighborhoods and displaced residents
* Preferential lending under the Federal Housing Administration
Policies such as these, and many others, fueled housing discrimination against African Americans and supported the movement of white families from city centers into suburban areas, a phenomenon known as "white flight."
Even as some of these policies have been outlawed or abandoned, others have replaced them. For example, present-day zoning laws that exclude multi-family homes are types of policies that lead to segregation. This segregation, over time, has led to areas of "concentrated poverty," defined as neighborhoods where 40% of families or more live at or below the poverty level. Moreover, neighborhoods with concentrated poverty where the majority of families are non-white are called "racially concentrated areas of poverty."
Source: OneSTL, The Metropolitan St. Louis Equal Housing and Opportunity Council, East-West Gateway Council of Governments. Fair Housing Equity Assessment. St. Louis, MO; 2013.
Realtor's Agreement Areas
(Unrestricted zones in which realtors were
permitted to sell or lease to African Americans)
Darst-
Webbe
Pruitt Igoe
Restrictive Covenants
(Areas where property owners were prohibited
from selling to African Americans)
Mid 1900s Segregated Residential Areas
Mill Creek Valley
City of St. Louis
What are the components of a quality neighborhood?
Jobs and economic opportunity are core components of a quality neighborhood. However, anchor institutions (e.g., hospitals, colleges, and business centers) that can serve as hubs for providing jobs and promoting economic development in the surrounding community are often missing in low-income neighborhoods. 3 The U.S. Department of Housing and Urban Development (HUD) has created a tool that helps define access to quality neighborhoods by ranking neighborhoods on the availability and proximity to community assets and determining who lives there. 4 In this tool, called the Affirmatively Furthering Fair Housing Data and Mapping Tool, higher scores indicate better access to high-quality, high-opportunity neighborhoods. 5 According to this tool, in the City of St. Louis and St. Louis County, the average white resident lives in a neighborhood that ranks 2 times higher in school quality and labor market strength compared with the average African American resident. This difference remains even between whites and African Americans with lower incomes. 5
Concentrated poverty and high unemployment in neighborhoods are often among the underlying causes of crime. Violent crime and other forms of violence affect the quality of neighborhoods and the health of their residents. The violent crime rate in the St. Louis region is 432 crimes per 100,000 people, but crime is not distributed equally across neighborhoods. 6 Violence is often more concentrated in low-income and African American neighborhoods. Homicide was the 5th leading cause of death for African Americans in the region between 2009 and 2013, and the number 1 cause of death among African Americans between 15 and 44. 7 All people, regardless of race, should have the opportunity to live in a safe neighborhood that is free of violence.
Even among the poorest residents in the region, white families are less likely to live in neighborhoods of concentrated poverty than African American families.
Source (orange box): American Community Survey 2009-2013 5-year estimates Source (blue box): U.S. Department of Housing and Urban Development (HUD), Affirmatively Furthering Fair Housing Data and Mapping Tool
Violent injuries, accidents, and suicides are all public health concerns that impact families. However, violence has far-reaching health impacts beyond its immediate victims. Being exposed to violence in neighborhoods can lead to post-traumatic stress disorder (PTSD), toxic stress, and other mental health disorders such as depression and anxiety. 8 These mental health concerns are related to chronic conditions like heart disease and to birth
Quality
Schools
Labor Market
Strength
Employment
Opportunities
Transportation
Options
Healthy Food
& Recreation Options
Healthy
Environment
Neighborhood
Safety
Components of a quality neighborhood
Source: Adapted, in part, from the U.S. Department of Housing and Urban Development (HUD), Affirmatively
Furthering Fair Housing Data and Mapping Tool.
Notes: Labor Market Strength includes unemployment rate, labor force participation rate, and % with Bachelor's degree or higher. Quality Schools is defined as elementary school proficiency in math and reading on state exams.
problems for mothers and infants. 9 Violence has an especially powerful impact on children, who are at increased risk of mental and physical health problems as a result. 10
The built environment, such as buildings and sidewalks, can also impact residents' perception of safety. Safety concerns can make it difficult to live a healthy lifestyle. For example, fewer safe spaces for outdoor recreation may make it more difficult to be physically active. 11 Only 39% of African Americans in the City of St. Louis rate their neighborhood as safe, compared with 65% of whites. In St. Louis County, 62% of African Americans rate their neighborhood as safe, compared with 87% of whites. 12 All people, regardless of race, should have the opportunity to live in a safe neighborhood.
Quality neighborhoods that promote health should also have access to fresh, high quality foods. However, fewer African Americans (66%) in the City of St. Louis report that it is easy to buy healthy food in their neighborhood compared with whites (86%). A gap also exists between African Americans (73%) and whites (91%) in St. Louis County. 12 All neighborhood environments should also be safe from harmful chemicals (e.g., lead, pollutants, and industrial waste). However, low-income and racial-minority neighborhoods often have higher rates of environmental health hazards like poor air quality 13 and related diseases like cancer. 14
strategies
Ensure equitable housing for all residents
Enforcing existing laws is one way to ensure that fair and equitable housing and neighborhood development practices are safeguarded for all residents. The opportunity for residents to relocate to, or remain in, quality neighborhoods should be protected. Tax, zoning, and other housing policies can help ensure that residents have choice and voice in housing and neighborhood development, without resulting in displacement. Specific examples include community land trusts, affordable housing development, non-profit owned housing, and down-payment assistance.
Local examples include:
* In September 2015, the Ferguson Commission released 189 calls-to-action, many of which aligned with the For the Sake of All recommendations. The Commission urged government to use inclusionary zoning ordinances to include a certain portion of affordable housing units for all new or rehabilitated projects. The Commission also supports the Low Income Housing Tax Credit (LIHTC) program, which provides tax credits to developments of affordable rental housing specifically in highopportunity neighborhoods. 15
* Voices of Women (VOW) STL is a community development corporation in the Forest Park Southeast neighborhood that brings together long-time residents to ensure they have voice and choice in the development of their areas. They work with local developers to ensure long-time residents can afford to stay in their homes. They also support home repairs, advocate for fair housing policies, and promote racial and economic diversity in the community.
National examples include:
* Section 3 of the HUD Act of 1968 ensures that HUD-funded jobs training is provided to low-income residents. It also ensures that HUD-funded contracts are provided to businesses that employ low-income residents. A new law ensures that Public Housing Authorities and other grantees are compliant with Section 3. Publicizing this new law will support its enforcement, which may help foster economic development in low-income neighborhoods. 16
Address violence as a public health problem in neighborhoods
Violence is a public health problem that impacts the quality of neighborhoods. In St. Louis, homicide is a leading cause of death for young African Americans, and violence is a source of trauma and stress for people living in affected neighborhoods. Interventions that have been explored or implemented in St. Louis such as focused deterrence, violence interruption, and hospital-based violence intervention programs are examples of public health approaches to addressing gun violence in the region.
Local examples include:
* The Gun Violence Initiative at Washington University in St. Louis is an institutional response to the February 2015 call-toaction for a public health approach to firearm-related violence by leading health and legal or law enforcement organizations. Across University departments and in collaboration with other university and community partners, the initiative focuses on three key areas: What We Know, What We Need to Know, and What to Do. The University has also worked to convene key leaders to develop a coordinated approach to gun violence in St. Louis.
Invest in a regional economic development system and a range of public health solutions
Strategic community partnerships and regional economic integration are key strategies for improving the quality of neighborhoods.
Local examples include:
* Invest STL is a regional community economic development system in St. Louis. The goal is to efficiently pool local and national resources to invest in sustained community revitalization. Invest STL was developed by a group of organizations, including Community Builders Network, Metro St. Louis CRA Association, Greater St. Louis Community Foundation, United Way of Greater St. Louis, and IFF.
* The OneSTL plan for sustainable regional development was created to better coordinate policies and spending related to housing, transportation, and environmental concerns. The OneSTL network promotes collaboration on regional goals by offering strategies, toolkits and a web-based resource for sharing data across the region.
Successful models of community partnerships that support quality neighborhoods should also be promoted. One strategy is to market the benefits of racially and economically diverse neighborhoods with strong civic associations.
* City Garden Montessori School's mission is to provide quality education to children from all backgrounds. Since students must live in the surrounding community, its success depends on the racial and economic diversity of these neighborhoods. Through an academic-community partnership, the school's Affordable Housing Task Force assessed neighborhood change and recommended strategies to sustain diversity in The Right to Stay Put. 17
A public health approach should also address a range of neighborhood components, including safe, walkable streets and sidewalks, access to fresh, high quality foods, green space for recreation, and environments free of harmful chemicals. Schools, universities, hospitals, and businesses are examples of institutions that can partner to implement public health solutions in neighborhoods.
SUMMary of key points
* Where you live can affect your health in many ways. The physical and social environment, services, and opportunities available in neighborhoods can either enhance or limit an individual's choices affecting health and well-being.
* All people, regardless of race or socioeconomic status, should have the opportunity to live in a quality neighborhood. This is not always the case due to past and current policies and practices that lead to segregation and inequity among neighborhoods.
* Investing in policies and initiatives that increase racial and socioeconomic diversity in neighborhoods, supporting access to equal housing, and encouraging community member involvement can help improve the health of communities and their residents.
* Violence, and particularly gun violence, represents a public health issue, affecting not only the individuals involved, but also neighborhoods and the region as a whole.
discussion questions
References
1. Gordon C. Mapping Decline: St. Louis and the Fate of the American City. 2008.
2. Fair Housing Equity Assessment. OneSTL; 2013.
3. Frey WH, Myers D. Neighborhood segregation in single-race and multirace America: A Census 2000 study of cities and metropolitan areas. Washington, Fannie Mae Foundation. 2002.
4. U.S. Department of Housing and Urban Development. Affirmatively Furthering Fair Housing. http://www.huduser.gov/portal/affht_pt.html#affhassess-tab. Accessed on September 21, 2015.
5. U.S. Department of Housing and Urban Development. Affirmatively Furthering Fair Housing Data and Mapping Tool. http://affht.vsolvit.com. Accessed on September 21, 2015.
6. OneSTL Indicators: Crime. http://www.onestl.org/indicators/distinctive/metric/crime. Accessed August 21, 2015.
7. Missouri Department of Health and Senior Services. Missouri Information for Community Assessment. http://health.mo.gov/data/mica/mica/death.php. Accessed on August 18, 2015.
8. Overstreet S, & Braun S. Exposure to community violence and post-traumatic stress symptoms: Mediating factors. American Journal of Orthopsychiatry. 2000;70(2): 263.
9. Dunkel Schetter C, & Tanner L. Anxiety, depression and stress in pregnancy: implications for mothers, children, research, and practice. Current Opinion in Psychiatry. 2012;25(2): 141–148
10. Dube SR, Felitti, VJ, Dong M, Giles WH, & Anda RF. The impact of adverse childhood experiences on health problems: evidence from four birth cohorts dating back to 1900. Preventive Medicine. 2003;37(3): 268-277.
11. Miles R. Neighborhood disorder, perceived safety, and readiness to encourage use of local playgrounds. American Journal of Preventive Medicine. 2008;34(4): 275-281.
12. Missouri Department of Health and Senior Services. Community Data Profiles. Health & Preventive Practices Profile. http://health.mo.gov/data/CommunityDataProfiles. Accessed on August 21, 2015.
13. Cushing L, Morello-Frosch R, Wander M, Pastor M. The Haves, the Have-Nots, and the Health of Everyone: The Relationship Between Social Inequality and Environmental Quality. Public Health. 2015;36(1):193.
14. Morello-Frosch R, Jesdale BM. Separate and unequal: residential segregation and estimated cancer risks associated with ambient air toxics in US metropolitan areas. Environmental Health Perspectives. 2006:386-393.
15. Ferguson Commission. Opportunity to Thrive: Housing. Forward through Ferguson: A Path Toward Racial Equity. http://forwardthroughferguson.org/report/signature-priorities/ opportunity-to-thrive. Accessed on October 4, 2015.
16. U.S. Department of Housing and Urban Development. Economic Opportunities for Low- and Very Low-Income Persons. http://www.huduser.gov/portal/economicOpportunities. html. Accessed October 2, 2015.
17. Bologna J, Kantor N, Liu Y, & Taylor S. The Right to Stay Put: City Garden Montessori School and Neighborhood Change. Center for Social Development at Washington University. http://csd.wustl.edu/Publications/Documents/city-garden_final-report.pdf.
Funding for this project was provided in part by Missouri Foundation for Health. The Foundation is a resource for the region, working with communities and nonprofits to generate and accelerate positive changes in health.
1 What does a quality neighborhood look like to you? Who lives there? What features, services, or conditions are present?
2 Based on the factors discussed in this guide, how would you rate the current quality of your neighborhood? How does your neighborhood limit or expand healthy choices for residents?
3 What opportunities do you see for improvement in your neighborhood?
4 What do you feel is the greatest barrier to improving diversity and inclusion in St. Louis neighborhoods? Are there policies or initiatives that could help overcome this barrier?
5 Who in the St. Louis community is currently working to improve the health, stability, and diversity of neighborhoods?
6 How can we turn an "unhealthy" neighborhood into one that is "healthy"?
7 What do you think the top priority(ies) should be in community design and development?
8 How have you seen violence affect your neighborhood or the community at large?
9 What strategies do you think would be effective in reducing violence in our community?
10 What would you be willing to do help improve the quality of neighborhoods for all in St. Louis?
Who are you willing to talk with about the importance of quality neighborhoods? 11 | <urn:uuid:dad5dcaa-319d-4164-b78d-3aaa5bc3dd48> | CC-MAIN-2017-26 | https://forthesakeofall.org/wp-content/uploads/2016/06/discussionguide4_neighborhoodquality.pdf | 2017-06-29T03:55:20Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00059.warc.gz | 748,264,210 | 3,717 | eng_Latn | eng_Latn | 0.994807 | eng_Latn | 0.996043 | [
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FOOD AND FUND DRIVE
Contents Tips for a successful Food and Fund Drive List of best foods to donate TOOL KIT
-
Sample flyer
-
Printable signs Contents
- Tips for a successful Food and Fund Drive
- List of best foods to donate
- Sample flyer
- Printable signs
Tips For A Successful Food and Fund Drive
Start with the basics
- When is your Food and Fund Drive happening?
- What supplies do you need?
- Complete the registration form on feedingchittenden.org
Set a Food Drive goal
- How many pounds of food do you want to gather? How many dollars in donations?
- Setting a goal allows people to be motivated in their personal fundraising efforts
Promote your event
- Distribute flyers, send emails, share the link on your social media pages, tell friends and neighbors
- Make your Fund Drive competitive! A contest always motivates people, so if you are holding the drive at your school make it a challenge between grades or classrooms with the winner being the one to bring in the most pounds of food.
- Matching donations another way to drive contributions. Reach out to your local businesses to see if they might agree to donate $25 for every 50 pounds of food you collect. This matching donation could also help in promoting the food drive by putting it on your flyer and posters!
- Get the word out to the community about the Food Drive!
What to do when your Food Drive is done
Your food drive is complete. Congratulations! Here's what to do when your food drive is finished:
- Arrange transportation
- Determine how many cars or trips will be needed and who will be able to help move the donations at the Food Drive site. Be careful, boxes of food can be heavy!
- Where to drop off? The Chittenden Emergency Food Shelf at 228 North Winooski Ave, Burlington VT.
- We are open to accept donations Monday-Friday 9am4pm. Additional hours for drop off can be arranged as needed by contacting Kelly McLemore at 802658-7939 ext. 24
- When you drop off the product, we will tell you how many pounds you "raised." You can also pick up a tax deduction form at this time.
- Share your results! W e want to know about your goals and your success. Make sure to take photos and share them on your social media sites. If you are not familiar with social media just let the Food Shelf know
The following items are excellent, nonperishable choices for food drives:
Canned fish-tuna, salmon, sardines, etc.
Peanut Butter
Cereal-all varieties
Canned fruits-all varieties
Canned vegetables-all varieties
Canned meat-beef, pork, chicken, etc.
Canned soups and chili
Boxed meals-Macaroni & Cheese, Hamburger Helper, etc.
Pasta of any kind pasta sauce-all varieties
Rice any type
Canned vegetables-all varieties
Shelf-stable Juice
Portable ready-to-eat snack foods—kid friendly
*Critical Need
By supporting the Chittenden Emergency Food Shelf, you are making an investment in your community. With your continued support, we can bring about the change necessary to provide opportunities for those who need them most.
When:
Where:
Sponsored by:
Not sure of what to bring to a Food Drive?
Canned fish-tuna, salmon, sardines, etc. Peanut Butter Cereal-all varieties Canned fruits-all varieties Canned vegetables-all varieties Canned meat-beef, pork, chicken, etc. Canned soups and chili
Boxed meals-Macaroni & Cheese Pasta of any kind—pasta sauce Rice any type
Canned vegetables-all varieties
Shelf-stable Juice
Portable ready-to-eat snack foods—kid friendly
Cash donation for the Food Shelf to purchase the food directly | <urn:uuid:fc58491f-c830-4dff-b97c-96014665ecf7> | CC-MAIN-2017-26 | http://feedingchittenden.com/files/Food-and-Fund-Drive-Tool-Kit.pdf | 2017-06-29T03:38:25Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00060.warc.gz | 139,432,283 | 804 | eng_Latn | eng_Latn | 0.988031 | eng_Latn | 0.997749 | [
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"Site of Engagement" Lesson Plan
Essential Question: How do people in our community try to manage or solve river related water problems?
Up until this point students have been learning about the water cycle as well as the flow of water. The students have had an in class visit from the White River Partnership where the students have learned about how humans try and manage water and an understanding of why humans disrupt the natural flow of water, for example building roads. One of the ways humans manage water to build roads is using culverts. Lots of history about the landscape prior to Hurricane Irene and what happened during Hurricane Irene to our town of South Royalton has taken place up to this point.
Students will travel as a class with the White River Partnership to view a post Hurricane Irene rebuilt culvert on Broad Brook Road in South Royalton Vermont.
The larger outcome/ plan of this field trip is to help the students realize what goes into installing a properly sized culvert, including material, cost, with minimal impact on aquatic life and how humans can manage water with the least amount of disruption to the natural flow of water to avoid flooding in the future.
This "site of engagement" lesson is addressing Next Generation Science Standard Grade 4 £553-2 - Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans. As well as Next Generation Science Standard Grade 4 £552-1-Make observations and/ or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind or vegetation.
This "Site of Engagement" will take place at a rebuilt post Hurricane Irene culvert on Broad Brook Road in South Royalton, Vermont.
Plan for the students
The culvert on Broad Brook was suggested by the White River Partnership. In fact during a training provided by the White River Partnership in the fall of 2013 I visited this culvert and together we decided this was a good spot to take a class. It is on a non - busy dirt road with easy accessibility upstream for the students to see signs of bankfull as well as be able to measure bankfull. We had before and after pictures of the culvert. This culvert is local so it ties in well with the Essential Question about our community managing I solving river related water problems.
Pre - visit: The White River Partnership comes to the school and does a slide show presentation about the White River and the different branches that flow into the White River as well as the important tributary - Broad Brook. Students learn that in order for humans and nature to co-exist sometimes humans have to manage I disrupt the natural flow of water. In building culverts engineers need to consider many factors when installing culverts, for example size, material, is it "fish friendly" etc. Students learn about properly sized culverts and measuring for bankfull.
The OUTCOME of this experience
On - Site: When on - site students will be given a culvert field sheet - provided by the White River Partnership. (See attached) This sheet was provided during a teacher training session for a "try out." Students are broken into smaller groups to with school, parent and White River Partnership chaperones. We start as a big group with the White River Partnership leading the discussion. We then break off into two smaller groups. Each group has a White River Partnership teacher as well as parent chaperones. Students go upstream of the culvert to measure bankfull in small groups. Students then have the opportunity to travel through the culvert to see if it appears "fish friendly." There is a concentration on the erosion around the culvert. Students then come back together in a big group and discuss their field sheets. Post - visit: Students are then given an assessment sheet (see attached) created by the White River Partnership in coordination with teachers to see if students are able to determine bankfull, is it flood resilient as well as "fish friendly."
Students will be able to identify using specific math skills (see attached) if a culvert is "fish friendly," properly sized, cost efficient, made of the best material so that it would be flood resilient. See attached for resources including permission slip as part of the preparation. | <urn:uuid:30fc53f1-68b9-4fe2-adf9-2e099472cbc8> | CC-MAIN-2017-26 | http://watershedmatters.lcbp.org/PDFs/Sites%20Of%20Engagement/Hanford_Sites%20of%20Engagement.pdf | 2017-06-29T03:44:26Z | crawl-data/CC-MAIN-2017-26/segments/1498128323864.76/warc/CC-MAIN-20170629033356-20170629053356-00062.warc.gz | 432,061,500 | 847 | eng_Latn | eng_Latn | 0.998198 | eng_Latn | 0.998197 | [
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Food, Nutrition and Health Tips from the Academy of Nutrition and Dietetics
Personalizing Your Plate To Include Filipino Cuisine
The foods we eat are often influenced by our family's history and culture. They're also influenced by where we live, our budgets, and our tastes. Many cuisines feature dishes which include a variety of foods from all of the food groups.
Fruits, vegetables, grains, protein foods, and dairy come in all sizes, shapes, and colors. The combination of foods and amounts will depend on you.
Personalize Your Plate
by including foods that you prefer from each food group. Including a variety of foods can help you get all of the nutrients that are needed for good health.
These tips can help you get started:
* Fill half your plate with fruits and veggies. Get creative with produce by trying an assortment of colors and textures.
* Experiment with different grains. Try substituting whole grains for refined grains in recipes.
* Choose lean protein foods. Vary your choices to include seafood, beans, peas and lentils, as well as eggs, lean cuts of meat and poultry that are prepared in a healthful way, such as baked or grilled instead of fried.
* Complete your meal with dairy. Include low-fat or fat-free options like milk, yogurt, cheese, calcium-fortified soymilk, or lactose-free milk.
A healthful eating style can be as unique as you!
Meal Planning Tips
Eating healthy doesn't have to be complicated or boring. Think about the foods you like from each food group – mixed dishes count, too!
These are just a few examples of how different foods can be eaten as a meal to personalize your plate. If a food you enjoy is not listed here, consider which food group it meets when planning your meals.
Breakfast:
* Arroz caldo (chicken and rice porridge with ginger and garlic) with boiled egg, sautéed leafy greens, and fruit
* Papaya, dried fish, tomatoes, steamed brown rice and glass of milk or soymilk
Lunch or Dinner:
* Chicken adobo (chicken marinated in soy sauce and vinegar) with brown rice, cucumber relish and sautéed eggplant
* Tinola chicken (chicken soup with green papaya, leafy greens and ginger) with mashed cassava and a side of fresh fruit
* Ginisang gulay (sautéed vegetables), with shrimp, steamed brown rice and melon
* Pinakbet (vegetable stew with long beans, bitter melon, eggplant, squash and okra) served with whole grain noodles
* Kare-kare (beef oxtail soup with peanut butter and vegetables) with steamed brown rice and mango
* Pancit bihon (sautéed vegetables, rice noodles with prawns or chicken) and extra vegetables
* Munggo gisado (mung bean stew with leafy greens and seafood) with extra vegetables, steamed brown rice and a banana
Snacks:
* Boiled kamote (yams) and glass of milk or soymilk
* Fresh fruit and yogurt
Consider your nutrient needs when planning your meals and snacks!
* Paksiw na isda (stewed fish and vegetables) served over brown rice with a side of pineapple
If you have special nutrition needs, consult a registered dietitian nutritionist. An RDN can create a customized eating plan that is unique to you.
For a referral to a registered dietitian nutritionist and for additional food and nutrition information, visit www.eatright.org.
This tip sheet is provided by:
The Academy of Nutrition and Dietetics is the world's largest organization of food and nutrition professionals. The Academy is committed to improving health and advancing the profession of dietetics through research, education and advocacy. | <urn:uuid:e6e3f7be-ca4c-47e5-906f-b92ee305f7d2> | CC-MAIN-2022-33 | https://www.eatrightpro.org/-/media/feature/eatright/campaign/nnm-2022/tip_sheets/personalize-your-plate-tip-sheet_filipino_nnm22_english.pdf?la=en&hash=3439D3BDDB09A3EC6474339F27E952D7ACAC5728 | 2022-08-19T02:24:55+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00471.warc.gz | 656,229,697 | 780 | eng_Latn | eng_Latn | 0.99637 | eng_Latn | 0.997239 | [
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Swinging Ellipses: Plotting an Ellipse
Any ellipse centered at the origin can be expressed in the form
where ± a and ± b represent the x- and y-intercepts of the ellipse.
To graph an ellipse on a calculator, the expression above must first be solved for y to obtain
This equation is entered into the calculator in two parts, one expression for the positive part (upper half of the ellipse) and one for the negative part (lower half of the ellipse).
In this activity you will use the Motion Detector to record the position and velocity of a swinging pendulum. You will find that the plot of velocity versus position is elliptical, and that you can model it with the standard equation of an ellipse.
OBJECTIVES
* Record position and velocity versus time data for a swinging pendulum.
* Plot data as a velocity versus position phase plot.
* Determine an ellipse that fits the phase plot.
MATERIALS
TI-83 Plus or TI-84 Plus graphing calculator
EasyData application CBR 2 or Go! Motion and direct calculator cable or Motion Detector and data-collection interface
PROCEDURE
1. Set up the Motion Detector and calculator.
a. Open the pivoting head of the Motion Detector. If your Motion Detector has a sensitivity switch, set it to Normal as shown.
pendulum bob string
meter stick
b.
Turn on the calculator and connect it to the Motion Detector. (This may require the use of a data-collection interface.)
2. Connect the pendulum bob to an 80 cm long string and suspend it from a support. Arrange the Motion Detector so that the bob swings back and forth in front of it and comes no closer than 50 cm.
3. Set up EasyData for data collection.
a. Start the EasyData application, if it is not already running.
b. Select from the Main screen, and then select New to reset the application.
4. So that the distance data is measured from the pendulum equilibrium position, you need to zero the Motion Detector. Do this by allowing the bob to hang straight downward, with no motion.
a. Select from the Main screen, and then select Zero…
b. Confirm that the bob is hanging still, move your hands away from the bob, and select .
5. Practice swinging the bob by pulling it back about 15 cm, and then releasing it so that the bob swings in a line directly away from the Motion Detector.
6. With the bob swinging properly, select to begin data collection. Data collection will run for five seconds.
7. When data collection is complete, a graph of distance versus time will be displayed. Examine the distance versus time graph. The distance versus time graph should be sinusoidal and centered on zero. Check with your teacher if you are not sure whether you need to repeat the data collection.
To repeat data collection, select and repeat Step 6.
8. To see a graph of velocity versus distance, you need to leave the EasyData application.
a. From the distance graph, select .
b. Exit EasyData by selecting , and then selecting .
ANALYSIS
1. The graph of velocity versus distance is known as a phase plot. The distance data is stored in L6, while the velocity data is in L7. Display the phase plot.
a. Press [ STAT PLOT ] and press to select Plot 1.
b. Change the Plot1 settings to match the screen shown here. Press to select any of the settings you change.
c. Press and then select ZoomStat (use cursor keys to scroll to ZoomStat) to draw a graph with the x and y ranges set to fill the screen with data.
d. Press to determine the coordinates of a point on the graph using the cursor keys.
2. The phase plot has multiple x- and y-intercepts. To determine the parameters for the ellipse model, you need to determine some average values of these intercepts. One way to do this is by choosing a typical intercepts among those available.
Move the cursor along the velocity versus distance plot and record a typical positive x-intercept. Then determine a typical negative x-intercept. Do the same for positive and negative y-intercepts. Round these values to 0.001 and record them in the Data Table on the Data Collection and Analysis sheet.
3. Find the average of the absolute values of the x-intercepts. Record this value as a in the Data Table.
With the result of the average calculation on screen, press A to store the value in the variable A.
4. Find the average of the absolute values of the y-intercepts. Record this value as b in the Data Table.
With the result of the average calculation on screen, press B to store the value in the variable B.
5. Enter the two halves of the ellipse equation for graphing.
a. Press .
b. Press to clear the Y1 equation.
c. Enter the positive half of the ellipse as B*√(1–X 2 /A 2 ) in the Y1 line.
d. Press until the icon to the left of Y1 is blinking. Press until a bold diagonal line is shown to display the model with a thick line.
e. Press and press to move to the next line.
f. Press to clear the Y2 equation.
g. Enter the negative half of the ellipse as –B*√(1–X 2 /A 2 ) in the Y2 line.
h. Press until the icon to the left of Y2 is blinking. Press until a bold diagonal line is shown to display your model with a thick line.
i. Press .
⇒ Answer Questions 1-3 on the Data Collection and Analysis sheet.
EXTENSION
Show how the algebraic expression 2 1 a x b y − ± = used in this activity can be derived from the ellipse equation 1 2 2 = + y x .
DATA COLLECTION AND ANALYSIS
Name ____________________________
Date ____________________________
DATA TABLE
First x-intercept Second x-intercept
a
First y-intercept Second y-intercept
b
QUESTIONS
1. How well do the curves of the model ellipses and the data points agree?
2. At what point in the pendulum's swing is its velocity the largest? Where is the velocity zero? How are these values related to the x- and y-intercepts?
3. How would the data change if the amplitude (the largest distance from the middle position) of the pendulum's swing were increased? Would this change affect the values of the constants a and b? If so, how? | <urn:uuid:77700816-388e-47a9-b742-3dc98c823169> | CC-MAIN-2022-33 | https://education.ti.com/-/media/A51E4B743B884622A2AC2BBB8EB19021 | 2022-08-19T02:08:47+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00471.warc.gz | 239,096,597 | 1,352 | eng_Latn | eng_Latn | 0.940177 | eng_Latn | 0.997336 | [
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Veterans Voices – Background Notes to Charles Horne's interview
All of the interviews in the Poppy Scotland's VE Day Veterans Voices collection cover a wide range of interesting topics from what life was like between the wars to experiences in WWI through to VE Day and coming home. The following notes provide some additional background information about some of the topics raised in Charles Horne's interview http://learning.poppyscotland.org.uk/veday75/vvcharleshorne/ as well as links to further information and related videos.
Charles Horne was born in Prestonpans, which is a small fishing town east of Edinburgh. His family originally came from Port Seton, which is another small fishing village, just two miles east of Prestonpans.
Prestonpans is famous for the Battle of Prestonpans that took place on 21 September 1745. It was the first important battle in the second Jacobite Rising and was significant because the Jacobite army defeated the English forces. This victory encouraged the Jacobites to continue to fight for the Stuart cause.
Head of the Family (44 secs)
Charles talks about being the 'Head of the family'. In the 1920s and 30s men and sons in a family were expected to work hard and earn a living for their families, while mothers and daughters stayed at home and looked after the children. In truth this didn't always happen. Women and girls also went out to work. In some industries such as jute, women rather than men worked in the factories while the men stayed at home with the children. Regardless of who the main wage earner was, males of a family were always expected to be in charge. Eldest sons would be given responsibility for the family when their father and older siblings were absent.
Charles explains that he went to work on one of his uncle's trawler boats as soon as he was 14 years old so that he could help to support his family. After the First World War, the law regarding child employment was changed. Children now had to stay in school until they were at least 14 years old rather than 12 or 13 years of age. This change in the law was very unpopular with poorer families who relied upon the wages of their children.
Herring (1 min 25 secs)
Herring fishing
At the start of the 20 th century fishing for herring was big business, with much of the catch being sent to Germany, Eastern Europe and Russia. Thousands of small fishing boats trawled the North coast of Scotland from Orkney and Shetland in spring and summer and then down to the East Anglian coast and Yarmouth in the Autumn. It was a hard and dangerous life.
The fishing fleets were followed from port to port by the herring lassies (also known as as herring girls or fisher lassies.) These women came from all over Scotland to gut and pack the herring. It was hard work, with long hours and low pay and involved working out of doors in all weathers. The herring lassies had a reputation for being very hardworking, reliable and fun-loving. The money they earned was sent home to support their families.
* Scottish Fisher Girls (1920) https://www.youtube.com/watch?v=YpWEv9rCDmM
* The Herring Girls https://www.virtualheb.co.uk/herring-girls-stornowaywestern-isles/
* The Fisherrow Fishwives https://www.johngraycentre.org/people/eastlothian-folk/the-fisherrow-fishwives
After WWI, the herring industry began to decline because the market for herring dropped as a result of high inflation in Germany. In 1929, pioneering documentary filmmaker John Grierson made Drifters, a silent documentary about the herring fishing industry. This would be the first time the British public could see what the life of the trawlermen was like.
* Drifters (1929) https://www.youtube.com/watch?v=RUOiTNnNFvI
In 1934 Grierson made a second more experimental film about the trawlers coming from Granton in Edinburgh to the fishing grounds in the North Sea.
* Granton Trawler 1934 https://www.youtube.com/watch?v=ypHc95ac8b4
The herring industry died out after WWII. Trawlers concentrated on catching other kinds of fish. The processing of the fish was done onboard by the boat crews rather than on the dockside. The herring lassies were no longer needed.
* Trawling 1940 -1949 https://www.youtube.com/watch?v=i5AbsV3eBm0
Rationing
When WWII began Britain was not self-sufficient in food production. It imported a lot of its food and feed for animals. This made the country very vulnerable. German fleets attacked supply ships bound for Britain in a concerted and sustained effort to starve the nation. In order to deal with the developing food shortages, the Ministry of Food introduced a system of rationing.
In September 1939, petrol was the first item to be rationed. In January 1940, bacon, butter and sugar began to be rationed. Gradually, meat, tea, jam, biscuits, breakfast cereals, cheese, eggs, lard, milk, canned and dried fruit became rationed although not all at once. By August 1942, almost all foods were included except for fruit, vegetables, fish, whale meat and bread. Although not rationed, supplies of fruit, vegetables and fish were very limited.
Fish was not rationed but it was expensive. Supplies were low because of a reduction in the boat numbers partly because crewmen being called up or joining up for the war effort and partly because of the Royal Navy requisitioned many drifters, trawlers and whaling boats into naval service. There was also the real danger of being at sea in war time so the cost of the fish also had to reflect the hazards involved for the crews.
* The Great Fishermen of Britain - Feeding the Nation During WWII and Braving Mines and U-Boats https://hubpages.com/education/The-great-fishermenof-Britain-Feeding-the-nation-during-WW2
To be able to buy rationed items each person had a ration book with coupons. They had to be registered at specific shops. The shopkeeper was provided with enough food for their registered customers. When buying any items, the customer would have to give the ration book to the shopkeeper and they would cancel the relevant coupons.
Non-food rationed items included clothing, soap, coal, timber, paper as well as items such as razorblades, pots and pans, alarm clocks and babies' bottles.
People in the military and Merchant navy had a higher ration allowance than civilians. However, people with specific health conditions were given additional food allowances and people working in key industries such as agriculture, railways and forestry were allowed an additional cheese ration.
Rationing continued after the war and was eventually stopped in 1954.
* Seaman's Ration book https://talesfromthesupplydepot.blog/2019/02/26/seamans-ration-book/
* What You Need To Know About Rationing In The Second World War https://www.iwm.org.uk/history/what-you-need-to-know-about-rationing-inthe-second-world-war
* WWII Rationing Worksheets https://www.tes.com/teaching-resource/ww2-rationing-worksheets11050720
The Engine Room (2 min 42 secs)
Money
Charles talks about his pay in shillings and pence. In Britain before 1971, a pound was divided into 20 shillings or 240 pennies as follows:
2 farthings = 1 halfpenny (also known a ha'penny, 1/2d)
2 half pence = 1 penny (1d)
3 pence = thruppence (3d)
12 pence = 1 shilling (a bob) (1s)
6 pence = sixpence (also known as a tanner) (6d)
2 shillings = 1 florin (also known as a 'two bob bit') (2s)
5 shillings = 1 Crown (5s)
2 shillings and sixpence = 1 half crown (2s 6d)
```
1 pound = 20 shillings (£) 1 guinea = one pound and one shilling or 21 shillings
```
On the 15 February 1971, the British currency was deciminalised. It was much simpler. One pound was divided into 100 pennies.
When Charles joined up his pay, as a first-class stoker, was 12 shillings and sixpence. That would be the equivalent of £24.59 in today's money. It doesn't sound like much but remember everything was much cheaper in 1940 than it is today.
Getting your papers
By the time Charles tried to volunteer for the Navy, he was already an experienced trawlerman and the Royal Navy were keen to recruit fisherman with more than one year's experience at sea, especially to work on minesweepers. However, at 17 and a half years old, Charles was too young. He was told to go home and that he would "get his papers soon". To 'get your papers' meant that you were 'called up' or conscripted into the one of the military forces.
In 1938, the British government began to prepare for war. The Emergency Powers (Defence Act) in August 1938, allowed the government to start recruiting and training volunteers as Air Raid Wardens and reservists for the military. Around half a million people volunteered. However, many more people would be needed for the military when the conflict began. So, when it became clear that Hitler wanted to go to war, the government began to give six months military training to all British men aged between 20 and 21 who were fit and able.
As the threat of war increased so did the need to recruit more men. The government introduced the National Service (Armed Forces) Act which made all able-bodied men between the ages of 18 and 41 available for conscription (i.e. compulsory enlistment for military service). Single men were called up before married men.
Men were registered by age group, beginning with those aged 20 to 23, who had to register on 21 October 1939. It took until June 1941 to register 40-year-olds. By the end of 1939 more than 1.5 million men had been conscripted to join the British armed forces. Of those, just over 1.1 million went to the British Army and the rest were split between the Royal Navy and the RAF.
By 1942 all male British citizens between 18 and 51 years old and all females 20 to 30 years old resident in Britain were liable to be called up, with some exemptions:
* British subjects from outside Britain and the Isle of Man who had lived in the country for less than two years
* Police, medical and prison workers
* Students
* Northern Ireland
* Persons employed by the government of any country of the British Empire except the UK
* Clergy any denomination
* Those who were blind or had mental disorders
* Women who had one or more children 14 years old or younger living with them. This included their own children, legitimate or illegitimate, stepchildren, and adopted children, as long as the child was adopted before 18 December 1941.
* Married women
Many men were not released from military service once the war was over and conscription continued. Some releases did begin in June 1945, in particular all women and those men in trades. However, it took until 1949 before all those who were conscripted during the war were able to return to civilian life.
National Service, as peacetime conscription, was enacted through the National Service Act 1948. From 1 January 1949, healthy males 17 to 21 years old were expected to serve in the armed forces for 18 months, and remain on the reserve list for four years.
Call-ups formally ended on 31 December 1960, and the last National Servicemen left the armed forces in May 1963.
* The Story of Conscription https://www.youtube.com/watch?v=4XROrVLPUzY
D-Day (5 mins 2 secs)
On the 6 June 1944 Allied Forces landed on the beaches of Normandy, on the northern coast of France. The Normandy Landings were the first part of Operation Overlord, a massive, co-ordinated invasion of northern France by the Allies in order to establish a stronghold from which to push the Germans back. The amphibious phase of the invasion was codenamed Operation Neptune or D-Day. It was the biggest seaborne invasion in history.
Planning for the invasion began in 1943. A 50 mile stretch of coast in Normandy was identified as being suitable for landing over a million British, Canadian, American, Polish and French troops all under overall British command. The coast was divided into five sectors: Utah, Omaha, Gold, Juno and Sword. American forces were assigned to land on Omaha and Utah beaches, the Canadians on Juno Beach and the British on Gold and Sword beaches.
The invasion fleet, was drawn from eight different navies, and comprised 6,939 vessels under the overall command of British Admiral Sir Bertram Ramsay. Getting The timing of when to start was essential to getting troops successfully to the beaches. This was determined by the tides, the phase of the moon, the time of day and the weather. Incoming spring tides were desirable so that landing craft could get close to the beaches and minimise the time that the troops were exposed to enemy fire. A full moon was necessary so that aircraft pilots would be able to see their targets and provide air cover for the troops. There were only a few days each month when conditions would be suitable. The 5 th of June 1944 was originally chosen but, on the 4 th June, it became clear that weather would not be suitable. High winds and heavy seas meant that landing craft with their flat bottoms and shallow drafts would not be able to land. Moreover, low cloud would make it impossible for aircraft to provide support. So, the invasion date was changed to 6 th June. The weather was still not ideal but with so many troops and ships gathered and ready to go, it was thought to be impractical to postpone for another fortnight.
In his interview Charles notes that his minesweeper had already set out on the 3 rd June and that for the next two nights they were in the English Channel. The size and shallow draft of his ship would have meant that they would have been tossed about in the stormy seas far more than the bigger warships. No wonder everyone was seasick!
Minesweepers would have been sent out early because they crucial to the success of the whole invasion. The Normandy coast was protected by long lines of naval mines and routes through them had to be cleared so that all the vessels of the Allied Forces could get through as quickly and safely as possible.
Naval Mines and minesweeping
A naval mine is an underwater explosive device that explodes when it is close to a ship or submarine, causing the vessel to be damaged or destroyed. Mines are laid in areas of water either to protect or create safety zones for friendly vessels or to prevent or reduce the movement of enemy vessels.
There are three main types of naval mine – contact, remote and influence mines.
Contact mines have to be touched by a vessel before they can detonate. They are very cheap to produce and very effective so they are still in use today.
Most common are the moored contact mines, that float on or under the surface of the water and are anchored to the bottom by a steel cable, which stops them from drifting away.
Drifting contact mines were occasionally used in WWi and WWII but they were a danger to both allied and enemy vessels since their whereabouts were generally unknown and they were much more difficult to remove. Drifting mines were actually banned after WWI for this reason.
Remotely controlled mines are detonated by a signal. They are used to protect or block important shipping routes and harbours and worked in conjunction with coastal artillery and hydrophones.
Influence mines – these mines can be detonated just by a ship or submarine getting close to them. The fuses on these mines can be detonated when they detect magnetic, acoustics and/or pressure changes in the water around them.
In WWII mines were laid in a number of different ways including from submarines, converted merchant ships, aircraft, divers, combat boats and from shore.
Minesweeping
Locating and destroying mines is called minesweeping. There are two methods of minesweeping. A contact sweep involves dragging a wire through the water between one ship and a buoy or between two ships in order to cut the mooring cable of a floating mine. When the mines are cut free and at a distance from the minesweeper, they are usually shot and so detonated safely.
A distance sweep mimics the magnetic and acoustic signals of a ship to detonate the mine.
Minesweeping was a dangerous business. Not only was there the chance of a mine exploding and damaging the ship, the process of sweeping was slow and precise and made the ship and its crew vulnerable to enemy fire.
* Minesweeping WWII https://www.youtube.com/watch?v=g9r1-RHk5vM
* Facing Danger with Men Of The Minesweeping Flotilla (1940) https://www.youtube.com/watch?v=Lt2L5sb6hkQ
Charles' ship was helping to clear the way for the American troops to land at Omaha beach. They worked with five other ships to clear the mines.
* D-Day: 3 Clear the Mines https://www.youtube.com/watch?v=HLBUljMw83o
Naval mines remained a threat even after the war ended, and minesweeping crews were still active long after VJ Day, removing both friendly and enemy mines from the seas and oceans to make them safe again.
Omaha Beach
Omaha Beach was an 8 km section of the coast that was to be taken by the US Army troops with sea transport, mine sweeping and naval bombardment to be carried out by the US Navy and Coast Guard, with support from British, Canadian and Free French Navies. Of all the beaches, Omaha was the most heavily defended and fortified. The above and behind the beach were trenches, minefields, barbed wire, nests of machine guns, artillery batteries, pillboxes and concrete emplacements and battalions of German and Italian soldiers. Unfortunately, the level of defence was much more than expected and this combined with poor weather and rough seas meant that the Allied attack did not go as planned.
Firstly, the German defences were supposed to be destroyed by air and naval bombardments before any landing took place. However low cloud meant that this key part of the plan could not happen.
Rough seas meant that landing craft were swamped with water and many of the soldiers were violently seasick. Tanks were sunk before even getting to shore and many of the crews were lost through drowning and enemy fire. Strong currents and winds meant that land craft were blown off course and troops and equipment ended up in the wrong places. Some were grounded on sandbars some distance from the shore. Those soldiers had to disembark and wade 50 – 100m through neck deep water to get to the beach. By the time they got there, their kit was soaked through and very heavy. It made running up the beach out of the range of the German artillery, impossible.
One of the key defences of the troops was supposed to be the continued naval bombardment of the German strongholds. However, some of the initial bombardments had set light to the grassland in the area and the smoke made it difficult, not only for the land craft to see where they were going but also for the Naval ships to be sure of their targets. The bombardment from the battleships and cruisers was reduced for fear of hitting troops on the beach.
The combination of all these factors led to large numbers of casualties, the loss of vital equipment and troops ending up in the wrong places, under heavy fire from the Germans and few commanding officers to organise and lead them out of the situation. Incoming landing craft were set alight, pounded with mortars and artillery. Wounded men drowned as the tide came in and overwhelmed them.
It is not known exactly how many men died or were wounded on Omaha Beach that day. Sources vary from 2000 to 5000 killed, wounded and missing. Losses of equipment and supplies were very high. Despite it all the troops did manage to incur losses on the Germans and to gain a small foothold on Omaha Beach.
Over the next few days, the troops fought back the remaining German battalions and eventually secured the beachhead. Thereafter the area was used to land supplies, vehicles, soldiers and equipment and to evacuate the wounded, as the Allied Forces fought back the Germans in Europe.
The losses on Omaha Beach were much higher than on the other beaches which weren't so heavily defended. D-Day would eventually lead to the liberation of German-occupied France and later Western Europe.
* Omaha Beach, D-Day (June 6, 1944) https://www.youtube.com/watch?v=t3P11ENBZyc
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The Curriculum
Our curriculum is a broad and balanced, knowledge-rich primary curriculum based closely on the new Cornerstones Curriculum 22. Its content is delivered through a range of subject-specific projects, which last either a full or half term.
Subject-specific projects cover art and design, design and technology, geography, history and, from spring 2022, science.
Maths is delivered through projects from the White Rose Maths scheme, and English is supported by a range of English packs.
We use separate specialist schemes for computing (Purple Mash), PE (PPA cover), PHSE, music (Charanga) and RE (NYCC).
Understanding the structure
There are four structural tiers. Each tier builds on the previous to create interconnected layers. These interconnected layers provide a robust framework that ensures connectivity across the curriculum. The tiers of the curriculum structure are set out in the diagram below, and explained further below.
Tier 1 – Big Ideas
Humankind
Understanding what it means to be human and the cause and effect of human behaviour.
Processes
Understanding the many dynamic and physical processes that shape the world around us.
Creativity
Understanding how every day and exceptional creativity can inspire and change perceptions.
Investigation
Understanding the importance of asking questions, formulating hypotheses, gathering information and analysing evidence.
Materials
Understanding the unique and physical properties of all matter and how we interact with them.
Nature
Understanding the complexities and interdependence of the plant and animal species that inhabit the world's many ecosystems.
Place
Understanding the visual, cultural, social and environmental aspects of different places around the world.
Comparison
Understanding how and why things are the same or different.
Significance
Understanding why significant people, places, events and inventions matter.
Change
Understanding why and how things have changed over time.
Tier 2 - Subjects
Art and design – Design and technology - Geography – History – Science.
Our curriculum uses the terms 'aspects' and 'concepts'. An aspect is a particular part or feature of a subject, and a concept is an abstract idea within a subject.
For example, the diagram below shows how the Big Idea of Humankind is linked to each subject via its aspects and concepts.
Humankind
History
Science
Settlements
and land use
Human features
and landmarks
Everyday life
Hierarchy
and power
Human body
Civilisation
Art and
design
Design and
technology
Geography
Human form
Staying safe
Everyday
products
Staying safe
Healthy
lifestyle
Tier 3 - National curriculum Programmes of study
To ensure coverage of the national curriculum, each subject aspect or concept is then matched to the relevant programmes of study. Across the curriculum, there is full coverage of the programmes of study for art and design, design and technology, geography, history and science.
The diagram below shows an example of how Tier 2 leads into Tier 3.
Tier 4 - Progression framework (Knowledge and skills statements)
In Tier 4, programmes of study, aspects and concepts are broken down into smaller component parts or 'chunks' to form a cohesive progression framework. The progression framework runs from Nursery to Year 6 and includes knowledge and skills that children need to know and be able to do in order to make progress through the curriculum.
The diagram below shows how a programme of study is broken down further into knowledge and skills statements for the aspect of Human features and landmarks in geography.
Sequencing of subject content
In the Cornerstones curriculum, the national curriculum content is organised into projects. We have used these projects in our curriculum. Where the curriculum has been split into year groups, we have organised our content in the same way. For other subjects, decisions have been made about the placement of content based on subject schema and the interconnectivity between subjects. | <urn:uuid:cff85e08-dffe-43c8-a283-2f52d486702b> | CC-MAIN-2022-33 | http://weaverthorpe.n-yorks.sch.uk/data/documents/Our-Curriculum-overview_1.pdf | 2022-08-19T02:55:13+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00477.warc.gz | 58,320,826 | 772 | eng_Latn | eng_Latn | 0.995177 | eng_Latn | 0.995787 | [
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Inishowen Traditional Music Projects as part of Feile na hInse 2018
Presents
Recollections:
Honoria Galwey- Life and Music. A Celebratory Concert
Honoria Galwey
Honoria Galwey (31 st May 1830 -7 th Jan 1925) is a significant and often overlooked figure in Irish music. Over the past number of years ITMP has carried out research into the life and work of Honoria, and we have a personal interest in her life as one of our committee members lived in the house that Honoria lived in for much of her life. For our 1916 commemorative project 'Freedom's Hill', we performed four of her pieces as they perfectly captured that era in traditional music and art songs of the day.
For Inishowen, her work is valuable as it gives a clear insight into the social history of the people she collected from, the people she socialised with, and the people who influenced her work in the musical and cultural world. She was part of the rebirth of interest in the Gaelic world which was populated by academics, poets and visionaries.
Honoria Tompkins Galwey was the daughter of Cork born Charles Galwey and Honoria Knox of Prehen House in Derry. She lived much of her life in Inishowen while her father was Rector in Moville and later moved to Derry when her father became Church of Ireland Archdeacon of Derry.
Honoria was a self-taught pianist and took her love of music from her father who sang to her as a child. She took a great interest in the music and songs she heard as a child. She collected tunes and songs from people that she met. Her collection features music she heard from singers, pipers, fiddlers and lilters. She had a keen ear and could write down and remember the tunes she heard played at markets and fairs around Inishowen and Donegal.
In 1910 Honoria's collection, 'Old Croonauns and other tunes' was published in London and New York by Boosey & Co. Honoria states that this collection of music came from the oral tradition of both Inishowen and Derry. Honoria worked with poets Alfred Perceval Graves, Moira O'Neil, arrangers Charles Wood, R. Arthur Oulton and Arthur Somerville, singer Plunkett Green, composer Charles Villiers and folklorist Douglas Hyde.
A once forgotten collector, ITMP are delighted with the assistance of the Arts Council of Ireland to have an opportunity to explore her musical connections and produce a performance and recording which will comprise of material from her collection 'Old Croonauns and other tunes'.
Support act- Riddell Fiddles
Shawl dance /Guaracha (Dance) The Blackbird (song) Rocking the cradle/Slaunt ri Pluib/Past One O'clock/Hugar Mu Fean (Thugamar Fein) "I whispered" mar Fein (airs) "Over Here" (song) Bonaghee (air)/Granuaile's daughter (jig)
The Deserter/Dance (Strathspey)/Pigeon on the gate (reel) Easter Snow (air)/Morgan Rattler (jig)/Munster lass (jig) I'm a Stranger in this Country (song) Sweet Inishowen (song)
Dark Haired Lass (reel)/Shan Mac-a-Vicar (reel) "Hey Ho! The Morning Dew" (song) Pratie Apples (air)/Tin Ware Lass (highland) The Blackbird and the Thrush (song) Hudy Mc Canns "Gallope" (jig) Rokeby (jig)
Support- Riddell Fiddles
Riddell Fiddles is a community group from the Scottish Borders who teach, play and perform extensively throughout Scotland and further afield.
Their director, Sheila Sapkota was honoured in 2015 with her induction into the Scottish Traditional Music Hall of Fame for services to community music. Riddell Fiddles is made up of musicians of all ages who meet and tour regularly spreading their own musical magic around the world.
This time, for the group's director, it feels like they are heading home as they travel to Moville in Donegal to celebrate their link with a very special lady Honoria Tomkins Galwey.
ITMP is honoured to welcome Riddell Fiddles for the weekend. Their group leader Sheila is a direct descendant of Honoria's. Her grandfathers, grandfather Andrew, was a brother of Honoria's. With Sheila are 22 members of Riddell Fiddles including five of Honoria's relatives among them her great great great great niece Sally Simpson - a professional fiddle player in Scotland.
Riddell Fiddle director, Sheila Sapkota
Inishowen Harp Ensemble
Shawl dance /Guaracha (Dance)
The Shawl dance Honoria recalls from memory as a slow and graceful French dance. This is followed by Guaracha states to be a very old Spanish dance.
Deirdre Mc Grory (Vocals)
Accompanied on piano by Helen Haughey
The Blackbird
Honoria learnt this beautiful air from a fiddler in Donegal, who called it by another name, there were senseless words. It was published by Messrs. Boosey & Co. The above name was given from the words written for the air by Moira O'Neill.
Inishowen Harp Ensemble
Rocking the cradle, Honoria learnt this tune from the playing of Tom Gordon, Irish piper, who said "That's the first tune that anybody ever hears". In Old Irish Croonauns, Honoria credits Canon Armstrong, Castlerock, Co. Derry for the arrangement based on the air notation from Honoria. Slaunt Ri Plulib (Health to King Philip) /Past One O'clock/Thugamar Fein
Maureen Hegarty (Vocals)
accompanied on piano by Helen Haughey
"Over Here"
Honoria believed the old name for this song to be 'Over there', probably an Irish, but the words are from the African American tradition. She learnt it from her brother, who heard it in South America. She later found the words in an American book. Alfred Percival Graves altered some words, which identified the song with the Irish Famine.
Inishowen Harp Ensemble
Bonaghee/Granuaile's daughter
Bonaghee is an Inishowen song. Bonaghee (Bunagee) is the harbour at Culdaff, Inishowen.
Only fragmented words exist of the song. Granuaile's daughter, is a fragment from Co.Derry-1860.
------------------------------------------------------------------------------------------------
Piobairi Inis Eoghain
Deserter- Honoria learnt this song as a child but did not remember the words.
Dance (Strathspey)- Honoria learnt this tune from an old lady in the 1940s. The name was unknown.
Pigeon on the gate- Honoria learnt this tune in Moville in 1849 from a blind fiddler known by the name "Paddy the Slithers". She also heard this tune called "The New Rigged Ship".
Piobairi Inis Eoghain
Easter Snow- Honoria got this tune from a Donegal Fiddler. In her day, when the flowers of the Blackthorn are falling down country people called it 'Easter Snow'.
Morgan Rattler- Honoria heard this from an elderly lady who had a particular dance to the tune.
Munster lass- Honoria got this tune from a very old manuscript
Grace Toland (Vocal)
Accompanied by Donal Lunny
I'm a Stranger in this Country
Honoria learnt this song in Inishowen, she believed the words to be very characteristic country words and a very good air.
Grace Toland (Vocal)
Accompanied by Donal Lunny
Sweet Inishowen
Honoria in 'Old Irish Croonauns' describes this song as a local popular ditty
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Fiddle Slithers
Dark Haired Girl
A reel with a slightly unusual but emotive feeling in the first part of tune. Honoria got this tune in Inishowen from the lilting of Mary Cooke, Moville, Co. Donegal.
Shan Mac-a-Vicar
Learnt from Mary Cooke's lilting. Honoria states this tune when played slowly and with expression this tune makes a plaintive and song-like melody. The same may be said of the gay Irish airs. The characteristic of the people, "The smile and a tear".
Maureen Hegarty
accompanied on piano by Helen Haughey
"Hey Ho! The Morning Dew"
A spirited popular air published in "25 Irish Songs". Alfred Perceval Graves wrote two sets of words for it.
Fiddle Slithers
Pratie Apples
Honoria found this air in an old manuscript.
Tin Ware Lass
This tune was found and noted by a friend of Honoria's in Ramelton, Co. Donegal in 1846
Vocal- Deirdre Mc Grory
Accompanied on piano by Helen Haughey
The Blackbird and the Thrush
Honoria learnt this ancient and haunting air from a servant in Co.Derry. The original verses are in "Old Croonauns and other tunes", Deirdre sings the setting arranged by Alfred Perceval Graves, where the words are altered but contain the same sentiment
Fiddle Slithers
Hudai Macan's "Galoppe"
Honoria learnt this dance from the fiddler, Hudy Macan, about 1860.
It was his own composition and was very particular that it was pronounced "Galoppe".
Rokeby
Honoria heard this tune as a child.
Artists
Maureen Hegarty (vocals)
Maureen Hegarty is from Derry and now lives in Greencastle. Maureen has had a distinguished career as a singer and has performed on the international stage with artists such as Josef Locke, Patrick O'Hagan, Pete St. John, Val Doonican and the Chieftains.
Maureen started singing at an early age and under the guidance of the strong Derry/ Donegal teacher, Mrs Edward Henry and later with James Mc Cafferty. She has toured with the world with Little Gaelic Singers, Feis Cheoil Singers and Dancers and the Christian Brothers School Choir. As a soloist Maureen regularly appeared on television and has performed on many international stages for Presidents and Popes.
A classically trained singer Maureen has a broad knowledge and repertoire of Irish Art and religious music. For almost sixty years Maureen has been one of the North West's most celebrated voices.
Grace Toland (vocals)
Grace Toland from Clonmany is the director of the Irish Traditional Music Archive in Dublin. Grace comes from a family and place steeped in a rich culture of traditional singing. Her songs and style come from time shared with neighbours, family and friends. Passionate about her strong singing tradition Grace is responsible for carrying on the good work of Jimmy Mc Bride in the Inishowen Traditional Singers cycle and developing the Inishowen Song Project microsite on the Irish Traditional Music Archive. Grace is a key figure in the continued success of the Inishowen Singing weekend when annually traditional singers from throughout the Country and abroad converged in Ballyliffen for traditional singing.
Deirdre Mc Grory (vocals)
Deirdre Mc Grory from Culdaff, is currently studying music at University Limerick. Now in her second year Deirdre has merged her classically trained voice with her first love, traditional music and song. Still at the tender age of eighteen Deirdre has competed successfully at Feisanna and Fleadhs throughout the country. Through opportunities provided by ITMP she has performed locally and more recently in Scotland with Feis Spè in the Cairngorms Ceilidh Trail.
Accompanists;
Dónal Lunny is popularly regarded as having been central to the renaissance of Irish Music over the last three decades.
Since the seventies Dónal has was involved with some of the most innovative bands to emerge from Ireland including Planxty, the Bothy Band, Moving Hearts, Coolfin, and more recently Mozaik. He has toured across the world, collaborating with musicians of many different cultures.
Helen Haughey
Helen Haughey is originally from Ture, Muff. She began her piano studies with Helen Keaveney in Moville, and then studied with James MacCafferty and Sr. Eveleen Hallihan. At the age of 15, she won a scholarship to the Royal Irish Academy of Music, where she studied piano with Brian Beckett, obtaining Licentiate diplomas in piano teaching and performance. She also holds a Ph.D in Musicology from Trinity College, Dublin. She moved back to Inishowen in 2005, and now lives in Redcastle. She is the director of the Donagh Church Choir and was musical director of the Carndonagh Musical Society from 2013-2018. As an accompanist, she has much experience in classical, traditional and music theatre genres, and has collaborated with many talented instrumentalists and singers.
Ensemble groups-
Fiddle Slithers is a group inspired by the fiddler Paddy 'the Slithers' who was a source of many pieces in Honoria's collection. Like his father also known as Paddy he carried on a tradition of playing music and moving from fair to fair. It's believed in the summer months he slept under the boats at Moville Pier. Antrim poet Moria O'Neil a friend of Honoria wrote a poem about Paddy 'The Slithers' and it appears in a collection.
Fiddle Slithers, is made up of fiddlers from throughout Inishowen Eimear Mc Colgan, Maeve Gillen, Ruaidhri Mc Carron, Ella Mc Grory, Breda Doherty, Oisin Duffy, music arranged by Clodagh Warnock & Roisin Mc Grory.
Inishowen Harp Ensemble
The Inishowen Harp Ensemble bring to you a collection of melodic pieces from OIC that demonstrate the charm of the harp. Some of the pieces selected have also appeared in older harp collection.
With the formation of Ceolan School of Music in 2010 one of the prime motives was to promote harp playing and classes in Moville & Inishowen. Through the stringent work of Clodagh Warnock much investment was put into buying and renting harps and currently there is a waiting list in the peninsula for students wishing to play harp. Thanks to Joleen Mc Laughlin and Kerri Mullan Inishowen is producing fine harpers.
The Inishowen Harp Ensemble is made up of Kieva Mc Gonagle, Niamh Duffy, Brid Mc Ginley, Aoibhinn Mc Ivor and Cait Ni Cheallaigh and directed by Joleen Mc laughlin, Kerri Mullan,
Piobairi Inis Eoghain
The selection of music performed by the pipe ensemble remind us of the sounds often heard in Churches when it was more financially viable to employ a piper than purchase an organ. The music has been arranged to hint at the full pipe organ sounds.
Inishowen native Paul Harrigan's commitment and love for the pipes has been fostered by to ensuring the piping tradition continues to thrive in Inishowen. The Inishowen Traditional Music Project assist with facilitating classes regularly in Culdaff and providing rental schemes to ensure students have access to pipes and classes.
Piobairi Inis Eoghain is made up of Maeve Gillen, Oisin Duffy, Paul Gillespie, Dallan Davis, Cuan Brophy, and directed by Paul Harrigan.
Paddy the Slithers
(Words by Moira O'Neil to air of an old Irish tune)
Ochane! Don't be tellin' me to fiddle or play, Ochane! 'tis a pity that I lived to see this day. I'm fit to break my fiddle, or I'm fit to take an' die-
Wirra! Paddy The Slithers, could a woman make ye cry?
I asked her for another dhrink, an' sure I'd played an hour,
Oh, who could think that music sweet would turn a woman sour?
An' the company so pleasant sittin' back agin the wall,
But me bould Biddy Brogan ups an' says before them all,
"I'll give ye no more, There' a well in the garden,
'Tis there ye may dhrink, an' not pay a farden."
I'm Paddy the Slithers, an' my father was the same,
For I kep' his ould fiddle an' I won his name, That never said a false word or played a false note, -
But the manners o' thon woman has me chokin' in the throat.
I had played her 'Baltigoran', an' 'The Pedlar wid his Pack',
'The Wind that Shakes the barley', an' 'When Tony's Comin' Back'.
'Twas 'The Rockin' o' the Cradle' I was goin' to give her next,
An' troth! If I had wasted that, 'tis worse I would be vext,
Wid her 'Not another dhrop! There' a well in the garden,
'Tis there ye may dhrink, an' not pay a farden'.
Good-bye, Biddy Brogan! Now I'll tramp it through the rain,
Good-bye, Biddy Brogan! For I'll never come again.
I wouldn't let the fiddle sweet be soundin' in your place,
You're the only one that ever brought the red into my face.
You'll be wantin' music badly for your weddin', yet to be,
An' faith! Ye may do waitin' for all ye'll get from me.
If the man you're coaxin' now could know the crossness of your mind, He'd be trampin' through the rain wid me an' lavin' you behind, Wid your " Not a dhrop! There' a well in the garden, 'Tis there ye can Dhrink, an' not pay a farden".
The Blackbird
Words by Moria O'Neill, Antrim poet set to an old Irish Tune collected by Honoria Galwey, OIC
There's a sweet bird singing in the narrow glen, The blackbird clear with a golden bill, He'll call me afther him, an'then He'll flit an'lave me still. A bird I had was one'st my own, Oh dear, my colleen dhu to me! My nest is cold, my bird has flown,an' the blackbird sings to me.
Oh, never will I tell her name, I'll only sing that her heart was true; My blackbird! Ne'er a thing's the same Since I was losin' you.
'Tis lonesome in the narrow glen, An' rain-drops fallin' from the tree But whiles I think I hear her when The blackbird sings to me.
I'll make a cradle of my breast, Her image all its child shall be; My throbbin' heart shall rock to rest The care that's wastin' me A Night of sleep shall end my pain, A sunny Morn shall set me free; An' when I wake I'll hear again My blackbird sings to me.
The missing song words from OIC. The blackbird words were found in a poetry collection by Antrim poet Moria O'Neil, whose pseudonym, Agnes (Nesta) Shakespeare Higginson born at Springmount, Cushendun, Co. Antrim 1865.The song appears in a poetry collection, 'Songs of the Glens of Antrim'.
The project is made up of a voluntary group of individuals who play, teach or who have a love for traditional music. Initially the project was focused on providing expert tuition to children and by delivering workshops, master classes and collaborative projects. However, over the years the project, in response to the music scene has taken on other projects such as publishing recording/film, commissions, developing our Adult Music Ensemble, developing Feile na hInse, and working with ITMA to host our music archive. | <urn:uuid:5ed3c225-31ef-45cc-adec-514a4fa8f7b7> | CC-MAIN-2022-33 | https://inishowenmusicarchive.ie/wp-content/uploads/Recollections-concert-programme-Honoria-Galwey-Life-and-music.pdf | 2022-08-19T01:15:28+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00477.warc.gz | 310,299,144 | 4,357 | eng_Latn | eng_Latn | 0.942135 | eng_Latn | 0.996262 | [
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Antiti
Creating a Poster
A poster is a large-format picture and/or written text that displays some kind of message to the public. The purpose of posters may be to make public announcements, sell products, persuade the public to support a certain viewpoint or course of action, or to provide information about a particular theme or topic of interest. Posters usually consist of eye-catching images, interesting captions, and appropriate but minimal text. Posters are normally mass-produced and posted in various places to catch public attention; however, in the context of a learning experience a single copy would be produced for display in the classroom. In other words, it is likely to be a means of sharing information or research findings with classmates.
Suggestions for Students
Planning the Poster:
* Determine the purpose of the poster and your prospective audience.
* Gather and examine a variety of posters for effective use of images, colour, and text.
* Conduct research to collect necessary information and visual materials.
* Select and/or develop visuals you plan to include, ensuring that size and colour are appropriate.
* Carefully select and/or develop the text information you plan to use, organize it into "chunks," and summarize information into brief, precise statements.
* Determine the size and background colours of your poster.
* Plan the layout carefully for a balanced, unified, and visually effective product.
* Determine the method of construction you will use (ranging from manual to fully computerized).
Constructing the Poster:
* By definition, a poster is large format, thus the minimum size should not be less than four times the size of a normal sheet of paper; the maximum size could be a metre or more per side.
* Generally posters are in portrait layout; however, for purposes of sharing research in a class setting, the landscape layout may be appropriate.
* Text should be kept to a minimum and displayed in large attractive font so that it is easily visible from a short distance.
* The number of images should also be kept to a minimum. It's best to use large, colourful, and attractive images that are carefully selected to portray a message.
* Images should be labelled and referenced in the text.
* The poster should be organized into "panels" if there is a lot of information and numerous images to display, as would be the case in a research poster.
* The poster should "begin" in the upper left corner and progress to the right and downwards. Panels should follow the same pattern (the way we read a page).
* The title of a research poster, along with the name of the author, should be prominent in the upper middle portion. The bibliography should also appear on the poster.
* Develop the first draft and have someone critique all components, including format, balance, choice, and number of images, amount of text, spelling, and general appeal.
* Make any changes necessary and create your final copy.
Displaying the Poster:
* The poster can be laminated for a more professional look (and preservation).
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Explore Climate Science
What's climate change?
Weather is a specific event—like a blizzard, hot day, or an afternoon thunderstorm—that happens over a few hours, days, or weeks. Climate is average weather patterns in an area over a longer period—like 20 or 30 years. Global climate is the average climate over the whole world.
Try It Out! Explore the greenhouse effect.
Climate change is when the average conditions—such as temperature and rainfall—in certain areas change over time. Most scientists believe that climate change is happening and making our weather more extreme. It's causing rising seas, stronger storms, and shifting habitats. Small, naturally occurring changes contribute to climate change, but human activities, such as using gas to drive cars, burning forests to farm on or build cities, and burning coal for electricity, are responsible for most of it. Unfortunately, this creates problems for people, plants, and animals.
What's the connection between climate change and carbon?
During photosynthesis, plants take carbon out of the air and use it, along with water and energy from the sun, to make food. Plants store about half of the carbon that they take in. The other half is released back into the air. When the plants die, the carbon they had stored gets released back into the air, too. This is called the carbon cycle.
When forests get cut down and other plants die, less carbon is taken out of the atmosphere. Carbon dioxide, or CO2, is a greenhouse gas released into the environment by human activities—like running factories, driving cars, and flying planes. Greenhouse gases, like CO2, are among the main reasons that the climate is changing. They trap heat from the sun and cause the earth to get hotter. When this happens, glaciers melt and water levels rise. More greenhouse gases cause an increase in the earth's temperature. This is called the greenhouse effect. In the last few hundred years, the earth's temperature has gone up by 2 degrees Fahrenheit. This sounds like a small change, but it's enough to affect people, plants, and the planet.
Communities, countries, and businesses measure their carbon footprint. The bigger the carbon footprint, the more greenhouse gases are being released into the atmosphere.
This resource has been made possible by Johnson & Johnson Foundation.
You'll need: two thermo– meters, a glass jar with lid (large enough to contain one thermometer), a timer, paper, a pen, and a sunny spot inside or outside.
Instructions: Write down the temperature of each thermometer (they should be the same). Then, in your sunny spot, put one thermometer inside the glass jar and screw on the lid. Place the other thermometer next to the jar, uncovered. Write down the temperatures of both thermometers every 5 minutes. After one hour, compare the data on each thermometer. What did you observe?
What happened? The air inside the jar is warmer than the air outside. Solar energy shines through the glass and turns into thermal energy that can't escape the jar because of the cover. This is similar to how heat gets trapped in our atmosphere. During the day, the sun shines on us and creates energy. At night, most of that energy escapes back into space, but some of the heat is trapped to keep our temperature stable.
What can we do to stop climate change? What can I do to help?
We can't solve climate change on our own. We need to work with others. Everyone has a role to play. Individuals, communities, businesses, and countries can all help stop climate change. Together, we can reduce the amount of pollution and prevent even worse climate change.
People can reduce their carbon footprint in many ways. They can refill a water bottle or cup instead of using disposable water bottles. They can turn off unused lights or walk or ride a bike instead of driving. They can also reduce food waste and use fewer plastic and paper products. They can use showers and toilets that need less water.
What corporations and governments do makes an even bigger impact. They can find cleaner ways to manufacture and ship products. They can reduce waste and use alternative energies, like electric, solar, or wind. They can make laws and policies about fuel efficiency in vehicles, pollution, or carbon limits on businesses.
Nature itself is also full of solutions! Trees clean the air by reducing greenhouse gases and pollution. They also cool communities and provide habitats for animals. Planting trees is one way to reduce carbon pollution. Protecting existing forests will help, too. You can learn more about the power of trees with the Girl Scout Tree Promise.
How can I learn more about climate change and climate science?
Around the world, scientists are conducting studies and experiments to better understand what is happening with climate and the environment. They need data about weather, plants, animals, air, and land to find solutions that help our global ecosystem. When scientists need a lot of data for their research, they ask regular people to help collect it. This is called citizen science. You can help scientists learn more about climate by observing, measuring, gathering, and sharing data. To find out more about citizen science, check out the Girl Scout Climate Challenge on SciStarter!
You can also learn how climate change is affecting communities on local, state, national, and international levels. Research changes in your community over the last 20 years. Then examine the United States, other countries, and each continent. What impact has climate change had on business, income, health, and social groups? What are governments, STEM professionals, businesses, and others doing to help? What organizations or groups are working to raise awareness and find solutions?
Try It Out! Track progress on the Paris Climate Agreement.
In 2015 and under the United Nations Framework Convention on Climate Change, the leaders of countries from around the world gathered in Paris to sign a pact to address the negative effects of climate change. Its goal is to reduce greenhouse gas emissions in all countries and, hopefully, limit the global temperature increase this century to 2 degrees Celsius at most. The countries vowed to reduce emissions more and more over time. The agreement also asks richer countries to help poorer countries, as the richer countries are most responsible for carbon emissions, yet emerging economies suffer the most from their consequences.
Now, research the progress and impact of the Paris Agreement. Which countries signed the Paris Agreement? Which ones are on track to reduce their carbon emissions? Which have fallen behind? How much has the global temperature changed since 2015? What laws or policies have been created? Which should be created?
Connect with Your Community
What's climate justice?
Think globally. Act locally. Climate change affects the entire planet, but communities experience it differently depending on where they are and who lives in them. Some places face rising water lines or flooding. Others are becoming more dry and hot, leading to wildfires and extreme heat.
When we take care of our planet, we take care of our communities. Everything and everyone is connected in our global environment. Climate justice recognizes that climate change affects different people in different ways. It means that we need to combat climate change in ways that are fair. We must involve both the people affected by it and the people and businesses creating it.
How does climate change impact different communities?
Climate change impacts poor and vulnerable people more than wealthy, privileged people. People in less industrialized places have done the least to cause climate change, but they suffer the most from its effects. Black, Indigenous, (and) people of color (BIPOC) are more at risk to experience heat, pollution, and other impacts of climate change. Housing and lending policies and other city planning decisions have forced communities of color into areas with fewer trees or "heat islands" that, as a result, experience more pollution and higher temperatures that negatively affect people's health.
removed or die. This affects farm and ranch land.
Women and girls are uniquely affected by climate change, as they tend to face traditional expectations about caring for homes and people. They often have fewer resources than men and boys, and are more likely to have to leave their homes.
Rural communities experience erosion, mudslides, and flooding when trees or other native plants are
Climate justice requires justice for all. We must address climate change in ways that are fair. Those who have benefited the most from fossil fuels and deforestation, including businesses, must help and do even more of the work. The people suffering the most should be heard, respected, and included in finding solutions and making decisions.
How can I support climate justice? How can I learn more about my community?
The world needs to make big changes to stop climate change and advance climate justice. We can create better plans to avoid and survive natural disasters. We can build less expensive and more environmentally friendly housing. We can spend more money to create clean forms of public transportation, like electric cars and buses. We can research clean energy, like solar and wind power.
atmosphere. People plant trees, preserve existing forests, and design urban areas to prevent erosion or heat islands.
People everywhere are coming together to make a difference. Citizen scientists gather data. Engineers develop alternative energy sources and ways to remove greenhouse gases from the
Learn what is going on in your community. How is climate change affecting children and teens? How does it affect women and girls, BIPOC communities, or those living in cities or rural areas? Seek out people and local organizations that are helping. Ask questions and find inspiration. By connecting with others who care about the same thing as you, you can learn new information and skills. You can work together to change the world!
Share Hope
To have an impact on climate change, everyone needs to act! Individual people as well as communities, businesses, and governments all need to get involved. Choose one part of climate change that interests you and is important to your community. Make a project to spread awareness. Climate change may seem like an unsolvable problem, but you can help others learn about climate change and what they can do to fight it.
Create a message to share with your community. Use what you've learned to invite others to take action for the planet. For example:
⚬ Invite people to reduce their carbon footprint. Ask them to walk, ride a bike, or take public transportation. Have them use less plastic. Help them save water and energy at home.
⚬ Educate others through art. Make posters. Stage a play or film a video. Write poetry or a story. Paint a mural or write a song.
⚬ Host an event for others to learn about the issue and get involved. Plant trees or do a citizen science project together.
⚬ Use digital technology to create a social media campaign, educate others, and invite people to community events and rallies.
⚬ Call on community leaders, government officials, and businesses. Share how you feel about climate change and what you'd like them to do about it. Write a letter to Congress or your city council. Create a policy statement or make a video. Visit your elected officials. Attend community events and rallies.
You can work with others to create your message. Start with friends and family members. Ask experts. Talk to businesses and community groups. They might have ideas, materials, or volunteers to help. Connect with environmental groups, climate organizers, and youth activists. They can help you, and you can help them! Reach out to your library. Contact local colleges and universities. Look at local and international organizations.
When people learn about your challenge project, they may be inspired to act, too. Let your community know what you would like them to do. Start at home or with your Girl Scout troop. Then, invite your larger community, like the people from your school, place of worship, or local businesses. Talk to local leaders and elected officials. Share your story with local media.
When you're done, know that you're leading by example. You're sharing hope that we can fight climate change and win.
Not sure where to get started?
Check out these ideas to spread awareness about climate change:
⏵Make a climate collection or archive of books, stories of local change, or oral histories.
⏵Create a "how to" handout or playbook with local resources and actions.
⏵Film a web series, video tutorials, documentary, or live-action movie.
⏵Design a poster, zine, comic, T-shirt, or tote bag.
⏵Give a speech, make a presentation, or create a petition.
⏵Write and perform a song or make a music video.
⏵Host a workshop or event, like a concert, play, poetry slam, art exhibit, citizen science day, or tree-planting event.
⏵Develop an app, website, blog, or social media campaign.
⏵Write an op-ed or letter to a local outlet, city council, or government official.
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Education, Health and
Care plans examples of good practice
A RESOURCE FOR ALL THOSE INVOLVED IN THE PRODUCTION OF EHC PLANS
ABOUT THIS DOCUMENT
The purpose of this document is to support the development of skills in writing good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. Writing an EHC plan can be challenging, and each plan will only achieve the job it was intended to do where it reflects in full the particular individual child or young person to whom it relates.
The first part of this document includes excerpts from real EHC plans. The two EHC plans that follow draw on real examples but the plans themselves relate to fictional children, Jay, page 17; Jessica, page 28. We expect these examples to be useful to those contributing to EHC needs assessments and to those writing plans as well as to parents, children and young people and those supporting them. We intend this document to provoke a debate about the key features of high quality EHC plans. We invite other organisations to identify good EHC plans that exemplify the best for children with a range of different needs and for whom a wide range of outcomes are sought. In turn, we hope that this will build a body of evidence about what works.
BACKGROUND
At our request, Independent Support (IS) submitted 45 EHC plans, which were then analysed. At the same time, the DfE SEND Advisor team collected examples of good practice from their work with local areas. These examples form the basis of this document, along with an exemplar plan developed by the College of Occupational Therapists. We consulted the Independent Panel for Special Education Advice (IPSEA), the DfE and the College of Occupational Therapists; and we discussed our analysis with IS providers and Information, Advice and Support Services at five regional workshops in September and October 2016. We would like to thank everyone who has commented on drafts during the development of this document. The final content of this document is entirely the responsibility of the Council for Disabled Children.
USING THIS DOCUMENT
This document provides examples for discussion and is not advocating any particular approach to meeting needs. We were not party to the information and advice provided in support of the plans and are therefore making no judgement as to whether the particular provision is or is not appropriate for any particular child or young person.
Section A
The views, interests and aspirations of the child and his or her parents or the young person.
SECTION A IS INHERENTLY PERSONAL SO WE HAVE NOT PROVIDED ANY EXEMPLARS. THE FOLLOWING ARE QUOTES FROM CHILDREN, PARENTS AND YOUNG PEOPLE
Young people should be allowed to meet without parents so they can talk without being influenced – no matter what their age
It feels like it's about him, so I'd say it definitely has the child's voice in it and I think it's so important that that is heard. It makes him feel grown up to be involved in the whole process, to be asked for his views and what he wants
The young person views should be equal to views of parents/ professionals
It should be about the person, not the disability
Our family story was written by me with our family worker and shows our dreams for Sonny. That he'll go shopping, have his own money, be his own person and live as independent a life as possible
Just because I can't speak doesn't mean I don't communicate
1
Section B
The child or young person's special educational needs
TOP TIPS
Make sure each special educational need is articulated separately so you can easily check that there is provision there to meet each need
Oliver (7 years old) can focus and maintain attention. However, he struggles to maintain this on his own and he is liable to make noises and move around a lot in class without supervision. This can be disruptive to his own learning and that of others.
Jessica (19 years old) responds well to familiar routine, which seems to give her reassurance about what is happening now and in the near future. However, she has considerable difficulty in dealing with change and this can lead to anxiety and behavioural changes. At times of change, she can engage in obsessive and repetitive behaviours. This severely limits her opportunities to participate in community activities.
Jack (9 years old) plays well on his own. However, he finds it extremely difficult to engage with other children or to make friends with his peers.
Harry (12 years old) has dyspraxia. This condition impacts on the following areas of his learning:
* Handwriting and using tools such as compasses, rulers and cutlery;
* Keeping focused in class and following instructions; and
* Recalling what he has learnt and using it in new situations.
George (4 years old) communicates mainly through physical actions or becoming upset when he is unhappy about something. George does not yet speak recognisable words.
Katy (15 years old) can concentrate for periods of up to 10 minutes. However her concentration and attention to activities fluctuates according to her mood, tiredness and her perception of the adults who are interacting with her and the demands that she perceives they are making. She can get very anxious and upset if she is required to do something, which is not of her choosing or she perceives to be too difficult or challenging to her.
Dylan (10 years old) has two conditions which impact on his ability to learn:
Cerebral palsy which affects his
right side. Although he can walk unaided with confidence, Dylan experiences difficulty when trying to move quickly. When in the classroom he can find it difficult to move round small places but copes well in an uncluttered environment. Dylan has difficulty manipulating objects such as pencils, buttons, zips etc.
Autism Spectrum Disorder. Dylan displays a preference for routine and rigidity and this affects the range of activities that he will engage with and the way he understands and interprets the world around him. Dylan has difficulty in communicating verbally with others which impacts on his social relationships with his peers.
3
5
Section C
The child or young person's health needs
TOP TIPS
Keep it as simple as possible make sure it can be understood by a non-specialist
"Less is more"- avoid too much historical or complex medical information
Alison (7 years old) has periodic breathing difficulties which present as similar to an asthma attack. Currently she can experience up to two attacks a month. Whenever there is physical element to her activities that goes beyond walking she requires monitoring by an adult to ensure she does not experience a significant episode. During the winter months Alison is more vulnerable to chest infections.
A diagnostic label does not describe need - focus on practical implications of any health conditions or impairments on different areas of the child or young person's life
Where child or young person is not known to health services and there is no evidence of a relevant specialist health need this should be clearly articulated
Mary (4 years old) has a hearing loss that is moderate in both ears at mid to low frequencies and profound in both ears at high frequencies. She wears post aural (behind the ears) hearing aids but her hearing levels are unstable. This means she can often miss important information and impacts on her interactions with her peers and family at home and in the nursery.
Sion (15 years old) has a cerebral palsy which affects the right side of his body and as a result he has an unsteady gait. Sion prefers to walk unaided for short distances but over longer distances he needs to use a walking frame. Sion's right arm has limited movement. He can manage most self-care skills using his left hand supported by the right but he cannot manage buttons or tightly fitting garments.
Alex (3 years old) has not developed a night/ day sleeping pattern. It is rare for him to sleep for more than two hours in a row, and he naps frequently throughout the day.
Angelina (10 years old) experiences seizures related to her epilepsy at least once a week. Whilst up to now it has been difficult to know when these are going to happen, some early warning signs are beginning to emerge, such as mild jerking of her legs, feelings of tingling or numbness, or headaches. Following a seizure she may appear confused and requires adult monitoring for at least two hours.
Asma (14 years old) is a wheelchair user who has complex (whole body) cerebral palsy. This has significant impact on her mobility, on her ability to carry out everyday tasks, and also on her articulation and the clarity of her speech. She is unable to stand independently and can normally only be understood by people who have had time to get to know her speech patterns.
In association with her cerebral palsy Asma also has a visual field difficulty homonymous hemianopia - which means that the left side of her vision is severely reduced. This affects her ability to navigate safely in unfamiliar or busy environments.
5
Section D
The child or young person's social care needs which are related to their SEN or to a disability
TOP TIPS
Information about social care needs may come from a range of people: they could be teachers, youth workers or an allocated social worker
Adam (12 years old) finds it difficult to engage in social activities as he cannot easily recognise social cues. This results in him being socially isolated outside the structure of the school day.
If the child or young person is "not known" to social care it does not necessarily mean there are no social care needs
When requesting social care advice, relevant information that has already been collected about the child or young person's social care needs and outcomes should be passed on to the social care professional providing the advice
Toby (18 years old) has a learning disability and is at the early stages of developing adult independence skills. He understands how to use public transport but not how to maintain personal safety while using it. He has little understanding of how to manage his money and is at risk of others taking advantage of this.
Matthew (14 years old) has Down Syndrome and finds it difficult to express himself. This can result in challenging behaviour in the home and in the community and is very difficult for his family to manage. He can have periods requiring both parents to contain his behaviour if he does not feel safe.
Kian's (6 years old) behaviour at home arising from his learning difficulties and autism mean that there are times when his personal safety and that of his sibling can be at risk.
Emma (11 years old) has extremely limited mobility, as described in the health needs. This means that she faces significant challenges in joining in with social activities of her choosing including family outings and holidays.
7
Section E
The outcomes sought for the child or the young person
TOP TIPS
Short-term, service level targets should be included in an appendix, not as outcomes
Outcomes should follow from the aspirations identified in Section A
Where appropriate, outcomes should be joint across education, health and social care. For young people over 17, the education and training outcomes need to be separately identified
By the end of his current course, Ralph (19 years old) will attend 3 work-based interviews.
Mohammed (8 years old) works independently for at least 50% of each lesson period, by the end of KS2.
By the end of year 9 William (12 years old) will be able to make his own way to school every day.
By the end of KS1, Sheila (6 years old) will be able to express her preference when offered a choice between two activities.
By the end of KS3 Gemma (14 years old) will be able to enter an unfamiliar shop and buy a chosen item and walk to familiar shops for small errands on a daily basis.
Mason (3 years old) engages in a play activity with another child and an adult on a daily basis, by the time he is in reception.
By the end of KS4, Ed (14 years old) will be able to move around her community safely. She will:
* Walk independently to and from the bus stop, school and local club;
* Explain what she will do if she gets lost;
* reliably recognise key symbols and words that are part of her everyday environment.
By the time he finishes college, Ryan (18 years old) will be able to manage his money from day-to-day, including planning for his daily costs (e.g. using public transport, buying lunch and treats).
Janice (9 years old) greets different people appropriately. This will include family members, her friends and unfamiliar adults. To be achieved by the end of KS2.
Section F
The special educational provision required by the child or the young person
TOP TIPS
Set out exactly what is going to happen, who is going to do it, what skills, qualifications or training they need, how often it will be made available, and when it will be reviewed
Joe (8 years old) will receive a 30 minute session twice a week focussing on developing his social use of language. The sessions will be delivered by a teaching assistant with one other child.
Divide the hours of professional time into clearly defined activities which address a particular need and support progress towards a particular outcome
You can use grids to makes links between outcomes, needs and provision but this cannot be at the expense of separate sections
The session programme will be developed under the direction of a Speech and Language Therapist who will train the TA in delivering the sessions. An SLT and Joe's teacher will review his progress on a termly basis and adapt the programme accordingly.
Gail (10 years old) will have a trained ELSA (Emotional Learning Support Assistant) to support her to enter group play during less structured times of the school day. The ELSA will be trained by the Education Psychology Service and will provide support to Gail at playtimes.
Greg (10 years old) will have short and frequent touch typing sessions. He will receive 3 x 10 minute sessions at school per week. A Rehabilitation Worker for Visually Impaired Children will attend the school to support Greg and his teacher in the use of the software for an initial two hour session in the first week of term, followed by a one hour visit every month. Greg's teacher will deliver the sessions in class, and will review the programme and Greg's progress with the Rehabilitation Worker on a termly basis.
Sonny (19 years old) will receive the 'My Life' community based programme for two full days a week during term time, with a specific focus on independent living, travelling and safe volunteering.
Sonny's support worker will meet with his tutor at college twice a term to review his progress and to ensure the education programme provided by his college complements his skills in the community.
Katya (6 years old) will work with a Higher Level Teaching Assistant for 15 mins every morning to support her in choosing between 2 simple options presented through the 'Choices Card' system. The emphasis will be on ensuring that Katya understands the outcome of her choices. This programme will be developed with Kayta's teacher and the teacher, the teaching assistant and Katya's parents will review progress on a half termly basis.
Victoria (13 years old) will have a laptop with voice activated software to help her prepare for Y11 GCSEs. The laptop will be for use in all lessons where her teachers have identified this will help her to record her work more effectively. The laptop will also be available for use at home where it will be used for homework.
The SENCO will provide one-to one support for one hour per week to enable Victoria to use the software. The SENCo will review Victoria's progress on a termly basis.
Section G
Any health provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN
TOP TIPS
Set out exactly what is going to happen, who is going to do it, what skills, qualifications or training they need, how often it will be made available, and when it will be reviewed
It may be possible for therapies to appear in special educational provision (Section F) and in health provision
Jennifer (15 years old) will have her hearing loss and her use of hearing aids monitored at quarterly reviews by the audiology service. Hearing aid review appointments will include:
* hearing tests;
* tests of middle ear function;
* checks to ensure the hearing aids are fitted and working as well as they should be.
Jennifer's hearing aids will be reprogrammed or upgraded by the audiology service in line with the findings of the quarterly review, within 6 weeks of the review taking place.
Bharat (10 years old) will attend appointments at the hospital every eight weeks where his condition will be monitored by his consultant.
Within the first week of term, a school nurse will deliver a two hour training session on managing his seizures for all school staff who work with Bharat. This will be delivered at the school. Refresher training and updated advice from the school nurse will be made available once a term.
Ethan (9 years old) will have a physiotherapy programme developed by his therapist for use in school in advance of the start of Year 5. Within the first week of Ethan starting Year 5, school staff will be trained in the programme by the therapist at a three hour training session. The programme will subsequently be reviewed at the beginning of every half term by the therapist.
Alice (14 years old) will work with the CAMHs team to help her manage her emotional health. She will have two blocks of cognitive behavioural therapy with a clinical psychologist. The blocks will be six weeks each, separated by a two-week review period.
She will be given a place at the local support group for young people which meets twice a week and CAMHs staff will support and encourage her to attend.
Dan's (11 years old) occupational therapist will meet his parents and teachers (6 x 1.5 hours in the autumn term) to develop and maintain toileting routines in the school and at home. In addition, once a term, the occupational therapist will meet the school staff and his wheelchair services team to discuss Dan's school mealtime participation and improve his access to table-top activities within the classroom.
Natalie (5 years old) will have a sleep management strategy put in place to address her sleep problems. The strategy will be developed by a Specialist Health Visitor (SHV), working with Natalie's parents, following an initial two hour assessment by the SHV. Weekly follow-up up support to Natalie's parents will be provided by the SHV via telephone in 30 minute blocks. Natalie's paediatrician will review the success of this programme at her bi-annual reviews.
Section H1
Social care provision which must be made for a child or young person under 18 resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA)
TOP TIPS
Set out exactly what is going to happen, who is going to do it, what skills, qualifications or training they need, how often it will be made available, and when it will be reviewed
Anna (16 years old) will receive two hours per day help at home from a personal assistant to support feeding and dressing/ undressing. This time will be split across the morning and afternoon and will be available seven days a week.
The social care services that can be provided under CSDPA are very wide including support at home, support to access the community, and help with adaptations to the home
Jack (10 years old) will have a place reserved at the local specialist holiday scheme for young children with autistic spectrum disorder. He will be able to attend for six halfday sessions of his parents choosing during each school holiday period. This is funded by the Children with Disabilities team.
Amir (12 years old) will have his home adapted to provide a lift from the ground floor to first floor and for a walk in shower. This will be provided from the Disabled Facilities Grants budget.
Mike (10 years old), Mike's family and his early help worker will plan an individual activity programme for Mike which will give him access to a range of leisure activities and outings outside the home. These activities will be delivered by the local junior activities provider. Planning will be completed by the last week of the summer term.
The activity programme will be made up of:
* one activity per week for a length of two hours delivered on an individual basis;
* one activity a month in a group of three primary aged children with similar needs for half a day.
Section H2
Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN
This will include any adult social care provision being provided to meet a young person's eligible needs (through a statutory care and support plan) under the Care Act 2014 or provision not covered by CSDPA.
TOP TIPS
Alan (20 years old) will have his accommodation adapted to give him:
* a self-contained bedroom with walk in shower; and
* storage space for the equipment he uses on a daily basis.
This will be commissioned by the Adults Independent Living Team and is based on the quote provided.
John (19 years old) will work with the Access for All team to help him identify two community activities per week that he wants to take part in when he is not at college. The team will provide a support worker and transport to take John to and from these activities twice a week.
Set out exactly what is going to happen, who is going to do it, what skills, qualifications or training they need, how often it will be made available, and when it will be reviewed
Social care provision reasonably required may include provision identified through early help, child in need assessments, and Section 47 child protection enquiries
Tatra (13 years old) will have a block of seven consecutive nights at the local residential short breaks provider to allow her parents to have a holiday. These short breaks will be available twice in this calendar year, and should be taken approximately six months apart. This provision will be reviewed in 12 months' time.
Section I
The name and type of the school, maintained nursery school, post-16 institution or other institution to be attended by the child or young person and the type of that institution (or, where the name of a school or other institution is not specified in the EHC plan, the type of school or other institution to be attended by the child or young person).
Section J
Where there is a Personal Budget, the details of how the Personal Budget will support particular outcomes, the provision it will be used for including any flexibility in its usage and the arrangements for any direct payments for education, health and social care. The special educational needs and outcomes that are to be met by any direct payment must be specified.
Section K
The advice and information gathered during the EHC needs assessment must be attached (in appendices). There should be a list of this advice and information.
JAY'S EDUCATION, HEALTH AND CARE PLAN
NAME: JAY WELLSELY
AGE: 13
ABOUT JAY'S EDUCATION, HEALTH AND CARE PLAN
This plan has been developed to exemplify how different parts of an EHC plan should be linked together to provide a coherent picture of a child or young person. We have therefore tried to keep the length to a minimum.
Every plan should be developed with the participation of the child and their parent or the young person themselves, and is only a good plan if it reflects that individual child or young person. This is a good plan for Jay but not for anyone else.
This document has been included to provide an example of a well-structured plan. This document is not seeking to advocate a particular approach to meeting particular needs and cannot and does not provide legal advice in relation to any individual case.
Jay Wellsely One page profile
Tries to do the right thing tells it like it is
a winning smile cool hair
hardworking interesting
WHAT OTHERS LIKE ABOUT ME AND WHAT I LIKE ABOUT MYSELF
focussed intelligent
mature polite
quiet smart
ambitious and responsible
WHAT'S IMPORTANT TO ME
Devoted to his dog
* Dizzi – my dog – he's a miniature Schnauzer and he is always pleased to see me no matter what. He's my responsibility
* Keeping a photo of Dizzi in my pocket
* Being able to attend the local theatre group
* Playing the piano when I want to
* Being allowed to be on my own as much as I want without everyone trying to make me join in when I really don't want to or feel the need to
* Working on my various history projects
* Watching the news and historical or political documentaries
* Finding out about debating societies and perhaps getting involved
WHAT GOOD SUPPORT FOR ME LOOKS LIKE
* Being allowed to avoid noisy and crowded situations – it makes me feel like I can't breathe and my head is going to explode
* Being allowed to meet with the school counsellor on arrival at school each day and whenever I need to
* My breathing exercises
* Not being rushed or have questions sprung on me
* Discreet signalling to indicate if I'm not understanding or lost and a time out card so I know I can leave a situation if I have to
* Warnings, explanations and if needed support if there is a change to my expected routine or plans
* Keeping things the same as much as possible; no unnecessary changes
Section A
The views, wishes and aspirations of Jay and his parents
Contribution from Jay's parents
Jay is a lot older than his brother and his baby sister. He was five when we first understood he had a unique perception of the world. We always assumed that Jay was just a little eccentric. However, when Jay was ten he was referred to a consultant paediatrician who told us that Jay had autism spectrum disorder. Once we started to understand his condition lots of other things started to make sense, although we're still learning how to help Jay cope with change and manage certain situations better.
Jay loves history and history books, although he struggles sometimes to take it all in and finds it difficult to read them on his own. Jay has been attending a local theatre group since he was about 10. It is a community theatre group and they were advertising for new members to put on a play about local history. He has continued to attend ever since although he is reluctant to take part in performances.
Jay has always been anxious but his anxiety issues have greatly increased recently, especially since he went to secondary school. Overall we're probably more worried about his emotional state, and friends, than his academic achievements. I really want him to overcome this so that he can attend school regularly, participate in his lessons in school and so fulfil his own dreams. He really wants to go to university and be a politician and I think his drama class really helps with this.
Make it clear what the aspirations are so it is easy to see how they link to the outcomes
Jay's aspirations:
* To become a politician
* To go to university
* To live on his own
His parents' aspirations for him:
* To have a bigger circle of friends
* To feel good about being in school
* To fulfil his own dreams
Jay's contribution
Show exactly how views were gathered
[Jay was supported to write this contribution by an Independent Supporter who met with Jay on two occasions]
My name is Jay Wellsely and I am 13 years old. I have autism, which means I don't normally like the company of strangers and I don't quite see things in the same way others do. I think it must be like being colour-blind but people-blind instead.
If anyone is in the house that I don't know, I shut myself in my room with Dizzi my dog. Dizzi, short for Disraeli, understands me and helps me feel calmer. I keep a picture of him with me all the time when I'm not at home and sometimes just looking at this helps me not become nervous or anxious.
School really stresses me out. Meeting with Julie (school counsellor) at school and doing my breathing exercises helps me during the school day. At school if one of the practice rooms is empty, I go in there at break times and play piano. I usually feel calmer after doing this. But sometimes I get too upset and stressed and I just lose control.
I love history especially the political side of things and I get frustrated that today's politicians are failing to acknowledge and learn from what happened previously. I want to learn as much as I can from history and become a politician so that I can help find a better way forward.
Studying history and spending time in the library or the research room at the museum allows me to shut everything else out. I've also met some very interesting people who I keep in touch with. This is the closest I come to having friends – someone to discuss a shared interest with.
Section B
Jay's special educational needs
Numbering the needs and keeping them separate can make it much easier to match them with provision
1 Jay has autism spectrum disorder and acute anxiety which greatly affects his ability to learn. He finds it especially difficult when a task in which he is involved is interrupted and reacts very strongly, including banging his head. These common occurrences often disrupt Jay's learning for significant periods as he sometimes misses lessons or parts of lessons due to this anxiety.
Jay's progress across the curriculum is impeded by his anxiety. He is performing below national curriculum levels in the core subjects.
2 Jay can be focused on the task in hand and has an eye for detail. He can recall facts which interest him such as those about historical political figures. However, Jay struggles to structure either his written work or the way he communicates verbally. His written work is presented as a series of unconnected statements, and he is currently unable to sift information to develop and present an argument.
Jay's weak auditory memory skills can often cause him difficulty in understanding, especially if too much information is given to him at once. He needs help in understanding how to execute a task and concepts need to be repeated several times before he is able to commit them to memory.
3 Jay is disorganised and often arrives in class unprepared. He will forget which class he is required to attend and struggles to bring appropriate learning materials. It takes him a long time to get settled and this can often exacerbate his anxiety.
4 Although Jay is able to communicate verbally, his social speech and language skills are delayed and his use and understanding of language can be very literal. This has a significant impact on the way in which Jay is able to interact with his environment. Jay has great difficulties recognising how other people are feeling, interprets things literally and is very uncomfortable working in groups. This limits his opportunities both socially and academically.
5 Jay does not yet have established friendship patterns. He chats easily with others about subjects that interest him, but has no regard for social rules and therefore loses potential friends quickly.
Section C
Jay's health needs
Health needs may have been described in Section B but they should still be included here
Jay has a diagnosis of autism spectrum disorder, and a related anxiety disorder. Jay experiences persistent and severe levels of anxiety. He has particular difficulty managing daily tasks and experiences distress related to these tasks.
Jay often experiences acute anxiety attacks. These can prevent Jay from attending school or undertaking activities outside the home as a result. There are often physical symptoms related to his anxiety, and he will often bang his head either with his own fists or against walls.
Always set out the impact of a diagnosis on a child or young person's day-to-day activities
Section D
Social care needs
Jay struggles in social situations, particularly with children his own age. He attends a local drama group, which provides him with a structured approach to social situations outside of school. His anxiety about using public transport prevents him from attending more often.
During the school holidays and without the structure of the school day, Jay's behaviour can become more difficult and he monopolises his mother's time. This makes it difficult for her to provide care for Jay's younger brother and baby sister and causes great stress within the family.
Section E
The outcomes sought for Jay
Make sure the outcomes link to the aspirations in Section A
By the end of key stage 3:
* Jay has increased his attendance at school from 75% to 90%.
* Jay's tolerance of interruption has improved so that he needs time out of the classroom no more than once a week.
* Jay's produces coherent pieces of written work that reflect his knowledge and understanding without adult help.
* Jay has developed his personal organisational skills so that he arrives at each class on time and with the correct materials.
* Jay has the confidence to audition for a role in his drama group's yearly public performance.
* Jay has at least two friends whom he sees outside of school times, and Jay reports being more confident in developing and maintaining friendships.
Section F
The special educational provision required by Jay
1 The school counsellor will meet Jay to provide him with supportive counselling and reinforce his strategies for managing his anxiety. The counsellor will meet with Jay for a onehour session per week and up to two hours if requested by Jay. The school counsellor will review his progress termly with Jay and his parents.
Jay will have a code word to communicate when he is feeling anxious. All teachers will be aware of the code word, and allow him to leave the classroom to go to a quiet room for a short while.
2 Jay will have a multi-sensory teaching programme focused on developing his literacy, organisation and memory skills. This will be devised by a specialist teacher who will assess Jay's progress once every half term with Jay's teacher. A Higher Level Teaching Assistant (HTLA) will work with Jay for one hour a day to deliver the programme, with weekly supervision from Jay's teacher.
Jay will receive a laptop with mindmapping and voice recognition software to help him structure his thoughts for use across the curriculum and which will be available in all lessons. Jay will receive one-to one support to use the software from a HTLA for 30 minutes every morning in class. Jay's progress will be monitored by Jay's teachers and the HTLA on a monthly basis.
3 Jay will have a visual timetable, drawn up by the school SENCo. This will include materials required for classes. The SENCo will initially spend half a day with Jay practicing using the visual timetable and will review its use with him once a month.
4 Jay will be provided with one hour per week training from a HLTA about practicing dialogue in social situations, on a one-to-one basis for half an hour and then with two other children. The session programme will be developed under the direction of the specialist ASD Team. The ASD team will train the HLTA to deliver the sessions and work with the HTLA to review his progress on a termly basis and adapt the programme accordingly.
5 Jay will be included in a small social skills training group comprising five other young people of a similar age, and which focuses on the development of friendship skills. This will be provided for 45 minutes once a week.
Section G
The health provision required by Jay
The Child and Adolescent Mental Health Service (CAMHs) will provide Jay with a treatment programme. He will receive two 10-week blocks of cognitive behavioural therapy delivered by a child psychologist, separated by a two week review period. The programme will specifically focus on finding strategies for coping with situations that make Jay anxious and developing concrete problem-solving skills. On completion of this programme, CAMHS will review progress with Jay and his mother and decide if further programmes will be provided.
A careful decision has to be made about whether health provision educates or trains. On the facts of this particular case, it has been determined that this provision is medical treatment.
CAMHs will provide a therapist who will meet termly with the school counsellor at Jay's school, in order to provide advice on the strategies detailed in Section F. The therapist and the councillor will discuss Jay's progress and review the support provided for him.
Section H1
The social care provision that must be made for Jay
A personal assistant (PA) will be provided for Jay to support him to attend his drama club once a week during term time. The PA will be available for up to four hours each week and will travel to the drama group on public transport with Jay, wait for him and return home with him.
Jay will be funded to attend a community based drama programme during the summer school holidays for children his age. This will run five days a week for two consecutive weeks.
Section H2
Any other social care provision required by Jay
Jay does not require any other social care services.
Section I
The educational placement to be attended by Jay
Jay will attend The Greenwalk Academy School. This is a mainstream secondary school.
Section J
Personal Budget
Mr and Mrs Wellsely did not wish to have a personal budget.
Section K
Advice and information to be found in appendices
Annex 1
matching outcomes and provision
DRAFT
JESSICA'S EDUCATION, HEALTH AND CARE PLAN
NAME: JESSICA BEST
AGE: 8
ABOUT JESSICA'S EDUCATION, HEALTH AND CARE PLAN
Jessica's draft EHC plan has been included to highlight the integration of special educational, health and social care provision into Jessica's school and home life.
Every plan should be developed with the participation of the child and their parent or the young person themselves, and is only a good plan if it reflects that individual child or young person. This is a good plan for Jessica but not for anyone else.
This document provides an example of a well-integrated plan. This document is not seeking to advocate a particular approach to meeting needs and cannot and does not provide legal advice in relation to any individual case.
About Jessica
Jessica is a valued member of her family and wider school community. She is a happy girl and responds to the sounds of children playing and staff interactions. She enjoys being with familiar people and she is a pleasure to be around.
Jessica lives with her parents and two younger siblings in a three bedroom flat. Jessica's extended family also lives in the home. Jessica shares her bedroom with her grandmother. The bedrooms and bathroom are on the first floor, there is no lift access and the living areas and kitchen are on the ground floor.
Jessica has complex health, education and social care needs and is on a very different developmental journey. She has very significant difficulties in functioning in the areas of motor skills and cognition and learning. She has cerebral palsy which affects all four limbs and relies on a wheelchair and adults for her care and mobility needs. Jessica also experiences severe gastro-oesophageal reflux and recurrent chest infections due to chronic lung disease.
Section A
The views, interests and aspirations of the child and their parents, or of the young person
Jessica's views
In a session with Jessica and her parents, Jessica communicated that she likes being with other children and she likes being spoken to. Jessica reacts positively to music and likes being in her classroom and also in the playground.
Jessica's parents' view
Jessica's parents would like Jessica to be happy and healthy and be cared for well in the future. They want her to have opportunities to be with others, such as going on family holidays and making friends. Longer term, they want her to be included within society by being able to participate in community activities and, one day, being able to live away from home.
Jessica's parents report that she enjoys going swimming and kicks the water. She also enjoys bath-time. She is happy lying on the floor and playing and she also enjoys being in her seat where she can see the activity in the room. For Jessica's more immediate future, her parents reported the following areas were priorities for them:
* Jessica's parents would like to have a family home where they can play with Jessica and with the space to accommodate the additional equipment Jessica requires.
* Jessica's parents would like Jessica to have a less disrupted sleep routine as they feel this impacts on her ability to access learning.
* Jessica's parents would like opportunities for short breaks so that Jessica can enjoy activities with other children, with appropriate support, whilst her parents can spend time with Jessica's siblings.
* Jessica's parents would like Jessica to be able to communicate more, and more easily.
* They would like her to join in mealtimes at school with her peer group as currently she is being fed in a separate area.
Section B
The child or young person's special educational needs
1 Jessica has complex learning disabilities and is consistently working at P2(i) level and is demonstrating a number of features of P2(ii).
Jessica is beginning to respond consistently to familiar people (e.g. parents, teacher and teaching assistant) by looking towards them and smiling. She reacts to familiar experiences such as when she is able to play with toys, mirrors, bright coloured and different textured objects.
2 Jessica's attention can be variable, depending on her health and tiredness (see sleep routine and other health needs in section C). She can at times be overwhelmed, or appear to switch off to what is happening around her. This is particularly the case when there are large numbers of people around her.
3 Jessica needs regular changes of position (at least every two hours) to avoid developing pressure areas. A suggested plan for Jessica's changes of position (24-hour postural management programme) is in place. These changes of position often coincide with school routines (e.g. playtime, mealtimes, toileting, swimming etc.).
Jessica's wheelchair and hoist are all working well for her. She uses her wheelchair for mobility, but requires full assistance from an adult to propel her in the school and in the playground.
4 It is difficult for Jessica to initiate communication with adults or other children. Her hearing and vision impairment and developmental needs limit her communication. This in turn limits her interactions with the other children in the classroom and at other times of day.
5 Jessica experiences significant challenges in relation to personal care. She is fully dependent on adult support for all her personal care needs. She is in nappies day and night and requires regular changing during the school day. The accessible toilet is fitted with a height adjustable changing table and hoist and there are suitably trained staff to meet her current needs.
6 Jessica has her meals through a gastrostomy tube. At present she is not safe to take liquids orally because of the risk of choking. Currently Jessica is fed by a trained staff member in a room away from the other children. This means she misses opportunities for social engagement.
Section C
The child or young person's health needs which relate to their SEN
Medication
Jessica is prescribed a number of medications, which are signposted in her health emergency plan. This plan is always found in Jessica's communication bag on the back of her wheelchair. It must follow her across settings so that it can be easily available and acted upon in the event of a health emergency arising. The plan will be regularly updated by Jessica's lead clinician, to whom any questions or concerns about its content should be directed. It is important that only the signed copy of the health emergency plan that is with Jessica is used and that copies are not made, to avoid the risk of following an out of date one.
Mobility
Jessica has cerebral palsy which affects all four limbs. This means that she requires a wheelchair for mobility, and is dependent on other people for physical care and for transfers. Jessica is able to sit only with full support, and requires adult assistance to maintain and shift her positions, seated, standing, transferring etc. Jessica also has profound challenges in holding and handling toys and objects, due to variable tightness in her hand muscles.
Eating
Jessica has severe gastro-oesophageal reflux. This means she must take her meals largely through a gastrostomy tube. She does have small meals of smooth puree which she is safe to take when positioned well in a specialist chair. Jessica often requires chin support and/or some head support to aid this position.
Sleeping
Jessica has a poor sleeping pattern and often wakes at night. This can impact on her engagement within the school environment and Jessica's parents are concerned as her disrupted sleep affects the rest of the family.
Comfort and safety
Jessica needs regular changes of position at least once an hour to avoid developing pressure areas. These changes of position often coincide with Jessica's routines (e.g. sleeping, mealtimes, washing/dressing, playing). She indicates her needs by putting her bottom lip out, which means that she is upset or if she wants to be picked up.
Section D
The child or young person's social care needs which relate to their SEN
Moving around the home
Due to Jessica's needs, she requires adaptations to be made to her home so that she can access her bedroom and the bathroom without the need for her parents to carry her up the stairs and change her on the floor. Currently, Jessica's parents report the extreme strain their housing situation is having on their family life as there is little privacy for any family members and the parents are experiencing their own health needs relating to carrying Jessica and ensuring her personal care needs are met.
At home, Jessica is lifted from her wheelchair onto the floor by her parents as the hoist is not able to be used within the small living space. This means that Jessica spends a considerable amount of time at home in her wheelchair in the lounge watching TV as she has limited access to her toys when positioned unsupported on the floor.
Access to community activities
A section 17 child in need assessment has been completed for Jessica.
This identified the relevant needs below:
* Jessica is not able to access community activities and does not have opportunities to spend time with other children and engage in positive activities.
* Jessica's parents can struggle to spend time with Jessica's siblings as a result of the level of care and support they provide to Jessica.
Jessica's parents are aware of the Local Offer but have struggled to access services. They believe that having short breaks and support to access other services in the community would benefit Jessica and the rest of the family.
Section E
The outcomes sought for the child or the young person
At the end of key stage 2, Jessica:
a) Communicates preferences to adults and to other children (which toys and equipment she wants to use, who she wants to work with);
b) Asserts some control over the toys she plays with through using switch activation each day in the classroom;
c) Enjoys and is more confident in a wider range of activities with a wider range of adults and children (gauged by: what Jessica communicates, observations of Jessica, and parent and teacher reports);
d) Uses all the playground equipment;
e) Has her meals in the school lunch hall with her peers;
f) Uses the lounge room and kitchen/diner of the family home to be with family or visiting friends;
g) Sleeps through the night.
Steps towards outcomes
Within six months Jessica will be able to get to sleep and her waking up reduces to no more than twice a night.
By the end of Year 5, Jessica will experience at least two new activities which will be incorporated into her school routines.
Monitoring and review
School will report on Jessica's progress to her parents at least termly.
The health care plan will be reviewed at least every six months.
This Education Health and Care plan will be reviewed at least annually, in line with the local authority procedures.
Jessica's review when she is in Year 9, at the age of 14 years, will have a clear focus on preparing for adulthood, and will include all agencies including housing.
Section F
The special educational provision required by the child or the young person
1 Jessica will receive a structured, personal learning programme devised within a developmental curriculum framework and drawing on multi-sensory approaches. Her teacher will work with the occupational therapist who will visit the school four times in the academic year, 90 minutes per visit, to develop a programme of activities which help curriculum targets.
2 In class, Jessica will work in a small group and there will be a strong element of the work focused on building Jessica's communication with adults and with other children (see communication support programme, below).
Under the direction of a teacher, a teaching assistant will monitor Jessica's engagement, identify moments of focus and concentration and make adjustments to the equipment, toys, communication aids and other features of the learning environment to increase and extend Jessica's engagement.
3 A member of staff who has received training from a physiotherapist in moving and handling will be available at all times during the school day to support Jessica's transfer between positions and activities. This will include providing Jessica with periods of time positioned on her front and the use of her standing frame for at least one hour per day.
4 Jessica will receive a personal communication support programme for six hours per week delivered by a teaching assistant in a small group setting. The programme will be developed by a teacher with additional training and qualification in alternative and augmentative communication. This teacher will also provide initial training to the teaching assistant. The teacher will develop the programme in consultation with Jessica's parents, and advice from a Speech and Language Therapist who will visit the school for a two hour session each half-term.
Jessica's class teacher will oversee the implementation of the programme and the TA will report to the teacher on a weekly basis.
5 A personal care assistant who has been trained to help with Jessica's personal care will be available in school for two hours per day. The personal assistant will be available throughout the school day when Jessica's personal needs call for them.
6 A member of staff who has undergone training with the school nursing team will be available for one hour each lunchtime to implement Jessica's safe eating programme. Provision will be made for Jessica to eat in the same place as other children.
Section G
Any health provision reasonably required by the learning difficulties or disabilities that result in the child or young person having SEN
Medical needs
Accessible written information will be provided about Jessica's cerebral palsy, epilepsy, hearing impairment, vision impairment, reflux, feeding difficulties (including where to find and how to follow her safe eating and drinking plan), constipation, sleep difficulties and the early signs to look out for to suggest she may be in pain and what may be causing this. This information will be updated by the school nurse in line with Jessica's changing needs.
The specialist community children's nursing team and the epilepsy nurse specialist will provide a one-hour training session on finding and following Jessica's health emergency plan. This will be delivered to all education and personal care staff involved with Jessica and repeated every six months.
Mobility
A senior physiotherapist and a technical instructor will jointly deliver 14 two-hour physiotherapy sessions over the year.
A physiotherapist will deliver a two-hour training session to school staff working with Jessica. This training will detail how staff can make sure Jessica changes positions regularly to promote her comfort and access to activities. Refresher training and updated advice will be provided by a physiotherapist once a term.
Eating
The school nursing service will provide a one-hour training session for school staff on supporting Jessica during mealtimes. This will focus on reducing Jessica's risk of chest infections through proactive management of her medical needs as they relate to eating, and in line with her safe eating and drinking plan.
A specialist paediatrician and a dysphagia-competent specialist speech and language therapist will review Jessica's safe eating and drinking plan to ensure optimal, proactive management of reflux condition every four months. This will be communicated to Jessica's parents and to the school via the school nursing service.
Sleeping
A paediatric appointment with Jessica and her family to review Jessica's general health and medication and the potential impact these have on her sleeping. Four home visits (2 hours each) by the occupational therapist will consider Jessica's sleep routines and collaboratively develop a plan for improving Jessica's sleep.
The physiotherapist will contact Jessica's parents by telephone once a month to discuss progress and any concerns.
Comfort and safety
The physiotherapist will work with Jessica and her family/carers to support her transfers, ability to mobilise and suitable positioning as part of her 24-hour postural management programme. The physiotherapist will deliver a one-hour training session to Jessica's parents using a written and illustrated programme of suitable activities and positioning to deliver a postural management and exercise regime.
Section H1
Any social care provision which must be made for a child or young person under 18 resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970 (CSDPA)
1 An occupational therapist from the social care team will work with Jessica's family and liaise with housing to support the review and major adaptation of their home (four direct or indirect sessions over 12 months). These will focus on enabling Jessica to access the lounge room and kitchen/diner.
The occupational therapist will work with Jessica and her family to develop the evening routines and create ways to support Jessica becoming familiar with the routines. Within 6 months and over two 1.5 hour visits, the occupational therapist and physiotherapist will assess Jessica for a specialist bed and transfer equipment (if required).
2(a) Jessica will be provided with a personal assistant once per week for 4 hours to support her to access community activities and to give her parents an opportunity to spend 1:1 time with her siblings.
Section H2
Any other social care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN
2(b) Jessica will receive 24 hours of overnight short breaks per month from a commissioned service, paid directly to the provider, to support her to spend time with other children and engage in positive activities. At this point, Jessica's parents would not like a personal budget.
Useful resources
CDC training support
CDC offers a series of training packages related to EHC plans that can be delivered whenever and wherever you need them:
https://councilfordisabledchildren.org.uk/our-services/training-support
The EHC outcomes pyramid
The EHC outcomes pyramid has been developed by CDC as a tool to help professionals and parents identify outcomes for children and young people with special educational needs:
https://councilfordisabledchildren.org.uk/help-resources/resources/ehc-outcomes-pyramid
A Guide to Education Health and Care plans
A step-by-step guide to Education Health and Care plans designed to support the completion of person-centred, legally compliant EHC plans:
https://councilfordisabledchildren.org.uk/help-resources/resources/step-step-guide-ehc-plans
Education Health and Care Plan Workshops
In early spring 2016, the DfE's SEND advisors held workshops in all nine regions to support local areas with producing quality Education, Health and Care (EHC) Plans. The resources from these workshops can be found here:
http://www.sendpathfinder.co.uk/education-health-and-care-plan-workshops
Achieving Joined- Up, SMART, Flexible Outcomes in EHC plans
A video by Fazilla Amide (a parent from Enfield) can be viewed here:
https://www.youtube.com/watch?v=K6rBkVpCnqc&feature=youtu.be
Council for Disabled Children Resources and Help
Check out our resource hub for the best collection of information, practice guidance and toolkits:
https://councilfordisabledchildren.org.uk/resources-and-help
Independent Support case studies
Since Independent Support began in September 2014 we've been collecting personal accounts from the young people and parent carers who've used been supported through the EHC process at:
https://councilfordisabledchildren.org.uk/independent-support/introducing-independentsupport/real-stories-ground
Independent Support
Helping parents & young people navigate the Education, Health & Care planning process. Find your local IS agency:
https://councilfordisabledchildren.org.uk/independent-support
Information, Advice and Support Services
Direct advice or support to children, young people and parents. Find your local IAS Service:
https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network
25
EDUCATION HEALTH AND CARE PLANS: A CASE STUDY
About the Council for Disabled Children
The Council for Disabled Children (CDC) is the umbrella body for the disabled children's sector with a membership of over 200 voluntary and community organisations and an active network of practitioners and policy-makers that spans education, health and social care. Their aim is to see a fully-inclusive society where disabled children and young people and those with special educational needs can lead full and happy childhoods and rewarding adult lives. They do this by working with the sector to find out what is and isn't working on the ground and use what they learn to influence policy and improve practice.
CDC hosts the following networks and projects:
Independent Support IASS Network Making Ourselves Heard Preparing for Adulthood Special Educational Consortium Transition Information Network
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Food Stamps (SNAP) Know Your Rights!
What are food stamps (SNAP)?
Food stamps (or SNAP) help low-income people buy food. Food stamps come on a card called an EBT card.
You can buy most foods with food stamps. You can't buy prepared foods, soap, alcohol, tobacco, or anything that's not food.
Can I get food stamps?
Food stamps go to a "household." A household is everyone who lives together and buys and cooks food together.
The table below tells you if you can get food stamps and the most you can get.
*If you have more income than the amount listed above, you might be able to get food stamps if someone in your home is elderly or disabled. Questions? Call Legal Aid.
To check if you can get food stamps, go to https://www.dchunger.org/calculator/.
Need help?
Call Legal Aid at (202) 628-1161 or go to
I'm not a U.S. Citizen. Can I get food stamps?
Maybe. Some people who aren't U.S. Citizens can get food stamps. Go to Legal Aid's flyer, "Getting Public Benefits if You're Not a U.S. Citizen."
Even if you can't get food stamps, you can still apply for your children or other household members if their immigration category means they can get food stamps.
You only have to write the immigration status of the people you're applying for. The government can't ask for more information.
Can I apply if I don't speak English well?
Yes. The law says the government has to help you in your language. Tell the agency you want help in your language.
Go to the next page to learn how to apply for food stamps.
https://www.legalaiddc.org/online-intake/
.
How do I apply for food stamps?
You can apply for all public benefits, including food stamps, TANF, Medicaid, and D.C. Healthcare Alliance on the same application.
Step 1: Get the documents you need. Don't send the originals! Take a picture or make a copy.
Your photo ID
Your Social Security Card (if you have one)
Proof of income (such as pay stubs)
Proof of address (such as a utility bill)
Birth certificates of everyone in your household
Step 2: Apply in one of five ways:
In person: Go to one of these ESA service centers. Ask for a receipt when you apply.
Smartphone:
* Anacostia Service Center
2100 Martin Luther King Jr. Avenue SE (202) 645-4614
* Congress Heights Service Center 4001 South Capitol Street SW (202) 645-4546
* H Street Service Center 645 H Street NE (202) 698-4350
* [Closed] Fort Davis Service Center 3851 Alabama Avenue SE (202) 645-4500
Download the
District
Direct app in the app store. Apply through your phone. Write down your confirmation number.
Online: Apply online through at https://districtdirect.dc.gov/ua/. Write down your confirmation number. Save a copy of what you submit.
Get the application at
Mail:
https://dhs.dc.gov/page/apply-recertify- benefits
. Send in the application and copies of your documents to a Service Center (listed to
the left). Keep proof that you mailed in your
* [Closed] Taylor Street Service Center 1207 Taylor Street NW (202) 576-8000
application.
This option isn't recommended.
Fax: Fax the completed application to DHS ESA at (202) 671-4400.
After I apply, how quickly will I get a decision on my application?
Usually, the government has 30 days to process your application. You can ask for your application to be processed in 7 days ("expedited processing") if:
* You earn less than $150/month and have less than $100 in savings; or
* Your rent plus utilities are more than your income.
You'll get a notice by mail or on the app telling you if your application was approved or denied.
I didn't get food stamps or stopped getting them. What can I do?
You have the right to appeal. You need to appeal within 90 days of the notice that your food stamps were denied, cut off, or reduced. There are three steps to appeal.
Step 1: Get the appeal form. Go to https://oah.dc.gov/node/154252 or call OAH at (202) 442-9094.
Step 2: Fill out the appeal form.
Step 3: File the form in one of these ways:
Email it to email@example.com.
Bring it in person to the Office of Administrative Hearings, 441 Fourth Street NW, Suite 450N, Washington, DC 20001. Keep a copy of the form.
Mail it the address on the left. Keep a copy of the form. Write down the date you sent it. This option isn't recommended.
You might be able to keep your food stamps while waiting for your hearing. Ask for a hearing before the date your benefits get cut off or reduced (find this date on the notice). Say it's an emergency.
Need help?
Call Legal Aid at (202) 628-1161 or go to https://www.legalaiddc.org/online-intake/
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The power to change the climate, to clean the air, to purify water and to give hope to humanity comes from the simple act of planting trees.
Forests offer one of the best chances to stem climate change, and they are by far the lowest-cost and most scalable carbon solution, according to the National Academy of Science. Further evidence from the International Panel on Climate Change (IPCC) shows that since 1750, one-third of all the carbon dioxide emitted into the atmosphere comes from deforestation. With 50-60% of clean water coming from forested ecosystems, reforestation delivers multiple benefits on each acre returned to forest.
Trees are nature's solution to rising temperatures, increased flooding and pollution control. Trees are the green infrastructure that will hold our soils in place, clean our streams and rivers, purify the air we breathe and shrink the carbon footprint of our industrious nation. Trees provide the bridge to a low carbon world. We need trees on scale. New forests, grown and managed to achieve thriving density, depend on expert planning, soil analysis and proven best management practices in forestry.
To deliver a scaled response to our climate and water security needs, the Arbor Day Foundation and GreenTrees have joined forces to deliver global scale as we race to bend the climate curve, increase biodiversity and purify water.
The Arbor Day Foundation has always believed in the power of trees, to beautify the planet, clean the air, protect water resources, shade our homes and provide critical wildlife habitat. We have worked with our partners and through our network of more than a million members to plant more than 250 million trees in backyards and communities, State and National forests, on campuses, and along river systems around the globe. We do this work to make our world greener, healthier, and more resilient, and because we know trees are a solution to global issues.
GreenTrees is the leading carbon reforestation program in North America and has focused its efforts on reforestation within the Mississippi Alluvial Valley (MAV) – America's Ark of Biodiversity. The MAV drains 41% of the United States and two Canadian Provinces and serves as a flyway for 60% of birds in North America. This unique program also incentivizes landowner participation through a public/private partnership model that keeps farmers on their land and creates economic incentives for environmental stewardship.
The partnership between the Arbor Day Foundation and GreenTrees seeks to not only deliver scale in this region but also leverages our collective resources to apply proven science around the world in other river systems.
A recent study commissioned by GreenTrees showed that reforestation brought to scale around the world can sequester as much as 15% of the world's current emission output. This scale will lead to a tenpercent reduction of of Global Mean Temperature (GMT) in absolute terms. As the world races to prevent a 2 degree C rise of GMT, reforestation is the only immediately scalable solution. Unfortunately, and far too often, people get caught up and limited by mechanical solutions as the only answer.
There is a genius to nature. Unfortunately, and far too often, people get caught up and limited by mechanical solutions as the only answer. Given 1/3 of all the emissions has come from deforestation, it only makes sense that we embrace the power of nature and restore ecosystems around the world and do it on scale.
Trees have the power to change lives and perspectives. Our love of trees is being coupled with a scientific urgency, which says what the world needs now is new and expansive forests on scale - And soon. Now, we are growing new forests at a rate seldom seen in North America and targeting river systems to deliver multiple benefits in terms of carbon, water and wildlife habitat.
It is time that we embrace the power of nature and plant trees! On this Arbor Day observance, we need to start thinking of nature as a source of innovation and a technological solution. Reforestation is driving countless regenerative benefits – to our environment, to our economy, and to future generations.
Dan Lambe
Arbor Day Foundation President
Jerry Van Voorhis
GreenTrees, LLC President and CEO | <urn:uuid:4f76fd95-40d4-4a17-aa30-15216edce08a> | CC-MAIN-2018-47 | https://www.arborday.org/takeaction/documents/arbor-day-and-green-trees.pdf | 2018-11-19T16:30:55Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00320.warc.gz | 804,846,806 | 848 | eng_Latn | eng_Latn | 0.998712 | eng_Latn | 0.998672 | [
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Teen sleep everything you need to know
JOB NO 2215 AUG 21
Getting a good night's sleep improves our physical and mental health. If we sleep well our mood is improved, we concentrate and remember things better. We feel less emotional and more able to cope. When we have a good night's sleep we feel healthier. We are less likely to pick up illnesses, and our immune system is stronger. Having a good night's sleep improves our athletic performance and will even improve our skin and gives us glossy hair, giving us that healthy glow.
68% of teens do not get enough sleep during the school week. It is particularly difficult for teenagers to sleep well because the hormone that makes us sleepy – melatonin – is delayed in teens. Also, being on gadgets at night (including phones), drinking energy drinks or other caffeinated products and having worries or feeling stressed can impact on teens getting a good night's sleep.
So, for teens especially, it is really important to be doing all the right things to get a good night's sleep.
Tips for better sleep for teenagers
Set a regular bedtime
Exercise regularly
and stick to it
cool and dark and clutter free
an hour before you want to go to sleep
Choose relaxing, calm activities
to do before bed – a warm bath is great!
Try sleepy foods for supper
Avoid stimulants
(this is the average sleep needed for a teenager)
Are you a sleepy teenager?
Do you...
Find it difficult to wake up on a morning and often sleep through your alarm?
Feel irritable or bad tempered during the day?
Fall asleep during the day?
Sleep in on a weekend?
Sometimes feel low, stressed or feel that you can't cope?
Feel very emotional?
Find it difficult to concentrate or focus?
Check your phone late or through the night?
Spend time on devices late or through the night?
Feel tired and lethargic through the day?
Have general aches and pains, pick up bugs often?
Crave certain foods and drinks and feel hungry?
Drink caffeinated products including energy drinks regularly?
TRUE or FALSE?
You should eat a huge meal just before bed.
Going to bed at the same time every day helps you to sleep well.
Getting up around the same time each day helps to strengthen the body clock.
Exercise just before bedtime will help you to sleep.
If you can't sleep, stay in bed.
Having TVs, computers, and gadgets in your room helps you to sleep.
A really warm room will help you to sleep.
Looking at social media at night will help you to sleep.
Sleeping well is good for your mental health.
Getting a good night's sleep improves your skin.
Teenagers struggle to sleep.
Poor sleep can have a negative affect on your physical health.
Lack of sleep can affect your concentration and memory.
6 hours of sleep a night is enough for a teenager.
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
FALSE
ANSWERS
You should eat a huge meal just before bed.
FALSE. It's not a good idea to have a big meal close to bedtime as the digestion of our food could keep us awake through the night.
Going to bed at the same time every day helps you to sleep well.
TRUE. It's a good idea to go to bed and get up at around the same time. This will strengthen your body clock and help you to be in a healthy sleep/wake pattern.
Getting up around the same time each day helps to strengthen the body clock. TRUE. Getting up at a similar time each day will strengthen the body clock.
Exercise just before bedtime will help you to sleep.
FALSE. Exercise close to bedtime will actually wake us up, especially if it is more energetic cardio exercise (something like yoga would be okay close to bedtime). It is more helpful to exercise during the day, especially on a morning, outdoors if possible – this will help to wake up us up on a morning and set our body clock.
If you can't sleep, stay in bed.
FALSE. If you are finding it hard to sleep and you have not been able to fall asleep for 20 minutes or more, then it is a good idea to get up and do a quiet relaxing activity in dim light and return to bed when you feel tired. Staying in bed, tossing and turning trying to get off to sleep can make us feel more stressed and keep us awake for longer.
Having TVs, computers, and gadgets in your room helps you to sleep.
FALSE. It's best to not have any gadgets (including your phone) in your bedroom on a night. It's tempting to use our gadgets at night if they are available but being on devices will impact on our ability to fall asleep and to sleep well. Ideally, the bedroom should be a device free area!
A really warm room will help you to sleep.
FALSE. A room needs to be quite cool to aid sleep – around 17-18 degrees is the ideal temperature for a good night's sleep.
Looking at social media at night will help you to sleep.
FALSE. This is a big FALSE! Looking at social media at night is likely to not only keep us awake but could also increase our stress levels. This is due to the blue light from the screen that fools our brains and bodies in to thinking that it is time to be awake, stopping our production of the sleepy hormone, melatonin. Not only that, but often the content of what we are looking at on social media can be anxiety provoking or overly stimulating, again preventing us from sleeping well.
Sleeping well is good for your mental health.
TRUE. When we sleep well it really improves our mental health. We feel more resilient, we can manage our emotions and we can problem solve and think more rationally when we have had a really good night's sleep.
Getting a good night's sleep improves your skin.
TRUE. That's true! Sleeping well improves our health generally, resulting in clearer skin and a glowing complexion.
Teenagers struggle to sleep.
TRUE. Teenagers do struggle to sleep for a variety of reasons – firstly, our production of melatonin (the sleepy hormone) is delayed during the teenage years so we feel sleepy later on at night. Add to this lots of other factors that stop us from sleeping well such as the use of devices, drinking caffeinated drinks and energy drinks, and the general stresses of being a teen and we have a recipe for poor teen sleep.
Poor sleep can have a negative affect on your physical health.
TRUE. Poor sleep can impact on our physical health too as when we don't sleep well there is an impact on our immune system meaning that we are much more likely to pick up bugs and infections. Sleep deprivation is linked to diseases and illnesses such as cancer, cardiac problems, diabetes, mental health issues and dementia. Improving our sleep will really have a good impact on our health for the future too.
Lack of sleep can affect your concentration and memory. TRUE. Sleeping well does improve our short term memory and concentration too.
6 hours of sleep a night is enough for a teenager.
FALSE. The average amount of sleep for a teenager is around 9 hours. This is an average so you may need a little more or a little less than this. If you wake up on a morning without the need for an alarm and you feel refreshed and ready for the day it is likely that you are getting the right amount of sleep.
For more information on teen sleep, visit https://teensleephub.org.uk/ | <urn:uuid:d36c512f-781c-4738-8324-a0f1e1c9d06b> | CC-MAIN-2022-33 | https://www.southwestyorkshire.nhs.uk/wp-content/uploads/2022/03/Sleeptember-sleep-leaflet.pdf | 2022-08-19T02:25:08+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00479.warc.gz | 832,817,381 | 1,567 | eng_Latn | eng_Latn | 0.998577 | eng_Latn | 0.999005 | [
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Lesson Plan- Simplified Shapes and Forms
Objectives:
1. Students will reproduce via observational drawing a physical scene or reference image.
2. Students will construct their drawings by utilizing an underlying schema of simple shapes (triangles, square, circles, and rectangles) and/or forms (cones, cubes, spheres, rectilinear solids/cylinders).
Materials:
- Pencils
- Erasers
- Drawing paper
- Computers and/or smartphones for finding reference images.
- Assorted still-life objects
Students' Prior Knowledge:
This lesson can be used as a standalone exercise in visual-spatial skills, given that the students will be utilizing a very basic (and thus, non-threatening) schema of simple shapes and forms to construct their drawings. As a lead-in, the teacher can spend some time prior to implementing this lesson having students create still-life drawings consisting of nothing but simplified forms (cones, cubes, spheres, rectilinear solids/cylinders).
Teacher Procedures:
The teacher will introduce the assignment by displaying a reference image for students to see and demonstrating how each of the complex objects in the image can be simplified as a basic form or shape (this is a great opportunity to include some art history by utilizing a master work as reference), asking students what shape/form each item most resembles. As an alternative, the teacher can set up a still-life and use physical objects for the demonstration. The teacher will draw the underlying shapes/forms on a blank sheet of paper. The teacher will then demonstrate how details can be added progressively into the finished schema of simplified shapes/forms. (Example: A human hand can be better understood, and thus drawn more easily, by simplifying the palm/back of the hand as a square/flatten cube, the muscle mass at the base of the thumb as a scalene triangle/wedge, and the fingers as rectangles/rectilinear solids/cylinders. Once the underlying schema is complete, details such as fingernails, tendons, knuckles, skin folds, and surface undulations can be superimposed on top.)
The teacher will encourage students to choose images or objects that they feel would be challenging to draw, and to treat the assignment as a personal experiment to see if it makes the drawing process any easier. Students should also be encourages not to erase the underlying schema, but to instead continue drawing over top of them. The idea is to start with simple, non-threatening shapes/forms that most anybody can draw, which gives the artist a visual map of where to apply more complex details, and thus improve accuracy of proportions. The teacher should not choose images or objects for the students, but instead allow them to choose what they feel would be challenging (and fun) to them; however, the teacher should encourage (but not require) the use of real, physical objects. During the creation stage, the teacher will play music with sustained complex rhythm to stimulate students' visual/spatial reasoning.
Assessment:
Students will complete a Project Proposal prior to starting their drawings with goals to help them meet any deadlines, as well as at least 3 quick practice (thumbnail) sketches. Upon completion of their drawings, students will self- evaluate using a rubric and reflect upon the process by either writing a short Artist Statement or through a peer or teacher interview of the process (see attached assessment materials).
Project Proposal
Name:
Please give a brief description of your project, using complete sentences:
What inspired you to attempt this project?
Which center will be your main focus for this project? (Circle One)
Drawing
Painting
Ceramics
Digital
Printmaking
How many weeks do you anticipate working on this project? (Circle one)
2
3
4
5
6
Week 1 Goal(s) Week 2 Goal(s): Week 3 Goal(s): Week 4 Goal(s): Week 5 Goal(s): Week 6 Goal(s):
Please list any additional supplies you will need below (I will try to provide these, if possible):
Use the backside of this proposal sheet to draw at least 3 thumbnail (rough-draft) sketches. These need not be masterpieces but do need to be sufficiently detailed enough to get a clear picture of your idea. Staple this sheet to a page in your sketchbook once it has been signed off on.
***This is required for instructor sign-off.***
Instructor Signoff: _______________________________________________________ Date: ______________________ | <urn:uuid:b5e6cbdd-36d7-4395-bc81-c66d81945b5d> | CC-MAIN-2022-33 | https://www.hol.edu/uploads/essays/assn17-LessonPlan-5b00b201a4198.pdf | 2022-08-19T02:42:12+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00478.warc.gz | 721,875,900 | 892 | eng_Latn | eng_Latn | 0.996931 | eng_Latn | 0.997712 | [
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Cryptology and Combinatorics
Thomas Lenell
December 9, 2015
1 History
Cryptology originated possibly as early as 1900 BC with the Egyptians who would write their hieroglyphics in non-standard forms to hide their meaning. Over time, cryptography evolved through many forms. In the Caesar Cypher, the value of every letter is shifted by three, e.g. a becomes d, b becomes e, etc. In Greece, messages would be written on a long strip of paper wrapped around a stick, the idea being that unless you had a stick of the same size, you couldn't properly decode the letter. Other countries would use different languages or code words. In some cases a message would be coded by reading a book, and writing down the page number, line number, and number of characters in from the side of the page where the letter being encoded is located. Among the most famous examples of cryptography is the enigma machine created by the Germans for military use in World War II. It had a series of five plates linked to the keyboard. In each message, only three of the plates were used. These plates were selected by higher commands on a rotating schedule, so in order to decipher the message, you'd have to know what date the message was written and have access to the orders stating which plates were to be used.
At first, when computers were introduced to the cryptography world, they were used for counting, to show possible numbers of combinations, in many cases, just showing how secure a message is. From there, the possibilities began to be seen. Instead of having to compute all the possible solutions to an encrypted system, a computer could make the calculations and spit out the possible outcomes using whatever method you designated. When computers began to be encrypted, other computers were used to do brute-force attacks to punch all possible codes into the first computer until it was unlocked. Thanks to advances in technology, that kind of encryption breaking is nearly pointless as there are an unlimited number of possible encryption keys.
An encryption key is the data packet that a computer generates to transmit with encrypted data to tell the computer on the receiving end of a transmission how to decrypt that message. To make things even more difficult on would be hackers, more than just the 26 characters of our alphabet are utilized in encryption. Every symbol on your keyboard, the ten numbers, and other symbols (varying based on encryption system) are also used. Then, to go the extra mile, a security program could also include characters from other languages. Modern encryption protocols take not only one of the previously mentioned methods for encryption, but multiple, and will cycle through them in order to make code-breaking as difficult as possible. Within cryptology, is a field known
as Combinatorial Cryptology which focuses on Combinatorics as a method for encrypting data.
The particular method I found that drew my attention is the cubical combinatorics method. This method takes an approach that is both fun and simple to explain. All that it takes to understand it is an idea of how a rubics cube works
2 Example
Now, suppose you have a message to send with a total of 54 or fewer characters. Lay your message over a rubik's cube so that each character is on a separate block, and if you have fewer characters, the blank characters will have some other character to represent that it is blank.
Now scramble that cube. In order to decode your message, the solver would have to solve the cube and know where you started, plus how you filled in the cube. Otherwise, all they have is a jumble of characters in blocks of 9. Now let's look at this in terms a computer would see. First, it's looking a series of matrices containing the characters you input. Second, in place of a color, it sees a hexadecimal number which represents a color. From there, the computer can easily sort the data, no matter how jumbled, into the separate faces. But past that, it needs additional information. The only pieces which have to be in a specific location are the corners and center bricks. Everything else can float freely. Without knowing the order of the faces, and the way in which the bricks in each face were filled, the computer can only give you a series of possibilities, which would be in the trillions.
In our cube, there are 8 corners pieces, and 12 edge pieces. This gives us 8! ways to arrange the cornes. Seven of these can be oriented independently with each one depending on orientation of the previous corners in the list so we have 3 7 possibilities. For the edges, we have 12!/2 ways to arrange them. With an odd number of permuatations, using the same logic as above, 11 of the twelve edge pieces can be arranged dependent only on the order and arrangement of their predecessors. There are therefore 2 to the 11th ways to arrange them. When we put everything together, there are 8! ∗ 3 7 ∗ 12!/2 * 2 to the 11th possible arrangements of the above message. This is roughly 43 quintillion possibilities.
Now imagine you had a significantly larger cube. Possibly 10x10x10. The number of possible combinations increases factorially. In order to properly decrypt a message encrypted in this way, you would need the same information, the face order (which face you start with and the order you progress from face to face), arrangement order (how you fill in each face), and the color values (hexi-decimal code assigning each block a color corresponding to a specific face). Without all of this, your computer will be listing possible combinations for years with no way to tell what the proper interpretation of the original message is.
References | <urn:uuid:77c8683c-2a23-44fb-9ab7-6e4d0d7bad31> | CC-MAIN-2022-33 | https://es.overleaf.com/articles/cryptology-and-combinatorics/yqpnxpnbhkgv.pdf | 2022-08-19T03:06:22+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00479.warc.gz | 228,254,218 | 1,224 | eng_Latn | eng_Latn | 0.999015 | eng_Latn | 0.999114 | [
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The Learning Centres
KPU Richmond
KPU Langley
KPU Tech kpu.ca/learningcentres
Active Listening
Active Listening is hearing – with understanding – the intended ideas, information, and suggestions of others. The basic elements of communication, including a sender, a receiver, and feedback, are all present. This is a key communication skill and promotes understanding among people. Active listeners attend to nonverbal, symbolic, and verbal messages. The challenge is to listen through our own assumptions, biases, judgments, and emotions and then to ask suitable questions to get more information. Use the following techniques.
Paraphrasing
Paraphrasing is restating the content of a message in your own words. Typically, it does not include feelings. This gives the speaker an opportunity to reflect on what they are communicating and to refine it if they like. When you get it right, the other person will say, "exactly!" or communicate in some other way that they feel understood. When you paraphrase what you have heard into your own words, you show your present understanding and thus enable the sender to address any clarification to the specific understanding or misunderstanding you have revealed.
Clarifying
Clarifying is reflecting on the broader context of what you understand the speaker to be saying and often comes in the form of a question. You can request the other to clarify by asking, "What do you mean by…?" This gives the speaker an opportunity to fill in any missing pieces to the interaction. The desired outcome is a clear understanding of the issue or issues chosen for attention. Clarifying is checking understanding of a message by asking to hear it again or asking for more information and details. In clarifying you help to spell out the communication of the speaker. This encourages both of you to consider the meaning and impact of words or actions. You are reflecting back the intent of the verbal and/or nonverbal cues. Use clarifying when you want to understand what is being communicated in context.
Probing
Probing is a subset of clarifying. Probing is used to prompt a speaker to give more information or to explore a situation that is not clear to you as the listener. It creates a request to become more specific in situations that are often of an important, sensitive, or problematic in nature.
Perception Checking
A perception check occurs when you state what you perceive the other to be experiencing. A good perception check conveys this message – "I want to understand your feelings – is this (making a statement of his/her feelings) the way you feel about it?" A perception check is a way of verifying the accuracy of your interpretations. It includes a description of the information you received, your possible interpretations, and a request for confirmation. You may find that using it in non-class relationships is also useful!
Our perception of another person's feelings can result more from what we are feeling, are afraid of, or are wishing for than from the other person's words, tone, gestures, facial expression, etc. If we feel guilty, we may perceive others as angry or accusing toward us. Our inferences about other people's feelings can be, and often are, inaccurate. Thus, it is important to check them out for good interpersonal communication.
Perception checking responses aim to:
- Convey that you want to understand the other as a person and to understand his or her feelings.
- Help people to be more open to what you have to say.
- Help avoid actions that are based on false assumptions of what the other was experiencing.
Cautions
Regardless of which of the techniques you choose to use, you will need to listen not only for the words, but also for the feelings behind them. To truly comprehend the message a person is sending, you must try to understand the other person's frame of reference, even if you do not agree with it. Using this strategy is an important first step in creating understanding with others.
Page 1 of 1
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
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Operational Strategy for K-12 Schools through Phased Mitigation
February 12, 2021
Table of Contents
Executive Summary
Background
Health Equity Considerations
Essential Elements of Safe K-12 School In-Person Instruction
1. Consistent implementation of layered mitigation strategies
2. Indicators of community transmission
3. Phased mitigation and learning modes
Additional COVID-19 Prevention in Schools
* Testing
* Vaccination for teachers and staff, and in communities as soon as supply allows
Executive Summary
As communities plan safe delivery of in-person instruction in K-12 schools, it is essential to decide when and under what conditions to help protect students, teachers, and staff and slow the spread of SARSCoV-2, the virus that causes COVID-19. It is critical for schools to open as safely and as soon as possible, and remain open, to achieve the benefits of in-person learning and key support services. To enable schools to open safely and remain open, it is important to adopt and consistently implement actions to slow the spread of SARS-CoV-2 both in schools and in the community. This means that all community members, students, families, teachers, and school staff should take actions to protect themselves and others where they live, work, learn, and play. In short, success in preventing the introduction and subsequent transmission of SARS-CoV-2 in schools is connected to and facilitated by preventing transmission in the broader community.
This operational strategy presents recommendations based on the best-available evidence at the time of release. As science and data on COVID-19 continue to evolve, guidance and recommendations will be updated to reflect new evidence. This document is intended to complement CDC's guidance, tools, and resources for K-12 schools, including guidance on operating schools during COVID-19 and overview of testing for SARS-CoV-2 (COVID-19). This document is intended to complement the U.S. Department of Education's Handbook on Strategies for Safely Reopening Elementary and Secondary Schools. It reflects evidence on COVID-19 among children and adolescents and what is known about SARS-CoV-2 transmission in schools, summarized in CDC's Science Brief on Transmission of SARS-CoV-2 in K-12 Schools. This operational strategy presents a pathway to reopen schools and help them remain open
through consistent use of mitigation strategies, especially universal and correct use of masks and physical distancing.
Evidence suggests that many K-12 schools that have strictly implemented mitigation strategies have been able to safely open for in-person instruction and remain open. 1 This document provides an operational strategy to support K-12 schools in opening for in-person instruction and remaining open through an integrated package of mitigation components. These essential elements include:
1. Consistent implementation of layered mitigation strategies to reduce transmission of SARS-CoV2 in schools
2. Indicators of community transmission to reflect level of community risk
3. Phased mitigation and learning modes based on levels of community transmission
The following public health efforts provide additional layers of COVID-19 prevention in schools:
* Testing to identify individuals with SARS-CoV-2 infection to limit transmission and outbreaks
* Vaccination for teachers and school staff, and in communities, as soon as supply allows
Health Equity Considerations
The absence of in-person educational options may disadvantage children from low-resourced communities, which may include large representation of racial and ethnic minority groups, English learners, and students with disabilities. Plans for safe delivery of in-person instruction in K-12 schools must consider efforts to promote fair access to healthy educational environments for students and staff. Thus, essential elements of school reopening plans should take into account the communities and groups that have been disproportionately affected by COVID-19 infections and severe outcomes. Schools play a critical role in promoting equity in education and health for groups disproportionately affected by COVID-19.
Essential Elements of Safe K-12 School In-person Instruction
1. Mitigation strategies to reduce transmission of SARS-CoV-2 in schools
Regardless of the level of community transmission, all schools should use and layer mitigation strategies Five key mitigation strategies are essential to safe delivery of in-person instruction and help to mitigate COVID-19 transmission in schools:
* Universal and correct use of masks
* Physical distancing
* Handwashing and respiratory etiquette
* Cleaning and maintaining healthy facilities
* Contact tracing in combination with isolation and quarantine, in collaboration with the health department
Schools providing in-person instruction should prioritize two mitigation strategies:
.
1. Universal and correct use of masks should be required, at all levels of community transmission. Require consistent and correct use of face masks, by all students, teachers, and staff to prevent SARS-CoV-2 transmission through respiratory droplets.
2. Physical distancing (at least 6 feet) should be maximized to the greatest extent possible. To ensure physical distancing, schools should establish policies and implement structural interventions to promote physical distance of at least 6 feet between people. Cohorting or podding is recommended to minimize exposure across the school environment.
All mitigation strategies provide some level of protection, and layered strategies implemented concurrently provide the greatest level of protection. CDC's K-12 Schools COVID-19 Mitigation Toolkit includes resources, tools, and checklists to help school administrators and school officials prepare schools for in-person instruction. These tools and resources include aspects for addressing health equity considerations such as class sizes, internet connectivity, access to public transportation, and other topics.
2. Indicators of community transmission
School administrators, working with local public health officials, should assess the level of risk in the community since the risk of introduction of a case in the school setting is dependent on the level of community transmission. CDC recommends the use of two measures of community burden to determine the level of risk of transmission: total number of new cases per 100,000 persons in the past 7 days; and percentage of nucleic acid amplification test (NAATs) results that are positive during the last 7 days. The two measures of community burden should be used to assess the incidence and spread of SARS-CoV-2 in the surrounding community (e.g., county). The transmission level for any given location will change over time and should be reassessed weekly for situational awareness and to continuously inform planning.
While risk of exposure to SARS-CoV-2 in a school may be lower when indicators of community spread are lower, this risk is also dependent upon the implementation of school and community mitigation strategies. If community transmission is low but school and community mitigation strategies are not implemented or inconsistently implemented, then the risk of exposure and subsequent transmission of SARS-CoV-2 in a school will increase. Alternately, if community transmission is high, but school and community mitigation strategies are implemented and strictly followed as recommended, then the risk of transmission of SARS-CoV-2 in a school will decrease.
3. Phased mitigation, learning modes, and testing
At any level of community transmission, all schools have options to provide in-person instruction (either full or hybrid), through strict adherence to mitigation strategies 1 . Recommended learning modes vary to minimize risk of SARS-CoV-2 transmission in school by emphasizing layered mitigation, including school
1 Middle and high schools in virtual only instruction unless they can strictly implement all mitigation strategies, and have few cases; schools that are already open for in-person instruction can remain open, but only if they strictly implement mitigation strategies and have few cases.
policies requiring universal and correct mask use. The recommended learning modes (in-person, hybrid, virtual) depend on the level of community transmission and strict adherence to mitigation.
This document presents an operational plan for schools that emphasizes mitigation at all levels of community transmission.
* K–12 schools should be the last settings to close after all other mitigation measures in the community have been employed, and the first to reopen when they can do so safely. Schools should be prioritized for reopening and remaining open for in-person instruction over nonessential businesses and activities.
* In-person instruction should be prioritized over extracurricular activities including sports and school events, to minimize risk of transmission in schools and protect in-person learning.
* Lower incidence of COVID-19 among younger children compared to teenagers 2 suggests that younger students (for example, elementary school students) are likely to have less risk of inschool transmission due to in-person learning than older students (middle school and high school).
* Families of students who are at increased risk of severe illness (including those with special healthcare needs) or who live with people at increased risk should be given the option of virtual instruction regardless of the mode of learning offered.
* Schools are encouraged to use cohorting or podding of students, especially in moderate (yellow), substantial (orange), and high (red) levels, to facilitate testing and contact tracing, and to minimize transmission across pods.
* Schools that serve populations at risk for learning loss during virtual instruction should be prioritized for reopening and be provided the needed resources to implement mitigation.
* When implementing phased mitigation in hybrid learning modes, schools should consider prioritizing in-person instruction for students with disabilities who may require special education and related services directly provided in school environments, as well as other students who may benefit from receiving essential instruction in a school setting.
Decisions should be guided by information on school-specific factors such as mitigation strategies implemented, local needs, stakeholder input, the number of cases among students, teachers, and staff, and school experience with safely reopening. A decision to remain open should involve considerations for further strengthening mitigation strategies and continuing to monitor case incidence and test positivity to reassess decisions.
Despite careful planning and consistent implementation of mitigation, some situations may occur that lead school officials to consider temporarily closing schools or parts of a school (such as a class or grade level) to in-person instruction. These decisions should be made based on careful considerations of a variety of factors and with the emphasis on ensuring the health and wellness of students, their families, and teachers and staff. Such situations may include classrooms or schools experiencing an active outbreak and schools in areas experiencing rapid or persistent rises in case incidence or severe burden on health care capacity.
Multiple SARS-CoV-2 variants are circulating globally. Some variants seem to spread more easily and quickly than other variants, which may lead to more cases of COVID-19. Rigorous implementation of and adherence to mitigation strategies is essential to control the spread of variants of SARS-CoV-2. As more information becomes available, it is possible that due to increased levels of community transmission resulting from a variant of SARS-CoV-2, mitigation strategies and school guidance may need to be updated to account for new evidence on risk of transmission and effectiveness of mitigation.
Additional COVID-19 Prevention in Schools Testing
When schools implement testing combined with key mitigation strategies, they can detect new cases to prevent outbreaks, reduce the risk of further transmission, and protect students, teachers, and staff from COVID-19.
Diagnostic Testing
At all levels of community transmission, schools should offer referrals to diagnostic testing to any student, teacher, or staff member who exhibits symptoms of COVID-19 at school. Schools should advise teachers, staff, and students to stay home if they are sick or if they have been exposed to SARS-CoV-2 and refer these individuals for testing. They should also refer for testing asymptomatic individuals who were exposed to someone with a confirmed or suspected case of COVID-19. In some schools, schoolbased healthcare professionals (e.g., school nurses) may perform SARS-CoV-2 diagnostic testing (including rapid, point-of-care testing, and antigen testing) if they are trained in specimen collection and obtain a Clinical Laboratory Improvement Amendments (CLIA) certificate of waiver. It is important that school-based healthcare professionals have access to, and training on, the proper use of personal protective equipment (PPE). If a COVID-19 diagnosis is confirmed, schools can assist public health officials in determining which close contacts could be tested and either isolated or quarantined. Individuals should isolate or quarantine at home, not in school settings, and should stay home until it is safe for them to be around others.
Screening Testing
Some schools may also elect to use screening testing as a strategy to identify cases and prevent secondary transmission. Screening testing can be used as an additional layer of mitigation to complement mitigation strategies in schools. Screening testing is intended to identify infected individuals without symptoms (or prior to development of symptoms) who may be contagious so that measures can be taken to prevent further transmission. For schools that implement expanded screening testing, screening testing should be offered at moderate (yellow), substantial (orange), and high (red) levels of community transmission, to students, teachers, and staff and at low (blue) levels to teachers and staff who have no symptoms and no known exposures. Additional considerations in implementing screening testing:
* When determining which individuals should be selected for screening testing, schools and public health officials may consider prioritizing teachers and staff over students given the higher risk of
severe disease outcomes among adults. In selecting among students, schools and public health officials may choose to prioritize high school students, then middle school students, then elementary school students, where applicable.
* Public health officials and school administrators may consider placing a higher priority for access to testing in schools that serve populations experiencing a disproportionate burden of COVID-19 cases or severe disease. These may include schools in communities with moderate or large proportions of racial and ethnic groups that have experienced disproportionately high rates of COVID-19 cases relative to population size, and schools in geographic areas with limited access to testing due to distance or lack of availability of testing, including communities with moderate or large proportions of racial and ethnic groups.
* Every COVID-19 testing site is required to report to state or local health officials all testing performed. Schools that use testing must apply for and receive a Clinical Laboratory Improvement Amendments (CLIA) certificate of waiver. Schools must report test results to state or local public health departments as mandated by the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
* Testing should be offered on a voluntary basis. Consent from a parent or legal guardian (for minor students) or from the individual (for adults, including adult students and teachers and staff) is required for school-based testing.
Vaccination for teachers and staff, and in communities as soon as supply allows
Teachers and school staff hold jobs critical to the continued functioning of society and are at potential occupational risk of exposure to SARS-CoV-2. State, territorial, local and tribal (STLT) officials should consider giving high priority to teachers in early phases of vaccine distribution. The Advisory Committee on Immunization Practices (ACIP) recommends that frontline essential workers, including those who work in the education sector (teachers and school staff), be prioritized for vaccine allocation in phase 1b, following health care personnel and residents of long-term care facilities (phase 1a). Vaccinating teachers and school staff can be considered one layer of mitigation and protection for staff and students. Strategies to minimize barriers to accessing vaccination for teachers and other frontline essential workers, such as vaccine clinics at or close to the place of work, are optimal. Access to vaccination should not be considered a condition for reopening schools for in-person instruction. Even after teachers and staff are vaccinated, schools need to continue mitigation measures for the foreseeable future, including requiring masks in schools and physical distancing.
Background
Schools are an important part of the infrastructure of communities, as they provide safe, supportive learning environments for students, employ teachers and other staff, and enable parents, guardians, and caregivers to work. Schools also help to mitigate health disparities by providing critical services including school meal programs and facilitate access to social, physical, behavioral, and mental health services. Many students are either missing or have had interruptions in these services due to school building closures and virtual and hybrid learning. The occurrence of SARS-CoV-2 infection in schools reflects transmission in the surrounding community. 3 When making decisions on when to open or reopen schools for in-person learning, it is important to understand SARS-CoV-2 transmission within the surrounding community to determine the possible risk of introduction and transmission of SARS-CoV-2 within the school.
There is evidence to suggest that K-12 in-person school attendance is not a primary driver of community transmission 2-5 . Although children can be infected with SARS-CoV-2, can get sick from COVID-19, and can spread the virus to others 6-7 , evidence indicates that children are less susceptible than adults, and may be less infectious 8-9 . In addition, children are less likely than adults to have severe illness or die and are more likely to be asymptomatic 0-12 . Evidence from available studies suggests that the risk for SARS-CoV-2 introduction and transmission among elementary school-aged children might be lower than that for reopening middle schools and high schools 1,3,9,13 . As a result, evidence suggests a need to adjust mitigation strategies based on higher susceptibility and infectiousness among teens compared to younger children. Data suggest that it is possible for communities to bring down cases of COVID-19 while keeping schools open to in-person instruction 2 . Furthermore, models of consistent implementation of mitigation measures in schools have shown success in limiting outbreaks and infections in schools 14-18 . CDC's Science Brief on Transmission of SARS-CoV-2 in K-12 Schools summarizes evidence on COVID-19 among children and adolescents and what is known about SARS-CoV-2 transmission in schools.
International and domestic experiences have demonstrated that even when a school carefully coordinates, plans, and prepares for delivering in-person instruction, cases of COVID-19 may still occur 14,19 . Expecting and planning for the occurrence of one or more cases of COVID-19 in schools can help schools respond immediately to mitigate the impact, minimize spread within schools, and allow the school to remain open for in-person learning. When mitigation strategies are consistently and correctly used, the risk of spread within the school environment is decreased 1,14,17 . For schools to operate inperson learning safely, the association between levels of community transmission and risk of transmission in school must also be considered. Communities that fully implement and strictly adhere to multiple mitigation strategies, especially universal and proper masking, will reduce COVID-19 incidence within the community as well as within schools to protect students, teachers, and staff members.
Essential Elements of Safe K-12 School Operations for InPerson Learning
CDC has developed guidance for mitigation strategies that K-12 school administrators can use to help protect students, teachers, and staff and slow the spread of COVID-19. If mitigation strategies are strictly adhered to 2 , K-12 schools can safely open for in-person instruction and remain open 20 . In addition, the association between COVID-19 incidence and outbreaks in school settings and levels of community transmission underscores the importance of controlling disease spread in the community to protect teachers, staff, and students in schools 1 . This document provides an operational strategy for safe delivery of in-person instruction in K-12 schools through the integration of a package of mitigation and control components.
1. Consistent implementation of layered mitigation strategies to reduce SARS-CoV-2 transmission in schools
2. Indicators of community transmission to reflect levels of community risk
3. Phased mitigation and learning modes based on levels of community transmission
The following public health efforts provide additional layers of COVID-19 prevention in schools.
* Testing to identify individuals with a SARS-CoV-2 infection to limit transmission and outbreaks
* Vaccination for teachers, staff, and in communities as soon as supply allows
Health Equity Considerations
Long-standing systemic health and social inequities have put many racial and ethnic minority groups at increased risk of getting sick and dying from COVID-19. People who identify as American Indian/Alaska Native, Black, and Hispanic are disproportionately affected by COVID-19; these disparities have also emerged among children 11 . Conditions in the places where people live, learn, work, play, and gather affect a wide range of health risks and outcomes, such as SARS-CoV-2 exposure, infection, severe illness, and death.
The absence of in-person educational options may disadvantage children from all backgrounds, particularly children in low-resourced communities who may be at an educational disadvantage. These students may be less likely to have access to technology to facilitate virtual learning and more likely to rely on key school-supported resources like food programs, special education and related services, counseling, and after-school programs. Some parents and caregivers may have less-flexible jobs that do not permit staying at home to provide childcare and aid with virtual learning if schools are closed to in-
2 School staff in this document refers to any school employees, contractors, or independent consultants interacting with students and/or teachers during the course of the school day, including, for example, school administration, bus drivers, cafeteria workers, school nurses, speech/occupational therapists, custodians, and other school employees.
person instruction. On the other hand, certain racial and ethnic groups have borne a disproportionate burden of illness and serious outcomes from COVID-19. These health disparities are evident even among school-aged children 11 , suggesting that in-person instruction may pose a greater risk of COVID-19 to disproportionately affected populations. For these reasons, health equity considerations related to inperson instruction are an integral part of this complex decision-making. In order to enable in-person learning in schools that serve racial and ethnic groups disproportionately affected by COVID-19, school administrators and public health officials can work together to assist schools with planning and implementing comprehensive mitigation strategies, engage community partners, and assist with referrals to medical care. It is important that these schools have the resources and technical assistance needed to adopt and diligently implement actions to slow the spread of the virus that causes COVID-19 inside the school and out in the community. Studies have also highlighted racial and ethnic differences in parents' attitudes and concerns about school reopening during COVID-19. Compared with White parents, non-White parents may be less likely to feel that schools should reopen for all students and are more concerned about adherence to mitigation strategies, schools reopening safely, their child becoming ill with COVID-19, and their child bringing home COVID-19 21 . Understanding racial/ethnic differences in parental attitudes and concerns about school reopening can inform communication and mitigation strategies and highlights the importance of considering risks for severe COVID-19 and family resource needs when developing options for school attendance during the COVID-19 pandemic.
Plans for safely delivering in-person instruction in K-12 schools must consider efforts to promote fair access to healthy educational environments for students and staff. Thus, essential elements of school reopening plans should take into account the communities and groups that have been disproportionately affected by COVID-19 infections and severe outcomes. These considerations must extend to planning and implementation of phased mitigation, testing, and vaccination strategies to ensure equitable access to supports and services.
School administrators and public health officials can help ensure access to education and to health and other social support services. To prevent the spread of SARS-CoV-2 in schools, school administrators and staff, public health officials, and community leaders must work together to ensure that schools, students, and families have resources to be intentionally engaged in educational activities and opportunities to maintain and manage their health and wellness. Schools play a critical role in promoting equity in education and health for groups disproportionately affected by COVID-19.
Engagement with educators, families, and the school community
A successful school reopening strategy requires engaging the entire school community to establish a safe environment for all educators, school staff, and students and promote trust and confidence. School reopening planning should include, at a minimum, administrators, teachers, student and parent representatives, and specialized instructional support personnel, including school counselors, school social workers, school psychologists, and nurses, as well as facilities managers and custodial staff, transportation personnel, food personnel, and family services representatives. School reopening planning should include student and parent representatives, and individuals and organizations that
represent the interests of students, staff, and parents with disabilities or limited English proficiency, and others with access and functional needs, so that specific interests are included in the early stages of planning.
Consistent with health equity considerations, schools and school districts should conduct active and specific outreach to underserved families – including parents/guardians of students of color, students from low-income backgrounds, students with disabilities, English learners, students experiencing homelessness, and students in foster care. This communication should be conducted in families' home languages or mode of communication and in alternate formats as needed to facilitate effective communication for individuals with disabilities, and, where appropriate, in partnership with trusted community-based organizations.
1. Mitigation strategies to reduce transmission of SARS-CoV-2 in schools
Regardless of the level of community transmission, it is critical that schools use and layer mitigation strategies. Five key mitigation strategies are essential to safe delivery of in-person instruction and help to mitigate COVID-19 transmission in schools:
* Universal and correct use of masks
* Physical distancing
* Handwashing and respiratory etiquette
* Cleaning and maintaining healthy facilities
* Contact tracing in combination with isolation and quarantine, in collaboration with the health department
Schools providing in-person instruction should prioritize two mitigation strategies:
1. Universal and correct use of masks should be required, at all levels of community transmission.
2. Physical distancing (at least 6 feet) should be maximized to the greatest extent possible. In hybrid instruction, scheduling should be planned to ensure physical distancing.
All mitigation strategies provide some level of protection, and layered strategies implemented concurrently provide the greatest level of protection. When planning for in-person instruction, schools should place particular emphasis on universal and correct masking and physical distancing as top priorities for implementation. These strategies have the greatest potential for reducing transmission and can also be monitored for consistent and correct implementation.
Schools should adopt the key mitigation strategies to the largest extent practical —a layered approach is essential. Additional information about each of the mitigation strategies and options for implementation of the strategies are provided, along with core principles for how schools may consider each of these strategies.
Health equity considerations in mitigation strategies
* Federal disability laws require an individualized approach for students with disabilities consistent with the student's IEP or Section 504 plan, if applicable. These students include those who have limited mobility; have difficulty accessing information due to visual, hearing, or other disabilities; require close contact with direct service providers; have trouble understanding information; have difficulties with changes in routines; or have other concerns related to their disability. In these instances, educators and school leaders must remain aware of their obligations under Federal disability laws, and should also consider adaptations and alternatives to mitigation strategies, while maintaining efforts to protect students, teachers, and staff from COVID-19.
* CDC's K-12 Schools COVID-19 Mitigation Toolkit includes resources, tools, and checklists to help school administrators and school officials prepare schools to open for in-person instruction and to manage ongoing operations. These tools and resources include aspects for addressing health equity considerations such as class sizes, internet connectivity, access to public transportation, etc.
Universal and correct use of masks
Core principle for masks: Require consistent and correct use of face masks, by all students, teachers, and staff to prevent SARS-CoV-2 transmission through respiratory droplets. Masks should be worn at all times, by all persons in school facilities, with exceptions for certain persons who, because of a disability, cannot wear a mask or wear a mask safely, or for certain settings such as while eating or drinking 3 . Masks should be required in all classroom and non-classroom settings, including hallways, school offices, restrooms, gyms, auditoriums, etc.
* Mask policies for all students, teachers, and staff set the expectation that individuals will use masks throughout the school.
* Most students, including those with disabilities, can tolerate and safely wear a mask. However, a narrow subset of students with disabilities may not be able to wear a mask or cannot safely wear a mask. Those who cannot safely wear a mask – for example, a person with a disability who, for reasons related to the disability, would be physically unable to remove a mask without assistance if breathing becomes obstructed – should not be required to wear one. For the remaining portion of the subset, schools should make individualized determinations as required by Federal disability laws in order to determine if an exception to the mask requirement is necessary and appropriate for a particular student. If a child with a disability cannot wear a mask, maintain physical distance, or adhere to other public health requirements, the student is still entitled to an appropriate education, which in some circumstances may need to be provided virtually.
* If visitors are permitted in school, they should be required to wear masks at all times and should maintain at least 6 feet of distance from others.
* Schools should encourage modeling of correct and consistent mask use by school leaders, local leaders, and others respected in the community.
* The most effective fabrics for cloth masks are tightly woven such as cotton and cotton blends, breathable, and in two or three fabric layers. Masks with exhalation valves or vents, those that use loosely woven fabrics, and ones that do not fit properly are not recommended.
.
Physical distancing
Core principle for physical distancing: Establish school policies and implement structural interventions to promote physical distance of at least 6 feet between people. In areas with substantial and high community transmission, physical distancing is essential in providing protection, minimizing risk of exposure, and limiting the number of close contacts among cases. The interventions presented in this section provide examples of ways to promote physical distancing and alternatives when physical distancing is not always feasible.
* Cohorting: Cohorts (or "pods") are groups of students, and sometimes teachers or staff, that stay together throughout the school day to minimize exposure to other individuals across the school environment. Cohorts should remain as static as possible by having the same group of students stay with the same teachers or staff (all day for young children, and as much as possible for older children). If additional space is needed to support cohorting, consider all available safe spaces in school and community facilities. Limit mixing between cohorts.
* When developing cohorts it is important to consider services for students with disabilities, English language learners, and other students so that they may receive services within the cohort, but also ensuring equity, integration, and other requirements of civil rights laws, including Federal disability laws. If itinerant staff (e.g., speech language pathologists, Title I targeted assistance teachers) are required to provide services within existing cohorts, mitigation measures should be taken to limit the potential transmission of SARS-CoV-2 infection, including providing masks and any necessary PPE for staff and children who work with itinerant staff. Itinerant staff members should keep detailed contact tracing logs.
* Staggered scheduling: Stagger school arrival and drop-off times or locations by cohort, or put in place other protocols to limit contact between cohorts, as well as direct contact with parents.
* Alternate schedules with fixed cohorts of students and staff to decrease class size and promote physical distancing.
* Install physical barriers and guides such as sneeze guards and partitions particularly in areas where it is difficult for individuals to remain at least 6 feet apart (e.g., reception desks).
* Visitors: Limit any nonessential visitors, volunteers, and activities involving external groups or organizations as much as possible – especially with individuals who are not from the local geographic area (e.g., not from the same community, town, city, county). Exceptions should be made for students with disabilities who require related services administered by direct service providers (e.g., speech therapists who serve multiple schools). Require all visitors to wear masks and keep a 6-foot distance from others. Schools should permit visitors only in areas of low (blue) community transmission.
Handwashing and respiratory etiquette
Core principle for handwashing and respiratory etiquette: Through ongoing health education units and lessons, teach children proper handwashing and reinforce behaviors, and provide adequate supplies. Ensure that teachers and staff use proper handwashing and respiratory etiquette.
* Teach and reinforce handwashing with soap and water for at least 20 seconds and increase monitoring to ensure adherence among students, teachers, and staff. Schools can explore options for curricular integration, such as in health and science lessons.
* Encourage students and staff to cover coughs and sneezes with a tissue when not wearing a mask and immediately wash their hands after blowing their nose, coughing, or sneezing.
* Some students with disabilities may need assistance with handwashing and respiratory etiquette behaviors.
* Adequate supplies: Support healthy hygiene behaviors by providing adequate supplies, including soap, a way to dry hands, tissues, face masks (as feasible) and no-touch/foot-pedal trash cans. If soap and water are not readily available, schools can provide alcohol-based hand sanitizer that contains at least 60% alcohol (for staff and older children who can safely use hand sanitizer).
Cleaning and maintaining healthy facilities
Core principle for cleaning and maintaining healthy facilities: Routinely and consistently clean hightouch surfaces (such as doorknobs and light switches). Make changes to physical spaces to maintain a healthy environment and facilities.
* Cleaning: Regularly clean frequently touched surfaces (e.g., playground equipment, door handles, sink handles, toilets, drinking fountains) within the school and on school buses at least daily or between use as much as possible.
* Modified layouts: adjust physical layouts in classrooms and other settings to maximize physical space, such as by turning desks to face in the same direction.
* Physical barriers and guides: Install physical barriers and provide guides such as tape on floors and arrows to promote physical distancing and minimize crowding.
* Shared objects: Discourage sharing items, particularly those that are difficult to clean.
* Water systems: Take steps to ensure that all water systems and features (e.g., sink faucets, decorative fountains) are safe to use after a prolonged facility shutdown.
* Communal spaces: Close communal use of shared spaces, such as dining halls, if possible; otherwise, stagger use and clean between use. Consider use of larger spaces such as dining halls for academic instruction, to maximize physical distancing.
* Food service: Avoid offering any self-serve food or drink options such as hot and cold food bars, salad or condiment bars, and drink stations.
* Ventilation: Improve ventilation to the extent possible such as by opening windows and doors to increase circulation of outdoor air to increase the delivery of clean air and dilute potential contaminants. Opening windows and doors should be consistent with school safety protocols and safety plans. Do not open windows and doors if doing so poses a safety risk or a health risk (e.g., risk of falling, triggering asthma symptoms) to anyone using the facility. Opening windows and doors should be consistent with school safety protocols and safety plans.
Contact tracing in combination with isolation and quarantine
Core principle for contact tracing: Schools should collaborate with the STLT health department, to the extent allowable by privacy laws and other applicable laws, to confidentially provide information about people diagnosed with or exposed to COVID-19. Persons with positive test results should isolate, and close contacts should quarantine. Individuals should isolate or quarantine at home, not in school settings, and should stay home until CDC recommendations for isolation or quarantine have been met.
* Staying home when appropriate: Educate teachers, staff and families about when they and their child(ren) should stay home and when they can return to school. Students, teachers, and
staff who have symptoms should stay home and be referred to their healthcare provider for testing and care. Schools may need to consider flexible sick leave policies and practices that enable staff to stay home when they are sick, have been exposed, or are caring for someone who is sick. School systems should recruit and train sufficient substitute educators to ensure that teachers can stay home when they are sick or have been exposed to someone who is confirmed or suspected of having COVID-19.
* Isolation should be used to separate people diagnosed with COVID-19 from those who are not infected. Students, teachers, and staff who are in isolation should stay home and follow the direction of the local public health authority about when it is safe for them to be around others.
* Contact tracing: Schools should work with the State, territorial, local, or Tribal health department to facilitate, to the extent allowable by applicable laws, systematic contact tracing of infected students, teachers, and staff, and consistent implementation of isolation of cases and quarantine of contacts. Schools can prepare and provide information and records to aid in the identification of potential contacts, exposure sites and mitigation recommendations, consistent with applicable laws, including those related to privacy and confidentiality. Health department collaboration with K-12 school administration to obtain contact information of other individuals in shared rooms, class schedules, shared meals, or extracurricular activities will expedite contact tracing. For schools to remain open, health departments should ensure they have a sufficient number of contact tracers to complete case investigation and notify contacts within 48 hours of a positive test result.
* Case investigation and contact tracing are essential interventions in a successful, multipronged response to COVID-19, and should be implemented along with other mitigation strategies. As K12 schools resume in-person learning, case investigation and contact tracing with staff, teachers and students should be anticipated as a crucial strategy to reduce further transmission once a case is identified. Prompt and coordinated actions, including case investigation and contact tracing, may inform decision-making about strengthening, focusing, and relaxing mitigation strategies. Case investigation and contact tracing help to prevent further transmission of disease by separating people who have (or may have) COVID-19 from people who do not. Prompt identification, voluntary self-quarantine, and monitoring of those contacts exposed to SARSCoV-2 can effectively break the chain of transmission and prevent further spread of the virus in a community.
* Quarantine should be used for students, teachers, and staff who might have been exposed to COVID-19. Close contacts, identified through contact tracing, should quarantine. Students, teachers, and staff who are in quarantine should stay home and follow the direction of the local public health department about when it is safe for them to be around others. If a child with a disability is required to quarantine, the school is required to provide services consistent with Federal disability laws.
2. Indicators of Community Transmission
During the COVID-19 pandemic, states, tribes, localities, territories and school districts have asked CDC for guidance to inform decision-making about when and how to safely open schools.
Given the likely association between levels of community transmission of SARS-CoV-2 and risk of SARSCoV-2 exposure in schools 1,16, , a first step in determining when and how it is safe to reopen involves assessing the level of community transmission. School administrators, working with local public health
officials, should assess the level of risk in the community and the likelihood of a case in a school facility, the likelihood that a case would lead to an outbreak, and the consequences of in-school transmission.
CDC recommends the use of two measures of community burden to determine the level of risk of transmission: total number of new cases per 100,000 persons in the past 7 days; and percentage of nucleic acid amplification tests (NAATs), including RT-PCR tests that are positive during the last 7 days. The two measures of community burden should be used to assess the incidence and spread of SARSCoV-2 in the surrounding community (e.g., county) and not in the schools themselves. If the two indicators suggest different levels, the actions corresponding to the higher threshold (in Table 2) should be chosen. The transmission level for any given location will change over time and should be reassessed weekly for situational awareness and to continuously inform planning. 4
4 Previously, CDC provided guidance for schools through the Indicators for Dynamic School Decision-Making. The current indicators and thresholds are an update to that document that reflect a focus on the past 7 days, and four (rather than five) categories of community transmission.
Table 1. CDC Indicators and Thresholds for Community Transmission of COVID-19 1
1If the two indicators suggest different levels, the actions corresponding to the higher threshold should be chosen. County-level data on total new cases in the past 7 days and test percent positivity are available on the County View tab in CDC's COVID Data Tracker.
2Total number of new cases per 100,000 persons within the last 7 days is calculated by adding the number of new cases in the county (or other community type) in the last 7 days divided by the population in the county (or other community type) and multiplying by 100,000.
3Percentage of positive diagnostic and screening NAATs during the last 7 days is calculated by dividing the number of positive tests in the county (or other administrative level) during the last 7 days by the total number of tests resulted over the last 7 days. Additional information can be found on the Calculating Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) Laboratory Test Percent Positivity: CDC Methods and Considerations for Comparisons and Interpretation webpage.
While risk of exposure to SARS-CoV-2 in a school may be lower when indicators of community spread are lower, this risk is also dependent upon the implementation of school and community mitigation strategies, including requiring universal and correct use of masks, physical distancing handwashing and respiratory etiquette, cleaning and maintaining healthy facilities, and contact tracing in combination with isolation and quarantine. If community transmission is low but school and community mitigation strategies are not implemented, then the risk of exposure and subsequent transmission of SARS-CoV-2 in a school will increase. Alternately, if community transmission is high, but school and community mitigation strategies are implemented and strictly followed as recommended, then the risk of transmission of SARS-CoV-2 in a school will decrease.
Success in preventing COVID-19 in schools begins with and is connected to preventing transmission in communities. Schools and communities must implement a layered approach that adheres to multiple mitigation strategies and adjust them as needed to reduce COVID-19 risk for students, teachers, school staff, families, and the community. In areas of low or moderate community transmission, the spread of SARS-CoV-2 infection in schools is low when consistent use of layered mitigation strategies is in place.
When communities implement and strictly adhere to mitigation strategies, the level of community transmission is slowed. This will in turn enable schools that are open for in-person learning to stay open and help schools that have not yet reopened to return to in-person instruction. The application and utility of these indicators are inextricably linked to both schools and communities following recommended mitigation strategies.
3. Phased mitigation, learning modes, and testing
For schools to operate safely for in-person learning, communities should fully implement and adhere to mitigation strategies to reduce COVID-19 incidence and make decisions that prioritize safely opening schools for in-person learning over nonessential businesses and activities. Additionally, to reduce the risk of transmission in schools, schools should fully implement and strictly adhere to recommended layered mitigation strategies, especially universal and correct masking and physical distancing.
The phased mitigation recommendations are meant to assist school and STLT officials in making decisions, through regular monitoring of local indicators. As school officials monitor indicators and thresholds, they should take local trends and other factors into account when making decisions about in-person learning. For example, implementation of mitigation strategies should be intensified if indicators worsen (I.e., moving from low to moderate to substantial to high community transmission). Intensifying mitigation may also involve imposing restrictions on sports and extracurricular activities. If increasing trends persist in or plateau in substantial levels, school should transition to hybrid instruction. Similarly, mitigation strategies and transitions to full in-person instruction should only be relaxed or lifted after improvements are documented continuously for several weeks, such as decreasing to moderate from substantial levels. To make these decisions, school and STLT officials should take levels of community transmission, information on adherence to mitigation strategies, and data on COVID-19 cases and numbers of people in quarantine into account. CDC also provides secondary indicators that school and STLT officials can use to inform these decisions. Secondary indicators are available in CDC's Indicators for Dynamic School Decision Making.
Phased mitigation in schools that do not implement screening testing
Table 2 presents an operational plan for opening and remaining open for schools that do not offer screening testing either on premises or through a collaboration with a community service or department of public health. The mitigation plan emphasizes mitigation at all levels of community transmission, with particular emphasis on school policies that require universal and correct use of masks.
Table 2. Recommended Implementation of Mitigation Strategies and K-12 School Learning Modes by Level of Community Transmission for Schools That Do Not Implement Expanded Screening Testing
1Levels of community transmission defined as total new cases per 100,000 persons in the past 7 days (low, 0-9; moderate, 10-49; substantial, 50-99; high, ≥100) and percentage of positive tests in the past 7 days (low, <5%; moderate, 5-7.9%; substantial, 8-9.9%; high, ≥10%).
2Diagnostic testing for SARS-CoV-2 is intended to identify occurrence of SARS-CoV-2 infection at the individual level and is performed on individuals with or without suspected COVID-19 infection in accordance with the test's authorization and labeling.
3If physical distancing of at least 6 feet among all students, teachers, and staff within a class, cohort, or pod is not possible at all times, schools should ensure physical distancing between classes, cohorts, and pods.
4Hybrid learning or reduced attendance is intended to maximize physical distance between students. Schools may consider hybrid learning models or instructional modes where substantial percentages of students are in virtual only instruction. At all levels of community transmission, schools should provide families the option to participate in virtual learning if a student or family member is at risk of severe illness from COVID-19.
5Strict implementation of mitigation strategies refers to policies that require consistent and correct use of masks, physical distancing of at least 6 feet, all other key mitigation strategies.
6School officials should implement limits on spectators and attendees for sports, extracurricular activities, and school events as consistent with recommendations for masking and physical distancing for each phase.
Phased mitigation in schools that implement screening testing
Table 3 presents an operational plan for schools that offer screening testing either on premises or through a collaboration with a community service or department of public health. The phased plan integrates implementation of mitigation strategies and testing by level of community transmission. Similar to the plan for no testing, this plan emphasizes mitigation with particular emphasis on school policies that require universal and correct use of masks.
Table 3. Recommended Implementation of Mitigation Strategies, Testing, and Safe K-12 School Learning Modes by Level of Community Transmission for Schools that Implement Expanded Screening Testing
1Levels of community transmission defined as total new cases per 100,000 persons in the past 7 days (low, 0-9; moderate, 10-49; substantial, 50-99; high, ≥100) and percentage of positive tests in the past 7 days (low, <5%; moderate, 5-7.9%; substantial, 8-9.9%; high, ≥10%).
2Diagnostic testing for SARS-CoV-2 is intended to identify occurrence of SARS-CoV-2 infection at the individual level and is performed when there is a reason to suspect that an individual may be infected, such as having symptoms or suspected recent exposure.
3Screening testing is intended to identify infected asymptomatic individuals who may be contagious so that measures can be taken to prevent further transmission.
4Schools may consider testing a random sample of at least 10% of students or may conduct pooled testing of cohorts/pods for screening testing in areas of moderate and substantial community transmission.
5If physical distancing of at least 6 feet among all students, teachers, and staff within a class, cohort, or pod is not possible at all times, schools should ensure physical distancing between classes, cohorts, and pods. 6Hybrid learning or reduced attendance is intended to maximize physical distance between students. Schools may consider hybrid learning models or instructional modes where substantial percentages of students are in virtual only instruction. At all levels of community transmission, schools should provide families the option to participate in virtual learning if a student or family member is at risk of severe illness from COVID-19. 7School officials should implement limits on spectators and attendees for sports, extracurricular activities, and school events as consistent with recommendations for masking and physical distancing for each phase.
A phased mitigation approach to learning modes and testing for K-12 schools relies on several core concepts.
* K–12 schools should be the last settings to close after all other mitigation measures in the community have been employed, and the first to reopen when they can do so safely. This implies that decision-makers and communities should prioritize schools for reopening and remaining open for in-person instruction over nonessential businesses and activities including indoor dining, bars, social gatherings, and close contact sports as community transmission is controlled.
* In-person instruction should be prioritized over extracurricular activities including sports and school events, to minimize risk of transmission in schools and protect in-person learning. Prolonged periods of remote or virtual learning can have negative effects on educational progress for students, potentially slowing or reversing academic gains. Students from lowresourced communities, English learners, and students with disabilities may disproportionately experience learning loss due to limited access to remote learning technology and fewer learning support systems and services outside of schools. Safe in-person schooling can also offset the negative social, emotional, and mental health impacts of prolonged virtual learning. Minimizing the risk of spread during extracurricular activities and social gatherings outside of school can help maintain in-person instruction. Some close-contact sports may not be able to be implemented at any level of community transmission given the risk of transmission and the inability to implement mitigation strategies 22 .
* Lower susceptibility and incidence among younger children compared to teenagers suggests that younger students (for example, elementary schools) are likely to have less risk of in-school transmission due to in-person learning than older students (middle schools and high schools). In addition, younger children may benefit more from in-person instruction and are less independent than older students. For these reasons, a phased mitigation approach emphasizes in-person learning modes for younger students throughout all levels of community transmission.
* Families of students who are at increased risk of severe illness (including those with special healthcare needs) or who live with people at high risk should be given the option of virtual instruction regardless of the mode of learning offered.
* Schools are encouraged to use cohorting or podding of students, especially in moderate (yellow), substantial (orange), and high (red) levels, to facilitate testing and contact tracing, and to minimize transmission across pods.
Schools that do not implement expanded screening testing: Learning modes and phased mitigation
For schools that do not implement expanded screening testing, recommended learning modes vary to minimize risk of SARS-CoV-2 transmission in school by emphasizing layered mitigation, including school policies requiring universal and correct mask use.
* Low (blue) and moderate (yellow) community transmission: Elementary, middle, and high schools are open for full in-person learning with all 5 key mitigation strategies. Universal and correct use of masks is required. Physical distancing is maintained to the greatest extent possible. Schools may benefit from using pods or cohorts to facilitate testing protocols and contact tracing and minimizing risk of transmission. If physical distancing of at least 6 feet among all students, teachers, and staff within a class, cohort, or pod is not possible at all times, schools should ensure physical distancing between classes, cohorts, and pods.
* Substantial (orange) community transmission: Elementary, middle, and high schools transition to hybrid instruction to maximize physical distancing and reduce risk of transmission. Schools may consider hybrid learning models or instructional modes where substantial percentages of students are in virtual only instruction. All 5 key mitigation strategies are implemented. Universal and correct use of masks and physical distancing are required.
* High (red) community transmission: Elementary schools continue hybrid instruction with all 5 key mitigation strategies in place. Universal and correct use of masks and physical distancing are required. For middle schools and high schools, transition to virtual instruction is recommended. Some middle schools and high schools may consider opening or remaining open if mitigation strategies are consistently implemented, school policies requiring universal and correct use of masks are in place, and monitoring of cases in school suggests limited transmission. In communities with high levels of transmission, high prevalence of COVID-19 in the community could also result in many teacher and staff quarantines due to exposures in the community, limiting the ability of schools to remain safely open.
Schools should closely and regularly monitor the numbers of students, teachers, and staff with COVID19, as well those in isolation and in quarantine. Schools may consider convening a team or committee with representation from local public health and members of the school community (e.g., students, parents, teachers, and staff) to review data regularly, share information, and discuss opportunities to support open communication with school stakeholders. In collaboration with the local health department, decisions should be guided by information on school-specific factors such as implementation of mitigation strategies, local needs, stakeholder input, school experience, and the number of cases among students, teachers, and staff. A decision to remain open should involve considerations for further strengthening mitigation strategies and continuing to monitor cases to reassess decisions.
Schools that implement expanded screening testing: Learning modes and phased mitigation Relying on these core concepts, a phased approach takes into account levels of community transmission and presents options for learning modes and testing strategies based on the risk of SARS-CoV-2 transmission in school.
* Low (blue) community transmission: Elementary, middle, and high schools are open for full inperson learning with all 5 key mitigation strategies in place. Universal and correct use of masks is required. Schools may benefit from using pods or cohorts to facilitate testing protocols and contact tracing and minimizing risk of transmission.
* Moderate (yellow) community transmission: Elementary, middle, and high schools are open for full in-person learning with all 5 key mitigation strategies in place, using pods or cohorts. Universal and correct use of masks is required.
* Substantial (orange) community transmission: Elementary, middle, and high schools transition to hybrid instruction to maximize physical distancing and reduce risk of transmission. Schools may consider hybrid learning models or instructional modes where substantial percentages of students are in virtual only instruction. All 5 key mitigation strategies are implemented. Universal and correct use of masks is required; physical distancing is maintained.
* High (red) community transmission: Elementary, middle, and high schools continue hybrid instruction with all 5 key mitigation strategies in place. In communities with high levels of transmission, high prevalence of COVID-19 in the community could result in many teacher and staff quarantines due to exposures in the community, limiting the ability of schools to remain safely open. Universal and correct use of masks is required; physical distancing is maintained.
At all levels of community transmission, employers should provide reassignment, remote work, or other options for staff who have documented high-risk conditions or who are at increased risk for severe illness from COVID-19 to limit the risk of workplace exposure. When these conditions are disabilities under the Americans with Disabilities Act, employers must provide reasonable accommodation subject to undue hardship. Options for reassignment may include but are not limited to telework, virtual teaching opportunities, modified job responsibilities, environmental modifications, scheduling flexibility, or temporary reassignment to different job responsibilities. These options should likewise be extended to staff who have a household member with a high-risk condition or who are at increased risk for severe illness from COVID-19. Policies and procedures addressing issues related to teachers and other staff at higher risk of serious illness and the application of reassignment, remote work or other options for mitigation should be made in consultation with occupational medicine and human resource professionals with knowledge of the specific situation, keeping in mind Equal Employment Opportunity (EEO) and other potential legal concerns.
Unplanned school closures
Despite careful planning and consistent implementation of essential elements of safe in-person instruction in K-12 schools, some situations may occur that lead school officials to consider temporarily closing schools or parts of a school (such as a class or grade level) to in-person instruction, typically in consultation with the local public health department. These decisions should be made based on careful
considerations of a variety of factors and with the emphasis on ensuring the health and wellness of students, their families, and teachers and staff. In such cases, schools should make efforts to provide continuity of instruction through synchronous remote learning or at-home activities.
Classrooms or schools experiencing an active outbreak may temporarily close for in-person learning. If the school is experiencing an outbreak, school leaders should immediately notify public health officials and collaborate to facilitate increased testing and contact tracing, as necessary. The local health department may facilitate testing for students, teachers, and staff who are in schools with an active outbreak. The health department may also conduct contact tracing in these situations. Schools can assist by providing information, to the extent allowable by privacy laws and other applicable laws, to identify close contacts (e.g., class rosters, seating charts, and student emergency contact information) that could be tested and either isolated or quarantined.
Schools in areas experiencing rapid or persistent rises in case incidence or severe burden on health care capacity. School leaders and public health officials should monitor indicators of community transmission (Table 1) and review trends over time. In communities that have rapid or persistent rises in case incidence or severe health care capacity burden, school leaders may decide to temporarily close schools to in-person instruction until levels of community transmission stabilize.
New COVID-19 variants and mitigation in schools
Multiple SARS-CoV-2 variants are circulating globally. This includes several new variants that have been detected in the United States in December 2020 and January 2021. Some of these variants are of concern as they seem to spread more easily and quickly than other variants, which may lead to more cases of COVID-19. Rigorous implementation of and adherence to mitigation strategies is essential to control the spread of variants of SARS-CoV-2. In the event of increased levels of community transmission resulting from a variant of SARS-CoV-2, updates to this guidance may be necessary.
Rigorous and increased compliance with public health mitigation strategies, such as vaccination, use of masks, physical distancing, hand hygiene, and isolation and quarantine, will be essential to limiting the spread of SARS-CoV-2 and protecting public health. CDC, in collaboration with other public health agencies, is monitoring the situation closely and studying these variants quickly to learn more to control their spread. As more information becomes available, it is possible that mitigation strategies and school guidance may need to be adjusted to new evidence on risk of transmission and effectiveness of mitigation.
Health equity considerations in phased mitigation
* Schools that serve student populations that are at greater risk for learning loss during virtual instruction (e.g., due to their more limited access to technology) should be prioritized for reopening and be provided the needed resources to implement mitigation and testing strategies.
* In implementing phased mitigation in hybrid learning modes, schools should consider prioritizing in-person instruction for students with disabilities who require special education and related services directly provided in school environments, as well as other students who may benefit from receiving essential instruction in a school setting.
* Schools should develop plans to continue meal service provision such as free breakfast and lunch to families for every phase and learning mode, including in-person, hybrid, and virtual.
Additional COVID-19 Prevention in Schools
Testing
Viral testing strategies in partnership with schools should be part of a comprehensive mitigation approach. Testing should not be used alone, but in combination with other mitigation components to reduce risk of transmission in schools. When schools implement testing combined with mitigation strategies, they can detect new cases to prevent outbreaks, reduce the risk of further transmission, and protect students, teachers, and staff from COVID-19.
Diagnostic Testing
At all levels of community transmission, schools should offer referrals to diagnostic testing to any student, teacher, or staff member who is exhibiting symptoms of COVID-19 at school. Diagnostic testing for SARS-CoV-2 is intended to identify occurrence of SARS-CoV-2 infection at the individual level and is performed when there is a reason to suspect that an individual may be infected, such as having symptoms or suspected recent exposure. Examples of diagnostic testing strategies include testing symptomatic teachers, students, and staff who develop symptoms in school, and testing asymptomatic individuals who were exposed to someone with a confirmed or suspected case of COVID-19. The U.S. Food and Drug Administration's (FDA) FAQs on Testing for SARS-CoV-2 also address diagnostic testing for SARS-CoV-2. Additional considerations for diagnostic testing:
* Schools should advise teachers, staff, and students to stay home if they are sick or if they have been exposed to SARS-CoV-2. Schools can encourage these individuals to talk to their healthcare provider about getting testing for SARS-CoV-2 in a healthcare or public health facility.
* If a student, teacher, or staff member becomes sick at school or reports a new COVID-19 diagnosis, schools should follow the steps of the COVID-19 Diagnosis flowchart on what to do next. This includes appropriately notifying a student's parent or guardian and initiating testing strategies. Notifications must be accessible for all students, parents or guardians, including those with disabilities or limited English proficiency (e.g., through use of interpreters or translated materials).
* In some schools, school-based healthcare professionals (e.g., school nurses) may perform SARSCoV-2 antigen testing in school-based health centers if they are trained in specimen collection, conducting the test per manufacturer's instructions, and obtain a Clinical Laboratory Improvement Amendments (CLIA) certificate of waiver. Some school-based healthcare professionals may also be able to perform specimen collection to send to a lab for testing, if
trained in specimen collection, without a CLIA certificate. It is important that school-based healthcare professionals have access to, and training on the proper use of personal protective equipment (PPE).
* Not every school or school-based healthcare professional will have the staff, resources or training to conduct testing. Public health officials should work with schools to help link students and their families, teachers, and staff to other opportunities for testing in their community. Testing could be offered by referral to community-based testing sites, through collaboration with local public health, or through a centralized test location offered by the school district.
The presence of any of the symptoms below generally suggests a student, teacher, or staff member has an infectious illness and should not attend school, regardless of whether the illness is COVID-19. For students, staff, and teachers with chronic conditions, symptom presence should represent a change from their typical health status to warrant exclusion from school. Occurrence of any of the symptoms below while a student, teacher, or staff member is at school suggests the person may be referred for diagnostic testing.
* Temperature of 100.4 degrees Fahrenheit or higher
* Sore throat
* Cough (for students with chronic cough due to allergies or asthma, a change in their cough from baseline)
* Difficulty breathing (for students with asthma, a change from their baseline breathing)
* Diarrhea or vomiting
* New loss of taste or smell
* New onset of severe headache, especially with a fever
Students should not attend school in-person if they or their caregiver identifies new development of any of the symptoms above.
Schools can provide options to separate students with COVID-19 symptoms or suspected or confirmed COVID-19 diagnoses by, for example, placing students in isolation room/areas until transportation can be arranged to send them home or seek emergency medical attention.
If a COVID-19 diagnosis is confirmed, schools can support public health officials in determining which close contacts and other potentially exposed persons in the school setting could be tested and either isolated or quarantined (see Table 4). Schools can assist by providing information, where appropriate, to identify close contacts (e.g., class rosters, seating charts, and information to facilitate outreach to contacts).
Table 4. Tiered approach of diagnostic testing for SARS-CoV-2 1,2
Close contacts
Refer for diagnostic testing
Potential contacts
Schools may consider screening testing to potential contacts
* Individuals with positive test results should go to their home and isolate until they have met criteria for release from isolation.
* People with symptoms should be isolated away from others as soon as symptoms appear and sent home. Those with positive test results should remain in isolation until they have met all three criteria for release: 10 days have passed since symptom onset; at least 24 hours have passed since resolution of fever without medication; and other symptoms have improved. CDC does not recommend that people be tested again before leaving isolation because people who have recovered can test positive for several weeks without being contagious. If an individual with symptoms tests negative, they should still stay home until their symptoms resolve to avoid spreading any infection – coronavirus or otherwise.
Students, teachers, or staff who had contact with someone diagnosed with COVID-19, defined as those who were within 6 feet from an infected person for a cumulative total of 15 minutes or more for a 24-hour period starting from 2 days before illness onset (or, for asymptomatic persons, 2 days prior to date the person with COVID-19 was tested). The definition of a close contact applies regardless of whether either person was wearing a mask.
* Regardless of the test result, close contacts should quarantine for 14 days. Based on local circumstances and resources, options to shorten quarantine provide acceptable alternatives of a 10-day quarantine or a 7-day quarantine combined with testing.
* To minimize impact of quarantines on delivery of instruction, schools should limit the potential for exposures across pods and classrooms (e.g., teachers should limit close contacts with other teachers and with students not in their own classrooms).
Students, teachers, and staff in the same classroom, cohort, or pod as the person with COVID-19 who always kept at least 6 feet distance between persons. For example, this includes individuals in the following scenarios:
* Students in the same classroom but who were not within 6 feet for a total of 15 minutes or more.
1The tiers above are intended to be applied to the Diagnostic Testing component across all levels of community transmission: low (blue), moderate (yellow), substantial (orange), and high (red).
2 information should be provided with appropriate safeguards to protect personally identifiable information and HIPPA-sensitive information from unlawful release.
For diagnostic testing, selection of tests should prioritize tests with highly accurate results with high sensitivity and specificity such as NAATs. Referral to diagnostic testing for students, teachers, and staff who have symptoms of COVID-19 at school and for close contacts is recommended for all levels of community transmission. Students, teachers, and staff who have diagnostic testing performed should be isolated away from others and quarantined at home until test results are received. Diagnostic testing turnaround times depend on the type of test. Local capacity in diagnostic tests should ensure that cases and contacts and be tested with result return within 48 hours. At low levels of community transmission (blue), schools should refer students, teachers, and staff with symptoms or recent history of close contact with a confirmed case for diagnostic testing to identify or rule out SARS-CoV-2 infection. At moderate (yellow), substantial (orange), and high (red) levels, and at low (blue) levels for teachers and staff, referral to diagnostic testing is combined with screening testing to monitor for increases in infection rates.
For students, teachers, and staff who had previously received positive test results and do not have symptoms of COVID-19, retesting is not recommended for up to 3 months from their last positive test result. Data currently suggest that some individuals test persistently positive due to residual virus material but are unlikely to be infectious. Parents or guardians may request documentation from their health care provider to indicate the date and type of the student's most recent COVID-19 test. Guidance on testing strategies for individuals who are fully vaccinated will be provided once more information is available.
Screening Testing
Some schools may also elect to use screening testing as a strategy to identify cases and prevent secondary transmission. Screening testing involves using SARS-CoV-2 viral tests (diagnostic tests used for screening purposes) intended to identify occurrence at the individual level even if there is no reason to suspect infection—i.e., there is no known exposure. This includes, but is not limited to, screening testing of asymptomatic individuals without known exposure with the intent of making decisions based on the test results. Screening testing is intended to identify infected individuals without symptoms (or prior to development of symptoms) who may be contagious so that measures can be taken to prevent further transmission. Examples of screening include weekly testing in a workplace to test employees, and testing plans developed by a school to test its students, teachers, and staff. In both examples, the intent is to use the screening testing results to determine who may return to in-person school or work and the protective measures that will be taken or to identify and isolate positive persons to prevent spread. FDA's FAQs on Testing for SARS-CoV-2 also address screening testing for SARS-CoV-2.
Screening testing is particularly valuable in areas with moderate, substantial, and high levels of community transmission. Screening testing for K-12 schools may allow schools to move between different testing strategies as community prevalence (and therefore risk assessment) changes. As risk decreases but the likelihood of multiple infected individuals at the school remains high, frequent routine screening tests can be deployed to help identify and contain outbreaks.
For schools that implement expanded screening testing, screening testing should be offered at moderate (yellow), substantial (orange), and high (red) levels of community transmission, to students, teachers, and staff and at low (blue) levels to teachers and staff who have no symptoms and no known exposures. Screening testing can identify cases early and can minimize secondary transmission. Screening testing can be especially useful in areas with moderate to high community transmission. Achieving substantial reduction in transmission with testing requires more frequent testing and shorter lags between test administration and reporting of results, which may not be possible for every school district.
Schools may consider using pooled testing as a screening testing strategy for students. Pooled testing involves mixing several samples from different individuals together in a "batch" or pooled sample, then testing the pooled sample with a diagnostic test. This approach increases the number of individuals that can be tested and reduces the need for testing resources 23-24 . This approach may be particularly helpful in schools using "pods" or cohorts. Because of the complexities of acting on a positive result, pooled testing is best used in situations where the number of positives is expected to be very low. Pods could be established in grade groups, such as all students in a particular grade or in similar grades (e.g., Kgrade 2; grades 3-5). Schools may have alternative methods for assigning pods based on instructional and facility considerations. If a confirmed positive case is found, close contacts of anyone in that pod should be quarantined and tested.
School officials making decisions about schools in areas of moderate, substantial, or high community transmission could adopt a regular screening program to prevent infections from spreading within the school. Achieving substantial reduction in transmission requires more frequent testing and shorter lags between test administration and reporting of results. When combined with mitigation measures such as mask use, physical distancing, and others, testing protocols may be an effective tool in reducing transmission. Screening testing can be administered directly at a school facility (see Feasibility considerations section below), at a central location through the school district, or through referral to community-based testing providers.
* Moderate (yellow) and substantial (orange) community transmission: students, teachers, and staff participate in regular screening testing to reduce the risk of transmission within the school.
o Teachers and staff participate in routine screening testing at least once per week. In areas with substantial and high community transmission, twice a week screening testing may be preferable to quickly detect cases among teachers and staff.
o Students in elementary, middle, and high schools participate in weekly routine screening testing. If a confirmed positive case is found, any close contacts are quarantined and tested.
o Schools may consider testing a random sample of at least 10% of students. For example, a school may randomly select 20% of the students each week for testing out of the entire population of students attending in-person instruction. Alternatively, a school may select one pod for each grade level each week for testing. Different strategies for random selection may be used based on most adequate fit for a school screening testing strategy.
* High (red) community transmission: students, teachers, and staff participate in regular screening testing to reduce the risk of transmission within the school.
o Teachers and staff in elementary schools participate in routine screening testing weekly. In areas with substantial and high community transmission, twice a week screening testing may be preferable to quickly detect cases among teachers and staff.
o Students in elementary schools participate in weekly routine screening testing, as described above for moderate (yellow) and substantial (orange).
When considering which tests to use for screening testing, schools or their testing partners should select tests that can be reliably supplied and that provide results within 24 hours. NAATs are high-sensitivity tests for detecting SARS-CoV-2 nucleic acid. Most NAATs need to be processed in a laboratory with variable time to results (may be 1-3 days), but some NAATs are point-of-care tests with results available in about 15 minutes. Pooled testing — in which samples from multiple people are initially combined — may reduce costs and turn-around times. These may be considered for weekly screening testing in areas of moderate (yellow) community transmission.
Antigen tests are generally less sensitive than NAATs for clinical diagnosis, and most can be processed at the point-of-care with results available in about 15 minutes. Antigen test results may need confirmation with a NAAT, such as a negative test in persons with symptoms and a positive test in persons without
symptoms. Schools should work with the health department to develop a confirmation and referral plan before implementing testing. The immediacy of results (test results in 15-30 minutes), modest costs, and feasibility of implementation of antigen tests make them a reasonable option for school-based screening testing. The feasibility and acceptability of tests that use nasal (anterior nares) swabs make these types of tests more readily implemented in school settings. Tests that use saliva specimens may also be acceptable alternatives for younger children, if tests are available and results are returned within 24 hours.
Taking into consideration the potential for limited availability of supplies for screening testing or feasibility of implementing screening testing, schools may consider a prioritization strategy. When determining which individuals should be selected for screening testing, schools and public health officials may consider prioritizing teachers and staff over students given the increased risk of severe illness among certain adults. In selecting among students, schools and public health officials may prioritize high school students, then middle school students, and then elementary school students, reflecting higher infection rates among adolescents compared to younger children.
Reporting test results
Every COVID-19 testing site is required to report to the appropriate state or local health officials all diagnostic and screening tests performed. Schools that use antigen testing must apply for and receive a Clinical Laboratory Improvement Amendments (CLIA) certificate of waiver, and report test results to state or local public health departments as mandated by the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
Parents should be asked to report positive cases to schools, to facilitate contact tracing and ensure communication and planning in schools. In addition, school administrators should notify staff, teachers, families and emergency contacts or legal guardians immediately of any case of COVID-19 while maintaining confidentiality in accordance with the Health Insurance Portability and Accountability Act of 1996 (HIPAA), the Americans with Disabilities Act (ADA), and the Family Educational Rights and Privacy Act (FERPA), and other applicable laws and regulations. Notifications must be accessible for all students, faculty and staff, including those with disabilities or limited English proficiency (e.g., through use of interpreters or translated materials).
Health equity considerations in school-based testing
Public health officials and school administrators may consider placing a higher priority for access to testing in schools that serve populations experiencing a disproportionate burden of COVID-19 cases or severe disease. These may include:
* Schools in communities with moderate or large proportions of racial and ethnic groups that have experienced disproportionately high rates of COVID-19 cases relative to population size, including communities with moderate or large proportions of racial and ethnic groups such as American Indian/Alaska Native, Black, and Hispanic persons.
* Schools in geographic areas with limited access to testing due to distance or lack of availability of testing 25 .
Ethical considerations for school-based testing
Testing should be offered on a voluntary basis. It is unethical and potentially illegal to test someone who does not want to be tested, including students whose parents or guardians do not want them to be tested. School-based testing should never be conducted without consent from a parent or legal guardian (for minor students) or from the individual (for adults, including adult students and teachers and staff). Assent may also be considered for minor students. Schools should make a communication plan to notify local health officials, staff, and families immediately of any case of COVID-19 while maintaining confidentiality in accordance with the Americans with Disabilities Act (ADA) and Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), and other applicable laws and regulations. Collaboration with local counsel, education and /or public health is recommended to ensure appropriate consent is obtained and maintained and results are retained with appropriate privacy and confidentiality.
Considerations before starting any testing strategy
Before implementing testing in their schools, K-12 administrators should coordinate with public health officials to ensure there is support for this approach from students, parents, teachers, and staff and to develop a testing plan that has key elements in place.
* Dedicated infrastructure and resources to support school-based testing.
* Use of tests that are authorized by FDA for the specific intended use (i.e., screening, pooling), and a mechanism in place for prescriptions/test orders by a licensed health care provider.
* CLIA certificate of waiver requirements to perform school-based testing with EUA authorized tests.
* Mechanism to report all testing results (both positive and negative) as required by the STLT health department.
* Ways to obtain parental consent for minor students and assent/consent for the students themselves.
* Physical space to conduct testing safely and privately.
* Ability to maintain confidentiality of results and protect student privacy.
* Plans for ensuring access to confirmatory testing when needed through the STLT health department for symptomatic persons who receive a negative test result and asymptomatic persons who receive a positive test result.
If these elements are not in place, schools may consider a referral-based testing strategy in collaboration with public health officials.
Schools should work with STLT public health officials to decide whether and how to use testing. K-12 schools operated by the federal government (e.g., for Department of Defense Education Activity [DoDEA], which operates K-12 schools for DoD Dependents) should collaborate with federal health officials. In addition to state and local laws, school administrators should follow guidance from the Equal Employment Opportunity Commission, and applicable federal laws when offering testing to faculty, staff, and students who are employed by the K-12 school.
Feasibility considerations and challenges of school-based testing
These challenges must be considered carefully and addressed as part of plans for school-based testing developed in collaboration with public health officials.
* In some schools, school-based healthcare professionals (e.g., school nurses) may perform COVID-19 viral testing if the school or test site receives a Clinical Laboratory Improvement Amendments (CLIA) certificate of waiver. Some school-based healthcare professionals may also be able to perform specimen collection to send to a lab for testing, if trained in specimen collection, without a CLIA certificate. It is important that school-based healthcare professionals have access to, and training on the proper use of personal protective equipment (PPE). Facilities should be aware of the FDA EUA for antigen tests and the Center for Medicare & Medicaid (CMS's) enforcement discretion regarding the CLIA certificate of waiver when using tests in asymptomatic individuals.
* Not every school system will have the staff, resources or training (including the CLIA certificate of waiver) to conduct testing. Public health officials should work with schools to help link students and their families, teachers, and staff to other opportunities for testing in their community.
* School-based testing may require a high degree of coordination and information exchange among health departments, schools, and families.
* There may also be legal and regulatory factors to consider with onsite school-based testing regarding who will prescribe the tests, who will administer the tests, how tests will be paid for, and how results will be reported. Such factors include local or state laws defining the services school nurses and other school-based health professionals are permitted to provide, as well as applicable privacy laws.
* The benefits of school-based testing need to be weighed against the costs, inconvenience, and feasibility of such programs to both schools and families.
* Antigen tests usually provide results diagnosing an active SARS-CoV-2 infection faster than NAATs, but antigen tests have a higher chance of missing an active infection even in symptomatic individuals and confirmatory molecular testing may be recommended.
Vaccination for teachers and staff, and in communities as soon as supply allows
Vaccines are an important tool to help stop the COVID-19 pandemic. STLT health officials are the best resource in answering questions about when and where school staff can be vaccinated in each state, territory, or jurisdiction. Vaccines are now authorized for use by the FDA and are being distributed to help protect against COVID-19. The end goal is to offer vaccines to the entire U.S. population. With limited supply, identifying priority groups for COVID-19 vaccination is critical for implementation planning using a phased approach. The ACIP COVID-19 Vaccines Work Group considered evidence related to SARS-CoV-2 epidemiology, vaccination program implementation, and ethical principles in developing the interim recommendation for allocation of COVID-19 vaccine. ACIP reviewed evidencebased information pertaining to COVID-19 vaccines, including initial allocation of COVID-19 vaccine supplies. ACIP recommended that health care personnel and residents of long-term care facilities be
offered vaccination in the initial phase of the COVID-19 vaccination program (Phase 1a). Following ACIP's interim recommendation for vaccine allocation in Phase 1a, the Work Group proposed vaccine allocation for Phases 1b and 1c. Phase 1b includes frontline essential workers, including those who work in the education sector (teachers and school staff). Teachers and school staff hold jobs critical to the continued functioning of society and are at potential occupational risk of exposure to SARS-CoV-2. STLT officials should consider giving high priority to teachers in phase 1b.
Vaccinating teachers and school staff can be considered one layer of mitigation and protection for staff and students. Strategies that minimize barriers to access vaccination for teachers and other frontline essential workers, such as vaccine clinics at or close to the place of work, are optimal. STLT health officials have worked with community and school leadership and developed approaches that include onsite employer/occupational clinics, use of pharmacies, mobile clinics, and health department point of dispensing strike teams. Survey data also suggest that there is broad support for vaccinating teachers and school staff early in the phased vaccination approach 26 .
Observational data demonstrate that pregnant people with COVID-19 have an increased risk of severe illness compared with non-pregnant people of reproductive age. Additionally, pregnant people with COVID-19 might be at increased risk of adverse pregnancy outcomes, such as preterm birth, compared with pregnant people without COVID-19. Currently, there are limited data about the safety of COVID-19 vaccines for people who are pregnant. Teachers and school staff who are pregnant may choose to be vaccinated. A conversation between pregnant patients and their healthcare providers may help them decide whether to get vaccinated with a vaccine that has been authorized for use under Emergency Use Authorization (EUA).
School officials and health departments can work together to also support messaging and outreach regarding vaccination for members of school communities as they become eligible for vaccination in their jurisdictions. For example, school communication platforms can be leveraged for outreach to older adult family members of students, particularly for students living in multi-generational households. In later phases of vaccination, school communication can facilitate outreach to encourage vaccination of household members of school-age children as they become eligible. This should include outreach in a language that limited English proficient family members of students can understand and in alternate formats as needed to facilitate effective communication for individuals with disabilities.
Implementation of layered mitigation strategies will need to continue until we better understand potential transmission among people who received a COVID-19 vaccine and there is more vaccination coverage in the community. In addition, vaccines are not yet approved for use in children under 16 years old. For these reasons, even after teachers and staff are vaccinated, schools need to continue mitigation measures for the foreseeable future, including requiring masks in schools and physical distancing.
References
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2. Ludvigsson JF. Children are unlikely to be the main drivers of the COVID-19 pandemic: A systematic review. Acta Paediatr 2020;109:1525-1530. https://doi.org/10.1111/apa.15371.
3. Leidman E, Duca LM, Omura JD, et al. COVID-19 trends among persons aged 0-24 years – United States, March 1-December 12, 2020. MMWR Morb Mortal Wkly Rep 2021;70.
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4. Aleta A, Moreno Y. Age differential analysis of COVID-19 second wave in Europe reveals highest incidence among young adults. medRxiv 2021. ePub: November 13, 2020. https://doi.org/10.1101/2020.11.11.20230177.
5. Grijalva CG, Rolfes MA, Zhu Y, et al. Transmission of SARS-COV-2 Infections in Households — Tennessee and Wisconsin, April–September 2020. MMWR Morb Mortal Wkly Rep 2020;69:1631–1634. http://dx.doi.org/10.15585/mmwr.mm6944e1.
6. Lei H, Xu X, Xiao S, Wu X, Shu Y. Household transmission of COVID-19-a systematic review and meta-analysis. J Infect 2020. ePub: August 25, 2020. http://dx.doi.org/10.1016/j.jinf.2020.08.033.
7. Zhu Y, Bloxham CJ, Hulme KD, et al. A meta-analysis on the role of children in SARS-CoV-2 in household transmission clusters. Clin Infectious Diseases 2020. ePub: December 6, 2020. https://doi.org/10.1093/cid/ciaa1825.
8. Goldstein E, Lipsitch M, Cevik M. On the Effect of Age on the Transmission of SARS-CoV-2 in Households, Schools, and the Community. J Infectious Diseases 2020. ePub: October 29, 2020. https://doi.org/10.1093/infdis/jiaa691.
9. Viner RM, Mytton OT, Bonell C, et al. Susceptibility to SARS-CoV-2 infection among children and adolescents compared with adults: A systematic review and meta-analysis. JAMA Pediatrics 2020. ePub: September 25, 2020. https://doi.org/10.1001/jamapediatrics.2020.4573.
10. He J, Guo Y, Mao R, Zhang J. Proportion of asymptomatic coronavirus disease 2019: A systematic review and meta-analysis. J Medical Virology 2021;93:820-830.
https://doi.org/10.1002/jmv.26326.
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Leeb RT, Price S, Sliwa S, et al. COVID-19 Trends Among School-Aged Children — United States,
March 1–September 19, 2020. MMWR Morb Mortal Wkly Rep 2020;69:1410–1415.
http://dx.doi.org/10.15585/mmwr.mm6939e2.
12. Bi Q, Lessler J, Eckerle I, et al. Household transmission of SARS-CoV-2: Insights from a population-based serological survey. medRxiv 2021. ePub January 16, 2021. https://doi.org/10.1101/2020.11.04.20225573.
13. Zhang J, Litvinova M, Liang Y, et al. Changes in contact patterns shape the dynamics of the COVID-19 outbreak in China. Science 2020;368:1481-1486.
14. Zimmerman KO, Akinboyo IC, Brookhart MA, et al. Incidence and secondary transmission of SARS-CoV-2 infections in schools. Pediatrics 2021. ePub January 1, 2020. https://doi.org/10.1542/peds.2020-048090.
15. Brandal LT, Ofitserova TS, Meijerink HM. Minimal transmission of SARS-CoV-2 from paediatric COVID-19 cases in primary schools, Norway, August to November 2020. Euro Surveill. 2021;26:2002-11. https://doi.org/10.2807/1560-7917.ES.2020.26.1.2002011.
16. Harris DN, Ziedan E, Hassig S. The effects of school reopenings on COVID-19 hospitalizations. National Center for Research on Education Access and Choice (REACH) 2021. January 4, 2021. https://www.reachcentered.org/publications/the-effects-of-school-reopenings-on-covid-19hospitalizations.
17. Gandini S, Rainisio M, Iannuzzo ML, Bellerba F, Cecconi F, Scorrano L. No evidence of association between schools and SARS-CoV-2 second wave in Italy. medRxiv 2021. ePub January 8, 2021. https://doi.org/10.1101/2020.12.16.20248134.
18. von Bismarck-Osten C, Borusyak K, Schonberg U. The role of schools in transmission of the SARSCoV-2 virus: Quasi-experimental evidence from Germany. Centre for Research and Analysis of Migration (CReAM) 2020. ePub November 20,2020. https://www.creammigration.org/publ_uploads/CDP_22_20.pdf.
19. Stein-Zamir C, Abramson N, Shoob H, et al. A large COVID-19 outbreak in a high school 10 days after schools' reopening, Israel, May 2020. Euro Surveill 2020;25. ePub July 23, 2020. https://doi.org/10.2807/1560-7917.ES.2020.25.29.2001352.
20. Honein MA, Christie A, Rose DA, et al. Summary of Guidance for Public Health Strategies to Address High Levels of Community Transmission of SARS-CoV-2 and Related Deaths, December 2020. MMWR Morb Mortal Wkly Rep 2020;69:1860-1867. http://dx.doi.org/10.15585/mmwr.mm6949e2
21. Gilbert LK, Strine TW, Szucs LE, et al. Racial and Ethnic Differences in Parental Attitudes and Concerns About School Reopening During the COVID-19 Pandemic — United States, July 2020. MMWR Morb Mortal Wkly Rep 2020;69:1848–1852. http://dx.doi.org/10.15585/mmwr.mm6949a2
22. Atherstone C, Siegel M, Schmitt-Matzen E, et al. SARS-CoV-2 Transmission Associated with High School Wrestling Tournaments — Florida, December 2020–January 2021. MMWR Morb Mortal Wkly Rep. ePub: 26 January 2021. http://dx.doi.org/10.15585/mmwr.mm7004e4
23. Denny TN, Andrews L, Bonsignori M, et al. Implementation of a Pooled Surveillance Testing Program for Asymptomatic SARS-CoV-2 Infections on a College Campus — Duke University, Durham, North Carolina, August 2–October 11, 2020. MMWR Morb Mortal Wkly Rep 2020;69:1743–1747. DOI: http://dx.doi.org/10.15585/mmwr.mm6946e1
24. Barat B, Das S , De Giorgi V, Henderson DK, Kopka S, Lau AF, Miller T, et al. Pooled Saliva Specimens for SARS-CoV-2 Testing. J Clin Microbiol. 2020 Dec 1;JCM.02486-20. https://doi: 10.1128/JCM.02486-20.
25. Rader B, Astley CM, Sy KTL, Sewalk K, Hswen Y, Brownstein JS, Kraemer MUG. Geographic access to United States SARS-CoV-2 testing sites highlights healthcare disparities and may bias transmission estimates. J Travel Med 2020;27:1-4. https://doi.org/10.1093/jtm/taaa076.
26. National Academies of Sciences, Engineering, and Medicine. Framework for equitable allocation of COVID-19 vaccine. Washington, DC: The National Academies Press; 2020. https://www.nap.edu/catalog/25917/ framework-for-equitable-allocation-of-covid-19-vaccine. | <urn:uuid:98be09b9-df08-4fed-8dd1-267aa3297eee> | CC-MAIN-2022-33 | https://www.state.tn.us/content/dam/tn/health/documents/healthy-places/healthy-schools/CDC_K-12-Operational-Strategy-021221.pdf | 2022-08-19T01:48:30+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573540.20/warc/CC-MAIN-20220819005802-20220819035802-00480.warc.gz | 880,217,352 | 19,476 | eng_Latn | eng_Latn | 0.982029 | eng_Latn | 0.997503 | [
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Hurricane Early Warning in Cuba: An Uncommon Experience
Lino Naranjo Diaz email@example.com MeteoGalicia. University of Santiago de Compostela
October 2003
Introduction
Hurricanes are one of the more deadly natural disasters and are likely in the area of the Tropical Atlantic and the Caribbean, they are the deadliest. In the USA, for instance, their damages exceed those due to other hazards. In other countries in the area, damages are simply enormous, remember Hurricane Mitch that in 1998 killed thousands of people in Central America.
In a hurricane, we find almost all kinds of weather disasters: very strong winds, heavy rains, floods, high sea, tornadoes. But strong winds are considered their main and most dangerous characteristic and them they are classified by the maximum wind speed in 5 categories called the Saffir-Simpson Scale. Most dangerous hurricanes are those in categories 3, 4 and 5.
One of the more recent examples was Hurricane Isabel, which last September battered the Atlantic coast of the United States. Only a few days before, Isabel was a category 5 hurricane; however when it reached the coastline, it was only a category 2. Despite the weakening, Isabel killed 23 people and left millions without power. It is interesting to note that only 24 hours previous, the impact the National Hurricane Center showed much hesitation in their official advisories.
In November 2001, a category 4 hurricane named Michelle pounded Cuba. Losses were so big that its historical enemy (United States) took a break in the economic embargo which last more than 40 years and helped to sell food to Cuba.
However, Cuban authorities faced the hurricane, taking important protective measures and evacuating more than 700, 000 people. As a result only 5 casualties were reported.
A very small number of casualties in Cuba during hurricanes has become usual in the last decades. Comparison with other poor countries in the area is simply dramatic and only human losses in the USA could be considered to compare. As a result, the Cuban experience has created strong controversies among politics and researchers; some of them have called for a careful look at risk reduction policy in socialist countries.
In the Cuban case there are a variety of multifactorial causes behind these results. They can be resumed by considering three main components from IDNDR: (1) the public's awareness of hazard risk; (2) public policy commitment; and (3) applied scientific knowledge.
Public Awareness of Hazard Risk
This component has been very important in Cuba to stimulate self-preparation of the population. In fact, Cuba traditionally has maintained a relative low record of casualties in relation to its neighbors. Statistically, one tropical cyclone hits Cuba every two years. From 1888 to 1998, Cuba was affected by 11% of the hurricanes generated in the Atlantic and consequently, society has developed adequate perceptions about hurricane threats.
The four deadliest hurricanes of the last century in Cuba and the USA serve to illustrate the former. As is shown in the following tables, casualties in Cuba remain in all cases lower than in the US, although the hurricanes of 1926 and 1944 hit Havana City, the most populated city in the Caribbean.
Of course, this is may not be the only reason but when people have an adequate idea about risk and how to proceed, they have more chance to stay alive.
Public Policy Commitment
The second component has a very special behavior, maybe unique. Cuba is a socialist country, a survivor from the socialism crash of the 1980s and 1990s. Its political structure is based on a centralized and long-lasting one-party communist government with no significant internal political struggles, which are very common in other countries. Such institutional stability highly favors the development of long-term plans, which can be applied and monitored in society in a practical undisturbed way for many years.
The hurricane coping capacity is considered, as well as education and health, as a piece of the ideological struggle between capitalism and socialism. Government caring about its people is not only symbolic or altruistic, but is also a practical action that proves the superiority of the Cuban system vs. neighboring countries.
Since the onset of the socialist government in the 1960s, Cuba has been immersed in a historical conflict with the US government which maintains a severe economic embargo against Cuba (Cubans claim it as a blockage). As a consequence of this conflict, Cuban society is highly organized under the umbrella of a military doctrine in order to face eventual US aggression. Response plans are included into this doctrine to take advantage from the system.
Applied Scientific Knowledge
The third component is maybe the least known of all. Cuba has a traditionally high level of scientific knowledge about hurricanes.
Over the nineteenth century, the Spanish government and the Catholic Church developed in Havana the first meteorological service in the Caribbean region. During the early twentieth century, the technical capability of Cuban meteorology led the US in hurricane monitoring.
This development brought some conflict with the American Weather Service, mainly because the Cubans were extremely good at predicting cyclones - way better than the US could hope to be. As early as 1870 they had set up a network of hundreds of observers and runners that were well trained and dedicated to the job. Their director, Father Benito Vines, dedicated his life to cyclone prediction and enjoyed great success.
After the disaster of Hurricane Flora in 1963 (more than 2,000 deaths) the Cuban government, supported by the former Soviet Union, undertook a serious effort to improve the national meteorological service. Soon, Cuba became selfsufficient in warning capability, and in the wake of the US-Cuba conflict , during the 1970s and the 1980s, the relationship between the NHC and the Cuban meteorological service reached its historical lowest point.
How the Early Warning Chain Works
The Institute of Meteorology of Cuba possesses the leadership in hurricane predictions and monitoring as a function of the Cuban State. Its monitoring facilities are based on a network of more than 120 stations, 5 radars and operational access to satellite pictures. Operational forecasts are supported by their own hurricane prediction methods. In fact, Cuba is one of the few Western Hemisphere countries with major scientific research about hurricanes.
Over these bases, the meteorological service has developed its own advisory system with some resemblance to the NHC, releasing one advisory every 12, 6, or 3 hours, depending on the level of threat. Cuba has a warning system that is activated by a national defense council. Functional and structural organization is built into the law for the national defense of 1997. The highest levels of that system are the president of the government and the Minister of Defense.
The system is structured in "defense zones" spread throughout the country. It allows the system to send information to the governments of provinces and municipalities. The main economic and social concerns under risk maintain direct phone lines to the centers of the Civil Defense. Broadcast radio and TV networks and newspapers are public services fully controlled by the government. There are not private networks. Under a hurricane warning, all media are fully subordinated to the national defense council to play a role in disseminating warning and instructions for the public.
Cuban disaster management organization is not only focused on emergency response but also in risk reduction activities. Preparedness plans are designed to build capacities in local and rural areas under risk, to take measures. Although preparedness plans are established under military decision-making practices, military and civilian structures in the Cuban society practically overlap, ensuring a strong coordination between them. The internal Cuban economy remains highly centralized and government dependent; individual owners are practically reduced only to small business. Under these conditions resources, infrastructures and transportation for evacuation and other protective measures come from only one source.
Conclusions
Cuba's experience is hard to be fully applied in a western-type society because it is supported by very different societal and economic bases. Undoubtedly, ideological basis, societal and economic structures performed under a communist government tends to favour its capability to take actions directly on any social or economical activity. However, in the Cuban case, the conflict with the United States and the embargo establish important singularities. A society severely stressed by an economic embargo, among others factors, has to be very concerned about natural disaster impacts. Besides, under a strong ideological struggle against capitalism, the Cuban government considers itself under a permanent military aggression risk, developing a military doctrine which involves every stage of society creating quick reaction capacities for emergency response. In fact, Cubans have been forced to be more efficient in facing natural disasters in a scenario of political conflict with the US government. This is maybe an opposite view of the disaster diplomacy approach. Protective measures under a conflict are developed in such a way that the enemy would not be able to take advantages from the disaster. In the Cuban experience, not everything is politics. There is a solid historical background of social awareness about hurricane risk and technical capabilities in hurricane warning that it may be unique in the Americas.
Despite singularities, some lessons could be established from the Cuban experience in EWS. A strong societal awareness could be constructed over public perceptions of risk This is a long term educational task in many countries under hurricane risk. Poverty, isolation, lack of education, and inclusive traditional feelings about fate are majors obstacles to reach this goal.
The development of capabilities in hurricane monitoring and prediction are a crucial matter to reach an effective EWS. Almost all countries in the Caribbean and Central America area are highly dependent on the NHC products in the framework of the WMO region IV coordination. This ensures access to basic information. However, under the direct impact of a hurricane, national monitoring capability plays the main role, and many countries are not able to assume this responsibility.
Regarding this last topic, the National Hurricane Center plays a very important role in the Early Warning System strategies in the Caribbean, including Cuba. However, this role cannot be a substitute for those of the national weather services. Unfortunately, many governments in the area do not have a strategy to build capacities and leave almost all warning responsibilities to the NHC.
The achievement of adequate EWS is only possible when national authorities (political, public and private, all together) have the will to make a sustained commitment in establishing measures to educate and protect people. And this is the most difficult task.. It may be unreachable for many countries in the current century... | <urn:uuid:e62d3a43-235a-42dd-b28b-0c48cc34e4ea> | CC-MAIN-2018-47 | http://www.islandvulnerability.org/cuba/NaranjoDiazMichelle.pdf | 2018-11-19T15:19:44Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00320.warc.gz | 448,677,486 | 2,109 | eng_Latn | eng_Latn | 0.998394 | eng_Latn | 0.99852 | [
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RELIGIOUS EDUCATION POLICY: Governors' Policy Statement – March 2017
At Trefonen RESPECT is our core value. Mutual respect and good behaviour is the expectation of all adults and children at all times.
-------------------------------------------------------------------------------------------------------------------------------------------------------------
Governors' Policy Statement
Trefonen C.E. School is a voluntary controlled Church of England school. At Trefonen CE School Religious Education (RE) plays an important role in defining our school's distinctive Christian character. RE is central to our school's understanding of education and mission, and the commitment that 'the Church at national, diocesan and local level is called to work towards every child and young person having a life enhancing encounter with the Christian faith and the person of Jesus Christ' At Trefonen we recognise that spiritual development lies at the heart of the curriculum. All members of the school community should experience Christianity through the life of the school, as well as through the taught curriculum.
RE teaching at this school is in line with the recommendations of the Statement of Entitlement for Church Schools, published by the National Society and adopted by the Lichfield Diocesan Board of Education (2012). Christianity is the majority study in RE as understanding Christianity as a living religion is the foundation of Religious Education in church schools. This draws on the richness and diversity of Christian experience in the breadth of its Anglican and other denominational forms, and in the variety of worldwide forms. The encounter is an open one which stems from and instils respect for different views and interpretations and in which real dialogue and education takes place.
As a Church school we have a duty to foster an accurate and increasing understanding of world religions and world views. As a result, pupils will gain greater insight into the world in which they are growing up. They will also be able to appreciate the faith of others and develop a deeper understanding of their on beliefs and practices. These outcomes must contribute to harmonious relationships within and between communities, promoting social inclusion and combating prejudice.
At Trefonen CE School RE teaching also follows the legal requirements of the Education Reform Act (1988), which places RE as part of the basic curriculum; a statutory subject which is an entitlement of all pupils. The school bases its RE provision on the Shropshire Agreed Syllabus. In addition, the school uses the Lichfield Diocesan RE Resource Handbook, materials from the National Society, and other appropriate units to enhance teaching and offer the extra dimension of its Church foundation.
At least 5% of curriculum time at Trefonen CE School is dedicated to meeting explicitly RE objectives, although the subject may be taught across the curriculum when appropriate. Within this teaching allocation at least two thirds of subject content is allocated to an exploration of the Christian faith, and the concepts, beliefs, teachings and practices that lie at its heart.
Foundation Governors
Date: March 2017 | <urn:uuid:db23a39e-c671-4aae-ac3a-e581c4469abb> | CC-MAIN-2018-47 | http://www.trefonenschool.co.uk/wp-content/uploads/2016/10/RE-Policy-Statement-by-FG-March-2017.pdf | 2018-11-19T15:56:58Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00320.warc.gz | 518,952,551 | 588 | eng_Latn | eng_Latn | 0.996789 | eng_Latn | 0.996789 | [
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Food waste is a global problem. Worldwide, roughly 1.3 billion tons of food is wasted every year—whether it is through agricultural practices or letting it rot in the fridge.
Now a new study suggests that commercial fishing boats may adding to this number. As Alister Doyle reports for Reuters, fishing operations may be wasting up to 10 percent of the fish in their nets right after they were caught—enough to fill 4,500 Olympic-sized swimming pools each year.
The study, published this week in the journal Fish and Fisheries, compiles 60 years of data on industrial fishing practices. The results suggest that the fleets toss back roughly
10 million tons of the 100 million tons of fish they catch each year. As Doyle reports, this happens for a range of reasons, including the fact that the fish are too small, diseased, or not the target species. Russian trawlers, for example, often collect roe from pollock and then dispose of the fish. While some species including sharks, rays and crustaceans can survive being tossed back into the ocean, the process is fatal for most fish species.
"[It's an] enormous waste ... especially at a time when wild capture fisheries are under global strain amidst growing demands for food security and human nutritional health," the researchers write in the study.
This number has risen in recent years, George Dvorsky reports for Gizmodo. In the 1950s, fishing fleets wasted about 5 million tons of fish per year. But that number jumped to 18 million tons in the 1980s before dropping down to 10 million tons in the last decade. The latest drop could be the result of better fisheries management and technology, but the researchers believe it may just be a reflection of the dismal state of the ocean: "Discards are now declining because we have already fished these species down so much that fishing operations are catching less and less each year, and therefore there's less for them to throw away," Dirk Zeller, lead author of the study and senior research partner with the Sea Around Us, an initiative at the University of British Columbia, says in a press release.
While it is not possible to market all fish caught (obviously diseased fish cannot be sold), that's not the primary reason for tossing them overboard. "Discards also happen because of a nasty practice known as high-grading where fishers continue fishing even after they've caught fish that they can sell," Zeller tells Carl Engelking at Discover. "If they catch bigger fish, they throw away the smaller ones; they usually can't keep both loads because they run out of freezer space or go over their quota."
As Engelking reports, 85 percent of the world's fisheries are being pushed past their biological limit. While some nations have banned bottom trawling, a method which drags up many unwanted species leading to waste, and some have regulated discards. But, he notes, once boats are in international waters, they are often beyond the limits of enforcement.
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From the original Sexton Records:
Name: Brigham Jenne
Age: 1y; 10m; 2d
Relationship: son of Benjamin & Sally Jenny
Deceased: Dec. 1
st , 1847
Disease: Inflamation of lungs
Birth Place: Kamas, H Cook Co.
Birth Date: Jan. 25
th , 1846
Grave No. 273
Birth Date: January 25, 1846
Birth Place: Comos, Cook, Illinois
Death Date: December 1, 1847
Cause of Death: Inflammation of the lungs
Burial Place: Winter Quarters Grave #273
Father's Name: Benjamin Prince Jenne
Mother's Maiden Name: Sarah Comstock Snyder
Which Winter Quarters Ward or Iowa Branch was the family: Unknown
Where was the family in the 1850 U. S. Census? Sarah Jenne was listed as family #345 in Great Salt Lake, Utah Territory. Supposedly Benjamin had gone to the California gold fields.
Which Pioneer wagon train took the family west? The Jenne family came with an unknown company in 1849.
Any interesting facts or stories that might have been submitted.
From Lovisa Jenne, a daughter, "we left Nauvoo in `46 arrived at Winter Quarters in the fall, some got there sooner, but many were quite late getting there, when we arrived we found many; We had much sickness caused from the hardships we had to endure; when we left Sugar Creek where we stopped a while, I harnessed a team every morning, unharnessed it at night, drove it all day then had to go to work as soon as we got to camp, washing, cooking, and anything there was to do. My Aunt was very sick, while traveling she lost her baby. While we were on the road we came very near losing my Aunt, it kept my Dear mother most of the time to take care of my Aunt. Uncle was on a mission to England, he had another wife who was sick, too, so you see my Mother had all she could do. When the little baby died my mother took the lid from a large chest she had and had a coffin made for the baby. We were away from any settlement, we carried the
Brigham Jenne
baby twelve days until we arrived at Mount Pisga where some of the Saints stopped a while and many were buried. When we got to Winter Quarters my Aunt's little girl, three years old died, that left her without a child, and her husband on a mission. That winter my Uncle's plural wife died, and my own dear little brother; then I took sick, was sick all winter, came nearly dying. We had lost at that time four of our dear ones. The persecutions and hardships we had to pass through .were unlimited. We had very pour living, mostly corn meal for bread, no vegetables. It was very hard on the people, caused much sickness. We had what they called scurvy, Black leg and canker, with it I had all three. My mouth was so bad with canker that I never tasted food for six weeks, only as sometimes the folks would toasts some crusts of bread, browned it and made coffee with it and I would drink it. I could only drink, my mouth was so badly eaten with canker, and my legs were all drawn up, I could not straighten them no more than if I was sitting down they were that way for a long time at last they grew better, until they were straightened a little, one of my legs was two inches shorter. I walked with a cane for a long time but it lengthened to be as long as the other was. I was very thankful for the blessing God gave us that we were away from the mob, of course, we felt a little timid having the Indians all around of course, but they did not harm us only to frighten us sometimes. Once when I was very sick a large Indian opened the door and walked in, he saw me in bed, seen that I was very sick and also frightened so he walked right out again."
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Info
To learn more about inhalants or obtain referrals to programs in your community, contact one of the following toll-free numbers:
SAMHSA's Health Information Network 1-877-SAMHSA-7 (1-877-726-4727) (English and Spanish) TTY 1-800-487-4889Logo of the Department of Health and Human Services.U.S. department of health and human services.
and can cause you to suddenly engage in violent, or even deadly, behavior. You could hurt yourself or the people you love.
A. Yes. Inhalants affect your brain
control?
Q. Can inhalants make me lose they safe?
household products, aren't
Q. Since inhalants are found in
The bottom line: If you know someone who uses inhalants, urge him or her to stop or get help. If you're using inhalants—stop! The longer you ignore the real facts, the more chances you take with your life. It's never too late. Talk to your parents, a doctor, a counselor, a teacher, or another adult you trust.
Do it today!
Curious about the TV ads of the National Youth Anti-Drug Media Campaign? Check out the Web site at www.freevibe. com or visit the Office of National Drug Control Policy Web site at www.whitehousedrugpolicy.gov.
the 10th. Or the 100th. Every huff can be dangerous. Even if you have huffed before without experiencing a problem, there's not way of knowing how the next huff will affect you.
A. No. Even though household products like glue and air freshener have legal, useful purposes, when they are used as inhalants they are harmful and dangerous. These products are not intended to be inhaled.
A. No. One "huff" can kill you. Or
Q. Doesn't it take many "huffs" b efore you're in danger?
A
Q&
Inhalants
The Truth About Inhalants
Slang—Glue, Kick, Bang, Sniff, Huff, Poppers, Whippets, Texas Shoeshine
Get the Facts…
Be aware. Chemicals like amyl nitrite and isobutyl nitrite ("poppers") and nitrous oxide ("whippets") are often sold at concerts and dance clubs. They can permanently damage your body and brain.
Know the risks. Chronic inhalant abusers may permanently lose the ability to perform everyday functions like walking, talking, and thinking.
Inhalants affect your brain. Inhalants are substances or fumes from products such as glue or paint thinner that are sniffed or "huffed" to cause an immediate high. Because they affect your brain with much greater speed and force than many other substances, they can cause irreversible physical and mental damage before you know what's happened.
Inhalants affect your heart. Inhalants starve the body of oxygen and force the heart to beat irregularly and more rapidly—that can be dangerous for your body.
Inhalants damage other parts of your body.
People who use inhalants can experience nausea and nosebleeds; develop liver, lung, and kidney problems; and lose their sense of hearing or smell. Chronic use can lead to muscle wasting and reduced muscle tone and strength.
Inhalants can cause sudden death. Inhalants can kill you instantly. Inhalant users can die by suffocation, choking on their vomit, or having a heart attack.
Before You Risk It…
Get the facts. Inhalants can kill you the very first time you use them.
Look around you. The vast majority of teens aren't using inhalants. According to a 2006 study, only 1.3 percent of teens are regular inhalant users and 9 in 10 teens have never even tried inhalants. 1
Know the Signs…
Sometimes it's tough to tell. But there are signs you can look for. If your friend has one or more of the following warning signs, he or she may be using inhalants:
How can you tell if a friend is using inhalants?
* Slurred speech
* Unusual breath odor
* Drunk, dizzy, or dazed appearance
* Chemical smell on clothing
* Red eyes
* Paint stains on body or face
* Runny nose
Stay informed. Inhalants include a large group of chemicals that are found in such household products as aerosol sprays, cleaning fluids, glue, paint, paint thinner, gasoline, propane, nail polish remover, correction fluid, and marker pens. None of these are safe to inhale—they all can kill you.
What can you do to help someone who is using inhalants? Be a real friend. Encourage your friend to seek professional help. For information and referrals, call SAMHSA's Health Information Network at 1-877-SAMHSA-7 (1-877-726-4727).
For more information or for references to facts found in this Tips for Teens, go to www.samhsa.gov/SHIN. | <urn:uuid:cf93da65-d571-420a-adc9-55fc514ae4cb> | CC-MAIN-2018-47 | http://www.prc6.org/wordpress/wp-content/uploads/2014/03/Tips-For-Teens-Inhalants.pdf | 2018-11-19T16:28:22Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00324.warc.gz | 478,163,598 | 1,037 | eng_Latn | eng_Latn | 0.997871 | eng_Latn | 0.997896 | [
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Dinosaur Discoveries
Here are the most recent theories about the history of dinosaurs, backed up with amazing facts about dinosaur discoveries. Gibbons discusses the Triassic, Jurassic, and Cretaccous periods and many of the non-bird dinosaurs that lived during each of those times.
Modern dinosaur discoveries in the USA and Canada detail important discoveries in recent times. Learn about modern dinosaur discoveries in the USA and Our team of experts round up a few of the best fossil discoveries of 2017. a new species of non-avian theropod dinosaur from Mongolia (CauThe most complete *Stegosaurus* skeleton in the world, this individual lived about 150 million years ago, during the Late Jurassic Period. Experts are st A new dinosaur of titanic proportions unearthed in the Egyptian desert A New Dinosaur Discovery Could Shed Light on the Final Age of the A new study focusing on the frequency of fresh dinosaur discoveries suggests we might have it all wrong, and that our understanding of the - 5 min - Uploaded by SciShowFrom new insights into how we classify dinosaurs, to the structure of their feathers , to the timeline Six Amazing Dinosaur Discoveries That Changed The World. Incredible. DAVID NORMAN. . This article was written by David Norman from theDinosaur interest soared in the 1990s, mostly due to the film Jurassic Park and new dinosaur discoveries. Learn about more recent dinosaur discoveries.Visitors to this small gallery traveling exhibition will explore how new discoveries and technologies reveal how dinosaurs lived, moved and behaved. 2017 was a fantastic year for dinosaur knowledge. Here are some of the most important discoveries that changed our understanding of theRecently, an auction of a dinosaur skeleton, discovered in Jurassic-aged rocks in the US, was held in West Sussex, England. The skeleton was that of a larg. Dinosaurs arent all big and scaly. The more fossils they find, and the closer they examine them, the more scientists realize how diverse these A bus-sized long-necked dinosaur has been discovered in Egypts Western Desert.Dinosaur Discoveries [Gail Gibbons] on . *FREE* shipping on qualifying offers. Here are the most recent theories about the history of dinosaurs,Stunning Discovery. Some 110 million years ago, this armored plant-eater lumbered through what is now western Canada, until a flooded river swept it into open The creature predated the dinosaurs, yet it had the dinosaur skull The abundance of recent discoveries of dinosauromorphs, a group that
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CHAPTER TWO
Culturing Meat For The Future:
Anti-Death Versus Anti-Life
Brian J. Ford
Humans can no longer afford to eat meat on a large scale. Livestock production imposes a vast burden on global resources and it is one that the expanding world population can no longer sustain. Yet imagine if we were able to culture such food in factories: we might then be able to manufacture virtually limitless supplies at a greatly reduced cost and a lessened environmental load. In 1976 I calculated that: "We could provide more than enough food for the world‟s population from an area the size of an industrial estate." The culture of living cells, I said, would allow us to provide proteinaceous foodstuffs for a large global population from an area the size of a city. 1 The complex could be sited in the freezing wastes of the Arctic so that metabolic temperatures could be simply controlled (there was no thought that the warming effect might pose a problem, when writing onethird of a century ago).
There is now an upsurge of interest in the possibilities of meat produced from cultured cells in vitro. What should we call it? How does it fit into a broad social context? Can it work? Does it matter? Will it solve our current demand for food? What will be the environmental consequences? Would people accept it – and how diverse are public attitudes to the consumption of meat?
Although the idea of cultured meat seems novel, it is not new. In 1932 Winston Churchill wrote: "Fifty years hence we shall escape the absurdity of growing a whole chicken in order to eat the breast or wing by growing these
parts separately under a suitable medium." 2 His words now seem prescient, though the idea was not Churchill‟s own. Two years earlier, the writer and Conservative politician Frederick Edwin Smith, 1st Earl of Birkenhead, had predicted: "It will no longer be necessary to go to the extravagant length of rearing a bullock in order to eat its steak. From one „parent‟ steak of choice tenderness it will be possible to grow as large and as juicy a steak as can be desired". 3 Since the idea was proposed so long ago, we might have expected the principles of meat production in culture to be well established seventy years later. Not so. The whole topic was widely ignored and it is only now receiving attention. A group named New Harvest was set up in 2004 by Jason Matheny and is the first non-profit organization to advance the vision of cultured meat. 4
Rearing livestock for meat production contributes more greenhouse gases to the atmosphere than the entire transportation network of the world (18%). Producing meat currently consumes 8% of all freshwater and involves 30% of the ice-free land surface of the earth. With curious symmetry, the land area unsuitable for grazing or cultivation is also 30% while the land covered by forest is 31%. 5
The West is greedy. American sources calculate that the amount of food and grains that supply the average world inhabitant is 1,353 pounds per capita annually 5 . In China it is only 1,028 lb whereas in the United States the figure reaches 3,265 lb, an unsustainable level of consumption. 6 Meat also threatens global biodiversity. More species have been threatened, or entirely exterminated, by livestock rearing than through any other cause. 7 More than a quarter of all rain-forest land in Central America has been converted to cattle rearing since 1960 8 and 70% of former tropical rainforest in Costa Rica and in Panama has been stripped and converted to cattle-raising pasture. Brazil calculates that almost 40% of its land has been cleared for raising beef. 9
Eating meat to excess can itself pose a health hazard, though attitudes to livestock are curiously related to cultural norms. In the USA, eating steak is considered manly. In China there has long been a belief that the suffering of an animal as it is prepared for the table can be positively correlated with the benefits it brings to the consumer, and traditional standards of animal rearing and husbandry are very different from those expected in the West. Yet, even in supposedly humanitarian societies, animals are customarily reared under inhumane and intensive conditions. For all their reputation in the Western world as „animal lovers‟, the British still produce eggs in battery farms where several hens can be confined within a cage with a floor measuring no more than 45 x 50 cm (approximately that of a microwave oven). The hen‟s wingspan is about 75 cm, so severe constraints are put upon these birds. They have become little more than living egg-laying production units; a hen in its wild state lays about 20 eggs per year, whereas those bred for intensive production can produce 300 per year, almost one every day. This sits in contrast with the strong pressure towards meat avoidance. Vegetarians and vegans are voluble and visible, and people have turned in increasing numbers towards this way of life. 10 The numbers are hard accurately to determine, but in Australia, 3.7% of people are vegetarian and in the USA the population claiming to „never eat meat‟ rose from 4.5% in 2000 to 6.7% in 2008. 11
Definitions of vegetarianism are hard to establish. Plenty of „vegetarians‟ admit that they eat fish without demur; a good number of consumers include white chicken meat in their diet, while still claiming to espouse a vegetarian ethic. It seems perverse to designate fish and fowl as „vegetables‟. The vegan diet is an extreme vegetarian lifestyle which precludes all animal products. This has a clear basis in reason, and it includes all dairy products (such as butter and milk) along with eggs, and even honey. I was
once approached by an acquaintance who had been ostracized by her vegan friends because she was breastfeeding her newborn son. They argued that, since breast-milk was of animal origin, it was unprincipled to feed it to a baby. I suggested that the ideological opposition of a vegan standpoint to an omnivorous diet was founded on cruelty to animals, or the wanton exploitation of livestock. Dairy milk is obtained from cattle whose newborn calves are removed while the cow is lactating, the continuous milking maintaining the supply of milk for the farmer. Since the woman was donating her milk voluntarily and naturally to her baby there was no exploitation of any other animal. This seemed to mollify my acquaintance, and indeed most vegans concur that breast-milk for babies is natural and acceptable.
Some people believe it wrong to harm plants. These are fruitarians (or fructarians) and they consume only raw fruiting structures (e.g. pineapple, mango, apple, berries, tomato, cucumber, olives, nuts and, confusingly, sprouted seeds) while avoiding all cut plants. Many individuals regard themselves as fruitarians if 75% of their food conforms to the principle. Although vegetarians should avoid animalbased foods, many of them still consume dairy products and many more eat eggs. The lacto-vegetarian diet is defined as including dairy products but excludes eggs, while ovovegetarianism sanctifies the consumption of eggs (but not dairy products) and the lacto-ovo vegetarian diet includes both eggs and dairy products. Quite where fish and chicken come into the picture remains far from clear.
This becomes particularly interesting when we bring cultured meat into the frame. In the production of meat foodstuffs in this category, there is no animal suffering; there is no exploitation, no slaughter, merely the growth of cells in a fermentation vat. Even a vegan could, in that case, in principle consume cultured meat.
I can imagine your response: the objection would remain based, not on any supposed inhumanity towards livestock, but founded instead on the fundamentally unnatural production methods involved and the human-made nature of the product. Yet we already are selling technologically-produced meat-like foods and these wholly unnatural products have become popular among vegetarian and vegan groups. They are made either from cultured fungus hyphae or vegetable protein extracted from plants like soya that can be processed and textured to imitate meat.
As long ago as 1955, it was anticipated that there would be a global famine due to a shortage of protein-rich foods within the following few decades. Investigation began to find meat substitutes, and plans were soon hatched by the National Aeronautics and Space Administration (NASA) to produce food of this sort for prolonged journeys through space. One experimental product intended for public consumption was developed in Britain in the 1960s under the acronym CESP (standing, if I remember correctly, for Courtaulds‟ Extruded Structured Protein).
At about this time the British firm of Rank Hovis McDougall (RHM) began to investigate whether waste starch from cereal manufacture could be processed by microorganisms to produce edible proteins. Large-scale investigations of possible fungal products were soon under way, and it was experiments by RHM with the mold Fusarium venenatum that proved to be most promising. This species of ascomycete fungus was first isolated in a wheat field in 1967 and it has since been extensively investigated. 12
After a decade of exhaustive testing, RHM was first authorized to produce foods made from Fusarium venenatum protein in 1980. Five years later the first retail products appeared in the shops, and they have since become the most successful meat substitute developed in the West. The
production company was named Marlow Foods Ltd, after the town of Marlow, Buckinghamshire, where RHM‟s headquarters were situated, and production began as a joint venture between RHM and Imperial Chemical Industries (ICI) who provided a fermenter that had been left unused from their abandoned single-cell animal feed research.
The name chosen for the product was Quorn, after a village of that name in Leicestershire, England. The village of Quorn did not always have that name; it was originally known as Quorndon but in 1889, as the postal service began to expand, it was often confused by delivery staff with the nearby village of Quarndon, so the postal authorities applied to have the name shortened in the interests of clarity.
When meals made with the Quorn protein were introduced as a meat substitute in the staff canteen of RHM, they proved to be popular, but the product went through a number of iterations before it was generally marketed. The supermarkets all refused to sell the product until Lord Sainsbury agreed to market it through the Sainsbury‟s chain of food stores, and production increased greatly from 1994. Over the next few years it was progressively marketed across Western Europe, and introduced to the United States in 2002.
It is important to note a crucial change of emphasis as the global food supply increased faster than the population. This was particularly evident in China, and it challenged the eighteenth-century Malthusian dogma that humans were always doomed to starvation as population growth outstripped food supply. Half a century ago the world was short of food. In 1960 the index of food production per head of population was 85. It rose to reach 90 by 1970. In 1990 it was standardized at 100 and by 2000 it was as high as 105. 14 The world-wide view, that we have experienced famines due to a global food shortage, is wrong. The world‟s population has not been experiencing a shortfall of food production so
much as a lack of distribution and political goodwill. During the widely publicized Ethiopian famine of 1984, for example, their central government was still exporting grain and devoting almost half of the Gross National Product to military expenditure. They were fighting insurgency by groups like the Tigrayan People‟s Liberation Front and food supplies were not permitted to enter the breakaway territory of Eritrea where the population was starving. The wellintentioned Live Aid fundraising event distributed money that served to prolong the civil war, and added to human suffering. Food shortage was not the cause of the famine; the root cause was political intransigence and, as always, it was the population that suffered the horrendous consequences.
Food supplies increased until they exceeded demand. This was, in reality, a success story for global agriculture and a watershed for the modern world. It went on to give rise to such absurdities as the grain and butter mountains. During the 1990s the European authorities introduced the „set-aside‟ scheme which obliged farmers to stop food production and return 10% of their land to a fallow state. The proportion of starving people in the world, however, remained disturbingly high. For all the meticulously planned high-efficiency farming, there was little sign of a similar effort to distribute the products to victims of famine around the world.
With food so abundant, there was little pressure for the production of meat substitutes as an alternative source of food. The need for a product like Quorn had been superseded by events, and the business model became obsolete. It was resolved to market it as a health-food instead. Although cultured fungus protein seems very state-of-the-art, there are several ancient precedents for this approach to making artificial foods. Tempeh is a traditional meat substitute produced in time-honored fashion in Indonesia by fermenting cooked soya beans with the common pin-mold Rhizopus. The fungal threads bind the bean protein together
into a tasty mass that contains all the essential amino acids and is thus an excellent vegan food.
A similar protein-rich food (traditionally made in Japan from soya) is the bean curd tofu. It originated in China as doufo and is made by coagulating curds of protein from soya milk. It has the look of a soft cheese. Tofu is increasingly popular in the West as it is rich in nutriments and can lower blood levels of low-density lipids (popularly known as „bad cholesterol‟) by 30%.
In South-East Asia, there have been such artificial meat substitutes for at least 2,000 years. The success of a novel product like Quorn has been remarkable for – although it is so very popular with health-food fanatics – it is fundamentally science-based and is an entirely unnatural form of food. Once the fungus mass has been extracted from the fermentation vat it is textured to feel, in the mouth, similar to meat; it is also artificially flavored so that it can be used in meals as a substitute for beef, pork, chicken or lamb. How curious it is that this high-tech product can become so popular with those who espouse „natural‟ foods; and how anomalous that, instead of being marketed solely as a vegetarian product, its appeal to vegetarians is founded on the fact that it looks, tastes, smells, and feels like meat.
These issues are of concern to the scientists working on the development of cultured meat, for we have to consider the trend towards vegetarianism and reflect both on why these views are held, and where they originate. Some vegetarians adhere to their diet for the simple and unarguable reason that they do not like meat: its taste and texture are unappetizing to them and even repugnant. The obsession with the production of a food that isn‟t meat (but looks, feels, smells and tastes exactly like it) will never bring in these consumers. Other vegetarians claim that theirs is the only natural diet for the human species. This cannot be supported.
Wherever we look at mammals and their diet, we find evidence to the contrary. 15 First, our dentition is distinct. Carnivores have a large carnassial tooth whereas herbivores have none; in humans a conspicuous canine tooth is present, but is only slightly enlarged. Carnivores have a closed root to the tooth – there is no open pulp cavity in the mature teeth – whereas in all herbivores the apical foramen (the opening at the root) is large. In humans it is small. Our dentition clearly represents a half-way house between carnivores and herbivores. We have the teeth of an omnivore.
The internal anatomy provides further evidence. The appendix in herbivores is very large; in carnivores it is entirely absent. Humans have a small appendix; the half-way condition of an omnivore. Herbivores bear their eyes on the sides of the head (where they can maintain a wide lookout) while carnivores have eyes on the front of the face (to maximise binocular vision for hunting prey). In our species, the eyes are at the front, as in carnivores.
On this basis, there is unarguable evidence that humans are intended to include meat in the diet. Although our eyes point forward, as they do in carnivores, the other evidence shows that we are not intended to consume an exclusively carnivorous diet. Clearly, humans are omnivores by nature. In terms of human biology there is no case for vegetarianism.
What of that ancient religious view, namely that we should never kill any form of animal? It is difficult to reconcile this with our modern knowledge of living organisms. You cannot close your teeth without killing countless millions of living beings, or stand on the ground without crushing large populations of minute and sentient organisms. There has long been faith in reincarnation, in which a human might return as, say, a dog or an eagle. With our modern understanding of life, we would have to accept
that we might equally be reincarnated as Paramecium, or even E. coli. Religions tend to sit uneasily with our modern scientific understanding, and this is a prime example of incongruity.
It is a broader sensitivity to reverence for life and animal welfare that underpins many vegetarians and this is hard to challenge. I am not raising the question of animal rights. It is often said that rights connote responsibility, and in any event no gazelle claims an „animal rights‟ argument against a predatory lion with a family to feed, any more than a vegetarian will resist swatting a wasp that threatens their child. Cruelty and destruction underpin life in the real world, and we cannot envision a form of existence in which it does not. There are religious pamphlets showing – literally – the lamb lying down with the lion, and a web search reveals an extensive iconography of such idealized coexistence. This can work only if we condemn all carnivorous creatures to a painful death through starvation, followed by widespread destruction by famine of the catastrophically expanding populations of herbivores that would result.
Unrealistic prognostications of this sort have bedevilled persons of faith for centuries. The founder of scholasticism, and thus a pioneer of academia was Anselm of Canterbury who affirmed the nature of absolute truth in his tract of 1086 entitled De Veritate. For St Anselm, absolute truth is rooted in a belief in God as the ultimate foundation of all thoughts and realities. Whether or not any individual is persuaded of the role of God, the essential concept of an absolute truth can help us dismiss such naïve nonsense as a world model entirely devoid of biological competition and cruelty.
Can we use this to sanitize our attitude to animals? Since animals so often inflict unspeakable cruelty on each other, in the natural course of events, it might seem perfectly
sensible to accept human indifference to the welfare of animals. Part of the Cartesian philosophy was that, no matter how it may appear, animals are incapable of suffering. Descartes was a proponent of the view that all creatures are automata – mere machines that are unable to experience suffering or feel pain. 16 Current investigations lead me to a very different conclusion. All animals have their own sensitivities and their own forms of language and emotion; it is just that we have been unwilling to investigate them. They are sentient fellow-travelers, not emotionless subjects. 17
Humans have a higher awareness. We cannot inflict cruelty insouciantly or without moral awareness of what we do, and it is for this reason that we can argue for the revelation of our human nature through our relationships with the non-human living world. Cruelty to animals can be interpreted as indicating potentially inhuman attitudes to other people. Societies still exist in which animals are treated indifferently, with little amelioration of their suffering. Western societies have embodied such attitudes for countless generations and some examples – the celebrated Spanish bullfight, for example – remain with us to the present day.
Trends in the Western world are moving away from these ancient orthodoxies. In Britain, dog-fights were popular diversions for centuries, and the Cruelty to Animals Act 1835 was the first legislation in the world to make them illegal. Dog-fights persist in many countries where they are no longer lawful, including India and Afghanistan – and even in Britain. Prosecutions for dog-fighting still take place in Britain, where fox-hunting and hare-coursing have recently been outlawed. In other places (such as Russia, Japan, South Africa and Latin America) dog-fights are still openly staged and remain a popular form of entertainment.
The intensive rearing of pigs and poultry has become an integral part of Western agriculture, and it is a fact that
the public turn their backs on the realities of animal rearing and the slaughtering process. People recoil in disgust when presented with the facts and figures on battery hens, yet often eagerly purchase the eggs from a supermarket. They may dislike any sight of animal slaughter, yet relish the idea of a steak, served rare, for dinner.
Cattle became elevated to a major art form when, in 1999, the city of Chicago introduced them as a type of urban sculpture. This was the famous Cow Parade, in which lifesize fiberglass cows were decorated by noted artists. 18 Some were emblazoned with pastoral scenes, bizarre clothing, or covered with flags and flowers. Others indulged in trades or professions: there was a taxi cow, and even a cow surfing.
One of them was decorated in a lifelike manner by film-maker David Lynch to portray a cow in the process of being rendered for human food. Its head was missing, and a large gash had opened the animal from the backbone to show the viscera. This sculpture was entitled „Eat My Fear‟. 19 Within days of being added to the parade, this single sculpture had disappeared. Some spectators were so upset at the image of a cow depicted as being processed for food that it was removed from display. It was banished to a warehouse and covered with tarpaulins. Was this because of squeamishness on the part of the American authorities? Possibly so – though it must be true that most readers of these words, while relishing the prospect of a fine meat meal, would recoil from personally having to butcher a live animal.
The concepts of farm animals reared intensively, and battery-raised poultry so distorted that their legs break under the weight of their abnormally large bodies, are eminently justifiable reasons to turn away from eating the products of the farming enterprise that capitalizes on such procedures. Slaughter, and the bloody nature of the butchering process, may deter many other people from wishing to consume the
meat that results. People who use humanitarian arguments to support adherence to a vegetarian or vegan ethic are acting entirely rationally. We may not follow their beliefs, but there is the essence of an „absolute truth‟ in all this.
Considered thus, the prospects for cultured meat seem both timely and promising. Those who will not eat animal-derived foodstuffs for reasons purely of aesthetics may not concur, but vegetarians and vegans can have no objection in principle to consuming foods of this sort. The main underlying problem might be envisaged to be a tendency for traditional consumers to avoid anything based so soundly on the technology of cultured cell protein – but the experience with Quorn belies this line of objection. Quorn is based on highly refined technology and offers to the consumer a food that none of them can obtain in the natural course of events. It is entirely unnatural. The industrial culture of meat is a similar process, though in this case we are providing (admittedly in novel form) types of food that have been eaten as long as humans have existed.
One form of artificial foodstuffs that has been heartily rejected by Europeans, though espoused by American consumers, is genetically modified (GM) crops. Questions of public safety are given as the reason. There have already been doubts raised over the safety of Quorn 13 , and I have pointed out that we do have a huge population of experimental subjects on whom these novel GM foods are already being mass-tested. 20 These are Americans, a diverse group of people who are known to be litigious; the moment any adverse reaction appears, we can be sure of visible repercussions. None has arisen, just as we would expect.
The reaction in Europe against GM crops is all the more surprising since it was mostly in Europe that farm animals were first created. Although the techniques used to develop them were traditionally based on cross-breeding,
most modern farm animals are already highly „genetically modified‟ and have been selectively bred to produce desirable strains for at least 9,000 years. 21 Many of our domesticated animals are human-made species. Domestic pigs have more vertebrae than wild species, in order to maximize meat production, which was a remarkable innovation by our prehistoric ancestors.
The proponent of cultured meat thus faces a paradox. Reactions in Europe to GM crops suggest that there will be a wholesale rejection of anything so novel, even though most of our foods are already genetically modified, almost out of recognition. Yet, as we have seen, although Quorn is a profoundly artificial and human-made product, it has been warmly espoused by health-food fanatics – a fact which suggests that, for some meat substitutes, there is already an enthusiastic following. Cultured meat will need to be launched on the right wave, if it is safely to surf to a welcoming shore.
How would artificial meat be produced in culture? The first requirement is a food source for the growing cells, and cyanobacteria are a clear candidate. Cyanobacteria have a protein content in dry matter of 50-70% and can easily be grown in pond culture. 22 Other investigations have centered on the production of algal protein in photobioreactors. 23 We can assume that 50% of the cyanobacterial hydrolysate would be metabolized by the cultured cells, utilizing this as an energy source during growth, and further losses would be emitted as CO2. 24
The growth of animal cells in culture has now been studied for some years 25 and this poses no particular problem to the research scientist. Students of biology and nutritional science will have learnt that meat is muscle, and voluntary muscle is made up of striated muscle cells. Yet this is only part of the picture. 26 Striated muscle may be the main feature
of the histology of meat, but pure cultures of striated muscle do not themselves make a steak. The meat we eat takes its appetizing taste, its desirability and its texture from the admixture of adipose cells and connective-tissue fibrocytes with the striated muscle fibers. The cooked fat confers most of the flavor, and this is what provides a crucial difference between muscle cells in culture, and cultured meat. There is also an argument that, to develop fully, cultured muscle tissues will need to be exercised, or stretched, as they grow.
Research is now showing some success. A pioneering patent published in the Netherlands in 1999 describes the production of cultured muscle cells in a three-dimensional structure, „free of fat, tendon, bone and gristle‟. 27 Healthy as this may seem (nobody wishes to find unexpected fragments of bone in a soft and succulent steak) it is an important fact that it is primarily the fat and connective tissue which convey to striated muscle its meaty texture and appetizing flavor. Many of the recent converts to healthy eating will already have experienced something similar. Rather than purchasing ready-made hamburgers, it has become popular to buy lean, red meat and make the burgers at home. Without the fat, they are not as appetizing. Lean meat makes a dry and hard burger; for a successful result the meat needs to be laced with fat (or „well marbled‟ as the cognoscenti like to say). The promised fat-free pure culture of muscle fibers will not offer us beef-steak.
Striated muscle fibers are formed when maturing precursor cells fuse and lose their identity; thus, each fiber is multinucleate and cannot itself proliferate. New muscle tissue arises only from the fusion of the precursor cells. The original Dutch process 27 envisages the production of a collagen matrix (the basis of connective tissue) with muscle cells that are artificially induced to divide. In 2001 a United States patent 28 set out an intention to produce cultured meat by growing colonies of muscle and adipose cells in an
integrated manner that could imitate beef, chicken and fish products. That might yet prove to offer an answer.
In the following year, a paper for Tissue Engineering by Jason Matheny (who went on to found New Harvest) 4 and colleagues launched a discussion of the feasibility of laboratory-grown meat. 29 More recently, in 2008 the board of People for the Ethical Treatment of Animals (PETA) announced a $1m prize for the first company to release a food product that successfully brings cultured chicken meat to consumers in at least six states of the USA – by 2016. 30
Governments are also becoming interested. In 2007 the Dutch government confirmed that they had invested €2m in cultured meat, with research taking place at the universities of Utrecht and Amsterdam; then in April 2008 the Food Research Institute of Norway set up a pioneering conference on cultured meat. In the United States of America there has been less evidence of support. The National New Biology Initiative announced by the National Academies of the USA in September 2009 promises much in fields such as genomics and applied GM technology, by bringing together physicists and engineers, computer scientists and chemists with the bioscience community. My personal belief is that we need a greater emphasis on whole cell biology, rather than more reductionism 31 and currently these American authorities do not propose to fund work on cultured meat. 32 Their new initiative clearly seeks to raise the international profile of American science, but is doing so by looking backwards (or sideways at best). It is to the far future that we need to gaze, and the production of cultured meat is a clear candidate for high priority support.
What should we call it? The generally accepted term is in vitro meat, though ex vivo has attracted some currency and my personal preference of cultured meat is useful in that it is a term that is meaningful to a wider public. All new
scientific procedures need abbreviations, of course. Already we have Single Cell Protein (SCP), Meat Protein Production System (MPPS) and now the first acronym: In Vitro Meat Production System (IMPS). 33 Whether this will suffice, I doubt; the acronym has connotations of gremlins at work. There must be better alternative acronyms. What about Meat Under Novel Culture Hierarchy? One could call the emerging discipline Science-based Technological Edible Alternative Cell Kinetics, though this gives us an acronym that is already in use. There is a serious need to find a convenient term for this novel concept. I find „cultured meat‟ to be a perfectly satisfactory term, though a marketing executive might well propose something better than that. A generally accepted term is a prerequisite for widespread discussion about a focus for new research.
This is an urgent matter. World hunger is set to increase. The growing population now imposes such demands upon limited supplies of freshwater that there may not be enough water to continue with conventional agriculture. The great city of Sydney, Australia was covered with wind-blown sand and earth on the day that I wrote these words, as a harbinger of the fate of farmlands as average global temperatures increase and water is depleted. Beef farming is now often unprofitable, and a report in September 2009 speaks of the „near collapse‟ of the entire beef production sector in Ireland. 34
Since the factories producing cultured meat (like those manufacturing Quorn) could be in urban areas, cultured meat will be produced closer to consumers with consequent huge savings in greenhouse-gas emissions (GHG). These novel products will have a lengthy shelf-life and will not be in need of refrigeration, with further savings of GHG, and there would be substantial reductions in watercourse pollution with nitrates, which is currently a pressing problem. We will see a slow-down in the further
destruction of the rain-forests, and a lowering of methane emissions. Methane, as a greenhouse gas, is more than 20 times as dangerous to the environment as CO2 and pure methane gas is belched out by ruminating cattle every minute of the day, a fact partly mitigated by the observation that atmospheric methane has a half-life of less than nine years.
There are potential health benefits of cultured meat. Fats, as a crucial component of steak, can easily be controlled both quantitatively and qualitatively. We could arrange for optimum levels of omega-3 and omega-6 oils in the products, for instance, and regulate their ratios. The widely-reported outbreaks of E. coli O157 H7 would be no more than a memory, and spoliation would be far easier to control.
Against the concept are claims about its artificiality, which are valid objections to raise. The widespread acceptance of products like bean curd and Quorn substantiate my view that the public are not likely, en masse, automatically to reject cultured meat products. Objections about quality, health hazards and safety are not sustainable, since these are all matters that can be regulated and product quality can now be reasonably assured. Although there are questions being raised over GM foods, currently there are few proposals involving genetic modification in the culturing of tissues from existing breeds of animal.
One of the most far-reaching objections, I believe, is the unspoken effect on the countryside. Britain, like much of Europe, is characterized by a traditionally rural landscape in which the contour of the vegetation and the look of the land are due to farming over centuries. It is the populations of grazing cattle and sheep that are responsible for maintaining these classical and much-loved landscapes. And herein lies the paradox of the death and anti-death argument. The development of cultured meat would reduce, and even
eliminate, the need for animal slaughter in food production. Yet consider: these creatures exist only because of the demand for their meat. If there is no demand, there will be no animal husbandry and many traditional breeds would disappear. Thus, a movement that is clearly anti-death would also, curiously, become anti-life. Death is the only inevitability – it is one of Anselm‟s „absolute truths‟ – and we cannot determine that an anti-death stance has validity. Humans can only influence the nature and timing of death, not its inevitability, and farmers aim to bring into life only animals that serve a purpose. Without that impetus, we could lose a great swathe of farm livestock and with it much of our agricultural history. 35 The management of our landscapes would be revolutionized, and the ancient rural countryside could be severely compromised.
Although these are major issues that need sensible management policies, in my view we now have a pressing need for the new technology of cultured meat. It can produce a potentially healthier product, and at a lower financial and environmental cost. One line that I would advocate centers on stimulating stem cells to grow in actively differentiating communities that lead to the development of fully-formed and diverse tissues that, in a cohort, produce a naturally differentiated tissue. Harnessing biofabrication technology could allow us to assemble cell laminae into an appetizing and nutritious product. Biofabrication is a fast developing focus and even has a dedicated new journal. 36 If we could succeed in perfecting this technology, then GM genesplicing could, in a future world, eventually permit us to produce cultured forms of meat with the very best lipid spectrum that the consumer of the far future could desire.
Some pioneering progress has been made with threedimensional tissue culture of muscle from the common goldfish Carassius auratus which has scored well with a taste panel. 37 Cell lines, like the creatures from which they
originated, are mortal and will normally die out after a predetermined lifespan (the Hayflick limit). Yet occasional cell lines are known to be immortal. The familiar house-plant Tradescantia zebrina is reproduced vegetatively and does not exhibit senescence. Cultures of transformed HeLa cells, originally obtained from an American hospital patient named Henrietta Lacks who was suffering from cervical cancer, are widely used for tissue culture. 38 Mrs Lacks died on 4 October 1951 yet her cells exist in laboratories around the world, and take so well to culture that they are a frequent contaminant of other cell lines and have the longevity and virulence of a microbial culture. We know, then, that immortal cell types can emerge and it has been pointed out that a successful product can only be reliably produced either by (a) regularly replenishing the culture, (b) using an immortal cell line or (c) immortalizing an existing cell line. 39 Cells derived from an animal malignancy and amenable to culture would provide the best starting-point, as has been the case of the HeLa cell, though the aesthetic objections of the public would deter one from investigating the possibilities.
Embryonic animal stem cells are an obvious candidate, and progress has been made by culturing myoblasts on a scaffold of collagen. There have been experiments with adipose tissue-derived adult stem cells (ADSC), which are isolated from subcutaneous fat and can differentiate into cells including myoblasts, chondrocytes, adipocytes and even osteocytes. 40 Research is now even investigating ways of „exercising‟ cultured muscle tissues, in imitation of what occurs in life, so that they become fibrous and have a firmer texture in the mouth. But this approach may not be the most propitious way ahead.
The development of the existing meat substitutes has given us a good grounding in techniques that allow us at will to alter the texture of a proteinaceous product. The massproduction of cultured animal cells would allow the
manufacturer to incorporate fibrous collagen, admixtures of striated muscle tissue and adipocytes (or fatty components derived from them) so that the meat product is made in the production plant through bioassembly, rather than growing like an explant. Full control over taste, texture, consistency and nutritive value could be assured.
There would be fewer technical problems than we might encounter with the sterile culture of complex tissues, and the technologies required are similar to those already in use. Bioassembly technology would allow us to produce meat substitutes from cultured components. „Synthesized meat‟ would be the perfect product.
Has the time come? Will the public accept it? In a newspaper interview that was widely published around the world in 2005, I stated my belief that: "The widespread acceptance of meat substitutes such as Quorn, a cultured fungus, shows that the time for cultured tissue is near." 41 We are developing the technology to do it. We have the support of some European governments and many brilliant young investigators. With the concerted energies of research biologists we can crack this nut and savour what lies within.
The world will breathe easier when we succeed.
Acknowledgements
The author is grateful to colleagues including Professor Sir Colin Spedding of Reading University, Dr Vladimir Mironov of South Carolina Medical University, and to Jason Matheny of New Harvest, for reviewing earlier drafts of this chapter.
References
1: Ford, Brian J. Microbe Power, Tomorrow's Revolution. London: Macdonald and Jane‟s 1976, New York: Stein & Day 1976, Scarborough Books 1977, Tokyo: Kodan Sha 1979.
2: Hawthorne, Mark. From Fiction to Fork. Satya magazine, September 2005.
3: Birkenhead, Frederick Edwin Smith, Earl of. The World in 2030 A.D. London: Hodder & Stoughton 1930.
4: New Harvest web site www.new-harvest.org established 2004.
5: FAO. Livestock's long shadow – environmental issues and options. Food and Agricultural Organization of the United Nations, Rome, 2006.
6: Pimentel, David. Ecological Integrity: Integrating Environment, Conservation and Health. Washington DC: Island Press, 2001.
7: Myers, Norman, and Kent, Jennifer. The New Atlas of Plant Management. Berkeley and Los Angeles: University of California Press, 2005.
8: Caulfield, Catherine. A Reporter at Large: The Rain Forests. New Yorker magazine p 79, 14 January 1985.
9: ibid p 49.
10: Leading article. The Rise of Vegetarianism. Nutrition and Dietetics, the Journal of the Dieticians' Association of Australia, 1 March 2004.
11: Stahler, Charles. How many adults are vegetarian? Vegetarian Journal, August 2006.
12: O‟Donnell, K., Cigelnik, E., and Casper, H. H. Molecular, phylogenetic, morphological and mycotoxin data support reidentification of the Quorn mycoprotein fungus as Fusarium venenatum. Fungal Genetics and Biology 23: 5757, 1998.
13: Miller, J.D. and S. Mackenzie. Secondary metabolites of Fusarium venenatum strains with deletions in the Tri5 gene encoding trichodiene synthetase. Mycologia 92: 764-771, 2000.
14: Ford, Brian J. The Future of Food. London, Thames & Hudson, p 82, 2000.
15: Ford, Brian J. The Food Book, London: Hamish Hamilton, pp 28-32, 1986.
16: Ford, Brian J. Sensitive Souls, Senses and Communication in Plants, Animals and Microbes, London: Little, Brown Publishing, 1999. [Published in the United States as The Secret Language of Life, How Animals and Plants Feel and Communicate, New York: Fromm International, 2000].
17: Yvon, Claude. Animal Soul [in] Encyclopedia of Diderot & d'Alembert Collaborative Translation Project. Translated by Mary McAlpin. Ann Arbor: University of Michigan Library, 2003.
18: Cow Parade sculptures have since appeared in New York City (2000), London (2002), Tokyo (2003), Brussels and Dublin (2003), Prague and Stockholm (2004), Mexico City and Sao Paulo (2005), Buenos Aires, Paris and Boston (2006), Milan and Istanbul (2007). Currently they are in Taipei, La Jolla, and Hong Kong; they are scheduled shortly to appear in Rome, Lima and Flushing.
19: Adams, Carol J. The Pornography of Meat. New York: Continuum International Publishing, p 23, 2004.
20: Ford, Brian J. (editor) GM Crops, the Scientists Speak. Cambridge: Rothay House, 2003.
21: Giuffra, E., Kijas, J. M. H., Amarger, V., Carlbog, O., Jeon, J-T., and Anderson, L. The Origins of the Domestic Pig. Genetics 154: 1785-1791, 2000.
22: Richmond, A. Spirulina. [in] Borowitzka, M. A., and Borowitzka, L. J. (editors). Micro-algal biotechnology. Cambridge: University Press, p 477, 1988.
23: Ugwu, C., Aoyagi, H., and Uchiyama, H. Photobioreactors for mass cultivation of algae. Bioresource Technology 99: 4021-4028, 2008.
24: Tuomisto, Hanna L. and de Mattos, M. Joost Teixeira. Life cycle assessment of cultured meat production [draft, privately communicated] 2009.
25: Varley, J., and Birch, J. Reactor design for large scale suspension animal cell culture. Cytotechnology 29: 177-205, 1999.
26: McGee, Harold. Food and Cooking. London: Hodder & Stoughton, pp 129-130, 2004.
27: van Eelen, Willem Frederik, van kooten, Willem Jan and Westerhof, Wiete. Industrial scale production of meat from in vitro cell cultures. Patent Publication: WO9931222 (A1), European Patent Office, 1999.
28: Vein, John F. A non-human tissue engineered meat product and a method for producing such meat product. Patent No: 6835390, United States Patent Office, 2004.
29: Ternes, Ellen. Paper says Edible Meat can be grown in Lab on an Industrial Scale, Newsdesk Report, University of Maryland, 6 July 2005. Reports: Edelman, P. D., McFarland, D. C., Mironov, V. A. and Matheny, J. G. In Vitro Cultured Meat Production, Tissue Engineering 11 (5/6): 659-662, 2005. Accessed 25 September 2009 at this URL: http://www.hedweb.com/animimag/invitro-culturedmeat.pdf
30: People for the Ethical Treatment of Animals (PETA) competition rules, available online from the following URL: http://www.peta.org/pdfs/In_Vitro_Contest_Rules.pdf Accessed 24 September 2009.
31: Ford, Brian J. On Intelligence in Cells: the case for Whole Cell Biology. Journal of Interdisciplinary Research 34 (4): in press, 2009.
32: Walsh, Jennifer. National New Biology Initiative offers potential for 'remarkable and far-reaching benefits'. News Release for the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine and the National Research Council 17 September 2009: http://www8.nationalacademies.org/onpinews.
33: Datar, I. Current possibilities for an in vitro meat production system, draft of paper in preparation, 20 March 2009.
34: Ryan, Ray. ICSMA demands urgent action to avoid collapse in beef production, Irish Examiner, 23 September 2009.
35: Spedding, Sir Colin. Agriculture and the Citizen. London: Chapman and Hall, 1996.
36: Mironov, V., Trusk, T., Kasyanov, V., Little, S., Swaja, R. & Markwald, R. Biofabrication, a 21 st century manufacturing paradigm, Biofabrication 1 (022011): 1-16, 2009.
37: Benjaminson, M. A., Gilchriest, J. A. & Lorenz, M. In vitro edible muscle protein production system (MPPS) stage 1, fish. Acta Astronautica 51: 879-889, 2002.
38, Sharrer, T. HeLa herself, The Scientist 20 (7): 2, July 2006.
39: Edelman, P. D., McFarland, D. C., Mironov, V. A. and Matheny, J. G., In vitro cultured meat production. Tissue Engineering 11: 659-662, 2005.
40: Gimble, J. M., Katz, A. J. and Bunnell, B. A. Adiposederived stem cells for regenerative medicine, Circulation Research 100: 1249, 2007.
41: Report, Researchers eye growing meat in a lab dish, The Washington Times, 15 August 2005.
Copyright
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Name
Date
Word Choice – Exercise 9: Whose and Who's
This handout accompanies Exercise 9 of Grammar Bytes! Get the answers by doing the interactive version of the exercise at this address: http://chompchomp.com/exercises.htm
Directions: Fill in the blanks with the appropriate choice—whose or who's.
1. If you want to identify that ugly bug in your hair, ask Claudia, __________ collection of beetles covers every inch of her bedroom walls.
2. The biggest entertainment at the picnic was Louis, __________ ability to eat an entire hotdog in one mouthful amazed everyone who watched him demonstrate this feat fifteen times.
3. In the computer lab sits Veronica, __________ furiously typing as she attempts to meet Dr. William's nonnegotiable deadline for the research paper.
4. __________ going to bait Jerry's hook and gut his fish if you invite your squeamish brother to come fishing with us?
5. Before you buy a pit bull or rottweiler puppy, talk to Thomas, __________ attack hamster will bite the fingers of any hand that enters its cage.
6. As Mom stood in front of the frozen vegetables, she thought of Lorraine, __________ loathing of lima beans would mean a dinner's worth of complaints if Mom chose them for dinner.
7. Pirouetting by the cash register is Celina, __________ as comfortable dancing in line at the cafeteria as she is the in ballet studio.
8. We all turned to stare at Brenda, __________ wacky hairstyle included feathers, ribbons, and macaroni braided into her hair.
9. Clive sat behind Julie, __________ long, curly, red hair dripped down her white shoulders like strawberry syrup over vanilla ice cream.
10. Tanya, __________ praying no one requests the last slice of cheese pizza, waited in the long cafeteria line.
11. Professor Byrnes sighed with impatience after he called on Kevin, __________ lack of preparation always holds up the rest of the enthusiastic class.
12. Jackie bought a half dozen tennis balls for her golden retriever Oliver, __________ bad habit of chewing off the fuzzy skins is expensive.
13. Francisco steeled himself for a 50-minute class with his theatrical math teacher, ___________ jerky hand movements cause students in the front row to cringe like beaten dogs.
14. Jerrod, __________ ashamed that he ate the last doughnut, is discreetly wiping strawberry jelly from the corner of his mouth.
15. Latoya chuckled as she watched her little brother Reggie, __________ little finger waved in the air as he attempted sophistication while drinking hot tea.
16. Our dog Cooper, __________ waiting politely under the table, expects a meatball from everyone before dinner is over.
17. __________ fungus-covered chicken salad sandwich is polluting the refrigerator in the lounge?
18. Mrs. Currall returned the A+ essay to Andre, __________ smile flashed despite his usual surly attitude in class.
19. Even though the lecture had begun, we knew we could soon expect Sasha, __________ always hitting the snooze button on the alarm instead of getting out of bed to be on time.
20. __________ going to drive Raymond to the park? He spilled a chocolate milkshake on my leather upholstery last week, so he cannot ride with me.
©1997 - 2012 by Robin L. Simmons
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Chaddesley cares about Planet Earth
I read an interesting, and somewhat depressing, newspaper article early in July. It was about landfill and the fact that the UK was rapidly running out of sites. We are apparently one of the biggest dumpers into landfill.
We will have used up all the available sites by 2018, and still will not be achieving our targets. These targets are for the amount of paper, food and garden waste that is sent to landfill. There will be financial penalties for failure to achieve the 2020 targets, penalties levied on local authorities, who are certain to pass them on to us.
We have achieved a reduction of a third since 2000, but we need to do a lot better. This is about increasing the amount we recycle. I wonder, however, if we are actually addressing the right question. Is not the question "Why is there so much that needs to be recycled or sent to landfill in the first place?" and "Are we reviewing and possibly changing our habits?"
Surely there is something wrong when we and/or our local authority is "fined" for sending too much to landfill, when the root of the problem may not be in our hands?
What I am talking about is the enormous amount of junk mail we receive – the paper can be recycled, the plastic covers cannot. The cost of producing it is a further burden on the environment. And I did not ask for much of it in the first place!
What I am talking about is all the fruit and veg. packaging to be found in supermarkets. We didn't used to have it; we did not need it. But then we shopped locally, for produce in season, from our local grocer. If we all did that again, we would reduce packaging waste (often not recyclable, at least in UK); we would boost the local economy; and the extra volume might well lead to a reduction in local prices. We all win – except, of course, the supermarkets!
What I am talking about is accepting things as nature intended – muddy carrots and potatoes, apples of different sizes, slight blemishes on orange peel, fresh meat cut and placed into greaseproof paper, all thus avoiding the plastic or polystyrene trays that we get in supermarkets. I could go on, but I am sure you can all think of similar cases.
Sometimes old can be better. Sometimes old habits may be preferable to new. Are you ready to change?
Martin J. Kenrick
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Khayyam and this Worn out World
Adventures of the Sage Omar Khayyam Neyshapoori
By Siavosh AVESTA
Khayyam and this Worn out World
Adventures of the Sage Omar Khayyam Neyshapoori
By: Siavosh AVESTA
INSTITUT LEP
66 Av CHAMPS ELYSEES75008 PARIS FRANCE WWW.AWESTA.NET
ISBN:
2-915272-42-5
Chapter one
Beware that your soul will leave your body;
you will become part of God's many mysteries. Be joyful! You don't know where you have come from. Drink wine; you don't know where you are destined to go
kayyam and This Worn out World
During these couple of days that you are given to live, drink wine, the pure wine. Beware, this very short existence won't be granted again.
If you are wise enough to know that the world is destined for destruction, then, you too, must num yourself with wine, day and night
On 28 Ordibehesht of 956 years ago (1048 A.C. =6069
Arian) lady Zahra gave birth to a baby in Sepahan district of the city of Neyshapoor. Many years later, this child offered the world and its population the answer to many unknowns including astrology, mathematics, poetry and literature, algebra, medical practices and pharmacology.
Ibrahim, the father of the baby, after consulting with his wife, named him Kayvan. He had a grocery shop in Neyshapoor and was keen on familiarising himself with the stars. He also had a big library at home, which consisted of many books that he had inherited from his ancestors, or books that he had copied himself from their original scripts, as well as books that he had obtained in exchange for medicine, perfume and other things in his grocery shop.
Through his mother's persistence, Kayvan learned to walk at an early age whilst his father's perseverance helped him learn to speak sooner than usual.
His parents were his first teachers. When he was four, he could read and write and attended school in the district of Sepahan.
There were three teachers at the school. One taught the Qoran, the second one covered the world's geography, the numbers, the moon and stars. The third teacher taught poetry and poetical art including those of Roodaki, Daghighi and Ferdowsi (three famous Persian poets).
The Qoran teacher was a Sheikh (elder) who had a white beard and was more than fifty years old. He was called "the Sheikh of the city (Sheikh-e-shahr)" but the students called him the evil Sheikh (Sheikh-e-shar), because he was nasty and made their lives difficult, always carrying
a cane to punish those students who were not thorough in learning the Qoran or did not answer him correctly.
The astrology teacher was a seventeen-year-old young man. He always smiled and was humorous. One could hardly notice the darkness of his newly formed beard on his face. They called him Sheikh Aboo Ali.
The poetry and poetical art teacher was Sheikh Dawood who was less than thirty years old. He was a conscientious and brave man. He frequently talked about Ferdowsi and his eyes would well up, whenever he talked about Daghighi.
Kayvan was very fond of the last two teachers. He was five years old when his first dispute with the evil Sheikh began. After reading some verses from the Qoran, the evil Sheikh translated and explained them and said: God (Allah) who is our creator will punish those who do evil by sending them to hell, letting them burn in its fire.
The evil Sheikh continued to expand on his interpretations but Kayvan's mind, thoughts, and spirit were far away from the teacher, school, and the lesson. Thousand questions whizzed around his little head: "How could God, who is our creator, let us burn in hell? Why would he create us, only to let us burn later?"
Kayvan was absorbed in his thoughts when suddenly he felt the evil Sheikh's cane on his shoulder, shouting: "Child! Read the verse of retribution and punishment."
Kayvan didn't understand the question. The teacher read the verse in Persian and asked him to read it from its original Arabic script.
Khayyam and this Worn out World
Kayvan paused and with his innocent voice he whispered:
- "I do wrong and God imposes severe punishment. So what is the difference between God and me?"
The evil Sheikh who had become enraged by these words shouted and told him to be quiet. "That is blasphemy. Where did you learn these blasphemous words? You are not Kayvan; you are devil!" Shouting and beating him with his cane, the evil Sheikh sent Kayvan out of the class. In much pain, Kayvan cried and crawled to a corner of the school. Later, Sheikh Aboo Ali Hasan arrived. He saw Kayvan's state and asked what had happened. Kayvan explained what had gone on.
Who in this world has not sinned? Confirm if a non-sinner ever existed? I do wrong and you punish; so what is it that differentiates you from me?
Sheikh Aboo Ali Hasan took Kayvan's hand and led him into another classroom which was for seven year olds .He comforted Kayvan by telling him that he was the life of Neyshapoor and that "Kayvan" was a beautiful name. He then told him to go and sit next to Hasan.
Hasan was seven years old. He was witty, naughty, and full of energy. From then on, Hasan would always be with Kayvan and whenever Kayvan was mocked or called evil by other children, Hasan would repeat Sheikh Aboo Ali's quote that Kayvan was the life of
Neyshapoor.
Sheikh Aboo Ali Hasan was a friend of Kayvan's father, as well as having a scholar and student relationship. Aboo Ali had been going to Ibrahim's house and had enjoyed from the wealth of his books, just as kayvan had enjoyed them. If Kayvan went to school for half of a day, he would spend the other half, researching his father's books.
Ibrahim's library included the ancient AVESTA book, the books of Sheikh-ol-Raiis Aboo Ali Sina, and "the book of kings" by Ferdowsi. For every word that Kayvan learned at school, he would learn hundreds at home. Kayvan (the life of Neyshapoor) wrote poems and composed quatrains from time to time. Influenced by Hasan (Kayvan's best friend), school children would write these poems and quatrains on the class doors and school walls. The evil Sheikh, who had suspected that these had something to do with Kayvan, lined up the children and quizzed them, establishing that Kayvan composed the poems and Hasan had them written on the walls. Hasan was fourteen now and Kayvan twelve. The evil Sheikh expelled them both from school, accusing them of blasphemy and atheism. Before leaving the school Hasan asked permission to say a few words in his and his friend's defence. The evil Sheikh permitted. Hasan stood on a platform, composed himself and loudly said:
O you, the evil Sheikh!
You always address me with resentment.
You continually accuse me of being an atheist and an
unbeliever
. I confess to what you accuse me of, but act with fairness; it seems that you hate me
The evil Sheikh approached Hasan to bring him down from the platform and to send him out of the school, when someone said:
In monasteries, schools, convents and synagogues, all fear hell and search for heaven. Someone who is as one with God, does not heed it
The enraged evil Sheikh ran from one side of the school to the other and as he managed to throw out one child out of the school, the voice of another could be heard from the other side
As God is our creator, so he is fully aware of our weaknesses or capabilities.
Therefore, our inclination to sin is not without his knowledge.
So why would he want us to burn on Doomsday?
The children who were expelled from school went to Ibrahim's house. Kayvan's mother, Lady Zahra, cooked them a warm delicious meal. That evening, Sheikh Aboo Ali Hasan also joined them. Children sat around Sheikh
Aboo Ali who told them:
"Take no notice at all. Our territory has been in foreigners' hands for many years. Our wise thinking has been engulfed in the fire of ignorance of such evil Sheikhs. The Persia that ruled the world and its forward thinking that dominated over one hundred and thirty two countries is now taken captive by the Arabs' ignorance and the Turks' scourge. You must keep united and build on your knowledge every day. One day we will regain the grandeur and power, which we once had in the past.
The next day the walls of Neyshapoor's alleyways had transformed into proclamation boards. The children wrote quatrains on the walls and doors, bearing the name of their composer "The life of Neyshapoor". The town's population read his name as "Omar" instead of "Omr" (life). Thereafter, the enthusiastic Kayvan "the Omr of Neyshapoor" became known as Omar. Now known as Khayyam, Omar pitched a large tent in his father's big garden when he was fourteen, where he could assemble his friends to study or hold forums.
People came to Neyshapoor from different parts of the Persian territory to attend Omar's forums to discuss and learn. Hasan, Omar's closest friend had also formed classes for children and adults, promising them the dawn of victory and freedom, proclaiming "We will get through the dark nights of cruelty imposed by the Arabs, Turks or other foreigners and will reach the brightness of the dawn.
Hasan, the enthusiastic and brave friend of Khayyam had become known as "Sabbah", since he persistently promised eventual victory and the dawn of freedom,
while Omar's continued to teach science, general knowledge, algebra, mathematics and astrology.
For this reason he became renowned as Hasan Sabah, the one who would lead people to the dawn of victory and freedom. Hasan Sabah was a great medical practitioner and chemist.
Omar Khayyam was fifteen when he married a beautiful girl from Ferdows district. One day Sheikh Aboo Ali Hasan came to his house and asked if Omar Khayyam would visit her at her house. The next day, accompanied by Hasan Sabbah, Omar went to Sheikh Aboo Ali's house and saw that the whole household was packed up as if the Sheikh was about to set off on a journey. Books were stacked up on two sides of a room. He offered the books on one side to Omar and those on the other to Hasan Sabbah and told them:
"The day for deliverance, freedom and honour for Persia is in sight…. Hasan and Omar looked at each other with wonder. Sheikh Aboo Ali Hasan continued "The Saljughi King has called me up to the capital. He has written an affectionate and sincere letter, referring to me as "Khajeh" and "Nizam-ol-Molk" I think that the god of Persia has come to help our people and us. By granting these titles, I think that he intends to appoint me as a Minister or a Prime minister. As soon as I settle in, I will send for you two to join me, then working in unison, we will overcome both the Turkish Saljughi King and the Arab caliph and will rid Persia of the evil of foreigners.
Their eyes welled up. They embraced each other and wished each other well in their journeys. Sheikh Aboo
Ali Hasan Ali Zadeh Poor Esagh, who had been given the title of Khajeh Nizam-ol-Molk by the Saljughi King, was seen off by Omar Khayyam, and Hasan Sabbah, followed by Omar's students, along with hundreds of Neyshapoor's citizens, waving good-bye, as Khajeh's caravan headed towards the city's gate.
As his caravan disappeared into the distance, hundreds of people waved them off.
On the way back to town, with Hasan Sabbah's arm around his shoulder, Omar started to sign loudly so that those behind could hear:
O wise man! Wanting to know what is round the corner is wishful thinking.
Being able to boast in this world is a fancy thought.
But he, who is wise, knows that the whole world is as short as a single breath
Hasan Sabbah smiled and told Omar "Don't despair. I believe in Sheikh Aboo Ali, his will power and his knowledge. Be assured that he will influence those at the palace, gain power and would mesmerise them all with his knowledge. When he is ready, he will send for us. We must start to organise a secret and devoted army." Omar responded with a quatrain:
Pity the heart that feels no sorrow, nor any joy from the affections of a beautiful woman. There is no day more wasted than that which passes by,
Khayyam and this Worn out World
without loving or being loved
They reached the town's tavern. Hasan Sabbah, who was familiar with all Omar's quatrains, pointed his finger to the tavern and whispered:
It would be pleasant to drink a goblet of rosette wine in joy;
it would be pleasant to drink it while listening to the sound of lute and harp.
We would be better off being as far away as possible, from the believer who doesn't appreciate what a goblet of wine is worth
On entering the tavern, Khayyam and Sabbah noticed an old beggar asking for change. Hasan and Omar looked at each other and suspecting that he was the evil Sheikh! Khayyam threw a coin in his bowl and said :
Beware that your soul will leave your body;
you will become part of God's many mysteries.
Be joyful! You don't know where you have come from.
Drink wine; you don't know where you are destined to go
Chapter Two
Once upon a time, the clay that this pot is made of, used to be a helpless lover like me, entrapped by a
beautiful girl's locks.
The handle that you see on its neck would have been his same hand that curled around his sweetheart's neck
khayyam travels to Basra
As well as being a scholar in medical practice, Hasan sabbah taught history and pharmacology in Omar Khayyam's school. Whenever he felt that any of his students showed an interest in the Persian's ancient history, he would promptly arrange individual private sessions with them and would asked them to organize groups of seven students who could educate and inform people who lived on the outskirts and had no access to school. He soon succeeded in organizing tens of groups throughout Khorasan.
One day one of the followers of Hasan Sabbah introduced him to a fifty year old man who was keen to speak to him. The man who introduced himself as Mobarez-o-Din, told Hasan Sabbah:
"I come from Egypt. Your reputation for knowledge and bravery has reached Egypt. The Fatemid's security officials have carried out extensive research about you and are keen to invite you to attend their annual scientific forum to be held in front of the Fatemid caliph."
Hasan Sabbah accepted the invitation. On saying farewell, Omar Khayyam advised him:
"Beware Hasan; there is serious rivalry between the Fatemies and the Abbasids. If you manage to favourably influence the Fatemid caliph that would pave our path to our ultimate national motives."
Smilingly, Hasan Sabbah embraced Omar Khayyam and replied "I will do as you advised."
Associate yourself with the pure, wise and worthy people;
keep far away from the unworthy.
Accept a poisoned drink from the wise, but pour away a drink that is offered by the unworthy
Hasan Sabbah proceeded to Egypt accompanied by a group of forty worriers.
Omar Khayyam, who was upset about parting with Khajeh Nizam-ol-Molk and Hasan Sabbah, prepared to
go on a journey to Basra.
Omar Khayyam accompanied by seven companions entered Basra. Asking directions to find Qavam-o-Din, he was guided to a magnificent house. Qavam-o-Din was very pleased to see Khayyam; he embraced him and said:
Give or take a few, this religion encompasses seventy two nations.
Among them I like yours best. Whether a believer or not, whether a worshiper or sinner,
let us not make excuses, you are what we try to accomplish
Khayyam asked Qavam how he knew his quatrains by heart, despite being the Chief Judge of Basra. Qavam replied:
We are the main purpose of this creation.
We are the essence of wisdom.
this world is like a ring and doubtless we are its stone traces
Khayyam looked on as Qavam sang, but his thoughts travelled backed to many years ago, reminiscing the good times that they had left behind. He remembered the enthusiasm, delight and ecstasy, which they had
Khayyam and this Worn out World
experienced in Neyshapoor, at school, on the streets and at evening gatherings.
Qavam realised that Kayvan's thoughts were far away and said:
The cloud has only temporarily shielded the flower from the sun,
My instincts and my heart are willing me to drink wine. Don't fall asleep as it is not yet time to sleep Keep the wine flowing my dearest, the sun is still out
Both laughing with joy, they entered a big room and sat on soft mattress. The judge called out his wife, Nahid, asking her to bring them some ice tea.
"What is ice tea? Isn't hot tea more palatable?" Omar queried. Qavam explained that as fanaticism was so excessive, he drank wine from a white teapot. Calling it ice tea helped his drinking go unnoticed by the rest of the house. He explained that he also drank wine with caliph but feared the other Foghaha (jurisconsult in Mohammedan's law).
Carrying a teapot and two cups, Nahid entered the room.
Khayyam said:
Don't fear the events of the on-going time, don't fear from what is to happen, as nothing is eternal. Live up this short life. Don't think about what has gone by, and don't fear
what is to come!
"Tomorrow is Friday and we have a lot of cases to investigate and judge" Qavam explained. "You must come along with me and help me in tomorrow's judgments. I shall introduce the great Khayyam, the scholar in mathematics, astrology, algebra, medical profession, philosophy and history to the people of Basra. Study these cases and pass judgement over the accused and the guilty persons. You shall go up the pulpit and make a speech", he continued.
Khayyam replied:
This hand of mine that holds the wine goblet, would be too good for holding that book and pulpit. If we take you, the believer, to represent the dry, while I, the lewd, to be the wet,
I am not aware of anything wet ever catching alight
Khayyam and Qavam drank and talked about their pleasant past memories until the midnight.
The following day they went to the town square where a crowd had gathered. Twelve accused stood in line and their cases were read by five of Qavamo-Din's junior judges. After introducing Omar Khayyam, the scholar, to the crowd, Qavam-o-Din continued to explain that, in Omar Khayyam's honour, he would standby and let his five junior judges reside over the cases.
It seemed like that the entire town's population knew Omar Khayyam, the scholar. Everyone applauded, even five of the accused applauded. The judge whispered to Kayvan that this was the first time that the accused applauded anyone.
The first accused was called upon to stand up:
"Aboo Ayaz! You are thirty-five years old and have been arrested several times on drinking charges and you have not repented. Today you will receive thirty lashes in the town square so that others would see and heed."
Aboo Ayaz screamed:
I drink wine but never been drunk,
I am not in a habit of taking things unless it is goblet of wine;
and do you know my reason for worshipping wine?
I do so to avoid being self-obsessed like you!
The judge angrily ordered silence, adding: "don't be abusive and don't utter blasphemy." Aboo Ayaz continued: Today that the great scholar, Omar Khayyam, is present here, I request him to stand as my defence barrister.
The judge angrily asked what a defence barrister was.
Asking permission to speak, an old man stood up, composed himself and explained:
"In the palace courts of the ancient Persia, after hearing the accusations, it was customary for the accused to say something in his own defence or to appoint someone to
defend him."
The judge thanked the old man for his explanation and looked at Qavam-o-Din for direction "We have no such custom in our religion or judiciary system. We have a strict order which dictates that drinking wine is an evil act and must be avoided."
Qavam-o-Din advised that as a sign of respect to Omar Khayyam, he could defend Aboo Ayaz if he so wished.
Khayyam enthusiastically stood up and addressed the judge: "I refer to the same document that you referred to which prohibits wine drinking, I would like to inform you that the same source also mentions the benefits of wine, when drunk appropriately, which Sheikh Aboo Ali Sina lists in ten pages of his "Medicinal Rules":
Drinking wine may be religiously prohibited, but its consumption depends on who drinks it, how much of it and with whom it is drunk. When these three conditions are all in place, one must admit, if the wise wouldn't drink it, then who would?
A great uproar from the crowd could be heard from those who disagreed and cursed him, as well as those who praised him. The judge who seemed to be in trouble, looked at Qavam-o-Din for guidance. Qavam-o-Din showed his ten fingers. The judge who appeared to have understood declared. "Drinking wine is religiously prohibited. However, in honour of our great guest and
town's supreme judge, Sheikh Qavam-o-Din Khorasani, we will reduce the twenty lashes and condemn Aboo Ayaz to be whipped with ten lashes.
The uproar from the crowed was swamped with the loud voice of AbooAyaz declaring:
O you, expounder of Mohammedan law:
We may have drunk but are more sober than you.
Your thirst is for the people's blood whilst we desire the blood from grapes.
Now judge in fairness, which one of us is more bloodthirsty?
Khayyam, who couldn't bear to see Aboo Ayaz being lashed, asked Qavam-O-Din if he could leave. Accompanied by seven friends he headed home. On the way back a small crowd who conveyed their messages of love and affection followed him. Khayyam kindly returned their complements and occasionally with a quatrain, in particular, he praised a young man:
I am familiar with the appearance of existence and nonexistence;
I know in depth, about the life's ups and downs.
Despite all this, I would be ashamed of my knowledge, if I admitted to knowing of any status in life that could be considered to be beyond drunkenness
Khayyam the right to think himself so wise to dare insult his religious jurisprudence.
With a kind smile, Khayyam replied to this young man who had an Arabic accent and couldn't speak Persian fluently:
I have never been deprived of knowledge and only a few unknowns have been left for me to discover.
Now that I can observe the world with my wisdom, it is become evident that nothing has been uncovered
That evening, Qavam-o-Din's house was filled with enthusiasm. The scientists and students had gathered at his house to communicate with Omar Khayyam, with discussions and disputes continuing until the morning.
Omar Khayyam enjoyed his time in Basra as he had set up a class five days a week, training students in different sciences. At dawn of a spring day Qavam approached Omar Khayyam conveying good news. Contained in a sealed letter, the Caliph of Baghdad who had heard of the scholar's good reputation invited him to attend a significant forum at the festival of Fetr in Baghdad. Qavam explained to Khayyam: Every year hundreds of scientists and jurisconsults (in Mohammedan law) from all parts of the world come together in Baghdad, before the Caliph, to discuss different subjects. The Caliph has invited you as a distinguished scientist. Prepare yourself for this journey. I will provide you with an escort of twelve people who will guard and serve you.
Chapter Three
I am familiar with the appearance of existence and nonexistence;
I know in depth, about the life's ups and downs. Despite all this,
I would be ashamed of my knowledge, if I admitted to knowing of any status in life that could be considered to be beyond drunkenness
Khayyam's caravan proceeded towards Basra from Baghdad accompanied by his friends, students and his guards.
As his caravan left town, Omar Khayyam ordered the leader of caravan to head for Madayen before going to Baghdad.
His caravan approached Madayen. Omar's eyes welled up as he looked at the ruined condition of Madayen palace. With the same gentleness as the wind that caressed the caravan and with great sorrow he sang :
I can see the dead on the soil surface;
I can see the bodies that are buried under the ground.
This reminds me of Doomsday,
I can see those who haven't come to this world as well as those who have gone from it
The caravan stopped. Khayyam and his fellow travellers set off towards the Madayen palace on foot. On the way, the villagers sold dates, pots and fruits. In a spot an old man was making pots. He had arranged around him some beautiful pots, each surpassing the beauty of the preceding one. Khayyam approached the potter and picked a pot. As if embracing an angelic body of a beautiful girl, he kissed and smelled the pot and said to the potter:
Behold! Stand up potter if you are sober.
How long have been carvings on the man-eating clay?
Khayyam and this Worn out World
What do you suppose you are doing by putting Fereydoon's finger and Keykhosro's hand on the pottery wheel?
The potter stopped working, stood up and explained that despite what one may have been, Keykhosro, Fereydoon, Qobad or Nooshiravan., this is how they would all end up, expanding:
Whether you live two hundred or three hundred years, you will inevitably be taken from this old world. It makes no difference, whether a king or a beggar, we all meet our ends in the same way
Khayyam embraced the old man and expressed his amazement at the fluency with which he spoke Persian.
The old man explained that a Persian must be able to speak Persian fluently. He expanded by explaining that he had had twelve children all of whom worked in Madayen. His thirty year old son, Mazdak, had been to Basra to see Omar Khayyam. He considered it a great privilege that Khayyam had now come to see them. He further explained to Omar that since the cemeteries' soil was known to be best for making pottery, he had decided to set up his business of making potteries beside the cemetery.
The old man then searched among the pots and found a painted little pot with poems on it and offered it to Omar "Refresh your throat, you, the honour of Persia and the
great scholar!"
Khayyam smelled the pot's snout, paid respect to the old man, and then he drank from it. As he was drinking, one of the old man's sons who was fifteen years old and had stood beside his father sang:
Once upon a time, the clay that this pot is made of, used to be a helpless lover like me, entrapped by a beautiful girl's locks.
The handle that you see on its neck would have been his same hand that curled around his sweetheart's neck
Khayyam noticed that he young man read the quatrain from the scripts on the pot. The pot's surface was beautifully decorated with hand-written scripts of Omar's quatrains.
Khayyam handed back the pot and thanked the potter, adding:
Without wine and the goblet bearer, life is in vain.
Without the humming of the Iraqi's pipe, life is in vain Whichever way that I look at the world, the answer is that apart from the life's pleasures, the rest of life is in vain
Khayyam and this Worn out World
Khayyam and his companions proceeded towards Madayen palace. The potter stopped working and with his sons, followed Khayyam. Omar Khayyam stayed in Madayen for three days. He was received and greeted like a king and celebrations were held in his honour at all the outskirt villages.
On the morning of the fourth day, the caravan of Khayyam prepared to head towards Baghdad. The potter tearfully embraced Khayyam and warned "Beware; there are many fanatical Foghaha (jurisconsult in Mohammedan's law) in the Caliph's palace court. Those who come from Mecca and Medina would be after your blood. Also they consider Persians as unclean and unbelievers, you in particular. Do not engage in any disputes with them because your existence and health is valuable to us. Do not risk parting with your head.
Omar Khayyam replied:
As death happens once, then let us die once! What helplessness this life is? Some blood, excrements, veins and skin. Imagine you never existed, why worry?
The old man responded: "If we had thought like this, there wouldn't be any one left to think and speak in Persian, hundred years after the Arabs' invasion. Think and speak like a Persian. Not only the existence and presence of illiterate villagers like us is necessary but also the existence and presence of great men like you is even more valuable and useful."
It seemed like Omar Khayyam was listening to Hasan Sabbah. The old man's words deeply affected him. Omar replied:
One must be alert when one's life is concerned, one must not interfere in how the world revolves.
For as long as one has eyes, tongue and ears, one must ignore to see, speak or hear
Their eyes welled up. Khayyam's caravan slowly disappeared from sight. The old man like his pots remained motionless, gazing at the dust trail behind the caravan.
The caravan later approached Baghdad's gates. A few of Caliph's horsemen approached to welcome Khayyam.
He entered the town. The residents had stopped working. Different messages could be heard: "Peace be with you Khayyam! … One can't but baptize in taverns… It is time to adorn the world with zephyr...Eat with friends and together defeat the enemy…
Favourable friends have become united… A goblet of wine is worth more than religion…" Khayyam had never imagined that in Baghdad, the capital of the Arab's caliphate, his way of thinking or his quatrains would have had such profound influence.
Khayyam was led to the Caliph's palace court and shown to a large room to relax in. Later a group entered the room to accompany him to the Caliph. He requested
time to dress up appropriately, after which he proceeded towards the palace court, taking with him the presents he had brought for Caliph from Basra.. The Caliph embraced Omar and greeted him, using a mixture of Arabic and Persian language. Khayyam was surprised by the Caliph's ability to speak Persian. Realising this, the Caliph explained "What did you expect? We have come to know Khayyam through his quatrains. Every night, you take part in our thousand and one night banquets."
Khayyam smiled and replied:
My life is worth sacrificing for a person who is worthy; I would consider parting with my head for a worthy person.
If you want to know what hell is like for certain? then it is like the words of an unworthy
The Caliph invited Khayyam to be seated, before they began talking seriously.
- The Fatemids have caused some political and spiritual concerns. They have secret groups throughout our territories that encourage non-Arabs to revolt against us. They have opened the gates of Egypt to everyone and declared Egypt as the land of refugees. They shelter the discontents, provide them with military training and once their financial needs are taken care of, they are sent to the cities that are under our influence to undermine power. Most significant though, it is the spread of new and philosophical ideas in dismissing the supremacy of Arabs and undermining the principle of resurrection, or
eternity of the Qoran which have all has created great problems for us.
I would like you to prove your mental superiority to the judges who will attend this year's forum from regions under the influence of the Abbasid regime and to familiarize them with the new science and philosophy of debate, discussion and communication, so that they can handle the Fatemid's intellectuals with ease. You have a few days until the holy day of Fetr to prepare yourself for the grand gathering.
Full of thoughts, Omar Khayyam left the court of Caliph. On the holy day of Fetr, prayers were said, and in the town's big square, the Caliph sat on the throne, facing the crowd and the religious leaders (Ulama). A preacher from Medina began to speak " God graced the people of the world by choosing 'Qoreysh' from the Arab tribes to lead the world and promised the believers that if they abide with his messages, on Doomsday, they will reside in eternal paradise with the angles, while the unbelievers will burn in hell.. The Caliph looked at Omar Khayyam and prompted him to speak. Khayyam moved closer to the Caliph and sat beside him and whispered "How could I possibly respond to this man and in particular, in front of such a huge crowd?"
He addressed the crowd "As God is our creator, so he is fully aware of our weaknesses or capabilities.
Therefore, our inclination to sin is not without his knowledge.
So why would he want us to burn on Doomsday?
Once again, the Caliph signalled to Khayyam to stand up and say a few words to the crowd. Khayyam smiled and whispered to the Caliph:
Some nations have fallen due to their excessive arrogance.
Others have fallen because they only cared for beautiful women and the palaces.
If one searches for the truth, it becomes clear that they both deviated from what would have led them towards you
While Khayyam and the Caliph were whispering to each other, a few religious scholars (Foghaha) from other cities had begun to address the crowd with their opinions.
The last speaker had hinted that God governs us all whether we move along the right path or deviate from it. Allah (God) guides as he wishes and burns in fire, those who deviate from his commands. At this time, a young man stood up and said loudly:
You (God) place thousands of traps in my path, letting me know that you would catch me, should I trip. The smallest being wouldn't come to being without your will.
Your will brings me to being, then you brand me a
A large group of people applauded him. Looking at each other, those who hadn't understood his words insisted on hearing these words in Arabic. Another young man stood up and addressed the Arabs in Arabic "You have gathered in a town which has a Persian name "Baghdad". "Bagh" means "God" and "dad" means "to bestow gifts". A city which is the gift from God and we have a caliph who is familiar with the Persian language. Where in Cairo people would address the Fatemid's Caliph in ten languages, it wouldn't be appropriate to speak in Persian in the presence of the Caliph of Baghdad.
Nodding his head, the Caliph smilingly approved of the young man's words and added "We would like our guest from Khorasan to bring today's presentations to a satisfactory conclusion."
Omar Khayyam who had gathered that the day's event could result in him losing his head avoided a response, and sufficed with quoting this quatrain to the Caliph:
In monasteries, schools, convents and synagogues, all fear hell and search for heaven. For someone who is as one with God, you have not heeded.
Amidst the uproar and applauds of the Persians and tumult of the Arabs, Khayyam contented himself with this quatrain and approached the Caliph and paid his
respects. The Caliph said "Why were you so ungenerous with your words, scholar?" Khayyam replied "My interest lies with the stars and sky and I thought that I could work in an observatory when I came, but now what I see is the existence of large mosques and bearded clergymen. It is preferable if the Caliph would allow me to construct an observatory in Khorasan where the sky is clear and to continue my research away from these clergies, religious scholars and judges."
The Caliph put his arm around Omar Khayyam's shoulders and while proceeding towards the palace court he told him tonight is the eve of the holy festival and we must celebrate till dawn. Khayyam queried "Away from the eyes of these scholars and judges from Mecca and Medina?"
The Caliph whispered:
The feast of Aiyd (Persian New Year's celebrations) is upon us so things will turn out for the better.
The wine bearer would pour the purest wine from his jug.
Religious fasting and prayers would be put to one side. Aid ends these miseries.
Omar Khayyam went to his room for a short rest and to prepare himself for the Caliph's evening banquet. As he entered, he saw a soldier standing by the curtain. Omar asked him:
-"What do you want?"
-"Nothing." he replied. "I have a message for you."
The soldier gave a letter to Omar Khayyam, paid his respects and left the room.
The letter read "Praise the great scholar and my kind friend. Omar Khayyam Neyshapoori, Khajeh Nizam-olMolk has asked us both to join him in Samarghand, at this year's Norooz festival (the first day of the Persian year). Burn this letter". Signed Hasan Sabbah
Omar Khayyam looked around and with a grin he went toward a candle, and burned the letter.
Chatting to himself he muttered:
Give or take a few, this religion encompasses seventy two nations.
Among them I like yours best. Whether a believer or not, whether a worshiper or sinner, let us not make excuses, you are what we try to accomplish
Chapter Four
I wouldn't be able to go on with life without the wine that is pure.
Carrying my body would be a task, without a goblet of wine.
The moment that the wine bearer offers to pour me another drink which I can't accept, then that would be my moment of non-existence
Meeting of the Three
Friends in Samarghand
Apart from the Caliph, Abolfath Qiyas-o-Din Omar
Khayyam Neyshapoori hadn't managed to make many other friends in Baghdad, despite being popular with the citizens and youngsters. Omar Khayyam returned back to Khorasan accompanied by his followers and rested in Neyshapoor for several months. Like everyone who loves his or her birthplace, he was very fond of Neyshapoor. He didn't have many friends in Neyshapoor; instead, his books and his astrology workshop were his best friends.
During his time in Neyshapoor, he occupied himself with his numerous book collections, whilst at evenings he would clime to the top of a minaret that he had constructed and end the night with the stars, always concerned with the lack of equipment. Whilst private investors were not forthcoming, he himself couldn't finance a modern and equipped observatory. He secretly hoped that all his problems would be resolved in Samarghand, with Khajeh Nizam-ol-Molk, his former tutor, turning this important old wish into reality.
The promise day arrived. Khayyam prepared himself for the journey to Samarghand. Five of his students and followers announced their willingness to accompany him on his journey. With Khayyam enthused about being re-united with his friends again, the caravan began its journey.
It is you (God) who gives life or takes it It is you who is the master of this universe Even though I may be a bad being, I consider you as my master. Since you are the creator, how can anyone ever be guilty of any fault?
During his long journey to Samarghand, what attracted Khayyam's attention most was the people's awareness of both Ferdowsi, and Aboo Ali Sina's accomplishments and their familiarity with Omar Khayyam's quatrains. Khayyam said to his companions "It is a wonder that our accomplishments in astrology, mathematics, philosophy, medical profession etc, have not been recognised enough in the cities of the world, yet these quatrains which are the product of lonely moments or seclusion, have become so widely adopted.
Keyhan, one of his companions, who was a twenty-year old man pointed towards Samarghand and said:
"Great scholar, people work from morning till dusk. Very few are literate and not everyone has the means to afford reading a fascicle or a book; but a line of poem is easily imprinted on the mind and stays on it forever. Hence, your quatrains or Ferdowsi's creations find it easy to engulf the Persian world."
The scholar, Omar Khayyam, was so fascinated by Ferdowsi that he would always begin his speech by a verse from the scholar from Toos (Ferdowsi) whenever he spoke in Persian:
In the name of God, the provider of life and wisdom The most supreme thought that can never be surpassed
Anyhow, Khayyam's small caravan approached Samarghand. As they passed through the city's gate, they noted a crowd gathering in a small square. As they
approached they heard a man's moans, groans, curses, cries and abusiveness as well as the strong sound of whips. He asked "What is going on?" He was told "He is "Khosro Piran". He has drunk wine and has become drunk and now Hajji Gholam Hussein is punishing him."
Khayyam asked :"Who is Hajj Gholam Hussein? Is he the town's judge or watchman?" They replied "No, he is the muezzin (the one who calls people to prayers) of the mosque." Khayyam cried "What has a muezzin got to do with a wine drinker's punishment?" Khayyam pushed his way through the crowd and approached Hajj Gholam Hussein. He took his whip and threw it to a corner and shouted at the crowd:
"Why do you allow cruelty by one citizen to another and not intervene by taking the whip from this cruel man?"
The crowd hummed, with some confirming their approval, whilst others disapproved.
Khosro Piran stood up, struggling to raise his voice:
"This Hajj Gholam Hussein, who considers himself as the deputy to the mosque's sheikh, always belittles me by calling me a drunkard. I ask you and the Sheikh this question. Is it better to be drunk or be captivated by ignorance? He added:
Drinking is not advised as it gets one into trouble.
It would also lead one to ending up in fire on Doomsday.
It may be true that this poison leads you to both, but it is still preferable to be merry in this very short life
Khayyam and this Worn out World
by drinking wine
Omar Khayyam held Khosro Piran's hand and led him away from the crowd. Suddenly stones and insults started being thrown at Khayyam by some, led by the mosque's Sheikh with Hajji Gholam Hussein by his side.
Omar Khayyam's followers cried:
"Aren't you ashamed to insult the Khajeh's guest?"
Sheikh asked: "who is the Khajeh's guest?"
They replied: "Omar Khayyam, the scholar."
Khosro Piran fell on Khayyam's feet and said:
"Ah! It is you, the great scholar. You saved my life. For years, your words have managed to get me through life. I have soothed the pains caused by the cruel oppression of the Saljughi Turks and the whip of the Arabs' rule with Samarghand's pure wine and Neyshapoori's quatrains. What an honour to be at your feet now.
Khayyam helped Khosro stand up and embraced him. At this moment the crowds' insults intensified and a group of ten attacked Khayyam and his companions. Khayyam fell on the floor, stamped on by the Sheikh's followers…
Suddenly a group of young men, who were dressed up in white and appeared to be part of an organised army, entered the stage. With daggers in their hands, they attacked the invaders and cut their heads off one by one. The white-dressed troop then took Khayyam and his companions to the palace of "Nasr Khan" the king of Samarghand and handed them over to the commander of the king's guard and said:
Here is Omar Khayyam, the scholar, the Persia's powerful thinker. He is the guest of Khajeh Nizam-olMolk. He is now in your custody for his safe keeping. A young man embraced Khayyam and whispered in his ear:
"Hasan Sabbah has sent thousand greetings to you and asked me to inform Khajeh that Samarghand is not a safe place and that he will meet you in Sepahan."
Stunned with all that was happening, Khayyam thought about the fitness, good organisation and efficiency of this young group as well as the massage from Hasan Sabbah and thought to himself well done! How well you have managed to train your companions! King Nasr Khan's guard accompanied Khayyam to the palace. Aboo Taher, the prime minister and the chief judge of Samarghand, had come to greet him. He embraced Khayyam and apologised for the bad treatment that he had received. Khayyam replied:
The love that is false is not worthy of nourishment, in the same way that a fire that is on its way out is not worth blowing on to.
A real lover shouldn't be able to rest, eat or sleep, day or night, month after month or year after year
Aboo Taher said to Khayyam: "I am one of your devoted followers with many questions to ask and would ask you to write your answers down in a note book before Khajeh Nizam-ol-Molk's returns from his travels to the provinces.
Khayyam asked him: "Khajeh is in town, isn't he?"
Aboo Taher replied: "No, Khajeh and the king have gone on a tour of the provinces, they will be back in a week's time."
Khayyam rested at his rest house and the following morning he began to read judge Aboo Taher's questions, with ten to twenty page responses to each question.
It is within these responses that Omar Khayyam the scholar introduces to the people of the world the "X", the symbol for the unknown.
Within this epistle, Khayyam refers to an "unknown" as a "thing". This reference to "thing" reached Greece and took the form of XAY and gradually, on its way from Greece to the west, it became "X" or the symbol that represents an unknown.
Aboo Taher was very pleased with Khayyam's wise answers and threw a banquet in his honour. He apologized to Khayyam for not being able to serve wine at the table.
Khayyam smiled and humoured:
I wouldn't be able to go on with life without the wine that is pure.
Carrying my body would be a task, without a goblet of wine.
The moment that the wine bearer offers to pour me another drink which I can't accept, then that would be my moment of non-existence
Aboo Taher said: "we have supplied your rest house with adequate wine. You can also drink wine with the king and Khajeh as much as you like. I am the chief judge of Samarghand and although we have many taverns in this town but we can not allow wine drinking because people do not drink it moderately."
Khayyam interrupted the judge and said:
It would improper to blame the wine, if one dances after drinking a goblet of wine. What substitute do you suggest to a goblet of wine? Wine is like a spirit that moulds a person
Aboo Taher said: "With respect, I do not drink wine and I won't allow wine at the table. I wouldn't allow my name to be tinged nor would I allow what is prohibited to be mixed with what isn't."
Khayyam interrupted Aboo Taher again and said:
Wine is pleasant, even though our faith prohibits its use It is pleasant because it is like a servant on the palm of the wine-bearer
I enjoy it even though it tastes bitter as well as being religiously prohibited
From long ago, all things that are forbidden would also be those that are most pleasant
In any case Khayyam turned down the judge's invitation
using a mixer of humour and serious response. The next morning a beautiful Samarghandi woman brought Khayyam's breakfast to his room and informed him that the king and Khajeh had returned from their journey and that they would have lunch with him. Khayyam shaved his beard and prepared himself to meet his friend.
Omar Khayyam was about to go out of his quarter when the door opened and an expensively dressed tall man, wearing a "turban crown" on his head entered the room. With his arms open to embrace Khayyam he cried:
"Kayvan, the life (omr) of Neyshapoor, welcome to Samarghand." Khayyam embraced the Khajeh and their eyes welled up.
Khajeh asked Khayyam:
-Are you aware that if Hasan's army hadn't come to your help, you would be dead?
-Omar queried: "Do you have information about Hasan and his activities?"
-Yes I do. Hasan and his army are like my eyes and ears. I have provided him with all that he would need. They obtain information for me from all over the country, as well as looking after my security and my companions. Khajeh responded.
-You mean that you have organized a secret security and information organization? Omar asked.
-I did not organize it. Hasan proposed it and I accepted. Hasan Sabbah has learned so many things from his travel to Cairo. In Sepahan, he came to me and said that a noble person would be faithful to his promise. I asked him what he wanted. Whether the command of the army
in the capital or in Neyshapoor? He proposed if he could organize the security and information organization and I accepted. He does his job with superior quality. I feel that I can't go from one town to another without him. On the other hand he has influence everywhere, from the Caliph's court in Baghdad, to the palace in Cairo and all our provinces, as if he has an army of ants which are present everywhere.
-Well, where is Hasan Sabbah now? Is he in Samarghand? Omar asked.
- Tell you the truth, I do not know of his whereabouts but he has informed me that from the security point of view it is not advisable for us to carry on our historical conference here. He is of the opinion that capital Sepahan offers us better security. replied Khajeh.
-Khajeh Nizam-ol-Molk finished his words which followed with a few seconds of silence. Suddenly a soft voice could be heard:
Friends! Whenever you are in each other's company, you must commemorate your absent friends aplenty. Drink a wholesome wine together and may this take so long remembering different friends that by the time it is my turn to be remembered, you would be legless.
Eyes welled up, the three embraced each other and then they sat down on the floor. Hasan Sabbah began to speak. Khayyam and Khajeh stared at him. He spoke like a powerful and influential leader, giving them first
Khayyam and this Worn out World
hand information and analysis. Nodding of their heads indicated confirmation of his statements. Finally he said our main serious meeting will be in three month's time in Sepahan. I can not stay in Samarghand much longer. Farewell.
Chapter Five
Agreeable friends have died, submitting themselves to the angel of death one by one.
We were served with the same wine in the life's banquet,
But some became more drunk than others (Referring to some who died sooner).
Assassination of Khajeh Nizam-ol-Molk and his death in Khayyam's arms
The historical meeting between Nizam-ol-Molk, Omar Khayyam and Hasan Sabbah took place as planned in the city of Sepahan.
Hasan Sabbah proposed that the great scholar Nizam-olMolk would chair the meeting. He requested the slot for the first speaker for himself:
"Today, we have organized numerous forces in Persia and around the Islamic world. Forces whose knowledge, love and affection for Persia would make them ready to sacrifice themselves for the good of their country. Most of our companions can speak several languages such as Arabic, Persian, Hebrew and Armenian. Our people have become tired of the Saljughi's dictatorial rule and the Arabs' stupidity. It is time to ask the Saljughi king to subdue the Baghdad's caliph and then we would subdue the king."
Nizam-ol-Molk commented that they shouldn't act quickly and hastily. First they should gradually undermine the worldwide power of the king and Caliph and utilise the knowledge and the intellect of Omar Khayyam.
Omar Khayyam requested to be exempted from politics and positions of power. He agreed to act as an advisor only but reluctant to accept political responsibilities, adding:
Live with less greed for the worldly goods and be satisfied.
Detach you from the good and bad of the world Grab a goblet of wine and feel a sweetheart's hair in
your hand, as life would pass by quickly and these few days of life won't last forever.
Hasan Sabbah replied to Omar Khayyam:
-My kind friend! You have access to both the sweetheart and the wine. O you are life of the world! When you came from Samarghand, you married this beautiful Samarghandi girl who is an old friend of Saljughi queen, whilst the best wines of Shiraz and Samarghand are available to you, so why you do not wish to accompany us in this historical step?
Khajeh Nizam-ol-Molk commented: "I wish that Kayvan Neyshapoori Omar Khayyam, the scholar, would do whatever he desires. Please write us a book about the rules of statesmanship, explaining existence and the time philosophy. Omar Khayyam put his hand in his bag and brought out his books about "How to Govern" and "Existence or non-existence" then put them on the Saljughi court's Kashan crafted carpet and asked:
-Do you suppose that I had been sitting idle during these times? I have spent every moment of my life thinking, reading or writing." Then he handed his books on "The basis of philosophy" and "An account of Euclid" to Hasan Sabbah. Hasan Sabbah asked Omar Khayyam, the scholar, if he would also give him his book on "Existence and the science of existence.
Omar Khayyam replied: "It is surprising to know how
well you are aware of the fruits of my thoughts and efforts. I finished this latest piece of my work while travelling from Samarghand to Sepahan.
Hasan Sabbah informed: "my men, who are also followers of you and Khajeh, had been with you every step of your journey to protect you, whilst also informing me of your works."
Omar Khayyam brought his book of "Existence and the science of existence" out of a bag and handed it to Hasan Sabbah.
Khajeh Nizam-ol-Molk said: "Tomorrow, I will introduce you to the king. I will introduce Hasan Sabbah as the minister for information and security and Omar Khayyam as the Saljughi government's director of the universities, as well as being responsible for the country's observatory."
Omar Khayyam responded by saying that he needed sufficient budget to establish an adequately equipped observatory in Sepahan and Neyshapoor.
Khajeh asked why he wanted an observatory in Neyshapoor, while he intended to reside in Sepahan. Khayyam replied: "I have no confidence in this world and its rulers. I fear that one day I wouldn't be able to stay in this town. So I would like to have also an observatory workshop in my birthplace."
His two friends agreed . The next day three of them went to the palace of the Saljughi king and Khajeh Nizam-olMolk introduced Omar Khayyam and Hasan Sabbah to the king.
The king asked Hasan Sabbah what would be the use
of intelligence and security when we have a powerful, intelligent, trained and capable army.
Hasan Sabbah replied: "we should have merchants, beggars, soldiers and caravan keepers throughout the country to inform us of every little on-goings which happen on every corner of the world. This way we can quickly suppress all possible plots and dangers and neutralize every possible plan prepared by the strangers against us."
As Hasan Sabbah was speaking, the Caliph, Khajeh and Khayyam were fascinated by his words and listened to his every word carefully. The chief judge of the Saljughi's government, who was a Turk Sheikh, whispered to two white-bearded men beside him:
-This man is an Alavi (a branch of Islam) and his words are Fatemi. He is a danger to the king, Saljughi's clergies and the court of the Caliph."
As if Hasan Sabbah had heard the whispering of the Foghaha (scholars in Mohammedan's law), he pointed to Khajeh and Khayyam and said:
A secret that is kept by a wise man, should be more discrete than a phoenix (refers to the discrete transformation and sub sequential rise of the mythical bird of great wisdom from ashes).
That is how well an oyster conceals the secret (refers to a grit) that the sea places within it, until it is turned into a pearl.
Khajeh commented:
"This is one of Omar Khayyam's quatrains. Hasan Sabbah knows all his written work by heart. Your Majesty, as the rest of our discussion is about the security and intelligence, it is to be confidential and remain among the four of us."
By the king's order, Foghaha left the court and the first seed of hatred was planted against Hasan Sabbah and his two other friends.
Hasan said to the king:
"Your Majesty, in order to prove the efficiency and loyalty of myself and my friends, I inform you that Sheikh Abd-ol-Qader who had stood beside the chief judge is the spy of the Baghdad's caliph. Using three messengers, he informs Baghdad of all the palace court's affairs every ten days."
The king asked for the names of those three persons. Hasan Sabbah looked at Khajeh and Khayyam for direction. "Hasan, the command and order of the king is worthy of obedience." Khajeh said.
Hasan gave their names: "the judge Ashas, Sheikh Jabbar and Osman the carpenter." The king immediately ordered their arrest and submission to Hasan Sabbah for interrogation.
Hasan Sabbah told the three: "If you reveal your secrets in the king's presence, not only you will be acquitted but also your lives will be spared and you will be allowed to keep your jobs, but only if you work to serve the Saljughi king."
He added: "Abd-ol -Qader was arrested and it was him
who confessed your names."
Addressing the other two spies Ashas cried:
-I had said many times that this stupid old man couldn't be trusted. He has feared and betrayed us.
All three admitted before the king that they had acted as Abd-ol-Qader's messengers for the caliph and that they had employed five to seven people each.
The king ordered Abd-ol-Qader to be beheaded in the city's square and issued an order for the appointment of Hasan Sabbah as the minister. He also allocated a budget of five hundred thousands Dinars (a monetary unit) for the ministry of intelligence and security to be established in the best possible way.
By distributing his budget throughout the country, Hasan Sabbah employed more forces. In all cities, towns and villages this force became his sharp-sighted eye for controlling the smallest on-goings, the activities of those in positions of responsibility and the general public. Putting all this to good use, Hasan Sabbah associated all those liberal Persians that were identified by his forces to his organization and ministry.
Khayyam established his astrology centre in Neyshapoor and Sepahan. At the same time he inaugurated schools and universities in large cities that taught medical science, algebra, astrology, philosophy, history and etc. to Persian children. Khayyam attached importance to the Persian language; hence teaching of Poor Sina's book or Ferdowsi's "The king's memoirs" formed the main part of all schools and university's syllabus. This way the Persian language and culture was propagated, whilst under the occupation of Saljughi Turks and Arabs
caliphs.
The Saljughi king and most of his family members were Omar Khayyam's students. Malik Shah was devoted to Omar Khayyam. Omar Khayyam's book of "Malik Shah Zig" (method of astrology) was written in his dedication. Omar Khayyam showed him different stars at his observatory and explained them all to him. Malik Shah had become strongly accustomed to his chats with Khayyam or learning from him, to the extent that his wife Turkan Khatoon, as well as the palace court's Foghaha became jealous.
On the other hand, people were being harassed by Hasan Sabbah's intelligence and security operations. From time to time Hasan Sabbah would identify spies who worked against the interests of the Fatemin or Baghdad's caliph who would be presented to the king and subsequently ordered by him to be beheaded. The Turks' found the presence of Khajeh, Hasan and Khayyam as a big barrier against their tribal interests and began to conspire in order to eliminate them. The palace court's judge fabricated reports to prove to the king that, Hasan Sabbah had employed all Alavies who are strongly proPersian and anti-caliph. It was also alleged that Khajeh Nizam-ol-Molk had allowed financial affairs or public organisation to be run by the Jews, whilst appointing the command of the army to the Armenians. Moreover, the palace court's staffs were mainly made up of Alavi Shiites. The Foghaha together with Turkan, (the king's wife), persuaded the king to seek an explanation from Hasan and Khajeh as to why thousands of golden coins were being put at the disposal of those (Jews, Armenians and Shiites) who were neither Muslims, nor loyal to the
king or the caliph. The king gave in to the persistence of Turkan khatoon and recalled Hasan, Khayyam and Khajeh. He asked Khajeh why he had given the country's financial and accounting affaires to the Jews, the command of the army to the Armenians and other affaires to Shiites.
Khajeh replied: "I have chosen the best for each post, the best ones that are also loyal to the king and Saljughi's government. I have not asked them about their religion because Jews, Armenians and Shiites all believe in God."
The crafty judge interrupted by saying:
"No, that is not true. The Shiites are witches and unbelievers, the Jews are money grabbing misers who backstab and you yourself Khajeh, you are a Jew. The Armenians are not Muslims and not loyal to the king."
Hasan Sabbah interrupted and as the minister of information and security he expressed his opinion: "Khajeh is right. He has appointed the best ones for the best posts."
Turkan Khatoon interrupted Hasan and said: "You yourself are in the circle of accusation. You have placed all the Persians, Alavies and the followers of Fatemies at positions of influence everywhere and also you are the first advisor to Khajeh."
Their discussion and dispute intensified. Hasan Sabbah assumed all the responsibilities because he felt that the Foghaha and Turkan Khatoon had decided to eliminate the three friends. He thought that while the dispute and discussion continued, all three were in danger of loosing their lives. However, if one assumed responsibility, then
Khayyam and this Worn out World
the other two lives could be spared.
So he said to the king:
"Your Majesty, I am the minister of information and security and the advisor to Khajeh. He has appointed these persons on their jobs on my recommendation. Now, if a mistake has been made, that would be my fault."
Turkan and the Saljughi religious scholar loudly interrupted Hasan and demanded his death.
Malik Shah said: "we will behead you to teach other Jews, Armenians and Alavies a lesson". Khajeh interrupted and said: "Your Majesty it is better to punish him to five hundred lashes or to blind him. That would be better than death."
Turkan, who had witnessed the murder and unemployment of so many members of her tribe by Hasan Sabbah, cried "No!! His death would be the only appropriate punishment."
Malik Shah looked at Omar Khayyam and asked for his judgement.
Khayyam looked at Khajeh and Hasan, stood beside the king and bravely said:
"Your Majesty, Hasan Sabbah is a great man. He has many friends throughout the country. His death will start many riots all around Persia and even the Arab world. I advise you to exile him."
Turkan wanted to speak when the king screamed:
"Be quiet. Omar Khayyam does not say things in vein. He is a skilful astrologer. He speaks based on his prediction of what is going to happen tomorrow. We
will exile Hasan Sabbah to the desert of Khorasan and Tabas."
The king ordered twenty horsemen to take him to Tabas, twelve of whom were members of Bateni group and Hasan Sabbah's followers. The eight Turk soldiers were killed along the way and Hasan Sabbah and his twelve followers headed for the Alamoot fort. He had selected that place as his main place of residence from a long time ago. Hasan entered the fort. He called for the mayor to attend at Poorkian's house (one of his leaders) and gave a big banquet, at the end of which he made a speech. He addressed poorkian "Give the mayor ten thousands golden coins and purchase Alamoot fort from him. The mayor replied "we are the caliph's servants and under the command of Saljughi king." Hasan commented that both these cruel foreigners have oppressed our women, men and children and will continue to do so. He asked the mayor whether he wanted to serve Persian or be a servant to foreigners.
By dawn and after a long discussion the mayor of Alamoot converted to a follower of Hasan Sabbah and handed the village and the splendid fort of Alamoot, over to Hasan Sabbah. From that moment on, by taking possession of new headquarters everyday, Hasan Sabbah and his companions began to shake the foundations of the Saljughi's great empire which had already brought the Caliph of Baghdad to submission.
Hasan Sabbah had become a thorn in Malik Shah's side. At a meeting where Khayyam presented the king with his Jalali calendar that had been composed on the king's order, Khajeh Nizam-ol-Molk is put on trial.
The Saljughi king said:
"Khajeh, you have served us well in many ways, such as introducing us to the scholar, Omar Khayyam. But we have also suffered a lot at the hands of Hasan Sabbah and still do to this day. Hasan Sabbah is still under your command. This time we wouldn't exile you but will have you killed because we wouldn't want to repeat our experience with Hasan Sabbah."
Khayyam turned pale and thought: "O My God. Our great Sheikh, reminder of Neyshapoor and my childhood is going to be killed." He couldn't believe it. He approached the king and whispered in his ear:
"Your Majesty, if Hasan is still a follower of Khajeh, then he will take revenge if he is killed."
The king cried:
"I don't agree. The Turks have assured me that our army and security officials are all on our side and Batenies have no influence among them."
Khayyam kept persisting with his opinion but the king would not accept.
Khajeh began to speak and with determination he screamed: "Your Majesty, beware that should anything happen to me, you would only survive forty days after my death. It would be wise to listen to your great astrologer. My death won't go unanswered."
The enraged king left the meeting, limiting Khajeh's efforts. He then called Khayyam and asked him to assume the responsibility as the prime minister. Khayyam refused and said :
One who has a bit of bread to live on and a small shelter to live in, need not be a servant to anyone, nor would he need a servant.
Lead a happy life as happiness is a world of its own.
He added: "Leave me alone with the stars, my books and pen; I am not one for power and government."
The king said: "you are one of the most intelligent among us and aware of the world's secrets; you can be our best servant in government.
Khayyam replied:
There has been no knowledge that my mind has been deprived of;
I know not of many unknowns.
For seventy two years I have thought every day and night;
only to find out that not much is known.
The king kissed Khayyam and went to bed. A couple of days later, Turkan poured a strong and fatal poison in Khajeh's food. While he was dinning with the king and Khayyam, Khajeh turned pale. Realizing something was wrong; Khayyam picked his plate up and threw it out. A couple of the palace court's dogs ate the remainder of the food and fell to the ground. Khajeh said: "Does it mean that we are more resilient than these animals?" He
Khayyam and this Worn out World
stood up and asked Khayyam to take him to his room, as he did not wish to die in the presence of that cruel bunch. Khajeh died in the bosom of Khayyam. Arms rose to the sky, Khayyam was mourning his death when two soldiers entered and slit Khajeh's throat.
Agreeable friends have died,
submitting themselves to the angel of death one by one. We were served with the same wine in the life's banquet but some became more drunk than others (referring to some who died sooner).
Chapter six
My friend, let's not worry what tomorrow might bring and make the most of this short life.
We would end up exactly as those who died seven thousand years earlier, if we depart from this ancient world tomorrow.
Khayyam's escape from Sepahan and the Norooz feast in Neyshapoor
After the death of Khajeh Nizam-ol-Molk, Omar Khayyam, the scholar, found himself alone and he did not feel at home in Sepahan. He had imprisoned himself
in his house for many days with Jahan Banoo, his kind wife until one day Malik Shah knocked on the door and entered Khayyam's rest room querying
- Our great scholar, what has been happening to you? Why haven't you come to the court for a while?
Khayyam replied: "Your Majesty, after the death of Khajeh I have been feeling lonely."
- But I am with you as are the people and also you have the territory of Persia." Malik Shah commented.
- Your Majesty, you and people and our country are toyed with by a deceitful woman and the stupidity of several jealous Foghaha!!" He replied.
-What do you mean Khayyam? Turkan likes you and she is an old friend of Jahan. Malik shah commented.
-Khayyam replied: "I have a Jahan (the world) in my bosom at home but Turkan has taken away from me and people the world of kindness."
"Are you referring to the murder of Khajeh? He was killed by Hasan Sabbah. According to the investigations of our officers, Khajeh was killed by two devoted Bateni secret officers." Malik shah commented.
- Your Majesty, you witnessed that Khajeh was poisoned at your palace.
-That is not true. It was Hasan Sabbah who killed him with his dagger. Malik shah replied.
- I do not agree with you. Have you forgotten that two of the court's dogs died after eating the remainder of Khajeh's food? I saw two men who had daggers; they were both members of the guard and Turkan's officers. Turkan intended to make out that Batenies were behind
Khajeh's death. He responded.
The saddened king kneeled down before Khayyam. Khayyam took his hand and he kneeled too. The king said with a trembling voice: Omar Khayyam, you are a great astrologer and have taught me a great deal but you never mentioned about women's power and capabilities. Turkan reasons her actions in a way that I can not question them. What can I do? I am left choosing between Turkan and the others. Malik shah replied.
-Your Majesty, you knew that Hasan Sabbah was a faithful servant, although he was an enemy of Turkan's tribe and Foghaha but you went against him in favour of Turkan and the stupid jealous Foghaha." Khayyam responded.
- But it would not be possible to rule without the tribes, wife's tribe, Foghaha and judges." Malik shah replied.
-It would have been possible, using wisdom and reliance on all tribes. You would have been able to secure the devotion of the Baghdad's caliph, using pure wisdom, the intelligence of Hasan Sabbah and the ingenuity of Khajeh but you gave into the temptations of "a woman and theologians"! Khayyam commented.
- Malik shah asked what he should do now.
-You must put Turkan on trial for Khajeh's murder.
- Do you mean that I should put my wife on trial? She has a great deal of influence within our tribe and army. That would be suicidal." Malik shah commented.
-Khayyam commented that time wasn't on Malik shah's side. Malik shah asked him to clarify.
-Fortieth. You have forgotten the fortieth day of
Khayyam and this Worn out World
Khajeh's death. Hasan Sabbah will send a group to take vengeance.
Malik Shah stood up and screamed:
-Omar Khayyam, you have now ranked with my enemies.
-Your Majesty I just intended to remind you of his words.
Malik Shah grabbed two goblets, filled them with wine and gave one to Khayyam saying:
The grains of hope will be reaped after the harvest. The house and the garden will be left behind after our death.
Find wealth in wine. Drink it with your friends Otherwise you would feel pain."
Khayyam took Samarghand's red wine from the king and sang:
You, who lead a busy life, drink wine. As I have reminded a thousand times, There is no return after death.
Both laughing, Malik Shah said to Khayyam:
- Before the fortieth day of Khajeh's death arrives, complete the "The method of astrology" to be taught in schools of Persia in my memory.
Khayyam went to his library, took two books "Malik Shahi Zig" and the annual "Six thousand solar years' book and offered them to the king.
-Your Majesty, the "Malik Shahi Zig" book is the same as "The method of astrology" which I had dedicated to you in consideration for your supports for this science.
The king asked .Is this "six thousand years' the same calendar which you showed me the last time that we lunched with Khajeh?
"Yes" He replied. "Your Majesty. The lunar year is always variable and as such the government's affairs can't be regulated around it. We have measured the year based on the sun, with its advent to be the birth dates of Mehr and Mithra, the first Persian intellectuals, nearly six thousand years ago. By adding the number of years of the Malik Shah's rule, we will have the special Persian calendar.
-Have the Saljughi Turks, Islam and Baghdad's caliph any place in this calendar? Malik shah asked.
- Your Majesty, they have their own lunar Hegira variable calendar. The advent of their calendar is the migration of Islam's prophet from Mecca to Medina. The advent of the calendar of the people that you govern is five thousands five hundred years older.
-What will the Foghaha say? Malik shah wondered.
That night Malik Shah called for a governmental meeting. The king ascended to the throne. Khayyam sat on his right hand side and Turkan sat on his left. Jahan, Khayyam's wife and Turkan's friend sat beside the king's wife. Twelve Foghaha and judges of Saljughi's
Khayyam and this Worn out World
government also sat around the king.
Seeing this gathering, Khayyam sighed. May be he thought that he was alone among that assembly.
Malik Shah said: "Omar Khayyam the scholar and his astrologer companions have created a calendar for us that we pride ourselves in. Hereafter months and days will be fixed in four seasons and taking account of the leap years, we will always celebrate the beginning of spring with the first day of Farvardin (around 20 th of March).The summer will begin with Tir (June). Mehr (October) would be the first month of autumn and Day (January) will be the beginning of the winter. Khayyam has also included another great detail by incorporating in this calendar the reminiscence of all the great men such as the scholar of Toos, the great Ferdowsi and Poor Sina Sheikh-ol-Raiis and other great scientists. With Khayyam's proposal we will celebrate all these days from the next year."
Once the king's words came to an end, Turkan Khatoon pointed to the chief judge for his opinion
-O you the great king of the holy and stable territory of Persia who has attained the Baghdad caliph's obedience and …
- The judge complimented until Malik Shah interrupted him to remind him to move on to the main subject.
Pleased Khayyam and Jahan smiled but Turkan frowned.
The judge continued: Your Majesty, we are Muslims and are proud of our Islam. The date of the migration of the great prophet is the origin of our calendar. Omar
Khayyam is a man of pleasures and does not agree with Islam and religion. He has promoted wine drinking, astrology, philosophy and pharmacology which are all blasphemy and against Islam. Now he has decided to change our history.
The king interrupted the judge and asked Khayyam to defend the calendar.
-Khayyam said: The history of any nation begins with the birth of its culture, civilization, just like the date on which a person is born. If the migration date of Islam's prophet from Mecca to Medina had been the first time that nomadic people had progressed, became powerful enough to dominate other tribes and cities, then they have the right to choose it as the advent of their history. Although the Persians have become Mussulman but they were Persians who had established their civilization earlier. So when we talk about their calendar, we must take into account the birth date of their culture and civilization…
Another Saljughi Faghih stood up, interrupted Khayyam and said: Islam has overtaken everything. Having Islam and the Qoran, we do not need any other thought.
There began a strong uproar. Khayyam was alone among the Foghaha and fanatical judges. The king cried:
-Be quiet. You are in the presence of the king. Let the scholar Omar Khayyam end his words.
Khayyam stood up, picked up the "six thousand years' calendar" which had fallen in front of the Foghaha. He sat in a corner and on its first page he wrote:
The Jalali calendar which is the fruit of the Persian
Khayyam and this Worn out World
astrologers' labour is given as a present to the kind king Jalal-o-Din Malik Shah. Ferdowsi sang an immortal epic poem about this advent date and I drew up a calendar base upon it. Khayyam approached the king and politely offered him "The Jalali calendar" and said:
"Your Majesty, you can choose between six thousand and six hundred."
The king took "The Jalali calendar" and said that he was pleased with his reasoning with Foghaha.
Khayyam whispered in the king's ear:
There is a cow in the sky (refers to a cow figure shaped by the stars) named Parvin.
There is a cow beneath the ground.
Use your wisdom and you would certainly see Many more cows in between (reference to cows implies ignorance in people).
The king embraced Khayyam and replied:
If I had the same powers as God, I would destroy this world And would make a new world such that a liberal person could live liberally.
Khayyam quietly reminded Malik Shah:
"Do as much as you can of whatever you have not yet
done because only twenty days remain from the forty." Malik Shah frowned and cried:
-"You reminded me of the Khajeh and the dagger of Sabbah again. Let me pass the night in peace."
While leaving, the smiling Omar Khayyam sang:
My friend let's not worry about what tomorrow might bring and make the most of this short life
we would end up exactly as those who died seven thousands years earlier if we depart from this ancient world
When Khayyam left the court the chief judge grinned and commented:
-We did not accept his six thousands years' calendar yet he has increased it to seven thousands years! All the Foghaha and Turkan Khatoon laughed boisterously.
The king pointed at Turkan to stand up and said to Foghaha:"Go and eat your fodder (comparing them to animals). You annoyed a great man whom everyone desires to be associated with."
On the morning of the fortieth day of Khajeh's death, a group of seven men who were dressed in white entered the Malik Shah's room as Khajeh had predicted. They woke him up and gave him a goblet of wine and a cup of water. The king said "I do not drink wine in the morning, give me the water. He drank the water and asked: "Is it the fortieth day of Khajeh's death?" and one of the seven
men confirmed by nodding his head. The king told him: Is it you Afshin? I recognize you from your eyes. Do you suppose that I would not know someone who has served me for fifteen years by covering your face?"
Afshin removed the veil from his face and inserted the first dagger in the king's heart. The king fell to the ground. An hour later the servants found out about the king's murder, leading to an uproar within the palace. A group of people rushed to the house of Omar Khayyam and took him with them. Khayyam cried "Who are you? Where are you taking me? What is all the fuss in the palace for?"
With their horses galloping, one of the men shouted "The great scholar, you write the calendar and you are an astrologer but you do not know what a day today is?"
Khayyam slowed his horse down and sighed. In respect, the horsemen also stopped. Khayyam turned his face towards the sky and said :"Praise to friends. Praise to the three missed friends."
One of the horsemen who seemed to be the leader of the group asked Khayyam:
-The scholar, today was the fortieth day of Khajeh's death and the day of Malik Shah's murder, so who is the third friend?
-The God of Alamoot. He replied.
-Do you mean Hasan Sabbah? He is alive and gives life to others. The horseman commented.
-How can someone give life by killing and murdering? Khayyam responded.
The man removed his veil and Khayyam recognized
him.
-You! You were the member of Malik Shah's special guard, were you not? Khayyam asked.
-Yes I was. The horseman replied.
-So why you are running away the town? Khayyam enquired.
-Because I killed the king and saved you. Upon Malik Shah's murder, Turkan Khatoon ordered her guard to kill you. I accepted the mission and saved you. Praise with Hasan Sabbah the leader of Persian warriors and wise men. I am sorry about your kind wife, Jahan Banoo. We could not save her and she was killed by the Saljughis' sword. He replied
-What? Are you one of Hasan's followers? Khayyam asked.
-Yes, I am his devotee and have a duty to take you to Alamoot. The horseman replied.
-Never. I will never go to Alamoot. I had told your leader that I am not a politician. Khayyam declared.
-The great scholar, where would you wish to go? Khayyam was asked to which he replied.
-Neyshapoor. I have missed its sweet alleyways, its wine, its wine-bearers and its students and intellects.
Afshin threw himself at Omar Khayyam's feet and said: "We are devoted to you. Hasan Sabbah has ordered us to take you wherever you wish to go."
Omar Khayyam galloped his horse and said:
-Hasan Sabbah is a generous man and he has always
Khayyam and this Worn out World
supported me since my childhood. He has saved my life many times.
Afshin said:
-The great scholar, do not worry yourself about these few murders. They are a few who are unworthy and must be killed. In contrast though, medical and pharmacology groups are being dispersed throughout the world each year, from Alamoot, who save the lives of thousands of people. Moreover we send our medicine and physicians to the west as well these days.
Khayyam smiled and said:
If there was any fruit to be found on the branch of hope, I would have hoped for self betterment. How long must I be imprisoned within my body? I wish there would be a way to escape."
Afshin smiled and said: "The scholar, each day of your life equates to thousands of other's. The world will praise you forever, for what you have done and written."
Hasan Sabbah has requested that you prepare the following books to be taught in the University of
Alamoot "Algebra", "methods of calculating the square and cube root of a number", "Algebra equation solving through conical sections", "Wisdom's light", "The heart's garden" and "Norooz book".
Khayyam described to Afshin the books' hiding place in Sepahan. Afshin charged a member of his group to pick up the books and to take them to Alamoot.
Khayyam told Afshin "I wish we could celebrate Norooz in Neyshapoor this year where I could complete "Norooz book" and prepare it for Hasan Sabbah."
Afshin said: "So we shall gallop towards Neyshapoor."
People of Neyshapoor came to greet Khayyam and surrounded him. Two days were left to Norooz. The citizens received Khayyam by beating on kettledrums and playing musical instruments. The boys and girls of Neyshapoor were singing quatrains and the songs of Norooz:
Clouds arrived and wept over (rained) the meadow again.
One shouldn't live without the rose-coloured wine.
Now you are watching this meadow, but who will watch the meadow that will grow over our graves?"
A young Neyshapoori girl dressed up in a long red dress carrying a tambourine approached Khayyam and said:
When the cloud washes the face of tulip at Norooz, get up and drink wine with a reason.
Our lives pass by with the coming of the spring and the going of the winter.
Drink wine and do not be sad because the scholar had said so.
Khayyam and this Worn out World
The entire world's bitter sadness is the same as that of wine
A ten-year old child accompanied by a young man playing the Tar (A Persian musical instrument) approached Khayyam and sang:
It is pleasant when the spring breeze caresses the flower's face.
It is peasant to see a cheering face on the garden lawn. It is not pleasant to talk about the winter during the spring.
Enjoy yourself and do not talk about the winter, as today is pleasant (refers to the appreciation of the pleasantness of the day that is already here).
The Norooz feast of that year was the greatest and best one that Khayyam had ever seen. There were celebrations, singing and rejoicing everywhere in Neyshapoor during the month of Farvardin. Khayyam prepared copies of "Norooz book" in large quantities and offered them to most schools within the country.
Chapter seven
"Those who have grown old as well as those who are young, all follow their own individual aspirations.
This old world won't ever belong to anyone. Our ancestors died; we will die, others will be born and die"
The sky wept in grief "Khayyam's assassination order is issued"
The scholar, Omar Khayyam was thrilled that he could celebrate the Norooz feast, after so many years, at his birthplace, Neyshapoor. The thirteenth day of the feast fell on Saturday and people headed out of town. Thirteenth day of the feast is a Persian tradition to spend the thirteenth day of the New Year outdoors. In the morning of Farvardin the thirteenth, a crowd consisting of hundreds of people accompanied Omar Khayyam to the gardens of Neyshapoor. Following Khayyam, young boys and girls danced and played musical instruments.
Omar-ibn-jaber, the city's religious scholar (Faghih) who had come from Medina to Neyshapoor, had been updated minute by minute about Khayyam's arrival to the city. Accompanied by around ten people, they began to conspire against Omar Khayyam from their quarter. Omar-ibn-jaber commented "This man has come to Neyshapoor after many years and we Arabs do not understand his language. Why does he compose his poems and give his lecture in Persian? Why does he encourage the young people of the city to speak Persian and why doesn't he attach the same importance to Arabic which is the language of Islam and Qoran? What is this solar calendar that he has brought for us? What are these names belonging to rebellious Persian kings that he encourages people to name their children after? Names such as: Cyrus, Mani, Mazdak, Anahita, Poorandokht, Afshin, Nooshin, Nasrin, Parviz, Ladan and Siavosh.
All who had gathered in the Faghih's house confirmed their agreement with him and one of them angrily declared that they must get rid of him.
Omar-ibn-jaber said "It is not so easy. People of the city would side with him. They will rebel and tear us to pieces if we kill him. We must befriend him and one night, when least expected, suffocate him with a pillow; this way we won't shed his blood. It would be up to Valid-ibn-taha to decide how to carry this out. As the head of the Caliph's security in Neyshapoor he can find the appropriate way. Ali-ibn-Hamzeh who had sat in a corner, suggested that it would be better to ask the Caliph about the procedure. Omar-ibn-jaber commented "A Faghih and a judge in Islam do not need to consult
with the Caliph. Moreover, if we wait for the Caliph's answer, influenced by Khayyam's words, speeches and actions, these people will ruin our houses over our heads. Another person from a corner of the room began to talk and said:
"I have just been informed that white bearded Omar Khayyam, is dancing and singing at the festival of Sizdehbedar (thirteenth day of the new year), surrounded by girls. The Sizdehbedar festival is a festival of blasphemy, revelry and impiety. What is unlucky thirteen all about? God has created all the numbers alike."
Ali-ibn-Hamzeh tried to speak by commenting "The new year and the thirteenth are the nature's way of celebrating. Nature revives itself and the prophet (Mohammed) is known to have said that…
He was interrupted by the Faghih: "These narratives and traditions that confirm the New Year and the Thirteenth are fabricated by the Alavies and are all fictitious. These festivals, dancing and revelries make people distant from religion. We shouldn't let people forget religion and God's commandments."
Ali questioned whether God would be opposed to people's happiness.
Faghih explained that happiness and sin were one and the same and questioned whether happiness served any purpose.
He went on "Mankind has been brought to this world to be experimented with and experience suffering in order that his soul is polished and to enable him to take possession of the Garden of Eden."
Khayyam and this Worn out World
Ali replied "So it is for a good reason that Khayyam does not make false promises and recommends that it would be preferable to take what is on offer in this life, rather than to wait for an imaginary paradise".
Ali then laughed and two other Sheikhs also smiled but the enraged Omar-ibn-jaber sent Ali out of their gathering.
On his way out Ali said sarcastically "I see how much you suffer in order to go to heaven!"
Omar-ibn-jaber ordered Ali to get out and get out of their sight, adding "You must have connections with those Alavies; you are a Jew who has penetrated among us. You may even be Hasan Sabbah's spy. Get out, leave this gathering."
Ali left the Foghaha's gathering and informed Omar Khayyam through his wife, to be aware, as the city's Faghih had ordered his death warrant.
As soon as Omar Khayyam was informed about his death warrant, he called his friends to assemble at his house to discuss the matter. The majority proposed that he should leave Neyshapoor, travel to Egypt or go to Baghdad and see the Caliph.
Khayyam commented that the Arab Faghih will not let me leave Khorasan and will have me killed on the way. Others proposed Khayyam should attend the Friday's prayers and invite the Faghih to a debate. Khayyam replied that it was not possible to discuss with such an ignorant race. Hundreds pray behind this Imam and follow him blindly. We won't be able to sway
the opinion of his ignorant followers our way, through a debate.
Midday passed by, with some putting their comments and opinions forward for discussion,, while Khayyam and others studied and analysed them, which went on until that evening when Khayyam's servants turned the lights on. Suddenly two panic-stricken young men came to Khayyam's house and interrupted the meeting. They kneeled down before Khayyam and one of them said:
- Great scholar, Ali was killed.
-Who killed him?" Khayyam asked.
-Officials of Faghih Omar- ibn- jaber. They replied.
- Where and how? Khayyam enquired.
They explained that, praying behind the Faghih, Ali took a dagger out of his sock and as soon as the Faghih bent (refers to a routine part of Muslim prayer), he trusted it into the Faghih's heart. Jaber gave up his life that very moment after which Ali declared:
"Long live Hasan Sabbah, the God of Alamoot and the Imam of the freemen, the Persians and the wise."
The Faghih's officials then attacked him and killed him in the same altar.Khayyam went to the court-yard of his house to have a private moment. He walked around the little pond in his court yard in which little red fish swam.
Two young men who were dressed in white appeared beside Khayyam and one of them said to the scholar of Neyshapoor:
"Our leader (Hasan Sabbah) has ordered us to ensure that you are securely taken to Alamoot whenever you
wish."
Khayyam began to sing this pleasant song:
"If there was any fruit to be found on the branch of hope, I would have hoped for self betterment. How long must I be imprisoned within my body? I wish there would be a way to escape."
Khayyam headed towards the exit door when the young men approached him and said:
"Scholar, danger lies in wait for you so do not go out. After Jaber' murder, the city is not safe. Stay here." But Khayyam carried on heading for the exit door. The young men said "Then let us accompany you." Khayyam put his hand around their shoulders and sang:
"As I look around, I see a stream that runs through the garden which originates from the Paradise.
Let's not say much about the paradise's river as the desert is like paradise when in company of an angelic beauty."
Khayyam headed towards his large garden followed by a group who whispered:
"Khayyam will be with Samarghandi girl tonight.
It is known that the Samarghandian girl is his favourite."
A white bearded old man approached Khayyam and said:
"Our great scholar, it is rumoured in the city that you collaborate with Hasan Sabbah and you approve of his armed struggle against the Islamic government."
- Do you want me to confess?" Khayyam asked.
- God be my saviour, who am I to want you to confess? I expect to be under your command as we all follow you a leader." The old man replied.
- Why follow me as a leader? After many years of studying and communication, I still do not know where I stand and now you, an old man, and that young man want to follow my lead? Even animals shouldn't imitate let alone humans. Khayyam sang:
The particles that make up this world are behind the wise coming into the world. Don't slip from track of wisdom as those who do, wonder.
The old man smiled and sang:
Those who have grown old as well as those who are young,
All follow their own individual aspirations.
This old world won't ever belong to anyone.
Our ancestors died; we will die, others will be born and die"
He continued: "However, the great scholar, we want to leave a good name after our death. Before we die, we want to be on the same side as the God of Alamoot. Why did you not confirm the armed struggle against Arabs,
Khayyam and this Worn out World
Turks and other foreigners?"
Khayyam replied: "It is obvious that you do not study as much as you talk. What do you suppose I mean when I refer to the birth pain?
The birth of "modernism", freedom and intellectual thinking wouldn't come about without blood being spilled; just as a mother suffers much pain giving birth. Occasionally it is inevitable to expose health to danger in order to generate new life. The world must run as the wise wish. Wise men must be contented and this contentment would come at a cost that must be paid for and everyone must pay their share. My input has been the fifty years of mental searching, which today has manifested itself in the Batenians' swords and it is your responsibility to reinforce its army. I have fulfilled my share of contributions.
Follow the wise men because your body is originally nothing more than some dust, breeze and a few breaths.
Khayyam stood on the entrance to the garden that he had inherited from his father and addressed his young and old followers:
"I have left my will with the old man of our city. Return to your houses peacefully. The garden, flowers, wine and the wine-bearer have been my most favourite things whenever I stopped writing. The New Year's feast made me both happy and tired. I ask you, my kind friends, to let me rest here for a few days." People scattered and
went back to their houses or work. Four young men dressed in white followed Khayyam into the garden. Khayyam enquired what they were after.
They replied "Great scholar, your life is in danger and we have a duty to protect you."
He replied "My protector is the one who brought me into the world without my knowledge. You too, return to your houses. Pass my warmest greetings to the God of Alamoot. Recruit men from Neyshapoor. I gave my final recommendations to the wise of Neyshapoor, regarding you and your leader. The old and the young of the city are behind you. Go and carry out what Sabbah has ordered in order to send these ignorant foreigners out of the country of Roodaki, Ferdowsi and Daghighi. May your swords be the sharpest and your daggers the most incisive! No dialogue would be more effective that that of a sword when dealing with these savage worriers who kill us for the way we think and our love for our country. We gained experience through Khajeh Nizam-ol-Molk's politics that cost us dearly. The foreign leaders should be killed. Leave their inferiors alone. Advise Hasan Sabbah to kill the Turk and Arab leaders. Then the rest will flee from this Ormuzd's country."
Daggers in their belts, the eyes of the young men welled up as if it was the Alborz and Damavand mountains crying. Khayyam embraced them and sang:
Be happy as your future life destination is already mapped out
And your wishes have already been addressed.
Khayyam and this Worn out World
What can I say, but that tomorrow is all planned out for you without your consent.
The young men left. Khayyam locked the door behind him and went back to the garden. From amongst the jasmines, Damascus roses and spring narcissus the Samarghandi girl appeared holding a goblet of wine in her hand. She embraced the scholar Omar Khayyam who sang:
"O, the wine-bearer! How long must we engage in world's affaires for?
Whether dealt with one problem or a hundred thousand, we will all turn into dust after death.
Life is like a short passing wind, so keep the wine goblets coming"
Samarghandian girl entered the hall and played the harp on Khayyam's request. The scholar Omar Khayyam passed another happy night and went to bed with his Samarghandi beauty. Once silence prevailed over the garden and the pleasant cold breeze of Neyshapoor began to caress the leaves and branches, creating a beautiful and tranquil tune, four bearded grim-faced men climbed down the garden's wall and quietly entered into Khayyam's bedroom. They held Khayyam's and the Samarghandi girl's hand and feet and placed pillows on their faces. Minutes later Khayyam and Zohreh gave up their lives. The grim-faced Arabs left the garden, while chanting verses of Qoran, heading directly towards the
mosque in time for the morning prayers. Neyshapoor was quiet; somewhat sad. The city was asleep and the prayer queues were empty. Soon after, it began to drizzle. The sky then grieved for Khayyam with a heavy downfall.
1 - The ridiculous people of our country (in Persian)
2 - Schiism in Iran (in Persian)
A few comic sketches written when he was 17 and banned after they were published.
Historic research on the fight the Persian people carried on against the Muslim invasion by creating a political movement named schiism which was diverted for centuries by religious and political leaders ... in order to obtain power, the last one was diverted by KHOMEINI.
4 - Yes indeed, that's the way it was, brother (translated from Persian into Arabic) Speech of Ali SHARIATI
3 - The master of the Revolution (in Arabic) Analysis of Ali SHARIATI's ideas and character who, after he got his DEUG of Sociology degree, went to Iran and played a rather important role to Islamize Iranian youth and society and lead them towards a Revolution the ayatollahs look advantage of.
5 - Islam without moulla! (in Persian)
Historic research on the appearance of the Islamic
clergy.
Collection of documents about a people's
6 - Where is my gun ? (in Arabic)
resistance against Nazi fascism.
Book by KAVAKEBI translated from Arabic.
7 - Religious despotism (in Persian)
8 - Higher than Ali SHARIATI (in Persian)
9 - When liberty is beat up ? (in Persian) Four articles about liberty in Iran, written in the papers.
Review about Islamization of the Iranian people by Ali SHARIATI's ideas and encouragement of the intellectual people to work toward the way of rationalism rather than religion.
10 - Women : stand up for your liberty! (in Persian)
11 - And he also left (in Persian)
Very profound explanation of what Muslim women went through for several centuries, taking Koran verses in to account.
Written work in memory of a great master.
Analysis of the reactionary ideas of the ayatollahs and proposition of a renewal of the thought of the Muslim people.
12 - Edjtehad : renewal of the thought (in Persian)
13 - From Mitra to Mohamad (in Persian) Historic research on religions and rational ideas. 14 - Religion and Rationalism (in Persian)
Historic analysis of the fights between secularism
and religion...
Research on the poems of the Islam prophet which were collected several years after his death and named Koran.
15 - Koran, poetry in Persian style (in Persian)
16 - History of histories (in Persian)
18 - Discussion with History (in Persian)
Play on the idea of the world creation. 17 - A mission for Sammad (in Persian) Comic play paying tribute to great Persian filmmaker Parviz SAYYAD.
Discussions with General GHARABAGHI, former chief of administrative staff of the Iran Shah, Ari BENMENACHEH, leader of a MOUSSAD group, BAZARGHAN, Prime Minister of Iran, YAZDI, former Iranian Minister of Foreign Affairs, FOROUHAR, former Iranian Minister of Labour, savagely murdered last year, professor ASSEMI, chief of Tajikestan Academy, murdered in 1997, Roger HERNU, President of a Masonic lodge in France and General Henri PARIS.
Two speeches for two conferences in Washington and Tajikestan.
19 - History of the Persian people and national identity (in Persian)
20 - Citizen (in Persian)
Comic play which has guessed the 7th presidential elections in Iran where a conflict between ayatollahs was beginning
21 - Terrorism et neo-colonialism (in Persian)
22 - Pen, my love (yes indeed, that's the way it was, brother) (in Persian)
Conference given in Los Angeles in 1997 where acts of terrorism of the Islamic Republic were unmasked.
Forty articles from Hassan ABBASI published in international newspapers and forty articles written about him when he was 40. (1997).
Scenario on the life of Cyrus and his son who married Esther.
23 – Esther : Queen of the Persian Empire (in Persian)
24 - I dreamed of God, he was crying like a baby (in Persian)
25 - Book of ERCHAD (in Persian)
Book which defends the kindness and innocence of God and unmasks the demagogy of the clergy and religious leader.
Collection of 50 numbers of ERCHAD newspaper. 26 - Book of Homa (in French)
27 - Book of Share-Farang (in Persian)
Collection of 11 numbers of monthly Homa, the letter of the Persian secular writers.
Collection of 10 numbers of monthly ShareFarang.
29 - Esther and the Persian King (in Persian) Scenario on the appearance of Esther in Persian
28 - I dreamed of God, he was crying like a baby (in French)
monarchy...
Scenario about the success and failures of Iranian expatriates after the Islamic Revolution.
30 - Meeting in Paris (in Persian)
31 - Regret of KHOMEINI!? (in French)
32 - The secrets of Islam (in French)
Biography of Hassan ABBASI, existence of several Islams, proposition of a Protestantist Islam turned towards secularism and last days of KHOMElNI who was in love with his daughterin-law and wrote many poems for her.
New research on the poems of the Islam prophet which were compiled after his death and were called Koran.
Interviews of Hassan ABBASI on the air of radio "Ici et Maintenant" with General Henri PARIS, Roger HERNU, Daniel GELIN, BAZARGHAN, Ari BENMENACHEH, FOROUHAR.
33 - Seven interviews (in French, in the process of being published)
34 - Persia : 7000 years of civilisation (in French)
35 - I dreamed of God, he was crying like a baby (in English)
Collection of thoughts on Persian philosophy, culture, civilisation and literature since 7000 years.
36 - History of 7000th year's Revolution (in Persian)
Explanation of the Islamic Revolution which, as a
matter of fact, was the Revolution of the English against the interests of the Americans in Iran. Once the Iran Shah had gone away from the English and come near the Americans, moreover, he had cancer, the
37 - Medium (in Persian)
English had been able to take advantage of the naiveté of the Americans to replace the Iran Shah by KHOMEINI.
Scenario about the tear of families.
Interview made in 1983 with the son-in-law of the Iranian spiritual guide, who was also the master of this guide, where he issued a fatwa against all leaders of the Islamic Republic.
38 - An interview with Sheik Ali TEHERANI (in Persian)
39 - Terror in Paris (in Persian)
40 - Ayyne A VEST A (in Persian)
Scenario about political murders in France.
Historic research on AVESTA and
41 - History of the Saviour and beauty of Kashmir
ZARATUSTRA.
Play about the life of Jesus and his trips to Egypt, Persia, India and Kashmir where he had learned medicine, pharmacy...
This pocket calendar has been published since 1994 and is distributed everywhere in the world.
42 - Persian calendar, 7000 years (in French, Persian, English, Arabic)
43 - HAFIZ, the shrewd man of Shiraz (in Persian, in the process of being published)
44 - Women in Islam (in French)
Research on the life and adventures of a great Persian poet.
Research on the situation of the woman, specially in the Koran, treated like an object or a slave, who has to submit to man's wishes.
46 - Candidate at the 7th presidential elections, why ? (in Persian)
45 - BAZARGHAN's will (in Persian) Mehdi BAZARGHAN, Iranian Prime Minister after the Revolution, confides in Mister ABBASI a few weeks before his death and confesses that, after more than a half century of fight for political Islam, Islam cannot teach us how to run the country.
Hassan ABBASI was a candidate at the 7th presidential elections in Iran after Iranian people appointed him, in an opinion poll, on a U.S. radio, as the 6th right-hand man. He published 10 principles; the first one was the replacement of an Islamic Republic by a secular Republic. Although he was an official candidate after he obtained his registration certificate, he was not allowed to go back home. A few of his principles were borrowed by KHATAMI...
47- Islam, Politics and Islamic Protestantism 48- Belonging to AVESTA! A set of articles written by Siyavash AVESTA in two recent
years and published in "Nimrooz" weekly. 49-Several television programs (Mehr) each of them has a new subject. The list of the programs can be seen on internet: http// mehrtv. Avairan.com 50- Two thousands hours radio programs by Syavash AVESTA(Hasan Abbasi) are available in Persian and French. Those interested people can order it for four euros per hour. Siyavashavesta@ hotmail.com
61- Ayyne AVESTA, Iran's 7000 years civilization background – 19 $
51 to 60- Arian Mitraic calendar, 7000 years. Nine volume of this calendar from 7017 to 7025 Arian Mitraic is one of the most important indications of honour for Arians all around the world. The price of each volume is five $.
Attention: In order to have each of these books please put the money in pocket and send it by registered post or call us to find a suitable solution.
Hasan ABBASI 66Av. Champs Elysees 75008 PARIS. France Fax: 331-45612112 www. Aria 7000.com
And... 2500 hours of radio & TV (Mehr) broadcast on the FM, "Ici et Maintenant" (in French and Persian).
Khayyam and this Worn out World
Siavosh AVESTA
Khayyam and this Worn out World | <urn:uuid:4cb492b5-cd83-400e-83a7-d952b4745bfa> | CC-MAIN-2018-47 | http://www.avairan.com/omar-khayyam.pdf | 2018-11-19T15:09:51Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00328.warc.gz | 387,601,282 | 24,642 | eng_Latn | eng_Latn | 0.989943 | eng_Latn | 0.999399 | [
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Organisation's Name:
City Montessori School
Organisation's Location: Lucknow, India
Organisation's Website: http://www.cmseducation.org
Description of specific project, practice, or technique
City Montessori School or CMS as it is popularly known, is listed in the Guinness Book as world's largest school by pupil with current enrolment of over 45,000 students. It is also world's first and only school to be honoured with the UNESCO Prize for Peace Education (in the year 2002).
In tandem with the UNESCO's Preamble, "Since war begins in the minds of men it is in the mind of man that the seeds of peace need to be planted.
CMS has an extensive peace education program that aims at implanting the seeds of peace in the minds of children at a young age. The efforts of CMS are not just limited to theory. In 1999, India and Pakistan fought a bloody war in Kashmir in which thousands were killed. Jingoistic passions were running high in both the countries. Alarmed at this sudden change in the behaviour of CMS students, the school waited for some time for passions to cool down and then at the end of 2001, asked it floated a Indo-Pak Children's Friendship Club called 'Aao Dosti Karein' (meaning 'Come Let's Be Friends').
This CMS peace initiative aims to facilitate direct person-to-person contact between children of India and Pakistan in the belief that it is only through such interaction that we can help remove misunderstandings and misgivings between the people of two countries. This letter exchange is like sowing the seeds of peace in the minds of children, which in time to come shall bloom and lead to a better future for children of both the countries.
To begin with, 3,000 CMS students wrote letters to Pakistani students asking them to be friends. Students of five Pakistani schools responded and the letter exchange program that began is still continuing. Over 20,000 letters have been exchanged under this program with most participants expressing a heartfelt desire for peace between the two antagonistic nuclear-armed nations. Incidentally, this letter exchange led to exchange visits between teams from India and Pakistan to participate in various events being organized across the border. Extracts from some of these letters can be read at http://www.cms.education.org/aaodostikarein A few of them are quoted below:
Deep down, in the hearts of every Pakistani, there is a feeling of love and gratitude for Indians, but it is only the meaningless issues that have kept the existent relationship between us. Indians are part of most Pakistani's everyday life, as most of us enjoy watching the Indian Dramas and Films. In fact, I personally like the Indian heroes – Sachin Tendulkar, Zaheer Khan and Amitabh, being my favourite ones. We have got to sit together and decide every issue very peacefully so that we can once again be what we were!
— Shabir Jafri, XI-C, Habib Public School, Karachi, Pakistan replying to Ankit Kumar, XI-4 of CMS Mahanagar Branch
I never thought that our Indian friends will ever extend a hand of friendship with Pakistani children. I can assure you that this issue will surely lead to desirable consequences if we strive to pursue it wholeheartedly with a conviction that we will make an effort to resolve this issue earnestly.
— Shahrukh Tariq, XI-B, Habib Public School, Karachi, Pakistan replying to Sonal Srivastava, XI-C of CMS Gomtinagar Branch
As a Pakistani student I was delighted when your letter was handed over to me. The idea of promoting peace through such an initiative is remarkable. — Naweed Jessani, XI-C, Habib Public School, Karachi, Pakistan replying to Neelam Mathur, XI-4 of CMS Mahanagar Branch
To be honest I am very impressed about this effort of the people on your side and I fully support this peace campaign as war surely leads only to destruction and hatred. I hope that this effort continues and our countries come to peaceful terms.
— Syed Ibad Hyder, XI, Habib Public School, Karachi, Pakistan replying to Anushree Singh, XI-B of CMS Gomtinagar Branch
This effort you have started is very good and I think both our countries need to shake hands and resolve hostilities. I think this effort should be continued and I'm hoping to receive more letters from you.
— Jawad Kamani, XI-A, Habib Public School, Karachi, Pakistan replying to Rusha Chaudhuri, XI-4 of CMS Mahanagar Branch
Despite our individual likes and dislikes, we all belong to the sect of humanity. The hue of our blood speaks of our oneness & solidarity. The international boundaries made by man should not hamper the mental state equality and brotherhood that is the natural gift of God to man. The unethical postulates of religious fanaticism and immoral invocation should be checked from blemishing the lines of our unity. Let us discover our long lost oneness and establish a bond of friendship. It is high time we realize the intensity of the possible partition lest we choke ourselves to death & distress.
— Sana Aslam, XI, Karachi High School, Karachi, Pakistan replying to Bhavesh Goel, XI of CMS Gomti Nagar Branch
It is high time we realize and also make our elders realize that a war is not the only solution to our problems. All my classmates also agree that love and unity should prevail among the residents of the two neighbouring countries.
— Yasir Nasir, XI-O, Karachi High School, Karachi, Pakistan replying to Rohan Agarwal, XI-O of CMS Mahanagar Branch
In the case of peace and harmony in our countries I would like to say that I am extremely pleased that you took the first step to remove all sorts of hatred and misunderstanding between our countries.
— Umair Arif, XI-O, Karachi High School, Karachi, Pakistan replying to Vishnu Kumar Katra, XI-A of CMS Station Road Branch
I received your letter and was excited as well as pleased to find out that we share similar thoughts.
— Usman Ghani, VIII Beaconhouse School System, Lahore, Pakistan Replying to Kumar Utkarsh, VIII B, CMS , Indira Nagar Branch Information on organisation or agency including history and scope of its work: City Montessori School or CMS was established in 1959 in a rented a premises and on a borrowed capital of US$ 10 by a husband and wife team of two young and dedicated social workers committed to Gandhian ideals of non-violence and social transformation through education.
The founders, Jagdish and his wife Bharti Gandhi were committed to the ideal of world unity and therefore chose as the school motto the words 'Jai Jagat' (meaning hail the world) the clarion call of Saint Vinoba Bhave, Mahatma Gandhi's favourite disciple.
The school began with only five students on roll but the school's educational philosophy and approach led more and more parents to send their children to CMS and the school's student strength kept growing. Since 1999, CMS has been listed in the Guiness Book as world's largest school by pupil with the student strength growing every year.
CMS has an extensive program to inculcate globalism and world citizen citizenship in children. As part of this the school organizes 30 international events regularly most of them every year, some of them every second year. Thousands of children from all over India and across the world come
to participate in these events and are exposed to CMS philosophy of peace and co-existence. Besides CMS also sends hundreds of CMS students to participate in events in other countries thus giving them a chance to experience cross-cultural interaction.
There have been several instances where schools have gone back and organized similar events in their school thus promoting the CMS values and efforts. These schools are in countries like Pakistan, Australia, Sri Lanka, Nepal and Bangladesh.
Another unique CMS contribution happened when CMS founder Jagdish Gandhi visited Japan in 1993 and learned about the concept of Quality Circles that are used in manufacturing and servicing industries to constantly improve quality. He came back to Lucknow and introduced the idea of Student Quality Control Circles (SQCC) in CMS. Thus was born world's first SQCC Jai Jagat that was hailed at the National Convention of Quality Control Circles (NCQCC) in December 1993.
NCQCC recommended that SQCC Jai Jagat present its case study 'How to excel in examinations' at the International Convention of Quality Control Circles to be held in Hong Kong in 1994. There too SQCC Jai Jagt won laurels and was awarded 'Outstanding Case Study'. The SQCC movement took deep roots and swiftly spread to many countries. Today a World Council for Total Quality and Excellence in Education (WCTQEE) has been established with chapters in more than two dozen countries. Many internationally known Quality Gurus like Don Dewar, Dallas Blakenship, Richard Ennals, Andre Lim, David Hutchins etc. adorn the Board of Directors of WCTQEE.
Describe the context in which the organisation works, analyse the conflict, and indicate how this analysis has influenced the peacebuilding work of the organisation:
CMS was founded as an experiment in social transformation through education. Based in Lucknow, a city in northern India with roughly equal number of Hindus and Muslims, the area has been notorious for sectarian violence.
At CMS, every school day begins with an all religion prayer in which all children participate i.e. children of one religion also render prayers in the mode of other religions. This inculcates tolerance and respect for other religions in them. Over a fifty-year period this has resulted in a sea change in the attitude of people so much so that ever since the establishment of CMS there has been not a single case of Hindu-Muslim violence in Lucknow. Stories of social impact of CMS have been published in numerous international and national publications and can be read at http://cmseducation.org/cmseduimpact/int_acc.htm
In order to generate awareness for peace, tolerance and coexistence, CMS staff and students regularly take out peace marches particularly at times when religious or sectarian situation becomes tense. Sometimes even the district administration has approached the school for help to clam down tense situation by taking out peace marches. This reflects the effectiveness and sincerity of the school's approach to not only preaching peace but practicing it as well.
The CMS approach is to work for world unity since the fruit of world peace can only grow on the tree of world unity. The basis of world unity are the over two billion children of the world who are the common denominator for all the countries of the world and whose future can no longer be ignored by any country. They have become progressively threatened due to global warming and climate change, international terrorism and the ever-present threat of a nuclear war. Through education, CMS is trying to change the mind-set of children, parents and the society at large.
In order to sensitize the people at large about the CMS philosophy, among other things, every year CMS takes out a tableau in the annual Republic Day parade at Lucknow. The theme of every CMS tableau is the CMS philosophy of Vasudhaiva Kutambakam i.e. 'The world is but one country and mankind its citizens'. Over the years, 30 out of 35 times, CMS tableau has won the first prize for its thematic content and aesthetic presentation.
The peacebuilding efforts of CMS happen at local and international levels. At the local level awareness for peace is raised through peace marches, various competitions for children and the CMS tableau at the annual Republic Day Parade. At the international level, it takes place through the 32 international events that organizes regularly, including the annual International Conference of Chief Justices of the World that has been organized since 2002 with the aim of building global public opinion in favour of world peace and world unity. Over the years a total of 484 Chief Justices and Judges from 484 countries have attended this event and have endorsed the CMS agenda of world unity and world peace.
A highlight of the Chief Justices' Conference is the 'Children's Appeal to World Judiciary' to safeguard their future from the threat of global warming and climate change, eco-disasters and the ever present threat of nuclear war. At the conference there are several sessions where participating Chief Justices and Judges interact with the students.
Impact of the organisation or agency's work, including credible policy and advocacy influence that contributes toward peace:
CMS began in 1959 with only five students on roll but today has over 45,000 students. The school organizes 30 international events regularly all of which aim to promote awareness of world unity and world peace. Over the years, more than fifty thousand participants have attended these events, a tenth of them foreigners. All of them imbibed CMS message of world unity and world peace and many of the participating schools started similar peace-based-events in their country.
Amongst the many peace initiatives of CMS are the Indo-Pak Friendship Club, the International Conference of Chief Justices of the World, the peace petition to the then UN Secretary General Kofi Annan on which CMS students collected nearly 100,000 signatures, frequent peace marches and numerous peace based painting and poem competitions etc.
Tell us a story about this organisation or agency's peace work:
The most famous story related to the peace activity of CMS happened in early 1990s. At Ayodhya, an ancient temple town about 100 kilometres from Lucknow, there was an old structure that was claimed by Hindus to be a temple while the Muslims claimed it was a mosque. A legal battle had been going on the issue for decades till in October 1990, an extremist Hindu mob forcibly pulled down the structure, violence between Hindus and Muslims broke out all over northern India. Since Lucknow had roughly 60-40% of Hindu and Muslim population - and most of the local police force had been sent to Ayodhya to control the situation there, a panicky local administration approached CMS management who agreed to help out. CMS staff and students took out peace marches throughout the city and a Jeep leading the procession on which appeals to maintain peace were being broadcast and songs of religious harmony being played. Miraculously, Lucknow did not witness a single incident of violence (see http://www.peacedirect.org/wp-content/uploads/War-Prevention-Works.pdf and http://www.peoplebuildingpeace.org/thestories/article.php?id=98&typ=theme) | <urn:uuid:b4bb8eef-8328-4aa2-85c3-b87c513a02c9> | CC-MAIN-2018-47 | http://api.ning.com/files/6LjPLZ8wv3edlHvmDdWSalIyRMeFNYCQ5XuwMXT6W53cXH1G5qxssduH-VTqkGY1OlYCoAbz7vVQncI4avlkJNbAtsRnU0eW/CityMontessoriSchool.pdf | 2018-11-19T16:34:19Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00327.warc.gz | 20,121,602 | 3,019 | eng_Latn | eng_Latn | 0.998158 | eng_Latn | 0.998229 | [
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SOUTH CAROLINA SCIENCE ACADEMIC STANDARDS
Bi iol logy
South Carolina Department of Education Columbia, South Carolina
November 2005
See Standards Support Documents at https://www.ed.sc.gov/apps/cso/standards/supdocs_hs.cfm?
Biology Overview
The biology standards provide students with a basic knowledge of living organisms and the interaction of these organisms with the natural world. The standards establish the scientific inquiry skills and core content for all biology courses in South Carolina schools. Biology courses should serve as the foundation for higher-level science courses and should give students the science skills necessary for life science–related technical careers.
Teachers, schools, and districts should use these standards to make decisions concerning the structure and content of Biology 1 and Applied Biology 1 and 2. Educators must also determine how all biology courses in their schools, as well as individual classes, may go beyond the standards. These decisions will involve choices regarding additional content, activities, and learning strategies and will depend on the objectives of the particular courses. All biology courses must include inquiry-based instruction, allowing students to engage in problem solving, decision making, critical thinking, and applied learning.
All biology courses are laboratory courses (minimum of 30 percent hands-on investigation). Biology laboratories will need to be stocked with all of the materials and apparatuses necessary to complete investigations.
The standards in the biology core area will be the basis for the development of the items on the state-required end-of-course examination for Biology 1 and Applied Biology 2. The skills and tools listed in the scientific inquiry sections will be assessed independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a knowledge of the use of tools—in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in appendix A, which teachers are urged to print out and keep as a ready reference.
Scientific Inquiry
The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their earlier grade levels. A table of the K–12 scientific inquiry standards and indicators is provided in appendix A.
Standard B-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.
Indicators
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
Standard B-2: The student will demonstrate an understanding of the structure and function of cells and their organelles.
Indicators
B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).
B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).
B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.
B-2.4 Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).
B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.
B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).
Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living systems.
Indicators
B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.
B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.
B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).
B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values.
B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body.
B-3.6 Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).
Standard B-4: The student will demonstrate an understanding of the molecular basis of heredity.
Indicators
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation).
B-4.5 Summarize the characteristics of the phases of meiosis I and II.
B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance).
B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel's principles of genetics.
B-4.8 Compare the consequences of mutations in body cells with those in gametes.
B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.
Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.
Indicators
B-5.1 Summarize the process of natural selection.
B-5.2 Explain how genetic processes result in the continuity of life-forms over time.
B-5.3 Explain how diversity within a species increases the chances of its survival.
B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.
B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.
B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.
B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.
Standard B-6:
BIOLOGY
The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.
Indicators
B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.
B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).
B-6.3 Illustrate the processes of succession in ecosystems.
B-6.4 Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water).
B-6.5 Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients).
B-6.6 Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth. | <urn:uuid:1bdb094a-5452-4412-a35a-bde0ef086755> | CC-MAIN-2018-47 | http://pickens.ss10.sharpschool.com/UserFiles/Servers/Server_137456/File/Parents/Academic%20Resources/Curriculum%20Overviews/Biology%20Stds%20for%20Teachers.pdf | 2018-11-19T15:51:45Z | crawl-data/CC-MAIN-2018-47/segments/1542039745800.94/warc/CC-MAIN-20181119150816-20181119172816-00328.warc.gz | 272,221,079 | 1,951 | eng_Latn | eng_Latn | 0.90481 | eng_Latn | 0.988611 | [
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Equations of Straight Lines
Contents
Prerequisites
None.
Notes
None.
Document History
1 The General Equation of a Straight Line
(Almost!) Every straight line can be represented by the equation
where m represents the gradient (or the steepness) of the line, and c represents what is known as the y-intercept (the place on the y-axis that the line goes through). Check out Figure 1.
In Figure 2 I'm comparing the equation
with the general equation of a straight line, (1):
Figure 2: Comapring the straight line y = 1 2 x + 1 with the general equation
and by doing this comparison, you can see that the gradient (the m) of this line must be 1 2 , and the y-intercept (the c) must be 1. And that tallies with the graph in Figure 1: the line passes through the point where y = 1 on the y-axis.
Alright. Now the topic of this set of notes is: given certain information, how do we find the equation of a line? And what sort of information would we need?
It turns out that you can find the equation of a line if you know two things about it. And those two things can be
* the gradient, and the coordinates of a single point, or
* the coordinates of two points.
2 When You Know the Gradient and a Point
Let's take an example, and see if you can understand how this works. Let's say that we were given the following information about a line:
* it's gradient is 2
* it goes through the point (1, −1).
Figure 3 sums up this information.
The red dot shows us that the line goes through the point (1, −1), and we can tell that the gradient is 2 because, for example, if you start at the point (1, −1), then as you slide up the graph for each 1 you go to the right, you go 2 up.
OK, so how do we work out the equation of this line? Well, going back to the general equation of a straight line (1), we need to find the m and the c. Hang on - we know the m already! The m represents the gradient, and we know the gradient of this line! It's 2! Right, so we can write the equation of this line so far as
and all we need to do now is to find the c.
But how do we do that?
Well, there are several ways. Because this is Maths, you might expect that there's an equation to learn. And indeed there is. I'll look at that later. But my favourite method is to use a bit of reason. Let's have a bit of a digression, and go over the idea.
A short digression...
What does the equation of a line tell you about the line? Well, it tells you the relationship between the x and y coordinates of any point on the line.
For example, looking back to the graph in Figure 1, we can see that there are several points marked with red dots on the line. Let's take one of them. Say we took the point (4, 3). Now remember that the equation of this line was y = 1 2 x + 1. So if the point (4 , 3) lies on this line, then the equation should work for those values of x and y, shouldn't it? Let's try it: if we put x = 4 and y = 3 into the equation of the line,
and yes! It works!
Let's try another point, say (0, 1):
and that works too!
But if we were to try a point that doesn't lie on the line, (5, 2), say, then
2.1 Method 1: A Bit of Logic
So my big idea is to use the equation of the line to our advantage! Here's my method. Remember that so far, in figuring out the equation of our unknown line, we have got as far as
and we're trying to find the c. But the thing is, we know one of the points on the line! We were told that (1, −1) lies on this line! So the equation (2) must work for this point! In other words, if we insert x = 1 and y = −1 into equation (2), the equation should work! Let's do it:
and this enables us to find c: first simplify the right-hand side:
and then subtract 2 from each side:
and we have found our c. So the equation for our line is
2.2 Test 1
Find the equation of a line where:
* it's gradient is −1
* it goes through the point (3, 3).
Figure 4 sums up this information.
y
2.3 Test 1 Answer
The general equation of a straight line is
and we're trying to find the m and the c. But we know the gradient (the m) is −1, so we can put that into our equation:
And we also know one of the points on the line! We were told that (3, 3) lies on this line! So the above equation must work for this point! In other words, if we insert x = 3 and y = 3 into this equation, the equation should work! Let's do it:
and this enables us to find c: add 3 to each side:
and we have found our c. So the equation for our line is
2.4 Test 2
Find the equation of a line where:
* it's gradient is 3
* it goes through the point (2, 0).
Figure 5 sums up this information.
2.5 Test 2 Answer
The general equation of a straight line is
and we're trying to find the m and the c. But we know the gradient (the m) is 3, so we can put that into our equation:
And we also know one of the points on the line! We were told that (2, 0) lies on this line! So the above equation must work for this point! In other words, if we insert x = 2 and y = 0 into this equation, the equation should work! Let's do it:
and this enables us to find c: simplify the right-hand side:
and subtract 6 from each side:
and we have found our c. So the equation for our line is
2.6 Method 2: An Equation to Remember
I prefer my method for finding the c in the equations of straight lines because it emphasises the ideas behind what equations of lines represent. And it also means that I don't have to remember anything. I can work stuffout using my understanding of the situation.
However, if you are one of those people who prefer to remember formulas, and you don't care whether you understand the thing or not, here's the formula to learn to find the equation of a straight line if you have the gradient, and you know the coordinates of a point on the line:
Let's see how Test 1 and Test 2 can be answered using this formula.
2.7 Test 1 Answer Reprise
Well, if you know that the gradient of the line you want is −1, and it goes through the point (3, 3), we just shove all this stuffinto the equation:
So, putting the numbers in:
Now, multiplying out the brackets on the right-hand side we get:
and then adding 3 to both sides we get
2.8 Test 2 Answer Reprise
Well, if you know that the gradient of the line you want is 3, and it goes through the point (2, 0), we just shove all this stuffinto the equation:
So, putting the numbers in:
Now, multiplying out the brackets on the right-hand side we get:
and simplifying the left-hand side we get
3 When You Know Two Points
Now if you don't know the gradient, but instead you know two points on the line, then you find the gradient using the two points. Let's say that you knew that the line goes through the points (0, 1) and (4, 3). See Figure 7.
-1
Figure 7: Two points can define a line
To find the gradient of the line joining these points, you draw a triangle underneath the points, as shown in Figure 8, and then you find the lengths of the horizontal and vertical sides. They are shown
y
x
-1
Figure 8: How to find the gradient
in Figure 8 by the distances ∆x and ∆y respectively 1 . And what you do with those lengths is this:
And in this example, looking at Figure 8 again, ∆y = 2 and ∆x = 4 so
And of course now that we know the gradient and a point (we actually know two points, but one is enough now!) then we can use the ideas of Section 2 to work out the equation of the line.
1By the way, the ∆symbol is often used in maths and science to denote "the change in", as it does here. So ∆y means "the change in y".
10
Here's another example. Let's say that you knew that a line goes through the points (1, 2) and (4, 1). See Figure 9.
x
To find the gradient of the line joining these points, you draw a triangle underneath the points, as shown in Figure 10, and then you find the lengths of the horizontal and vertical sides. They are shown
in Figure 10 by the distances ∆x and ∆y respectively. And what you do with those lengths is this:
And in this example, looking at Figure 10 again, ∆y = −1 (because it's a downhill slope as x increases) and ∆x = 3 so
And of course now that we know the gradient and a point (we actually know two points, but one is enough now!) then we can use the ideas of Section 2 to work out the equation of the line.
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Solutions and Recommendations
For most North Americans it is simply not possible to avoid canned food and beverages. This is particularly true for low-income people who are more reliant on non-perishable canned goods. With the recent recession, more and more people have had to rely on canned good from food banks. Companies that produce BPA, companies that use it in food and beverage containers, and companies that sell these products need to aggressively research and implement safer solutions to BPA packaging. We have a right to safe products.
What Product Manufacturers Can Do
Canned goods manufacturers, producers, and retailers can play an important role in making the transition to safer products and promoting greener jobs.
As we have shown, contaminated food is sold on the shelves of all retailers, large and small, in products made by leading companies. Canned good producers should work with can manufacturers to ensure new technologies work with their food products, with the purpose of finding safe, effective can linings made without BPA or other hormone disrupting or otherwise harmful chemicals.
What Can Makers Can Do
Can makers and can lining makers should continue the research that is underway to identify an effective can lining that protects food from microbes and toxic contaminants. We recommend continued aggressive research utilizing green chemistry principles, which guide design of chemical products and processes to reduce or eliminate the use or generation of hazardous substances. 72
What Retailers Can Do
Retailers should continue to ask both private label and brand name manufacturers to develop and implement safer solutions to BPA linings, and to phase out BPA can linings in as quickly as possible.
What Shareholders Can Do
Shareholders in these publicly traded companies can engage in dialogue with companies, introduce and vote for resolutions that require companies to develop a plan to phase out BPA, and require companies to report their progress publicly.
What Government Can Do
Government entities should help drive this product sector transformation by expanding laws restricting use of BPA in
"Every day, consumers rely on household products that contain thousands of chemicals. The American public expects the federal government to do all it can to ensure these chemicals are safe before they reach the market."
Senator Frank Lautenberg (D-NJ)
baby bottles and sippy cups, prohibiting the use of BPA in canned goods, and providing funding for research into safer alternatives to BPA and other harmful chemicals.
At the same time, federal and state governments should take action to address other sources of exposure to toxic chemicals in household products, such as water cooler containers and thermal receipt paper.
In addition to restricting the use of BPA specifically, state and federal governments must significantly improve the overall framework for managing all chemicals. BPA has become the ubiquitous problem that it is today in part because federal laws and regulations fail to require information about a chemical's toxicity to ensure chemicals are safe before they are allowed into the marketplace. Moreover,
|
|
current laws, including the Toxic Substances Control Act (TSCA), which grants EPA limited authority to address toxic chemicals in the environment, and Food and Drug laws, which include FDA's Food Contact Notification program and petition-and-review of chemicals, provide insufficient authority for government agencies to take action when information about products and chemicals comes to light.
Therefore, in addition to restricting the use of bisphenol A specifically, state and federal governments must significantly improve the overall framework for managing all chemicals.
* Holding manufacturers responsible for the safety of their chemicals and products. Since TSCA was adopted in 1976, EPA has only required testing of only a few hundred of the more than 60,000 chemicals that were on the market at the time. Those chemicals still constitute the majority of chemicals in commerce today. Companies should be required to provide full information about the impact their chemicals can have on the environment and our health, including whether or not those chemicals mimic or block the effects of human hormones.
Real reforms are needed, including:
* Taking immediate action on the most dangerous chemicals. Persistent, bioaccumulative toxicants (PBTs) are uniquely hazardous. Any such chemical to which people could be exposed should be phased out of commerce. Exposure to other toxic chemicals, such as formaldehyde, that have already been extensively studied, should be reduced to the maximum extent feasible.
* Using the best science to ensure all people, especially vulnerable and sensitive groups, are protected. Sensitive, vulnerable, and overburdened populations include children, pregnant women and their fetuses, workers, people of color, people with low incomes and indigenous communities. These people bear the highest costs of toxic chemical exposures. EPA and other state and federal agencies should revise how they assess risk, and expand development and use of information gathered through testing human blood, urine and hair samples, to reduce the burden now placed on these populations.
What Individuals Can Do
Canned food can play a significant role in contaminating people with BPA at levels linked to health problems in laboratory animals. The solution must be sustainable, non-toxic packaging. Metal cans are easily recyclable, so for manufacturers, identifying and using safer can linings is an obvious need. In the meantime, there are actions that individuals can take to help prevent their personal exposure to BPA in packaged goods. No option is a no-impact option, and we all have to work with financial constraints and limited access. When choosing from the range of options to limit BPA exposure, consider:
|
are much less expensive than canned and can be cooked and frozen in advance to make meal preparation nearly as simple as using canned beans.)
* Choose fresh foods (preferably local and sustainably grown) whenever possible, followed by dried or frozen products over canned goods. (Dried beans, for example,
* For room temperature packaged products, try to choose products in glass jars when available (such as tomato sauce), followed by aseptic (boxed) packaging or less toxic plastics. Keep in mind that we don't know enough about unlabeled additives in even "safer" plastics, which can be identified by the recycling numbers 1, 2, 4 and 5, but we do know that #3 plastic, polyvinyl chloride (PVC), has a toxic lifecycle, as does #6, polystyrene (PS). #7 plastics that are polycarbonate (hard, clear plastics, sometimes with a "PC" near the recycling triangle) should also be avoided, since BPA is the building block of polycarbonate plastics.
Canned food can play a significant role in contaminating people with BPA at levels linked to health problems in laboratory animals. The solution must be sustainable, non-toxic packaging. | <urn:uuid:a528651e-4243-459c-9e14-a6b7790823d6> | CC-MAIN-2017-39 | http://www.contaminatedwithoutconsent.org/downloads/NoSilverLining-Solutions.pdf | 2017-09-26T10:45:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00350.warc.gz | 411,164,182 | 1,342 | eng_Latn | eng_Latn | 0.996517 | eng_Latn | 0.997332 | [
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Title: Physics and Engineering: Motion by Design
Length of Course:
Full Year (2 semesters; 3 trimesters; 4 quarters)
Subject Area – Discipline:
Laboratory Science ("d") – Physics
CTE Sector:
Engineering and Architecture
CTE Pathway:
Engineering Technology
Grade Level(s): 9-12
Prerequisite(s):
Algebra 1 or IM 1
Course Overview:
In Physics and Engineering: Motion by Design students apply principles of physics and engineering to an iterative cycle of product design. In this year-long, integrated, college-preparatory course, students will develop an understanding of fundamental physics concepts in kinematics, mechanics, mechanical and electromagnetic waves, and electricity/electromagnetism while exploring robotics, computer programming, computer aided design (CAD) and rapid product development. Working individually and in teams, students complete a series of design challenges to develop key skills in computer programming, 3-D modeling software, engineering technology, and physics concepts. The course culminates with competition-ready, semi-autonomous devices presented as marketable products designed to serve a specific purpose in the local community. These projects promote critical thinking, communication, collaboration, creativity and provide a foundation for data collection, analysis, reflection, presentations and technical writing skills. By successfully completing the course, students will be prepared for success in college science and engineering as well as in high-demand careers like automation and advanced manufacturing.
Course Content:
Unit 1 - The Design Process/Kinematics
In this introductory unit students will explore the questions "how do things move?" and "what is motion?" The goal of this unit is for students to develop kinematic concepts of motion and apply this knowledge to a design challenge. In the unit, students will also be introduced to the design cycle that will be used for the remainder of the year as a tool to solve multiple engineering design problems. The design challenge in unit one is to build a device that must accomplish one of the four possible goals: move a specified distance, project an object over a specified range, launch an object vertically a specified height, or stop a moving object at a specified distance. Through this investigation students apply their understanding of kinematics to analyze motion by making measurements and calculations as well as exploring the need for transportation and logistics.
In this introductory unit students will explore the questions "how do things move?" and "what is motion?" The goal of this unit is for students to develop kinematic concepts of motion and apply this knowledge to a design challenge. In the unit, students will also be introduced to the design cycle that will be used for the remainder of the year as a tool to solve multiple engineering design problems. The design challenge in unit one is to build a device that must accomplish one of the four possible goals: move a specified distance, project an object over a specified range, launch an object vertically a specified height, or stop a moving object at a specified distance. Through this investigation students apply their understanding of kinematics to analyze motion by making measurements and calculations as well as exploring the need for transportation and logistics.
Unit 1 - Assignments
A. Important Innovations in Transportation.
Students will create a digital media presentation documenting a significant historical engineering innovation in transportation. Students will research their chosen innovation in the context of history. The presentation will explain the engineering behind the innovation and show how it influenced commerce, travel, warfare, and/or culture.
B. Motion Device Design Challenge
One of the primary goals of this assignment is to ensure students utilize the Engineering Design Cycle. It is imperative that the cycle is emphasized throughout each stage of the unit as students research, design, build, test, and present their final project. The design challenge in unit one is for students to work in teams to build a device demonstrating motion in one of four different ways. Key deliverables in this process are: 1) a scaled, three-view and isometric blueprint of their vehicle. The blueprint must include all relevant measurements of the parts that will make up the vehicle. 2) the prototype vehicle which will be constructed based on the approved blueprints from common classroom/office materials 3) a technical report that includes a description of the action of the vehicle with all appropriate kinematic equations hypothesizing the motion and destination of the object. The technical report must also include a list of vehicle components including costs, and a data table showing the results from testing and the changes that were made to improve the performance of the vehicle. The final testing of the vehicle will take place in a showcase format where teams of students present their development process and the performance of the vehicle to a group of their peers.
**Note: Unit one culminates in the completion of this assignment, but students should be introduced to it towards the beginning of unit one. The work of assignments 3 and 4 then occur concurrently as the unit progresses.
C. One Dimensional Motion
Students will investigate a series of objects moving in one dimension to construct an understanding of kinematics. Basic kinematic equations will be introduced through research and experimentation. Each equation will be dissected and the relationships between distance, velocity, acceleration, and time will be tested using a steel ball placed at various positions on a ramp with alternating inclinations. Velocity tubes and constant velocity vehicles will be used to make measurements and calculations. Ticker tape timers will be used to calculate the freefall acceleration of gravity. Data will be extrapolated and
the relationships will be graphed. Students will apply the concepts developed in this assignment to the analysis of the motion of their vehicles for the design challenge.
D. Projectile Motion
After researching catapults and trebuchets and their design changes throughout history, students will design and fabricate a water-balloon launcher fitted with a device to measure angles. Under controlled tests, they will have to hit a target placed at a specific distance within a specified number of attempts. Data analysis in this assignment will help define design characteristics of the projectile device used in the culminating activity.
Unit 2 - Mechanics (Force and Energy) w/ CAD and 3D Printing
The field of Classical Mechanics deals with the study of bodies in motion, specifically the physical laws that govern bodies under the influence of forces. In this unit the exploration of motion shifts to the question, "what causes something to move?" The design process that was introduced in the first unit will be refined and enhanced as students are introduced to computer aided design (CAD); an essential skill engineers need to design and document their work. Through a series of scaffolded experiences students will investigate Newton's Laws and mechanical work and energy. They will then apply this learning to produce and analyze, using diagrams and physics equations, a 3D printed model of a simple machine. The ideas and assignments developed in unit two will be important for setting the stage for understanding electric motors in unit three.
Unit 2 - Assignments
A. Newton's Laws
The ability to explain, calculate, and apply force and energy concepts will be essential to students' success in this course. In this assignment students are building familiarity with these concepts. Students conduct research on Isaac Newton and his Three Laws of Motion in order to develop a historical context for the study of motion, including the use of free body diagrams to show different forces acting on an object to determine the net force. Students will demonstrate this understanding through a series of practice exercises where they draw free body diagrams and calculate acceleration and force using F=ma. Online simulations are also used to allow students to observe changes to inputs (ex. mass, force, direction) and outputs (ex. acceleration).
Using the vehicle designed in unit one, data will be collected to find the average force and acceleration.
B. Introduction to CAD/ 3D Printing
This assignment introduces the concept of computer-aided design and its uses as a computer technology for design and design documentation . Students use CAD to draw curves and figures in two dimensional (2D) space; or curves, surfaces, and solids in three dimensional (3D) space . In the first activity students measure a circle, draw their circle using a CAD software, add a third dimension to design a cylinder, and finally through a
series of exercises make a simple rotating pulley. Students are also being introduced to additive manufacturing through the use of 3D printers. By researching types of 3D printers and techniques used in 3D printing, students will gain familiarity with additive manufacturing technologies including rapid prototyping, materials, resolution, and the possibilities and limitations of the types of 3D printers that are currently available. Students will print the pulley they designed using CAD software for use in the subsequent block and tackle assignment.
C. Block and Tackle
In this activity teams of students will investigate the physical aspects of a simple multi-part "machine" as a tool that uses energy to perform an intended action or motion. They will build a block and tackle using the pulley designed in the "intro to CAD" assignment. The goal of the activity is to design and build a block and tackle with a specified mechanical advantage that is capable of lifting a weight. Students will use a force scale to measure the input force and also the distances and directions moved (input and output). From these measurements students will calculate work and mechanical advantage, ultimately coming to realize that a simple machine is a device that simply transforms the direction or magnitude of a force .
D. Creating a Simple Machine Model using CAD and 3D Printing
Teams of students will apply their understanding of simple machines and CAD to create a working simple machine model (screw, inclined plane, lever, gear, wheel and axle) of their own design. The students need to follow the steps in the design process to generate their model. This model will be drawn in CAD and printed using a 3D printer. The students will display their model to the class in a gallery walk format that will include having students measure and calculate the mechanical advantage and work of each model. Students will then produce a written peer critique of at least two different models where they evaluate they end-use application.
E. Geneva Wheel
As a culminating assignment, the students will draw and print a working Geneva Wheel, a device that produces intermittent rotary motion through a gear mechanism that transforms continuous rotational input into intermittent rotational output. Through working with gears, students will continue to develop an awareness of the importance of precision and tolerance. Finally, they will appreciate that fabrication "by hand" would involve time, cost and craftsmanship. By utilizing modern engineering technology, students will see the added value of reduced time, lowered cost and increased component precision. To fabricate the Geneva Wheel students will generate three drawings: a base, a crank (input) and a wheel (output), and determine the angles from the number of slots in the wheel. Students will associate Newton's Laws with the motion curves for external slots, and the discontinuity in the acceleration when the drive pin enters and leaves the slot producing an intermittent rotary motion. In addition to the drawing and physical prototype students will also be asked to have a simple technical report that includes key physics and mathematical concepts and calculations related to motion of the Geneva Wheel they designed. The completed Geneva Wheel will be tied in
and utilized in the culminating project for unit three.
Unit 3 - Robotics with Electricity and Electromagnetism
When we merge electricity and motion, we give birth to robotics. Recent technological innovations have allowed access to open-architecture products, generating new solutions to local problems and a new generation of inventors who are producing microprocessor-controlled, semi-autonomous or fully autonomous, servo-based devices to accomplish tasks previously unimaginable. In this unit, students will unite key physics principles, related to electricity and electromagnetism, with robotics; ultimately leading to the design and fabrication of a robotic device that can deliver multiple objects across a teacher-designed course.
Unit 3 - Assignments
A. Crafting the Device Chassis (Design and Build)
In this assignment students are designing a robot that will be capable of carrying objects of various size and weight through a course of multiple turns. To accomplish this, students must accurately parse a specification (in this task the exact challenge parameters and rules are determined by each teacher). Once key characteristics are isolated, students use 3D modeling software to generate a digital sketch of a device chassis. It is recommended that students use industry-standard drivers and handheld fastening tools to construct the device according to the submitted design. As the students build the chassis of the robot they also need to apply physics concepts learned in earlier units including weight, friction, speed and acceleration, mechanical advantage, work, and torque. Once the initial prototype is fabricated, students provide an oral presentation of their chassis' using scaled drawings and field oral/written peer critique. Presenters use Newton's Laws of motion to argue the superiority of their design by identifying relationships between design parameters and how the device implements production efficiency, accelerates using mechanical advantage, and balances the mechanical stress of each union.
B. Testing the Prototype
Students evaluate the quality assurance (QA) component of the design process as it relates to data collection and analysis of a manufacturing cycle by publishing a Quality Control report. Using diagnostic tools within a product's Integrated Development Environment (IDE) or service program, students ensure all components are connected and operate as expected. Additional tests include alternative circuit designs (ranging from adding or reducing resistance to relay operation); and, system power consumption with an emphasis on reducing the instantaneous current demand (where students clearly delineate the difference between instantaneous and stabilized current) created by component activation.The students produce a report which includes tabular data and digital images to authenticate product testing including the impact of torque (calculations must be evident). Critical load areas of the design are analyzed by comparing pre and post-use images of the structural component connections. The manufacturing report will also include inspection stamps, full-color images of each structural joint, a brief summary of the manufacturing process, and recommended changes for a future revision. Any changes to the original design must be articulated using as-built/revised drawings.
C. Coding the Robot
Coding allows engineers to manipulate components to exert a change of state on a device. In this assignment, students will learn how to code their robotic device using industry-standard methodologies and a hardware-defined language. First, students produce pseudo-code (a flowchart) to articulate programmatic operation. The flowchart is the foundation for generating the code used by the device. This flowchart can also be used as a recording document for diagnostic data produced during testing. Within an IDE, students generate a fully documented (comments at each line) computer program using more than two variables, loops, and/or arrays to manipulate a servo-based device. Students synthesize the basic necessities of a device/processor-specific program including: definitions, classes, constants, and variables with each annunciated using device-specific nomenclature.
Integrated instruction focused on light and sound wave models helps finitely limit the range of data produced by IR and Sonar sensors which are identified at specific I/O ports. Instruction in data storage methodologies is essential to ensure students have a range of storage options available for programming. Students will produce code to analyze input data eventually leading to specific navigation sequences and the monitoring of components to ensure continued robot operation.
D. Analyzing Circuits
This assignment draws on fundamental physics principles in electricity and electromagnetism to allow students to analyze component circuitry and input/output data. By the end of this unit, students will have a dynamic device ready to move a payload in the most efficient nature - one which autonomously reacts to its environment using electrical data to adapt to changing tasks. Students will collect data through a variety of tests and address the re-design step in the engineering design cycle to ensure the device performs optimally. Using Ohm's law (V=IR) and the equations for electric power (P=IV), students measure and calculate power consumption and its impact on device performance. Further, using varied loads and plotting current demand, students compare the overall system power capacity under multiple scenarios including low and high-load states (e.g. 10g load versus a 100g load). Students use data collection and analysis to drive alternative methodologies.
Students will research electromagnetism and differences between motor and servo operations which will provide the foundation for data-based prediction and use of I/O data-driven class methods. Students will then determine the components needed to perform the final navigation task of this unit, e.g. integration of the Geneva Wheel as a payload locking/unlocking device. The design process should ultimately guide students through the steps of building, testing, redesigning, and finally demonstrating the finalized device to move the specified payloads (varying in weight and/or dimension) throughout a teacher-defined course in an autonomous state.
Unit 4 - Maker Challenge
The final unit of Physics and Engineering: Motion by Design is a student designed capstone project that serves as a summative assessment of the physics and engineering principles developed over the course of the year-long class. In this "Maker Challenge"
students will work in teams to design and build, or significantly repurpose, a product that will solve a problem, need or want.
As part of the culminating "Maker Challenge," students will identify physics principles as they exist in the world and implement principles of the engineering process that include collaboration, research and analysis, problem solving skills, and design solutions.
Following are suggested competition parameters:
RULES AND CONSTRAINTS:
* Product must be an original creation designed specifically for the Maker Challenge
* Must identify physics and engineering concepts within design solution
* Project must make use of 3D modeling software and 3D printed parts
* Prototype must respond autonomously and selectively through a microprocessor-controlled architecture (example Arduino) to a particular condition or situation – (example: response to light, sound, etc). This response should include either linear or rotational motion to produce a mechanical output.
* Participants must be in teams of 2 – 5 members.
DELIVERABLES:
* Physical Prototype (must include 3D printed parts and an integrated microprocessor)
* Product/Project Description - Digital Content
* Tri-fold Presentation Board (see specifications)
* Demonstration video of no more than 2.5 minutes (submitted via YouTube/SchoolTube)
A. Research and Development
Earlier in the course, students practiced various techniques for idea generation (ex. divergent and convergent tools). In the Maker Challenge, students will be asked to use these techniques to generate a proposal for their maker project. The prompt is specifically open-ended to allow for the expression of 21st century skills including creativity, collaboration, critical thinking, and communication. Based on their proposal, students will conduct research on feasibility, costs, history of the issue, contributing factors, urgency, current technologies in use (what is currently being done to address the issue), and explain how it connects to the principles of physics learned in the previous units.
The brainstorming activity will be an exercise applying divergent and convergent thinking. The improvisation step will be collecting five random items and encouraging the students to come up with several different uses for them. (Ex. a pen could become a warriors sword or a coffee cup could be a megaphone). The second step will be word association. In divergent thinking, students will write down words (Ex. nouns, verbs, adjectives, etc) and put them in different buckets. They will then pull one word from each bucket and
create a sentence. The objective is quantity. In the convergent thinking, students will select the best ideas, check their objectives, and improve the ideas they selected. The objective is quality.
B. Design, Build, Test
Using the iterative design cycle developed in the course, student teams will design and build a working prototype that conforms to the parameters identified above. Students will test the functionality of the product against industry standards and based on the initial round of test results, student groups will redesign their devices. The final maker products will be assessed using a rubric for quality and innovation.
C. Final Presentation
Students will showcase their maker challenge products through a video pitch, a working physical prototype, and a three-sided technical display. This technical display includes four major components: 1) an introduction to the problem being addressed, 2) an explanation of the physics principles involved 3) design specifications and technical drawings (include 3-view and isometric representations preferably CAD-rendered) 4) testing results and justifications of changes made to device (based on initial testing)
Course Materials:
District Approved Physics Text District Approved Engineering Text
Supplemental Instructional Material:
Physics Classroom
http://www.physicsclassroom.com/
PHET Interactive Simulations
http://phet.colorado.edu/en/simulations
Instructables
http://www.instructables.com/id/Geneva-Mechanisms
Robotpark Academy
http://blog.robotpark.com/specialized-mechanisms-geneva-wheel-mechanisms-51026/
Teach Engineering curriculum for K12 teachers
http://www.teachengineering.org/engrdesignprocess.php
Robotic Devices
http://www.vexrobotics.com/
http://curriculum.vexrobotics.com/curriculum
Optional 3D Design Software:
Sketchup
http://www.sketchup.com/
AutoCad
http://www.autodesk.com/
Solidworks
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Meteorology Meteorology
Meteorology word emerged from Greek word meteorologia from meteoros meaning things up above. Meteorology is the study of atmospheric phenomena. This study consists of physics, chemistry, and dynamics of the atmosphere. It also includes many of the direct effects the atmosphere has upon Earth's surface, the oceans, and life in general.
In this course we will study the overall fundamentals of meteorology, a thorough description of atmospheric physics and circulation, air masses, fronts, and meteorological elements. This information supplies the necessary background to understand chart analysis, tropical analysis, satellite analysis, and chart interpretation.
Branch of Meteorology Branch of Meteorology
Meteorology can be divided into three wings:
2) Mesoclimatology: Mesoclimatology dealt with the climatic conditions of the topographic regions spreading over 20 to 1000 Km. All the phenomenon occurs in Planetory Boundary layer (PBL) Ex: Land breeze, sea breeze, cylones, storms etc
1) Microclimatology : Microclimatology is the branch of meteorology, in which climate of small region few meters above the ground surface is studied. The climate of crop canopy and above crop canopy (around 2 m above) is studied in Microclimatology. it also includes the climatic conditions in the soil extending from the ground to the depth of maximum root penetration. The microclimate is also called plant climate, ecoclimate and habitat climate.
3) Macroclimatology: Macroclimatology consider the climatic pattern of relatively large regions such as hemisphere, continents, country, large scale air circulations, fronts etc. monsoon movement, Trade winds, westerlies, easterlies etc are parts of Macroclimatology.
1
Agrometeorology Agrometeorology
Agricultural meteorology – Agrometeorology abbreviated from Agricultural Meteorology and also wrongly referred as Agroclimatology, deals with the behaviour of the atmosphere related to agricultural crop production. Agrometeorology puts the science of meteorology to the services of agriculture, in its various forms and facets, to help the sensible use of land, accelerate production of food and to avoid the irreversible abuse of land resources.
The meeting of Agrometeorologist in Moscow in 1951 defined agrometeorology as a science investigating the meteorologic, climatologic and hydrologic conditions which are significant for agriculture owing to their interaction with the objects and processes of agriculture production.
Interdisciplinary Science Interdisciplinary Science
1. Environmental Science
2. Plant Science
3. Soil Science
4. Agronomy
5. Entomology
6. Pathology
7. Parasitology
8. Animal Science
9. Fisheries
10.Forestry
2
Pratical Utility / Scope / Aspects Pratical Utility / Scope / Aspects
1) The crops are to be sown at the optimum period for maximum yield. In dry lands, the time of receipt rainfall decides the sowing date. The study of agrometeorology enables the farmer to have the crops sown at the optimum periods and ill effects of late sowing on crop production.
3) It helps in forecasting pest and diseases, choice of crops, irrigation and other cultural operations through short, medium and long range forecasts
2) Study of agro-meteorology helps to minimize the crop losses due to excess rainfall, cold/heat waves, cyclones, etc.
4) It helps to identify places with same climate conditions (agroclimatic zones). This enables to adopt suitable crop production practices based on the local climatic conditions. It also helps in the introduction of new crops and varieties which are more productive than the native crops varieties.
6) It helps in the preparation of crop weather calendars for different locations.
5) It helps in the development of crop weather models which enables to predict crop productivity under various climatic conditions.
7) It enables to issue crop weather bulletins to farmers.
9) To make the farmers more weather conscious in planning their agricultural operations.
8) It enables to forecast the crop yield based on weather to plan and manage food production changes in a region.
Weather and Climate Weather and Climate
Weather
In atmospheric science the terms "Weather" and "Climate" have different connotations. Weather refers to the State of Atmosphere at any given time denoting the short-term variations of atmosphere in terms of temperature, pressure, wind, moisture, cloudiness, precipitation and visibility. Weather is highly variable. It is constantly changing, sometimes. From hour to hour and at other times from day to day
Climate
Climate on the other hand, is the sum total of the variety of weather conditions of place or an area form day to day. Thus, climate may be defined simply as 'average weather'. The term climate denotes a description of aggregate weather conditions The world Meteorological Organization has suggested standard period of 30 years for calculating the climatic averages of different weather elements.
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From Conversation to Action: Motivating Adolescents towards Climate Change Mitigation Behaviors
Valdez, Rene, Kathryn Stevenson, and Nils Peterson NC State University
Climate change is expected to have unprecedented global impacts, requiring collective action to mitigate effects and adapt to a changing world. Despite scientific consensus on the causes and impacts of climate change, public opinions remains polarized on what causes climate change and what should be done to address it. Climate communication efforts aim to address the mismatch between public opinion and scientific consensus, but psychological and ideological barriers prevent some adults from incorporating climate change information in productive ways. Adolescents may represent a vital audience for climate change communication because they appear to bring less ideological bias to their assessments of climate change information and they are the future decision–makers who will live with the major impacts of climate change. Multiple strategies have been identified for motivating climate change behaviors among adolescents, including building knowledge, increasing risk perception, and fostering hope. Another promising but understudied area is the importance of trusted messengers in motivating behavior.
We begin to address this need by examining how friends, family, and teachers influenced climate change behaviors of 1,472 middle–schoolers across the state of North Carolina (NC). We also considered how climate change knowledge, concern, gender, and socioeconomic status predicted behavior. We randomly selected middle school science classrooms across NC and measured changes in climate change knowledge, concern, communication patterns, and behaviors with pre– and post–surveys. We measured climate change knowledge with true/false items addressing climate change science, causes, and impacts. We measured climate change concern and behavior with multi–question Likert scales asking respondents how concerned they were about climate change in general and its impacts to themselves, the US, and future generations, and what environmentally–friendly activities they engage in. Similarly, we measured communication with friends, family and teachers by asking respondents the frequency of conversations with each of these groups. We used structural equation modeling to evaluate how increased climate change knowledge, concern, communication with friends and family, and more in– class discussions predicted climate change behaviors. We found that increased knowledge predicted increased concern, and that increased concern, discussion (with friends, family, and in class), and locale (urban students) were positively related to climate change behavior.
Knowledge, concern and social influences from trusted messengers were significant drivers of behavior. Increased knowledge did not translate directly to behavioral changes, rather our results suggest that the impacts of knowledge were mediated by concern. These results suggest the importance of communicating climate change science, causes, and impacts, but also diffusing climate change messages through social networks and incorporating emotional and social appeals that link behaviors with social norms. We recommend that climate change messaging to adolescents incorporates emotional appeals and acknowledges the social role of engagement to more effectively motivate behavior changes. | <urn:uuid:2b75b77c-25dd-4cc7-9fdc-14e7172c6607> | CC-MAIN-2017-39 | http://www.cisa.sc.edu/ccrc/pdfs/Abstracts/Valdez.pdf | 2017-09-26T10:55:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00351.warc.gz | 404,516,089 | 561 | eng_Latn | eng_Latn | 0.99428 | eng_Latn | 0.99428 | [
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DANGER AT SEA: Our Changing Ocean
SIGNS OF TROUBLE
C. POLLUTION AND CHEMICAL CONTAMINATION
1. Chemical contamination of fish, seabirds, and marine mammals:
According to the National Research Council (NRC) (63) there are, worldwide, more than 65,000 synthetic chemicals in use, approximately 10,000 of which have regular application. Many of these chemicals accumulate in the tissue of plants and animals that live in contaminated marine waters. An NRC report suggests that adequate information is available to determine risk assessment for only 2% of the chemicals entering the environment. Even less is known of the effects of the complex mixtures of contaminants that are now found within most living organisms (64).
However, many chemicals of human origin found in U.S. coastal waters are known to cause cancer or can disrupt the immune, endocrine and nervous systems in wildlife and humans (65, 66, 67). These effects can occur even when some pollutants, such as dioxins, are present in very low concentrations. Agricultural pesticides are among the most widely and commonly used chemicals; some 30 million pounds are applied to U. S. coastal watersheds annually (68).
Oil, though a naturally occuring substance, is also toxic to marine life. Operational oil discharge from ships, leaks from pipelines and storage tanks, and thousands of small oil spills yearly amount to several billion gallons of oil set free in the environment each year by human activities. Catastrophic oil spills continue to loom as an intermittent threat (69). Activities such as mining and various industrial processes also act to release or concentrate other natural toxic substances, notably heavy metals such as mercury and lead. Coastal waters and bottom sediments have become heavily contaminated in some areas, primarily around ports, industrial outfalls, and various ocean dump sites (70).
Contaminant-related liver cancer has been found in up to 20% of English sole in areas http://www.seaweb.org/resources/danger/chem.html (1 of 3)12/6/2005 8:59:58 AM
of Puget Sound (71) and in 15% of winter flounder in areas of Boston Harbor (72). Pollutants have been considered the likely cause of a wide range of effects, including stunted or missing dorsal spines, scale disorientation and jaw deformities, in numerous fish species from Biscayne Bay in Florida and elsewhere (73). Studies on bottlenose dolphins in the Gulf of Mexico show evidence that some have compromised immune systems because of such chemicals as PCBs and DDT (74). Even within the vast area of the Pacific Ocean, contaminants have accumulated in upper level predators. For example, dioxins, furans, PCBs, and DDT are considered by scientists to be one important factor in the ongoing decline of the Midway Atoll black-footed albatross (34), a species that spends much of its life over vast expanses of ocean. Synthetic organic pollutants have even been found in deep sea fish off the Atlantic shelf (75).
2. Concentrations of pollutants in the sea-surface microlayer:
Contaminants concentrate in the sea surface microlayer (76, 77, 78), which is an important area for the early development of many fish and other marine species with planktonic life stages (79). Organic molecules concentrate at the water's surface, forming a film held together by the powerful surface tension at the water's uppermost boundary. Some of the many different substances that accumulate in the microlayer are natural and some originate from human-caused contamination of the air and water; but they concentrate in the surface film from anywhere between two to thousands of times more than in the water beneath or the air above (79).
Effects of contaminants on eggs and larvae found at the sea surface in sites along U.S. coasts include mortality, malformation and chromosome abnormalities in fish such as Atlantic mackerel and flounder (80). The hatching success of sole eggs from urbanized areas of Puget Sound was found in one study to be reduced by more than a half (76), while bass embryos collected from the microlayer offshore near Los Angeles had a high incidence of developmental abnormalities and chromosome aberrations (81).
3. Eutrophication:
Large areas of coastal waters have become virtual "dead zones", void of animal life because of the effects of eutrophication. Increased loads of nutrients are washed out from rivers and fall from the atmosphere to over-fertilize coastal waters. This happens primarily as a result of fertilizer runoff from agricultural fields, wastes from livestock operations, discharges from sewage treatment plants, automobile and power plant emissions, and seepage from septic tanks. Stimulated by this rapid influx, microalgae bloom in densities far exceeding the grazing potential of planktonic animals; when the excess algae die they are decomposed by bacteria. However, these bacteria have a very high oxygen demand, so as they multiply, oxygen in the water column and in http://www.seaweb.org/resources/danger/chem.html (2 of 3)12/6/2005 8:59:58 AM
sediments is depleted. The result is large anoxic (no oxygen) or hypoxic (low-oxygen) areas where fish, invertebrates, seagrasses and other organisms cannot live.
"Dead zones" are not the only negative effect of nutrient pollution. Eutrophication includes many stages between nutrient input and the formation of oxygen-lacking zones. For instance, dense blooms of microalgae promoted by nutrients harm coastal environments by reducing the penetration of sunlight, which reduces desirable submerged vegetation such as seagrasses.
The phenomenon of eutrophication is on the increase worldwide (82). It is common in estuaries polluted by urban and agricultural runoff and has been well documented in the Gulf of Mexico, where the Mississippi flows out (83), and in the Atlantic off the northeast coast of the U.S. (84). The anoxic "dead zone" in the Gulf of Mexico lasts approximately eight months a year and can extend over several million acres (83).
Next Section: Difficulties in Addressing the Problem
Back to: Signs of Trouble: Increase in Harmful or Negative Events
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Difference Equations
Difference equations are a tool to model change. For example, we can use these equations to model change in a population or change of any other quantity. To understand difference equations, we shall look at some vocabulary first.
Sequences: A sequence of numbers is a function whose domain is 0 to infinity. An example would be the following:
In this case, since 0 is the "zeroth term, " we denote it as The term 2 would be , . a 0 a 1 the term 4 would be and so forth. Note that in function notation: , a 2
Dynamical Systems: We will now formulate a rule between the terms of the sequence. This is called a dynamical system. A dynamical system is a rule between two adjacent terms of a sequence, namely, between . We can use the following to and a a n+1 n equation to help us:
Another name for is the nth first difference. Using the equation, we find the first a Δ n couple nth first differences for the above sequence, and so forth. To obtain the dynamical system for this sequence, we try to find a pattern between all the nth first differences and then find a general equation for . This a n+1 example is relatively straightforward. Since the dynamical system a , Δ n = a n+1 − an = 2 would be:
We shall take another, more challenging example. Suppose we were to find the dynamical system for the following sequence:
Our first step would be to find the nth first differences:
From this pattern, we can see that the is exactly . Thus, the change is a Δ n a 2 n dependent on the value itself. From here, we can say:
Solving for we get a n+1
That is our dynamical system.
Solutions: Finally, we shall define the solution to a dynamical system. A dynamical system only gives you the n+1 term from the n term. If I have , then The dynamical a 2 system would give me . If I were to get , then we have to iterate to find it. From a 3 a 68 the first term, we get the second, and then the third, all the way until term 68.
The solution of a dynamical equation allows us to find any term by just plugging it in an equation. For example, the solution to is : a n+1 = an + 2
Using this equation we can find the 68th term to be 136 (assuming a0 to be 0).
But how exactly do we find the solution to the dynamical system? We shall take a look at that later.
TIP : During the rest of this tutorial, do not confuse a dynamical system with its solution.
Modeling with Δ Equations
Modeling Discrete Change: To model discrete change with difference equations is quite easy. Suppose we were modeling the interest accumulation of a deposit in a bank account. Let's say you have a principle of $1000 in the bank account and the bank pays you a monthly interest of 8%. Then, would be the principal amount, 1000; would a 0 a 1 be the total in the bank account after 1 month, would be the total in the bank a 2 account after 2 months, etc. To find the dynamical system, we can calculate for a couple months, find the nth first differences, and then deduce a , a , a , a , ... a 1 2 3 4 pattern between them . BUT, in this case, we are already given the change, a .08a Δ n = 0 n , because the change per month is just the interest. Solving for , we get a n+1
Modeling Continuous Change : modeling continuous change is only slightly different. In the previous example, interest accumulation happens every month, so it was discrete. To model a continuous phenomenon such as growth of an organism, we should measure the growth at discrete intervals, such as every day. Thus, would be a 0 the initial state, would be the growth after 1 day, etc. a 1
TIP : When modelling with difference equations, find the change and conjecture a pattern.
Modeling Growth : Over the years, many scientists and mathematicians have made models pertaining to the growth of a population over time. One such model is the Malthusian Model , or the boundless-growth model. This model assumes that the growth rate is proportional to the size of the population. In other words,
This makes sense because a population of size 2 would grow slower than a population of size 100. A bacterial colony of 2 members may divide to become 4 bacteria, but a colony of 100 bacteria would divide to become 200.
The dynamical system for the above difference equation is:
where r is another constant.
How do we know when the Malthusian Model applies to a particular population? If we are given data on the growth of the population, we can find the nth first differences. Then we can graph for all n . Since you know that the two quantities are withΔa an n directly proportional, all we have to see is if the said graph is a straight line. Then we know that we can model the growth of a population with the Malthusian Model.
Note that although the dynamical system of this growth model is linear, the solution to the dynamical system is not. In fact, it has an exponential growth. The solution to the Malthusian growth model is actually given as:
The implications of the model is profound. Theoretically at a distant point in time, because the growth is exponential, the population size should be infinity. The Malthusian model only works best for populations with abundant resources. In fact, this model RARELY applies in nature. This is because normally, a population is constrained by many factors. Organisms are constantly competing over resources such as land, food, water, etc. If the number of organisms exceeds a certain value, the environment would not be able to support them all, and many animals would start dying.
A new model can be formulated taking these into account. This is called the logistic growth model. The maximum number of organisms an environment can support due to constrained resources is called the carrying capacity. The dynamical system for this model is:
where C is the carrying capacity and k is a constant. Note the beauty of this equation: when is small, the change is large, but as approaches C, the change becomes less an an and less. Finally, when exceeds C, the growth rate becomes negative. The solution of an the dynamical system looks like this:
How do we find out if the logistical growth is appropriate, and how do we find k? Note that are directly proportional. Graphing the two quantities should a and a (C ) Δ n n − an yield a straight line, if the logistical growth applies. From there, finding k is as easy as eating pie, by using the slope formula.
There are many other growth models out there. The Malthus model factors in very few variables. The logistical growth is more complex. The important thing in modeling is to see where to draw the line, it shouldn't be too complex, nor should it be too simple.
Solving with Δ Equations
Finding Solutions: Solving difference equations is a little more tricky. To help us solve these equations, we turn to something called the method of conjecture. The method of conjecture is a process that uses patterns to find the solution. The steps are:
1. Observe a pattern
2. Conjecture a solution
3. Test the solution by substitution
4. Based on the testing, either accept or reject the solution
The method of conjecture can be slightly difficult, especially the first step. Observing a pattern is quite difficult. We shall go through an example. We stated that the solution to the dynamical system is . How did we arrive to this? We shall first a a n+1 = r n r a k = a 0 k find a pattern between the first couple terms of the sequence. Using the dynamical system, we get:
Observing the pattern, we can extend this to say that our solution is:
To test this solution, we can plug in some values and see if it checks out.
Long-Term Behavior : Examining the long term behavior of a dynamical system is often useful. Does it grow without bound? Does it decay? Does it remain at a constant value?
The long-term behavior of solutions of linear dynamical systems ( ) varies on the constant r. The behavior is outlined a , whose solution is a a a n+1 = r n k = r k 0 in the table below.
LONG-TERM BEHAVIOR TABLE
Another pattern to look for in dynamical systems is the equilibrium point . The equilibrium point e is such that if e is the initial value of the dynamical system, then all other following values will be e. That is, if , then for all n. a 0 = e an = e
A common technique to find the equilibrium point is to graph the dynamical system for different initial values. If, say, the equilibrium point of a certain dynamical system is 12, then graphing the dynamical system whose initial value is 12 will yield a horizontal line.
This brings us to stable equilibrium points. A stable equilibrium point is such that if the initial value is a slightly different , the dynamical system will still converge on the equilibrium point. Continuing with our previous example, assuming our eq. point- 12is stable, then if we enter an initial value of 11.9 or 12.1, it will still converge to 12. If our equilibrium point was unstable, than the initial values of 11.9 or 12.1 would lead to divergent series which would not converge on 12. With unstable equilibrium points, we would need a PRECISE initial value for the rest of the series to converge on that point, slight deviations would lead to divergence.
Another, less haphazard way of finding equilibrium points exist. We shall take the example of the dynamical system . Since at the equilibrium points, all a n+1 = ran + b terms of the series are same, we get
a
a
=
r
+
b
Solving for a, we get
However, if a is 0/0, all numbers are equilibrium points. If a is n/0, then no equilibrium points exist. Another fun fact is that for the dynamical system , if |r| > 1, the equilibrium is unstable, and if |r|<1, the equilibrium is stable. a n+1 = ran + b Finally, we can say that the solution to the dynamical system is a n+1 = ran + b
where c is some constant. The above equation can be proven using substitution.
Finally, we shall look at chaotic systems. Dynamical systems can be classified as chaotic or non-chaotic by changing the value of constant parameters. Take the dynamical system for the logistic growth model. Using algebraic manipulation, we can simplify the dynamical system to the form:
Keeping the initial value constant, if we substitute different values of r, iterate to find the resulting numerical solution, and graphing, we see that each instance is wildly different from each other. Since we changed a constant parameter, r, and obtained wildly different results each time, we can say that this is a chaotic system.
Systems of Δ Equations
Systems of Difference Equations are multiple difference equations modelling the same system. As we proceed, we should keep in mind to determine long-term behavior, including sensitivity and chaos.
We shall first take an example. There are two coastal cities, A and B. Each city has a port full of ships and boats. Thirty percent of all boats in city A go to city B, and there rest return to the city A dock. Forty percent of all boats in city B go to city A, and there rest return to the city B dock. We will make a system of equations to model the boats in each dock.
Now, we will try to find the equilibrium point. Set and A = A n+1 = An . B = B n+1 − Bn Solving, we get
This means that if we had a total of 70 boats in both docks, we would expect a long-term 3:4 ratio between the two docks, even if one city started with no boats at all.
Applications of Difference Equations
Competitive Hunter Model : We will now turn our attention to specific applications of difference equations. One well-known model is the competitive hunter model. Let us assume, in an aquatic environment, there are small fish and two types of shark, lemon sharks and tiger sharks. Each species competes for the same food source. Now, we shall try to model the growth of each population. Remember, each population has a birth and death rate. We shall try to find a model for the population growth of the lemon shark.
Obviously, the birth factor models the birth rate and the natural death factor models the natural death rate. We can combine the two terms and get our familiar exponential growth dynamical system:
So far, none of this is new. We have just deduced the exponential growth model.However, in this example, tiger sharks can also decrease the lemon shark population. How? Because both species compete for the same food, the tiger shark removes the food source for the lemon shark, thus decreasing survival rate. We model this decrement by counting the possible interactions between the two species (i.e. Sharks Bob and Fred are fighting for the same little fishy and only one gets it.) The mutual decrement factor is given as
Thus, we get a revised population growth model(difference equation) for the lemon shark:
The model for the tiger shark is the same, with a different variable and different constants of proportionality:
Now, we shall find the dynamical systems. Since we get ext term old term change, n = +
Now, each constant has a specific value. For now, I will just replace them with arbitrary values:
Let's now find the equilibrium values substituting all : for L and all T for T L k k
Solving, we get:
Both equations are satisfied when (L,T) = (0,0) or (L,T)= . Those are our , ) ( d c−1 b a−1 equilibrium values. This means that if L0=L and To=T, then all the rest of the terms will be constant.
Now that we have our equilibrium values, we can test for sensitivity by entering initial values slightly different from L and T and still see if our same equilibrium values are reached.
Predator Prey Models : A similar model to the one above is the predator-prey models. Let us consider the populations of red-tailed hawks and shrews. Obviously, here, the hawks are predators and the shrews are prey. Three major assumptions we will make is that prey die mostly because they are eaten. We also assume that the predator's sole food source is the single prey population, on which the predator's survival rate is dependent on most. Finally we assume that the number of interactions between the populations is SH. We will try to model the growth of each population:
proportional to the number of possible interactions between the two populations
Now, we can make our models:
With our difference equations, we can proceed to find dynamical systems, equilibrium points, and sensitivity using techniques covered in Systems of Difference Equations and in The Competitive Hunter Model .
Discrete Epidemic Models: We shall now turn to the potential of difference equations to model the spread of disease. One common model is called the SIR model, or the susceptible-infected-removed model. Before we get into the model, we shall take a look at the assumptions.
- No immigration/emigration occurs with the population.
- Each person is either susceptible, infected, or removed(unable to get it again, either immune or dead)
- Initially, everyone is either susceptible or infected, but once someone gets the infection, they are immune.
- The average time someone is infected is k weeks.
- Our model will increment by a week (The time difference between n and n+1 is one week).
We shall make the models of S(t), I(t), and R(t) now.
infected people.
Now, we can formulate the difference equations:
From here, we shall find the dynamical systems for each of three difference equations. Then, with the initial values of S(0), I(0), and R(o), and then by iterating, we can model the spread of disease in a population.
Note, the SIR model is only the basic model. There are many more epidemic models, which take into many other factors overlooked in the SIR model.
TIP: In many of the models we saw so far, we overlooked many factors. The real world is much too complex. When constructing models, it is important to define our bounds and assumptions.
SIR Model: Difference Equations are extremely useful in simulating the development of a disease, if you do not know much about advanced Calculus. A model that can simulate the development of a disease overtime is required to solve this type of problem. Let's take a look at a simple application of Difference Equation in SIR (Susceptible - Infected - Removed) model.
To calculate S(t), we will need to compute both S(t-1) and I(t-1). For I(t), we even need to compute the value for all the other variables at different stages! Rather than finding the general form, we can just use our programming skills to let the computers do all the work for you (If you do not know much about coding in Matlab, try to use Java or
C++ and make them print out all the values for Matlab to graph). Since those calculations will still take computers considerable amount of time to run it, it is really important to keep your code efficient. Personally, I recommend vectors rather than 2D arrays, because they take up much less memory and we only need 2 spots to store our values. The code is really long but not hard to program so we will not put it here. The result is shown below.
Of course, SIR model might be too simple for a complicated real-world scenario like this. Standard distribution might be introduced so that values such as transmission rate are no longer fixed numbers, which enables us to figure out best and worst cases. | <urn:uuid:443c5721-4553-4bc5-8d30-88362b57581f> | CC-MAIN-2017-39 | https://storage.googleapis.com/wzukusers/user-13040425/documents/55de6a3c4a4b9C2SJztt/DifferenceEquations.pdf | 2017-09-26T10:54:09Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00351.warc.gz | 713,313,874 | 3,884 | eng_Latn | eng_Latn | 0.997178 | eng_Latn | 0.998006 | [
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CALCULUS FOR TECHNOLOGY (BETU 1023)
WEEK 7 APPLICATIONS OF DIFFERENTIATION
1KHAIRUM BIN HAMZAH, 2IRIANTO, 3ABDUL LATIFF BIN MD AHOOD, 4MOHD FARIDUDDIN BIN MUKHTAR
email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org
OPTIMIZATION PROBLEMS
LEARNING OUTCOMES
At the end of this topic, students should be able to:
Understand the definition of optimization
Distinguish between maximum or minimum problem
Solve application problems using absolute value method
Solve application problems using second derivative test
The process of finding maximum or minimum values is called optimization.
In optimization problems we are looking for the largest (maximum) value or smallest (minimum) value.
In order to determine the function is maximum or minimum we can use Absolute Value or Second Derivative Test.
STEPS IN SOLVING OPTIMIZATION PROBLEMS
Understand the problem
Draw a diagram (if needed)
Introduce notation
Express the equation with one unknown (variable) only which is the equation to be maximized or minimized
Used the suitable method to find maximum or minimum value
Method of absolute value
Second derivative test
Method of Absolute Value??
Find the values of equation at the endpoints of the interval (only applied for closed interval).
Find the values of equation at the critical numbers of equation where:
Set up the first derivative of equation is equal to zero
Maximum value when the value in step 1 and 2 above give the largest value.
Minimum value when the value in step 1 and step 2 above give the smallest value.
Find the values of equation at the critical numbers of equation where:
Set up the first derivative of equation is equal to zero
Maximum value when the second derivative for the critical numbers is negative value.
Minimum value when the second derivative for the critical numbers is positive value.
We need to enclose a field with a fence. We have 500 feet of fencing material and a building is on one side of the field and so won't need any fencing. Determine the dimensions of the field that will enclose the largest area?
To find the dimensions (length and width) of the field that give maximum area.
Let
x = length of the field
y = width of the field
Express the equation of area since we want to find the dimensions of maximum area.
Area = length x width
Solve using the method of absolute value
Note that and , so the function we wish to maximize is 0 y 250 y
METHOD OF ABSOLUTE VALUE
The derivative is
The maximum area is
Therefore the dimensions of the field that give maximum area is
Solve using the second derivative test
The second derivative is
SECOND DERIVATIVE TEST
Therefore the dimensions of the field that give maximum area is
We want to construct a box with a square base and we only have 10 m 2 of material to use in construction of the box. Assuming that all material is used in the construction process, determine the maximum volume that the box can have.
To find the maximum volume of the box.
Let
x = length of the box with square base
y = height of the box
Express the equation of volume since we want to find the maximum volume.
Volume = area of the base x height
Solve using the method of absolute value
Note that , so the function we wish to maximize is 0 x
The derivative is
METHOD OF ABSOLUTE VALUE
Therefore the maximum volume is
Solve using the second derivative test
The second derivative is
Therefore the maximum volume is
SECOND DERIVATIVE TEST
A manufacturing needs to make an open top cylindrical can that will hold 1.5 litre of liquid. Determine the dimensions of the can that will minimize the amount of material used in its construction.
To find the dimensions (radius and height) of the can that give minimum area.
Let
r = radius of the can
h = height of the can
Express the equation of area since we want to find the minimum area (amount of material used related with area).
Area = area of the side + area of the base (open top)
Solve using the method of absolute value
Note that , so the function we wish to minimize is 0 r
The derivative is
METHOD OF ABSOLUTE VALUE
The minimum area is
Therefore the dimensions of the can that give minimum area is
Solve using the second derivative test
The second derivative is
SECOND DERIVATIVE TEST
Therefore the dimensions of the can that give minimum area is
radius
8159.
7,
r
A window frame consists of a rectangle of height metres surmounted by a semicircle of radius metres as shown in the diagram below. If the perimeter of the frame is constant at 10 metres, find the value of for which the area of the frame is a maximum. h r r
2
r
Express the equation of area since we want to find the maximum area
Area = area of the rectangle + area of the semicircle
Solve using the method of absolute value
Note that , so the function we wish to minimize is 0 r
The derivative is
METHOD OF ABSOLUTE VALUE
Solve using the second derivative test
The second derivative is
Therefore the radius that give maximum area is
SECOND DERIVATIVE TEST
A sheet of cardboard measures 20 cm by 12 cm. Four little squares of side lengths cm are cut out from the corners of the cardboard and the remainder is turned up to form an open rectangular box. Find the value of for which the volume of the box is a maximum. x x
To find the value of that give maximum volume. x
Express the equation of volume since we want to find the maximum volume
Volume = area of the base x height
Solve using the method of absolute value
Note that , so the function we wish to minimize is 0 x
The derivative is
METHOD OF ABSOLUTE VALUE
For practical measures because the longest side value is 20 cm. 43 .2 x
Solve using the second derivative test
The second derivative is
SECOND DERIVATIVE TEST
Therefore the value of give maximum volume 43 .2 x
TRY IT YOURSELF 1
A window is being built and the bottom is a rectangle and the top is a semicircle. If the window has a perimeter 12 meters, what must the dimensions of window so that the area is maximize?
Solution
TRY IT YOURSELF 2
A printer need to make a poster that will have a total area of 200 cm 2 and will have 1 cm margins on the sides, 2 cm margin on the top and 1.5 cm margin on the bottom. What dimensions will give the largest printed area?
Solution
Understand the definition of optimization
Distinguish between maximum or minimum problem
Solve application problems using absolute value method
Solve application problems using second derivative test
James, S. (2012). Calculus (7 th ed.). Cengage Learning.
Bivens, I.C., Stephen, D., & Howard, A. (2012). Calculus Early Transcedentals (10 th ed.). John Willey & Sons Inc.
REFERENCES | <urn:uuid:c55ce5a8-dd2c-40c1-aaef-85671575c55a> | CC-MAIN-2017-39 | http://ocw.utem.edu.my/web/pluginfile.php/96/mod_resource/content/1/W7_CALCULUS_FOR_TECHNOLOGY_1_EDITED.pdf | 2017-09-26T10:48:36Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00353.warc.gz | 245,871,991 | 1,815 | eng_Latn | eng_Latn | 0.917408 | eng_Latn | 0.989794 | [
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Practice Midterm Exam (Not graded)
Time: 50 minutes
Show your working unless the problem states otherwise.
You may use any information on your cheat sheet (single-sided 8.5 x 11" page). You may also use a calculator. Otherwise, the exam is closed book.
You may ask me any questions you wish. I may or may not answer.
1. Winter camping
The air temperature inside my sleeping bag is 20 C. The temperature outside the sleeping back is – 10 C. The insulation material of the sleeping bag is 5 cm thick. My body generates heat at a rate of 50 W. Assume that no heat escapes where my head is poking out. Estimate the thermal conductivity of the insulation material. Give your answer in W/(m·°K).
2. Gas process
a) Calculate the work done by this gas during the isothermal expansion shown above. Express your answer in units of kJ.
i) Use an approximate method (area of a geometric shape)
ii) Use an exact method (calculus).
b) How much heat is transferred to or from the gas during this isothermal expansion?
3. Power and energy
Mr. K. wants you to invest in his scheme to harness lightning as an energy source. "It's great!" he says. "Each lightning strike carries around 10 14 W of power, billions of times what an average person uses. My machine covers one square kilometer and can perfectly capture all the lightning energy hitting it." Assume his statements are correct.
a) A lightning strike lasts for about a microsecond (10 -6 seconds). How much energy is carried by a lightning strike? Express your answer in Joules.
b) Suppose that there are 100 lightning strikes per square kilometer per year. True or False: Mr. K.'s machine will capture enough energy to supply one person's total energy needs.
4. Simplified model for comparing transportation
Compare a motorbike carrying 1 passenger and a train carrying 300 passengers.
For aerodynamic calculations, the effective cross-sectional area of the motorbike (with rider) is 0.5 m 2 , and the effective cross-sectional area of a train carrying 300 passengers is 10 m 2 .
a) Which method of transportation requires the most "power per passenger" to move people at a velocity v?
b) For these two options, what is the ratio of "power per passenger"? i.e. How many times more power per passenger is required for one option versus the other?
5. Internal energy
a) Consider water in the liquid state at temperature, T, close to room temperature. What is the internal energy per water molecule? Express your answer in terms of T and fundamental constants.
b) Liquid water has a molar heat capacity of 75.2 J/mol·K. In contrast, water vapor has a molar heat capacity of 35.8 J/mol·K. Using the equipartition theorem, and the physical differences between liquid and vapor phases, construct a qualitative argument why water vapor has a lower value than liquid water. (Qualitative means that you don't have to make any calculations). | <urn:uuid:19205de2-c8af-4c77-8a87-6224551779b3> | CC-MAIN-2017-39 | http://physics.oregonstate.edu/~minote/COURSES/ph315/lib/exe/fetch.php?media=practice_midterm_2017.pdf | 2017-09-26T11:04:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00352.warc.gz | 268,286,442 | 653 | eng_Latn | eng_Latn | 0.998154 | eng_Latn | 0.998225 | [
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Focus – Ball Literacy Name of Game: Red Light/ Green Light
Organization
Players move around the grid dribbling the ball – when coach shouts red light players stop. Green light players go. Go speeding – players go faster. Crash - players dive on their ball., Coach can be creative
Alternatives
Easier – Players play without a ball
Focus - Ball Literacy Name of Game: Nuts and Squirrels
Organization
Teams are divided into 4 groups - each group is given a different colored pinni. All the balls positioned in middle square. On coaches command 1 player from each group collects a ball (nut) from the middle. Player dribbles ball back to their triangle (tree) – next player can go when the ball is stopped in the triangle. When the coach stops the game, the team with the most balls (nuts) in their triangle wins the game.
Alternatives
Easier – Instead of dribbling players use hands. Harder – One player from each group is allowed to steal a ball from the other team's triangle.
Emphasis
- Keeping control of the ball, Stopping with control/Change of pace
Emphasis
- Running
- Jumping
- Hopping
- Twisting
- Having Fun !
CANADIAN SOCCER ASSOCIATION ● l'ASSOCIATION CANADIENNE DE SOCCER
Focus: Physical Literacy Activity Name: Relay Games
Introduction
Divide your players into three teams. Players on coaches command run around the flag and high five their team mate on their return. Once team mate touched next player can go. Players can then repeat using different actions, hopping one leg, bunny hops, etc
Variations
Easier (U4) – Players can run around their flag with parent holding hands.
Harder (U6) – Coach can make the game into a little race. Placing emphasis on completion of excercise and not winners
Focus – Small sided Game Name of Game – Chain Soccer
Organization
Set up a small grid, depending on number of players. Separate players/parents into 2 teams as shown below. Number players 1,2,3,4,5 etc. Call out a number. That numbered player/parent combo from each team enters into the field to challenge for the ball. Players try to score on opposing side while defending their own side. Parents and players not called can act as goalies on their side.
Alternatives
Easier (U4)– Two balls so both players can have success scoring.
Harder (U6) – No parents. Ask children to link arms and work together to stop goals.
Harder (U6) – Increase the # of players called into the grid to 2 or 3.
Emphasis
* Running
* Turning – different types
* Gets first touch out of feet to travel quicker
* Keep ball in close control when approaching your tree.
* Stopping the ball
* Teamwork
* Having Fun!
Emphasis
* Dribbling
* Shooting
* Goal celebrations
* Teamwork
* Having Fun!
CANADIAN SOCCER ASSOCIATION ● l'ASSOCIATION CANADIENNE DE SOCCER | <urn:uuid:a7cc474a-6607-4e1b-b0ec-a0d29586e300> | CC-MAIN-2017-39 | http://missionsoccerclub.com/clientuploads/Documents/active_start_-_session_10.pdf | 2017-09-26T10:46:32Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00355.warc.gz | 227,102,398 | 664 | eng_Latn | eng_Latn | 0.997115 | eng_Latn | 0.997283 | [
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Muëòakopaniñad Manträ 2
AwvR[ae ya< àvdet äüa AwvaR ta< puraevacai¼re äüivXyam!, s ÉarÖajay sTyvahy àah ÉarÖajaei¼rse pravram!. 1,1,2. atharvaëo yäà pravadeta brahmä atharvä täà puroväcäìgire brahmavidhyäm | sa bhäradväjäya satyavähaya präha bhäradväjoìgirase parävaräm || 1|1|2||
purä – in the beginning; yäm – which; brahmä – Brahmaji; atharvaëe – to Atharvä; pravadeta – taught; täm – that; brahmavidyäm – knowledge of Brahman; atharvä – Atharvä; aìgire – to Angir; uväca – taught; saù – he (Angir) satyavähäya – to Satyavaha; bhäradväjäya – one who was born in the family of Bharadväja; präha - taught; bhäradväjaù – Bharadväja; parävaräm – that which comes through a teacher and then a student; aìgirase - (taugt) Angiras.
'In the beginning, Atharva taught to Angir that very same brahmavidya given by Brahmaji to him. Angir taught it to Satyavaha who was born in the family of Bharadvfaja. Satyavaha handed down this knowledge, that passes from the higher to the lower, to Angiras.
Brahmä atharvaëe yäà pravadeta: that which Brahmaji taught to Atharva. The upaniñad uses two word-forms for Atharva 1 . In the first mantra it was akäränta (ending in 'a') atharvan-çabda and in this mantra it is nakäränta (ending in 'n') atharvan-çabda. Atharväya and Atharvaëe, both of them are dative case. The form Atharväya comes from the akäränta word. So, Atharva had two names. Some called him Atharva and others, Atharvä. This nakäränta usage is more popular.
The word pravadeta in the mantra, meaning 'must teach', nededs to be read as 'prävadat', meaning 'taught'. The usage is called chändasa, Vedic expression. Päëini mentions in his grammar many word-forms appearing in the Veda that do not conform to general rules. He brought all of them within the grammer rules by making one single rule. 2 The variations in the forms can be with respect to tense, gender, number, case ending and so on. Päëini lists all these irregular expressions found in the Veda in the above section.
1 AwvRzBdae AkaraNtae nkaraNtí, AÇ mÙe AwvR[e #it nkaraNt> àyu´>, pUv¡ àwm mÙe AwvaRy #it AkaraNt> àyu´>, 2 VyTyyae h÷lm! 3,1,85 #it pai[in-sUÇe[ DNdis kalSyinymat! àvdet #it CDaNdsm!, àavdidTywR>,
What was taught by Brahmaji to Atharvä, Atharvä imparted the same brahmavidhyä to Aìgir. Therefore, the same brahmavidhyä is coming down unadulterated, just as Brahmaji gave to his son. So, it can bless us.
Atharvä initiated the sampradäya. He had to transfer the knowledge from his head to another head. How he transferred this knowledge from himself to another is the sampradäya. This sampradäya was initiated by Atharvä in this çaunaka çäkhä, teaching the same brahmavidyä to Aìgir 3 , his own çiñya. Aìgir taught to Bharadväja., Bharadväja is a person born in the gotra, family of Bharadväja. His name is Satyavaha, the one who follows the truth. Bharadväja taught to Aìgiras. 4 He taught the same Brahma-vidyä. Though the word Brahma-vidyä is not mentioned here, an equivalent word 'parävaräm' is used.
Parävarä means that which is received from the teacher, who comes fitrst, by a disciple who comes later. Avarä means lower. Here the word 'lower' signifies that which occurs later. It is lower in order, not in quality. If we interpret this as lower in quality, then it implies that the content and the quantity of the knowledge is subject to a process of attrition as it is handed down from deacher to disciple. Being the knowledge of Brahman, the whole, this knowledge is not subject to verbal entropy. Here avarä does not mean lower in quality but later in time. Therefore, the guru got it first; the çiñya being taught by the guru got it later. In this interpretation 5 the compound 'parävaräm has to be considered as chandasa, Vedic usage, because the words of the compound do not have the capacity to join togethder in that sense.
Without assuming chändasa, we can interpret the word parävaräm as follows. 6 It is karmadhäraya compound which is resolved as that vidyä which covers the subject matter of lboth parä vidyä and avara vidyä. This will be said in the next mantra. Parä means the cause. The cause is first in order and so it is parä. Avarä is the effect. Both are Brahman. This vidyä deals with Brahman that is both cause and effect, the effect being not separate from the cause. The word parävarä is used for Brahman later in this upaniñad. 7 Sankara gives this second meaning also. 8 Par ä vidyä reveals Brahman. Avarä vidyä is everything else. Everything else is also Brahman. Therefore, this brahma-vidyä pervades the subject matter of both parä vidyä and avara vidyä.
Satyavaha taught this knowledge to Aìgiras. The brahma-vidyä paramparä is established here. Çruti herself does this by stating many names. Thus, we have a set up now. We have the teacher Aìgiras here, who has this knowledge and who is available to teach. Somebody can approach this Aìgiras and get the knowledge from him. Çaunaka does this, and the dialogue between Aìgiras and Çaunaka is reported on the following mantras. From here onwards the dialogue begins.
To be continued…
```
3 Ai¼irit re)aNt-nama, 4 Ai¼risit saNtnama, 5 prSmaTprSmadvre[ àaÝa #it pravra, mu{fœk Éa:ym! AiSmn! p]e samWyaRÉavadœ Aa;R smaÝ> 6 pra casaE Avra ceit kmRxary> 7 iÉXyte ùdy ¢iNw>., tiSmn! †òe pravre. 2,2,8 8
```
prapr - svR ivXya iv;y VyaÝe> va ta< pravram!, mu{fk Éa:ym! | <urn:uuid:2a76ddb7-b4b7-4993-9341-5d5409d699b0> | CC-MAIN-2017-39 | http://www.arshavidya.in/Newsletter/Jan12/mundakopanishad.pdf | 2017-09-26T10:54:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00356.warc.gz | 381,900,954 | 1,775 | eng_Latn | eng_Latn | 0.924773 | eng_Latn | 0.974508 | [
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Business Communication Assignments
JoAnn Syverson and Holly Littlefield
Business Administration 3033: Business Communication
Apologies
Audience analysis
- How serious is the issue?
- How much damage has been done?
- How valuable is the future relationship?
- Are there historical, cultural, personality issues as well?
Tone—your most important consideration
- Establish a serious, sincere, but not overly dramatic tone.
- Often how you phrase your apology matters more than what is actually stated.
Format
- Offer a sincere apology, but don't overdo it.
- Give an explanation where appropriate, but don't make excuses or blame others.
- Offer to make amends when appropriate.
- Close by maintaining good will.
Bad News or Negative Messages
Audience analysis is key here
- Cultural differences
- History/experience
- Personal investment
- Future relationships
Tone is extremely important
- People accept negatives better when delivered gently.
- Find the middle ground between sugar-coating and being overly blunt.
- Use language that conveys respect.
center for writing
|
U
NIVERSITY OF
M
INNESOTA
This material is intended to give ideas for teaching and learning activities.
Posted with permission. Copyright belongs to the creator.
© 2010 JoAnn Syverson and Holly Littlefield
Format
- Letter/memo/fax/email? Which is appropriate for your audience and your message?
- If your audience is likely to respond favorably or neutrally, use a direct approach.
- If your audience is likely to be hostile or very disappointed, use an indirect approach. Open with a buffer—first establish good will; open on a positive note before stating the bad news.
- State the bad news clearly and offer an explanation for it—not excuses
o State the bad news as positively as possible, using tactful wording.
o Emphasize what you are doing or did do, rather than what you can't or didn't.
o Offer enough detail to show the logic of your position.
o Include only business reasons, not personal ones.
- Suggest some alternatives when appropriate
- Close by maintaining goodwill with a positive, forward-looking statement
- Provide an easy means for readers to contact you if they have questions.
Memo
To:
From: Communication Center
Date: August 16, 2002
Subject: Constructing a Coherent and Readable Memo
Constructing an effective memo requires you to consider two key issues: the form of your memo and the process by which you write. By considering both, you should be able to construct a memo that conveys key ideas quickly and that takes a form the audience finds easy to read.
Addressing the Form of Your Memo Includes Five Key Dimensions
In order to maximize the impact of your memo, pay attention to the following:
- The opening of your memo must identify the What, Why, and How. In combination, the subject line and the first two or three sentences should explain what the topic is, why the topic is important to the reader, and how the memo will proceed.
- The headings should be in the informative style. Your handbook for the Writing Workshop contains a document titled, "Informative Headings Improve A Memo's Readability." This document will explain the three styles of headings.
- The transitions should provide clear roadsigns for the reader. Simple phrases such as, "second," "in addition," or "however" will clarify the relationship between points in your memo.
- The visual design should include white space and visual variety. Too much text and not enough white space makes the memo look daunting and difficult to read. Bulleted lists, italics, headings, or graphs will add white space and make the document more visually appealing.
- The close should provide a specific action request, suggested means for implementing, justified deadline, and a reminder of the key benefits.
Improving the Process of Memo Writing Requires Editing
In addition to reviewing the memo's form, good business writers should be concerned with the writing process. Key to this process is editing. An effective edit will take place on three levels:
- Headings. Are your headings in the informative style and are they parallel?
- Paragraph. Does each paragraph develop a single point? Does the topic sentence appear first?
- Supporting evidence. Does every assertion have elaboration? Does that elaboration include some form of quote, statistic, fact, example, or logic?
Concluding Your Memo Requires Final Review of the Product
Now that you have improved the form of your memo and used an effective process, it is time to give your memo a last "glance." Are you comfortable with the style of your writing? Do you avoid jargon? Have you double-checked punctuation and grammar?
When you take the time to construct your memos following these guidelines, you will have a finished piece that is coherent and easy to read—something that will quickly establish your reputation as an effective communicator! | <urn:uuid:f4442174-24f6-4c2c-a3e4-bf821dd14d9c> | CC-MAIN-2017-39 | http://writing.umn.edu/tww/assignments/BA3033assign.pdf | 2017-09-26T11:10:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00359.warc.gz | 378,210,973 | 1,003 | eng_Latn | eng_Latn | 0.995382 | eng_Latn | 0.996792 | [
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C
HAPTER
3
HYDROGEN
HENRY CAVENDISH 1 IS CREDITED
with having first isolated and studied hydrogen as a true chemical
element in 1766. He produced the gas, which he called inflammable air
by reacting hydrochloric acid with metals. Although others, including John Mayow and
Robert Boyle also knew of the reaction between metals and acid, Cavendish is given credit for the discovery
because he was the first to systematically study the properties of the gas. In the late 18th century, Antoine
Lavoisier recognized the substance as an element and later named it
hydrogen from the two Greek words
meaning "water-forming".
Hydrogen is a colorless, odorless, and tasteless gas that is insoluble in water.
Very little molecular hydrogen, H
2
, can be found in nature. The most familiar compound of hydrogen is water which is
2
/
18
or 11% hydrogen by mass but
2
/
3
hydrogen by atom count. Hydrogen makes up over 92% of all the atoms of the Universe. Our sun consists
of 30% by mass hydrogen.
Hydrogen is the lightest of all known molecular substances. Even helium has a molar mass that is twice as large. As a result, the density of hydrogen is very small
(0.0824 g/L at 25
o
C and 1 atm) and is over 14 times smaller than that of air. Another result of having such a small molar mass is that hydrogen's melting point (-259.14
o
C or
14.0 K) and boiling point (-252.5
o
C or 20.7 K) are extremely low.
The most readily used source of hydrogen is natural gas. Methane is combined with steam at 1000
o
C to produce hydrogen and carbon monoxide. The mixture of CO
and H
2
is called synthesis gas
or just syn gas.
1
To learn more about Henry Cavendish, visit our gas website, http:// mattson.creighton.edu/Microscale_Gas_Chemistry.html and click on "History of Gas Chemistry"
CH
4
(g) + H
2
O(g)
à
CO(g) + 3 H
2
(g)
!
H
o
rxn
= +206 kJ
The major industrial use of hydrogen in terms of mass used is in the synthesis of ammonia by the Haber process. Over 16 million tons of ammonia are produced annually
in the USA and most of this is used for fertilizer.
3 H
2
(g) + N
2
(g)
à
2 NH
3
(g)
Hydrogen is also used to
hydrogenate
oils in the food industry. Vegetable oils contain numerous double bonds and are called polyunsaturated oils. These double
bonds react with hydrogen in the presence of a catalyst. The product is margarine which has properties of a solid and is called a saturated fat.
Hydrogen is used in the manufacture of methanol, which in turn is used in many industrial applications including the plastics and adhesives industries. It is also used to
prepare metals from their oxides at elevated temperatures. The process is expensive so that only precious metals are produced this way.
MO
x
+ x H
2
(g)
à
M(s) + x H
2
O(g)
Suitability
The following experiments are included in this chapter:
Part 1. Experiments with Hydrogen
Experiment 1. Traditional test for hydrogen
Experiment 2. Hydrogen forms explosive mixtures with air
Experiment 3. Reversible conversion of copper metal and copper(II) oxide
Experiment 4. Reduction of iron(III) oxide with hydrogen
Part 2. Demonstrations and Advanced Experiments with Hydrogen
Experiment 5. Effusion of hydrogen is faster than air
Experiment 6. Hydrogen burns with a gentle flame
Experiment 7. Incomplete combustion of hydrogen
Experiment 8. Disappearing/reappearing candle flame
Experiment 9. Calcium and calcium hydride produce hydrogen in reactions with water
Experiment 10. Deuterium isotope effect'
2017
The first four experiments are designed for use by all levels of students (from middle school age through university level). Very little prior knowledge is required.
Students with more experience will understand the experiments at a higher level than beginning students, but will also enjoy these experiments. These experiments are
appropriate when discussing chemical compounds, chemical formulas, chemical reactions, the mole, as well as a variety of topics including physical and chemical
changes.
Experiments in Part 2 are best performed as classroom demonstrations. They address particular concepts usually encountered later in the first year chemistry course.
Experiment 5 should be done with the gas laws to demonstrate effusion. Experiment 6
demonstrates chemical reactivity of hydrogen. Experiment 7, similar in design to
Experiment 6, demonstrates part of the reaction mechanism for hydrogen combustion by trapping a reaction intermediate. Experiment 8 is a very impressive classroom
demonstration; a candle flame appears to be extinguished as a syringe full of hydrogen is lowered over the burning candle. As the syringe is raised, the candle re-ignites. The
process can be repeated several times. Experiment 9 works well with a discussion of the chemical reactivity of alkaline earth metals and/or metal hydrides. Experiment 10 is
the only advanced topic experiment and is used to demonstrate the deuterium isotope effect.
Background skills required
Students should be able to:
v
generate a gas as learned in Chapter 1
v
v
measure quantities of liquid reagents use a balance
v
use a Bunsen burner
Time required
Students should be able to generate hydrogen and perform the four experiments in Part 1 in a single 45 minute laboratory period.
Preparation of hydrogen in a gas bag
Large samples of H
2
(g) can be prepared conveniently in 1 L food storage bag.
See Chapter 5 for details.
Website
This chapter is available on the web at website:
http://mattson.creighton.edu/Microscale_Gas_Chemistry.html
Instructions for your students
For classroom use by teachers. Copies of all or part of this document may be made for your students without further permission. Please attribute credit to Professors
Bruce Mattson and Mike Anderson of Creighton University and this website.
Microscale Gas Chemistry Kits
Each pair of students will need certain equipment in order to prepare gases and perform experiments with the gases. We recommend organizing this equipment in 8
cup plastic food storage containers. Each kit should contain:
v
two 60 mL plastic syringes with a LuerLOK fitting v
v
v
v
v
v
v
v
v
two Latex LuerLOK syringe caps two plastic vial caps
one 15 cm length of Latex tubing one 3 cm length of Latex tubing
one plastic pipet one clear plastic beverage cup (250 mL/9 oz)
one small plastic weighing dish one small test tube (12 x 100 mm)
one medium test tube (18 x 150 mm)
v
one birthday candle
All of this will fit into the food storage container. In addition, each pair of students will need a wide-mouth beverage bottle for draining and supporting their syringes. Ordering
information for kit materials is given at the end of this chapter and in Appendix E.
PREPARATION OF HYDROGEN 1
General Safety Precautions
Always wear safety glasses. Gases in syringes may be under pressure and
could spray liquid chemicals. Follow the instructions and only use the quantities
suggested. CAUTION! Hydrogen forms explosive mixtures with air.
Toxicity
Hydrogen is relatively non-toxic; however, it is a simple asphyxiant if inhaled in
very large quantities. We will not be generating large quantities of hydrogen.
Equipment
Microscale Gas Chemistry Kit
Chemicals (needed for each syringe full of
hydrogen produced)
0.05 g solid Mg turnings or ribbon (approximately 6 cm ribbon = 0.05 g)
3 - 5 mL 2 M HCl(aq)
This quantity of magnesium will produce approximately 50 mL of H
2
. The
production of H
2
isveryfast and it typically takes less than 30 seconds to fill a syringe.
The reaction is:
Mg(s) + 2 HCl(aq) àH
2
(g) + MgCl
2
(aq)
Generating hydrogen gas samples
Samples of hydrogen are generated by the In-Syringe Method as described in
Chapter 1 and repeated here.
1. Wear your safety glasses
2. Measure out the solid reagent
(Use 0.05 g Mg to make H
2
)
Place the solid reagent into the vial cap. It may be difficulat to measure out such a small amount of magnesium. Your teacher may tell you how to estimate
this quantity. For example, usexturnings or usexcm
Mg ribbon corresponds to 0.05 g, rather than having
you measure the amount on a balance.
1
Content for this chapter first appeared as "Microscale Gas Chemistry, Part 3. Experiments with Hydrogen"
Mattson, B. M.,Chem13 News, 253, December, 1996.
3. Fill the syringe barrel with water
Fill the barrel with water. Place your finger over the
hole to form a seal. Fill completely to the top.
4. Float the vial cap
Float the vial cap containing the solid reagent on the water surface. This is easiest if the syringe barrel is
filled completely to the top with water.
5. Lower the cap by flotation
Release the seal made by finger to lower the cap into the syringe barrel without spilling its contents. Option:
Allow the syringe to drain into a wide mouth beverage container. When successfully completed, the cap
should rest upright on the bottom of the syringe with all
reagent still in the cap.
6. Install the plunger
Install the plunger while maintaining the syringe in a vertical position. The plunger has a plastic "rib" near the rubber seal that snaps past the "catch" — a small ridge just inside the mouth of the syringe. Usually it takes a firm push to move the rib past the catch. After that, the plunger should move smoothly. The plunger
should fit snugly against the rim of the vial cap.
7. Draw aqueous reagent into syringe (Use 3 — 5 mL 1 M H Cl to make H 2 )
The aqueous reagent, measured into a small weighing dish, is drawn into the syringe while maintaining the vertical position of the syringe. The vial cap with the
solid reagent should float on the solution.
8. Minimizing the quantity of air prior to reaction because hydrogen and air form explosive mixtures.
This procedure is used when there is excess air in the syringe before the reaction begins. Carefully rotate the
syringe so as not to let the vial cap spill ints contents.
With the syringe opening directed upward, carefully push the plunger inward until the air is mostly gone.
Install the syringe cap by turning or pushing it on.
9. Generate the gas
Hold the syringe so that the cap is up.
Shake the syringe in order to mix the reagents. As the liquid
reagent splashes into the vial cap, gas generation will commence and the syringe plunger should move
outward. It is sometimes necessary to gently help the plunger move up the barrel.
10. Remove cap to stop gas collection
Keep the cap up!
After the plunger has reached the desired mark (usually 60 mL), remove the syringe cap
and leave it off through Step 11. The syringe is under positive pressure so there will be a tiny gas release
sound.
11. Discharge reagents
Turn the syringe 180
o
and discharge the liquid reagent into the plastic cup over half-filled with water in order to
dilute the reactants. Immediately cap the syringe with the syringe cap to prevent loss of gas by effusion.
Caution: Always use Steps 9, 10, and 11 as described. Never remove the syringe cap with the cap end directed downward: Reagents will spray out of the syringe onto your hands.
12. Wash away contaminants
The gas-filled syringe may be "washed" in order to remove traces of unwanted chemicals from the inside surfaces of the syringe before the gas is used in
experiments. To wash a gas:
Disposal of hydrogen samples
Unwanted hydrogen samples can be safely discharged into the room.
Teaching tips
1. The generation of hydrogen is a rapid reaction and should be practiced before showing your students.
2. Hydrogen is the only gas for which diffusion is a major concern. When the syringe cap is off, keep the opening directed downward to minimize loss of hydrogen
through the hole.
3. If magnesium ribbon is being used, measure the mass of a 25 cm length.
Determine the mass per cm and use that to cut pieces of desired mass instead of using a balance. If magnesium turnings are being used, measure the mass of x
turnings, measure the mass and divide the mass by x. Use this to estimate how many turnings each preparation should take – as an alternative to measuring out
such small amounts of magnesium.
Introductory Questions
1. What is the formula for hydrogen gas?
2. Why should you hold the syringe with the opening down when the cap is off?
3. What was the volume of hydrogen you actually obtained in your syringe?
Questions
4. Was the reaction exothermic or endothermic?
5. How accurately can you read the syringe?
6. What about the position of the plunger before the reaction started (due to the volume of air and solution already present before the reaction started)? Should
this volume be subtracted?
Advanced Questions
7. Determine the number of moles of magnesium you used to prepare your
hydrogen.
8. Use the molar concentration of HCl and the volume used to determine the
number of moles of HCl you used to make hydrogen gas.
9. Write the balanced chemical equation for the reaction occurring in your syringe.
10. Which is the limiting reactant, Mg(s) or HCl(aq)?
11. Using the ideal gas law and your answer to the previous question, what volume
of gas is predicted? (Assume the temperature is 25
o
C and standard pressure)
PART 1. HYDROGEN EXPERIMENTS FOR STUDENTS
EXPERIMENT 1. TRADITIONAL TEST FOR HYDROGEN
Equipment
Microscale Gas Chemistry Kit
Match or lighter
a coin
Chemicals
H
2
(g), 20 mL
Suitability
middle school lab, high school lab, university lab, and classroom demonstration
Applications, Topics, Purpose
chemical properties of gases, combustion reactions, gas density, characterization of
gases, energy changes
Instructions
Affix a candle to a coin. Melt a drop of wax from a candle onto a coin and
immediately push the base of a candle into hot wax so that the candle stands vertically.
Part 1. Fill the test tube with water and place it upside down in the cup of water.
Light the candle. Connect the long piece of tubing (15 cm) to the fitting on the syringe.
Displace the water with H
2
as shown in the figure above. Remove the test tube from the
water, keeping it open-end downward, and move the open end near a lit candle. A
BARK! sound will confirm the presence of hydrogen.
Part 2. Repeat the experiment using a test tube half-filled with air and half-filled
with hydrogen. To do this, start with a test tube half-filled with air and half-filled with
water and then displace the water with hydrogen. A much louder BARK! will result.
Teaching tips
Show students how to invert water-filled test tubes without loss of water. Filling the
cup to nearly full makes it easier.
Introductory Questions
1. Hydrogen is much lighter than air. What other gas is also lighter than air? Hint:
2. What is the purpose of collecting the gas under water — by displacing the water in a test tube as was done in this experiment?
3. Hydrogen is an element with the atomic symbol H. It exists in nature as a molecular substance with the formula H
2
. Oxygen does exactly the same thing.
Write the atomic symbol for oxygen and write the formula of the molecular substance it forms.
'
Questions
4. Why was the test tube containing hydrogen gas stored upside down in the water?
5. Suppose you had two unlabeled test tubes, one that contained hydrogen and the other carbon dioxide. Suggest an experiment you could do to determine what gas
was in each tube.
6. Why was the hydrogen-air mixture considerably louder than that of pure
hydrogen?
7. Sketch what would happen to the hydrogen gas if you were to rotate the test tube
so that the open end was directed upward.
Advanced Questions
8. What familiar product formed when you ignited the H
2
(g)?
9. Write and balance the equation for the reaction that takes place when hydrogen
burns (explodes) in air?
EXPERIMENT 2. HYDROGEN FORMS EXPLOS IVE MIXTURES WITH AIR
Equipment
Microscale Gas Chemistry Kit
Match or lighter
Chemicals
H
2
(g), 50 mL
3% dish soap solution
Suitability
middle school lab, high school lab, university lab, and classroom demonstration
Applications, Topics, Purpose
combustion reactions, kinetics, chemical properties of gases, activation energy
Instructions
Part 1. Fill a small plastic weighing dish
with 3% dish soap. Generate hydrogen using
quantities listed above. Discharge the aqueous solution and equip the syringe fitting with a 3 cm length of tubing. (If you must store the syringe for even a few minutes, use the syringe cap.) Place the free end of the tubing into the soap solution and slowly discharge some of the hydrogen. Once
a rounded mound of bubbles has been produced, remove the tubing and ignite the bubbles. A mild BARK! will occur as the hydrogen undergoes a comparatively gentle
"explosion".
Part 2.
With a syringe half-full of hydrogen, draw in an equal volume of air and
repeat the experiment. This time, when the mixture is ignited, a louder, more definite
explosion occurs.
Teaching tips
1. The hydrogen and air mixture produced in the syringe is an explosive mixture.
2. 3% dish soap solution is prepared my adding 3 g dish soap to enough water to
make 100 mL.
Introductory Questions
1. What difference did you notice between Parts 1 and 2 in the experiment? Explain.
2. What is the purpose of the soap solution?
3. Why should extreme care be exercised when working with hydrogen gas?
Questions
4. What are the two major gases found in the air? Which one is reacting with
hydrogen in this experiment?
5. If one bubble of hydrogen and one bubble of air were side-by-side and ignited, would the bang be louder or not as loud than if the same amount of gas were
contained in a single bubble?
6. Would the explosion be louder if oxygen were used instead of air — with the same
amount of hydrogen? Air is 21% oxygen.
Advanced Questions
7. Write the balanced chemical equation for the reaction occurring in this experiment.
8. Suggest an experiment to determine what mixture produces the loudest bang from
a hydrogen/air mixture using the soap bubble solution.
EXPERIMENT 3. REVERSIBLE CONVERSION OF COPPER METAL AND COPPER (II) OXIDE
Equipment
Chemicals copper wool such as a ChoreBoy
Microscale Gas Chemistry Kit small Bunsen burner
glass Pasteur pipet ring stand and clamp
kitchen scrubbing pad hydrogen, H
2
match or lighter wooden stick such as a kabob skewer — must be able to fit into the pipet
Suitability middle school lab, high school lab, university lab, and classroom demonstration
Applications, Topics, Purpose
Preparation of metals, preparation of an ionic substance, types of solids, oxidation/reduction
Instructions
Use a wooden stick to position a 0.50-g plug of copper wool into a glass pipet.
Clamp the pipet in a horizontal position.
Part 1.
Heat the Cu/pipet for 30 s and then slowly pass 60 mL air through the
pipet while continuing to hold the pipet in the flame. The copper will quickly turn black.
The reaction is:
2 Cu(s) + O
2
(g)
à
2 CuO(s)
Part 2.
Connect the H
2
-filled syringe to the pipet. Heat the CuO/pipet and then
slowly pass the hydrogen gas through the pipet while continuing to hold the pipet in the flame. Water droplets should appear inside the stem of the pipet. The reaction is:
2 CuO(s) + H
2
(g)
à
2 Cu(s) + H
2
O(l)
Teaching tips
1. Tell students that hot glass looks like cold glass! Burns from touching hot glass are treated with aloe vera.
(g), 50 mL
2. The terms
oxidation and reduction
are omitted from this experiment for use at
introductory levels. Add them to your discussion if appropriate.
3. One purpose of this experiment is to draw attention to the four fundamental types
of substances — metals, ionic compounds, molecular compounds and network
covalent compounds. Students will work with all four in this experiment. (SiO
2
, the
primary component of the glass pipet, is a network-covalent compound.)
4. You may wish to construct the pipet devices for the students. These can be
stored and used again.
Introductory Questions
1. Give the formulas for (a) copper(II) oxide, (b) elemental copper, (c) molecular
hydrogen and (d)water, all of which were encountered in this experiment.
2. What did you observe that indicates to you that a reaction has taken place?
3. Do you think this reaction could be repeated over and over without consuming the
copper — or will the copper eventually be used up?
Questions
4. How do you know that the conversion of copper to copper(II) oxide and then
copper(II) oxide to copper is reversible?
5. Why is it necessary to heat the Cu in order for it to react?
Advanced Questions
6. The four fundamental types of substances are: metals, ionic compounds, molecular compounds and network covalent compounds. What fundamental type of substances id each of the following? (a) hydrogen; (b) copper; (c) copper(II)
oxide; (d) water; and (e) silicon dioxide (the predominant component of the glass
pipet)
7. Three of the four fundamental types of substances are almost always solids under standard conditions. Which type can be solid, liquid or gas under standard
conditions?
8. These reactions can be discussed in terms of oxidation and reduction chemistry.
Determine the oxidizing agent and reducing agent in each of the two reactions
given in the instructions.
'
EXPERIMENT 4. REDUCTION OF IRON (III) OXIDE WITH HYDROGEN Equipment Chemicals
Microscale Gas Chemistry Kit
H
2
(g), 40 mL
glass disposable pipet
Bunsen burner
Matches or lighter
Magnet
"000" steel wool
Suitability
middle school lab, high school lab, university lab, and classroom demonstration
Applications, Topics, Purpose magnetic
properties of
metals, preparation
of
a
metal from
an oxidation/reduction.
Instructions
Prepare the pipet device as shown at right using 0.25 g Fe
2
O
3
. Test the Fe
2
O
3
by holding a magnet above it through the glass. Heat the Fe
2
O
3
for 30
s and then slowly pass H
2
gas through the pipet while continuing to hold the
pipet in the flame. The powder will quickly darken and water droplets should appear inside the stem of the pipet. Remove the heat and allow the pipet to cool. Hold a
magnet above the mound of solid metallic powdered iron. The reaction is:
Fe
2
O
3
(s) + 3 H
2
(g)
à
2 Fe(s) + 3 H
2
O(g)
1. Tell students that hot glass looks like cold glass! Burns from touching hot glass are treated with aloe vera.
2. If an analytical balance is available, one can determine the mass of the Fe
2
O
3
(s)
used and the mass of the pipet/ Fe
2
O
3
(s) before and after the reaction. The ore,
Fe
2
O
3
(s), 0.25 g
difference is the mass of oxygen lost during the reaction. A very close comparison between the predicted and observed mass loss is possible.
Introductory Questions
1. What does the "2" and "3" mean in the formula Fe
2
O
3 ?
2. What did you observe that indicates to you that a reaction has taken place?
3. How does the magnet tell us that a reaction has taken place? Why will this test
not work for every reaction?
4. Substances that are attracted to a magnet are called ferromagnetic. Is Fe
2
O
3
ferromagnetic? Is Fe?
Questions
5. Write the chemical reaction that has taken place in sentence form: "Iron(III) oxide
and …)"
6. Calculate the rate of hydrogen flow in mL/min.
Advanced Questions
7. Why is it necessary to heat the Fe
2
O
3
in order for it to react?
8. Calculate the number of moles of Fe
2
O
3
used in the pipet. Calculate the number
of moles of H
2
passed through the pipet. Which reagent was in excess?
9. As the reaction between oxygen and iron took place, a bright white glow may have
been observed. Does this indicate an exothermic or endothermic reaction?
Clean -up and storage
At the end of the experiments, clean the syringe parts, caps and tubing with
water. Rinse all parts with distilled water if available. Be careful with the small parts
because they can easily be lost down the drain. Important: Store plunger out of barrel
unless both are completely dry.
PART 2. DEMONSTRATIONS AND ADVANCED EXPERIMENTS WITH HYDROGEN
EXPERIMENT 5. EFFUSION OF HYDROGEN IS FASTER THAN AIR
Equipment
Microscale Gas Chemistry Kit
Balloon, 25 cm diameter rubber bands, two heavy duty
scissors
Chemicals
H
2
(g), 60 mL
Suitability classroom demonstration
Applications, Topics, Purpose gas density, effusion/diffusion, kinetic molecular theory of gases
Instructions
Cut the end off of a large balloon as shown above. Generate H
2
(g), discharge the aqueous reagents and then cap the syringe. With the syringe cap directed
upward as in the figure above (so that hydrogen does not escape)
, remove the plunger and secure the balloon over the syringe opening with a rubber band as in above. Gather the
balloon so that the rubber is taut over the syringe opening. Use a second rubber band as well. The rubber bands must be wound quite tightly in order to prevent hydrogen
loss.
Clamp the syringe in position with balloon end up
(opposite of that shown in the figure). Within 30 minutes there should be visible evidence that the balloon is being pushed into
the syringe barrel. By the next day, the balloon is drawn in by a very noticeable amount. After 3-5 days, the balloon will be
extensively drawn into the syringe barrel. The experiment can be continued for weeks.
Teaching tips
1. No chemical reaction occurs with this experiment.
2. Noticeable results of the experiment are not immediate. If there is no evidence that the balloon being pulled into the syringe after several hours, it is likely that the
balloon has not been tightly sealed to the syringe.
3. This experiment shoud be done as a demonstration because of the time involved.
Questions
1. Why is the balloon being pushed into the syringe? What is pushing the balloon inward?
2. What does the word effusion
mean? What is the difference between diffusion and effusion? If you do not know, look these terms up in a dictionary.
3. Predict what would happen if this experiment were repeated with a syringe filled with CO
2
(g) instead of hydrogen.
EXPERIMENT 6. HYDROGEN BURNS WITH A GENTLE FLAME
Equipment
Microscale Gas Chemistry Kit
Glass disposable pipet
Matches or lighter
Food storage bag, 1 L / 1 quart hemostat (or pinch clamp)
ring stand and clamp
Chemicals
Chemicals to generate hydrogen
Suitability classroom demonstration
Applications, Topics, Purpose explosive mixtures, combustion, simple reactions
Instructions
In Chapter 5 we describe the use of a plastic food storage bags for generating and storing larger quantities of gas. Like most gases, hydrogen can be generated inside
the "gas bag" which consists of a length of tubing inserted into a food storage bag. See
Chapter 5 for construction details. Assemble the apparatus as shown in the figure. Use a 15 cm length of tubing to connect the gas bag to the pipet.
Use the gas bag to discharge hydrogen at a constant, controlled rate in order to sustain a small flame. Keep the gas bag away from flames. Open the hemostat (or
pinch clamp) and ignite the gas issuing from the pipet. Gently press down on the gas bag to control and sustain the flame. To stop the combustion, pinch the tubing shut.
The flame is "gentle" because of the lack of oxygen in the fuel. The flame is yellow because of the sodium in the glass; hydrogen normally burns with a blue flame.
Teaching tips
1. Do this experiment as a demonstration to reduce the chance for an explosion.
Follow the instructions exactly.
2. Hydrogen forms explosive mixtures with air.
Questions
1. From Experiment 2, you learned that hydrogen and air form explosive mixtures.
How does the design of this experiment prevent an explosion?
2. Write and balance the chemical reaction that takes place in both this and
Experiment. 2
3. In Experiment 2, we deliberately created an explosive mixture of hydrogen and air and then ignited the mixture. Why are we so concerned about the same sort of
explosive mixture in this experiment and have designed the experiment so that an explosion does not take place?
Advanced Questions
4. When hydrogen burns, we see a flame. When hydrogen/air mixtures explode we do not see a flame. Why?
5. What would happen if one were to hold a piece of glass above the flame at a safe distance (so it is not heated by the flame)?
EXPERIMENT 7. INCOMPLETE COMBUSTION OF HYDROGEN
Equipment
Glass disposable pipet
Matches or lighter
Food storage bag, 1 L / 1 quart hemostat (or pinch clamp)
Latex tubing, 1/8-inch (3.175 mm) ID, 20
cm length ring stands (2) and clamps (2)
test tubes, 18 x 150 mm (2)
graduate cylinders, 10 mL and 100 mL or volumetric flasks, 10 mL and 100 mL
Chemicals
Hydrogen or chemicals to generate hydrogen in a bag (Ch 5)
potassium permanganate, 0.010 g potassium iodide, 1.66 g
starch, potato ice chips
Suitability
University lab and classroom demonstration
Applications, Topics, Purpose
Reaction intermediates, radicals, reaction mechanism, combustion processes
Instructions p rior to the demonstration:
This experiments builds on the previous experiment. The combustion of
hydrogen in air is quite complex with at least 28 mechanistic steps and twelve reaction species. Most of the species involved are radical (having unpaired electrons) in nature.
Among the various species generated, a few are stable (full octet), including hydrogen peroxide. In a normal hydrogen flame, the hydrogen peroxide goes on to further oxidation resulting in water. In this classroom demonstration, a hydrogen flame is played across the face of an ice cube and the combustion is quenched in an incomplete state. The solution that results contains aqueous hydrogen peroxide that can be tested
with two simple chemical tests.
In Chapter 5 we describe the use of a plastic food storage bags for generating
and storing larger quantities of gas. Like most gases, hydrogen can be generated inside the "gas bag" which consists of a length of tubing inserted into a food storage bag. See
Chapter 5 for construction details. Assemble the apparatus as shown in the figure. Use
a 20 cm length of tubing to connect the gas bag to the pipet. Obtain hydrogen from a
compressed cylinder if available; it is convenient and the purity is good. Connect the Latex tubing directly to the gas regulator. Adjust the pressure to 100 kPa (1 atm, 15 psi) using the gas regulator knob. Use the flow valve to slowly discharge the desired amount of gas into the plastic gas bag. Do not overfill the gas bag.
Seal the gas bag shut with the hemostat pinching the tubing as shown in the
Figure.
Prepare a 6.3 x 10
-4
M KMnO
4
solution by dissolve 0.010 g KMnO
4
per 100 mL
solution. Next, prepare a starch-iodide solution: Make a slurry of 1 g potato starch in
20 mL distilled water in a small beaker. Heat the slurry with stirring until the color goes
from the opaque white to a translucent gel. Remove from heat. Prepare 1.0 M KI solution: dissolve 1.7 g potassium iodide, KI, in 10 mL water. For each demonstration,
mix 3 mL KI(aq) with 1 mL starch.
Instructions for the demon stration:
A hemostat stops the flow of hydrogen until one is ready to begin. When it is
time for the demonstration, one simply removes the hemostat and ignites the hydrogen issuing from the pipet. The flame is small and often difficult to see, but the heat it produced is easily detected 10 cm away and a piece of paper brought near the flame will ignite. Occasionally, the hydrogen flame will appear yellow due to the sodium in the
) or to a
, volume 4, pg
glass pipet. Using the hemostat, an ice chip is held in front of the flame at close range so that the flame plays across the ice. The test tube is adjusted so that the drippings can be collected. It takes less than one minute to obtain 3 – 5 mL of solution. The flame will often burn a hole through the ice chip. The exact amount of solution collected can
be determined by measuring the mass of the test tube before and after collection.
Testing the solution for hydrogen peroxide.
The use of a control is always important. In this case, simply fill a second test
tube with a quantity of distilled water equal to the amount of drippings collected.
Potassium permanganate test.
To each test tube, add several drops of dilute potassium permanganate solution
(approx. 6.3 x 10
-4
M KMnO
4
). This will turn the distilled water pink-purple. In the test
tube containing hydrogen peroxide, the permanganate will slowly, over the course of a
minute or two, oxidize hydrogen peroxide to O
2
(aq), but at this low concentration,
bubbles are not noticed. Permanganate is reduced to either colorless (Mn
+2
yellow-brown color (Mn
+4
), however, no precipitate of MnO
2
is detected. One may
continue to add an equal number of drops of the KMnO
4
solution to both solutions until
the test tube comprised of drippings starts to persist with a purple color. Color
photographs of these results are available at our gas chemistry website.
Potassium iodide test.
Add 10 drops of a 1.0 M potassium iodide/starch solution to a test tube of
collected drippings and to the control solution. The solution with the drippings containing hydrogen peroxide will become faintly blue within a minute and will continue to darken to an intensely deep blue over a period of five minutes. The solution should turn blue
indicating the presence of I
3
-(aq) produced by the reaction between KI(aq) and
H
2
O
2
(aq)
2
Color photographs of these results are available at our gas chemistry
website.
I-(aq) + H
2
O
2
(aq) + H+(aq) àHOI(aq) + H
2
O(l)
HOI(aq) + 2 I-(aq) + H+(aq) àI
3
-(aq) + H
2
O(l)
2 I
3
-(aq) + starchàstarch-I
5
-+ I-(aq)
2
Shakhashiri, B. Z.,Chemical Demonstrations, A Handbook for Teachers of Chemistry
42.
The idea for this experiment is quite old. In Partington's 1950 Textbook of
Inorganic Chemistry, he describes the formation of small amounts of aqueous hydrogen peroxide by "playing" a hydrogen flame across an ice cube.
3
The combustion of hydrogen is familiar to most students of chemistry:
2 H
2
2
2
à
(g) + O
(g)
2 H
O(l)
Possible mechanisms for this reaction have been studied for over 30 years.
Reactions
4
that take place in a flame are usually very complicated and varied. For example, a recent article investigating the mechanism of hydrogen combustion proposed two
mechanisms that involved twelve chemical species and 34 different reactions.
Despite
5
the complicated subtleties of these mechanisms, a few simple mechanistic reaction steps are fundamental in understanding hydrogen combustion. A reaction of primary
importance is the thermal dissociation of the H
2
bond:
H
2
à
(g)
2 H
(g)
H = +436 kJ!
.
Reactions such as this are unheard of under normal laboratory temperatures but are important and common at the temperature of a flame. In this case, atomic hydrogen, H,
.
is formed. Atomic hydrogen, also called the "hydrogen radical" because of its unpaired electron, is extremely reactive towards a variety of species including molecular oxygen:
H
2
2
à
(g) + O
(g)
HO
(g)
.
.
In this prominent reaction, the H
2
radical produces the HO
radical, a high-energy.
.
intermediate that is involved in at least five other reactions with species including OH
, H,
.
.
.O., and another HO
2
., all "normal" components of the gas mixture in a hydrogen/air flame. The reaction between OH
2
and HO
produces water, the final product of.
.
hydrogen combustion:
OH.
The reaction between two HO
2
2
2
à
(g)
+ HO
(g)
H
O(g) + O
(g)
.
2
groups, however, produces hydrogen peroxide:
.
HO
2
2
2
à
(g) + HO
(g)
H.
.
O
2
(g) + O
2
(g)
Hydrogen peroxide is not a normal product of hydrogen combustion, but rather a reaction intermediate that can undergo further high-temperature reactions with either H.
or OH.
:
3
J. R. Partington;
, Macmillan. This text was first published in 1921 and continued through at least six editions with the 6
Textbook of Inorganic Chemistry th edition copyrighted 1950.
4
A literature search produced over ten matches for "hydrogen" + "combustion" + "mechanism". Many were done by the Russians over the last 30+ years. In the following study, kinetic rate constants for several
"elementary processes" of hydrogen combustion were determined: Balakhnin, V. P.; Gershenzon, Y. M.;
Kondrat'ev, V. N.; Nalbandyan, A. B.;
5
Dolk. Akad. Nauk SSSR (1966), 170(5), 1117 – 20. International Journal of Chemical Kinetics
Brown, N. J.; Li, G.; Koszykowski, M. L.;
(1997), 29(6), 393 –
414. This article provides a full discussion of the process of hydrogen combustion.
H
2
O
2
(g) + H.
(g) àHO
2.
(g) + H
2
(g)
H
2
O
2
(g) + OH.
(g) àHO
2.
(g) + H
2
O(g)
As demonstrated by the second of these reactions, H
2
O is ultimately produced as the
final product of hydrogen combustion in air. Under certain conditions, H
2
O
2
(g) can
survive as a reaction byproduct.
In addition to these reactions, H
2
O
2
(g) can undergo O-O bond dissociation to
produce OH.
radicals:
H
2
O
2
(g) à2 OH.
(g)
As we saw above, OH.
(g) is an important species that reacts with HO
2.
(g) to produce
H
2
O(g).
Teaching tips
1. Place a small weight such as a test tube wire rack on the hydrogen gas bag to
increase the flow.
2. Do not make direct contact between the pipet and the ice cube. The flame will go out and water will plug the pipet stem. Sometimes it is hard to re-light it after this
happens.
3. With use, the pipet melts closed and the flame becomes smaller and smaller.
Replace the pipet after every few uses.
4. A YouTube movie of the reaction is
available:
(https://www.youtube.com/watch?v=pp8kC-aGbK4&feature=em-upload_owner).
Questions
1. What are the "normal" products of combustion when a hydrocarbon burns? When
pure carbon burns? When pure hydrogen burns?
2. What causes the yellow color seen in the hydrogen flame?
3. Draw Lewis dot structures for the three principle radical species described above,
H.
, OH.
, and HO
2.
.
EXPERIMENT 8. DISAPPEARING /REAPPEARING CANDLE F LAME
Equipment
Microscale Gas Chemistry Kit
Chemicals
magnesium turnings or ribbon, 0.10 g hydrochloric acid, HCl(aq), 5 mL of 2 M
Suitability
classroom demonstration (all levels — including
middle school)
Applications, Topics, Purpose
explosive mixtures, combustion, simple reactions
Instructions
Affix a candle to a coin with a drop of molten wax. Generate hydrogen using
0.10 g magnesium turnings or ribbon and 5 mL of 2 M HCl(aq) instead of the usual quantities. This will generate more than a syringe full of hydrogen. As the plunger reaches the top of the syringe barrel and is almost ready to pop out of the barrel, stop the reaction by discharging the aqueous solution into the plastic cup. Immediately cap the syringe with the syringe cap. Light the candle and turn off the room lights. With the cap directed upward, remove the plunger from the syringe barrel and immediately lower the syringe carefully but quickly over the top of the candle flame as shown in the figure.
As soon as the flame goes out, raise the syringe. The candle should re-ignite. This
experiment takes some practice. Once perfected, it makes an interesting magic trick.
Teaching tips
1. There are several possible explanations. Most likely, the wick is glowing hot enough to re-ignite the hydrogen once enough air is available again. In pure
hydrogen, the candle does not burn. Hydrogen needs oxygen to burn.
2. A YouTube video of this experiment is available
(http://www.youtube.com/watch?v=ZAK-4Ahm8i4). This is a good way to see how it
is done.
Questions
1. Discuss possible explanations with other students. Agree upon the most plausible
explanation.
2. What, if anything, is wrong with other explanations that have been proposed?
3. Are all flames visible? Can a substance burn without a visible flame?
EXPERIMENT 9. CALCIUM AND CALCIUM HYDRIDE PRODUCE HYDRO GEN IN REACTIONS WITH WATER
Equipment
Microscale Gas Chemistry Kit
Chemicals
Calcium metal, free of oxide, < 1 g
Calcium hydride, CaH
2
, < 1 g
Suitability college prep high school lab, university lab, and
classroom demonstration
Applications, Topics, Purpose
Chemical reactions, oxidation of metals, oxidation-reduction reactions, Part A:
reactivity of alkaline earth metals, Part B: hydrides, reactivity of hydrides
Instructions
Part A.
A sample of fresh calcium, free of oxide coating, should be used. The exact mass (between 0.03 - 0.04 g) is determined using an analytical balance. The
calcium is placed in a dry
vial cap and lowered into the syringe. The liquid reagent is 20
mL of distilled water. Record the initial volume mark on the syringe barrel. Use the outer rubber ring on the plunger as a convenient reference as shown in the figure.
Perform the reaction by shaking the syringe. The solution will bubble as hydrogen is produced and will eventually become cloudy due to Ca(OH)
2
(s) which is only sparingly soluble in water. The reaction is:
Ca(s) + 2 H
2
O(l)
à
Ca(OH)
2
(s) + H
2
(g)
Record the final volume mark and determine the volume of hydrogen by subtracting the volume of air originally present. The volume is quite close to what is
expected from stoichiometry and ideal gas calculations. An ideal gas laboratory experiment could be developed that utilizes this procedure.
The 20 mL of solution now contains suspended calcium hydroxide solid and a small amount of dissolved calcium hydroxide. A variety of experiments can be
performed with the solution. Add a few drops to an indicator solution to show that the pH
is high. Discharge 10 mL of the solution into a plastic cup. Add just enough 1 M HCl(aq)
to the cloudy suspension to produce a clear solution of aqueous calcium chloride:
Ca(OH)
2
(s) + 2 HCl(aq)
CaCl
2
(aq) + 2 H
2
O(l)
As another variant, the calcium hydroxide suspension can be allowed to settle in the syringe where contact with air is avoided. After a few hours, the suspended
Ca(OH)
2
(s) has settled producing a clear solution of limewater, Ca(OH)
2
(aq). Limewater
has a number of uses as a reagent; it is used to test for CO
2
(g) and is used with alum to enhance settling of turbid water.
Part B. Repeat the experiment using between 0.03 - 0.04 g CaH
2
instead of
calcium metal. The reaction is:
CaH
2
(s) + 2 H
2
O(l) àCa(OH)
2
(s) + 2 H
2
(g)
Teaching tips
1. If the calcium metal is not fresh, make sure the oxide coating has been scraped off.
2. Scraps of calcium and calcium oxide should be destroyed by reaction with water or any acidic solution. Do not place scraps of calcium metal or calcium hydride in the trash! A fire may result. Add small amounts of unwanted calcium metal
and/or calcium hydride to a large quantity of water in order to destroy them.
Questions
1. Describe the appearance of the calcium metal before the reaction.
2. Describe the appearance of the calcium hydride before the reaction.
3. What is the formula of calcium hydride? Is calcium hydride ionic, covalent,
metallic, or network covalent?
4. Describe your observations of the reaction between calcium metal and water (and
between calcium hydride and water if Part B was done).
5. What class of reaction describes this (these) reaction(s)?
6. How might the product gas be tested?
'
EXPERIMENT 10. DEUTERIUM ISOTOPE EFF ECTS
Equipment
6
Chemicals
Microscale Gas Chemistry Kit
Bromphenol blue solution, < 2 mL
5 M H
2
SO
4
Solution, < 2 mL
3.33 g D
2
O
Magnesium turnings, < 1 g
Suitability university lab and classroom demonstration
Applications, Topics, Purpose chemical kinetics, isotopes and chemical reactivity
Instructions
The rates of chemical reactions are often dependent on the isotopes of the elements involved. This occurs because compounds containing heavier isotopes have
slower average molecular speeds in both the gas phase and in solution. This phenomenon can be demonstrated as follows.
You will need two syringe assemblies for this experiment. They should be labeled "H
2
O" and "D
2
O." In two plastic weighing dishes measure out equimolar amounts of reagents as per the table:
Place 0.20 g of magnesium turnings in each of two vial caps. Draw all
of the solutions into their respective syringes and install the syringe caps. Hold both syringes
in the same hand and vigorously shake the syringes to mix the solutions. Within 2-3
minutes the color in the syringes begins to turn blue as the acid is consumed. The color change occurs in the H
2
O syringe well before it does in the D
2
O syringe.
The chemical equation for the reaction of magnesium with sulfuric acid is:
Mg(s) + H
2
SO
4
(aq)
à
MgSO
4
(aq) + H
2
(g)
6
This experiment is based on one published by Binder and Eliason,
536 (1986)
Journal of Chemical Education, 63,
In the syringe with the D
2
O(l), hydrogen ion exchange between H
+
and D
+
is nearly
instantaneous. Because the ratio of D/H is approximately 3:1 we can think of sulfuric
acid as having the formula D
2
SO
4
and thus the reaction is:
Mg(s) + D
2
SO
4
(aq) àMgSO
4
(aq) + D
2
(g)
Teaching tips
1. The rate of a chemical reaction depends to a small extent on the isotope used.
Heavier isotopes move slower than lighter isotopes of the same element. When these isotopes are part of a compound, the differences can be extremely small.
However, in the case of H
2
O vs. D
2
O, the difference in molar mass is 18 g/mol vs.
20 g/mol — a difference of over 10%. The reaction with D
2
O should be noticeably
slower. This phenomenon is calledthe deuterium isotope effect.
2. The bromphenol blue indicator is yellow at the start of the experiment when the pH is lower and change to a blue color (a higher pH) when the experiment is complete.
Questions
1. What does the wordisotopemean?
2. What is the difference between H and D? Write their isotope symbols using
m
Z
E
notation, where m is the atomic mass number, Z is the atomic number and E is the
element symbol.
3. Hydrogen has a third isotope,
3
1
H called tritium. Tritium is extremely rare and
radioactive. How would the rate of reactions involving tritium compare to those involving deuterium and regular hydrogen? Rank the three of these isotopes in
order of rate of reaction from slowest to fastest.
'
SUMMARY OF MATERIALS AND CHEMICALS NEEDED FOR CHAPTER 3. EXPERIMENTS WITH HYDROGEN .
Equipment required for Part 1: Student
Experiments (Experiments 1
— 4)
Materials required for Part 1: Student Experiments (Experiments 1
— 4)
a. one pad will be enough for entire group
Chemicals required for Part 1: Student Experiments (Experiments 1
— 4)
Equipment required for Part 2: Advanced Experiments and Demonstrations (Experiments 5 — 9)
Materials required for Part 2: Advanced Experiments and Demonstrations (Experiments 5 — 9)
Item
For Demo balloon, 25 cm diameter
rubber bands, two heavy duty scissors
1
1
1
food storage bag, 1 L / 1quart
1
Chemicals required for Part 2: Advanced Experiments and Demonstrations (Experiments 5 — 9)
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Spring Is Upon Us
Spring in Kansas means warmer weather and often comes with dangerous weather conditions. Spring severe weather in Kansas includes tornados, lightning, flash flooding, hail, and the occasional blizzard. Pay attention to weather watches and warnings. You can follow these conditions with your television, radio or internet.
- If severe weather threatens Lawrence or North East Douglas County, you should take the proper precautions.
- If there is a tornado warning, GO INSIDE to a basement or lowest floor, find an interior space, and stay away from windows and exterior walls.
- If in a car during a tornado, exit the vehicle and enter a suitable structure, or lay flat in a ditch or depression and cover your head.
- If there is an electrical storm, GO INSIDE, avoid electrical appliances, do not shower. If you are outside and cannot make it to a shelter, avoid isolated trees and poles. If you feel your hair stand on end, squat with your head between your legs.
- If there is a flash flood, avoid low spots and streams. DO NOT walk or drive through flooded areas; less than one foot of water can displace 1500 pounds.
Spring Is Upon Us
Spring in Kansas means warmer weather and often comes with dangerous weather conditions. Spring severe weather in Kansas includes tornados, lightning, flash flooding, hail, and the occasional blizzard. Pay attention to weather watches and warnings. You can follow these conditions with your television, radio or internet.
- If severe weather threatens Lawrence or North East Douglas County, you should take the proper precautions.
- If there is a tornado warning, GO INSIDE to a basement or lowest floor, find an interior space, and stay away from windows and exterior walls.
- If in a car during a tornado, exit the vehicle and enter a suitable structure, or lay flat in a ditch or depression and cover your head.
- If there is an electrical storm, GO INSIDE, avoid electrical appliances, do not shower. If you are outside and cannot make it to a shelter, avoid isolated trees and poles. If you feel your hair stand on end, squat with your head between your legs.
- If there is a flash flood, avoid low spots and streams. DO NOT walk or drive through flooded areas; less than one foot of water can displace 1500 pounds.
Spring Is Upon Us
Spring in Kansas means warmer weather and often comes with dangerous weather conditions. Spring severe weather in Kansas includes tornados, lightning, flash flooding, hail, and the occasional blizzard. Pay attention to weather watches and warnings. You can follow these conditions with your television, radio or internet.
- If severe weather threatens Lawrence or North East Douglas County, you should take the proper precautions.
- If there is a tornado warning, GO INSIDE to a basement or lowest floor, find an interior space, and stay away from windows and exterior walls.
- If in a car during a tornado, exit the vehicle and enter a suitable structure, or lay flat in a ditch or depression and cover your head.
- If there is an electrical storm, GO INSIDE, avoid electrical appliances, do not shower. If you are outside and cannot make it to a shelter, avoid isolated trees and poles. If you feel your hair stand on end, squat with your head between your legs.
- If there is a flash flood, avoid low spots and streams. DO NOT walk or drive through flooded areas; less than one foot of water can displace 1500 pounds.
- If there is hail, GO INSIDE and avoid windows. If you are in a vehicle, safely pull over. Try to find a garage or overpass. Vehicles offer good protection from hail that is under golf ball size. Larger than golf ball hail can cause severe damage to a vehicle. Carry a blanket with you to protect from broken glass. Avoid parking under trees; tree branches can be stripped from the tree during a hail storm.
Warm weather brings the opportunity for increased outdoor activity, which can result in increased traffic. Use caution when driving because of the increased amount of cars and pedestrians. If you are a pedestrian, be cautious of the increased traffic.
All Kansas counties test their tornado warning sirens on Mondays, during nice weather, and during the noon hour. If you hear this siren at any other time and during bad weather, take shelter immediately.
If you have any questions, please call the Community Services Section of the KU Public Safety Office at 864-5900, email us at email@example.com or visit our home page at: http://www.publicsafety.ku.edu
The annual security report about KU safety policies, crime statistics, and campus resources is available online at www.ku.edu/safety, or on paper by contacting the Office of the Vice Provost for Student Affairs, 133 Strong Hall, (785) 864‐4060.
KU prohibits discrimination and harassment. Report discrimination and harassment to the Office of Institutional Opportunity and Access at firstname.lastname@example.org or (785) 864‐6414, 711 TTY
Revised 04/14
- If there is hail, GO INSIDE and avoid windows. If you are in a vehicle, safely pull over. Try to find a garage or overpass. Vehicles offer good protection from hail that is under golf ball size. Larger than golf ball hail can cause severe damage to a vehicle. Carry a blanket with you to protect from broken glass. Avoid parking under trees; tree branches can be stripped from the tree during a hail storm.
Warm weather brings the opportunity for increased outdoor activity, which can result in increased traffic. Use caution when driving because of the increased amount of cars and pedestrians. If you are a pedestrian, be cautious of the increased traffic.
All Kansas counties test their tornado warning sirens on Mondays, during nice weather, and during the noon hour. If you hear this siren at any other time and during bad weather, take shelter immediately.
If you have any questions, please call the Community Services Section of the KU Public Safety Office at 864-5900, email us at email@example.com or visit our home page at: http://www.publicsafety.ku.edu
The annual security report about KU safety policies, crime statistics, and campus resources is available online at www.ku.edu/safety, or on paper by contacting the Office of the Vice Provost for Student Affairs, 133 Strong Hall, (785) 864‐4060.
KU prohibits discrimination and harassment. Report discrimination and harassment to the Office of Institutional Opportunity and Access at firstname.lastname@example.org or (785) 864‐6414, 711 TTY
Revised 04/14
- If there is hail, GO INSIDE and avoid windows. If you are in a vehicle, safely pull over. Try to find a garage or overpass. Vehicles offer good protection from hail that is under golf ball size. Larger than golf ball hail can cause severe damage to a vehicle. Carry a blanket with you to protect from broken glass. Avoid parking under trees; tree branches can be stripped from the tree during a hail storm.
Warm weather brings the opportunity for increased outdoor activity, which can result in increased traffic. Use caution when driving because of the increased amount of cars and pedestrians. If you are a pedestrian, be cautious of the increased traffic.
All Kansas counties test their tornado warning sirens on Mondays, during nice weather, and during the noon hour. If you hear this siren at any other time and during bad weather, take shelter immediately.
If you have any questions, please call the Community Services Section of the KU Public Safety Office at 864-5900, email us at email@example.com or visit our home page at: http://www.publicsafety.ku.edu
The annual security report about KU safety policies, crime statistics, and campus resources is available online at www.ku.edu/safety, or on paper by contacting the Office of the Vice Provost for Student Affairs, 133 Strong Hall, (785) 864‐4060.
KU prohibits discrimination and harassment. Report discrimination and harassment to the Office of Institutional Opportunity and Access at firstname.lastname@example.org or (785) 864‐6414, 711 TTY
Revised 04/14 | <urn:uuid:2f2c0cbb-cbcf-4185-8763-77f8279c5703> | CC-MAIN-2017-39 | http://publicsafety.ku.edu/sites/publicsafety.drupal.ku.edu/files/docs/Spring%20Is%20Upon%20Us%20April%202014%20Final.pdf | 2017-09-26T11:15:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00360.warc.gz | 271,172,306 | 1,877 | eng_Latn | eng_Latn | 0.996523 | eng_Latn | 0.996897 | [
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8 th Grade Math
Vertical Progression:
8 th Grade Math
ELG 8.2: Work with radicals and integer exponents.
Students will demonstrate command of the ELG by:
* Applying the properties of integer exponents to generate equivalent expressions.
* Evaluating square roots and cube roots of small perfect squares and cubes.
* Using square root and cube root symbols when solving equations.
* Writing numbers in scientific notation.
* Identifying how many times larger one number written in scientific notation is than another.
* Performing operations on numbers which are written in scientific notation.
* Understanding scientific notation shown on a calculator or other technology.
Vocabulary:
* cube root
* irrational
* perfect square
* radical
* perfect cube
* root
Sample Instructional/Assessment Tasks:
1) Standard(s): 8.EE.A.1
Source: http://louisianabelieves.com/docs/default-source/louisiana-teacher-leaders/handout-g8-m1-mid-moduleassessment.pdf?sfvrsn=2
Item Prompt:
a. Jill writes 2 3 ∙4 3 = 8 6 and the teacher marked it wrong. Explain Jill's error.
b. Find n so that the number sentence below is true:
c. Use the definition of exponential notation (expanded form) to demonstrate why 2 3 ∙4 3 = 2 9 is true.
d. You write 7 5 ∙7 −9 = 7 −4 . Keisha challenges you, "Prove it!" Show why your answer is correct without using the law for multiplying exponents.
Correct Answer(s)
a. Jill multiplied the base numbers and added the exponents. You can only add exponents if the bases are the same.
b. n=6
c. Student uses expanded notation to show that it is true.
d. Student provides a logical progression to show that it is true. For example,
* scientific notation
* square root
2) Standard(s): 8.EE.A.4
Source:
Illustrative Mathematics
Item Prompt:
This headline appeared in a newspaper.
Every day 7% of Americans eat at Giantburger restaurants
Decide whether this headline is true using the following information.
* There are about 8 × 10 3 Giantburger restaurants in America.
* There are about 3 × 10 8 Americans.
* Each restaurant serves on average 2.5 × 10 3 people every day.
Explain your reasons and show clearly how you figured it out.
Solution:
8 th Grade Math | <urn:uuid:193684b9-b17b-4f27-8a93-94319bdea0a8> | CC-MAIN-2017-39 | http://dpsare.com/wp-content/uploads/2015/08/AssessDev_Maps_ELG.MA_.8.2.pdf | 2017-09-26T11:02:26Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00360.warc.gz | 102,572,224 | 535 | eng_Latn | eng_Latn | 0.993876 | eng_Latn | 0.993308 | [
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Maths Curriculum Booklet
2019-2020
1
Maths Department Teaching Staff
Ms S Tagually – Head of Department
Mr C Boyenga
Mr A Collingwoode-Williams
Ms C Cousins-Roach
Mr A Egembah
Mr D James
Mr A Simmons
Maths Curriculum Structure
As a core subject students will have 8 hours of Maths lessons per fortnight from Year 7 – 11. In the first few weeks of Year 7 students are taught within their tutor groups, they will undergo an initial assessment and this will be used to group them into teaching sets. Setting will be reviewed regularly after each assessment to ensure that students are in classes where they will be able to make good progress whilst being appropriately challenged.
Students begin to study the GCSE specification in Year 9. Initially it is expected that all students in sets 1-3 will be prepared to sit the Higher tier papers (Grades 4-9) whilst those in sets 4 and 5 will be prepared to sit the Foundation tier papers (Grades 1 – 5). Final decisions on tiers of entry won't be made until after Christmas of Year 11.
Bishop Stopford's School Curriculum Overview Year 7 – Maths Pi 1
Bishop Stopford's School Curriculum Overview Year 7 – Maths Theta 1
Bishop Stopford's School Curriculum Overview
Year 7 – Maths Delta 1
Bishop Stopford's School Curriculum Overview
Year 7 – Maths
Bishop Stopford's School Curriculum Overview
Year 8 – Maths Pi 2
It is said that to succeed in maths you need two things: knowledge and confidence. This is the ethos within the department – regardless of ability. Students will be asked to try things out, develop ideas and make mistakes. All of these things help build confidence and a better understanding of the content and knowledge.
Bishop Stopford's School Curriculum Overview Year 8 – Maths Theta2
Bishop Stopford's School Curriculum Overview
Year 8 – Maths Delta2
Curriculum Content
Skill Content
Bishop Stopford's School Curriculum Overview
Year 8 – Maths
Bishop Stopford's School Curriculum Overview Year 9 Foundation– Maths (GCSE)
Bishop Stopford's School Curriculum Overview Year 9 Higher– Maths (GCSE)
Year 10 Foundation– Maths (GCSE)
Bishop Stopford's School Curriculum Overview
Year 10 Higher– Maths (GCSE)
Year 10 Maths – All Classes
Year 11 –Maths Foundation (GCSE)
Exam Board &
Edexcel Exam Board
Specification
Examples of
Home Learning
Tasks
Assessment
Tasks, Methods &
Frequency
Equipment That
Students Need
Parents / Carers can help their
child by:
Useful Websites
Extra-curricular
Homework set at least one piece a week.
Assessment at the end of every half term, mini assessments at the end of every unit.
Full Maths equipment (including scientific calculator)
Pen, pencil, ruler, rubber, protractor, compass, sharpener, highlighters
-
Getting students to practice times tables up to 12
-
Mental arithmetic and basic numeracy involving the 4 operations.
www.mathswatch.co.uk/vle http://www.numeracyninjas.org/
https://www.bbc.com/bitesize/subjects/zqhs34j https://www.mathsisfun.com/games/subtangent.html
Maths catchup and homework club every lunch time in 017 from 1:30pm
Opportunities
Bishop Stopford's School Curriculum Overview
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Mrs. Yau 5th Grade
Email Mrs. Yau:
bwong@ cps.edu
Week of Apr. 19 - Apr. 23,
2021
📓
ELA - Yau
Reminders
Students will read chapters 7-8 in Revolution is not a Dinner Party. We will review the skill of identifying main ideas and supporting details as we continue to focus on comprehension and summarization skills. Reread and study the chapters. There will be a quiz on Friday.
315 Reading meets DAILY from 8:10AM but on Wednesdays we meet at 7:45AM.
🔢
Math - Agostinelli
315 ELA meets DAILY from 8:00 AM - 9:00 AM We will finish Topic 8 this week. Students have learned how to multiply fractions with whole numbers and with other fractions. On Monday and Tuesday, we will apply what we have learned to mixed numbers. On Thursday, students will review in groups, and on Friday, we will take the Topic 8 Assessment. http://bit.ly/MsAgostinelli
315 Math meets DAILY from 9:15AM
Science - Yau
Modeling Matter Unit:
Now that students have explored why iquid mixture separate, the class shifts to hinking about how liquid mixtures that normally separate can stay together. Students conduct stability tests and learn about emulsifiers at the nanoscale and
observable scale.
15 Science Meets DAILY from 11:00 AM but on Wed. we meet at 10:00AM
- April 16 is a school improvement day and there will be NO classes for students.
★ April 21 is Virtual Report Card Pick-Up from 10:45am - 5:00pm. Sign Up LINK.
- May 3rd and May 4- 5th Grade IAR TESTING. May 3rd is Reading; May 4th is Math.
- May 24 - ISA (Science) Testing
➔ Student Weekly Syllabus: Weekly Plan
➔ Office Hours: 2:00-2:35 PM using Homeroom link.
Celebrations
Congratulations myLexia.com SUPERSTARS! You completed your Target Minutes!
★ Ya Lin, Chutong, Yikang, Ziheng, Kyle, Yayu
★ Qiao Ying, Emwanmwosa, Xiaomin
Thank you Ms. Talley for organizing guest speakers to share to the class about Internet Safety!
Happy April Birthday Taliyah! 4-24
Social Science - Yau
We will cover Week 20 in our Studies Weekly Curriculum. Students will learn about the Cherokee Nation by exploring the Trail of Tears, leaders such as Sequoyah, and Osceola, and the Seminole Nation. They will also use map reading skills to learn about how the boundaries and locations of American Indian lands have changed over time.
315 Science meets DAILY from 11:30AM but on Wednesdays we meet at
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Advanced Placement Studio Art
All LRHSD Advanced Placement (AP) courses follow the College Board course requirements and are approved through the AP Audit process. Information about individual course requirements set by the College Board can be found at www.collegeboard.org.
Below are the three portfolio options for this class. Beginning with your assignments over the summer you are to select ONE of these portfolios that all of your work for the 2020-21 school year will be consistent with. Carefully read each description and decide which will be the most interesting for you. There may be overlap in both style and content between the 2-D Design Portfolio and the Drawing Portfolio, however you must focus on the objectives of your chosen portfolio as you execute each piece. If you are choosing the 3-D Design portfolio all pieces must be done three-dimensionally unless otherwise stated.
2D Design
This portfolio is intended to address two-dimensional (2-D) design issues. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, figure/ground relationships) can be articulated through the visual elements (line, shape, color, value, texture, space). They help guide artists in making decisions about how to organize an image on a picture plane in order to communicate content. Effective design is possible whether one uses representational or abstract approaches to art. Links to samples of student work in the 2-D Design portfolio can be found on AP Central® at apcentral.collegeboard.com/studio2D.
3D Design
Links to samples of student work in the 3-D Design portfolio can be found on AP Central at apcentral.collegeboard.com/studio3D.
This portfolio is intended to address sculptural issues. Design involves purposeful decision making about using the elements and principles of art in an integrative way. In the 3-D Design Portfolio, students are asked to demonstrate their understanding of design principles as they relate to the integration of depth and space, volume and surface. The principles of design (unity/variety, balance, emphasis, contrast, rhythm, repetition, proportion/scale, and occupied/unoccupied space) can be articulated through the visual elements (mass, volume, color/light, form, plane, line, texture).
Drawing
The Drawing Portfolio is intended to address a very broad interpretation of drawing issues and media. Line quality, light and shade, rendering of form, composition, surface manipulation, the illusion of depth and mark-making are drawing issues that can be addressed through a variety of means, which could include painting, printmaking, mixed media, etc. Abstract and observational works may demonstrate drawing competence. The range of marks used to make drawings, the arrangement of those marks, and the materials used to make the marks are endless. There is no preferred (or unacceptable) style or content. Any work submitted in the Drawing Portfolio that incorporates digital or photographic processes must address issues such as those listed above. Using computer programs merely to manipulate photographs through filters, adjustments or special effects is not appropriate for the Drawing Portfolio. Links to student work in the Drawing portfolio can be found on AP Central at apcentral.collegeboard.com/studiodrawing.
Summer Assignments—Advanced Placement Studio Art Due: First Day of School in September
Over the summer you will complete 7 total pieces that may be included in your final AP portfolio. You will earn grades for each of these assignments for the first marking period next year as well as adhering to regular submission deadlines over the summer. You have been invited to the 2020-21 Google Classroom. If you registered late, please email me ASAP to get connected. I strongly recommend that you begin working on these assignments immediately after school lets out. The quantity of work over the summer is an accurate reflection of what will be expected during the year. Your enrollment in this class is your acceptance of the workload and responsibilities for this course.
Keep in mind as you begin these assignments that your approach should be consistent with ONE of the above portfolios. The characteristics and criteria for your chosen portfolio should be present in each piece.
Required Assignments
Produce a 4 part series (concentration):
* All pieces must be at least 11" x 14" and use a variety of media. You should have two black and white pieces and two color pieces. However the media is up to you.
* Consult your list of concentration topics from this packet to help you get ideas. For each of your four pieces you must adhere to the given style of art to work in from the list provided. It is expected that you will thoroughly research each style prior to beginning work.
* There should be consistency in content among the 4 pieces. Each piece should be considered individually as well as a part of the larger group.
Choose 1 of the following:
* A landscape painting – this can be near your home, a place you visit on vacation or one you find. Make every effort to work plein air – meaning drawing or painting outdoors. You will have better light and will be able to focus on the color you actually see. You should concentrate on the expressive qualities of the material rather than an attempt for complete realism. (Look at Impressionist landscapes)
* A drawing of an unusual interior – for example, look inside a closet or cabinet, in the refrigerator, under the car's hood or inside the medicine cabinet.
* MINIMUM SIZE 15" X 20"
Choose 2 of the following:
* Action portrait/figure drawing – have a friend or family member pose for you doing some sort of movement (jumping rope, riding a bike, walking down stairs etc.) Capture the entire sequence of their action in one work or art or a series of photos. How will you portray movement in your work? Look at "Nude Descending a Staircase" by Dada artist Marcel Duchamp to see an example of an action painting. Also see the work of Futurist artists Giacomo Balla and F.T. Marinetti. Your choice of media.
* Arrange a group of eggs (at least 3) on a draped piece of fabric. Create a drawing that fills the space on the page and includes a full range of values. This should be done in black and white drawing media (graphite, charcoal, etc.)
* Draw your hands or feet. Choose one of these two approaches: draw your hands—with your feet OR draw your feet—with your hands. This will be the basis for the piece, you can add additional elements to create an interesting composition that fills the page. Your choice of B & W media.
* MINIMUM SIZE 15" X 20"
* A still life arrangement of objects representing members of your family – a favorite pair of shoes, a toy etc. You must have at least 3 objects and use an unusual viewpoint or angle. Put the objects on the floor and stand up looking down at them. Your choice of colored media.
Total Required Pieces: 7
Contract
By signing this document you agree to complete the required work to the best of your ability in the time allotted. Also you recognize that all work that you complete is expected to be original and not the work of another artist (including photos taken from Google Images). All images found on Google Images are someone else's artwork and cannot be used without SIGNIFICANT modification and interpretation to create a new work of art. Work that does not show development will not be accepted. It is fine to use images for references but they CANNOT be copied.
I recognize what the expectations are for this course and agree to do what is required without complaint.
____________________________________
Print Name
____________________________________
Signature
____________________________________
Email (please print-SHOULD BE LRHSD EMAIL)
Pre-Approved Concentration Ideas
**DO NOT REQUIRE PROPOSAL-JUST NOTIFICATION OF SELECTED TOPIC
Drawing
* series of printmaking techniques combined with personal experiences
* combine painting and drawing in a series of narrative works
* images of childhood toys in photorealist style
* investigate psychology through non-objective style
* series of location paintings that show personal history
* investigation of organic and inorganic objects
* write and illustrate a children's book
* write and illustrate a comic book
* series of work that depicts social injustice
* expressive drawing through the layering of text
* depict the lifestyle of the homeless
2D Design
* photographic series documenting your community
* explore images of food
* explore the passage of time through charcoal drawings
* photographic portraits
* paint your reaction to patriotism
* develop a corporate identity from logo to letterhead to web design
* reaction to natural disasters
* series of human figures in motion
* works reflecting environmental issues
* paint your family as royalty
* explore natural landscapes micro and macroscopically
3D Design
* build assemblages that incorporate personal narrative
* create pottery vessels both handmade and wheel thrown
* create a series of memorial/monument sculptures
* create a series of artist books
* design and illustrate pop-up books
* sculpt distorted human forms
* series of personality furniture
* design a model for an amusement park
* develop a series of characters through the use of felt
* create a set of dishes based on a specific landscape/seascape
Name
Directions: Please complete the following proposal and submit via Google Classroom by June 30, 2020. All series must be approved prior to beginning work in the summer. CHOOSE SOMETHING SPECIFIC AND TANGIBLE.
SERIES PROPOSAL
My selected topic is
The reason that I have chosen this is
My four ideas for exploring this topic are
1.
2.
3.
4.
Some sources that I plan to use are
1.
2.
3.
Some potential problems I see with this topic are 1.
2.
3.
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Qualification
Accredited
GCSE (9–1)
ENGLISH LANGUAGE
Candidate Exemplar Responses
J351 For first teaching in 2015
CONTENTS
SECTION A: READING INFORMATION AND IDEAS
2
3
4
SECTION A: READING INFORMATION AND IDEAS
SCRIPT A
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"I resolved to fight"
"I seized Covey hard by the throat"
1b)
Originally Covey believes he can tie up and abuse Douglass without any problem as Douglass was meant to be scared of him. But after Douglas fights back, Covey becomes afraid and submissive as he could see Douglas was physically and mentally stronger.
Commentary
Full marks. Note the apt use of vocabulary in (b): "tie up and abuse"; "afraid and submissive".
5
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character. What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
[6 marks]
Sample Answer
They both shocked people with their determination to change. Douglass said "my resistance was so entirely unexpected, that Mr Covey…aback". Mandela shocked millions with his determination.
They both fought for equality and liberation. Douglass physically attacked someone to prove that he wasn't inferior "I was determined to be used and longer" and by doing this, he was later enthused to help other slaves escape and to send a message to the capters.
Mandela fought by "sacrificing his own freedom for the freedom of others". And he fought against "white domination… black domination" by campaigning to have everyone equal.
They both recognise that they could be proud of some of their actions on a global and personal level. Douglass describes the feeling of equality and freedom, and describes his boost in "self-confidence" and "manhood". Mandela, by" acknowledge[ing] his imperfections" showed he was "much more remarkable", he could see the world changing and although always thrived for more, was happy with his actions.
Commentary
Level 3. This is a clear and concise synthesis of the passage that moves from the literal to the conceptual. It works hard at a range of points: three are very convincing and well supported: the others less so, because they stray slightly outside the texts and become assertive. In the first Mandela point there is a lack of support.
6
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Obama uses strong imagery to show his feelings about Nelson Mandela. He says "his fierce dignity and unbending will to sacrifice…" to show how determined and admirable Mandela was. "Fierce" connotates strength and determination in order to promote how although Mandela made mistakes, he was able to move on. "Unbending" is used to make the reader feel in awe of his actions and his will and how Mandela always had a reason to do what he did. Obama wants this determination, the fire, to remain.
Obama uses anecdotes in order to connect Mandela's story with his own. "I am one of…drew inspiration from Nelson Mandela" is used to show how Mandela's actions impacted on him and maybe it was because of Mandela that Obama was also able to change the world. So this is used to show how much respect Obama has.
Obama also uses structure to show how he feels about Nelson Mandela and how this integrates into our lives. Obama firstly focuses on Nelson Mandela's actions and how he should be seen as a legend, using the power of three ("influential, courageous and profoundly good") to emphasise this. He then starts relating Mandela's actions to America and Obama's life to show he wants to respect Mandela and continue his legacy. Then he moves to the future which shows how he is so inspired by Mandela that we should unite to help more in the future.
Commentary
This is on the cusp of Level 5.This is better than 'developed' L4 but not a 'skilled, sophisticated appreciation' L6. There is a clear focus on language to start with, a detailed consideration of 'unbending'. Subject terminology is used with confidence: 'imagery', 'connotation', 'anecdote', 'power of three'. The term 'anecdotes' is very general here but makes a link between Obama and Mandela and the mutual endorsement process the former works through. There is mention of 'power of three', again rather general, but also a careful consideration of structure 'looking forward/looking back' to conclude. Although this response sees the structure of the piece, it doesn't quite get the extent of its effects: it is 'reasonably detailed' rather than 'consistent and detailed.'
Level 6 would have needed a more detailed analysis of a wider and subtler range of language points: the repetition of 'fought against/domination'; use of rhyme 'ideal/ideal/real'; the echo of conjunctions used to start sentences 'but'…'and'; the short and enigmatic 'Today he has gone home'; 'Madiba' and its intended effects; alliteration 'renewal/reconciliation/resilience' and so on. Furthermore, the use of the long opening Mandela quotation which then forms the basis of Obama's words is the essential structural point that might have been investigated further.
Copyright © OCR 2016
7
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
8
[18 marks]
Sample Answer
Through these pieces of text I've learnt about how freedom something often taken for granted. Throughout both pieces the longing for freedom from people just like me is emphasised. Douglass describes his "determination to be free" on a personal level which makes the reader feel thankful for the freedom they have, and perhaps willing to take a stand for those with less freedom.
The story of Mandela is different as, although Mandela wanted freedom, he wanted society to be free more. Obama's speech highlights Mandela's "will to sacrifice…of others" to show selflessness which makes the reader feel grateful and inspired. The representation of freedom in both texts are different as Mandela gives up his own, whereas Douglass promotes determination in oneself to make a difference. But overall this determination for freedom for himself or others do make these pieces powerful.
The emphasis on having strong beliefs do make these pieces powerful, depending on what they are. Douglass describes physically fighting back "seized Covey hard by the throat" in order to show how he was so determined by his beliefs. Although this was admirable at the time, some would argue that it shouldn't be something to be "deeply proud of" because any sort of abuse is more common now, no matter who you are, violence is wrong. This is shown in Obama's speech as none of Mandela's connections with violent protests are mentioned, as it would lead people to think less of Mandela. But his will for equality was amplified and used to make the reader feel respect towards Mandela. So overall, personal beliefs do make these pieces powerful, however, the way Douglass projected the belief towards Mr Covey might not be popular in modern day society.
Overall I think these pieces are powerful because they show how important freedom is and how many of us take it for granted. I also think they're powerful as it teaches us to be courageous and strong in our beliefs and actions, but we should not resort to violence like Douglass did and feel so proud. Although Mandela has strong beliefs and used violence, he has the "ability to acknowledge his imperfections" which shows open-mindedness which is seen as mentally powerful.
Commentary
AO3: Level 5; AO4: Level 5. This isn't 'sustained/perceptive/ considered' L6 but a little better than 'developed evaluative comments' L4. This response follows the bullet points. It compares and contrasts the different perspectives and provides an informed evaluation with persuasive textual references to support. It's a thoughtful personal response to the issues in the passages informs a detailed evaluation of the ways in which they work. It clearly builds on the answer to Qs 2 & 3 in what
it compares and what it says. But the references, which might have been more acutely selected, need a little more integration into the personal response.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT B
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"I gave a sudden spring."
"I seized Covey by the throat."
1b)
To begin with Mr Covey used a long rope to catch 'hold of Douglass' legs' in order to 'tie him up.' He is therefore fearless and is able to dominate Douglass. This contrasts with later when Mr Covey 'trembled like a leaf,' a simile that presents him as being frightened by Douglass' resistance.
Commentary
Q1: Full marks - all very sound.
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[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
10
[6 marks]
Sample Answer
The men are presented as sharing a common enemy. The metaphor of the 'bloody arm of slavery' in text 1, and the phrase 'white dominion' in text 2, reflect how the men were both forcefully controlled by others. Both men are shown as bravely resisting this oppression - the verb phrase 'repelled by force' describes Douglass and 'fought against' refers to Mandela. Finally, both men are presented as undergoing some form of transformation. The verbs 'rekindled' and 'revived' reflect how Douglass' fight with Covey filled him with new life, vigour and hope. Mandela underwent a similar renewal as reflected by the word 'renewal' and the fact that he 'reconciled' with those who jailed him. This suggests that he let go of any bitterness.
Commentary
Level 3. Concise and well done. Four similarities are given, three with evidence from both texts. This question assesses AO1ii so comments on use and effects of language ('This suggests...') are not rewarded here. Credit is given for apt use of evidence/ quotes from the texts to support the points made.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
The way that Obama opens and closes the speech reflects how he feels about Mandela. He begins by quoting Mandela in his 1964 trial: 'I have cherished an ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities.' Obama has selected this in order to highlight Mandela's noble political aspirations. He then closes the speech by underscoring how Mandela achieved this dream 'he [made] it real' a free South Africa at peace with itself.' By ending his speech by echoing some of Mandelas' rhetoric, namely the adjective 'free', Obama underscores how Mandela was successful in helping to liberate South Africa from the oppression of Apartheid. It is therefore clear that Obama feels that Mandela is worthy of our respect. He also closes the speech by referring to 'Madiba's legacy'. Obama's use of Mandela's family name reflects how he feels reverential towards him, encouraging us to feel a similar amount of respect.
Obama feels that Mandela had a plethora of virtues that we should admire. For example, in the phrase 'renewal and reconciliation and resilience' Obama uses tricolon and alliteration to draw attention to the qualities that Mandela embodied: the ability to improve political discord; to make peace between people, and the capacity to recover quickly from difficulties. He later describes Mandela's 'fierce dignity' and 'unbending will' These reflect how Obama feels that Mandela is worthy of our respect due to his strict moral code and determination. The latter is reinforced by the adjectives 'fierce' and 'unbending'.
Finally, it is clear that whilst Obama feels a sense of sadness about Mandela's death, he also feels reassured by it. He states: 'Today, he has gone home', This euphemism suggests that, through death, Mandela has been returned to his family and to his nation. Perhaps Obama is able to draw strength from this suggestion as Mandela can now be at peace. Similarly, he adds: 'He no longer belongs to us - he belongs to the ages.' Obama's use of syntactic parallelism here reflects his feeling that Mandela will no longer be actively fighting on behalf of 'us', but rather will be immortalised in history.
Commentary
Level 5. This response gives detailed comments on language and structure. There are perceptive comments on the opening and closure of the speech in the first paragraph to suggest how the overall structure of the speech works to emphasise Mandela's achievements. Structure is also commented on at sentence level with the analysis of syntactic parallelism. The analysis of 'gone home' is good. The response could try to take the analysis further in the second paragraph looking at the specific connotations of 'fierce' and 'unbending', or the rhythm and emphasis provided by the tricolon.
11
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
12
[18 marks]
Sample Answer
Both texts suggest that being denied one's freedom can push people to commit morally questionable acts that are not in keeping with their usual personal beliefs. Firstly, text One focuses heavily on the instinctive almost primal need in Douglass to acquire personal freedom. When Covey attempts to tie him up at the start of the extract, Douglass describes how he responded aggressively: The violent verb phrase 'seized… hard'; noun phrase 'sudden spring', and later reference to 'blood' make him seem intimidating and almost animalistic to the reader. Some readers may find Douglass intimidating and it easy to forget that he is a victim of abuse, whilst others may be more sympathetic, realising that being denied freedom can make people desperate and drive them to commit sinful acts. Similarly, Text Two suggests that in Mandela's quest for freedom he was 'not a saint' and had 'imperfections'. Whilst the autobiographical nature of Text One means that Douglass is such more explicit and honest about his own violent behaviour, Obama offers far less detail about Mandela's immoral behaviour in his quest for freedom. This ambiguity is fitting as Obama is eulogising Mandela's life soon after his death.
Text One highlights how, for Douglass, beating Covey allowed him to regain a small amount freedom and 'revived in [him] a sense of [his] own manhood.' The reference of 'manhood' being 'revived' suggests that being denied his freedom has emasculated Douglass, taking away his sense of masculinity and therefore part of his identity. However, freedom restores this. The restorative effect of freedom is further highlighted by the phrase 'It was a glorious resurrection from the tomb of slavery to the heaven of freedom'. Here, the metaphor of a 'tomb' is used to describe slavery, suggesting that being denied liberty is a cold and isolating experience, like death itself, and we are therefore encouraged to sympathise with Douglass. In contrast, the reader then feels uplifted by optimistic words such as 'resurrection' and 'heaven' from the semantic field of Christianity, which reflect how, like Christ, a taste of freedom offers Douglass a kind of rebirth.
Similar to Text One, Text Two contains textual allusions to the bible suggesting that, just like Christ, Mandela 'sacrificed his own freedom for the freedom of others.' However, in contrast to Text One (which focuses on Douglass' own personal struggle), Mandela is presented as acting selflessly for the benefit of others which seems even more admirable to the reader. Text Two is also much more obvious in the way that it urges its readers/listeners to hold Mandela up as a paragon of virtue and of strong personal beliefs. It draws attention to 'his unbending will… [and]…his commitment…' and how these should provide 'an example that all humanity should aspire to…' . Thus, there reader feels that Mandela's dedication to the cause is something that we should all respect and try to emulate.
Commentary
AO3: Level 4; AO4: Level 4
This is a personal response to the texts with developed evaluative comments. It considers different interpretations, specifically with regards to Douglass' violent struggle. In its comparison of both texts, the response considers the different forms of the texts and shows an understanding of audience and purpose. More comparative points and a focus on the impact of the ideas that the texts present would help to improve this response.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT C
Question 1
1 a) Look at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1–18.
Sample Answer
This candidate did not respond to question 1.
Commentary
Whilst it is important that candidates spend their time focusing on questions 2-4 of the Reading section, they should not forget about question 1.
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[2 marks]
[2 marks]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
14
[6 marks]
Sample Answer
Both men share similarities in the facts of their lives. For example, both experienced physical hardship. Douglass describes how his master "caught hold of my legs and was about tying me" and also mentions the "bloody arm of slavery" whilst Mandela experienced a "journey from a prisoner to a president." Their decision to fight against this harsh treatment is also a similarity. Douglas has a "determination to be free" and "determination to be used so no longer," and Mandela "fought against … domination." Both men were also prepared to die in their fight for freedom. Douglass states "whatever else might follow, even death itself" and Mandela states "an ideal for which I am prepared to die." This shows they also both had great courage. Douglass describes how "cowardice departed, bold defiance took its place" and Mandela is described by Obama as being "courageous." Through all these things they both became significant figures, Douglass being a "powerful campaigner" in the movement to free American slaves, and Mandela being "one of the most influential … human beings."
Commentary
Level 3
This response gives five similarities between Douglass and Mandela. The points are perceptive and each is supported with clear, apt evidence from both texts. This is an example of a good response to this question.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
In his speech, Obama presents strongly positive feelings about Mandela, particularly admiration, respect and awe for Mandela's qualities and achievements.
This is most obvious in the language employed to describe Mandela throughout the speech, all of which is overwhelmingly positive. Adjectives such as "influential" "courageous" "good" "remarkable," nouns such as "fierce dignity" "unbending will" "commitment" "grace and good humour," and verbs such as "achieved" "transformed" "moved" "reconcile" all contribute to the feelings Obama is trying to convey.
Opening the speech with a quotation from Mandela himself shows Obama's admiration; he clearly feels that Mandela's words are more important than his own. The positive ideas contained in this opening suggest that Obama feels great respect for Mandela's ideals. Verbs such as "fought" and "cherished," and abstract ideas such as "harmony" and "equal opportunities" promote strong positive feelings in the listener.
Right throughout the speech, Obama makes his admiration clear in presenting Mandela as something of a 'super-man.' This starts when he describes how Mandela achieved "more than could be expected of any man." The following list of three positive adjectives emphasises this idea, when Mandela is described as "one of the most influential, courageous, and profoundly good human beings." Obama also uses language with Biblical overtones to continue his presentation of Mandela as 'super-man.' For example the phrases "that any of us will share time with on this earth" and "he belongs to all the ages", which almost invite comparison between Mandela and Jesus Christ.
In the middle of the speech, Obama tackles Mandela's life and achievements, again using language and sentence structure to express positive feelings. A good example of this would be, "unbending will to sacrifice his own freedom for the freedom of others" in which the repetition of "freedom" and the juxtaposition of "his own" versus "others" helps emphasise Obama's admiration. Many sentences in the speech employ this same technique of repetition and juxtaposition: "He no longer belongs to us – he belongs to the ages," "whether in the lives of nations or our own personal lives" and "My first political action, the first thing I ever did in politics" are all excellent examples of this.
Obama finishes by discussing Mandela's influence. By mentioning large scale groups ("all of us" "human beings- and countries" "lives of nations") right through to individuals ("our own personal lives") he emphasises that Mandela had an impact on everyone. When he discusses Mandela's impact on him towards the end of the speech, this firmly underlines Obama's own positive personal feelings about Mandela as he states explicitly that he "drew inspiration from Nelson Mandela's life." The strongly personal tone created by repetition of words such as "I" "My" "me" makes this the part of the speech that most strongly indicates Obama's feelings towards Mandela. It is therefore significant that this ends Obama's direct discussion of Mandela.
Commentary
Level 5.
This response picks up on many of the linguistic and structural elements of the speech. In the first couple of paragraphs, more could be made of the evidence from the text - the connotations of specific words, for example. The reference to 'the listener' in the third paragraph shows an understanding of the audience and purpose. The analysis of Mandela as a super-man figure is
15
perceptive and well developed. Structural elements are looked at at sentence level in terms of juxtaposition and the structural shift to Obama's personal view is implied. Further exploration of specific words and phrases and more explicitly on structure may help to improve this answer.
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
[18 marks]
Sample Answer
Both texts are undeniably on the theme of freedom, despite being written almost 200 years apart, and despite having different forms – one a speech and one a personal account. They are drawn together by their common perspectives – of black men (Douglass, Mandela, Obama) who are all commenting on the fight against white supremacy. The universal theme of freedom clearly prompts the expression of strong beliefs, as each text details the passion with which people pursue their dreams of liberty.
Having freedom is so important to Frederick Douglass, the American slave, that he is drawn into violence against his master. This attack is described in great detail as he causes "the blood to run" gives a "heavy kick under the ribs," "seized him with both hands" and "brought him by a sudden snatch to the ground." I found myself being drawn into the fight by this detail, and through this was able to understand how strongly Douglass must have felt about having freedom – that he was prepared to fight violently for it, and even risk "death itself." Obama too expresses this desire to fight for freedom, even using the word "fought" when he quotes Mandela: "I have fought against … domination." I found it powerful that like Douglass, Mandela also thought freedom was "an ideal for which I am prepared to die" and this again underlined how important having freedom was for these men. Obama describes this as "sacrifice" which I thought was a powerful word to sum up what these men were prepared to do.
Both texts show clearly the idea that having freedom is an instinctive urge – that it is something you cannot ignore. In the moment that he is about to be tied, Douglass "resolved to fight" even though he hasn't thought about it up to this point. Later in his account he expresses this even more clearly when he says he will continue his resistance "come what might" since he is "determined to be used no longer" and has been filled with a "determination to be free." This reiteration of the same idea had a powerful effect on me, showing Douglass's strong beliefs about freedom. In Obama's speech the same idea is present, although I thought it wasn't as clearly stated. Obama speaks of how Mandela "lived for" the ideal of freedom and had a "commitment to transfer power." "Commitment" obviously has a similar meaning to "determination" implying similar feelings in the two men. Obama also speaks of his own strong beliefs, which inspired him to his "first political action" against apartheid. I found this part of Obama's speech very powerful because it made me think about how this fight is still going on today, and how everyone must continue to work towards freedom. This also had a big impact on me because of the inclusivity of "all human beings," and the almost religious idea of being guided by "hopes" not "fears."
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However, I thought that the part of both texts which most clearly showed the importance of having freedom and strong personal beliefs was the last paragraph of Text 1. Here Douglass uses lots of very powerful imagery to describe the "turning-point in my career as a slave" – his fight with Covey. This part is very clever since Douglass constantly returns to the idea of coming back to life. First losing freedom is compared to a dying fire in the alliterative "rekindled the few expiring embers of freedom" which made me think of something nearly lost coming back to life like when you blow on a dying fire and it reignites. Following this is the line "glorious resurrection from the tomb of slavery, to the heaven of freedom" which uses language associated with death and rebirth, and also made me think of Christianity in echoing the story of Christ. Interestingly religious ideas are also present in Obama's speech. He speaks of how Mandela will be important forever since he "belongs to the ages," how he has "has gone home" instead of died which to me sounds like heaven, and in the language of "saints" and "sinners" to explore Mandela's faults. Going back to the use of imagery in Text 1, in the paragraph being discussed there is also the personification of abstract ideas as people: "My long-crushed spirit rose, cowardice departed, bold defiance took its place." When I read this I had the feeling of a battle between two states of being, with the outcome allowing another resurrection, this time of Douglass's spirit. This very much echoes his message in the rest of the paragraph, that his strong beliefs in freedom have given him a new sense of manhood, and brought back human feelings such as "self-confidence" "satisfaction" and "deep pride." I found this very affecting since the idea that slavery could take these feelings away from a person is very horrifying.
Overall the whole of Text 1 uses language that is much more dependent on imagery to give it power and impact on the reader. Because it is a personal story it has a much more narrative style than Obama's speech, which is obviously more rhetorical and therefore contains more techniques suitable for this form, for example repetition and use of three. Personally I found the style and techniques of Douglass's account much more powerful because they seemed written from the heart and were based on first-hand experiences. Despite the 19th Century language, I also found Douglass's account much easier to follow and understand because stories are forms we are familiar with. Obama's speech lacked power for me, because I was always aware that it was a speech (maybe with a political agenda) that expressed his view of another person, rather than discussed a personal experience in detail – he seemed a bit too removed from the fight for freedom himself. The most powerful bits of the speech were definitely where Mandela's own words were quoted because these were clearly strong personal beliefs based on personal experiences of slavery and imprisonment. I found these more effective than Obama's words and so they engaged me more. Maybe if I had heard the speech not read it, I might have been more affected since it was written to be received aurally, not on paper, but overall I definitely thought Douglass's story was the more powerful exploration of the importance of having freedom and strong personal beliefs.
Commentary
AO3: Level 5; AO4: Level 6
This candidate sustains their evaluation of both texts in light of the statement. They consider how the texts achieve their purposes and provide a personal response as to which text has a greater impact on them. NB. It may be that candidates agree or disagree with the statement, or that they find one text more effective than the other: all approaches are valid but candidates should always consider the impact on the reader.
17
The second paragraph addresses each of the bullets, although the comparison has to be inferred.
In the fourth paragraph the points on language are used to support the evaluation. More work on comparative techniques may improve this response.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT D
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"As soon as I found what he was up to, I gave a sudden spring". "He held onto me, and I to him".
1b)
His attitude changes because he becomes more scared of Douglass and what he can do. Also, because of the fact that Douglass wasn't going to stop.
Commentary
1 mark for 1b). One of the correct points in included in 1a) but in a longer overall lift.
The change in Covey's attitude is not fully explained in 1b).
18
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts?
Draw on evidence from both texts to support your answer.
19
[6 marks]
Sample Answer
Firstly, both Mandela and Douglass were prepared to die for what they were fighting for. In text 2, it says "it is an ideal for which I am prepared to die". And in text 1, Douglass says "the satisfaction… even death itself". Also, another similarity is that they both started as a prisoner of some sort but eventually both escape. Text 1 says "Douglass was born into slavery but eventually escaped". And text 2 said "his journey from a prisoner to a president". Finally, both of them were fighting for equal rights and no racism, "the first thing I did in politics was protest against apartheid" was in text 2. Also, in text 1 it says "he became a powerful campaigner in the movement that resulted in all American slaves being freed".
Commentary
Level 2. Not quite 'a secure ability to synthesise appropriate ideas' but not far short of it. There is a clear awareness of some of the similarities with some support. They are prepared to die; they were prisoners; they fought for equal rights (although the support comes from the rubric rather than the passage in the latter case). An admirably concise answer which needed more detail and a slightly broader range.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Firstly, Obama uses a quote in the opening sentence of his speech. He does this because he wants to start with something powerful. Also, he does this because in the next paragraph he has something to link to and refer back to, to back up what he is saying. "Nelson Mandela closed his statement from the dock saying:" shows us he's used a quote. Furthermore, Obama uses the power of three, a writing technique used when describing someone or something. "Influential, courageous and profoundly good", he uses this because it makes it easier to read, put an emphasis on the last word he uses, and generally sounds better. In addition, Obama says "All humanity should aspire to", he says this because it's a powerful statement and will make people think about him. Obama could've said something like 'he is a great role model' but that isn't as effective. Obama decides to end on a strong but simple statement, "Madiba's legacy to the nation he loved". He says this because it is true and it's simple but effective because the people listening will agree with him and it ends on a slightly happier note.
Commentary
Level 2/3. Most of this response provides a straightforward commentary on the use of language and structure. The comments on the effects of the use of quote, tricolon etc. are generalised and not developed. However, there is relevant use of subject terminology, 'power of three' and comments on the use of a 'strong but simple statement' show a broad awareness of structure. Acute analysis of a range of language choices and structural features would have pushed it into the higher bands.
20
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
21
[18 marks]
Sample Answer
I personally agree with most of the statement, however, I also have strong reasons not to. Firstly, I agree with the fact that it says these texts are powerful, purely because they are. When I was reading text 1 about Douglass being whipped and beaten up, it got me angry because that's not fair on him; what's he done to deserve this? "He caught hold of my legs, and was about tying me" is very powerful because imagine having that happen to you, it's not a very nice thought. Furthermore, I also strongly agree about the importance of having freedom, because with freedom there is less violence. People don't have to fight back against apartheid, people are more happy and the world is generally a better place. "A free South Africa at peace with itself - that's an example to the world", shows us that.
However, I do not fully agree that everyone should have strong personal beliefs. For example, Mr Covey from text 1, I do not believe should be allowed strong personal beliefs because look at what he did to Douglass. "If I had not resisted, he would not have whipped me half as much", backs this up because Douglass has done nothing wrong to deserve this. On the contrary, I believe some people should have strong personal beliefs, for example Nelson Mandela. In text 2, we get told about how without him the apartheid may never have stopped. "To sacrifice his own freedom for the freedom of others" shows us how powerful his strong personal beliefs were. Personal beliefs are presented as pretty much the same in both texts, because they are both standing up for black civil rights.
To conclude, the statement is mostly true, however some people cannot be trusted with strong personal beliefs such as Mr Covey in text 1
Commentary
AO3: Level 3, AO4: Level 4.
Some of this response begins to get into an informed critical evaluation but it is mostly 'developed'. AO3 is used quite effectively as a structure on which to base the evaluation of what is said in each text. There is a neat 'yes, but' in response to the statement which is later qualified by the consideration of Mr Covey. More of the same, along with precisely selected textual references might have improved the response.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT E
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"As soon as I found what he was up to, I gave a sudden spring"." I resolved to fight; and suiting my action to the resolution, I seized Covey hard by the throat".
1b)
Mr Covey once thought that he could do whatever he likes with Douglass and he can treat him like cattle. Now he fears Douglass, as even the man who the story presents as tough (Hughes) is taken out so easily by Douglass.
Commentary
2 marks, for (b): the candidate makes the common error in (a) of lifting much more than is specifically required.
22
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts?
Draw on evidence from both texts to support your answer.
23
[6 marks]
Sample Answer
Both Frederick Douglass and Nelson Mandela were willing to die for their causes. Mandela states that what he's fighting for is "an ideal for which I am prepared to die". While he isn't so explicit about wanting to die for his cause, Douglass does state that "the white man who expected to succeed in whipping, must also succeed in killing me". They both were greatly courageous as Nelson Mandela was described as such in his extract; he transformed from "a prisoner to a president" and he forgave the people who jailed him. Douglass also states that after the incident with his master, "cowardice departed, bold defiance took its place".
Commentary
Level 2. There is one developed and supported point about their willingness to die; and a less detailed, less well-supported point about courage. Hence L2: 'some ability to make connections'. More detailed points in greater depth would have pushed this response on another band.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Obama used powerful language to express his feelings to Nelson Mandela. Words like "influential", "courageous" and "profound" to describe Mandela; strong, powerful adjectives which are some of the most complementing in the English language.
Obama also uses an anecdote of how Mandela affected him personally. He states that his "first political action was fighting against apartheid" and he states that when Mandela was released from prison it gave him faith in humanity.
Power of three is also used twice in this extract: "influential, courageous and profoundly good"; "renewal and reconciliation and resilience". Using this structure helps to engrave Obama's compliments into the reader's head as it creates a sort of rhythm to his writing that sticks with the reader more than just using those adjectives on their own.
Commentary
Level 3. This is 'comment on' with touches of 'explain' pushing it into Level 3. It shows understanding, but some comments on effects are general and assertive. So much more could have been done with the quotation to support 'power of three' in the last paragraph and a wider range of technical matters needed close consideration.
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'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
25
[18 marks]
Sample Answer
Both of these extracts are about people who strongly believe in what they're fighting for. As a result of this, they both break free of their social expectations and go on to be great people. Douglass states that his courage to fight against his master was like "a glorious resurrection from the tomb of slavery" and Mandela followed his dream and became a president after being a prisoner.
This is very inspirational for me as a reader, for I am still growing up and have many ambitions and what these stories have shown me is that, if I believe in what I can achieve, then I will succeed which gives me confidence in my ambitions.
These two extracts present the ideas of freedom and beliefs fairly differently. The extract from Douglass presents freedom as something you should fight for. He uses aggressive sounding words such as "determination" and "triumph", words that may be heard on a battlefield used to motivate soldiers. He also challenges people to disagree by saying "the white man who expected to succeed in whipping, must also succeed in killing me".
The extract about Mandela has the message that it's all about your reconciliation with your former enemies that will get you far in becoming free. Obama describes Mandela as "the example of renewal and reconciliation and resilience" as well as describing how his release from prison gave Obama faith in humanity. All of this strives to get across the message that the best way to achieve freedom is to make peace with those who strive to take it away from you.
Commentary
AO3: Level 3, AO4: Level 4. These are 'developed evaluative comments'. The commentary is more consistent and 'critical evaluation' is suggested at times. The comparisons are clear if rather general. The comments on Douglass's vocabulary work well to differentiate the common concept of fighting bravely; the challenge to the respective audiences is opened up and the idea of reconciliation shows a sense of continuity in the process of demanding freedom. The comparisons are increasingly implied rather than openly stated and there is significantly more room for thoughtful evaluation.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT F
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
In the encounter with Mr Covey Douglass "gave a sudden spring" and "seized Covey hard by the throat".
1b)
Mr Covey became more scared of Douglass. Before he "seemed now to think he had me" but, after Douglass resisted, he "trembled like a leaf". This shows that Covey became more frightened after Douglass fought back as he didn't know he was capable of this.
Commentary
Full marks.
The candidate selects relevant evidence and interprets it appropriately. For 1a the candidate could simply copy out the two quotations and, for question 1b, the candidate should avoid repetition (Mr Covey became more scared, Covey became more frightened).
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[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character. What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
[6 marks]
Sample Answer
Both Mandela and Douglass were prepared to die for the cause of stopping slavery. In his statement Obama reads a quotation from Mandela in which he said that he was "prepared to die" for his beliefs. This shows that he would never give up on his cause, even if he would be killed for it. The word "prepared" also shows that he would do all he can in his life to do this and that death would be the last sacrifice.
Likewise, Douglass said that "The satisfaction afforded by the triumph was a full compensation for whatever else might follow, even death itself". By this he means that, if he were to achieve being free from slavery or help others to do so, that "satisfaction" would outweigh the hardships he might go through; he was even prepared to die.
All in all, Mandela and Douglass were both prepared to die for their cause but they would try their best in their lives to achieve this.
Commentary
Level 2. The candidate explains the point very thoroughly and uses relevant evidence but tends to repeat the same points. Only one point is made but the task requires at least two. Analysis is not credited in this AO1ii question.
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Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Obama uses language and structure to convey his feelings about Nelson Mandela and they made his statement effective.
Firstly, he used his language to echo what Mandela said in a quotation. Mandela repeated the word "ideal" 1 in his quotation, and, in the next paragraph, Obama also repeated the word one more time to show his respect for Mandela. As a reader, each time the word "ideal" is mentioned, I think back and reflect upon what Mandela stood for and relate this to Obama and what he stands for in terms of racism. This connects the two characters and, therefore, I feel great respect for both Mandela and Obama. Moreover, Obama uses structure to show how he is mourning the death of Mandela. He uses a simple sentence to say that "today he has gone home". By this it means that Mandela has died and, by not covering this up with techniques, adjectives and a longer sentence, he has given respect to Mandela and his family. Using more techniques would have disguised the fact that he died but, by addressing this fact directly, 2 he recognises his death and, therefore, gives him more respect. As a reader, the sentence is so simple to reflect on the word "home" and feel sadness for his death but happiness that he is in a good place now as good places are associated with home.
In conclusion, Obama uses language and structure successfully in his statement and it conveys emotion for the audience just as he intended it to.
Commentary
Level 2. The candidate's discussion of the word "ideal" is trying to engage with the language but is not clear enough about the significance the word is claimed to have. The second point is better but could have been made in fewer words with less repetition.
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1. The candidate needs to explore more precisely what "ideal" suggests.
2. The candidate repeats the same idea twice.
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
Sample Answer
In my answer I will discuss the importance of "freedom and strong personal beliefs" and what I learn about this from each text. I will discuss how this impacts me as a reader and what techniques are used. 3 Firstly, in Obama's statement he talked about how Mandela would value freedom extremely highly and that he had an "unbending will to sacrifice his own freedom for the freedom of others". This shows that he valued freedom so highly that it was worth more to have a number of others free than only himself. This shows the importance of freedom because Mandela had an "unbending will" to achieve this, and his personality was so strong that he held this in his heart and never let that philosophy go. As a reader I respect and admire Mandela for doing this because it's hard to truly put others before yourself . 4 Likewise, Douglass shows the importance of freedom when he says that previous events had "rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood". This metaphor 5 demonstrates that Douglass was beginning to give up hope but his will to have freedom outweighed this and brought back his "manhood". This shows the importance of freedom because, even when you're giving up hope, the wish for freedom is never lost.
Obama shows how Mandela had "strong personal beliefs" when he comments that Mandela was an "influential, courageous and profoundly good human being". This triplet or power of three emphasises how much Mandela achieved in his life. The word "influential" shows he had strong beliefs because he influenced the president and what he stands for, and many other people too. As a reader, when each attribute of Mandela's is mentioned, I think of all the things he achieved in his lifetime and, if he did this by having strong beliefs, then strong beliefs are extremely important, and, if I had them, then perhaps I could achieve something amazing. 6
Similarly, Douglass had strong personal beliefs. This is demonstrated when he says his encounter with Mr Covey "inspired me again with a determination to be free". This shows his strong personal beliefs because such a little thing can ignite the desire to be free again. Because this is written in the past tense I know that this ignited desire did not burn out and that his strong beliefs continued to inspire him to become free. As a reader, I admire him for having "determination". I think how this "determination" was enough for him not to give up, and what a strong person this must make him. 7
29
[18 marks]
3. Too general – some specific would be helpful but no quotations should be used in the introduction.
4. This is starting to go beyond the text.
5. Well spotted – but it needs to be explored.
6. This paragraph covers a lot but never clearly explains the point.
7. Good focus on the significance of specific details.
In conclusion, in answer to the question "how far", I agree with the statement completely. 8
These two influential texts both show the "importance of having freedom and strong personal beliefs" but in different ways. Douglass talks about how his encounter with Mr Covey re-ignited his desire to be free, whereas Obama talks about how Mandela was influential on his long fight for freedom. But, all in all, these texts are both extremely powerful and I agree with the statement.
Commentary
AO3: Level 2, AO4: Level 4. The candidate makes several points of comparison between the two but does not explore them in enough detail.
The candidate chooses some suitable quotations and develops a detailed discussion including a clear awareness of the impact on the reader.
30
8. Good attempt to engage with the stem of the question.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT G
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does. 1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"- I gave a sudden spring"
"- I seized Mr Covey hard by the throat."
1b)
Mr Covey's attitude towards Douglass changes in lines 1-18 because there is a sense of fear between the two characters, also as Douglass had weakened Hughes it shows that Douglass is more powerful and is also more of a threat.
Commentary
1a): both marks: exactly what is wanted. One mark for (b) as the answer strays from Covey to Douglass.
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[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
32
[6 marks]
Sample Answer
Douglass is courageous and brave as he stood up for himself and wasn't afraid. Mandela is also courageous and brave as he stood up to discrimination and had finally put an end to apartheid. Douglass wants peace and so does Mandela. This is shown as Douglass says "This battle with Mr Covey was the turning point in my career as a slave." This tells us that he has changed and wants peace between blacks and whites. On the other hand, Mandela wanted peace as he said in his speech "But if needs be it is an ideal for which I am prepared to die". This tells us that segregation is such a big issue in today's society that Mandela is prepared to die for equal rights.
Finally determination is one of the main characteristics shown by Douglass and Mandela. Douglass was determined to be free and treated respectfully. Also, Mandela was determined to fight againt apartheid and as a result, became the first black president of South Africa.
Commentary
This response is on the cusp of Level 1 & 2. The reading of Douglass is insecure and the support wobbles. The final point about determination is better but should be supported with detail from the texts.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Obama uses a lot of compliments to present his feelings about Mandela as he says "- he did it with grace and good honour…" this tells us that Obama really felt good about Mandela.
The structure of the speech is set out in date order, so he starts off with talking about 1964 then gradually builds up to 2013. This is effective as he is telling the public Mandela's journey to ending apartheid and just thanking Mandela for ending segregation. He is trying to make the public view him as a freedom fighter and not a terrorist.
The language used is quite formal and Obama is trying to say things from society's point of view.
The structure is quite formally presented as it is in paragraphs and the way different statements have a explanation is good and helps the reader to understand.
Linguistically, Obama tries to come to the same point as the reader and makes the reader think just like him. This is quite effective as the reader comes to terms with the writer and understands the aspects of the speech.
Commentary
Level 2. Like many answers in this band, this struggles to engage the detail of the text and is mainly assertion. The ending is rather obscure. The candidate has done well to spot structural elements of the speech (dates, use of paragraphs) but more could have have been done with these, such as commenting on how the formal structure suits the audience and purpose. More is needed on linguistic elements.
33
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
34
[18 marks]
Sample Answer
I agree with this statement to an extent that in both texts they are fighting for freedom and it is important to have strong beliefs and self confidence,
However, in Text 1, Douglass is shown to be a threat and whilst these texts are powerful Douglass could be seen as quite violent which can infer that freedom and strong personal beliefs are not that important because he may feel that respect is more important than that.
Whereas, in Text 2, Mandela is seen as fighting for freedom and he shows the importance of strong personal beliefs. Text 2 is more powerful than Text 1 as it is shown from society's point of view and not just one side of the story. In Text 1 the viewpoint is just Douglass's whereas in Text 2 the viewpoint is from the public's and Mandela's point of view.
In Text 1 the use of language like "- it recalled the departed self confidence…" this tells us that self confidence has been an attribute to what makes the text powerful as the way it is written in the text and the language used makes the reader think and take in that information.
In Text 2 the use of language like "Through his fierce dignity and unbending will to sacrifice his own freedom for the freedom of others…" shows how important freedom was at that point in society. It shows that people would go through a lot of trouble for others. It shows how the society comes, fights and sticks together through thick and thin.
I have come to conclude that they (the texts) are important and freedom and strong personal beliefs make these texts powerful as people, the readers, start to understand the significance of freedom and strong personal beliefs.
Commentary
AO3: Level 3, AO4: Level 3. The opening attempts to evaluate Douglass struggle to make sense and are unsupported, but the contrasts noted in the second paragraph are better. It works at 'impact on the reader'. This response has picked up on some potentially good points for critical evaluation, but these need to be developed. More textual detail would have helped consolidate what is said.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT H
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"I gave a sudden spring"
"But at this moment […] I seized Mr Covey hard by the throat."
1b)
Mr Covey thought at the start of the extract that he could have his way with Douglass but after seeing Douglass resist in the way he did Covey's "courage faltered".
Commentary
Full marks: I've given the benefit of the doubt to the second point in (a) because of the way it is laid out. Nice concise part (b)
35
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts?
Draw on evidence from both texts to support your answer.
36
[6 marks]
Sample Answer
Both Frederick Douglass and Nelson Mandela are both well respected for their resilience and their unwillingness to back down. The texts give examples of this: "inspired me again with a determination to be free", "I resolved to fight". These quotes show Douglass' shear determination to not do as others wish and he'd rather fight than be taken advantage of. Another example is "it is an ideal for which I am prepared to die". This shows Mandela's persistence and sacrifice for what he believed in.
Commentary
Level 2. The first point is well made and is supported; the second is very limited: there is no reference to Douglass. More points/ similarities would have moved the response on.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Obama uses both language and stylistic, structural devices to present his feelings about Nelson Mandela. For example, he refers to him as "Madiba" (a family name for Nelson Mandela) this shows how particularly important he was to Obama and makes his speech more emotive. Another example of how Obama uses language and structure to present his feelings is: he uses power of three: "grace, good humour and an ability to acknowledge is own imperfections." These examples show how Obama uses literary devices to show his emotions and feelings about the passing of his idol.
Commentary
Level 2. This is 'straightforward commentary' showing 'some understanding'. It works to make something of 'Madiba' and 'power of three' is exemplified, although the comments are assertive. To improve, the response needs more detail on the effects of both linguistic and structural elements.
37
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
38
[18 marks]
Sample Answer
I completely agree with this statement; these texts show us how important it is to stand up for what you believe in and fight for what is right. The texts show us how important this is and what the world would be like if people didn't stand up for what they believe in – we would still live in apartheid societies, slavery would still be rife, women wouldn't be able to vote, we would still live in an unequal world.
The texts tell you to never let anybody bend you to their will, never back down and to stand up and fight for what you think is right. Reading about the amazing feats of others give the reader confidence and encourages them to do as Douglass and Mandela did and fight for what is right, and maybe do as they did – change the world.
In text 1 standing up for your beliefs is presented differently to text 2: Douglass uses strength, force and violence to stand up for what he believes in, in this case fighting his "master" Covey. On the other hand, text 2 tells the story of Mandela fighting for what he believed in but peacefully in the form of protests and stand-ins.
Commentary
AO3: Level 1, AO4: Level 1. The comments are very general and mainly subjective. There is very little focus on the detail of the texts and perhaps the task hasn't been fully understood. The candidate needs to be much clearer about what is required here. Each bullet invites a different response to what has been read to help learners develop a stronger answer, and the response should be anchored in the two texts.
SECTION A: READING INFORMATION AND IDEAS SCRIPT J
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"As soon as I found what he was up to, I gave a sudden spring"
"I resolved to fight"
1b)
He started becoming aggressive towards Douglass and wanted to hurt Douglass.
Commentary
1 mark for 1a) 'I resolved to fight'. The other point needs to be more concisely selected. The response to 1b) doesn't address change.
39
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts? Draw on evidence from both texts to support your answer.
40
[6 marks]
Sample Answer
"Inspired me with a determination to be free" and "will to sacrifice his own freedom for the freedom of others" show that Frederick Douglass and Nelson Mandela had both fought for freedom.
Commentary
Level 1. One clear and supported point on freedom: 'shows a little awareness'.
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
"His commitment to transfer power" using the word commitment shows that he didn't give up and had great faith in helping others. "And we have lost one of the most influential, courageous and profoundly good human beings." Obama is using words that inspire and are respectful about Nelson Mandela.
"The day he was released from prison gave me a sense of what human beings can do when they are guided by their hopes and not their fears". Obama is saying how Nelson Mandela was guided by his hopes and did not fear about himself and stayed strong.
Commentary
Level 1. This response comments on the text using simple lifts. There is no attempt to analyse the effects of language or structure.
41
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
42
[18 marks]
Sample Answer
I've learnt that if you have strong personal beliefs you can achieve many things and change the world and your life. It inspires you to dream big and work hard for your dreams and goals in life.
Douglass fought for his freedom using violence and this gave him self confidence. Nelson Mandela also fought for freedom and they were both risking their own lives for their freedom. Both of their personal self beliefs are to do with being equal and stopping discrimination.
They both struggled and worked hard for their dreams but did not give up on their beliefs.
Commentary
AO3: Level 1, AO4: Level 1. This does attempt the task and the three bullets. The comments are straightforward but completely unreferenced. A little awareness of the impact of the texts on the reader is implied. Some direct evidence would have helped here.
SECTION A: READING INFORMATION AND IDEAS
SCRIPT K
Question 1
1a) Look again at lines 1-9.
Give two quotations which show Douglass' reactions to what Mr Covey does.
1b) Explain the way Mr Covey's attitude towards Douglass changes in lines 1-18.
Sample Answer
1a)
"I resolved to fight"
"I seized Covey hard by the throat"
1b)
Mr Covey's attitude was that he wanted to hurt Douglass quite sneaky, however Douglass starts to fight and he panics and calls for help. Then his courage faltered. 9
Commentary
3 marks. Full marks for 1a) and 1 mark for 1b). Covey's change in attitude is suggested as he 'calls for help', but it is unclear what Covey's attitude was at the start of this section and so the idea of change is not fully addressed.
43
9. Shows clearly what Covey became like but not how he was at the beginning of these lines.
Copyright © OCR 2016
[2]
[2]
Frederick Douglass and Nelson Mandela were both respected for their strength of character.
What other similarities do Frederick Douglass and Nelson Mandela share in these texts?
Draw on evidence from both texts to support your answer.
[6 marks]
10. The relevance of this point is not made entirely clear.
11. Still vague about the precise link. The response moves into commenting on the effect/impact on th reader, which is not credited for this question. This question assesses AO1ii.
12. Not clear enough about how Douglass was courageous. Again, the response moves into commenting on the impact on the reader which is not credited here.
Copyright © OCR 2016
Sample Answer
Firstly Frederick Douglass says about how "the white man who expected to succeed in whipping me". Similarly Obama tells us how Mandela "fought against white domination". These are saying that it was always the "whites" controlling the "blacks". 10
Another way in which Douglass tells us his story is that he mentions his "freedom" after succeeding. Likewise Mandela says he would "sacrifice his freedom for the freedom of others". This makes us feel sympathy for the "black" people and that freedom was a huge factor in both of these people's lives.
Douglass tells us about how Covey's "courage faltered". Identically to Obama telling us how "courageous" Mandela was for making freedom for the blacks. I feel those link as they say about how courage can play a big part in freedom. This creates imagery that we can feel sympathy for both men and that they really want to emphasise their "freedom" cause. 12
Finally Douglass tells us about how Covey "inspired" him. Similarly Obama tells us how Mandela brought "inspiration" to "countless millions". This links to how we feel they inspired their people and what they do.
Commentary
Level 1. The candidate identifies some potentially relevant points (both fight for what they believe in, both are courageous and inspirational) but does not explain them clearly enough.
44
Explore how Obama uses language and structure in this speech to present his feelings about Nelson Mandela.
Support your ideas by referring to the text, using relevant subject terminology.
[12 marks]
Sample Answer
Firstly Obama uses parallel phrasing. For example: "I have fought… and I have fought… I have cherished". He uses structure to emphasise the point of which he has done. He makes us create imagery as we could imagine all the great and wonderful things he has he has done. 13
Secondly Obama uses many personal pronouns in his speech. For instance, "I". He uses the language to really emphasise the point 14 and what he thinks about this inspirational character.
Another way in which Obama uses language is repetition like when he says "freedom for the freedom of others". This makes us really get the point 15 that Obama is trying to get us to remember. He makes it really emphasise the point that Obama is trying to make.
Next Obama uses alliteration in his speech. For instance, he says "renewal and reconciliation and resilience". He says this to make us really happy for what he has done for himself and his country. He does this by using language and really emphasises the point.
Obama also uses humour 16 in his speech. He does this by saying, "My first political action, the first thing I ever did in politics, was a protest against apartheid". He uses language and structure to try and find some humour about this iconic man.
Finally he uses intensifiers, for example, "inspiration". 17 He uses this really make us be happy for what he has done for himself and his country. He does this by using language and really emphasises the point.
Commentary
Level 2. The candidate identifies some features of language and structure using subject terminology but not always accurately. There is some generalised comment about the effects of each example but it does not consider the specific ideas conveyed by each quotation.
13. Subject terminology but unclear about effect.
14. But what is the point?
15. As above
16. Not quite humour
17. Inspiration is not an intensifier.
Copyright © OCR 2016
45
'These texts are powerful because they show the importance of having freedom and strong personal beliefs.'
How far do you agree with this statement?
In your answer you should:
* discuss what you learn about the importance of having freedom and strong personal beliefs
* explain the impact of these ideas on you as a reader
* compare the ways ideas about freedom and personal beliefs are presented
Support your response with quotations from both texts.
Sample Answer
I agree with this statement for many reasons. I feel they are both inspirational characters for what they have done for their country.
Firstly Douglass tells us about how he got "whipped" for believing for what he thinks is right. Identically, Mandela "fought against white domination" also to support his beliefs. As a reader we feel sympathetic for both men as they were put through hell to get what they want. These make the idea of freedom pop into our heads. 18
Secondly Douglass tells us how after the incident the next "six months" he was a slave. Likewise to Mandela when he was jailed. They were both kept away for their beliefs and the wanting of freedom. The effect on the reader is that they feel sympathy and may really feel bad for doing this. 19
Another way Douglass does this is by saying about how he was stuck with no "freedom". Like Obama he tells us how Mandela sacrificed "his own freedom for the freedom of others". This makes the reader feel sympathy for both men locked away for standing up for what they believe. They make us think how pathetic it was and the racist culture America developed before Mandela. 20
Douglass tells us about how his "self-confidence" helped him through his awful time as a slave. Contrasting to Obama's thoughts on Mandela. "Fierce dignity" and "courage" helped him through his path to freedom and beliefs. This makes the reader feel happy for both Douglass and Obama and that he really wants to feel sympathy for the punishment they served. 21
They both also talk about how their "inspiration" and how that helped them to succeed. Obama says that Mandela's "inspiration" for his strong beliefs is remarkable. Same as how Douglass tells us about he was "inspired" by Covey beating and torturing him and that may make him want to have freedom even more. This will make the reader feel happy for both these men for what they managed to achieve in their lives. 22
Douglass tells us about how he felt "deep pride" after standing up for what he believed in and his strong beliefs. Obama tells us how Mandela "achieved more that anyone could have expected from a man". The reader feels happy for all what he succeeded in and what he done for his nation. 23
46
[18 marks]
18. A relevant point but not entirely clear.
19. Broadly relevant but slightly misunderstands the passage.
20. Some relevance but confuses two separate points.
21. Implicitly relevant but not fully made clear.
22. Although this repeat material from Q3 it has some relevance.
23. Not clear.
Douglass also says about how "it was a glorious resurrection" like Mandela says how he hopes "to live for and achieve" which he did. The reader will feel happy to have an impact on this and that he is good now and that everybody has the same rights as each other. This shows how their personal beliefs are presented about freedom and how they achieved it.
Commentary
AO3: Level 1, AO4: Level 2. The candidate identifies potential points of comparison but does not explain them clearly. In this instance, comparing throughout may prevent him or her from getting to grips fully with either text.
The candidate makes straightforward comments about the impact of the text on the reader. Many points, however, are not clearly explained.
47
24. Becoming very vague.
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THE COLLECTIVE PHENOMENA INCORPORATED.
NON-TRIVIAL POP-CULTURE
ARBN: 609 397 579 collectivephenomena.info
1. Overview
2. Personal Impact
a. Risks to Self & Others
b. Losses to Self & Others
c. Rationale
3. Community Impact & Burden of Proof
4. Recommendations
5. Project Proposal
a. Background
b. Master's Thesis Proposal
6. Support & Referees
7. Bibliography
Excerpt from the Anti-Discrimination Act, 1991.
Declaration of the Rights of the Child
Principle 1: The child shall enjoy all the rights set forth in this Declaration. Every child, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, whether of himself or of his family.
Principle 2: The child shall enjoy special protection, and shall be given opportunities and facilities, by law and by other means, to enable him to develop physically, mentally, morally spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity. In the enactment of laws for this purpose, the best interests of the child shall be the paramount consideration.
Principle 3: The child shall be entitled from his birth to a name and a nationality.
Principle 4: The child shall enjoy the benefits of social security. He shall be entitled to grow and develop in health; to this end, special care and protection shall be provided both to him and to his mother, including adequate pre-natal and post-natal care. The child shall have the right to adequate nutrition, housing, recreation and medical services.
Principle 5: The child who is physically, mentally or socially handicapped shall be given the special treatment, education and care required by his particular condition.
Principle 6: The child, for the full and harmonious development of his personality, needs love and understanding. He shall, wherever possible, grow up in the care and under the responsibility of his parents, and, in any case, in an atmosphere of affection and of moral and material security; a child of tender years shall not, save in exceptional circumstances, be separated from his mother. Society and the public authorities shall have the duty to extend particular care to children without a family and to those without adequate means of support. Payment of State and other assistance towards the maintenance of children of large families is desirable.
1. OVERVIEW
Principle 7: The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgment, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities, shall endeavour to promote the enjoyment of this right.
Principle 8: The child shall in all circumstances be among the first to receive protection and relief.
Principle 9: The child shall be protected against all forms of neglect, cruelty and exploitation. He shall not be the subject of traffic, in any form. The child shall not be admitted to employment before an appropriate minimum age; he shall in no case be caused or permitted to engage in any occupation or employment which would prejudice his health or education, or interfere with his physical, mental or moral development.
Principle 10: The child shall be protected from practices which may foster racial, religious and any other form of discrimination. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and in full consciousness that his energy and talents should be devoted to the service of his fellow men.
What are the repercussions when a child's rights are denied, neglected or abused? What implications does this denial, neglect or abuse of a child's rights have for the short and long term?
2. PERSONAL IMPACT
In 1990 Kelly was born in Victoria to two young parents. Before her first birthday, her mother and father separated and Kelly moved to Queensland with her mother and her mother's new boyfriend. They lived together with his mother and step-father, helping out with the family business.
Her first memory of the abuse is recalled vividly. She was four years old. This continued until around the age of ten.
Kelly frequently spent extended stays, school holidays and weekends, at her step-father's parent's house. Her step-father's step-father would wake Kelly up before he started work on the farm at around five in the morning. He would prepare breakfast, they would feed the pets then he would ask her to sit on his lap so he could tell her secrets. Each time she sat on his knee she recalls being paralysed by fear- fear of the consequences of telling someone, of running away, of something worse happening. He would hold her around the waist whilst fondling inside her pants.
Kelly recalls being hyper-aroused since the abuse started, inquisitive and curious about sexuality, in a secret manner. Stigma regarding sexuality and its variances is a burden that no person should have to bear in silence. The shame and stigma of a paedophile seeking help for their attraction to children inhibits them from seeking help in the same way the shame and stigma of a child who has been abused limits them from seeking help.
Kelly recalls several other occurrences vividly but there is a lot that has been supressed. Kelly is unaware of the complete extent of her abuse due to her ability to disassociate, sometimes feeling in a haze-like state for weeks at a time. Kelly spent a lot of time on her own as an only child, using her initiative to keep herself entertained. Every time she closed her eyes she would see colours and patterns within the blackness behind her lids. To this day she still sees these colours and patterns and believes this is what has pulled her through many dark nights.
Her mother committed suicide when Kelly was nine years old after years of battling with drug, alcohol and mental health problems. Kelly had withdrawn and learned to put on a brave face already. Kelly's mother had suspicions that Kelly was being abused, observing tell-tale behaviours, but felt she had no one to turn to and no way to confirm her suspicions. Prior to her death, Kelly's mother had worked for the perpetrator and had a supportive and close relationship with him. Kelly had an insecure and tangled relationship with her mother.
Her father, stepfather and maternal Grandmother proceeded, with the family courts, to determine custody placement for Kelly. Kelly remained in shock, hardly able to recall the period of time at all and did not want to make a decision about where to live as she didn't want to hurt anyone's feelings by speaking her truth. Kelly had become so used to hiding her emotions and catering to the needs of the adults around her that she felt that what she wanted no longer mattered.
After the death of her mother, Kelly developed a rare blood disorder that affected the ability of her blood to clot. The risk of haemorrhage was great and she was hospitalised as doctors ran tests. She was sick often as a young child. This was the time where she received the nurturing and attention she so needed. Being looked after by various doctors and nurses inspired her to pursue a career looking after others.
Unbeknownst to her, at the closure of the court case, Kelly was picked up from school one day in Queensland and was living in Victoria by that night. Included in the psychologist report from the family courts was a statement of concern about Kelly's coping mechanisms of internalising her emotions and accommodating the needs of the adults around her. This coping mechanism still exists for Kelly to this day and is part of a painful process moving between denial, anger, bargaining, fear, depression and acceptance to rise above the circumstances, each arousing emotions that were long repressed within her.
Kelly became aware of her body image around this time and was sensitive to comments of people around her as she had put on weight during this time from steroid treatment and a long history of dietary irregularities. This compounded her poor self-image and self-esteem.
Kelly first disclosed the abuse to her stepmother in Victoria, after her biological father was awarded custody. It was as simple as asking about the concept of karma. Kelly remembers her family gathered around before attending the police station to file a report. It was stressful, loud and very confusing for her. A statement was made when Kelly was eleven years old, alluding to the abuse but Kelly was not ready to proceed or disclose more at this time. The compounding of various traumas meant she was unable to express herself and be understood.
Although Kelly does not recall much of this time period she remembers being taken to and from doctors and hospitals by her stepmother, admitted numerous times for her blood condition. Surgery was considered as an option to treat this. At school, Kelly maintained high grades and was able to make friends. Kelly was not able to develop a close relationship with her father and felt the uncertainty and instability early on. She was suicidal by age eleven. Her step-mother had a newborn to raise and the intensity of Kelly's needs became too much for a new family. Kelly went to live in Queensland with her maternal Grandmother.
When Kelly moved to Queensland with her Nana she initially struggled to make friends and even catch the bus to school on her own. Her Nana changed a job she loved to provide more time for Kelly. She maintained her grades and enthusiasm for learning and made some solid friendships. Her relationship with her Grandmother suffered during this time as they both suffered to come to terms with the past. Puberty was a difficult time for Kelly as she became aware of her weight, image and femininity. She began to self-harm, restrict calories and purge, compulsively exercise, obsessing about appearances, cleanliness and school grades- occasionally indulging in risky behaviours. She alternated between assuming a lot of self- control or no self- control. Although mostly secretive about of her troubles, Kelly read various self-help books, spoke with therapists, researched and reached out to friends or services for support during her darker moments.
Kelly has been receiving counselling since she was nine years old. After a long journey of counselling Kelly was able to make another statement to the police in 2004. This statement was more in depth. The matter was left in the hands of the police at this stage. The perpetrator was questioned, he denied the allegations and the case was transferred then left in 'limbo'.
Kelly started to date as a teenager- her grades slipped slightly as she chased what she thought was love. She moved in with a boyfriend and had an intense on-off relationship for almost five years and after graduating high school she went on to university to study nursing. She felt a deep fulfilment for a while by filling her schedule to the brim with study, work, placements, various extracurricular involvements, friends, a boyfriend and partying. She did not have the time, support, age, stamina or knowledge to pursue the court case actively again.
This pressure eventually took its toll and Kelly was hospitalised for self-harming. Kelly has been diagnosed with various conditions over the years- bipolar disorder, borderline personality disorder, schizo-affective disorder, depression and anxiety, by doctors who had spent less than an hour with her. She has been diagnosed with complex post-traumatic stress disorder which accommodates the broad spectrum of complex symptoms of trauma.
Kelly deferred her degree and moved to Darwin to live with a partner shortly after her hospitalisation. She studied Nutrition and Children's Services and stayed with him for a yeargained a lot of weight, was self-destructive and generally unhappy. Kelly had a few supportive friends but had withdrawn from most of her network. Something had to give.
Kelly moved to Victoria in 2009 to cut ties and began to deal with the past slowly as she was developed friendships that supported her and actively began to complete her Nursing degree, aligning with a sense of purpose despite obstacles. She continued to receive counselling, see psychologists and engage with support services and other holistic, alternative therapies.
Due to a spontaneous onset of her childhood blood condition, Kelly made a choice to leave the nursing profession as her immune system was compromised. She had also experienced further violence in the workplace in Victoria. After wanting to be a nurse for 20 years, she found herself quite disillusioned and as she was a casual staff member she wasn't able to receive union support. Kelly moved on to freelance in a web design start-up, to publish and maintain a content delivery service. Service and solution focused advocacy and gaining traction for the support of a not-for-profit delivery method of implementing these applications has been the focus.
Kelly made a comprehensive statement to Queensland Police in 2014. She travelled interstate to provide the account and made a recorded phone call to the perpetrator. He neither confessed nor denied to the abuse and she was not allowed to directly confront the topic. She recalls the overwhelming physical and emotional anxiety of the experience.
Kelly reviewed documents regarding her case when she was at the Police station. Due to administrative and accountability oversights, her initial statement was not followed through. Passed around from department to department for six years the case was re-opened when Kelly re-engaged with Police. She submitted a statutory declaration to the Crime and Conduct Commission in 2014 who acknowledged the receipt and stated there was nothing they could do further.
Statutes of limitations, interrupted feedback processes, legislation, reviews and interstate jurisdiction issues are a few barriers throughout the many systems Kelly has been a participator in. She continues to make progress relating to advocacy and utilizing operational feedback and is prepared for the process, motivated by advocacy.
With statements made and evidence given, the court and as many details provided and other relevant evidence given, the case is now awaiting trial. Kelly is awaiting further advice of the committal hearing 21 months after the re-opening of a historic case.
For 12 years the accused has not been required to receive any treatment. He is currently released with bail conditions. For 16 years she have been in and out of public systems as a professional, a student, for health and income support and as a minor within the family law court.
Kelly has rarely lived anywhere longer than a year and has stayed in caravan parks, units, houses, acreage, home-shares, with partners, in a squat, travelling and friend's sofas. She continues to work on re-stabilising her important relationships and paying attention to her health.
In 2015, she published a poetry zine titled 'Dying: To Meet You' and transformed what started as a hobby into a tangible, deliverable online service platform. After studying Project Management,
Kelly has provided Human Relations consulting encompassing business document procurement, CV and cover letter writing whilst studying a Dual Diploma of Business Administration, Leadership and Management.
In 2016, Kelly resided in Queensland, spending quality time with her extended family and friends after a hiatus from the state, awaited court proceedings, continued on her healing journey, studied, managed various projects, worked, advocating and most importantly, writing.
Discovering the modality of Feldenkrais and exploring it, with the trained supervision of a practitioner, Kelly has unlocked many physical, bodily/ sensory memories of the abuse. After finding a home and work at a trauma and abuse healing retreat centre, she has been able to explore movement as a therapy in a safe place. Completing an adult healing week at 'Heal for Life'- a right-brain, group therapy oriented program; many positive steps toward healing have occurred that are incomparable to 17 years of CBT based therapy. She maintains her nursing registration by reviewing policies and procedures for accreditation purposes, is being mentored by the CEO and founder of the not-for-profit 'Heal for Life' and is making meaningful contributions to the organization and people who come into contact with it. Currently, she is in the process of registering with the NDIS, completing her Dual Diploma, maintaining and adding to the Health and Human Rights database developed over the months and settling in to a new area.
Dear You,
Love is an energy, something that is always inside you. It is a lifetime journey learning what love really is, one that never actually ends but just changes form.
Relationships with others are a good way to learn but no other person can fix what is inside of you. Open up to people, be honest and ask questions.
Self-care is the path to healing and is not a selfish act. Be kind to yourself and others as you heal.
All experiences offer opportunities for awareness, growth, healing and a change of perspectivenothing is a waste, not even the darkest days.
Persevere. Fear is an illusion, it is not real. Practice reflection often, but do not drown in the pool of memory.
Find joy in the small things and look for meaning where it satisfies you. Let kindness humble you. Love from,
Me
a. Risks to Self & Others
- Flashbacks and recurring nightmares
- Trigger responses (physical and emotional)
- Unwarranted, unsolicited and unneeded thoughts and feelings
- Unexplainable physical illnesses
- Breach of Human Rights
- Inability to grieve or process
- Entrapment and accommodation to/ of abuse
- Shame and Self-blame
- Suicidal thoughts and SelfHarming behaviours
- Disordered eating
- Alienation and isolation
- Disordered sleeping
- Secrecy
- Altered responses and reactions
- Disordered empathy
- Effect on ability to advocate
- Mental and physical dissociation
- Models of accountability and responsibility
- Healthy coping mechanisms
- Appropriate responses to suffering
- Severe financial loss
- Physical & mental health/ costs related to health.
- Sense of belonging
- Security
- Employment/ Income Earning Capacity
- Ability to functionally grieve
- Healthy, functional relationships/ intimacy
b. Losses to Self & Others
- Childhood innocence
- Faith in protective services & systems designed to protect vulnerable groups
- Recollection of memories
- Stigmatization
- Stability
- My Mother to suicide
- A healthy sense of self/ personhood
- Autonomy
- Familial relationship breakdowns
- Confidence
- Dignity
- Trust
- Personal Integrity
c. Rationale for pursuing with Criminal Proceedings
- To hold a perpetrator accountable to his actions
- To have a coping mechanism that is productive
- To gain closure and move on knowing I have done all I can and the best I can
- To break free of re-traumatisation and alleviate internal conflict
- To follow through on my initial intentions as a minor now that I am able
- To model to others in a similar situation or circumstance
- To act within my basic human rights and reclaim my sovereignty
- To not perpetuate years of silence, self-blame and familial rifts
- To seek acknowledgement of my suffering
- To align my values of social justice, dignity and health with my actions
- To utilize my skills and knowledge toward a cause much larger than myself
- To eliminate speculation
- To advocate and make an impact on the way we view trauma and abuse
3. COMMUNITY IMPACT & BURDEN OF PROOF
Young children are often not believed when they disclose their abuse. If they have grown to adulthood since the abuse occurred, they are required to remember minute details of events which, probably for the last ten or so years, they have tried to forget. There is no 'scale of offending' to the person on the receiving end of inflicted human rights abuses… regardless, it is a violation of an innocent persons rights. When someone's house is burgled, their car stolen' when pedestrians are mugged or bowled by cars; when citizens are slaughtered by crazed gunmen, we don't hold the victims responsible in any way for their crimes. With sex crimes, however, that regrettably is what happens. If a defendant pleads not guilty, then it is the witnesses who are on trial.
For every reported child sexual assault, there are five that go unreported (Detective Senior Sergeant Chris O'Connor) A public register where a person can type in a suspected persons' name would be an open and accountable system to protect the innocent- not the guilty. A forever 'stained' reputation would serve as a massive deterrent to such actions. Few resources of the state go toward rehabilitation of victims, yet convicted paedophiles are put through programs and are likely to reoffend on release due to the privacy they are afforded at the expense of the safety of the unknowing and unsuspecting community. (D. Coddington. The Australian Paedophile and Sex Offender Index, 1997)
With over 300,000 notifications of child abuse (Institute of Family Studies, 2009) reported in 2009 as opposed to 100,000 reports ten years earlier in 1999, we can either determine that the incidence of child abuse is on the rise or the incidence of reporting child abuse is on the rise. Regardless, it is awareness and social accommodation that breaks the code of silence. These figures present challenges to organizations designed to protect vulnerable individuals.
Direct costs and challenges that arise from domestic and sexual violence in the community occur through health care/ poor health, victim services and compensation, housing and temporary accommodation, child protection, violence prevention, juvenile offending, criminality, perpetrator treatment and the criminal justice system. Indirect costs include reductions in household income, social and labour market participation of women, and economic growth and substance abuse.
In his paper, Gambling with the Psyche, O'Connell raises a good question- How do culture, the various characteristics of perpetrators and judicial proceedings, and political and social context, influence the nature and strength of trials' psychological effects on different sorts of victims?
"Social silence about human rights violations isolates survivors. Under repressive regimes, victims and those around them often can be too afraid to speak about government abuses. If there is little discussion of the atrocities in the media and other public fora, victims may form the impression that no one else has suffered similarly.
Even after a transition to democracy, some or all of the previous regime's atrocities may remain undiscussed due to fear of a return of repression, the desire of those who supported the previous regime to "leave the past behind," selective societal attention to atrocities, fellow citizens' belief that victims were responsible for their own suffering, or a combination of such factors.
When you have to prove the legal status of the terrible events… according to technical criteria— this can undermine the meaning and value of the judicial process for victims. It can make them wonder what the purpose is, and eliminate the validation that the process might otherwise give them. It undermines the possibility of reaching a common basis for acknowledging by others and with others (the larger society, the world) the facts and the harm that they have caused.
Sympathetic policymakers, professionals, and ordinary citizens have worked with survivors to seek ways to alleviate this suffering, and have promoted prosecution of the perpetrators and civil suits against them as one vehicle for healing. This is not the only factor in decisions about whether to pursue human rights violators through the courts. Policymakers and activists choose that course for a wide range of reasons. Prosecution and, less often, civil actions are put forward as means to deter future abuses, promote the rule of law, create public awareness of atrocities, and achieve other purposes, as well as to heal victims' psychological wounds." (O'Connell, J., 2005)
4. RECOMMENDATIONS
1. Change how we think about and perceive human rights violations
2. Initiate social commentary to acknowledge survivors and generate feedback/ suggestions for improvement
3.
Encourage advocacy and action pertaining to human rights issues
4. Respond appropriately and sensitively
5. Reinforce communal values and respect of human rights
6. Collect anonymous data pertaining to human rights topics of interest to determine response and review processes
7. Monitor engagement and outcomes and review lessons learned
8. Safe collection and application of data
9. Provide easily accessible, relevant & understandable information and services to communities
10. Provide intermediary facilitators for children, families, courts and thirdparties involved
11. Provide specialised training for statutory agency professionals
12. Fully consider the long-term impacts of abuse on each child or adult
Mitigating risks and losses to individuals and the community after the occurrence of traumatic events whilst promoting and upholding the dignity, privacy and human rights of all involved parties is paramount to effective treatment of human rights abuses and assistive to the development of preventative measures.
Collecting data from stories and recollections of those traumatised, either personally or systematically, can assist to develop, maintain and utilize longitudinal, statistical evidence for the benefits of all. Safe data collection is essential for quality assurance analysis of correct responses, service provision and best practice implementation for optimal outcomes- in any context.
A registered, public domain database inclusive of convicted offenders name, suburb, age, job, conviction, plea, time served, sentencing information, the age of the victim and offence, type of assault is a helpful resource to an overburdened system. These can be sourced from newspapers, reports, sentencing directories, internet publishing, courts and DPP records. There are ways for the referral burden on organizations to be alleviated with the use of intelligent communication systems. Communication is the main issue, between anyone who becomes involved in the complex circuitry that is prosecuting.
As there is currently no Human Rights Act in the state of Queensland, service provision, response and utilization of best practice methodologies exist in a limited capacity and at the discretion of
privatised corporations as services and resources are increasingly outsourced.
Organizational implementation requires a reference point of empathy and timeliness to truly provide for the niche needs of vulnerable people in society. Survivors are often unintentionally re-traumatized in the current settings. Until the Human Rights of individuals and communities are upheld in actions and not words alone, survivors will continue to be re-traumatized and stigmatized. Currency, relevancy and efficacy of delivering information and applications are necessary for effective service provision. Feedback and acknowledgement are essential to this process.
Fault lies neither with victims or the perpetrators. The fault is within the system they function in and the mass social perception that glazes over the taboo to maintain a sense of normality at the cost of healing the damage, thus perpetuating suffering. Perpetrators' actively accepting responsibility and accountability for their actions, as the first step to treatment, is more important in achieving restorative outcomes rather than pursuing punitive ones. A 'pain and punishment' mentality and an approach that doesn't ask why has existed for so long and is just as dysfunctional as the settings in which Human Rights violations occur.
An idealised expectation of health professionals is error-free job performance. No system or human is infallible. The complex culture of medical professionals combined with dogmatic leadership styles, adverse to change even in context of best practice perpetuates a disparity causing marked barriers to communication and team work. This leads to inefficient leadership, change implementation and progress in healthcare settings. Protocol and procedures are often regarded as the only means of protecting interests yet are utilized at the discretion of the treating provider. This style of reporting system is based on judgement and not necessity. Health care professionals and policy makers desperately need to address the complexities and challenges they face so the industry and population can progress as a whole.
Public awareness about effective ways to help and contribute is likely to lead to citizen action. Prevention is always better than a cure. Prevention involves changing individual and community attitudes, beliefs and circumstances which perpetuate suffering and human rights violations. A citizen's jury could be applied in this context.
A citizen's jury shares relatable stories, information, advocacy, data, petitions, opinions, communications, connectivity, consensus and research. With planning, adherence to policy and technical know-how, risks can be mitigated to provide safe online access to services and
information. The lack of utilization, cross-communication, uptake, integration and forward thinking relating to the use of technologies as it pertains to health and health outcomes is concerning. Are we to deny and oppress the promising future of healthcare by denying and oppressing information access and utilization in the 21 st century?
TCP INC., established in 2013, started by collecting, categorizing and curating information and developing processes to create a platform that offers information and essential service provision to vulnerable people. By translating information and developing information systems that are easy to use, functional, and understandable; provided at no fiscal expense to consumers- the only cost being the anonymous collection of their valuable experiential data that will provide enormous insight into the collective nature of trauma sufferance and assist in tailoring responses and service provision to the individual. Utilizing recent technological developments, this vision is achievable.
With a functional systems approach, each individual's experience is monitored and data is collected, stored and encrypted. Exploration of keywords and content planning based on empirical evidence outcomes can be done by analysing collective, anonymously generated data relating to sensitive topics.
Well communicated follow-through of procedural requirements in an effective and efficient manner that tailors service and information provision to the individual minimizes risks and costs to individuals and society as a whole. A 'one size fits all' approach is outdated as no two are the same. Online systems provide space for anonymity, privacy and safety whilst enabling essential data collection and compliance with governing agencies and authorities.
This community engagement project, as it pertains to advocacy and protection of Human Rights, functions within strength's based approach. It will be well integrated with multiple functions and streamlined for online navigation and collective contribution, will enable social connectivity and value generation, and will work toward the outcome of acknowledging consensus of the community- as it relates to personal experiences, opinions and knowledge.
Cultural, systematic and other barriers to communications can be overcome by acknowledging risks and incorporating pre-emptive planning and action. Provision of information and services, implemented and integrated effectively, by field experts who are well versed in
knowledge and experiences in their area of consultancy makes this project achievable.
The root of the aforementioned concerns and consequent recommendations is communications: between government and private agencies, of victims to support services, of support services to advocators, between police and court officials, communications between families, and of society at large. Providing a safe space to initiate dialogue, share experiences and opinions for validation and consensus, to feel value within a community generates a snowball effect that encourages others to do the same- utilizing current technologies, a system for advocacy and supports can be intelligently designed.
PROOF OF CONCEPT
FRONT END:
Directory: https://collectivephenomena.info/directory/
Forum: https://collectivephenomena.info/have-a-say/
BACK END:
https://collectivephenomena.info/link.php https://collectivephenomena.info/org.php
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TCP is a collaborative software and responsive design effort to provide a specialized database and directory service relating to health and human rights. Provided is an online repository of resources with access to articles, forum, chat and support that fosters a virtual collaborative community knowledge base with curated content and feedback from its users that contributes to the provision and maintenance of the service. Adjusting to digital trends, providing for consumers needs and ensuring ease of use are at the forefront of this project. Increasing accountability through public participation, experimentations of adaptations to changing environments, improving local administration and better matching of public services to local preferences are aims of this project. With plenty of potential for expansion, TCP INC. has grown organically over the years, expanding its scope in increments to accommodate for the ever changing needs of its collective. Ideally, taking this to the next level through a research degree or research grant to make this project tangible and give it the breath of life in the real world is the next step.
Background
TCP INC. was established in 2013 as a collaborative social justice project.
2013
After having her spleen removed due to the recurrence of a childhood blood clotting disorder whilst working as a registered nurse, Kelly used the opportunity during her recovery time to rekindle her affinity with writing. Inspired by a poem, TCP INC. began to take life with tech-savvy friends instantly developing interest and putting input into the ideation of the platform. Whilst working as a nurse and studying natural therapies part time, Kelly began writing goals and purposeful functions of this conceptual platform. With the assistance of friends turned volunteer colleagues, a Facebook page was established to share links of relevance to the mission and values of the organization. After the first year a basic landing page was developed and traffic was directed to both pages organically.
5. PROJECT PROPOSAL
2014
Research continued, with functionality and trends in mind. Partnering with a web and graphic designer, Kelly left the nursing profession after bureaucratic issues became burdensome. Feeling disillusioned by the profession, she branched out, developing on administrative skills to assist in building a start-up. During this time, cryptocurrency research began along with brainstorming methodologies to implement within a platform. Kelly made her third statement to the police in Queensland mid-year, making a recorded phone call to the perpetrator of her abuse. She continued to receive counselling, deferred her studies and focused on market research, the legal and administrative requirements of setting up both a small business and not-for-profit organization.
2015
Kelly moved 7 times in 2015, having a fixed address for only a short time. She revisited her back-catalogue of writings and made a mock-up version of a poetry zine. After developing several online profiles, she subcontracted her start-up services and used the cash flow to self-publish a poetry zine. Sticker merchandise was made as an alternative to business cards. Kelly began studying Project Management full time whilst outsourcing services to other small businesses. TCP INC. had its first formal AGM where membership became formal, executive roles were defined and platform development was the priority. Toward the end of the year, TCP INC. was registered as an associated incorporation and BIOCENT was conceptualized. While attending a counselling session, Kelly noticed a pamphlet calling for submissions for stories of survivors of abuse. Kelly submitted her story to the organization as the book went to publishing in 2016. Kelly moved to Queensland after Christmas.
2016
TCP INC. was registered as an Australian Body and a public key infrastructure obtained ready to begin collecting relevant health-related data. After defining objectives, saving some money and refining stakeholder relations, database development commenced. It is currently being populated with links collected over the last year as part of Kelly's healing journey. Proof of concept is now available, awaiting responsive design for ease of use by the online community. The database will be synchronised with a forum to encourage open discussion. The project report continues development with the initial draft of the document having been submitted to the Crime and Corruption Commission Inquiry, the Human Rights Commission Inquiry and the Royal Commission into Institutional Response to Childhood Sexual Abuse. Kelly has drafted grant applications, pitched tangential projects to volunteer organizations and has sought opportunities to network with like-minded individuals. Kelly has been studying a Dual Diploma in Business Administration, Leadership and Management with a current application under development for a Masters by Research in Business (eHealth). TCP INC. became a registered lobbyist in the state of Queensland.
2017
Kelly lives at a trauma and abuse healing retreat centre in New South Wales called 'Heal for Life' and is privy to mentoring with access to reference information, previous studies, clients, stakeholders and volunteers. Database development and integration continues, along with the development of the project plan and business plan. Adaptable infrastructure is being implemented that is already making ripples of positive change, increasing compliance and reducing errors.
She became an NDIS provider as a registered nurse and completed her Diploma. She is currently applying for a Master's of Research in Information Technology; specifically eHealth. Her goal is to have all stakeholders in communication and contributing by the end of the year.
Masters of Philosophy in Information Technology Fluctuating Asymmetry as a Collective Phenomena
A Health Determinants Study
Will a comprehensive, longitudinal study of subjective and objective developmental phases measuring fluctuating asymmetry utilizing existing technologies that prompt users to track and maintain their health through gamification and incentives, foster a sense of community, connectedness and compliance within a digital population and alleviate rising referral costs, service gap burdens and general a cultural currency?
Steps taken:
Public key infrastructure ARBN: 609397579 ABN: 59609397579 Registered Incorporated Association APHRA Registration RND1 NMW00017-99614
Impact:
- Profiling
- Longitudinal study
- Topographic mapping
- Social currency
- Increased participation
- Best-practice
- Study of lived experience
-
NDIS
- Fostering community
- Peer operated supports
Applied Philosophies and Disciplines:
Biocentrism, Phenomenology, Topography, Cryptocurrencies, Data Science
- Networks
- Topology
- Computations
- Control
- Detection
- Dynamics
- Energy
- Models
- Non Linear Systems
- Predictions
- Signals
- Structures
- Time Tiers
- Analysis
- Gaming
- Forum
- Stats
- Chat
- Location
- Digital sharing
- Payment gateway
This platform will deliver decentralized, connective health services, advocacy and information via innovative software whilst collecting pertinent statistical datagenerating social currency through a unique interface that utilizes recent technological trends.
This research project has been supported and contributed by various volunteers throughout project phases over the year. The database provides access to well-rounded, curated information and services relating to health and human rights.
Underpinning philosophies and directions for this project include:
1. Being leaders and innovators in applied social research methodology.
2. Undertaking research that has a positive social impact.
3. Expertly collecting, processing and interpreting qualitative and quantitative data.
4. Cultivating a corporate ethos of continuous improvement and pursuit of excellence.
5. Creating high-performance research teams and working respectfully, collaboratively and transparently with our clients, our stakeholders and each other.
6. Actively enabling the participation of marginalised and vulnerable members of the community in our research.
7. Encouraging and supporting people to reach their full potential.
8. Working to the highest ethical standards.
Addressing service gaps in the health sector involves detecting and responding to diversity, through its many mediums. Asymmetry lives between detection and response. We sometimes wear it obviously on our bodies and faces and sometimes less obviously through that which we create and consume.
Will a cross-populated, collaborative collation of effect and causation of these variances coupled with engaging programs and pre-defined treatments serviced by clients and providers alike espouse a remedy to an ailing health system?
The aim is to allow technology to further change our lives, brains and the way we interact. Aligning currency and usability, an application that collects qualitative and quantitative healthcare data for bio-scientific interpretation enmeshed with service delivery and contact platforms that creates jobs and opportunities for connectivity and collaboration. Voice-based technology makes gathering, processing and connecting patterns of a community's information accessible to all utilizing peer-to-peer technology. Understanding and monitoring the environment for trends and catering to the needs of a populous and an individual is a direct aim of this project.
Humans are complex systems; we experience multiple disrupts, often. Developing feedback and organization processes for action are adaptations we can all adjust to is a core goal. This proposal is inclusive of collaborative designs with the core ethos of essential service provision and direction that is secure, trustworthy and holistic.
Research will catalogue physical, mental, emotional and spiritual changes throughout a holistic journey with reflections, commentary, recommendations, information access and connectivity co-existing between modalities and data generated will enable us to see how slight variants in approach can achieve similar outcomes. Real time microadjustments become paramount to the systems function and better serves clienttherapist needs.
My academic and career trajectories have experienced significant disruptions until recently. Amidst academic pursuits, participation and activities within differing organizations have provided a framework of reference for how systems are conceived, developed and improved upon.
Description of Organization
TCP INC. is a registered not-for-profit aimed at providing equitable information, directory and affiliate services to its users seeking support and connection regarding health and health outcomes, advocacy and issues impacting human rights.
Mission Statement
To provide fair, free and equitable access to information and services in a responsive, safe and virtual community environment.
Core Values
Interdependence, equality, sharing, accessibility, education, collaboration, transparency, expression, feedback, engagement, continuous improvement
TCP INC. as a project is in Phase 2 of its development. This is inclusive of solidifying functionality requirements, database development, building trust and brand reputation, determining aesthetics and layout needs and garnering more market research. Implementation has been possible with stakeholder interest and personal financial investment.
Stakeholders:
- Board Members
- Programmer
- Subscription service providers
- Designer
- Insurance agency
- ASIC
- Queensland Parliament
- Heal for Life
- Embody Wisdom Today
- Users
- NDIS
- University of Newcastle
Strategic Objective: Develop a cross- functional analysis of stakeholders & project viability to determine probability of retention of interest, support, financial running's & input to the project.
Key Result Areas:
Funding & Fundraising: Stakeholder sponsorship, monetary and non-monetary, via various means is integral to the forward momentum of the organization as a not-forprofit- supported by essential documentation of applications and receipts.
Recruitment: The use of & contribution to the development of the organization inclusive of services & information. Collaborative commitment within a collective framework that coincides with organizational values and purposes that promotes the potential for growth through internal and external input.
Stakeholder Engagement: Determining interests, interactions and potential outcomes from the stakeholder matrix is done through analysis of expectations, communications, inputs and outputs, negotiation and conflict styles and priorities. This ensures that directions taken are in alignment with the values of the organization and the expectations of the stakeholders which in turn minimizes risks to the organization whilst upholding its integrity.
Key Performance Indicators:
Niche Interest Stakeholder/ Target Audience Retention Cross-Functional Demographic Analysis Tailored Communication and Translation Strategies Single Data Repository for Engagement and Feedback Automated request Process Social Media Analytics
Internal and External Communication Measurements Marketing and Branding translation functions Urgent/ Crisis Communication Process Data Storage and Information Access Automated Entry and Approval Functions Social Media Analytics
Work Breakdown Structure:
Opportunities:
1. Large Reach
2. Membership
3. Online service provision
4. Data collection & longitudinal studies
5. Utilizing a feedback portal
6. Dialogue Initiator about Sensitive Topics
7. Niche Interest
8. Data Collection
9. Domain Name: tcp.cloud $28,000 11.7 million Google search results
10. Affiliate Programs
11. Cryptocurrency generation
12. Creative Commons, Deeds Registry & Licensing Opportunity
Action Plan:
1. Create contingencies for any risks recognized.
2. Obtain insurance quotes.
3. Identify competencies required to operationalize the infrastructure.
4. Choreograph to ensure competencies are present, brief, and then member firms aggregate and share. Determine social contract.
5. Identify specific business entities with similar competencies, values, mission and ethos- as outlined in the organizations directory or otherwise to recruit member firms.
6. Bring together a community of specialists with incentivised participation.
7.
Determine membership derivatives.
8. Implement something quick to learn with a navigable information infrastructure.
9. Plan for Phase 3 of development: data collection and compliance
10. Create or utilize pre-existing templates to support requirements
11. Pull archived information to pre- fill templates
12. Create framework for data applications through assessments: face-to-face & electronic
13. Make baseline outcome assumptions to measure collated data against
14. Analyse collated application data against baseline outcome assumptions
15. Update organizational plan to reflect known/tried/tested data instead of data assumptions
16. Data stored according to privacy/ confidentiality requirements for research and development purpose
Process:
collect-collate-translate-present-provide-evaluate-improve
Location:
- mobile connectivity
- mobile service provision
- promotion and marketing
- internal, local, national focus first
Equipment & Resources:
- technology & technological developments
- mentorship
- communications
- software for mobile development
- contracts
- national frameworks and guidelines
- recruitment & training of staff and volunteers
- national outsourcing
- rewarding innovation
- collective mentality
- Work for the Dole Program
- recognition for contribution
- cataloguing of research to present to engineers
- website and systems development
- clearly defined
Budget/ Financial Objectives:
Costs:
- development of tailored technologies
- beta-testing of technologies
- staffing & labour
- resource acquisitions
- document development and procurement
- implementation of technologies
- consultancy
- contract development
- trademarking
- insurances
- alternative, tradable cryptocurrency
- financial donations
- membership "fee" of data or donation (public or private member)
- capital investments
- crowdsourcing
- social enterprise venture funding
- clientele revenue
- affiliate marketing and programs
sponsored advertising
-
- multitudinous qualitative and quantitative data
- social currency
- aligned with current government rebates, programs, funding and supports
Risks:
- Ease of use
- Financial lending and fundraising
- Legal structure compliance
- Delays to Scheduling
- Outsourcing Requirements
Labour:
Revenue:
- Finding Contributors
- Online safety and login
- Compliance with policy
- Copyright and licensing consideration
- Schedule Delay
- Lack of stakeholder/ clientele interest or involvement
Contingency:
- Provide non-monetary incentive for participation and referral
- Progress report, updated project charter, sitemap and operations manual instead of actual phase completion at time of presentation.
- Infographic Development reflecting updates
- Engagement through micro- tasks
o Voting, petitioning, showing support/ solidarity
o Social Media Engagement
- Personalized Instant Recognition of Client
o Pre-emptive profile development: optional picture/ brand upload, name upload, URL upload, micro-tasks
- Automation of processes
o Linkage of pre-emptive processes
Technology and Systems:
- Website updates
- Website questionnaires/ feedback forms
- Board Forum
- Social Media
- E-mail
- Publishing of Prospectus (downloadable)
- Cloud storage
- Google Forms/ Apps for Work
- Cryptocurrency and security algorithms
- Templates for cross-technological conversion
Customer Service Policy Statement:
We will provide equitable access to information and services within a collaborative framework to users seeking support regarding issues of health and human rights. In an open source environment reliant on user feedback each experience shared is acknowledge, account for and assimilated to contribute to a providing a tailored experience to all clients in an online environment. Should a client wish to make recommendations, provide feedback or make a complaint, we welcome their input and do all we can to incorporate it into our forward planning. We are committed to providing a quality customer experience and are continuously ensuring our actions and forward planning are aligned with our values and organizational mission.
Procedures to Manage Quality Customer Service:
1. Online feedback processes encourage contribution to assist in forward planning of the organization and help us tailor online experiences to meet client needs and assist in garnering important information about clients experiences. To meet users' needs in a holistic, equitable way we encourage feedback through online forms or forums, via telephone, email, in writing or direct contact.
2. Performance of the organization and its employees are monitored frequently. The organization makes public statements and keeps secure records of performance metrics and goals.
3. All requests and responses will be attended to within 24 hours during normal business hours. Consumers and staff will be notified and updated of progression of process accordingly. Courtesy and professionalism infuses all interactions.
Customer Service Monitoring and Review:
- Clear escalation procedures
- Service standards in place
- Customer expectations are solidified when there are clear procedures and responsibilities defined
- Employees understand the scope in their role regarding customer service provision
- Continuous improvement procedures considered when data is collected regarding customer service
- Standards developed are reasonable, realistic and achievable
- Ratings and comments system regarding customer service
- Suggestion/ improvement portal
- Regular monitoring of feedback channels
- Acknowledgement, documenting and follow up of feedback
- Logging and reviewing of performance metrics
- Beta testing amongst initiated clients
- Maintain standards for conduct and appearance
- Accessible manuals containing policy and procedures
- Service achievements are recognized
Complaints Handling:
-
Channels for complaints are easily accessible
- Repeat liaison is considered as a strong objective for outcomes
- Complaints and feedback are welcomed as part of the continuous improvement policy of the organization
- Accountability incorporated into overall philosophy
Staff are trained in complaint handling
-
- Delegate authority to staff with the training to provide a remedy for a complaint
- All complaints and suggestions are taken seriously and followed up on in a timely manner
- All complaints are logged in client management system, reviewed and actioned at the time of complaint and reviewed during quarterly reviews
- Remedies are logged and followed up by customer service liaison officer
- Review and make updates to policy as required
- Involve staff in policy making process, taking into consideration their unique experiences with customers
- Complaints and resolutions take Australian Consumer Laws into consideration when considering outcomes
- Communicate with users and stakeholders regularly
Documenting and Maintaining Records:
Full and accurate records are:
* created • adequate • authentic • captured • complete • inviolate • retained • meaningful • accessible
* preserved • accurate • useable
- Information governance framework in place to assist in providing direction and consistency across the network
- Provide a logical structure and layout to stored data
- Implement restrictions and authorities to direct types of access to information
- Establish responsibilities for management and maintenance or records
- Quarterly review conducted with issues raised or lessons learned recapped
- Employee accreditation, certifications and licenses are monitored
- Insurances are regularly reviewed and updated to reflect current circumstances
- Records and legible, dated and easily identifiable
- Customer satisfaction is monitored
- Documents maintained in accordance with ISO9001
- Systematic processes for data storage and developed
- Records are maintained privately and confidentially- only staff with authority can access this information
- Continuous improvement processes utilize relevant information that has been documented and stored within the organizations systems for forward planning and review
- Sales, complaints, feedback, financial, employment, banking, proof of purchase, occupational health and safety and occupational training records are kept within the organizations management systems
- Equipment, systems and tools used in customer transactions are in good working order and up to date
Open Invitation for Tender
Develop and Supply Administration System
TCP INC. is a registered not-for-profit providing the general public with curated health and human rights information categorized by advocacy, artistry, government resources, media, clinical trials, children and young people, products, prevention, treatment and support services. This is provided in the context of a searchable database and a forum for public discussion and social sharing. The next phase of development is to incorporate a social media platform and develop an online system to provide the functions of counselling, programs and interactivity in a holistic, safe, online space and utilize data collected to contribute toward studies that contribute to the aims and purposes of this project and to assist in best practice methodology refinement.
System
TCP INC. aims to deliver a mesh network to allow applications and programs to exchange data with in-built cryptographic functions and currency generated from user and administrator input. The real-time sharing of multiple media's, privately and publicly, to benefit the forward causes of health and human rights is the simplified aim of this system development
System Requirements
- Sessional and information security and encryption
- Booking and registration function
- Profiles for providers and users
- Template creation, document sharing and upload
- Operations and navigation manuals
- Chat, Skype and E-mail interface
- Filing and storage solutions
- Application of Public Key Infrastructure
- SSL certification
- Payment and rebate processing systems
- Sales platforms for products
- Digital signature capabilities
- Interactive waiting room (music, games, surveys)
- Content publishing
- Live streaming
Timeline
3 years until complete implementation
6 months of strategizing system design, matching requirements, building a wireframe
2 years of initiation, development and installation of requirements (at least one month per system requirement)
6 months of testing, reviewing and pre-launch preparations
Submitting
To submit, please prepare the document in the following format:
- Include a cover page that matches the title of your response to the procurement title
- Your contractor details, summary of work and credentials for the job
- A table of contents
- A summary
- A response to criteria and requirements
- Value and benefit statement
- Skills and management capabilities
- Price and cost schedules as line items and total cost
- Post-purchase, maintenance and ongoing costs of operations
- Risk or issue identification
- Any appendices
Please express your interest either through e-mail at firstname.lastname@example.org or through the contact form on the website at www.collectivephenomena.info
Action Plan
- Develop change plan identifying needs and readiness
- Reflect on previous project lessons learned
- Determine planning area and resources
- Building the planning team
- Review community capabilities, affiliations and impact
- Available communication platform
- Stakeholder consultation and analysis
- Risk matrix, assessment and contingency planning
- Policy and procedure development to reflect changes
- Assurance of compliance with standards
- Determine training needs and develop training program accordingly
- Determine approval processes for decision making and financing
- Set new team and individual goals
- Beta-testing requirements
- Launch and marketing strategy
Risks
Lack of continuity of staff: Hire contractors or permanent staff for the duration of the project. Have casual staff as back-up with briefing prepared including stage of the project, responsibilities and expectations. Engage in other areas of development, if possible.
Failure to launch in time: Prepare press releases, have content and information regarding the project available for viewing of the general public, spend time working on marketing strategy throughout that duration.
- System navigation
- Codes of conduct
- Standards of use
- Updated policy and procedure
- Ensuring privacy
- Financial system use
- Booking and registrations
This project proposal is free for use under Creative Commons with an Attribution, Non- Commercial, Share Alike, International License granted and is approved for free cultural works.
Please contact email@example.com to express your interest.
This document has been compiled by Kelly Lawn as the Director of and on behalf of TCP INC. and as a Registered Lobbyist with the Queensland Integrity Commissioner.
Training Needs
1. TCP INC. Board Members:
Carly Culpin Lachlan McGilvray Robin Marsh Caitlin Hendy Adrian Ptaszek
2. Musicians: local Melbourne & Australian Hip Hop scene
3. Kim Elzaibak – President @ Restoring Hope Inc. Book Project Publisher www.restoringhope.org.au
4. Beverly Fitzgerald – Founder of the Abused Child Trust
5. David Hugall - Social Worker & Regional Coordinator, Child Dispute Services Family Court and Federal Circuit Court
'It is part of my role to assist other bodies/ agencies in the child and family welfare area with program and policy development. Being on consultative committees and advisory panels is part of this. This relates in part to what Kelly is doing pertaining to the development of specific services. The structure of the organization TCP INC. does not limit my ability to be consulted on ideas for the progressive development of this organization.
I extend my support to Kelly and this project as I share beliefs in the underlying principles: that this project and her efforts will help people who were abused as children and help prevent further abuse of children if the taboos surrounding these issues are brought to the community for discussion and feedback in a supportive and caring way. Whilst it is important that offenders be held responsible for their crimes, victims and survivors should be able to talk about their experiences without fear, guilt or shame. It is time to remove the social taboos that seem to keep these issues in the shadows.
I admit that I do not understand much of the workings of the internet and many people in my generation fear it- but I do understand that developments in the area as they relate to social and personal services and progress are promising. With combination of knowledge of the internet, service provision and knowledge of the needs and feelings of adults who were abused as children I believe Kelly is well placed to play a role in the development of such services.'
6. Liz Mullinar – Heal for Life
7. Bravehearts
6. SUPPORTERS & REFEREES
7. BIBLIOGRAPHY
Australian Human Rights Commission Act 1986. (2014). Australian Government ComLaw, Retrieved from https://www.comlaw.gov.au/Details/C2014C00684/Html/Text#_Toc400631124
Australian Institute of Family Studies (2015). Child abuse and neglect statistics. Retrieved from https://aifs.gov.au/cfca/publications/child-abuse-and-neglect-statistics
Australian Institute of Family Studies (2015). The economic costs of child abuse and neglect. CFCA Resource Sheet, Retrieved from https://aifs.gov.au/cfca/publications/economic-costs-child-abuse-and-neglect
Coddington, D. (1997) The Australian Paedophile and Sex Offender Index. The Mount View Trust (p5-27)
Consultation Paper: Redress and Civil Litigation. (2015). Royal Commission into Institutional Responses to Child Sexual Abuse, Retrieved from
http://www.childabuseroyalcommission.gov.au/documents/redress/final_complete_consultation- paper-redress-and-civi.pdf
Dan Rogers and Emma Phillips (2016). A Human Rights Act: What is it and why we need one in Queensland. Right Now: Human Rights in Australia, Retrieved from http://rightnow.org.au/topics/bill-of-rights/ahuman-rights-act-what-it-is-and-why-we-need-one-in-queensland/
Kezelman Am, C, Hossack, N., Stavropoulos, P, & Burley, P. (2015). The Cost of Unresolved Trauma. Budget Report, A Report for Adults Surviving Child Abuse, 1-71. Retrieved from http://www.asca.org.au/Portals/2/Economic%20Report/The%20cost%20of%20unresolved%20trauma_ budget%20report%20fnl.pdf
Murray, J. (1999). Children and Loss. Loss and Grief Unit- The Centre for Primary Health Care Department of Social and Preventive Medicine, The University of QLD, Retrieved from http://www.aic.gov.au/media_library/conferences/children/murrayj.pdf
Nineteen Child Homicides report. (2016). Child First campaign, Retrieved from https://1q7dqy2unor827bqjls0c4rn-wpengine.netdna-ssl.com/wp-content/uploads/2016/01/ChildFirst-Nineteen-Child-Homicides-Report.pdf
O'Connell, J. (2005). Gambling with the Psyche: Does Prosecuting Human Rights Violators Console Their Victims? Harvard International Law Journal, 46(2), 295-345. Retrieved from http://www.harvardilj.org/wp-content/uploads/2011/03/HILJ_46-2_OConnell.pdf
Skynews (2016). ABS report to include domestic violence stats. Retrieved February 23, 2016, from http://www.skynews.com.au/news/national/2016/02/23/abs-report-to-include-domestic-violencestats.html | <urn:uuid:3fffee3b-09e0-4172-b5e1-002213fd51e8> | CC-MAIN-2017-39 | https://collectivephenomena.info/wp-content/uploads/2017/09/Innovation-Strategy-VI-of-KL-TCP-INC..pdf | 2017-09-26T10:45:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00362.warc.gz | 643,496,762 | 12,427 | eng_Latn | eng_Latn | 0.961122 | eng_Latn | 0.998262 | [
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Location
Kennebunk is located on the southern Maine seacoast, about 1/2 hour from Portland, Maine, and Portsmouth, New Hampshire, and 1 1/2 hours north of Boston. The area has been a popular summer tourist destination for over a century and increasingly popular throughout the fall and into the Christmas season. The neighboring towns of Kennebunkport, Wells, and Ogunquit are also tourist destinations.
Demographics
Kennebunk has a year-round population of about 8,000 people. It is mostly white, with few minorities. Economically, the population is heterogeneous, though mostly middle class and with many retirees. Gays and lesbians are comfortable and can feel welcome in our community.
Education
Kennebunk, Arundel, and Kennebunkport have a combined school district that is one of the best in the state. There are four elementary schools, one middle school and one high school. Local colleges include University of Southern Maine in Portland, University of New England in Biddeford, Maine College of Art in Portland, and University of New Hampshire in Durham, N.H. It is not unusual for people to commute to Boston for classes. Bangor Theological Seminary is 2 ½ hours away in Bangor, Maine but has a satellite campus in Portland.
Business
Kennebunk has a compact and attractive downtown area with many shops and local conveniences. There is significant light manufacturing in the area, but much of the activity is centered around the tourist industry. Many people commute to Portland or Portsmouth, and some even to the Boston area. Train service is available from Boston to Brunswick, Maine, stopping in nearby Wells allowing fast and easy travel to downtown Boston. Fishing, especially lobstering, is still a major industry in the area.
Recreational Activities
Because Kennebunk is located on the beautiful coast of Maine, there are ready opportunities for boating and swimming. Sandy beaches are beautiful for walking year round and downhill skiing is available within a two-hour drive. Winter is snowy and at least one parishioner cross-country skis to church whenever he gets the chance. There are many hiking trails both in the immediate area and the nearby mountains. The Eastern Trail, a major bike route spanning the east coast of the US cuts right through town. Nearby wildlife refuges provide ample opportunities for bird and wildlife watching. Fishing and hunting are very popular seasonal pastimes.
Cultural Activities
Maine has a vibrant arts community. There are many local art galleries, and concerts, plays, and musicals are given throughout the year. Both Portland, with its world-class performance auditorium, and Portsmouth have well developed performing arts series, and Portland has an excellent art museum, often hosting exhibits of national importance.
Medical
There are several hospitals within easy driving distance of Kennebunk: Southern Maine Medical Center (Biddeford), Maine Medical Center (Portland), Mercy Hospital (Portland), Goodall Hospital (Sanford), and York Hospital (York). And Boston, only 1 1/2 hours away, offers some of the best medical care in the country. There are several assisted living communities in Kennebunk.
Climate
The weather here is variable with a capital V. Summers are generally warm, but we can have hot spells (90s). Fall is truly beautiful--cool crisp, and clear--with a foliage display that will rival anyone's. Winter can vary from mild to quite cold but is always moderated by our being close to the coast. You can have three feet of snow on your lawn in March or none! Spring is eagerly awaited and always surprises us with unpredictable arrival times.
Kennebunk Community Websites
Town of Kennebunk
http://www.kennebunkmaine.us/
Town of Kennebunkport
http://www.kennebunkportme.gov
Town of Arundel
http://www.arundelmaine.org/
Kennebunk, Kennebunkport, Arundel Chamber of Commerce
http://www.visitthekennebunks.com/
Kennebunk - Kennebunkport Office of Tourism http://www.visitmaine.com/region/beaches/kennebunkport/
Local Newspapers and Television Stations:
Portland Press Herald
http://www.pressherald.com/
York County Star
http://www. seacoastonline.com/
Biddeford Journal Tribune
http://www.journaltribune.com/
Kennebunk Post
http://post.mainelymediallc.com/
Channel 6 - NBC
http://www.wcsh6.com/
Channel 13 - CBS
http://www.wgme.com/
Channel 8 - ABC
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Revision 1: Level two (New)
1) Derivation:
1 Derive words from those given between brackets to complete the following sentences. (AB 36)
1 Earth has a ________ supply of fossil fuels, so we need to find alternative energy resources.(finiteness)
2 The electric circuit in the school are ________ maintained.(consistent)
3 People must assume _________ for their actions.(accountable)
4 People are taking too many fish from the oceans and _______ there are not many left.(consequence)
5 People are ________ on fresh water.(rely)
2 Derive words from those given between brackets to complete the following sentences.
1 The driver was found ________ for the damage he caused.(account)
2 _________ is endangering life on earth.(pollute)
3 We only have a ________ number of options to consider.(finiteness)
4 This house needs basic __________ in order to be sold.(maintained)
5 The driver was unable to _________ what had happened before the accident.(comprehension)
6 Global warming is an inevitable ________ of human activities.(consequently)
7 Huda is extremely _________ and hard working.(rely)
8 What one says should be _________ with what he/she does.(consistence)
2) Vocabulary:
1 Complete the following sentences with suitable words in the box.
poet writer author playwright
1 If you like writing for pleasure, but you've never had anything published, you might describe yourself as a ________.
2 If you write a dialogue which will be performed by actors in a theatre, you are a _________.
3 If you write shorter, rhyming pieces, you are a _________.
2=
Novelist writer author journalist
1 If you write fictitious narrative books, you are a ________.
2 If you specifically write for a newspaper or a magazine, you are a _____
3 If you write any kind published material, you are an ________.
3=
Non-fiction play poetry novel
1 A thousand and One Night is a group of ________ told by hepless woman to keep herself alive.
2 All About Volcanoes is an informative _________ book,
3 Julius Caesar is a ________ by Shakespeare.
4=
derived worldwide primary biography
1 There is a difference between ________ biofuels and secondary biofuels.
2 People ________ need to be careful with biofuel production and be aware of its bad effects on earth's resources.
3 Biofuels are fuels that are ________ from living matter.
5=
rely on free from pollution consequently accountability
1 The government provides us with drinking water that is _______.
2 We must build a community feeling of ________ for our water supply.
3 Human beings and animals ________ water to survive.
6=
inventor steam helper engineer
1 The type of _______ that designs houses is called an architect.
2 When biomass is burnt, the heated water produces _______, which is used to make electricity.
3 The ________ of the telephone is Alexander Graham Bell.
7=
challenge laboratory assistant workshop
1 My father fixes things in his ________.
2 A scientist uses his _________ to do experiments.
3 I ________ myself on my vocabulary often, so that I don't forget it.
8=
seasoned stew raw marinated
1 Ceviche is a dish that is made from ________ fish.
2 I like chicken dishes that are _________ in lemon juice.
3 When food is ________ with herbs, it tastes better.
9=
inhabitant illiterate flood earthquake
1 A ________ happens when it rains too much.
2 The _________ of the city were living in peace.
3 The Nabateans were not ________ because archaeologists have found some inscriptions.
10=
Paintings, sign, communication, energy
1 Charles Michel de L'Epee form of _________ consisted of gestures, hand signs and finger spelling.
2 The L'epee system was the first example of French _________ language.
3 People first started written communication through _________ and drawings on cave walls.
11=
Short stories biography novel play
1 Wuthering heights is a new edition of perhaps Emily Bronte's most famous _________.
2 Dubliners: is an excellent collection of 15 _______ by James Joyce.
3 The life and work of Ibn Battuta: This _________ gives an account of the journeys and writings of the 14 th century travelers.
3) Correct the following sentences which have three mistakes (one mistake in each sentence). Correct the mistakes in bold and write the answers down in your ANSWER BOOKLET.
1
1 Do you remember to start school for the first time? ________
2 When did you start to learn English? _________
3 Ahmed said he is preparing for the final exams. ________
2
1 I saw your father when I shopped in the mall. _________
2 What do you enjoy to do in your free time? _________
3 Our teacher asked we to study well for the exam. _______
3
1 Adnan worked as a stuntman before he became a famous actor. _______
2 Where do you want going
on holiday? ________
3 The teacher said that it has been necessary to find different ways to produce energy. _________
4
1 Until the 15 th century, it wasn't possible to reach thousands of readers at the same time. ___________
2 Would you ever consider to move to another country? __________
3 Jamal asked if he can use Fuad's mobile? __________
4) Correct the verbs between the brackets then write your answers down in your ANSWER BOOKLET.
A
1 My mother wanted to know if I _________ dinner the previous night.(have)
2 I applied for the job as soon as I ________ the advertisement on line.(see)
3 There is no running water in the house. I must _______ it ______.(connect)
4 Samer hurt himself while he ________ his bike.(fix)
5 Did you remember _________ your room yesterday? (tidy)
B
1 My father asked me where I ________ the previous night.(be)
2 Mr Nidal had a terrible accident. He ________ very fast.(might drive)
3 The school gave her a certificate. She wants ________.(photocopy)
4 I heard the noise when I ________ in the kitchen.(be)
5 Would you prefer ________ a book or writing a story? (read)
C
1Fares said he _______ his son to hospital the previous Friday.(take)
2Nawal ________the window. She was sleeping.(not can break)
3I had to _________my tooth _________at the dentist.(take out)
4Seema _________ school when she was sixteen.(leave)
5I really enjoyed __________coffee in the morning.(drink)
5) Complete the sentence/Rewrite
Page 6
Complete each of the following items so that the new sentence is similar in meaning to the one before it.
A
1 Khalid's car was in the garage. He was certainly at home.
He ___________________________________________________ .
2 Did you fix your bike before?
Have __________________________________________________.
3 Huda hit a car while she was parking.(as)
She ___________________________________________________.
4 "didn't I tell you not to use my mobile again.
My sister told me ________________________________________.
5 "We lived in Bahrain last year."
Omar said that __________________________________________.
B
1 Hassan lost his job in the bank. He wasn't happy.(could)
Hassan ________________________________________________.
2 A chef cooked the flowers with meat and vegetables.
We __________________________________________________.
3 The took a taxi because they were very late.(after)
____________________________________________________.
4"Are you enjoying your holiday?"
The manager asked me ____________________________________.
5 "Ive lost my bag in the taxi."
Arwa complained that _____________________________________.
6) Use the right word
Use the right word in the box below to make only one meaningful sentence from each pair and write it down in your ANSWER BOOKLET
A
1Hamza was tired and couldn't sleep. He was very ill.(must, could)
____________________________________________________
2The knew each other for a long time, then they got married. (by the time, before)
B
1 It was clear and sunny. It did not rain that day.(could, might)
2 My father stopped smoking when the doctor told him to do so.(as soon as, while)
C
1 There was something burning in the kitchen, Someone has certainly left on the oven.(not could, might)
_______________________________________________________
2 Omar retired last year. He worked for 30 years as an engineer.(when, after)
7) Suggested Guided Writing:
Read the information in the box below, and then in your ANSWER BOOKLET, write two sentences about ---------- using the appropriate linking words such as: and, but, too---etc.
1
There are a lot of advantages of solar energy such as; safe and renewable. On the other hand, it is expensive at first and not durable.
2
There are many ways to protect natural resources such as reducing pollution and planting more trees. Also, we should spread awareness of pollution dangers.
3
The consumption of petrol in Jordan in 2010 was 1500 tons and then increased in 2011 to 2500 tons and in 2012 up to 3000 tons. We should find new renewable energy sources.
A short story
*parked my car
*called police
*a guy trying / open
Came / caught him
One day, I parked my car in the parking. A guy was trying to open it. Then, I called the police who came and caught him.
5
You can make coffee by boiling water and then adding coffee powder. Boil it again and finally pour it in cups and enjoy it.
6
How to save water at home
*close the tap while brushing teeth not hose when cleaning your car
*not continuous water while taking a bath
There are many ways to save water at home by closing the tap while brushing the teeth and don't use continuous water while taking a bath. Finally, don't use hose when cleaning your car.
7
There are many advantages of the internet such as; saves time and effort and provides easy services. Moreover, it is fast and inexpensive.
8) Free Writing:
In your ANSWER BOOKLET, write about 50 words on the following topic: (SB 8/45)
1 Write a four-paragraph essay about one renewable energy source, Write about the advantages and disadvantages.
Wind power is one of the cleanest and 'greenest' types of renewable energy. Wind is converted into energy by wind turbines, which rotate when the wind blows and generate electricity from the kinetic power of the wind.
Of course, the most important advantage is that wind power is renewable. It is also the form of energy that produces the least pollution when the source is being converted into energy. The more we use wind power, the more we can reduce our dependence on fossil fuels. The initial cost of wind turbines has reduced steadily since wind power was introduced, and once they have been installed, energy is very cheap and reliable. Wind power is also very beneficial to the economy, since it creates jobs for local people in installation and maintenance of the turbines.
In my opinion, wind power is the best energy source for a large number of regions, especially in countries that have a lot of wind. If the initial costs can be paid, it is a cheap resource, which produces no pollution. If the area has little or unreliable wind, wind power will not produce enough energy.
Despite the numerous advantages, there are some disadvantages that need to be considered. First of all, wind turbines are quite noisy, so cannot be put near residential areas. Secondly, the turbines may disturb the habitats of wild animals because they need to be dug very deep into the earth. The third and final disadvantage is that wind power is unpredictable, except in certain regions, and therefore turbines are better installed in these regions.
2 Imagine you have taken part in the Mastermind prgramme about a topic of your choice. Write a review of the programme describing what of questions you were asked.(SB 7/51)
Two nights ago, I took part in Mastermind, and it was one of the best experiences of my life. I was so pleased to have been chosen to compete on the show, because I love my subject, the Ancient Romans, and I like to think I know a lot about them.
Finally, the host congratulated me and the audience applauded. It was so exciting to be part of such a brilliant show, and I am grateful for the experience. Now all I have to do is wait to see if I'll be in the final round.
When I arrived, I was incredibly nervous. The host asked easy questions at first. He asked me when the Roman Empire had begun, and I said that it had begun in the 8th century BCE. He then asked me who the founder of Rome was, and I said that there were two possibilities; Aeneas or Romulus. He asked me all kinds of difficult questions, but I got almost all of them correct. The second round was more difficult because it was general knowledge, but I did quite well!
3 Write a three paragraph essay about a non-profit organization.(SB 7/55)
Eco Jordan is a non-profit organisation in Irbid that works for preserving Jordan's natural resources. All its members are young people aged between 15 and 22.
Eco Jordan's projects are numerous and varied. It organises awareness campaigns for the youth about the importance of preserving Jordan's natural resources. Moreover, it arranges social gatherings and entertainment to raise money. The money that it collects is usually given to larger organisations, such as the NRA, because these are led by specialists and professionals and have more connections.
Eco Jordan has been expanding rapidly since its foundation, and consequently, its contributions have become greater and greater ever since.
4 Write about one of your favourite characters.(SB 7/62)
Oliver Twist is an orphan who lives in a Victorian workhouse. Life is cruel there, and Oliver suffers a lot. At the age of eleven, he escapes to London, where he meets a boy called Artful Dodger and a man called Fagin, who is the leader of a group of thieves. They are kind to Oliver, but try to teach him to steal. Luckily, Oliver also finds good friends, like Mr. Brownlow and Rose Maylie, who want to look after him – but can they protect him from the dif ficult life of a poor, homeless boy in 19th-century London?
5 Write a story about an unusual or exciting event that happened to you when you were a child.(SB 7/69)
It was the most exciting day of my life! I had been waiting for it for so long, and now it was finally here. I was going to meet my idol, Dana Haidar. She was coming to our school to talk to us about sports, and I could hardly wait …
The day ended with me getting Dana's autograph, which I am very proud of. Even if I can't remember anything, I can still tell people that I met her once!
I hurried downstairs, said good morning to my family, and ate my breakfast as quickly as possible. Later, sitting in my lessons, I tried to focus on Maths and Science problems. I couldn't believe that in a few hours I would meet the woman who had encouraged me to start my favourite sport: taekwondo. At last, the bell rang, and we all made our way down to the school hall to listen to her speak. For many of us it was the fi rst time we'd seen someone famous. She talked to us for an hour or so, but unfortunately I was so starstruck that I can't remember anything she said!
6 write a recipe for your favourite dish. (SB 8/77)
Recipe: Omlette Ingredients: 2–3 eggs, milk, salt and pepper, butter, fresh herbs or cheese
To make an omelette, first crack the eggs into a bowl and beat them. Next, add milk and season with salt and pepper. Then, beat the mixture. Melt some butter in a pan on medium heat. Pour in the eggs and cook them for 2 minutes. Don't stir the mixture. Finally, flip over and continue cooking it for 2 minutes. Now, the omlette is ready. You can serve it with fresh herbs or cheese.
7 Imagine that you were born in another part of your country, or even another country. Write a paragraph about the things that would have been different about your life.
I might not have learnt the same language as I do now. I could have spoken English, or French or Russian. I might have learnt the specialization that I loved or worked in the field I preferred. I could have achieved my dream to be a civil engineer. I might have played football with one of the famous football teams in Europe or South America.
8 Write a critical article of a dish, using cooking vocabulary and past modals. Write about 75 words.
After tasting the dessert that you prepared as an entry into our cookery show, I would like to offer the following criticisms. First of all, we were impressed that you chose this dessert because it is very complicated to make. However, you could have used ready-made pastry, instead of trying to make it yourself.
We hope this advice encourages you to keep trying to create new dishes. Good luck in the future.
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VERITY@LoretoOnline - Student Guide for Successful Learning
BE PREPARED
COMMUNICATION
At the start of the day, ask yourself:
* What am I learning today?
* What are my learning targets or goals?
* Ensure your learning space is somewhere quiet, keep this space neat and tidy
* Remove all distractions and ensure everything you need is within easy reach
* Go to bed early on school nights, wake up with enough time to get dressed in neat casual clothes and have breakfast
* Check emails and student notices each morning before online learning commences at 8.30am
HIGH EXPECTATIONS
* Check-in to Homeroom each
day at 8.30am via Zoom (Years 4-12)
* Check-in to every lesson on time via Zoom or Teams to ensure your attendance is recorded (Years 7-12)
* Attempt all tasks set and submit all work on time as directed by your teacher
* Create goals that you want to achieve in your learning, write these down and stick them above your desk
TECHNOLOGY
* When joining online lessons, don't switch on your
* Ensure your iPad/laptop is charged each night
until asked by your teacher microphone
* Mute your microphone when not speaking to reduce noise
* Use headphones if you have them available
* Use the chat function to ask/answer questions as needed
* Stay safe online; visit the resources on SEAD to help you
* Please don't record any videos or take photos of online lessons conducted by a teacher
PATIENCE & PRODUCTIVITY
* There are lots of new and exciting learning opportunities for us all, be patient and kind to yourself and those around you
* Things might not always work as planned, that's okay, keep trying!
* Create a daily planner to keep yourself on task and on track with your learning
* Be proactive! If you need help, ask your teacher. They are there to help you!
* How will I be spending my time?
* What resources do I need?
* What support do I need?
At the end of the day, ask yourself:
* What did I learn from today?
* What did I enjoy about today's activities?
* What was challenging? How can I work through the challenge?
* What went well today? Why was it good?
* Do I need to ask my teacher for something?
* Do I need help with something in order for tomorrow be more successful?
POSITIVE RELATIONSHIPS
* Use technology in a positive and respectful way
* When in online lessons, listen respectfully to others and wait your turn to speak
* Keep connected with others, maintain and develop new friendships
* Remember to keep everyone included so that no one feels isolated or alone
WELLBEING
* Ensure you have a good balance between screen time and other activities
* Eat healthy, nutritious food your brain will thank you!
* Take breaks and exercise regularly
* Do something that is creative or engage in College co-curricular activities
* Check-in with yourself each day regarding how you are feeling. If you need support, please contact us!
* Check-in with your friends and family regularly to see how they are going
* Visit SEAD on Loreto Connect for resources than can help you with your learning and wellbeing | <urn:uuid:f089daf7-26c1-4b3f-a2d2-47576fe0080b> | CC-MAIN-2021-21 | https://www.loreto.sa.edu.au/__files/d/120148/Verity@LoretoOnline%20Student%20Guide.pdf | 2021-05-18T21:35:31+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00129.warc.gz | 834,438,181 | 675 | eng_Latn | eng_Latn | 0.996597 | eng_Latn | 0.996597 | [
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م3 مقترح رقم3
THE HASHEMITE KINGDOM OF JORDAN-MINISTRY OF EDUCATION GENERAL ENGLISH
الدورة الشتوية / المستو ى3
DATE: 9
th
of Jan 2017 TIME: 1 HOUR AND A HALF
( :ملحوظات1 .) أجب عن جميع أسئلة هذه الورقة
(
2 ) للمتقدمين لجميع الفروع
األكاديمية .
( 3) عدد صفحات هذا االم( تحان4) صفحات و عدد األسئلة
Read the following text and then in your ANSWER BOOKLET answer all the question that follow. Your answers should be based on the text.(20points) We will be able to have an operation to increase our intelligence.
Scientists have already developed brain implants that improve vision or allow disabled people to use their thoughts in order to control prosthetic limbs like arms, legs or hands, or operate a wheelchair. In 2012 CE, research on monkeys showed that a brain implant improved their decision-making abilities. How will humans benefit from this research? Scientists hope to develop a similar device to help people who have been affected by brain damage, which could be caused by dementia, a stroke or other brain injuries.
Doctors will be able to communicate with people in a coma.
In 2010 CE, neuroscientists confirmed that it was possible to communicate with some patients in a coma, by using a special brain scanner called an MRI. They suggested that, in the future, more meaningful dialogue with patients in a coma would be possible. Two years later, it has finally happened. The scanner, used on a man who has been in a coma for more than twelve years, proves that He has a conscious, thinking mind – a fact that had previously been disputed by many. Doctors plan to use similar brain-scanning techniques in the future to find out whether patients are in pain, or what they would like to be done in order to improve their quality of life.
A new drug will help to treat certain types of cancer almost instantly.
A new cancer drug is being trialed in Plymouth, UK, which doctors hope will extend the lives of cancer patients and reduce their symptoms overnight. It is taken as a single pill every morning, and so far patients have shown none of the usual side effects such as the sickness and hair loss that are experienced when undergoing other forms of cancer treatment. The new treatment works by blocking a protein which causes cancerous cells to grow. It will improve patients' life expectancy and quality of life much more quickly than any other treatment. The patients were interviewed a year after starting the treatment and are fit and well, saying that they are definitely going to continue the trial. They have every reason to believe the new drug is going to work. Doctors at Plymouth Hospital hope that it will help patients from all over the world.
A. 1.According to the text , Scientists have developed brain implants for two purposes. Write them down. (2points)
2 .Write down the sentence which indicates that doctors succeeded in using the scanner to communicate with a human in coma. (3points)
3.Usual cancer treatment causes some side effects. Write down two of them. (2points)
4.What is the form of new drug and how is it taken? (3points)
5.Find a word in the text which means "a physical problem that might indicate a disease"
( 2points)
What does the underlined pronoun "
6.
they
" in the second paragraph, refer to?
(2points)
SEE PAGETWO.......
PAGE TWO
7.There are some implications will be for the world if people live longer. Think of this statement. And in two sentences, write down your point of view. (3points)
B. Literature spot: (3 points)
Read the following extract from "I remember I remember " carefully, then answer the question that follows:
I remember, I remember,
Where I was used to swing,
And thought the air must rush as fresh
To swallows on the wing;
My spirit flew in feathers then,
That is so heavy now,
And summer pools could hardly cool
The fever on my brow!
1. How do the word wing and the phrase flew in feathers help us to work out the meaning of swallows ? (2points)
2. Quote any example of the personification from the poem.
(1 points)
Question Number Two: (15 points)
A. Choose the suitable items from those given in the box to complete the following paragraph. There are more words than you need. Write the answers down in your ANSWER BOOKLET. ( 8 Points)
ailment artificial equipment fund negative
1. Pollution has some serious ……………effect on the environment, such as the death of wildlife and plant life.
2- Before the boys go climbing, they'll go to a special shop to buy all the………………… that they need.
3- Older people tend to suffer from more …………………………………………s than younger people.
4- My parents have saved enough money to …………………………….. our university courses.
B. Study the following sentence and answer the question that that follows. (2points)
Luckily, the police arrived and the thief was caught red- handed.
? mean color idiom derlined the un What does
………………………………………………………………………
B. complete the following sentence with the suitable words derived from the words in the box below. There are more than you need. Write the answer down in your ANSWER BOOKLET. (4 Points)
1- Ibn Hyyaan made important chemical………………. (discover)
2- There is a particular Bedouin style of ……………that buyer find it attractive. (weave) SEE PAGE THREE ……
PAGE THREE
Question Number Three: (16 points)
A. complete the text with the correct form of each world in brackets then write it down in your ANSWER BOOKLET. (4points)
1. Tomorrow between 8 pm. And 10 pm ,I ………… (be, take) my dinner .
2. My sister lost her purse yesterday. She ………… (be, shop) in the Mall , she must have put it down somewhere and left it there.
3. By this time next year I……………….(have, graduate) from university .
4. I want …………. (get) a tablet , but I can't afford it.
B. Complete the second sentences so that it has the same meaning as first then write it down in your ANSWER BOOKLET. (15 points)
1. The Olympic games were held in London in 1987.
The year …………………………………………………………
2. people must water plants in order to grow.
Plants ……………………………………………………………
3. It is necessary to drive safe in the constructional road .
You………………………………………………………………
4.I asked someone to deliver a meal to us yesterday.
I ………………………………………………………………….
5." I saw a famous football player at this store yesterday , but I left as soon as he came into it." He said that ……………………………………………………………………
Question Four:
(8points)
A. The following sentences are in American English, rewrite them in British English, and write them down in your ANSWER BOOKLET. (4 points)
1. I Just had my dinner with my neighbor .
……………………………………………………………..
2. Leo already did his marvelous project.
……………………………………………………………..
B. The underlined words in the following sentence are not used correctly. Replace these words with the correct ones, and write the answers down in your ANSWER BOOKLET. (2 points)
I Used to trying to claim the mountain Everest but I didn't make it.
C. Study the following sentence the answer the question that follow. then write it down in your ANSWER BOOKLET. (2points)
It appears that a new collection will be without black dresses .
What is language function of using It appears in the above sentence?
SEE PAGE FOUR……….
PAGE FOUR
Question Number Five (15 points)
A. EDITING (4 points)
Imagine you are an editor in the Jordan Times. You are asked to edit the following (one grammar mistake, one punctuation mistake and two lines that have four mistakes spelling mistakes)/Find out these four mistakes and correct them. Write the correct . answers down in your ANSWER BOOKLET
Al-Kindi was a physisian ,philosopher , chemist , musician , an astronomer a true polymath ? He made ground –breaking discoveries in many of these fields , at it is probable his work at erithmetic and geometry that will made him most famous.
B. GUIDED WRITING (4 points)
Read the information below, and then in your ANSWER BOOKLET, write two sentences using the given notes below about How to lose weight . Use the appropriate linking words.
-
Play sport .
- Eat light food
- Do regular exercises .
- Fast Monday and Thursday .
C. FREE WRITING (7 points)
In your ANSWER BOOKLET, write a composition of about 120 words on ONE of the following:
1. Write an essay about advantage and disadvantage of internet of things and the role it play in our life .
2. Write an article about someone famous in the past who made important achievement and write what is that made them famous.
-THE END- | <urn:uuid:bdec6738-a760-4caa-ae4b-08491d26cbda> | CC-MAIN-2021-21 | https://www.awa2el.net/en/file/42626/download?token=37R3Kyqo | 2021-05-18T20:54:36+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00129.warc.gz | 629,314,110 | 1,951 | eng_Latn | eng_Latn | 0.9983 | eng_Latn | 0.99873 | [
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Did You Know These Interesting Facts About Senior Accomplishments?
* Sophocles was 89 when he wrote Oedipus at Colonus, one of his dramatic masterpieces.
* On the day of his death, at the age of 78, Galileo was said to be planning a new kind of clock that would tell time—in minutes and seconds, not just hours—using a pendulum swing instead of movement of water or sand.
* Isaac Newton, better known for his scientific achievements, became a scourge of counterfeiters as the Warden of the Royal Mint, a position he held until his death in his mid 80s.
* Benjamin Franklin only retired from public service when he was 82.
* Benjamin Disraeli was 70 when he became prime minister of England for the second time.
* Susan B. Anthony was past 80 when she formed the International Woman Suffrage Alliance.
* Henrik Ibsen was 71 when he wrote his last play, When We Dead Awaken.
* Mary Baker Eddy was 86 when she founded the Christian Science Monitor newspaper.
* Alexander Graham Bell was 75 when he received a patent for his work on a hydrofoil boat.
* Sarah Bernhardt was 78 when she acted in her last stage performance—La Gloire by Maurice Rostand.
* Oliver Wendell Holmes, Jr. was reading Plato in Greek when he was 92.
* Ignace Paderewski was 79 when he retired from playing the piano in concerts.
* George Bernard Shaw was working on his last play, Why She Would Not, when
he was 94.
* Grandma Moses received her last commission as an artist when she was 99.
Facts excerpted from
SPLENDID SENIORS:
Great Lives, Great Deeds by Jack Adler
Pearlsong Press
*
March 2007
*
ISBN 978-1-59719-007-7
*
$18.95
* Robert Frost was 88 when his last volume of poems, In the Clearing, was published.
* General Douglas MacArthur was 70 when given command of the United Nations' army in the Korean War.
* Winston Churchill was 79 when he received the Nobel Prize for Literature.
* Igor Stravinski was 84 when he completed his last work, "Requiem Canticles."
* W. Somerset Maugham was 85 when his last book, Points of View, was published.
* Charles DeGaulle was 75 when he was reelected president of France.
* Pablo Picasso produced 347 engravings in his 87 th year.
* David Ben-Gurion was 84 when he finally retired from political life in Israel. | <urn:uuid:24b5ddb7-ba5b-4537-9382-2c7676c05eb1> | CC-MAIN-2021-21 | http://www.pearlsong.com/newsroom/jackadler/SplendidAccomplishments.pdf | 2021-05-18T20:29:02+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00127.warc.gz | 74,861,824 | 557 | eng_Latn | eng_Latn | 0.997464 | eng_Latn | 0.997304 | [
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Parents' advice can support or undermine targets of school bullying-prevention programs
21 March 2017
Children who are bystanders to a bullying incident are more likely to intervene if their parents have given them advice to intervene and less likely to intervene if their parents tell them to "stay out of it," according to a new study published in the Journal of Clinical Child and Adolescent Psychology, a journal of the Society of Clinical Child and Adolescent Psychology. The study suggests that culturally-consistent family components may enhance and promote the success of school-based anti-bullying efforts.
"Bullying is a serious problem for children, schools, and families. Our research suggests that parents have the power to address this problem through the advice they give their children at home. Nearly all children are involved in bullying situations as bystanders even if they are not a bully or a victim, so it is important that parents talk with their children about ways they can intervene if they witness someone being bullied," said Stevie Grassetti, PhD, Post-Doctoral Researcher at the University of Delaware, and lead author of the study. "Bystander children play a powerful role in stopping bullying."
An estimated 10 percent of children are victims of bullying, and many anti-bullying programs are aimed at encouraging bystanders to intervene. Researchers found a link between parents' advice to children and children's specific behaviors when they witness bullying take place at school. For instance, parents' advice to their children to help and comfort victims, significantly predicted children intervening. Furthermore, when children's parents told them to ignore bullying incidents, they were not only less likely to intervene on behalf of victims, but were actually more likely to join in the bullying.
The study took place in fourth and fifth grade classes of nine elementary schools with diverse populations in an urban/suburban school district in a mid-Atlantic state. Data were collected at school and at home as part of a larger study on the effectiveness of a school-based bullying prevention program. In the classroom setting, 1,440 children reported on their classmates' specific behaviors during bullying incidents. At home, 106 pairs of caregivers and children were presented with five hypothetical bullying examples, and then parents were asked to explain to their children how they should respond if they witnessed the situation take place.
Previous research has examined family factors associated with children becoming bullies or victims of bullying, but little has been known about parental influence on children who are bystanders to bullying. Researchers said these results broaden the understanding of how best to engage children who may be able to intervene in ways that parents and teachers are not able to and make a real impact on the bullying problem.
"Parents and school personnel should work together to make sure that children are receiving consistent messages on how to stop and prevent bullying. We now know that parental advice given at home could be very relevant to children's behavior with peers at school during bullying incidents," said Grassetti.
More information: Stevie N. Grassetti et al, Caregivers' Advice and Children's Bystander Behaviors During Bullying Incidents, Journal of Clinical Child & Adolescent Psychology (2017). DOI: 10.1080/15374416.2017.1295381
Provided by The Reis Group
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CELL PHONE DRIVING ESSAY
Everyday people die in car accidents because they use cell phones while driving According to research cell phones are leading factors that cause accidents.
Distracted attention results in low perception of the driver reducing performance levels. They put not only their life in danger but other drivers and pedestrians. Therefore, most of the governments, including Austria, Australia, Switzerland, Greece, Germany, and different Asian as well as African countries, have imposed restriction on using cell phones during driving. The problem with this is that so many people do it and it is so unbearable hearing so many stories of how many people die every year because they make the mistake Essay Topic: Driving Sorry, but copying text is forbidden on this website! Cell phones support in making a direct contact with person effectively and without wastage of any time. They also say that talking on the cell phone while driving is just the same as having a conversation with a passenger in their car and that the government will not ban people from having passengers in their cars so why should they ban talking on cell phones while driving. Manual distraction is when…. Using a cell phone while driving is an epidemic that has taken our nation by storm. How can we make the roads a safe place to be again. Some of these come in the form of headsets and give the user a voice activated sequence, which allows you to talk into the speaker, and the number will instantly be dialed. That is a plethora of people that are at risk of texting while driving. Cell phones provide communication with greater flexibility. Furthermore, using FMs on cell phones can provide information about weather and traffic. However, using cell phone to attend to an important phone call can also make one panic and can put you in to an emergency. However, there are no laws banning hands free cell phone usage, despite research claiming hands free devices are just as dangerous handheld devices. While this is not realistic to think any parent would encourage their teen to drink and drive, it is something that one might as well tell them if you permit these children to talk on a cell phone while driving. It has not stopped the people from using their phones which causes innocent people being injured or killed I am here to prove today that driving with cell phones can be deadly. Driving drunk only makes a person seven times more likely to be in a crash Bernstein A major strength of driving skills is a pro-active approach anticipating actions of other drivers and making adjustments accordingly. The more the number of tickets you attract against your name, the higher the insurance will be. Using a cell phone, especially texting and driving, puts not only the driver but those around in serious danger. It is unfortunate that many of these daily activities occur while a person is driving. The question is people more concerned more with their conveniences more than they are with their safety or safety of others. Nine chances out of ten that person is on a cell phone right. Cell phones have become a natural way of life to where we pick up our phones and use them like second nature. One cannot focus fully on the road and the other vehicles, if one keeps talking on phone consistently while driving. When we drive that should be the only activity we are doing. Many children, students, and adults use their phones frequently, and there could be many growing common risks developing that we are unaware of. Sturnguist, Conclusion The paper has presented arguments on both sides of the issue using or not using cell phones during driving. Texting is the most dangerous distraction because it requires visual, manual, and cognitive attention "Facts and Statistics". As such, the more complex a situation is higher are chances of distraction that presents a threat to road safety. Mobile phones, now known as cell phones, have been around since the s; however, they did not become main stream until the s. You wonder what could possibly be causing the driver to drive so erratically. Undesired Situation by Using Cell phones during Driving Billions of people throughout the world are using cell phones in daily routine life. This leads me to believe that if people can't concentrate on the road while talking on a cell phone, they shouldn't talk at all while driving. | <urn:uuid:f48966e8-2a4b-4c81-b9d3-a9a535ea5495> | CC-MAIN-2021-21 | https://covekohotu.carriagehouseautoresto.com/covekohotu/859a50598adf65212739e0e0bb8fa02c.pdf | 2021-05-18T21:00:06+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00131.warc.gz | 203,375,624 | 844 | eng_Latn | eng_Latn | 0.999 | eng_Latn | 0.999 | [
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FACT SHEET
DENGUE
In recent decades, the global incidence of dengue has grown dramatically. Around 40 per cent of the world's population is now at risk.
When the World Mosquito Program began, dengue fever was the primary focus of our research. It is still an important focus.
According to the World Health Organization, dengue fever is the most critical and the most rapidly spreading mosquitoborne disease in the world. It is also. There has been a 30fold increase in global incidence over the past 50 years.
Dengue fever can develop into dengue haemorrhagic fever, or severe dengue, which is a more acute form of the disease that includes symptoms such as bleeding under the skin and constant vomiting. It continues to be a dangerous threat to global health.
Dengue viruses can be grouped into four serotypes, all of which can cause disease. Prior infection with one dengue serotype is believed to make people more likely to develop severe dengue in later infections.
Dengue fever is caused by a virus transmitted primarily by Aedes aegypti mosquitoes. These mosquitoes bite during the day, usually just after sunrise and around sunset.
HEADACHE
VOMITING
RASH
HIGH FEVER
MUSCLE AND JOINT ACHES
Symptoms typically last for two to seven days.
Causes
Symptoms
More about dengue
Dengue is a mosquito-borne disease caused by the dengue virus. Here are answers to some frequently asked questions about this disease and its symptoms, treatments and prevention techniques.
Where does dengue occur?
How is dengue treated?
Dengue can exist anywhere that Aedes aegypti mosquitoes live. The most significant dengue epidemics in recent years have occurred in Southeast Asia, the Americas and the Western Pacific.
Approximately 141 countries are affected.
How many people have been affected by dengue?
More than 40 per cent of the world's population is at risk of dengue infection. Each year, an estimated 390 million dengue infections occur around the world. Of these, around 500,000 cases develop into severe dengue, or dengue haemorrhagic fever, a more severe form of the disease, which results in up to 25,000 deaths worldwide. That's each year.
How does dengue spread?
Dengue can spread wherever Aedes aegypti mosquitoes are present. It is a human virus transmitted primarily by this mosquito, which is commonly found around homes and urban areas.
Mosquitoes
without
Wolbachia
transmit virus
Mosquito bites a
person with virus
Mosquito bites
another person
Person is infected
with the virus
Mosquitoes with
Wolbachia
block
transmission
Mosquito with
Wolbachia
bites a
person with virus
Mosquito with
Wolbachia
bites
another person
Person is not
infected with virus
There is no specific medical treatment for dengue, which has flu-like symptoms. Medical care and the maintenance of the patient's body fluid volume is critical for treating severe dengue fever, which can be lethal.
How can we help prevent dengue?
Prevention relies heavily on reducing the number of natural and artificial stagnant water habitats that support mosquito breeding. Other methods of control involve using insecticides and personal repellents, and wearing protective clothing.
However, the World Mosquito Program's Wolbachia method is showing promising results internationally, helping to block the transmission of dengue, as well as other viruses transmitted by Aedes aegypti mosquitoes, such as Zika, chikungunya and yellow fever.
Our research shows that in areas where high levels of Wolbachia-carrying mosquitoes are present, we have not seen any dengue outbreaks.
How can I find out more about dengue?
Contact your local health authority for guidance. Or, for general information, read this dengue virus fact sheet from the World Health Organization.
READ THE DENGUE FACT SHEET FROM THE WHO
About us
The World Mosquito Program is an international, not-for-profit initiative that works to protect the global community from mosquito-borne diseases including dengue, Zika, chikungunya and yellow fever.
Our approach has widespread support from communities, governments, research institutesand philanthropic partners around the world. Through collaboration and innovation, we can make a difference to millions of lives.
Currently the World Mosquito Program works in 11 countries in Asia, the Pacific and the Americas. Our aim is to protect 75-100 million people over the next five years.
These hubs support projects in their respective regions and contribute to core global operations.
In addition to the Oceania Office in Melbourne, Australia, the World Mosquito Program has a regional Asian Hub in Ho Chi Minh City, Vietnam and plans for an Americas Hub in Panama City, Panama.
Contact us | <urn:uuid:2daca245-de01-4051-a0aa-759dcd5a301b> | CC-MAIN-2021-21 | https://worldmosquitoprogram.org/sites/default/files/2020-11/WMP%20dengue.pdf | 2021-05-18T21:02:04+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00132.warc.gz | 586,485,588 | 1,042 | eng_Latn | eng_Latn | 0.998258 | eng_Latn | 0.998037 | [
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LTPL Seed Sharing Library
Harvesting and Storing Seed
Once you have grown out your seeds and are ready to save seeds for next year, make sure the plants are healthy and disease free with no visible insect infestation. Select for qualities that you value: earliness, vigor, size, color, and taste. Don't wait for the last of the crop to save seeds (unless you are selecting for lateness!). Cull out any rogue plants that don't meet up to your standards for the type of plant you are growing.
Seeds that are ripe enough for saving when the fruit is fully mature and still edible are tomatoes, eggplant, and peppers. Overripe is fine for these as well if you want to leave them to ripen on the plant without eating them. Seeds from squash and cucumbers are best saved from over-ripe, yellowing fruit that has gone past the eating stage. Crops that form pods or seed heads like beans, peas, okra, herbs, and flowers should be allowed to ripen and dry naturally.
Dry Seed Processing is the method is used for seeds that dry naturally on the plant and fall down to the ground to germinate the next spring. These seeds include lettuce, onions, grains, brassicas, beets, carrots, beans, and peas. Seeds must be gathered when dry but before the seed pods shatter and the seeds are lost. Dry pods and seed heads are best gathered over a large bag or large bowl to prevent the seeds from falling out onto the ground. Small amounts of seed can be cleaned by hand, but for large amounts you will want to remove the seed from seed heads by knocking them into a container such as a clean garbage can or onto a sheet or tarp. This is called "threshing." Once that is accomplished you will have to separate the plant debris, or chaff, from the seed one of two ways. You can "winnow" the seed by pouring it from one container to another in a breeze or in front of a fan to blow away chaff. This is best done outdoors. You can also sift the seed through a screen or sieve to remove chaff.
Wet Seed Processing is used when the seed is encased in a fleshy fruit, such as eggplant, peppers, cucumbers, and squash. Remove the seed from the fruit and rinse clean, or soak in a jar for a few minutes until the seeds sink and the debris floats. Spread the seeds on newspaper, paper plate, or paper towel and allow them to dry thoroughly. Pat the seeds dry and allow them to completely air-dry for a few days on newspaper or paper towel before packaging.
Fermentation Seed Processing is used when the seeds are not easily separated from the fruit and cleaned. There is often a thin, gel-like substance on the seed that is hard to remove and it will sometimes inhibit germination. This is most common with tomatoes but cucumbers and melons may need this process as well. Place the seeds in a jar with some water and allow the mixture to ferment for a couple of days until the seeds drop to the bottom and the debris floats to the surface and gets moldy and ferments. Pour off the water and rinse the seeds in a colander or sieve with holes smaller than the seeds. If the seeds do not rinse clean repeat the process. Spread the seeds on newspaper, paper plate, or paper towel and allow them to dry thoroughly.
After processing, all seeds should be placed in a moisture-proof, insect and rodent-proof container and stored in a cool, dry place away from light. Use baggies, envelopes or packets and store the packets in plastic tubs or large jars with tight-fitting lids. Be sure to label all seeds with the plant name, variety name, and year gathered. If you have room, you can store them in a refrigerator or freezer but you have to make sure the packaging is airtight. When properly stored, some types of seed can last for years.
If you are concerned about the viability of your seeds, test their germination before planting time. Put ten seeds on a moist paper towel and place it in an unsealed plastic bag. Date bag and keep the towel moist but not soggy. Seeds should germinate in 3-10 days. If the germination rate is low, or if the seeds begin to mold before germinating, get new seed.
What follows is a list of commonly grown crops and how long you can expect the seeds to last if stored properly:
Squash & Melons 4 years Beans & Peas 2-3 years Onions 1 year (freeze for longer) Beets, Spinach, Chard 4 years Broccoli, Cabbage, Kale, Radish, etc. 4 years Peppers & Eggplants 3 years Carrots 3 years Spinach 4 years Corn 1 year (freeze for longer) Tomatoes 4 years Lettuce 4 years Parsnip & Parsley 1 year (freeze for longer)
After you have set aside enough seed for your own garden, consider donating your extras to the LTPL Seed Sharing Library. Please do not bring in seeds that are still in their pods or seed heads. Fill out a seed donation form for each variety of seed and tape or staple it to the container. Place your container in the seed drop-off box. The seeds will be packaged and filed in the Seed Sharing Library by a volunteer.
Interested in volunteering for the seed library? Leave your name and number at the front desk or email firstname.lastname@example.org with your contact information. | <urn:uuid:a87825a1-79d8-4c4e-b374-961704627c69> | CC-MAIN-2021-21 | https://lyon.lib.mi.us/wp-content/uploads/2020/10/Harvesting-and-Storing-Seed.pdf | 2021-05-18T20:15:53+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00132.warc.gz | 365,167,793 | 1,146 | eng_Latn | eng_Latn | 0.998776 | eng_Latn | 0.998925 | [
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Reaching girls through different stakeholders: lessons learned from
SPRING
SPRING was an accelerator programme that helped businesses develop products and services to improve girls' lives.
SPRING businesses targeted girls aged 10-19 in nine countries. In order to understand what works to reach girls, we carried out in-depth case studies with 28 businesses. The experiences of SPRING businesses showed that adolescent girls can be reached through different stakeholders, including their teachers, parents and their peers.
Why work with stakeholders?
Out of our sample, 16 businesses tried to reach girls with the support of different stakeholders. This made it easier for businesses to reach girls, especially girls in rural areas or areas affected by poverty. Working with stakeholders helps overcome cultural barriers and can also help reach girls in the places where they spend most of their time, for example in school. Stakeholders can have different roles in outreach, distribution and direct implementation.
Outreach among girls
PAKISTAN
Sehat Kahani's male and female mobilisers have been working to change perceptions about the importance of girls' healthcare. They were able to reach over 4700 girls through training sessions, at community events and through conversations with community leaders. By working at the grassroots level, Sehat Kahani was able to raise awareness and interest around girls' and womens' health in urban slums across Pakistan.
www.sehatkahani.com/join-us/
Some businesses engaged with stakeholders to encourage girls to buy or use their products or services. But just working with stakeholders is not enough. This strategy worked best where businesses spent time engaging with girls, gaining their trust, and understanding what stakeholders to work with. Peer-to-peer marketing was especially effective, as girls tend to trust and relate to others their age.
Distribution of business products or services
Different stakeholders helped businesses distribute their goods or services directly to girls. This was often done through schools or NGOs. The success of this strategy depended on having shared objectives and the right price point. It also depended on finding the right distribution strategy to reach girls and whether the product captured girls' interest.
Rwanda
Resonate delivers its unique storytelling, leadership and confidence-building workshops to facilitators from NGOs, schools or private companies. These different stakeholders then trained their own beneficiaries, helping Resonate reach more girls and women in different areas of Rwanda and beyond.
www.resonateworkshops.org/
Key lessons and recommendations
It is important to involve stakeholders that act as girls' gatekeepers (parents and community leaders) since they can affect girls' capacity to make independent decisions, as well as their purchasing power.
NEPAL
JBS set up savings groups, called Nawa Bihani, in rural and peri-urban secondary schools. Through Nawa Bihani, JBS is providing training on financial literacy and other topics, including agriculture, health and self-care. With the support of local schools and education authorities, there has been steady growth in the number of JBS schools and savings groups.
www.jeevanbikas.org.np/
Implementation of businessdesigned interventions
Stakeholders acted as implementers when they received training from the business to provide a specific service to girls. This strategy saw mixed results. Success depended on finding the right price point and a motivated partner. Interventions were most successful where all actors involved shared the same social impact objectives and costs were affordable.
Stakeholder buy-in can be achieved by having strong shared objectives and affordable business products and services. Businesses have been able to keep costs low through technology, grants and efficient service delivery.
When products or services are delivered through stakeholders, girls respond well to people they trust and see as similar to them, or view as a role model. Engaging with girl champions, mentors or community health workers can be especially effective. | <urn:uuid:4fd92ccf-4a2b-4a86-a047-cc500fa4b12f> | CC-MAIN-2021-21 | https://www.springaccelerator.org/wp-content/uploads/2021/02/Infographic-Stakeholders.pdf | 2021-05-18T20:27:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00132.warc.gz | 965,965,038 | 766 | eng_Latn | eng_Latn | 0.997893 | eng_Latn | 0.998172 | [
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I Perspectives on mathematics and language of different disciplines
Caleb Everett
The diversity of linguistic references to quantities across the world's cultures
1 Introduction: Defining core concepts
It is challenging, perhaps impossible, to discuss "numbers" without bringing to bear particular assumptions of one's culture, language, theoretical bias, or some combination thereof. What are numbers, exactly? Are they innate concepts given to us by natural selection? Are they entities that exist in nature, awaiting discovery by the brains of humans and other animals? Are they cultural and linguistic constructs that have gradually accrued across the world's populations in different but constrained ways? Some scholars would offer affirmative answers to only one of the three preceding questions, while others might offer positive answers for all three. Volumes have been written on these possible perspectives and, perhaps, many of those volumes are of little relevance to those interested in more quotidian, and perhaps more significant, pedagogical concerns associated with numbers. Nevertheless, it is useful to have some basic agreement as to what we mean when we talk about learning numbers and the basic mathematical principles revolving around them – to have some shared understanding about what numbers even are. In this chapter I will focus on the last of the three questions above, outlining in basic form the crosslinguistic variation that exists vis-à-vis spoken number systems to illustrate how such systems have accrued in variable ways across human cultures – even if the relevant variations are constrained in some ways. The survey presented should, I hope, benefit scholars interested in mathematical pedagogy who are not entirely familiar with the extent of cross-cultural variation in the number systems of the world's languages.
Before embarking on the survey, though, allow me to establish the definitions of three terms that I will be using during its course. These definitions reflect my own theoretical predispositions, informed as they are by cross-cultural and crosslinguistic data. The three key terms and associated definitions I will employ are "quantical," "numerical," and "numbers." The definitions are grounded in other work, primarily Núñez (2017), though related terms and definitions have been presented by a variety of scholars. I begin with "numbers," which I define as verbal symbols representing precise quantities. (In contrast to written numerals, which are not discussed in this contribution.) Given that verbal symbols for precise quantities have primacy both ontogenetically and cross-culturally in
AU: Please rephrase the sentence "In contrast to written numerals, which..." for completeness.
4
our species, when contrasted to nonverbal symbols, I find it useful to interpret them as the default form of numbers. This may seem odd in cultural contexts in which written symbols are sometimes interpreted as equally (or more?) basic, learnable units, but I believe that a focus on numbers-as-words is a useful reminder of the primacy of verbal symbols for representing precise quantities. Judging from the cross-cultural data, humans' most basic symbolic tools for manipulating quantities are verbal (Everett, 2017).
The distinction between "quantical" and "numerical" concepts is more recent and esoteric, but I believe it to be extremely useful and well motivated. For a fuller discussion of the merits of this distinction, I refer the reader to Núñez (2017). The chief motivation is that much research in psychology refers to basic and native "numerical" cognition, putatively shared by our entire species, that appears to be neither basic nor native once the extent of cross-cultural diversity in quantitative cognition is surveyed with sufficient care. Nevertheless, it is generally agreed that all humans do share some basic native capacities for quantity discrimination. For instance, humans can generally distinguish small quantities (1, 2, and 3) from each other precisely without training (as can the members of some other species). Humans can also approximately discriminate larger sets of items, for instance, eight sticks from sixteen sticks, presuming that the ratio between the sets is large enough. (This ability is also phylogenetically primitive – some have suggested it stretches back to the first vertebrates.) These basic quantitative reasoning skills are not apparently contingent on cultural scaffolding, but they are not really "numerical" in that they offer no means of delimiting, for instance, five from six items with consistency. Numbers like "five" and "six" do not simply follow from our native quantitative capacities; they must be crafted and honed by distinct cultural practices that rely on those capacities. These practices allow us to transfer our modest native exact quantity recognition into the realm of larger quantities. For such reasons, it is not particularly useful (from my perspective anyhow) to refer to native quantical abilities, shared with other species, as "numerical," or to liken them to a "number sense." Terms like "number sense" may give the false impression that we are somehow born with numbers in our heads or are wired to learn basic arithmetic (Dehaene, 2011). In the words of Núñez:
Humans and other species have biologically endowed abilities for discriminating quantities. A widely accepted view sees such abilities as an evolved capacity specific for number and arithmetic. This view, however, is based on an implicit teleological rationale, builds on inaccurate conceptions of biological evolution, downplays human data from nonindustrialized cultures, overinterprets results from trained animals, and is enabled by loose terminology that facilitates teleological argumentation. (2017:409)
Given my shared desire to avoid teleological argumentations where they are not warranted, and given this chapter's focus on cross-cultural variability, I adopt the terminological distinction proffered by Núñez, the distinction between "quantical" concepts and "numerical" concepts. The former term refers to humans' native, biologically endowed capacities for differentiating quantities in generally coarse ways. The latter term, "numerical," refers to exact, symbolic practices evident when humans use "numbers." Framed differently: The existence of quantical cognition is a necessary condition for the flowering of numerical cognition, but it is, critically, not a sufficient condition. Maintaining a distinction between "quantical" and "numerical" cognition is particularly useful as a background for discussing the extent of cross-cultural variability in the ways that people talk about quantities, and the potential relevance of that extensive variability to mathematical pedagogy. It is important to dissociate the universals of human quantical thought from the cross-cultural variability of numerical thought and numbers. This clear dissociation could positively impact efforts to more effectively convey numerical concepts to individuals across the world's cultures.
So, to be clear, this contribution aims to shed light on the diversity of numbers in the world's languages in the expression of numerical concepts, and also will survey some differences in how languages describe quantical concepts. Approaches to the pedagogy of arithmetic could only benefit, I hope, from an understanding of commonalities and differences in the ways the world's languages refer to such concepts. These could offer some insights into the best ways to approach, for instance, cross-culturally effective instruction strategies. (I leave it to the experts on pedagogy, however, to judge how the findings discussed here might benefit mathematical instruction across cultures.) At the least, such commonalities and differences can hopefully give the reader a better sense of just how typical or atypical our own linguistic strategies for encoding numerical and quantical concepts are, when considered in the light of the typological data. By examining an adequately representative sample of number systems in the world's languages we can, inter alia, better understand which numerical concepts are most easily acquired by the members of our species.
2 Cross-population differences in grammatical number
The grammars of the world's languages often refer to quantical concepts, what is commonly referred to as "grammatical number." Grammatical number refers to a variety of phenomena that denote distinctions between small precise
quantities and large imprecise quantities (e.g., singular vs. plural), or between small precise quantities (e.g., singular vs. dual). Grammatical number markers take many forms, including noun suffixes and prefixes, verb suffixes and prefixes, and many more. In English, for example, suffixes are added to nouns to demonstrate whether there is one or more than one of an item or entity to which the speaker is referring. In the languages in which grammatical number exists, it serves overwhelmingly to distinguish between sets of exactly one (singular) and more than one (plural). In rarer cases grammar is also used to distinguish one, from two, from more than two items. Languages with that kind of grammatical number are said to have singular, dual, and plural marking. Rarer still are languages that have singular, dual, trial, and plural marking. So grammatical number is always used to designate sets of items (1, 2, 3, or many) that humans are capable of discriminating via their native quantical cognition, as defined above.
Grammatical number refers only to small quantities precisely, and to large quantities approximately. In this way its function is limited, but in another sense its function is very robust: Languages that have grammatical number often use it to obligatorily denote the quantity of reference, and this obligatory status means that it is extremely pervasive in speech. In this chapter alone there are hundreds of cases of grammatical number inflected on verbs and nouns. English learners, whether children or adults, must learn the ways of adding regular plural markings, not to mention irregular plural markers. They must also learn that some nouns, say, "deer," are not marked at all in the plural. More broadly, they learn that the quantity of referents is always relevant, even if only in approximate ways, during communication.
This is not the case in many of the world's cultures. In fact, in about 10% of the world's languages, there is no grammatical means of designating the number of referents to which a speaker is referring. For example, the Karitiâna language, on which I have done a fair amount of research, has no nominal plurality. Consider the following phrases from that language:
(1) myjyp ambi three house "Three houses."
(2) y-ambi
1st.Singular.Possessive-house "My houses."
(3) ombaky naokyt taso jaguar killed man "The jaguar(s) killed the man/men."
(4) yj-pyt ombaky our-hand jaguar "Five jaguars."
As we see in (1) and (2), the word for house does not change even when there are many houses being referred to. The same is true of "jaguar," and "man," as seen in (3) and (4), because all the nouns in the language do not denote quantity distinctions.
There are many languages like Karitiâna scattered around the world. In a survey of data of 291 languages representing many distinct language families and geographic regions, the linguist Martin Haspelmath found that about 10% (n = 28) of the languages were like Karitiâna, with no nominal plurality evident in their grammars (Haspelmath, 2013). ("Nominal plurality" refers to cases in which the quantity of an item referred to by a noun is denoted in the grammar, typically with a suffix on the noun.) In another 19% (n = 55) of the languages, nominal plurality was found to be optional in all cases. So rather than saying something like, for instance, "three cars," one could say "three cars" or "three car," and either would be grammatically correct. There is a sense in which this is intuitive, as the -s suffix in a phrase like "three cars" is, after all, redundant, encoding information about plurality that is already contained in the preceding number word. In other cases the plural marking may prove quite informative. For example, the interpretation of clause (3) could vary significantly. Did one jaguar kill one man? Did one jaguar kill many men? Did many jaguars kill many men? Did many jaguars kill one man? In actuality, though, context and realworld prior information (e.g., that jaguars are fairly solitary creatures) help to constrain most cases of ambiguity. Speakers can communicate just fine without grammatical reference to things like plurality. One could make the case that grammatical number is most relevant for human nouns, since speakers tend to talk about human referents, and since humans can occur in varying group sizes (Everett, 2019). The global distribution of grammatical number types supports this intuition: Haspelmath (2013) found that about 7% (n = 20) of the world's languages have plural marking that is optional but can only be used to denote plural human referents. Furthermore, in about 14% (n = 40) of the sampled languages, plural marking is obligatory but is restricted to human nouns. And in 5% (n = 15) of the languages, plural marking occurs on all noun types but is optional for inanimate nouns.
Haspelmath's survey reveals, then, just how variable grammatical number marking is across the world's languages. Less than half of the languages in his sample, or 46% (n = 133), exhibit the kind of grammatical number marking evident in English and most European languages, in which multiple referents must be designated with plural-marked nouns in an obligatory manner. In over half of the world's languages, grammatical plural marking is either absent, or is optional, or is only obligatory for nouns that refer to human referents. This variability of grammatical plural marking is evident across diverse regions and language families.
One logical question that follows from the diversity of grammatical number is whether one's native language impacts how s/he becomes familiar with the distinction between the notions of "one" vs. "more than one." (This topic has been raised in contemporary discussions of "linguistic relativity"; see for example Everett, 2013.) Such an impact may seem implausible given that these are quantical concepts, native to all members of our species and countless others. Yet the question is not whether variation in grammatical number enables humans' simple capacity for tracking singularity or plurality, but whether it affects how a person habitualizes themselves to such distinctions during every-day events. 1 For instance, if a person speaks a language that only indicates plurality on human nouns, does this bias that person to pay attention to quantity more when speaking about or conceptualizing human referents? Perhaps not, but to my knowledge no experimental evidence has been brought to bear on the topic. There is now evidence, however, that distinctions in grammatical number can affect how adroitly children handle quantical concepts. Some of that evidence will be discussed below.
Grammatical duals are the formal means, often noun suffixes as in the case of plural markers, that languages use to denote precisely two referents. This dual marking is not extremely rare. For instance, in a recent survey of 218 languages, Franzon et al. (2018) find that grammatical duals occur in some form in 84 of the languages. In Everett (2019) I observe that these duals tend to be restricted in terms of geographic distribution and in terms of the language families in which they occur and are also restricted in terms of function. In most languages that use dual markers, they denote distinctions on human referents only. There are over 300 language families in the world (Bickel et al., 2017), and in the vast majority of these grammatical duals are not present. Still, grammatical
1 Note that this is just one of many issues that could be raised vis-à-vis the interaction of language, culture, and cognition. For more discussion on this topic, see Everett (2017) or Saxe (2012).
dual markers are more common cross-linguistically than some might assume, given that most of the world's most widely spoken languages lack grammatical duals. One notable exception to this trend is Arabic. Intriguingly, while Spanish and English and the vast majority of European languages lack a grammatical dual maker, Proto-Indo-European did apparently have one, as did ancient Greek and Sanskrit. And there are vestiges of the grammatical dual in English, notably in the words "either" and "both."
Despite their well-known tendency to have few numbers, as in a "one-twomany" system, some languages of Australia employ grammatical dual markers. Here are some examples from Dyirbal, taken from Dixon (1972: 51):
(5) bayi Burbula miyandanyu "Burbula laughed."
(6) bayi Burbula-gara miyandanyu "Burbula and another person laughed."
(7) bayi Burbula-mangan miyandanyu "Burbula and several other people laughed."
In (7) we see that the suffix -mangan serves as a plural maker, denoting that multiple people are involved in the event. But this plural is only used to denote more than two people, since if there are precisely two people the -gara suffix is used as in example 6. (This kind of dual marker is called an "associative dual" since it refers to a specific person and exactly one other person.) While dual markers may tend to refer to human and pronominal referents, this is certainly not the case in all languages that use them. In the Sikuani language and various others, there is a suffix or other affix that refers to precisely two things. Consider these Sikuani words: emairibü "a yam" vs. emairibü-nü "yams" vs. emairibü-behe "two yams." The -behe suffix signifies that there are precisely two yams in question (Aikhenvald, 2014).
Grammatical trials are also evident in Franzon et al.'s (2018) survey. In that survey, 20 of the 218 languages have grammatical trials. However, the grammatical trial is evident in only one world region, Oceania. It is evident in clauses like the following example sentence from Moluccan:
(8) duma hima aridu na'a house that we three own "We three own that house" (Laidig & Laidig, 1990: 92)
AU: The reference "Marušič et al. 2016" is cited in the text but is not listed in the references list. Please either delete in-text citation or provide full reference details.
The aridu pronoun is a first-person trial pronoun meaning "we three." Grammatical trials are generally restricted to pronouns, even more so than grammatical duals.
Given the distribution of grammatical number types, it seems fair to say that languages generally indicate a singular/plural distinction in their grammar, either with affixes attached to the noun, or with verbal affixes or other changes made to the verb that denote "agreement" with the number of items of a relevant noun. (Verbal affixes are prefixes or suffixes, in most cases, that are attached to a verb.) This singular/plural distinction is evident throughout most of the world's languages, but a substantive minority of languages do not make the distinction grammatically. Languages that refer to grammatical duals and trials are comparably rare, and the functional utility of these other categories tends to be limited.
Does the variation that exists in the world's grammatical number types impact how speakers of languages learn basic quantitative concepts like "precisely 2" and "precisely 3"? This may seem an odd suggestion given that quantical cognition allows us to differentiate 1 from 2, and 2 from 3. Yet simply because all humans are endowed with the capacity to differentiate these quantities, we cannot assume that they come to use them in the same ways and with the same dexterity, nor that the features of a language do not impact the ease with which the concepts are handled during childhood. To the contrary, there is now evidence that grammatical number has at least a modest effect on the ease with which quantical concepts are handled, at least in some contexts. English-speaking children tend to learn the word for 1 rapidly, when compared to Japanese and Mandarin speakers (Almoammer et al., 2013; Marušič et al., 2016). This may be due, at least in part, to the presence of grammatical number in English, which Mandarin and Japanese lack. Relatedly, speakers of one dialect of Slovenian that has a grammatical dual marker tend to learn the word for 2 earlier than speakers of the other languages for which comparable data are available. These include English, Russian, Japanese, and Mandarin (Marušič et al., 2016). While such results are consistent with a grammatical effect on the ease with which even quantical concepts are labeled and manipulated linguistically, the causal role of grammar is of course debatable given the host of cultural confounds entailed in such crosscultural research. 2 One of the ways to circumvent this challenge is to examine
2 For example, cultures that rely heavily on trade may be more likely to refer frequently to distinctions between quantities, even small quantities (Everett, 2019). In such cases, the frequency of transactions requiring precise quantities could serve as a confounding explanation, perhaps explaining the observed differences in quantitative thought that could also correlate with linguistic differences.
groups that are relatively homogenous culturally, but differ in terms of one particular linguistic feature. Slovenian presents a critical test case, as dialects of Slovenian vary according to the presence of grammatical duals. Recent research with speakers of these dialects suggests that the kind of grammatical number that exists in a given Slovenian population impacts how and when Slovenian children learn to label and manipulate quantical concepts.
In dialects of Slovenian that employ a grammatical dual, it takes the form evident in (9).
(9) dva rdeča gumba ležita na mizi two red.DUAL button.DUAL lie.DUAL on table "Two red buttons are lying on the table" (Marušič et al. 2016: 2).
Note the pervasiveness of the grammatical dual in such a clause. The adjective ("red"), the noun ("button"), and the verb ("lie") are all inflected in a way that indicates the fact that there are precisely two buttons. Learning a language like this requires children to consistently refer to whether or not there are two, and precisely two, referents being discussed. This cognitive fixation might have some effect on the age at which children become comfortable with a more general ability to symbolically denote the notion of two. A research team led by Franc Marušič at the University of Nova Gorica, Slovenia, tested the hypothesis with young children between the ages of two and four. Their sample was large, involving nearly 300 children from three Slovenian regions. Eighty-three of these children were from Slovenska Bistrica, a region of Slovenia where the dual morphology evident in clause 9 is quite normal. Seventy-one represented Central Slovenia, another region in which the grammatical dual is used. One hundred fifty-eight children represented two other regions in which speakers do not generally use the grammatical dual: Metlika and Nova Gorica. Finally, a control population of 79 English speakers in San Diego was tested. The tasks involved in the work are common to research on the development of numerical cognition. A key task was the so-called Give-N task, in which children are tested on their familiarity with basic number words. For this variant of the task, the researchers gave kids 10 buttons and asked the kids (in Slovenian or English) the following question: "Can you put N in the box?" For example, "Can you put two in the box?" N refers to a number word. The results of the Give-N task were promising for the hypothesis, pointing to subtle but significant differences across the populations of Slovenian speakers. The researchers found that "overall, speakers of dual dialects were more likely to be 2-knowers than speakers of non-dual dialects" and reached the "2-knowing" stage at an earlier age (Marušič et al., 2016: 2). While the cross-population differences were not pronounced, they were consistent with
AU: We have changed form (10) to (9) and so on to maintain squence order. Please confirm.
the hypothesis that grammatical dual marking can impact how kids acquire basic numbers, even those associated with quantical concepts. These and other related findings led Marušič et al. (2016) to the following conclusion: "morphological marking of number in language facilitates learning of early number word meanings" (Marušič et al., 2016: 15).
We have seen in this section that languages vary in terms of how, and whether, they denote quantitative concepts grammatically. This survey has not been comprehensive, and for a fuller picture on grammatical number I refer the reader to Corbett (2000). Yet the survey was sufficient to demonstrate that variation in grammatical number is more substantive than some scholars may presume. Furthermore, I have highlighted recent work that suggests that variation in grammatical number, including the presence/absence of a grammatical dual, may impact when and how kids are able to symbolically represent quantical concepts like 2.
3 Cross-population differences in number words
There are many critical stages in the acquisition of basic numerical concepts. These include the well-known stage at which children master the cardinal principle, becoming fully aware that a set labeled by a word N corresponds to an exact quantity that is associated with the word N only. Relatedly, they learn the successor principle, becoming aware that each word in a sequence of number words refers to the quantity denoted by the previous number word plus exactly one more (Carey, 2009a, 2009b). Prior to the acquisition of these principles, kids are able to recite a list of number words but are unaware of the relationship between them. They merely recognize that number words, like the letters of the alphabet, come in a predictable order. Much debate remains as to how exactly kids acquire the cardinal and successor principles, but it is clear that cultural variation in finger counting and number words impinge on that acquisition. The presence of precise number words like "two" or "seven" (as opposed to "few" or "several") in a language appears critical to even more basic cognitive stages that do not rely exclusively on quantical capacities. For example, the mere recognition of one-to-one correspondence benefits from the presence of number words. There is some debate as to the extent of that benefit, but work among anumeric Nicaraguan homesigners, largely anumeric Munduruku indigenes, and totally anumeric Pirahã indigenes points in the same general direction: Number words are critical to scaffolding or at least enhancing the recognition of one-to-one correspondence for set sizes larger than 3–4 (Pica et al., 2004; Spaepen et al., 2011).
For differing views on the extent of the effects of an absence of number words in a culture, see Everett and Madora (2012) and Frank et al. (2008). (The Pirahã language is well known to lack precise number words (Everett, 2005).)
Much has been written about the cultures and languages with few or no number words, and admittedly the sparse studies carried out among the relevant groups leave room for multiple interpretations of a few key results. (See Frank et al. (2008) and Everett and Madora (2012) for one example of a disagreement in interpreting the experimental results among the Pirahã.) This is not surprising given that there is still debate on the acquisition of numerical concepts in cultures whose numerical cognition has been studied with thousands of studies, for example, Americans. (See, for instance, the differing views on some key topics by prominent researchers such as Carey (2009a), and Dehaene (2011).) But it is difficult to contest that number words are critical to the acquisition of very basic numerical concepts besides the cardinal and successor principles. This conclusion is, in a way, unsurprising. What is more contestable is whether current differences in types of number words impact numerical cognition. Setting aside the rare contemporary cases of anumeric or nearly anumeric cultures, then, what can we say about the vast majority of the world's 7000+ languages that have lexical numbers? Do cultures that rely on distinct kinds of number systems exhibit associated distinctions in how they think about and learn numerical concepts? The truly cross-cultural work on this topic is modest in scope, but it does hint that variation in number word systems yields some effects on basic numerical cognition.
Anecdotally, my own impression is that the extent of diversity in the world's number systems is underestimated by many scholars. In a detailed survey of 196 languages representing dozens of families and all major geographic regions, linguist Benard Comrie offers us a sense of that diversity. Twenty of these languages have "restricted" number systems, one of which is the aforementioned extreme case of Pirahã. Other restricted cases include Hup, which will be discussed below, and some other Amazonian and Australian languages. In New Guinea there are four languages from Comrie's (2013) survey that use an "extended body part" number system. In some of these cases, for example, Kobon, counting follows a trajectory up the arm (and back down the other side of the body in some languages). So the words for 1–5 are the same as the words for the fingers on the left arm, and then 6–12 are expressible via the words for the following body parts: wrist, middle of the forearm, the elbow (or, rather, the opposite side of the elbow), the upper arm, the shoulder, the collarbone, and then, lastly, the suprasternal notch (the indentation above the sternum). Such extended body part number systems, like restricted systems, have no number bases. In 172 of the 196 languages in Comrie's (2013) survey, there are bases.
Bases of verbal numbers are the key numbers around which larger numbers are structured, usually in a multiplicative fashion. For instance, English is base-10 or decimal because number words like "forty three" are constructed around "ten": four x ten + three.
According to Comrie's (2013) survey, 125 of the 196 languages examined have decimal bases, as in English, for numbers greater than 10. A smaller but sizable segment, 20 of the 196 languages, use vigesimal or base-20 numbers for higher quantities. Hybrid bases, which rely on a combination of decimal and vigesimal bases, are found in 22 of the languages. In total, then, 167 of 196 languages in the survey use some base that is derived from an obvious anatomical source. The existence of base-10 and base-20 systems owes itself, of course, to the fact that humans have 10 fingers and 20 fingers and toes. Taking Comrie's sample as a reasonable proxy for the world's languages, this means that about 85% of the world's languages likely rely on digitally based numbers, and most of the other extant number systems rely on anatomical features in some other way.
One base that is rarely attested but that has shaped much of western life, in an oblique manner at least, is the base-60 system that was once used in ancient Sumeria. This system has, over the last few millennia, worked its way into various aspects of our mathematical culture, for instance the use of 360-degree arcs evident in geometry and navigation. More fundamentally, due to its adoption by the Babylonians and Greeks, it ultimately came to shape how we define units of time. The minutes of the day are simply what one arrives at if hours are divided into 60 equal units and if we divide those units by 60 a second time we get, well, "seconds" (hours are an odd by-product of the ancient Egyptian sundials that divided the daylight into 12–10 units for when the sun was up, due to the decimal Egyptian language, plus one unit for dawn and one for dusk) (Everett, 2017). Base-60 systems are also attested in the ethnolinguistic literature, at least in the Ekari language of New Guinea:
(10) èna ma gàati dàimita Mutò one and ten and Sixty "Seventy one" (Drabbe, 1952: 30).
Interestingly, the most plausible account of the genesis of base-60 systems also points to the criticality of the fingers in the origins of numbers. An attested practice in some cultures is to count the 12 lines of the non-thumb joints of the inside of one hand with the five fingers of the other hand. (See image in Everett (2017: 80).) If each added finger is used to represent the 12 lines, then the total quantity represented by five fingers is 60 (Ifrah, 2000). So while the base-60
system we used for telling time is unrelated to the decimal system that developed in Indo-European languages, it shares with it manual origins.
There are roughly 400 Indo-European languages spoken in the world today, with English and other languages well represented across the globe as first and second languages. Proto-Indo-European, spoken somewhere in the vicinity of the Black Sea over 6,000 years ago, had a decimal system as evident by reconstructed words such as *dékmt, "ten" and *duidkmti, "twenty" (literally "two tens") or *trihdkomth, "thirty" (literally "three tens"). Phonetic vestiges of such number words are still evident in descendant words, like the Portuguese word dez ("ten") or the word decimal itself, both of which bear some resemblance to *dékmt (Everett, 2017). More critically, though, the structure of Portuguese numbers, English numbers, and numbers in other contemporary Indo-European languages still carry the structure of Proto-Indo-European numbers, whereby 10 is multiplied by smaller numbers to create larger number words. This decimal base is evident in the world's other largest language families today, including NigerCongo, Austronesian, and Sino-Tibetan, which like Indo-European has over 400 languages and over a billion speakers. (The Niger-Congo and Austronesian families each have over 1,000 members, representing a sizable chunk of the world's 7,000+ languages.)
The manual/digital origins of number words are not simply evident in the preponderance of decimal and vigesimal number systems; they are also evident in the base-5 nature of number words less than 10 in many cultures. The critical nature of a word for 5 in constructing greater numbers is evident worldwide, and stems from the clear derivation of that number from counting with the fingers. For instance, the word for 5 in many languages is transparently derived from the word for "hand." In Proto-Austronesian, for example, the word for hand and the word for five were both *lima. The same correspondence is evident in very many unrelated languages, and the word for "five," once derived from the word for "hand," seems to kick-start the growth of larger number systems (Bowern & Zentz, 2012).
The digital foundations of numbers are even evident in some languages that have modest number systems, in words for precise numbers less than 5. In Hup and Dâw, two closely related languages of Amazonia, words for numbers are based around the kinship terms in the language. The word for 3, for instance, translates to "without a sibling" because 3 is odd. The word for 4 translates to "with a sibling," because it is even (Epps, 2006). These number words are not used by themselves, however, but alongside finger-counting strategies. So one needs to hold up four fingers and say "with a sibling" to fully denote the number four. Languages like Hup and Dâw drive home the general theme of this section: A survey of the world's spoken numbers suggests that languages
vary tremendously in terms of the kinds of numbers they use, and in terms of the range of quantities denoted by those numbers. Yet there are also pervasive tendencies underlying this variability, and those tendencies point again and again to the ways in which finger counting is critical to the historical acquisition of numbers in diverse and unrelated cultural lineages.
Variation in kinds of cardinal numbers is just one of the sorts of variation in cultures' verbal representation of quantities. Ordinal numbers also vary in marked ways. In a recent survey of 321 languages, Stolz and Veselinova (2013) observe that over 10% do not have a distinct category of ordinal numbers. This is in contrast to languages like English, in which ordinal numbers are often denoted with a -th suffix, for example, fourth, fifth, sixth. In most languages there is some distinction between cardinal and ordinal numerals, however, and in most cases ordinal numbers are clearly derived from cardinal numbers as in the English examples just cited. Intriguingly, though, in almost two thirds of the languages surveyed by Stolz and Veselinova (2013), small ordinal numbers are treated differently. In many of these languages it is only the ordinal number for 1, as in English "first" (we do not say "oneth')" In some languages 2 also is denoted with a distinct ordinal number, as with English "second" (we do not say "twoth"). The cross-cultural variation in small ordinal numbers underscores that even basic reference to quantical concepts (quantities less than four) varies cross-culturally. This variation in the reference to quantical concepts, which was also evident in our discussion of cardinal numbers and grammatical numbers, is in some sense surprising. Languages vary extensively with respect to how they describe quantical concepts that all humans share and, as seen in cases like Slovenian, this variation has demonstrable effects on the age at which individuals become adept and using such "quantical" concepts. While linguists, anthropologists, psychologists, and others have long been aware of variation in terms of how languages denote numerical concepts, only relatively recently have we come to appreciate that that variation extends in key ways to quantical concepts. It is possible, however, that we still underestimate the ways in which languages vary vis-à-vis their expression of quantical concepts. In a very recent study involving data from nearly 6,000 dialects, I make the case that there is another key type of variation in number words for quantical concepts that has still not been explored systematically: The cross-cultural frequency in speech of words for 1 and 2 (Everett, 2019).
While the vast majority of the world's languages have words translatable as "one" and "two," this does not mean that those terms are used in the same ways or at the same rate. The exploration of their frequency seemed worthwhile for a few reasons. One reason is that the frequency of usage of number terms, even as small as "one" and "two," could well impact the rate and age at which children become practiced with basic quantitative concepts. This possibility is
supported by the aforementioned work on grammatical duals, which suggests that the frequent grammatical reference to 2 facilitates to some degree children's refinement of certain facets of basic quantitative thought. While directly establishing the frequency in speech of words like "two" for most of the world's languages is not possible, there is one indirect way to test for frequency in speech. This way relies on a well-known fact about words: Highly frequent words tend to be reduced phonetically, that is, made shorter (Bybee, 2007). With this fact in mind, I examined the length of number words for "one" and "two" across the bulk of the world's languages. This was done via a database containing 40–100 commonly used words (phonetically transcribed) for the bulk of the world's languages (Wichmann et al., 2018). My work looked at 5,942 language varieties (dialects and mutually unintelligible languages), considering the average word length of all the words for each language. For each language variety, I then contrasted the word lengths for "one" and "two," respectively, with the average word length of all the other words in that language. Upon doing so, a very clear pattern emerged: The languages spoken by cultures with larger populations tend to have shorter words for "one" and "two," even after controlling for factors like the average word lengths of particular languages and the relatedness of languages. This pattern suggests strongly that larger populations tend to use number words more frequently than smaller populations. There are many factors that likely motivate this tendency across the world's culture, including greater frequency of number words in cultures relying on trade and industrialization.
This all may seem very intuitive and even trivial: Of course cultures vary in the degree to which they use number words, and in the frequency with which they use number words in practices like trade. Yet the key point is that such variation extends to number words for quantical concepts that are shared by all human populations. Previous work had suggested that quantical concepts, namely 1, 2, and 3, are less prone to being concretized in varied ways across cultures because they are native concepts (Franzon et al., 2018). Instead, I argue, they are treated pretty much like other quantitative concepts in terms of how they are referred to in speech. That is, they are prone to cross-cultural variation and are used with very different frequencies across the world's cultures – at least judging from the indirect word-length data. More broadly, the issue of the frequency of small number words raises yet another kind of cross-linguistic variation in numbers. This variation, like the variation in grammatical number types, may impact children's acquisition of numerical concepts. Work is required to explore this possibility.
In this section we have seen that there is an underlying manual basis of number systems but also an amazing diversity of number words overlaid over that manual basis. This includes diversity of several sorts: Diversity in number bases (despite their generally digital origins), diversity in the mere existence of
number words (since some languages lack them), diversity in ordinal numbers, and diversity in the frequency with which numbers, even very small numbers, are used. This global diversity of number words impacts how kids acquire numerical concepts and even their facility with basic quantical concepts. All these factors are worth keeping in mind when considering how best to teach arithmetic across the world's cultures. The linguistic features of a given culture affect how the members of that culture learn even basic quantitative concepts.
4 Discussion and conclusion
While there are universal human quantitative capacities, each culture and language brings with it its own biases in terms of how it refers to quantical and numerical concepts. A greater awareness of the extant cross-cultural diversity of spoken numbers could, I hope, benefit those concerned with how best to teach basic arithmetic concepts. It is still very debatable just how much crosscultural variation of numbers impacts how kids acquire numerical concepts. Yet, where relevant experimental evidence exists, it consistently suggests that such variation matters, often in marked ways. If people speak an anumeric language, this has marked effects on their ability to learn number concepts. If they speak a language with a grammatical dual, this seems to offer advantages to early numerical cognition. More commonly, cross-linguistic variation in the transparency of number bases may impact how kids acquire numbers. Some evidence suggests that Chinese children, for instance, outperform children from the UK, Russia, and other nations on mathematical tasks, and that this high performance is due in part to the greater transparency of the decimality of Chinese numbers (Rodic et al., 2015; though see Moschkovich, 2017). So, while languages tend to have decimal bases, the transparency with which decimality is expressed appears to affect the cross-cultural acquisition of numerical concepts.
All of this leaves us with two simple conclusions: (1) The cross-cultural variation of linguistic numbers impacts quantitative cognition, and (2) the cross-cultural variation of linguistic numbers is remarkable even if it is constrained by the typically digital origins of numbers. Both of these points seem worth bearing in mind as we adopt and refine pedagogical models for arithmetic instruction, if we are interested in the cross-cultural efficacy of those models.
References
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Carey, Susan (2009b): Where our number concepts come from. The Journal of Philosophy 106, 220–254.
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Rodic, Maya, Zhou, Xinlin, Tikhomirova, Tatiana, Wei, Wei, Malykh, Sergei, Ismatulina, Victoria, Sabirova, Elena, Davidova, Yulia, Tosto, Maria Grazia, Lemelin, Jean-Pascal & Kovas, Yulia (2015): Cross-cultural investigation into cognitive underpinnings of individual differences in early arithmetic. Developmental Science 18 (1), 165–174.
Saxe, Geoffrey (2012): Cultural Development of Mathematical Ideas: Papua New Guinea studies. Cambridge, UK: Cambridge University Press https://doi.org/10.1017/ CBO9781139045360.
Spaepen, Elizabet, Coppola, Marie, Spelke, Elizabeth S., Carey, Susan E. & Goldin-Meadow, Susan (2011): Number without a language model. Proceedings of the National Academy of Sciences 108, 3163–3168.
Stolz, Thomas & Veselinova, Ljuba (2013): Ordinal numerals. In Dryer, Matthew, Haspelmath, Martin eds.: The World Atlas of Language Structures Online. Leipzig: Max Planck Institute for Evolutionary Anthropology. xxx–xxx.
Wichmann, Soren, Holman, Eric & Brown, Cecil (eds.) (2018). The ASJP database (version 18). | <urn:uuid:74d35c36-9a29-4bdb-af03-e6953e8c4e27> | CC-MAIN-2021-21 | http://www.calebeverett.org/uploads/4/2/6/5/4265482/diversity_of_numbers.pdf | 2021-05-18T21:08:47+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00135.warc.gz | 54,984,562 | 10,698 | eng_Latn | eng_Latn | 0.933738 | eng_Latn | 0.998134 | [
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Switch Off Electricity
This activity is about recognising the need for essential infrastructure - in this case electricity - by doing without it for a while.
Section: All
Time: 1 day
Where:
Home
PLAN
Terms like Industry, Innovation and Infrastructure can be a bit vague, but bring it home to scouts with this activity. Imagine if the infrastructure which they take for granted - reliable electricity supply - is taken away! Then they will understand the importance of infrastructure a bit better! The aim here is not to try to get by without electricity, but understand how our modern lives depend on it. Allow the scouts to set the guidelines for this activity. Bearing in mind that their families might not be on for a whole day with no electricity, allow them to set a length of time for the activity. They might also decide to apply the rule to the whole household, or just to themselves. To get the most from the activity, they might agree to include all devices which need to be charged with electricity as well!
DO
Doing without electricity, for any length of time, will bring challenges. Everything from making a cup of tea to watching TV either becomes difficult or impossible. Scouts must take care if their alternatives for cooking or lighting involve naked flames, and must be supervised at home for this. The lack of electricity can mean that some activities take longer or use other resources. What would be involved in washing clothes if there was no plug-in washing machine? It can also mean that some activities are simply not an option, so without electricity, online gaming would be out the window. Hopefully the scouts can run their big "Switch Off" for long enough to experience some of these challenges.
In a nutshell...
Plan when, and for how long, to do without electricity
With support from the household, they do the big "Switch Off"
Chat about the difficulties the scouts would face with no, or unreliable, electricity supply
REVIEW
Follow-on
Take the same approach to having water on tap - another crucial element of infrastructure. What if all water had to be carried into the house, even just from an outside tap. Imagine if it was further away. Scouts could do the same with digital infrastructure and try going for a period of time with no internet (of any sort, at all at all!)
Bringing the scouts back together, encourage them to share their experiences. What was it like for them having no access to their normal digital networks? What things were just inconvenient and what ones were downright impossible? Have the scouts imagine what it would be like for youth of their own age in other parts of the world without the same level of infrastructure. What would be different about their lives, both day-to-day and in their futures? Would they have the same opportunities for entertainment, personal development and education? Is this fair?
Find out more!
Visit - www.betterworld.ie
Contact us - firstname.lastname@example.org
Produced by the Scouting Ireland Sustainable Scouting Team
SDG 9 Industry, Innovation and Infrastructure
SDG 9 seeks to develop quality, reliable, sustainable and resilient infrastructure to support economic development and human well-being, with a focus on affordable and equitable access for all. Through experiencing the lack of key infrastructure, even for a short while, scouts can develop a deep understanding of what this aim means in practice. | <urn:uuid:cfd46c02-8493-4d02-b365-4f89822883e9> | CC-MAIN-2021-21 | https://betterworld.ie/wp-content/uploads/2021/02/Sustainable-Scouting-From-Home-Badge-43.pdf | 2021-05-18T20:02:33+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00134.warc.gz | 135,132,000 | 677 | eng_Latn | eng_Latn | 0.998596 | eng_Latn | 0.998596 | [
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Reduce Food Waste at Home
Section: All
Time: 1 hour
Where: Home
Scouts investigate food waste in their own home, and come up with solutions to reduce it.
PLAN
This activity can be broken into two steps. The first task is to identify food waste in the household and the second is to come up with ways to avoid this waste. One approach would be to have a session with the scouts on the issues around food waste, and then give them advice on how to log the waste in their household. Scouts could bring their results to the next session, where they work together to come up with solutions. Alternatively, the instructions to log waste, and identify solutions, could all be done in a single session, and then the scouts work on this from home.
DO
To start with, scouts need to figure out the different ways in which food is wasted in their house. One way to do this would be having a notebook beside the bin where the family record all food as it is binned (or heading for the compost heap). The next job is to work back and figure out why the food is ending up in the bin. Here are some possible reasons:- Was there too much food on peoples plates, or too much made for the meal? Was the food handled or stored incorrectly, such as milk left out of the fridge, packaging left open or apples and bananas stored in the same bowl? If food went out of date, was it because there was too much bought when shopping, or was it forgotten about in the back of a cupboard, or hidden at the back of the fridge? The last task for the scouts is to figure out how they can cut down this waste in the future. If they have identified the problems, then the solutions should follow on from these. Proper storage and careful shopping will go a lot of the way towards reducing waste. Scouts might also come up with ideas around meal-planning and using up leftovers.
REVIEW
Give time to discuss and share the solutions which the scouts came up with. Pooling their ideas will mean that they have even more ways to reduce food waste at home.
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
In a nutshell...
Scouts figure WHAT food is wasted in their home
They work out WHY it is waste
Finally, they figure HOW this waste can be avoided
Follow-on
The scouts might like to share their ideas outside of their own homes. A poster for the den could help others to reduce waste. How about producing a short video where each scout presents an idea on how to cut out food waste, and circulate this on social media.
SDG 2 Zero Hunger
The goal of ending hunger and malnutrition is focussed particularly on the poor and people in vulnerable situations. Scouts can understand the unfairness of wasting food, while others go without, and realise that very many people don't waste food because they don't have enough in the first place. | <urn:uuid:1265059a-2c0a-46e4-95db-38d335e5806f> | CC-MAIN-2021-21 | https://betterworld.ie/wp-content/uploads/2021/02/SDG-2-Reduce-Food-Waste-at-Home.pdf | 2021-05-18T20:41:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00133.warc.gz | 129,666,432 | 620 | eng_Latn | eng_Latn | 0.998831 | eng_Latn | 0.998831 | [
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A history of Donydji outstation, north-east Arnhem Land
16
Neville White
The first official exploration of Yolngu country was by David Lindsay, who, in 1883, travelled the western edge of Wagilak land, following the Goyder River into the Arafura Swamp, where he first encountered Yolngu people and in large numbers. Soon after, in 1885, the Florida cattle station was established when a herd of cattle driven from Queensland arrived (Berndt and Berndt 1954). This was a short-lived but violent frontier, with memories of conflict and atrocities persisting today. Soon after the closure of Florida, a Methodist Overseas Mission was founded, in 1923, on Milingimbi Island, off the north-western coast of north-east Arnhem Land (Berndt and Berndt 1954). This mission settlement attracted Yolngu people from a wide area, many of whom settled on the mission. Others, like the families who set up the Donydji outstation, visited periodically for supplies such as tobacco and sugar—commodities that were also occasionally obtained from the Mainoru cattle station and Roper River Mission Station to the south. These journeys often took many months.
During World War II, Milingimbi came under air attack by the Japanese, and the Reverend Harold Shepherdson moved to a new Methodist mission site on Elcho Island, a little to the east. Shepherdson later transported, in his own single-engine plane, some food supplies and clothes to the newly created Mirrngadja outstation, using an airstrip he had helped construct in 1959 (Shepherdson 1981). In 1969, the Reverend started Lake Evella (now known as Gapuwiyak) as an outpost of the Elcho Island Mission, so as to engage with
Yolngu people further inland and to mill native cypress pine growing in the vicinity (Shepherdson 1981). Shortly before Lake Evella was set up, a mining survey party constructed a rough road connecting Katherine, south-west of Arnhem Land, to the Gove Peninsula, in the north-east. This track has become the Central Arnhem Highway, which is about 5 km further north than the original road that ran through Donydji. The construction of the bauxite mining town of Nhulunbuy began in the late 1960s, followed soon after by an alumina refinery. This has become the main service centre for all of north-east Arnhem Land and further afield, attracting Yolngu people from the entire region, who come for health and other services, such as banking, the purchase of food and other provisions, as well as motor vehicles and spare parts.
Source: Karina Pelling, CartoGIS, ANU College of Asia and the Pacific
In outlining here the origin and history of Donydji (now Gurrumala) outstation, I suggest that it was not established as a move away from the larger centres in rejection of the settlement lifestyle, although I think it has become such. Rather, the aim was to protect the area from outside interference by mining companies as well as the utilitarian desire to stay near the airstrip (constructed by a mining survey team) so as to obtain food, materials and, it was hoped, health services. Strong emotional attachment to this place was just as important: the two senior Ritharrngu brothers who chose to establish the permanent camp at Donydji had never left their land. Three years ago, I recall two elderly Djarrwak women living at Balma, to the east, telling me that these old men never left their country during the Yolngu 'wartime': 'They were strong and stayed. That's what we think about them.' 1
Photo: Neville White
1 This is probably a reference to the conflict taking place in north-east Arnhem Land during the 1930s, both with outsiders and internally (see Berndt and Berndt 1954).
The young generation, however, sees living in the homelands as an assertion of self-determination—a need to show the outside world that they care for their country and choose to live on it. In fact, some young people—men and women— see it as an act of defiance in the face of increasing pressure from governments, miners, tourism interests and others to have them give up their homeland and move into the government-defined 'hub centres' with the promise of better servicing and social control through police surveillance.
Since 1974, I have spent about two months every year living in Donydji, conducting research and working with the residents as an advocate and in community development. Starting in 2003, this has been as project leader of the Mittjiwu Djaaka (Caring for Our Community) Project funded by philanthropy with support from volunteers, especially Vietnam veterans with whom I served as an infantry conscript. The story I tell here, then, is based on a long-standing relationship with the Yolngu in and around Donydji.
Donydji outstation takes its name from a very important Ritharrngu sacred site nearby. The wider area, called Gurrumala, was (and is) seen to be a 'company' area under the custodial jurisdiction of three Ritharrngu clans with ceremonial connections to different species of paperbark trees growing along the river close to where the outstation is located. Before 1968, the Ritharrngu and Wagilak families now resident at Donydji were, to a considerable degree, nomadic, largely dependent on traditional wild food resources. Much of their time was spent exploiting the area between Donydji and Mirrngadja to the north, although their economic range also covered the country of Ritharrngu and Wagilak clans with whom they had strong marriage relationships, and extended over about 4,000 sq km. These people were among the few remaining Aborigines living in, and off, the bush, although they had substantial contact with mission stations in the region.
In 1967, several of the people who later took up residence in Donydji were engaged occasionally in walking from the long-standing Mirrngadja outstation to a mining camp that had been set up on the Donydji River at Gadadhirri, a little downstream from where the outstation is now. In return for their efforts, they received sugar and tobacco, according to some of those who were involved. 2
In 1968, a bush airstrip was constructed near its present location by the mining survey team with the assistance of some of the Yolngu. About this time, geologists damaged a sacred site by removing a core from one of the granite boulders that form the Djawk constellation, which both represents and embodies the Ritharrngu clans. These events prompted the establishment of a permanent camp at Donydji: the airstrip added to the resource base by providing access to tools,
2 Nicolas Peterson, while carrying out fieldwork at Mirrngatja, confirmed these reports.
food and occasionally medical care, while the damaged sacred site emphasised to the Aborigines the need to guard their land. Since then, the outstation has functioned as a permanent base camp, with households moving in and out in response to the availability of resources, and to social tension. In recounting to me the history of the outstation, Yolngu placed far greater emphasis on site protection than on the acquisition of Western goods that Nic Peterson, working at Mirrngatja, saw as the imperative.
During 1975, the community was swelled by a number of families and single men from the Malabarritjarray (also known as Madarrpa) Ritharrngu clan, who travelled up from Roper River. These people came to try to resolve the responsibility and subsequent compensation for the damage to the Djawk. Not then having a working knowledge of Wagilak, I had to rely on my friend Yilarama to explain some elements of the meetings and ceremonies. His English was not good at that time and my Wagilak was much worse. It seems that the Birdingal and Gulungurr clansmen were held responsible for allowing the mining company to drill into the stone. I still do not know what, if any, material compensation was paid to the Madarrpa Ritharrngu and other custodial clans. I did record, however, that the same groups came together soon after for a Marradjiri ceremony, which was taken west into Rembarrnga stone country. 3 It was only in recent years that these stone country and eastern Ritharrngu clan members returned to Donydji to reside for short periods, to participate in ceremonies or join in negotiations over mining exploration (all rejected), roadworks and other development proposals. In late 2013, representatives of these groups and other custodians gathered in Donydji to consider the gas pipeline proposed by Rio Tinto for its alumina plant in Nhulunbuy.
During the 2013 pipeline negotiations, there was strong disagreement between men from the southern clans—who anticipated a financial windfall but who, it was made clear, had never been carers for the country in dispute—and those opposed to economic development of this kind. After sometimes heated and dramatic discussions over two days, and unlike the earlier applications, approval was finally given for a pipeline to be constructed across Ritharrngu and Wagilak estates in the vicinity of the outstation. However, not long after this meeting, the plans were shelved by Rio Tinto.
3 Six months after this ceremony, an elderly Wambukungu Rembarrnga widow came to Donydji as the first wife of one of the Birdingal Ritharrngu.
Missionaries and evangelism
An important influence in Donydji's history has been the presence of Methodist missionaries. In particular, the Reverend Harold Shepherdson from the Elcho Island Mission was instrumental in supporting a number of homelands in their early years, among the earliest being Mirrngadja from which Donydji was a spinoff, by flying in some basic food staples, and of course, Bible study materials (even though no one at Donydji could read English and few could speak it). 4 'Bapa Sheppy' had a good relationship with these homeland residents and was understated in his proselytising. He believed that people should be helped to stay on their country if that was what they desired. Taking the 'good works' of the mission to the Yolngu living on their traditional lands rather than drawing them into the mission would, he claimed, reduce conflict in the large centres. Cole (1980: 89) visited the area as a missionary in 1979, and wrote that 'only Dhonydja [sic] continues during the wet season', and the people were 'a happy integrated group, hunting and living largely off the bush'. His observations were made before the wider decentralisation movement in eastern Arnhem Land, and demonstrated the commitment that those Yolngu people made to stay on their traditional land.
Cole (1980: 89) 'reported the 'local aboriginal church worker' spoke of the [Donydji people] as 'good and faithful people, part of God's family and sharing the gospel with each other'. During the 1980s, a form of Pentecostalism, which I believe was associated with a Billy Graham-inspired crusade, spread through Yolngu country, including Donydji (see Bos 1988). Among its manifestations was a type of cargo-cult mentality by which men would gather in a crowded bark hut calling out through prayer for food and asking God to send some buffalo bullets. There was also a very strong fellowship movement in which young men and women danced around a large crucifix and practised faith healing. People travelled widely to fellowship gatherings, thereby substantially expanding their social connections, including marriages, beyond Yolngu country. 5 Before these evening fellowships, the single men would spend a great deal of time viewing themselves in fragments of mirrors, brushing their hair, rubbing oil over their skin and generally preening themselves; so, too, did the women. These were times when Jesus gave permission for single men and women to hold hands and praise the Lord. They would then pile on to a dilapidated tractor-trailer with no springs and be towed 27 km or more to another crucifix arena in the then deserted outstation of Dhunganda.
4 See also Morphy and Morphy, this volume.
5 My notebooks during that time are replete with expletives, bemoaning the hallelujah-ing of the latenight fellowships that deprived me of sleep.
The current, self-proclaimed leader of Donydji is a 58-year-old Birdingal Ritharrngu man I shall call Henry. In 1986, at the very start of the Christian fellowship in the homeland, Henry appointed himself a lay minister and led the night-time fellowship gatherings, providing sermons and hymns very often in a largely unintelligible form of English. The only obvious English words that I understood were 'Praise the Lord', 'God Jesus' and 'Hallelujah'. On the occasional Sunday morning, Henry conducted something that resembled a Catholic Mass in which he used red cordial in a cut-down plastic bottle and pieces of damper as the sacrament. In these gatherings, males and females were kept apart. The first kit-house sent to Donydji was destroyed when the aluminium frames were cut up to manufacture crucifixes. Through his Christian leadership, Henry gained considerable secular authority among missionaries and homeland support agencies that no doubt contributed to his current leadership role in Donydji.
This Christian activity peaked from late 1988 to 1992. Faith-healing sessions became important. I believe this resulted from the death, in 1987, of Henry's older brother and favourite son of the two senior Ritharrngu clansmen. As is the case with most unexpected deaths, it was attributed to sorcery or a 'Galka'. 6 As far as I am aware, the 'murder' was blamed on a failure to pay properly for participation in a Nara ceremony (see Warner 1958) that was held near the Arafura Swamp.
A consequence of this religious movement in Donydji was the return to the community of a number of women, young and old, many with their children. Christian leaders such as Henry had stressed in their sermons the importance of following Jesus as a way to bring people together and stop the fighting and harm that Yolngu were causing each other. The fellowship emphasised the role of the homeland in proving a more secure and safer environment, especially for women and children, away from the larger centres such as Gapuwiyak, the hub settlement about 130 km to the north-east by road, where there was growing social dysfunction, substance abuse and anxiety from threats of sorcery and Galka. Some of the women were torn between their desire for life in Donydji and what they saw as the need for at least some Western education through the school at Gapuwiyak. At that time, and indeed until very recently, the Gapuwiyak School authority did not support schooling in the homelands; if carers wanted a Western education for the children, they were expected to move to the nearest 'hub' school.
6 Said by some Yolngu to be a murdering manifestation or operative of a malevolent spirit that can take many forms.
The school
Residents were vocal in their desire to have a school at Donydji, recognising that unless their young people learned to read and write English and had numeracy skills, both they and the community would continue to struggle in negotiating for community infrastructure and their aspirations for the future. They were adamant that Western schooling should occur on their own land in the safety of their homeland community, where children and young people could also learn about their own language and culture. As one man said, 'the place needed to know their smell'. It was at the end of 2001, about 26 years after their own brief experiment with running a school was ended, and after continual lobbying, that Shepherdson College in Galiwinku on Elcho Island sent a teacher to Donydji, where she spent three days a week teaching under a bark and plastic shelter that had no protection from the hot gusting winds of the late dry season or from wet season rain. The education authorities were approached for a classroom, but the response was that the children needed to demonstrate their commitment to learning for a further 12 to 18 months before funding would be considered. Working with one of my postgraduate students, I decided to seek funding for a schoolhouse from charitable organisations in Melbourne through the Rotary Clubs of East Keilor and, later, Melbourne—a highly successful relationship that continues to this day. This, then, was the start of what has been the most significant development in at least the recent history of Donydji: the Mittjiwu Djaaka 'Caring for Our Community' Project, which has brought together philanthropy, volunteerism and, at times limited, government-funded organisations that should be providing infrastructure and services to homelands.
The first building completed was the schoolhouse in 2003, which soon had 35 students. A new government-funded school and teachers' residence were constructed once the original school was shown to be a success, with the children and their carers committed to a community-based Western education that incorporated local cultural studies. A number of families subsequently returned to Donydji to take advantage of the school. As a consequence, additional housing was needed. Since that time, charitable organisations operating through the Rotary Club of Melbourne (RCM) have provided close to $1.7 million for the construction of a trade training workshop, four small houses and a threeroom single men's quarters built to a design developed by the local people, all of which have solar power, three ablution blocks with laundries and solar hot-water, and three outdoor hearth-kitchens, also designed by the residents. The RCM not only raises funds for the purchase of equipment and materials for the Mittjiwu Djaaka Project, it also provides travel and support for a group of mainly Vietnam veteran volunteers. These and some other volunteers have
worked with the youth and young men (mainly) for one to two months each year since 2004, imparting practical skills in constructing the buildings and providing basic literacy and numeracy in the workplace.
In 2013, for the first time, there was a five-day school week. This was the initiative of the Mittjiwu Djaaka Project after the principal of Shepherdson College informed the community in November 2012 that government funding would only permit effectively two days of teaching each week. Before this, there was rarely a week when the school ran for more than three days; often children gathered at the school waiting for the teacher to come. The week-long teaching program, available to other children throughout Australia, was made possible by a young volunteer from La Trobe University. He agreed to live and teach in the school for the first semester of 2013. This proved to be very successful and he returned in the second semester on a salary, 40 per cent of which was provided through the RCM. The daily attendance was between 18 and 25 children. This was about 85–90 per cent of the school-age residents, compared with the 30 per cent or so regularly attending school in the hub communities.
In semester one 2014, teaching days were once again irregular and some children reluctantly moved temporarily to Gapuwiyak. Some community members complained that they were being neglected by Shepherdson College, supporting their view that 'the Government' wanted to force them from their homeland. As a consequence of what they saw as inadequate teaching, residents held a meeting in Donydji in May with the principal of Shepherdson College. They expressed their view that the operation of the Donydji School should be transferred from Shepherdson College to the Gapuwiyak School. Teachers would then drive to and from Donydji rather than use costly and irregular charter flights from Elcho Island. They argued that this arrangement would ensure at least four teaching days per week for the Donydji pupils. Following a letter to the regional director of education with their request, the transfer occurred in time for the second semester. The NT Education Department almost certainly made the decision on financial grounds rather than education outcomes.
Photo: Neville White
The Donydji experience has shown that homeland education would benefit from being community-based and individually targeted rather than following the national curriculum and its inappropriate benchmarks. Most of the young people in Donydji over the age of about 14 have not acquired basic primarylevel literacy and numeracy skills, and are thus not academically equipped to enrol in the middle and senior school classes corresponding to their age groups. Therefore, workplace-based literacy and numeracy and vocational education could replace the formal structure of a primary through secondary curriculum. A community-based approach would also recognise the important role that elders have in passing on cultural heritage, including local languages and an understanding of traditional values.
The recently deceased community leader of Donydji said to me shortly before he died that 'my language [is] Ritharrngu: this place [is] Ritharrngu, why they come and teach our children in a different [Yolngu] language? Young people are forgetting their fathers' tongue.' Shortly after this conversation, I raised his
concern with the assistant teacher, a young literate Djambarrpungu woman who was the only person in Donydji, indeed in the wider Yolngu community, who could write in her own as well as her mother's Ritharrngu dialect. It was decided that she would teach the older students Djambarrpuyngu, which was commonly spoken in Donydji, and Ritharrngu. Not a single student of any age could write or read his/her own dialect. Classes were given on Fridays, one of the days when there was no visiting teacher. English translations were also given. Back in Melbourne, I received a rare phone call from a 16-year-old young man, who thanked me for helping set up the Yolngu literacy class, saying that it made him feel proud and want to learn more at school.
Apart from the mentoring provided by the volunteers, there is still no formal vocational education and training course provided to the young men in Donydji—that is, those aged between about 14 and their late 20s—despite the construction of a fully equipped community training workshop. The NT education authorities no longer include vocational and adult education in school programs and hence funds are not available to run teaching programs. The Mittjiwu Djaaka Project has, however, demonstrated that vocational education and training is popular and can be successfully implemented.
For the first year after the workshop was built in 2005, there were 12 trainees who wanted to continue the training program established by the volunteers. Not long after the latter departed, a visiting teacher wrote saying the young men had approached him 'in high spirits and full of enthusiasm', anxious for more training and work experience. There were other young men from surrounding homelands and, indeed, the hub communities who wished to participate, but there was insufficient accommodation and food in Donydji to support them. The then principal of Shepherdson College recognised the value of the youth training initiative and provided a trade-qualified teacher to develop a workshop program for the next 12 months. The technical teacher later wrote to me saying that the students had displayed a 'real enthusiasm and motivation in working towards improving their own situation', and it was 'this willingness to work and learn that was his initial motivation to go and teach them'.
The young men acquired sufficient trade skills and team spirit to undertake building maintenance work under the supervision of the Vietnam veterans, who tendered for the job on their behalf. This work was satisfactorily completed for less than half the amount demanded by outside contractors. It was the first paid work any of them had ever done. Individual and collective self-esteem blossomed, and participants were keen to continue training and work. Sadly, the college's new principal decided not to continue this arrangement, saying it was not for him to provide technical training since Donydji's 'was not a real school'; it was a 'homeland learning centre'. The supportive and technically qualified teacher was moved to another school to teach the primary school curriculum
where his vocational training skills were not utilised. As an alternative, the principal instructed the primary schoolteacher to provide cooking lessons for the young men. Most of these youths wanted to learn the skills of a motor mechanic or builder, for example, and found it difficult to fit into the mixedage primary to early secondary classroom with boys and girls, their kin, who ranged between five and 15 years of age. As a consequence, Donydji school enrolments fell by 50 per cent, with most of the youths and young men moving away from the community due to boredom.
Photo: Neville White
The NT Education Department's withdrawal from vocational education and the low level of literacy and numeracy of Donydji people have meant that they would not be offered apprenticeships anyway. However, a recent Federal Government initiative does revive the possibility of vocational training and local employment prospects for the majority of young adults in Donydji who desire it. 'I want to live here in Gurrumala; there is too much humbug in Gapuwiyak', one teenager said to me recently. 'We can go hunting here but sometimes we get bored like it is there, and I don't want to sit around or just cut grass and clean up rubbish.'
In August 2014 the Vietnam veteran volunteers and I established a fruitful working relationship with field staff of the recently established Miwatj Employment and Participation Limited (MEP) group in Yirrkala. This is the
local contractor for the Commonwealth Government's new Remote Jobs and Community Program (RJCP), set up to supervise work-for-the-dole and be a replacement for Community Development Employment Projects (CDEP).
It is designed to increase the level of participation in the mainstream economy by encouraging and fostering new employment and training opportunities. It is also intended to foster self-sufficiency, resourcefulness and community participation where jobs are scarce—such as in the homelands. 7
Photo: Neville White
MEP has agreed to continue the Donydji Workshop program. Materials were supplied by MEP to enable the volunteer mentors to train 11 young men to manufacture furniture and food boxes requested by Yolngu in Donydji and other centres. Many of the products will be sold, with the money to be returned to the workshop to pay top-up wages and buy the required tools and materials. As with many initiatives in Aboriginal Australia, apparently straightforward solutions to problems in community development become entangled in bureaucratic
7 Email, 11 July 2014, from the acting CEO, Laynhapuy Homelands Aboriginal Corporation.
incompetence or oversight. In this case, while RJCP policy is focused on training and employment, it appears to have made no provision for paying participants or setting up businesses in the homelands. A solution needs to be found.
Responses to mining and other development interests
As indicated above, people living in Donydji have traditional custodial rights over a substantial area of inland Yolngu country. For this reason, members of the outstation community are continually being called on to attend meetings on mining exploration proposals. The custodians' frustration about these meetings and their determination to resist these pressures are evident in a speech by my late companion Roger Y. Birdingal, which I recorded. It was made to a public meeting at Gapuwiyak on 11 January 1983, held to respond to applications for mining exploration and a gas pipeline corridor:
We are not going to change our law the way you white people keep changing yours. Every year you question us about our land. We will not give it to you. You argue strongly for mining, but you will not destroy us … There are plenty of minerals for you in your own country. You have no permission from us. We are the landowners here. The trees are ours. The water, the rocks, the turtles and all the animals in the bush—all are ours. (McKenzie et al. 1984)
The next year, Roger again expressed his frustration and anger over the constant pressure on him and his family from mining companies through the Northern Land Council.
It was evident that a different strategy was needed if the cultural and biodiversity values of the region were to be both respected and protected. To this end, I travelled with Roger to Canberra in the early 1990s to meet with senior staff in the Australian Heritage Commission. They encouraged us to nominate this unique cultural and natural landscape for inclusion on the Register of the National Estates. This would provide national and global recognition for the Yolngu custodians and their lands as well as legislative protection from environmental damage.
Roger and his kin decided to proceed with a nomination. For the next three years, consultations and additional scientific and anthropological research were conducted at Donydji and other homelands and settlements. The nomination was based on the area being recognised as a cultural landscape, arguing that there were both high cultural and natural values that were intimately connected with
and dependent on the ongoing Aboriginal occupation of the region, especially by homeland residents. The Arafura Wetlands and Surrounds was finally interim-listed—a decision celebrated at a ceremony in Yirrkala in June 1993.
In 2001, the Arafura Wetlands and Surrounds was placed on the Full Register of the National Estate. This followed further field research with the communities involved and having to deal with strong opposition from a number of organisations, including mining companies, the NT Chamber of Mines and the Northern Land Council. The listed area of 600,000 ha became the largest Aboriginal cultural landscape on the list. However, despite the ceremony and promises, the Yolngu custodians were badly misled: there was no apparent benefit to them in the face of growing development pressures from mining companies for major roadworks, the construction of a fibre-optic cable through Donydji and proposals such as a gas pipeline to Gove.
Apart from the failure to conduct the appropriate social and environmental impact studies supposedly required by the heritage legislation, the promised economic, social and environmental benefits have not eventuated. Certainly, the Yolngu have no greater control over, or protection of, their cultural landscape than before the listing. Furthermore, it was recently discovered that the 'Arafura and Surrounds' has been transferred to the Non-Statutory Archive of the Register of the National Estate, rather than being added to the new National Heritage List. This 'provides recognition but not protection', according to an officer of Australian Heritage in a recent telephone conversation. The change in status was done without any consultation, explanation or even notice of the decision to those involved in the nomination.
Nevertheless, one positive development resulted from the nomination exercise: the formation of the Arafura Catchment Ranger Program, which brought together five homelands in the southern wetlands and the southern catchment. The communities worked together on occasions, particularly on biological surveys and in land management workshops. They each had their own rangers wearing their own carefully designed logos, who worked in the vicinity of their homelands addressing local natural and cultural resource issues. The ranger network was formed in 1996 and ran until 2002, funded by small grants obtained though the National Heritage Trust. During this time a number of intensive biological surveys were conducted in partnership between rangers from each of the five communities and scientists from the NT Parks and Wildlife Service and La Trobe University. One such survey centred on the top of the Koolatong River in the Mitchell Ranges. It was here I discovered how rapidly detailed knowledge of the cultural landscape is being lost. The last Traditional Owner raised in this rugged country, a Madarrpa Ritharrngu man, had died six months before the expedition. The other senior men in the ranger group who travelled through the country in their youth could not recall, if they ever knew, details of placenames
and sites of cultural significance. All were pleased to have returned and strongly expressed their emotional attachment to the place, promising the country that they would return and better care for it in the future. There are few remaining Yolngu who have detailed knowledge of the cultural landscape on which they were raised and with each death the world loses forever an irreplaceable fragment of a deep intellectual tradition and understanding of our world.
In 2011, the Gurruwiling Ranger group based in Ramingining employed the Donydji leader as one of its rangers to allow them to extend their carbon credit fire management program through Ritharrngu and Wagilak country. To date, there has been no attempt to train and employ other people from the community.
Service delivery
One of the major problems and ongoing frustrations for Donydji has been the poor provision of infrastructure maintenance and community services. Service delivery is far from rational; services and resources do not come from a single hub. For example, again the teacher travels by charter flight to and from Elcho Island (until this semester there were sometimes four flights per week); food and irregular health visits come from Gapuwiyak, about 90 minutes away by road; while maintenance and municipal services are supposed to be provided by the Laynhapuy Homelands Aboriginal Corporation at Yirrkala, some 300 km to the north-east, along the main road that runs past Gapuwiyak. Logic would suggest that Gapuwiyak would be the hub for all these services that have been so poorly organised and coordinated. In the words of the historian and writer Don Watson, who has visited Donydji on six occasions in recent years, 'the daily life of the people is conducted in the shadow of this incompetence, waste and neglect. The stories are funny, in the manner of Russian satire, but the reality, like the Russian one, is corrosive and dispiriting' (2007).
Donydji homeland today
On my first visit to Donydji almost 40 years ago, there were 58 people in 12 households; 11 of these were headed by Ritharrngu or Wagilak, with only one of them Djambarrpuyngu (at that time identifying as the Liyadhalingmirri, but now calling themselves Guyula). On my most recent visit, one month ago (May 2015), there were 56 residents, 22 of whom are under the age of 17. Now, however, of the nine households, only two are Ritharrngu, none is Wagilak and the rest are Guyula. Most of the Ritharrngu are widows (sisters) of the Djambarrpuyngu men (mainly brothers). Of the bachelor Ritharrngu men who were there in 1974, and who stayed until their deaths, only three established
married households at Gurrumala. There is now a much larger social range with greater marriage distances than was the case in earlier years. As a result, there has been a breakdown in customary marriage relationships. A source of recent conflict has been a number of irregular 'marriages' that would once have resulted in serious injury or death to one or both of the couple involved.
In the early years of the outstation, there were nearly always families in residence, although numbers fluctuated as family groups resumed a nomadic lifestyle or moved away due to tensions and conflict. This stemmed from preoutstation life where band size varied through fission and fusion in response to economic, social and religious imperatives. People are now more reluctant to leave their houses and personal possessions, because others, especially visitors, might take or damage them. This is the reason for the continual demand for locks on doors, boxes and bags! As a consequence, tension and conflict rise within the community. For this reason, among others, there is a strong need these days for community-focused leadership rather than authority imposed within and among close families.
In the early days of the outstation, the elderly Ritharrngu brothers who were largely responsible for its establishment were respected and feared in equal measure. Their reputation as ceremonial leaders and fighters was far reaching, and they had sons and sons-in-law who could defend their interests. Their authority generally went unchallenged in the community. After they died, one of their sons, TGB, took on the mantle of leadership. TGB was also widely respected, and in contrast with some of the other male members of the homeland, he considered the interests of the wider outstation community. After TGB's death, his younger brother has become leader—the 'number-one landowner'. He is yet to command the same respect and authority as his 'fathers' or older brother and is finding it difficult to adopt a community perspective in his decision-making.
Tradition-orientated social groups in Aboriginal Australia did, and still do in many cases, function through nepotism and self-interest. Despite the widely held view of a caring and sharing society as well as the anthropological literature on ideal customary sharing and generosity, there is very often reluctant reciprocity. 8 It is not uncommon for much desired items such as honey or tobacco to be hidden or remain undeclared when requests are made to share, or they are consumed out of sight of others. As in all societies, there were, and still are, greedy people who will bend the customary rules to satisfy their own interests. The same applies to the other base emotions, jealousy and envy.
8 Peterson (1993) uses the term 'demand sharing', while B. Schebeck, footnoted in Peterson's article, calls it 'mutual taking'.
Many Yolngu, particularly men, are secretive about their bank and credit union accounts, and carefully guard access to them, unlike most women, who commonly hand over their debit cards and bank details to their kin. Often this is on demand. The great imperative of men is to acquire a motor vehicle, the most prized being four-wheel-drive Toyotas. Invariably, they seek money from their sisters, mothers and grandmothers and thereby have a substantial negative impact on food supplies and other necessities.
Money, mainly from social welfare (only two people, both working in the school, now earn wages), is being spent not only on the purchase of cheap four-wheeldrives, but also on their repairs and fuel. On my visit to Donydji in November 2013, there were 13 'dead'—that is, unserviceable—motor vehicles in the outstation, not including a similar number in the community rubbish dump. While there is a good deal of 'bush mechanic' work done on the homeland through the workshop, the only qualified mechanic and spare parts outlet is in Nhulunbuy. In desperation, men from Donydji try to drive their mechanically unsound vehicles to Nhulunbuy, almost a day's travel to the north-east, where not only is servicing very expensive but also police sometimes confiscate the un-roadworthy vehicles. Frequently, vehicles do not complete the journey and are left by the roadside, where they are very often stripped. In addition, there have been many occasions when people have taken a four-wheel-drive bush taxi to Nhulunbuy to purchase parts and food and sometimes sell their craft work— at a cost of $950 for the return trip (this is cheaper than a charter flight). On one occasion known to me a family spent $950 to sell $1,200 worth of craft that was to have been used to purchase clothes and food for the community.
In addition to wanting to buy food and goods not available in Gapuwiyak, a number of the residents have established bank accounts in Nhulunbuy because they do not trust the Yolngu in Gapuwiyak. This means even more frequent trips to the town in their own dilapidated vehicles, or by bush taxi or air charter, and less money for food and essential supplies. The Yolngu in Donydji, especially children, often complain that they are hungry, and despite the introduction of school breakfast there is a need for improved strategies to ensure food security, particularly for the schoolchildren and older women.
These demands on the cash economy of the outstation create the major source of tension among the residents. It has led to public accusations of greed and placed particular strain on the few wage-earners, who have suffered from the envy and jealousy of others, to the point where one young woman rejected an offer of paid employment. More frequent and extravagant funerals have contributed substantially to the financial and resource burden on the community in recent years. Associated pressures on resources have also been responsible for members of the Ritharrngu landowning group challenging people from other clans over their right to take up residence in Donydji.
Apart from changes in leadership, social composition and the economy, there has been a substantial change in the diet and foraging and hunting range of the Yolngu. In the early 1970s, families still traversed an economic range of 3,000–4,000 sq km. At that time, the bulk of the diet was vegetable, foraged by the women, while the men went out less often and over longer distances to procure fish and small game with the occasional kangaroo or wallaby, emu and, very infrequently, the big game of buffalo and wild cattle (White 1985). About 80 per cent of the annual food intake was wild food. Today, most of the fishing and hunting expeditions are undertaken in four-wheel-drive vehicles using shotguns and rifles. Fewer locations are visited, but the hunters and fishers can travel further and bring more meat back to camp than was possible previously. Now that people travel less on foot, at least over wide areas, patterns of burning and fire management of biodiversity and bush foods have changed in ways detrimental to the landscape. As noted above, knowledge of the country and its resources among the younger Yolngu is also being lost—or was never learnt. A more subtle consequence of this is a poorer understanding of songs and myths that often require a detailed knowledge of particular places through time.
The focus on hunting big game has meant an increase in wild meat and fat in the diet. Women, especially the young ones, are reluctant to forage, particularly in the thickets and swamp land, because of their fear of buffalo and pigs, the numbers of which have increased dramatically over recent years. Furthermore, with many people living in the homelands throughout the year, local vegetable foods and fruit have been hard pushed. Indeed, even in earlier times the economic range around Donydji over the seasonal cycle would have struggled to support the number of people now living in the homeland. Women now spend more time purchasing store foods from Gapuwiyak, where they use their Government Basics card.
With less foraging over a reduced range and changing food preferences, there has been a noticeable decline in ecological knowledge among the younger Donydji residents. Between 1972 and 1985 at Yirrkala, I found there to be an approximately 30 per cent loss of knowledge of plant names among men and women under early middle age. This figure is probably greater today in Donydji in the mid-teens to mid-20s age group. Of 106 species of roots, fruits and seeds in the diet in the early years of Donydji, only about 18 to 20 are now being commonly eaten (White 2001). Foods such as cycad seeds that were once carbohydrate staples for much of the year are now, like many other wild plant foods, used only as emergency foods. Today, while wild foods remain important to the community, with almost all meat being hunted and all fish caught, only about 20 per cent of the fruit and vegetables consumed during the year are from the bush. Exceptions are fruits during the wet season and early dry, and wild honey during the dry season. There is evidence that these dietary changes,
particularly the greater dependence on the Arnhem Land Progress Association store in Gapuwiyak, are leading to a decline in nutritional health when compared with the indicators of nutritional status that were recorded nearly 30 years ago (O'Dea et al. 1988). Body mass index (BMI) and abdominal fat—both indicators of the risk of cardiovascular disease and type 2 diabetes—remain lower in the long-term Donydji residents than for those living in the settlements and towns of the region (Jones and White 1994), but their increasing reliance on store food could undo this.
With the improvements in infrastructure and amenity in Donydji, largely through the Mittjiwu Djaaka project, there has been an increasing number of Yolngu visitors and short-term residents who have links to the homeland through either country or close family association. Families and young men often arrive on weekends to go hunting. Against the wishes of the community, some young men sometimes bring ganydja (marijuana), although most people reject it and the police at Gapuwiyak have been asked by residents to intervene. The visitors are coming mainly from Gapuwiyak but there are others from large centres such as Roper River, Numbulwar and Beswick, where there is considerable social dysfunction and where many of the children display antisocial behaviours.
Concluding remarks
There are a number of external and internal forces that threaten the ongoing development and future viability of Donydji outstation. For the community to develop in line with the aspirations of most of its residents, solutions must be found to the following urgent issues:
* the failure of government-funded Homeland Resource Centres to effectively service homelands, and the general lack of coordination between government and local agencies
* the lack of educational and training opportunities for youth and young adults who are not equipped for formal secondary education
* the lack of local employment opportunities despite the willingness of residents to participate
* the need for the newly initiated RJCP services to be given the necessary personnel and resources to achieve their aim of fostering 'self-sufficiency, resourcefulness and community participation where jobs are scarce'
* the lack of community-focused leadership and financial skills
* major health concerns among homelands residents; among the most urgent are dental disease, parasite infections and the availability of fresh food, especially during times when bush foods are scarce.
Donydji residents have expressed a strong desire for employment programs such as those trialled with the volunteers. With outside supervision in the early phases, there are opportunities for commercial craftwork by men and women, and possibly, ecotourism and/or study tourism involving small special interest groups. These might include university students from relevant disciplines, bird watchers and botanists. Local ranger-supervised hunting has been suggested, but this needs careful consideration for a range of environmental and social reasons. A successful educational exchange program involving Eltham High School (EHS) in Melbourne has been in place since 2010. Students from EHS spend approximately two weeks with their peers at the Donydji School learning about local Yolngu culture and languages. The high school makes a financial contribution to the Donydji community as well as building mentoring partnerships among the students. These will include visits to EHS by some of the older Donydji students, where they will undertake short vocational education and training courses.
Apart from the social justice and moral arguments that justify support for homelands, the land management practices of these communities are crucial for the maintenance of biodiversity; funds would be well spent in this area since it not only provides particularly satisfying work for many young Aboriginal people, but also allows Australia and Australians to preserve the natural and cultural values of these places for the benefit of future generations—black and white.
I strongly believe that, for this part of Aboriginal Australia at least, homelands provide the best opportunity for the Indigenous people to acquire the skills and education necessary to engage with wider Australia in the longer term, while living as they wish on their traditional lands away from many of the serious problems confronting the larger communities and towns. They also function as rest-and-recreation or respite centres for Yolngu who live in those larger centres. This benefits their mental and physical health and allows social bonds to be reinforced.
There is an additional and compelling reason to invest in outstations, one that should be attractive to economic rationalists. Evidence is mounting from medical doctors and health economists (Rowley et al. 2008; Campbell et al. 2011) that it is cheaper for governments, and taxpayers, to help people stay in their outstations than to have them migrate to the larger settlements, towns and fringes of cities such as Darwin and Alice Springs. In these centres, they do not have the social, emotional and physical support as in the homelands and are more likely to participate in substance abuse, self-harm and social disorder as 'long-grass people'.
I conclude with two quotes: the first, by Watson (2007), expresses the pessimism of many in the wider Australian community, and I sense, of the NT and Federal governments, towards the future of homelands:
No white community would stand for [the ineptitude of the bureaucracy] but then, in general, white communities are not so heavily dependent on the Government. Some are, of course; and some, like the Aborigines of the outstations, chose to live in remote and unproductive places. But the white people who do this are commonly esteemed as authentic, if not 'iconic' Australians, and the passing of their way of life is reckoned a national tragedy. There was a time when it seemed possible the country would think this way about the Aborigines living on their homelands, but it now seems certain that this time has passed.
The second quote is from a letter written in 2012 by Joanne Yindiri Guyula and her sister Sonia Gurrpulan. The former was then the assistant teacher at Donydji School but is now completing a tertiary teaching degree in Darwin. The young women asked me to deliver their letter to the Rotary Club of Melbourne. It conveys their desire to remain in their homeland, while recognising the need for ongoing outside support to secure its, and their own, future well-being:
Napuya yakuy djaal'thirr … Bilinu nhumaya latjuwatju dhuya gunggayunanu napuunha.
We would like you to be friends of our Donydji community and help us to build a happy future for our young people. At Donydji we don't have grog or drugs and we look after our kids and the old people. Before we only had bark huts and no school. Already you good people have helped us.
The RCM responded by establishing the 'Friends of Donydji' to raise funds for education and training in the homeland and provide support for volunteers to work with the residents.
Unlike Don Watson, I believe that with a more sympathetic, considerate and competent approach to homelands by the Federal and NT governments and their agencies, their value will be recognised by a majority of Australians.
In its Outstations policy Discussion Paper of July 2008, the NT Government (2008) claims that it 'values the contribution of outstations to the economic, social, and cultural life of the Territory, and the important role they play for Indigenous Territorians who have chosen to live on their traditional lands'. If this is the case, the NT and Australian governments should put their words into action and show a stronger commitment to ensuring their survival.
References
Berndt, R. M. and Berndt, C. H. 1954. Arnhem Land: Its History and Its People. Melbourne: F. W. Cheshire.
Bos, R. 1988. Jesus and the Dreaming: Religion and social change in Arnhem Land. Unpublished PhD thesis. University of Queensland, Brisbane.
Campbell, D., Burgess, C., Garnett, S. and Wakerman, J. 2011. Potential primary health care savings for chronic disease care associated with Australian Aboriginal involvement in land-management. Health Policy 99: 83–89.
Cole, K. 1980. Arnhem Land: Places and People. Adelaide: Rigby.
Jones, C. O. H. and White, N. G. 1994. Adiposity in Aboriginal people from Arnhem Land, Australia: Variation in degree and distribution associated with age, sex and lifestyle. Annals of Human Biology 21: 207–27.
Jones, R. and White, N. G. 1988. Point blank: Stone tool manufacture at the Ngilipitji quarry, Arnhem Land. In B. Meehan and R. Jones (eds), Archaeology and Ethnography: An Australian Perspective. Canberra: Department of Prehistory, Research School of Pacific Studies, The Australian National University, pp. 51–87.
McKenzie, K., White, N., Jones, R., Winingbir, R. A., Shebeck, B., Sekars, M. and Yilarama, R. 1984. The Spear in the Stone: A Study Guide. Canberra: Australian Institute of Aboriginal Studies.
Northern Territory Government 2008. Outstations policy. Discussion Paper. Darwin: Northern Territory Government.
O'Dea, K., White, N. G. and Sinclair, A. J. 1988. An investigation of nutritionrelated risk factors in an isolated Aboriginal community in northern Australia. Medical Journal of Australia 149: 177–80.
Peterson, N. 1973. Camp site location among Australian hunter-gatherers: Archaeological and ethnographic evidence for a key determinant. Archaeology and Physical Anthropology in Oceania 8: 173–93.
Peterson, N. 1993. Demand sharing: Reciprocity and the pressure for generosity among foragers. American Anthropologist 95(4): 860–74.
Rowley, K., O'Dea, K., Anderson, I., McDermott, R., Saraswati, K., Tilmouth, R., Roberts, I., Fitz, J., Wang, Z., Jenkins, A., Best, J. D., Wang, Z. and Brown, A. 2008. Lower than expected morbidity and mortality for an Australian Aboriginal population: 10-year follow-up in a decentralised community. Medical Journal of Australia 188: 283–87.
Shepherdson, E. 1981. Half a Century in Arnhem Land. Adelaide: E. & H. Shepherdson.
Warner, L. 1958. A Black Civilization: A Social Study of an Australian Tribe. New York: Harper Bros.
Watson, D. 2007. Drugs banned, kids healthy, but community feels the heat. The Age, 20 October: 9.
White, N. G. 1985. Sex differences in Australian Aboriginal subsistence: Possible implications for the biology of hunter-gathers. In J. Ghesquiere, R. Martin and F. Newcombe (eds), Human Sexual Dimorphism. London: Taylor & Francis, pp. 323–61.
White, N. G. 1995. Inside the Gurrnganngara: Social processes and demographic genetics in northeast Arnhem Land, Australia. In A. J. Boyce and V. Reynolds (eds), Human Populations: Diversity and Adaptation. Oxford: Oxford University Press, pp. 252–79.
White, N. G. 1997. Genes, languages and landscapes in Australia. In P. McConvell and N. Evans (eds), Archaeology and Linguistics: Aboriginal Australia in Global Perspective. Melbourne: Oxford University Press, pp. 45–81.
White, N. G. 2001. In search of the traditional Australian Aboriginal diet: Then and now. In A. Anderson, I. Lilley and S. O'Connor (eds), Histories of Old Ages: Essays in Honour of Rhys Jones. Canberra: Pandanus Books, pp. 343–59.
This text is taken from Experiments in self-determination: Histories of the outstation movement in Australia, edited by Nicolas Peterson and Fred Myers, published 2016 by ANU Press, The Australian National University, Canberra, Australia. | <urn:uuid:7269eabf-01b0-478d-b6c5-39eb01550405> | CC-MAIN-2021-21 | https://press-files.anu.edu.au/downloads/press/p331981/pdf/ch16.pdf | 2021-05-18T21:00:49+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00133.warc.gz | 443,154,231 | 11,818 | eng_Latn | eng_Latn | 0.97007 | eng_Latn | 0.998659 | [
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Opposite Day
Some tasks at home might be done specifically by different genders. Swap them around for a day.
Section: All
Time: All day
Where: Home
PLAN
Little preparation involved with this activity, as scouts carry on with their normally home routines, however just take new jobs that would normally be taken by their male or female counterpart. If their are no suitable sibling to swap with, why not do it with a parent?
Scouts may need to put a plan of their Opposite Day in place with their parents. This could involve sitting down and discussing what needs to be done ahead of the day.
The aim is for this task to complete the full day so all activities can be swapped.
DO
Leave the scouts to it. They will be at home and it will be their job to implement the plan that they made and to try and complete all of their Opposite Day tasks.
Some tasks may include;
Cooking meals
Washing clothes
Tidying up after meals
Doing the shopping
Taking out the rubbish
Cleaning the floor
Helping younger siblings with homework.
REVIEW
Discuss with the scouts what new tasks they had to complete. Did they find that some jobs automatically fell to one gender in their house? Could they figure out how or why this came about?
Do the scouts think that some jobs are better suited to certain genders? Assuming that you have a mixed group, this should make for a very interesting debate! Get them to discuss the different career options today and identify any that are more commonly taken by different genders.
Are there jobs that they know of, anywhere in the world, that excludes people based on gender? Is there anything to be done to change this?
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
In a nutshell...
Scouts make a plan with parents/gaurdians about what tasks they are swapping
Scouts carry out the full day of tasks
When finished review with the scouts the activity and discuss what they might do differently
Follow-on
During some group activity, introduce a rule which discriminates against any gender, or rewards one over the other. While some scouts might react straight away, just tell them that these are the rules. Push it further until eventually all scouts challenge it as unfair, including those benefiting from the rule
SDG 5 Gender Equality
SDG 5 seeks to ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life. Scouts can seek to identify barriers, and how they have come about, in order to work towards true inclusivity. | <urn:uuid:1a2c20c4-f470-4d15-b7c5-dbbb20a1b609> | CC-MAIN-2021-21 | https://betterworld.ie/wp-content/uploads/2021/02/Sustainable-Scouting-From-Home-Badge-42.pdf | 2021-05-18T20:19:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00133.warc.gz | 129,876,523 | 550 | eng_Latn | eng_Latn | 0.999005 | eng_Latn | 0.999005 | [
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Safeguarding
The Believe Code
Our code helps us to behave in a safe way in school
We are gentle
We are kind and helpful
We listen
We are honest
We work hard
We respect everyone, equally
Safeguarding
How can our BELIEVE values help us to feel safe and happy?
Our values help us to follow the right path in school, as well as outside. Sometimes we lose our way and need guidance.
Y6 have created these helpful leaflets to explain what Believe means to us. They are on display in the school office.
Safeguarding
'Dream more, learn more, do more, become more'
A Gibbs
Open up to discover how we ensure we feel safe at school.
Who is in charge of keeping children safe in our school?
Designated safeguarding lead Mrs Day
Deputy safeguarding Leads
Mrs Elliot
Mrs Bruen
Mrs Crabb
Mrs Fowler
Governor in charge of safeguarding Mrs Ni Hamblin
Chair of Governors Anthony Mollet
How does the school make me feel safe?
Your teacher will always listen to you. Ask them if they have a few minutes to talk if something is wrong.
Staff will wear badges with their names on and visitors will wear a lanyard round their neck.
Staff are checked before they start working in the school.
The school has key people in charge of safeguarding - Mrs Day, Mrs Elliot, Mrs Bruen, Mrs Crabb and Mrs Fowler. You can talk to them anytime.
All staff are first aid trained.
If you have a playground problem, you can talk to any member of lunchtime staff. Mrs Cornell is in charge of the playground. If you do not feel safe, then tell someone.
At the end of the school day, your teacher will only let you go home if your parent or representative is waiting, or you have written permission to walk home in Y5 or Y6.
What can I do if I don't feel safe?
Use the MOOD box in your classroom if you want to let an adult know. An adult will check the box every day and come and speak to you to see if you are OK.
Speak to any member of staff. They can pass on information to someone else if they cannot help you.
Speak to a friend. Sometimes sharing a problem helps to sort out smaller problems.
Speak to Mrs Day or one of the safeguarding team if the problem is quite a big problem, or you are worried about something at home. The safeguarding team can help you, or get help from other places– especially if it involves your parents or family.
Staff cannot promise to keep secrets, but they can promise to help you. | <urn:uuid:f0ceb974-5a34-47cd-83af-91417edb699d> | CC-MAIN-2022-49 | https://files.schudio.com/wallace-fields-junior-school/files/documents/safeguarding_leaflet_Believe_Child.pdf | 2022-12-07T23:24:14+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00126.warc.gz | 285,217,168 | 593 | eng_Latn | eng_Latn | 0.997303 | eng_Latn | 0.999193 | [
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DEVELOPMENTAL STAGE CHARACTERISTICS
MIDDLE CHILDHOOD
Age 6 through age 12
Social interactions are important. Interest in clubs and other social groups
Emotional swings. Fragile emotional stage for self-esteem and self-confidence
Rebellious. Wants to be independent; tests limits of self and parents; "I'm not a baby anymore."
Developing ability to reason.
Gradual movement from concrete learner to abstract thinker
Still heavy emphasis on experiential learning.
Movement toward mental independence.
Gradually develops this skill by about 9 years old
Shifting from egocentric to altruistic. Becomes focused on others and cultures outside their own
Becoming aware of social justice and injustice. Becomes engaged in moral questions of right and wrong and wants to know moral and ethical reasons for everything
DEVELOPMENTAL STAGE NEEDS
MIDDLE CHILDHOOD
Age 6 through age 12
NEEDS FROM PARENTS
* Exercise your liberty to choose the most effective learning environment for your children.
* Seek the continuum of information about human development as your child grows and develops.
* Know where to access resources and support when your child's development takes twists and turns.
* Intentionally guide children and young adults toward a life of independence and contribution.
* Provide opportunities to explore extracurricular interests such as sports, the arts and age-appropriate social groups.
* Give them opportunities and encouragement to connect with nature on a regular basis.
* Act as role models for peaceful resolution of conflicts and guides in development of moral judgment and empathy.
* Provide firm, consistent and fair behavior guidelines and discipline.
* Provide appropriate amounts of praise for your child's efforts and abilities.
* Allow child to explore and learn from mistakes experienced through independent efforts and abilities.
Great things happen when adults consider what children need to grow and develop!
NEEDS FROM EDUCATORS
NEEDS FROM THE COMMUNITY
* Demonstrate an understanding of human development from ages 6 through 12 and its application to learning.
* Create a school environment based on children's developmental needs and demonstrate a commitment to considering those needs when proposing any actions.
* Create a school environment that views parents and students as partners and thrives on community input.
* Provide learning environments that encourage active, hands-on, experiential learning.
* Provide learning experiences in the arts.
* Provide learning environments based on freedom of movement instead of confinement.
* Provide opportunities for peer teaching and collaborative learning.
* Provide opportunities to connect with and learn in nature.
* Recognize that 9-12 year olds are developmentally ready for computer-aided research, with guidance in critical thinking.
* Provide opportunities to build a self-image as a contributor to their school community.
* Provide guidance in your school culture for peaceful resolution of conflicts, development of moral judgment and empathy.
* Provide opportunities for in-depth, self-chosen study within their interests and timeline (6-9 year olds with guidance).
* Provide opportunities for them to help younger children and be mentored by older children.
* Let them learn from mistakes experienced through their independent efforts and abilities.
* Consider your community to be a classroom where children and young people can gain real experiences and have meaningful participation.
* Provide opportunities for young people to participate in community events where they can use their youth as a gift.
* Provide opportunities for young people to build a self-image as a contributor to their community.
* Provide fun, educational and cultural opportunities for parents and their children.
* For organizations that interact with young children (YMCAs, youth sports, etc.), understand what children need to thrive at this age and employ adults who can be good role models for character development, self-esteem and self-confidence. | <urn:uuid:51f66b10-c405-477c-8566-9e19e84e6727> | CC-MAIN-2021-21 | https://www.dekkofoundation.org/wp-content/uploads/2011/12/dekko_middle_childhood.pdf | 2021-05-18T20:39:08+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00136.warc.gz | 718,333,774 | 757 | eng_Latn | eng_Latn | 0.994898 | eng_Latn | 0.994281 | [
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Learn to use a sewing machine
Being able to use a sewing machine opens up a whole new area for scouts - from clothing repair to being able to make a range of goods from scratch.
Section:
Cubs, Scouts,
Ventures, Rovers
Time: 1 hour
Where: Home, Den
PLAN
In a nutshell...
In your wider scouting community, there are likely to be many people who are adept at using sewing machines. Put out a call to find people who can help to share their knowledge. Get the scouts on board by explaining the dual benefits of being able to sew; it is a useful skill for being able to look after your own gear but also be creative, and it is a way of tackling a whole range of environmental and climate concerns through reducing waste and promoting recycling. It is also worth mentioning that for people in some parts of the world, having a sewing machine and being able to use it provides them with an income that they might not otherwise have.
A sewing machine, thread and some scrap material will be needed. Other bits of kit which would be useful include pins, material scissors and maybe even tailors chalk.
Materials
DO
Learning to use sewing machines could be done at the den in small groups, or at home with the help of family. Focus on helping the scouts to learn the basics:-How to thread and set up the sewing machine; Getting started Sewing in a straight line; Sewing along a curved line; Using pins to hold two pieces of material together for sewing; Sewing two pieces of material together along the edges (three out of four sides) then turning it inside out to see what the finish looks like.
Make some basic, but attractive, or useful item, that scouts can use. This could be a small chapstick holder for on a keyring, a washup pad (made using a coarse and a soft material using the method mentioned in the last point), or a reusable shopping bag.
REVIEW
When scouts have learned the basics, a whole range of possibilities will open up for them. Help them to set challenges for themselves and check back with them to see how they are getting on.
Scouts find someone in their community who can teach them to sew
They get on and learn the basics of setting up the machine and simple stitching
They make some small item to put their new skills into action
Follow-on
Once scouts get a taste for the potential that comes with being able to use a sewing machine, they might not need encouragement to keep going. Over time you could return to this activity and ask the scouts to make items for activities, such as bean bags, or maybe curtains for the den. Shopping bags could be made as a fundraiser, or peg bags with a drawstring prepared for annual camp.
Shortening or lengthening garments by changing hems.
Fixing garments for themselves and others by stitching up split seams.
Recycling old garments or materials to make new clothes
Using scraps or old clothes to make useful items like shopping bags or cushion covers
Find out more!
Visit - www.betterworld.ie
Contact us - firstname.lastname@example.org
Produced by the Scouting Ireland Sustainable Scouting Team
SDG 4 Quality Education
SDG 4 seeks to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. Sometimes people think of education as being purely for getting a job and career, often based on academic ideas or technology. Scouts learning to sew can broaden their perspective on education. | <urn:uuid:1931b8b2-0e5a-4ef2-9516-ef808872d540> | CC-MAIN-2021-21 | https://betterworld.ie/wp-content/uploads/2021/02/Sustainable-Scouting-From-Home-Badge-45.pdf | 2021-05-18T19:29:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00136.warc.gz | 144,047,255 | 717 | eng_Latn | eng_Latn | 0.997901 | eng_Latn | 0.997901 | [
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Phonics Policy
This policy reflects the school values and philosophy in relation to the teaching and learning of phonics. It sets out a framework within which teaching and nonteaching staff can operate and gives guidance on planning, teaching and assessment. This policy should be read alongside our Communication Policy as developing speaking and listening skills and developing phonic knowledge are inextricably linked.
The education White Paper 'The Importance of Teaching' (Nov 2010) states that the Government will:
Ensure that all children have the chance to follow an enriching curriculum by getting them reading early. That means supporting the teaching of systematic synthetic phonics and introducing a simple reading check at age six to guarantee that children have mastered the basic skills of early reading and also ensure we can identify those with learning difficulties.
The independent review of early reading conducted by Jim Rose confirmed that 'high quality phonic work' should be the prime means for teaching children to read and spell words. The review also highlighted the importance of developing from the earliest stages children's speaking and listening skills, ensuring that beginner readers are ready to get off to a good start in phonic work by the age of 5. (Letters and sounds notes of Guidance 2007 pg 1)
Rose identified the most effective way of teaching phonics: Systematic: referring to the fact that there is not one specific method of teaching phonics but that the letters and sounds they relate to are taught in a specific sequence as opposed to incidentally or on a 'when needed' basis.
Synthetic: which is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
Phonics is simply a code that turns written language into spoken language and vice versa. It is the vital initial step in teaching children to read but it is far from the whole picture. Phonics will only work in an environment where Speaking and Listening Skills are promoted and developed.
For learning to read and spell we need much more than the alphabet. In the English spoken language around 44 phonemes can be identified but there are only 26 letters in the alphabet. Therefore, not only single letters but also groups of letters are used to represent the 44 phonemes. Children need to be taught the skills of blending and segmenting these phonemes and graphemes.
So what does this actually mean to the teaching of phonics and reading at Pear Tree School?
At Pear Tree, we have adopted the Letters and Sounds programme to introduce and teach phonics when appropriate to individual children. Following the Letters and Sounds programme, there is a big emphasis throughout our primary department on Phase 1 phonics. For all of our children the development of speaking and listening skills is central to their whole education so that they can access all other areas of their learning and social life. Without a good level of speaking and listening skills, children are not able to learn to read. (Please see communication policy) Aspects of Phase 1 phonics will be ongoing and embedded throughout the school day with more focused activities for those children who are ready. Phase 1 phonic activities are planned for by the class teacher and monitored by the Literacy leader.
For many of our pupils the teaching of systematic phonics is not appropriate and it is not possible to say at what age any of our children will be ready to start on Phase 2 phonics. Unlike in the Letters and Sounds Guidance, our children will, on the whole, not be ready to start Phase 2 phonics in their Reception Year but may be ready later on in their primary education. Regular ongoing assessments of pupils, Annual Reviews and yearly summative Assessments will identify those pupils who are ready to start on Phase 2 phonics and teachers will then plan either whole group or individual phase 2 phonic activities appropriate to their ability level. Planning and delivery of these phonic sessions will be monitored by the literacy leader. Although we follow the sequence of phonic content within the programme we do not follow the length of advised time as our children need repetition and over learning to acquire phonic knowledge and skills. Therefore, children will not progress through phase 2 phonics over a 6 week period but rather the class teacher will use their professional judgement and assessments to decide when to move a child on to the next set of sounds. Teachers will work alongside a nominated HLTA to support students in targeted phonics intervention. This will be agreed by the class teacher, HLTA and the Literacy leader.
Progression through the further 4 stages of the Letters and Sounds programme, if appropriate, will be on an individual basis. Teachers will use their professional judgement and formative assessments to determine whether an individual child is ready to move on to the next stage.
At Pear Tree School, we recognise the importance of teaching phonics but also recognise that many of our children will not learn to read phonically but rather will read on sight a range of words from memory. Throughout our primary department, children will be encouraged to continue to develop their phonic knowledge and skills and to use these to decode words. However, once pupils move into our secondary department, if they have not grasped the necessary phonic knowledge and skills to read, then they will be supported to develop their functional reading skills to enable them to be as independent as possible in their adult life. Whatever reading strategy children use, reading for enjoyment and to gain information will be encouraged.
Phonics is only part of the process of children learning to read and as part of our daily curriculum, children will be immersed in a language rich and communication focused environment with books and stories shared for enjoyment at each individual child's level. Children will be encouraged to see and read words within their environment and within familiar texts. As both long term and working memory are crucial for children to become readers, all aspects of the daily curriculum throughout all subjects aims to develop pupils ability to explore and experience, develop anticipatory skills and remember events and actions over longer periods of time, all of which are pre-requisites to learning to read.
This policy will be reviewed and evaluated in accordance with the 3 year policy review cycle.
Policy Date: Summer 2021
Review Date: Summer 2024 | <urn:uuid:c9b6552f-fddd-424f-9cbe-47e2de5a04a5> | CC-MAIN-2021-21 | https://24eyka2kbhlz3fl92633wdun-wpengine.netdna-ssl.com/wp-content/uploads/phonics-policy-Rev-Spring-24.pdf | 2021-05-18T20:56:15+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00137.warc.gz | 92,599,274 | 1,258 | eng_Latn | eng_Latn | 0.998786 | eng_Latn | 0.998833 | [
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Who Represents You?
Scouts learn about their public representatives – who they are, how they are chosen and what they stand for.
Section:
Cubs, Scouts,
Ventures, Rovers
Time: 1 hour
Where: Home, Den
PLAN
In more than half the countries in the world, we get to choose our politicians for local and national government. Plan with the scouts how much detail they would like to get into on this. Younger scouts might be best to just focus on local or national representatives and a very basic idea of their views, while older scouts might look to get into more detail.
Timing
This activity takes very little time to plan, and it is up to the scouts themselves how long they spend on gathering the information. The most important aspect is to set aside enough time for the scouts to discuss what they have learned.
DO
Scouts should research who is meant to be representing them in their local and national government. Official website should have all of this information. Try to find out a little about what they stand for and what are their values. This might be obvious from the political party which they represent, or from what they have said in the media about issues.
In a nutshell...
Scouts figure out what roles in their community are elected by the public
They find out the names of the people who are representing their area at local, regional and national level.
They find out what their representatives stand for and maybe consider how happy they are with their representation.
Scouts could try to find out the overall platform and opinions of the politicians, or make it more personal by focusing on the issues which are important to them, such as youth issues, sustainability, climate change and human rights. Scouts could chat with parents or friends to get their thoughts on their public representatives.
REVIEW
Chatting with scouts about politics might sound challenging, and even offputting for some, but don't let that stop you. This activity allows for further discussions, but initially you should focus on the understanding of public representation. Had the scouts heard of all of their politicians before? Were they aware of the responsibilities that they have? What did they think of the opinions of these public representatives on issues of importance? Do the scouts intend to vote when they can and what kind of people would they like to elect? Would they consider running for elections themselves?
Wrapping up the discussion, it would be good to summarise the scouts' responses, and highlight the importance of being able to engage in respectful debate on these issues.
Find out more!
Visit - www.betterworld.ie
Contact us - email@example.com
Produced by the Scouting Ireland Sustainable Scouting Team
Follow-on
The scouts could explore when people got the right to vote in their country, and if some people are still not given a vote. They could compare their own voting rights with those in other countries, where there might be more, or less, opportunities to elect public representatives. Scouts might also have opinions on the voting age, as many of them might not yet have a vote due to their age.
SDG 16 Peace, Justice and Strong Instituations
SDG 16 seeks to ensure responsive, inclusive, participatory and representative decision-making at all levels. A starting point for scouts is to be aware of their own public representatives and what they stand for. | <urn:uuid:21d668f5-75ac-4411-88c2-4da09eee0f13> | CC-MAIN-2021-21 | https://betterworld.ie/wp-content/uploads/2021/02/Sustainable-Scouting-From-Home-Badge-46.pdf | 2021-05-18T19:21:23+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00137.warc.gz | 141,147,922 | 678 | eng_Latn | eng_Latn | 0.998732 | eng_Latn | 0.998732 | [
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SENIOR CERTIFICATE EXAMINATIONS
MARKS: 150
TIME: 3 hours
This question paper consists of 15 pages.
INSTRUCTIONS AND INFORMATION
1. This question paper consists of SIX sections:
2. Read ALL the questions carefully.
3. Answer ALL the questions.
4. Start EACH question on a NEW page.
5. The mark allocation generally gives an indication of the number of facts/reasons required.
6. Number the answers correctly according to the numbering system used in this question paper.
7. Write neatly and legibly.
SECTION A: SHORT QUESTIONS
QUESTION 1
1.1 Various options are provided as possible answers to the following questions. Choose the answer and write only the letter (A–D) next to the question number (1.1–1.5) in the ANSWER BOOK, FOR EXAMPLE 1.1.6 E.
1.1.1 A file with a .dll extension is …
A
used to implement direct links to LAN servers.
B a dynamic link library file.
C used to provide communication to peripheral devices.
D the source code for a database management system.
(1)
1.1.2 … is a protocol used to retrieve messages on an Internet/Intranet e-mail server.
A POP3
B HTTPS
C HTTP
D SMTP
(1)
1.1.3 A 64-bit processor refers to the …
A processing speed of the processor.
B number of basic instructions the processor can recognise.
C size of the registers inside the processor.
D size of level 1 cache memory inside the processor.
(1)
1.1.4 The licence under which most freeware is distributed is known as …
A EULA.
B FTP.
C AUP.
D GNU.
(1)
1.1.5 Working away from the company's standard workplace and using the Internet to communicate with the office is known as …
A telecommuting.
B cloud computing.
C piggybacking.
D outsourcing. (1)
SECTION B: SYSTEM TECHNOLOGIES
QUESTION 2
A group of IT friends have decided to start a small business. They want to run an Internet café at the local community centre.
2.1 The friends are considering the use of a notebook computer to run their business.
2.1.1 The notebook that is being considered contains a 2.16 GHz processor with 2 MB cache memory and a 500 GB HDD.
(a) Briefly explain why the use of cache memory inside a processor enhances the performance of the system.
(2)
(b) Why would it not be possible to upgrade the 2 MB cache memory in the CPU of the notebook? (1)
(c) Give TWO reasons why a notebook with an SSD would be a better option than one that contains a conventional HDD. (2)
2.1.2 The notebook will be issued with the Windows 10 PRO operating system.
(a) The management of caching and networking capabilities are some of the functions of an operating system.
Name TWO other primary functions of an operating system. (2)
(b) Besides the Windows operating systems, there is a range of other operating systems.
Briefly state what area of application each of the following operating systems were primarily designed for:
(i) Android
(1)
(ii) Unix (1)
(c) Fast access to the Internet is important for their business.
Explain how web caching is applied to enhance the process of browsing the Internet. (3)
2.2 System software consists of operating systems and utility software.
2.2.1 Explain the general purpose of utility software. (1)
2.2.2 Name ONE type of utility software that is used to avoid other windows from appearing on the screen while you are browsing the Internet.
(1)
2.2.3 Why is it better to uninstall a program instead of just deleting the program folder? (2)
2.2.4 Files are normally compressed before they are archived.
(a) Explain the difference between archiving files and backing up files. (2)
(b) Explain lossy compression.
(2)
2.3 Study the diagram below and answer the questions that follow.
2.3.1 What is the segment on the hard disk, indicated by the black arrow in the diagram above, called? (1)
2.3.2 Explain the concept of the process that is illustrated in the diagram above. (3)
2.4 Although freeware and open-source software are normally provided free of charge, it has been suggested that the learners should rather use opensource software. Motivate this suggestion by giving TWO valid arguments.
HARD DRIVE
Address space on
the hard disk
Address space
in RAM
Logical address space of
addresses implemented
RAM
(2)
TOTAL SECTION B: 26
SECTION C: COMMUNICATION AND NETWORK TECHNOLOGIES
QUESTION 3
3.1 Although networking has many advantages in a business environment there may be some challenges from a set-up and management point of view.
Name TWO of these challenges. (2)
3.2 Star topology is a popular choice for the set-up of networks for businesses.
3.2.1 Draw a simple diagram to illustrate a star topology. (3)
3.2.2 State TWO advantages of using a star topology. (2)
3.3 The learners will use UTP cables to set up the computers at the business.
3.3.1
Give ONE advantage of using UTP cables. (1)
3.3.2 Would it be sensible to use fibre-optic cables for the Internet café?
State TWO arguments to motivate your answer. (2)
3.4 Data transmission is governed by protocols.
3.4.1 Which protocol is used for a secure website? (1)
3.4.2 What is the function of the VoIP? (1)
3.5 Study the representation of a network below that can be used by a small business.
Tablet
Cellphone
Router
QUESTION 3.5.4
3.5.1 What does VOD stand for? (1)
3.5.2 What is the name given to the physical location in a public area where users may be granted Wi-Fi access to connect wirelessly to the Internet on their mobile devices?
(1)
TOTAL SECTION C:
23
SECTION D: DATA AND INFORMATION MANAGEMENT
QUESTION 4
The Internet café must keep records of the users and be able to charge users for the time that they were logged onto the Internet. A database for this purpose has been designed for the Internet café.
4.1 The GUI of the software system for the Internet café users is shown below.
4.1.1 Motivate the choice of radio buttons for the Gender option.
4.1.2 Without changing the label, suggest ONE way in which the GUI could be changed to indicate the format in which the user should enter the time.
(2)
(1)
4.1.3 The integrity of data is always a problem.
Explain the difference between valid data and correct data by using the information in the GUI above. (2)
4.2 Two tables, tblComputers and tblUsers, have been created for the database.
tblComputers: Keeps data on the computers used at the Internet café. tblUsers: Keeps data on the clients who use the computers at the Internet café.
The structure of the tblComputers table is shown below.
The structure of the tblUsers table is shown below.
Example of the content in the tblUsers table.
4.2.1 Indicate how the tables above could be linked so that a one-to-many relationship can be formed. (2)
4.2.2 Write SQL code for the questions below.
(a) Display the logout time of the users who paid with debit cards in sequential order. (4)
(b) Change the payment method for 7311017564076 to 'Credit Card'. (3)
(c) Display the number of users who paid with cash. The number of users must be displayed in a field called CountCashIds. (4)
(d) Display a list of users who logged in after 12:00 on
2016/02/25. (4)
SECTION E: SOLUTION DEVELOPMENT QUESTION 5
The group of IT friends are writing customised programs for their business.
Answer the questions that follow to help them with their problem-solving skills.
5.1 Indicate how many times each of the following loops will be executed:
5.1.1
k
1
… instructions to be executed repeat
until k = 1
k
0
begin while k >= 0
…instructions to be executed end
increment k
5.2 Each user will log onto the system and an object called User will be instantiated with the following layout:
5.2.1 What does it mean to instantiate an object?
(2)
(2)
(2)
5.2.2 Explain the purpose of:
(a) An accessor method (1)
5.2.3 The cost to use an Internet connection is R3,00 per minute. The login and logout time is entered using the 24-hour clock system. For example, the login time is entered as 15:25 and the logout time as 16:05.
Write an algorithm for the CalculateCost(LogoutTime) method in pseudocode to determine the cost for the amount of time that the user was logged onto the Internet.
(8)
5.1.2
5.3 For one of the games on the computer the user must enter any integer value between 0 and 100. The computer must generate random numbers until the generated number is the same as the one the user entered. The number of values that were randomly generated must be displayed.
An algorithm to solve this problem is given below.
```
1 Enter number (for example user enters the number 40) 2 Found false 3 While not found do 4 randomNum Generate a random number in the range 0 to 100 5 If randomNum <> number then 6 Increment Counter 7 Else 8 Found true 9 End of loop 10 Display the Counter value
```
This algorithm contains errors. Copy and complete the trace table to indicate the line numbers where the errors occur. Indicate how the errors may be corrected.
5.4 Study the pseudocode segment below.
```
X 0 Y 1 Loop Z from 0 to 1 Begin answer (X = 1) OR (NOT (Y = 1) OR (Z = 1)) If answer is true then output 1 else output 0 Display X, Y, Z and output End loop
```
Write down the values that will be displayed each time the loop is executed.
(2)
TOTAL SECTION E: 22
(4)
SECTION F: INTEGRATED SCENARIO
QUESTION 6
The IT learners are going to run an Internet café from the local community centre where they have been allocated one room. The venue must be set up to allow the computers to connect in a LAN so that community members can have access to various computer facilities. | <urn:uuid:bcece593-e499-4995-ae2c-ea0e19c3e443> | CC-MAIN-2022-49 | https://www.education.gov.za/Portals/0/CD/Examinations/2016/June/Information%20Technology%20P2%20May-June%202016%20Eng.pdf?ver=2016-07-21-123121-000 | 2022-12-07T23:57:03+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00130.warc.gz | 779,284,306 | 2,323 | eng_Latn | eng_Latn | 0.991713 | eng_Latn | 0.995465 | [
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Infant Nutrition During a DisasterBreastfeeding and Other Options
In an emergency
* There may be no clean drinking water.
* There may be no sterile environment.
* It may be impossible to ensure cleaning and sterilization of feeding utensils.
Pediatricians Can Take Action to Support Breastfeeding During a Disaster
1. Keep families together.
2. Create safe havens for pregnant and breastfeeding mothers. These havens should provide security, counseling, water, and food. Pediatricians can contribute using offices, hospitals, or other shelters.
3. Assure mothers that human milk can contribute significant nutrition in the absence of safe complementary foods for the first year of life and beyond.
4. Advocate for optimal feeding options for orphaned infants, including HIV-negative donor human milk.
5. Assist new mothers to initiate breastfeeding within 1 hour of birth, promote exclusive breastfeeding for 6 months*, and encourage breastfeeding for at least 1 year or longer.
6. Provide support for breastfeeding through assessment of the infant's hydration and nutritional status.
7. In situations where human milk is not available, recommend ready-to-feed formula. Powdered formula is the last resort. Use concentrated or powdered formula only if bottled or boiled water is available.
8. Lactating women may be immunized as recommended for adults and adolescents to protect against measles, mumps, rubella, tetanus, diphtheria, pertussis, influenza, Streptococcus pneumoniae, Neisseria meningitidis, hepatitis A, hepatitis B, varicella, and inactivated polio.
9. Refer to www.cdc.gov for further information about precautions for lactating women involving specific diseases and treatments.
10. Advocate for breastfeeding promotion, protection, and support with relief agencies and workers. Infant feeding practices and resources should be assessed, coordinated, and monitored throughout the disaster.
The cleanest, safest food for an infant is human milk.
* Human milk is nutritionally perfect.
* It is readily available without dependence on supplies.
* It is protective against infectious diseases, especially diarrhea and respiratory illnesses.
* It is the right temperature and helps to prevent hypothermia.
* The release of hormones during breastfeeding relieves maternal stress and anxiety.
Disadvantages of Formula Use During a Disaster
* It may not be available.
* It may become contaminated.
* Errors in formula preparation may occur.
* Water that is mixed with powdered or concentrated formula may be contaminated.
* There may be no method to sterilize the formula, bottles, or nipples.
* If there is no electricity, opened prepared formula cannot be preserved in the refrigerator.
Breastfeeding Facts
1. With appropriate support and guidance, stress does not cause milk to dry up.
2. Malnourished women can breastfeed.
3. Optimal human milk supply is maintained by infant demand.
4. For some mothers and babies, once breastfeeding has stopped, it may be resumed successfully.
b. Supply increases gradually over days to weeks and supplementation should decrease accordingly.
c. Careful assessment of the infant's nutritional and hydration status is critical.
d. A full milk supply is established more rapidly with the younger infant.
e. Mothers need encouragement during this process.
a. Encourage skin-to-skin contact and frequent suckling (every 2 hours).
For more information on infant feeding during a disaster and relactation technique, please visit Annex VIII, Infant Feeding in Emergencies: Policy, Strategy & Practice, available at www.ennonline.net/.
Infant Feeding During Disasters
*The American Academy of Pediatrics Committee on Nutrition supports the introduction of complementary foods between 4 and 6 months of age when safe and nutritious complementary foods are available.
Copyright © 2007 American Academy of Pediatrics
The recommendations in this publication do not indicate an exclusive course of treatment or serve as a standard of medical care. Variations, taking into account individual circumstances, may be appropriate.
For more information, please call or e-mail American Academy of Pediatrics
Breastfeeding Initiatives at 800/433-9016 or firstname.lastname@example.org. | <urn:uuid:70e1f2bd-f0cb-4ebf-98e1-93356113b5e3> | CC-MAIN-2022-49 | https://public.staging.cdph.ca.gov/Programs/EPO/SiteAssets/Pages/infant_nutrition_during_disaster/InfantNutritionDisaster.pdf | 2022-12-07T22:43:04+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00128.warc.gz | 495,086,814 | 897 | eng_Latn | eng_Latn | 0.985117 | eng_Latn | 0.985465 | [
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Huron Valley Coaches' Code of Conduct:
Coaches' Code of Conduct
Huron Valley Schools believes that educational athletics are an integral part of the total educational program. Success is measured qualitatively by the development of character, and the essential elements of character are embodied in the tenets of sportsmanship, leadership, teamwork, responsibility, dedication and professionalism. Coaches serve to educate our student athletes and support the development of character. Coaches are expected to demonstrate the tenets of character, and the Coaches' Code of Conduct aligns with the tenets.
Sportsmanship
o The coach will assure that student athletes understand that they are expected to represent their school, team and teammates with honor on and off the field; as a positive role model, the coach will consistently exhibit good character and conduct.
o The coach will respect and support contest officials, and shall not indulge in conduct which would incite players or spectators against the officials; public criticism of officials or players is unethical.
Leadership
o The coach will be faithful to the mission to support competition in educational athletics and promote the development of character, and assure that the mission is not compromised to achieve sports performance goals
o The coach will always place the academic, emotional, physical and moral well-being of student athletes above desires and pressures to win.
o The coach will stress the importance of education beyond basic eligibility standards and work with faculty and parents to help student athletes set and achieve the highest academic goals.
Teamwork
o The coach will provide a challenging, enjoyable and successful experience for athletes by maintaining a sports environment that is physically and emotionally safe.
o The coach will maintain confidentiality, when appropriate, and avoid situations that would potentially create a conflict of interest or exploit the student athlete.
Responsibility
o The coach will be mindful of the high visibility and great influence that he or she has as a leader in our community.
o The coach will promote the entire interscholastic program and direct his or her program in harmony with the total district program.
Dedication
o The coach will place student athletes' needs and interests before their own professional/coaching needs and interests
o The coach will share in the education of student athletes about the dangers of unhealthy and
illegal substances including alcohol, tobacco and recreational or performance-enhancing drug.
Professionalism
o The coach will be a positive role-model and will conduct himself or herself in a manner appropriate for the athletic classroom.
o The coach, through high ethical and moral conduct, will uphold the honor and dignity of the profession in all interactions with student athletes, parents, officials, media and the public. | <urn:uuid:66acef86-fe87-437c-8c02-8a91133be0b3> | CC-MAIN-2022-49 | https://bigteams-public-prod.s3.amazonaws.com/library/files/lakelandhighschool_bigteams_17571/files/Coaches-Code-of-Conduct.pdf | 2022-12-07T23:11:13+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00130.warc.gz | 161,577,464 | 525 | eng_Latn | eng_Latn | 0.996882 | eng_Latn | 0.996882 | [
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9
Autumn 1
Big Questions
Students begin to explore what religion is and how it fits into society. Concepts of belief, faith and proof are explored through ultimate questions. Students develop knowledge about God and why people are religious
Students will be assessed at the end of the unit
Autumn 2
Key beliefs
Students build on their knowledge of belief and explore the 6 key religions understanding of God. Within this exploration students begin to build an understanding of religious practices within secular society.
Students will be assessed at the end of the unit
Festivals
Students begin to study key festivals within the 6 main world religions and how these link to beliefs of God, scripture and founding figures.
Students will develop an understanding of symbolism and symbolic practice.
Students will begin to develop skills to create their own festival based on their knowledge and understanding of key concepts of symbolism.
Students will be assessed at the end of the unit
Crime & Punishment
Community Cohesion
During this unit students begin to study ethical issues linked to crime and punishment. Drawing upon their knowledge of belief in God and the importance of being a religious person students can develop comparative skills regarding the different perspectives different religions have on the following ethical issues:
* The need for law and justice
* Theories of punishment
* Why justice is important for religious people
* The nature of capital punishment and the different religious and non religious attitudes about it
Students will be assessed at the end of the unit
Students will explore the changing attitudes to the roles of men and women in the UK and the need for equal rights for women in religion.
The unit then moves on to focus on the Uk as a multi-ethnic and multi-faith society and why the government must promote community cohesion.
Drawing upon skills and knowledge developed in other units students will reflect upon why religions work to promote Community Cohesion within the UK.
Students will be assessed at the end of the unit
Spring 1
Religious Founders
Students will build on their knowledge of key beliefs and look at the different key figures within religion who 'founded' the 6 main religious traditions.
Students will focus on the history of the founder, looking at their life leading up to the beginning of the religion and why followers chose to follow their ideas and beliefs today.
Students will be assessed at the end of the unit
Spring 2
Places of Worship
Students will build upon their knowledge of key beliefs and study the different places of worship.
Students will focus their study on how the buildings are designed, what symbolism this plays within the belief system, and how the building is used for worship
Students will be assessed at the end of the unit
Rites of Passage
Students will begin to explore the key milestones in the life of believers.
Students will explore birth, adulthood and death rituals within this unit.
They will build on their knowledge of key beliefs and practices to understand the importance of being a religious person.
Students will be assessed at the end of the unit
Rights & Responsibilities
Matters of life & death
Students begin to explore the concept of moral decision making for religious people, students will look at the different sources of authority used by religious people including:
* The authority of the Church
* The role of conscious
*
Situation ethics
Students will move on to consider what Human Rights are in the UK and why it is important to take part in democratic and electoral processes as a moral duty of a Christian
Students will be assessed at the end of the unit
This unit allows students to explore in greater death ultimate questions studied during their 'Big Questions' topic.
Students will consider both religious and non-religious beliefs in the afterlife.
Students will consider what the sanctity of life is and why life is considered sacred to God by religious people.
Students will explore the ethical decisions regarding abortion and euthanasia from a variety of religious perspectives.
Students will be assessed at the end of the unit
Summer 1
Religion & Art
Students will explore the concepts of religious art and meditation as a means of worship. This unit will allow students to become creative and look at the meaning and symbolism behind dress, culture and art
Students will be assessed via their end of year exam
Jesus Project
Students will explore the life of Jesus from birth through to resurrection and ascension.
Drawing upon their knowledge of beliefs and practices they will look at the symbolic meaning of Jesus to Christians today.
Through a project they will study the teachings of Jesus from importance of disciples, parables, miracles and understanding of crucifixion, resurrection and ascension.
Students will be assessed via their end of year exam
Philosophy of Religion
Assessment Preparation
Students will begin to consolidate their religious education by exploring the philosophical theodicies for the existence of God from theories given by William Paley, Irenaeus and St Thomas Aquinas.
Students will consider the explanations given for religious experience and the problem of evil and suffering deciding whether these are proof of God's existence
Students will be assessed via their end of year exam
Students will be prepared for their assessment. Students will understand the layout of their upcoming assessment and know how to approach each of the questions.
Summer 2
Assessment Preparation
Students will be prepared for their assessment. Students will understand the layout of their upcoming assessment and know how to approach each of the questions.
10
11
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Christianity: Beliefs
*
*
*
Theme B
Theme C
*
Christianity: Practices
Islam: Beliefs
Islam: Practices
Students will build on their knowledge of Islamic key beliefs and focus on how these influence their life practices. Students will study the following:
* Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi'a Islam
* Shahadah: declaration of faith and its place in Muslim practice.
* Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak'ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi'a Islam, and different Muslim views about the importance of prayer.
Mini assessments will take place during | <urn:uuid:acd58983-8c3e-4a10-a8bf-523cf802186d> | CC-MAIN-2022-49 | https://www.chessington.kingston.sch.uk/attachments/download.asp?file=174&type=pdf | 2022-12-07T23:56:12+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00128.warc.gz | 725,653,310 | 1,283 | eng_Latn | eng_Latn | 0.986285 | eng_Latn | 0.99736 | [
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The Use of Cases Helping Teachers Maintaining High-Level Cognitive Demands of Mathematical Tasks in Classroom Practices
Pi-Jen Lin
National Hsinchu University of Educational, Taiwan email@example.com
Abstract
The study was designed to examine how teachers maintained high-level cognitive demand as the tasks were carried out in classroom through the use of research-based cases. The tasks referred to in the study were conceptualized as not only the problems written in a textbook or a teacher'slesson plan, but also the classroom activity that surround the way in which those problems were set up and actually carried out by teachers and students. To achieve the goal, eight in-service teachers enrolling in a course "Theory and Practice of Case Method (TPCM)"in summer M.A. program at the University, participated in this study. The course consisted of three parts. Part I with 24 hours was to conceptualize teachers'knowledge of cases. The teachers were offered five video cases to view and discuss in Part II containing 24 hours. Part III with 16 hours were not required but optional for examining how the use of cases improved the teachers'ability in setting up high-level of tasks and how the tasks were carried out. This study conducted within-cases and cross-cases analyses. The within case were analyzed in accordance with the Task Analysis Guide suggested by Stein et al. (2000). It is found that the use of cases conceptualizing the teachers'understanding of the importance of differentiating levels of cognitive demand of tasks determining students thinking and their ability of maintaining high-level cognitive demands of instructional tasks, since the case discussion created the opportunity of raising the level of discussing among teachers toward a deeper analysis of the relationship between the tasks they created and the level of cognitive engagement that were required of students. These factors including the selection of tasks that built on students' prior knowledge, assisting students thinking by asking thought-provoking questionings that preserve task complexity, and sustaining pressure for explanation and sense-making maintained high-level of cognitive demand of the tasks evolved during a lesson.
Key words: case method, teacher education, cognitive demand, instructional tasks
INTRODUCTION
Case method can now be observed in a variety of teacher education and staff development programs in many countries (Dolk & den Hertog, 2001; Lin, 2002; Stein, Smith, Henningsen, & Silver, 2000; Silver, 1999). These studies focus on answering about what teachers learn from cases and how they learn it. These cases are performed for various purposes (Merseth, 1996). Cases can be dilemma-driven that used to practice problem solving in which the cases portray problematic situations that require problem identification, analysis, and decision-making (Kleinfeld, 1992). Exposure to the dilemma-driven cases aims to help teachers (1) realize that teaching is an inherently dilemma-ridden enterprise and (2) learn how to think about the trade-offs involved in selecting one course of action over another. Besides, cases can be exemplars to establish the best practice or to make the effective teaching more public and available for others to analyze and review (Sykes & Bird, 1992). It aims to assist teachers to develop (1) an understanding of mathematical tasks and how their cognitive demands evolve during a lesson and (2) the skill of critical reflection on their own practice guided by reference to a framework based on these ideas (Stein, et al., 2000).
These studies on cases used in teacher education agree that cases help teachers increasing their awareness of students'learning and becoming more reflective practitioners. These studies also show that cases teach more effectively than traditional expository approaches to teaching since cases reflect real situations and pose problems and challenges for teachers (Barnett, 1998). However, these studies do not indicate that how the use of cases increases teachers'awareness of different levels of cognitive demands of mathematical tasks resulting in students'different thinking. Thus, helping teachers learn to differentiate levels of cognitive demand of instructional tasks through the use of case becomes the purpose of the study reported here.
TASK ANALYSIS GUIDE FOR COGNITIVE DEMAND OF INSTRUCTIONAL TASKS
What is the role of the cognitive demands of instructional tasks playing student learning? Student learning is not simply created the opportunity by putting students into groups or by placing manipulatives in front of them. Rather, it is the level of thinking in which students engage determines what they will learn. For instance, tasks that require students to perform a memorized procedure lead to low-level thinking; tasks that stimulate students to make purposeful connections to meaning lead to high-level thinking. Stein et al. (2000) differentiate four levels of cognitive demand of instructional tasks as memorization, procedures without connection, procedures with connection, and doing mathematics. They also provide task analysis guide served as a scoring rubric for each level of cognitive demand (as seen in Table 1).
All tasks are not created equal, that is, different tasks require different levels of student thinking. Although it is important to determine the level of cognitive demand of a task, it could be happened that low-level tasks to be identified as high-level such as acquiring the use of
manipulatives and using real-world contexts. It is also possible for tasks to be designated low-level when in fact they should be considered high-level.
Being aware of the cognitive demands of tasks is a central role in selecting or creating instructional tasks matching to instructional objectives. For example, if a teacher wants students to learn how to justify or explain their solution processes, she should select a task that is deep and rich enough to afford such opportunities. The cognitive demands of tasks can be changed during a lesson. Although starting with high-level task does not guarantee student engagement at a high-level (Stein, Grover, & Henningsn, 1996). As suggested in Stein et al.'s Mathematical Tasks Framework (2000), tasks are seen as passing through three phases: First, as they appear in curricular or instructional materials or as created by teachers; Next, as they are set up or announced by the teachers in the classroom; and finally, as they are carried out by students. All of these, but especially the third phase are viewed as important influences on what students actually learn. This framework indicates that simply selecting and beginning a lesson with a high level task did not guarantee that students would actually think and reason in cognitive complexly ways. What factors would reduce the level of cognitive demand of a task once it is implemented into classroom?
Table 1 The Task Analysis Guide (Stein et al., 2000, p.16)
Lower-Level Demands
Higher-Level Demands
1. Memorization Tasks
involving reproducing previous learned facts, rules, formula, or definitions.
cannot be solved using procedures because a procedure does not exist or because the time frame in which the task is being completed is too short to use a procedure.
are not ambiguous -such tasks involve what is to be reproduced is clearly and directly stated.
have no connection to the meaning that underlie the facts, rules, formula, or definitions being learned.
2. Procedures Without Connection Tasks
are algorithmic. Use of the procedure is either specifically called for or its use is evident based on prior instruction.
require limited cognitive demand for successful completion. There is little ambiguity about what needs to be done and how to do it.
have no connection to the meaning that underlie the procedure being used.
3. Procedures with Connections Tasks
focus students'attention on the use of procedures for the purpose of developing deeper understanding.
are represented in multiple representations. Making connections among multiple representations help to develop meaning.
require some degree of cognitive effort. Students need to engage with the conceptual ideas that underlie the procedures in order to successfully complete the task and develop understanding.
4. Doing Mathematics Tasks
require complex thinking (there is not a predictable pathway explicitly suggested by the task or work-out example).
require students to access relevant knowledge and make appropriate use of them in working through the task.
require students to explore and understand the nature of mathematical concepts or relationships.
Require no explanation, or explanations that focus solely on describing the procedure that was used.
require considerable cognitive effort and may involve some level of anxiety for the student due to the unpredictable nature of the solution process required.
This is not to suggest that all tasks used by a teacher should engage students in high-level cognitive demand. However, to meet need of the innovative curriculum that is emphasized on reasoning, problem solving, and mathematical communication, students need opportunities to engage with tasks that lead to deeper, more generative understanding with respect to the
mathematical concepts. Moreover, how can a teacher educator help teachers to provide such an opportunity to students engaging in instructional tasks that are indeed implemented in such a way that students thought in complex and meaningful ways? Stein and his colleagues (2000) suggest that the use of cases can be a device to play this mediating function. Their studies show that teachers become sensitive to important cues in teaching episodes (e.g., Was the teacher tuned into students' needs?). In addition, teachers learn how to interpret those cues as influences on students' opportunities to engage productively with tasks. They explain that once teachers begin to view cases of various patterns of instructional tasks, they can begin to reflect on their own practice through the lens of the cognitive demands of tasks.
Thus, this study was intended to examine how teachers maintained high-level cognitive demand as the tasks were carried out through the use of research-based cases. Here, the research-based cases are featured by they are real-context teaching, they are based on valid research, they are potential to initiate critical discussion by users, they are constructed by classroom teachers and the researchers, they are able to provide vicarious experience, and the instructor in each case can be invited to participate the case discussion for articulating the context of the case teaching. The tasks referred to the study are conceptualized as not only the problems written in a textbook or a teacher'slesson plan, but also the classroom activity that surround the way in which those problems are set up and actually carried out by teachers and students.
METHOD
Participants
Eight teachers, enrolling in a course called "Theory and Practice of Case Method (TPCM)"in summer M.A. program at the University, participated in this study. All participants were in the first year study of their Master degree program. Six participants were female and two were males. Three teachers (T1, T2, T3) were experienced teachers with at least 10 years of teaching experience. Three teachers (T4, T5, T6) had 5 to 10 years of teaching experience and two teachers (T7, T8) had less than 5 years of teaching experience.
Settings
This study was intended to support in-service teachers in bringing recommendation of innovative curriculum into classroom practices through the use of cases. The cases presented in a video form were integrated into the TPCM course. The weekly 2 three-hour TPCM course continuing for 48 hours consists of three parts. Part I consisting of 24 hours, reading book chapters and empirical papers were to enrich the teachers'knowledge about cases and introducing the use of reflective mathematics journals. Then, it was followed by Part II containing 24 hours that was designed to help teachers to learn to provide students with increased opportunities for high-order thinking. During this part, the teachers were offered with five research-based cases from which were conducted by the researcher and a group of classroom teachers. After viewing a video case, each case was immediately discussed in small groups and then discussed in whole class. In Part III,
4
teachers took turns observing each other during actual classroom instruction in the school semester after they ended the summer course. The activities of Part III containing 16 hours was to examine how the use of research-based cases improved the teachers'ability in setting up high-level instructional tasks and how the tasks were carried out. The activities of Part III were not required but optional, because some of the teachers did not teach mathematics during the year.
Videotaped Cases
Five video cases were utilized as an object of shared discussion in the course, since videotapes allowed teachers to watch and re-watch a segment, trying to discern exactly what was going on as students worked on a particular task. One of the five videotapes, "Is 2 units of 7 1 equals to 7 2 ?" , was an example to illustrate what a case looks like. The case is relevant to third graders'difficulty with understanding about "2 units of 7 1 equals to 7 2 ". The video case contains a fragment has 12 minutes in length. The focuses zoomed at the tasks, students'various solutions strategies, and dialogues of students and teachers.
Case: Is 2 units of 7 1 equals to 7 2 ?
Learning objective: To represent a proper fraction in which the denominator is no more than 10. Task set up by the teacher Yo-Yo: Give each student a strip paper that has been marked into seven equal subparts. Students were asked to shade the parts of 7 2 on the strip and explain it.
The following three drawings were given by three students of the class.
Dialogues between the teacher and students:
….
T: What is the fraction of the shaded drew by Uei-Shang?
S:
7
2
T: Is
7
2
equal to 2 units of
7
1 ?
Uei-Shang: 2 units of
7
1
is not equal to
7
2
, since
7
1
added
7
1 is
14
2 .
Sue-Ling: 2 units of
7
1
is not equal to
7
2
, since their representations are distinct. 2 units of
7
1
is represented
as
, while
7
2
is represented as
(The class is over)
(The class is over)
Wein-Wei
Uei-Shang
Ling-Wein
Case Discussion Session
We usually began the case discussion with small groups of four and then move on to a discussion involving the entire class. The viewing a video was immediately followed by the case discussion lasting for two and half hours. The author was the instructor of the TPCM and was the facilitator of the case discussion. The author was also a member of those who involved in the case construction. Thus, the author knew very well about the context of the case. However, the author did not provide the participants extra information such as guiding question, even though they asked
about the students'preconception or teacher's goals. The questions they asked became the central issues of the case discussion. The intention of the case was to encourage the participants to identify how mathematical tasks differ with respect to levels of cognitive demand. In video discussion, the participants were asked to answer the following questions: (1) what is the main mathematical idea in the case? (2) Which level of cognitive demand of the instruction task would you like to place in? Why did you do so? (3) What evidence is there that the students learn these ideas or that the difficulties students have in this case? (4) What pedagogical issues would you like to address for sharing with your colleagues? To answer these questions, the participants learned to identify different tasks resulting in different levels of and kinds of students'thinking. The answers to these questions will reveal the cognitive processes required to successfully complex the task.
Data Collection
Data for this study included case analysis of the video. These analyses were audio-taped and transcribed verbally. In addition, teachers were encouraged to write weekly reflective journals as one of the assignments of the course. The reflective journal was to help the participants to draw their attentions to what students are actually doing and thinking about during classroom lessons; rather than, paying too much attention to teachers themselves. This provides a measure of how their thinking has changed as a result of the case discussion. The data collected from Part III of the course also included classroom observations. Four lessons were observed from four of the participants who taught mathematics during the year. The classroom observations were videotaped and audio-taped and transcribed verbally.
This study conducted within case analyses and cross-case analyses to examine how the teachers learned about the cognitive demands from video research-based cases carried out in classrooms. Cross-case analyses were conducted to identify similarities across cases, differences among them, and overall patterns. Due to the space limit, only one of the four lessons relevant to fraction was analyzed to document how the teacher maintained the level of cognitive demands of students thinking.
RESULT
The results of the study includes the responses the teachers made to the questions raised during video discussion and high-level instructional tasks the teachers set up were evolved in a lesson.
Reflection to the Video Case
The answers the teachers responded to the question "what is the main mathematical idea in the case?"included conceptualizing the meaning of fraction (CM), transformation between representations of fraction (TR), and linking the relationship between iteration of unit fraction and fraction in part-whole model (LR).
Excepting the teacher T1, all other three teachers described that the case is relevant to conceptualizing the fraction concept. Nevertheless, they were not aware of differentiating the iteration of unit fraction, such as "2 units of 7 1 equal to 7 2 "or " 7 2 = 7 1 + 7 1 "and a nonunit fraction
from a part-whole model perspective (e.g., 7 2 is 2 parts of seven equal-size parts) and making the connection between an iterating unit fraction and a non-unit fraction.
It is found that the teachers did not always agree with each other on how tasks should be categorized, but that both agreement and disagreement provide the opportunity for conceptualizing the fraction teaching. However, they have an agreement to the fraction case as a doing mathematics task. For example, the four teachers (T1, T2, T4, T7) in one group described that the task was featured as follows. (1) It requires an explanation. (2) It is not textbook-like. (3) It involves multiple representations including the transforms from verbal to manipulatives and to diagram. (4) There is no predicable pathway suggested by the task. (5) It requires complex thinking. The other four teachers (T3, T5, T6, T8) in one group added two more features. The task activates students' misconception of 7 1 + 7 1 = 14 2 and makes connections between iteration of unit fraction and a nonunit fraction with part-whole model (e.g., two-sevenths 7 2 is equal to 7 1 + 7 1 ). Table 2 summarizes the responses the teachers distributed in two different groups answered to the case.
Table 2 Responses Each Teacher Answered to Each Question
The teachers stated that they have learned from the case teacher of the video in creating the task for provoking to students'difficulties and misconceptions. The eight teachers perceived the effect of perceptual distractors. They were surprised to find out students'difficulty in deciding the fraction 7 2 while the partitioning line in the diagram was missing. The missing line represented a significant perceptual distractor for students. It is hard for third graders mentally "putin"the line. Besides, they were shocked in students'difficulty with agreement with "2 units of 7 1 equal to 7 2 ", since the students agreed that "2 units of 7 1 is represented as , rather than represented as . Although they recognized students'difficulty in deciding 2 units of 7 1 equivalent to 7 2 , they were not able to make further suggestion to solve the instructional puzzle, excepting the teacher T3. T3 stated that it is not unusual that the third-grade students had the difficulty with understanding "2 units of 7 1 equal to 7 2 ". This became an evidence for ensuring the
iteration of unit-fraction to be learned in the fourth grade curriculum.
Through case discussion, some of the teachers were aware of the importance of consolidating fraction concept by shading in two separate areas instead of two successive areas in a rectangle. The two teachers (T3 & T5) appreciated with the case teacher partitioning 7 parts in a strip for third-graders already. As a result, students were not distracted by partitioning 7 parts, but they easily paid attention to shading 2 parts in 7 parts. T4 reflected to her previous teaching and said that she spent much time in partitioning the odd-numbered partitions.
Effect of Using Cases on Maintaining High-Level Cognitive Demand of the Tasks
As ending the TPCM course, each teacher was encouraged to implement what (s)he learned into classroom practice in a school semester year. The evolution of tasks during a lesson taught by T1 is discussed here only. T1 was a sixth grade teacher. In the lesson, the teachers T2, T4, and T7 observed T1's lesson together. The lesson is relevant to ordering fractions. Six graders have learned ordering fractions with same denominator fractions.
In the lesson (as seen in the video), T1 gave students four pairs fractions to decide which is greater. The four pairs ( 7 1 . 5 1 vs ; 9 5 . 16 5 vs ; 12 8 . 9 4 vs ; 15 14 . 12 11 vs ) have four basic types: unit fractions, fractions with same numerator or same denominator, and fractions with different numerators and denominators. The four teachers including T1, the instructor of the lesson, focused on the discussion about the cognitive demands of the tasks.
The Setup Phase
This phase includes T1's communication to her students regarding they were expected to decide which of the fractions is greater and how they were expected to compare them. Each student was told to start to work on it and wrote individual solution on each whiteboard.
T2 and T4 identified these four pairs fractions as "procedure with connection", while T7 identified them as low-level demands. T7 claimed that the four pairs of fractions were not involving in problem contexts and they were focused on producing correct answers rather than developing mathematical understanding. Conversely, T4 suggested that T1 purposely changed the tasks with different types of fraction from the textbook for developing students'multiple strategies, so that these tasks required high-level demands. T2 commented that T1 designed intentionally the numerals of numerator and denominator between two fractions for developing students'various strategies rather than emphasizing on the algorithm.
The Implementation Phase
In the study, the implementation phase starts as soon as students began to work on the task and continued until T1 and her students turned their attention to a new task. Both T2 and T4 agreed the tasks set up by TI standing at the cognitive level of "procedure with connection". Analyses suggested five or six different strategies were used by the TI students for the four types of
conditions. The majority of these was valid strategies and in some way recognized the relative contribution of both numerator and denominator to the overall size of the fraction.
For instance, students used two strategies to compare 7 1 . 5 1 vs . One is referred to unit fraction. Students realized that there is an inverse relation between the number of parts into which the whole is divided and the resulting size of each part, so that 5 1 > 7 1 (as Figure 1a). The other strategy is to make into a same denominator from two different denominators. In this case, finding 5 1 = 7 5 7 1 x , 7 1 = 5 7 5 1 x as the first step, then 35 7 is greater than 35 5 (as Figure 1b).
English version:
English version:
A size of each part of 5 parts is bigger than that of each part of 7 parts.
Making them have same denominator 35.Then, compare their numerators.
Figure 1b
It was then followed by the second problem "comparing 9 5 . 16 5 vs ". Most of the students still used two previous strategies, partitioning and finding a same denominator. They also developed a new strategy by comparing each to a common third number (usually 2 1 or 1) and were successfully in order the given fractions. For instance, one of the students used "half of 16 is 8, bigger than 5 and half of 9 is 4.5, less than 5. Thus, 16 5 is less than 2 1 and 9 5 is greater than 2 1 , seen as Figure 2a. To this problem, TI attempted to reduce the use of common denominator, since the product of16x5 is too big to getting correct answer. TI expected students to learn various strategies and each strategy can be applied in a suitable situation. She pointed to Su-Jing's solution and had the following conversation with her.
T1: How did you change the number 16 5 into 126 45 ?
Su-Jing: I used the fraction 16 5 with denominator and numerator multiplying 9 and got the answer 126 45 .
T1: Why did 16 change into 126?
Su-Jing: I made a calculation error. It should be 144.
T1: Did all of you think it is a good strategy to find the common denominator?
Students: No.
English version:
5 is greater than half of 9. Half of 16 is 8. 5 is less than 8.
English version:
Finding a common denominator and their equivalent fractions are
45
80
126
and
126.
Moving on to the third problem "Order 12 8 . 9 4 vs ", the two fractions with different numerators and denominators are getting harder for students. In this case, students focused only on the numerator or
Figure 2b
only on the denominator and as a result made incorrect conclusions.
We found that T1 encouraged students solved successfully the problem by either using reference point 2 1 (as Figure 3a), or finding a common denominator requires finding 4 9 4 4 x equivalent to 9 4 and 3 12 3 8 x x equivalent to 12 8 with the same denominator 36 (as Figure 3b) or finding the same numerator 4 requires finding 6 4 equivalent to 12 8 and then ordering 6 4 and 9 4 (as Figure 3c), or finding the same numerator 8 requires finding 18 8 equivalent to 9 4 and then ordering 18 8 and 12 8 (as Figure 3d).
Figure 3b
Figure 3d
Figure 3c
These analyses indicated that during the implementation phase, both T1 and her students were viewed as important contributors to how tasks were carried out. T1 questioning to students or asking follow-up questions was relied on what her students worked on the task. We found out the ways and extent to which T1 supported students'thinking was a crucial ingredient of maintaining high-level tasks. In this lesson, TI promoted deeper levels of understanding by consistently asking students to explain how they were doing about the problems. After discussing, T7 finally had a commitment to TI maintaining the tasks at the level of procedure with connections. These tasks evolved during the lesson involved multiple strategies, required an explanation, and connected procedures to meaning.
CONCLUSION
The study concluded that the use of cases improved teachers'awareness of the importance of differentiating levels of cognitive demand of tasks determining students thinking. The case discussion created the opportunity of raising the level of discussing among teachers toward a deeper analysis of the relationship between the tasks they created and the level of cognitive engagement that were required of students. However, achieving complete consensus on the each task was not the intention of the case discussion of the study.
Besides, the effect of using cases on teacher's thinking about teaching, it is found that there were usually many support factors present in teachers'classrooms. These factors including the selection of tasks that built on students'prior knowledge, assisting students thinking by asking thought-provoking questionings that preserve task complexity, and sustaining pressure for explanation and sense-making maintained high-level of cognitive demand of the tasks evolved during a lesson. However, it could be happened that the cognitive demands of tasks declined during the implementation phase. The factors of declining the cognitive demands of the tasks in classroom could be a further analysis for the further study.
REFERENCE
Barnett, C. S. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry.
Teaching and Teacher Education, 14(1), 81-93.
Dolk, M. & den Hertog, J. (2001). Educating the primary school mathematics teacher educator: A case study in the Netherlands. Paper presented in the Netherlands and Taiwan Conference on Common Sense in Mathematics, Nov. 19-23. Taiwan: National Taiwan Normal University.
Kleinfeld, J. (1992). Learning to think like a teacher: The study of cases. In J. H. Shulman (Ed.). Case methods in teacher education (pp. 33-49). New York: Teachers College Press.
Lin, P. J. (2002). On enhancing teachers' knowledge by constructing casesin classrooms. Journal of Mathematics Teacher Education. Vol. 5, Issue 4. 317-349.
Merseth, K. K. (1996). Cases and case methods in teacher education, In J. Sikula, J. Buttery, & E. Guyton (Eds.) Handbook of research on teacher education (2nd). New York: Macmillan.
Silver, E. A. (1999). Helping teachers learn from experience: Cases as a tool for professional education: Proceedings of the 8 th Annual Meeting of Curriculum for Elementary School (13-25). Taipei: San-Shia.
Sykes, G., & Bird, T. (1992). Teacher education and the case idea. In G. Grant (Ed.). Reviews of research in education: Vol. 18. (pp. 457-521). Washington, DC: American Educational Research Association.
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction. NY: Teachers College Press. | <urn:uuid:429bca9a-3e08-4816-a734-3dce1fd5d6d1> | CC-MAIN-2022-49 | https://mathedu.gimse.nthu.edu.tw/English%20Web/PDF%20data/2005academic-(TN)the%20use%20of%20cases%20helping%20teachers%20maintaining%20high-level%20cognitive%20demands%20of%20ma.pdf | 2022-12-07T23:46:51+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00130.warc.gz | 409,725,501 | 6,334 | eng_Latn | eng_Latn | 0.975024 | eng_Latn | 0.998886 | [
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Weaning or Suppressing Lactation
English
June 2021
There are many reasons why women decide not to breastfeed, are unable to breastfeed, or decide to wean after a period of breastfeeding. The reasons and timing will be different for each mother and baby.
The World Health Organization recommends exclusive breastfeeding until around six months of age, the slow introduction of family foods from around six months, and continued breastfeeding until the age of two years and beyond. However, some women need or want to suppress their breastmilk or wean before this time.
Suppression is the term used when you choose not to or are unable to breastfeed and suppress milk production at birth. Weaning is the term given to stopping breastfeeding (usually gradually) after a period of breastfeeding. (The term weaning is also sometimes used to mean the process where mothers gradually introduce their babies to family foods while continuing to breastfeed).
Weaning and suppression can cause different feelings and emotions. These can be discussed with your midwife, child and family health nurse, your GP, or an Australian Breastfeeding Association counsellor. Babies who are younger than 12 months and are not breastfeeding need a suitable cow's milk based infant formula. After 12 months, full-fat cow's milk can be given, toddler formulas are unnecessary.
Suppression after birth
Colostrum (first milk) is produced as early as 16 weeks into your pregnancy. A few days after the birth your breastmilk volume will increase even if you have decided not to breastfeed.
As breasts become full, heavy, and tender use the following methods to reduce breast discomfort:
* A comfortable, supportive bra and breast pads may be useful.
* Apply cold packs such as chilled washers or a bag of frozen peas and change them often enough to keep you comfortable. Use for about 20 minutes before removing, reapply as required.
* Limit stimulation and handling of your breasts.
* Avoid heat on breasts.
* Take paracetamol as directed to relieve pain and discomfort.
* Hand express enough milk to keep your breasts comfortable and avoid mastitis. This does not increase your supply because you are not emptying the breasts.
Gradual Weaning after a period of breastfeeding
If you have been breastfeeding and decide to wean, it is better to do it over several days or weeks rather than suddenly. This is the safest method as it allows your baby and your breasts time to adjust. It reduces the risk of engorgement, blocked ducts, and mastitis.
* Drop one feed every few days. Replace this with family foods or milk from a bottle or a cup.
* Express for comfort as necessary at this time, reducing this slowly. Watch for any signs of mastitis, such as redness, pain, or fever. If these occur, continue to express until resolved and contact a healthcare professional.
* When your breasts feel comfortable, drop another feed.
* Continue to drop feeds in this way.
* You can use this method if you return to work as it allows your baby to continue receiving
breastmilk and gives you and your baby some one-to-one time together after being apart.
* During this time some breastfeeds may be substituted with family foods, formula, or cow's milk.
* Leakage may occur for some time after the discomfort has settled.
Abrupt weaning after a period of breastfeeding
This is the sudden ending of all breastfeeds and is not recommended. You should seek the advice of your Child and Family Health Nurse, GP, Australian Breastfeeding Association Counsellor, or lactation consultant if you find it is necessary.
How to suppress if you have been expressing and bottle feeding your milk
Slowly reduce the time expressing or slowly extend the time between the expressing sessions. Express just enough to keep your breasts comfortable. This is particularly important for any mother who has been expressing by pump for more than two weeks.
Weaning a toddler or older child
* See gradual weaning method above.
* Offer alternative drinks (water or milk) in a cup and/or healthy snacks (for example fruit or cheese) at times you normally breastfeed or when your toddler or child asks for a breastfeed.
* Wear non-breastfeeding clothes; avoid clothes that show your breasts.
* Avoid sitting in your usual breastfeeding positions.
* Plan outings or activities to distract your toddler.
* Give extra cuddles and smiles.
* You may be able to gently discuss weaning with your toddler or older child.
Things to watch for
* Engorgement. This is when breasts become hard, red, shiny, and painful. Should this happen, expressing and emptying breasts once can relieve the pain. Continue to express just enough milk for comfort over several days. Delay dropping another feed until this has settled.
* Mastitis. This is a tender, inflamed area on the breast often accompanied by fever and joint aches and pains. Refer to the Mastitis leaflet and contact your midwife, Child and Family Health Nurse, Lactation Consultant, Australian Breastfeeding Association Counsellor or GP.
If you are unsure about your particular situation, seek the guidance of a healthcare professional or an Australian Breastfeeding Association Counsellor.
Resources
- Your Midwife, Child and Family Health Nurse, or Lactation Consultant
- Australian Breastfeeding Association www.breastfeeding.asn.au Helpline: 1800 686 268.
- Raising Children Network www.Raisingchildren.net.au
- Australian Infant Feeding Guidelines (2012) www.eatforhealth.gov.au
- If you need an interpreter, please call Translating and Interpreting Service (TIS) on 131 450
y
Endorsed October 2021. Reviewed by consumers in development stage October 2021.
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Language Arts Activities for "Flopping Frogs"
Materials and Article by Pamela Brunskill
Common Core Standards Addressed:
* RI.3.1—Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
* RI.3.3—Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
* RI.3.2—Determine the main idea of a text; recount the key details and explain how they support the main idea.
* RI.3.4—Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
* W.3.2—Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
* RI.3.7—Use information gained from illustrations (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
* W.3.3—Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
COMPREHENSION QUESTIONS
Directions: Circle the Best Answer
1. What is the main idea of the article, "Flopping Frogs?"
a. There is a frog that belly-flops in the Pacific Northwest.
b. The tailed frog lives in the Pacific Northwest.
c. Scientists have filmed the tailed frog belly-flopping.
d. Scientists wonder why the tailed frog belly-flops.
2. Which sentence(s) best explains what makes the tailed frog belly-flop?
a. The scientists found that all of the frogs start their jumps the say way: they stretch out their legs.
b. While in the air, tailed frogs keep their legs stretched out. As a result they come in for a landing at an angle with their legs still out.
c. The way the tailed frogs jump might explain why they are not graceful swimmers.
d. Tailed frogs live around water and swiftly jump into the water to escape danger.
3. What is the main idea of paragraph 7?
a. The tailed frog may not need to hop like other frogs.
b. The tailed frog is not a graceful swimmer.
c. Early frogs lived around watery areas.
d. The tailed frog is different from other frogs because it belly-flops.
4. What is the main idea of paragraph 9?
a. Early frogs didn't need to hop around because everything they needed was provided by water.
b. Because of the environment, it is difficult for predators to detect the tailed frog.
c. The tailed frog doesn't need to hop like other frogs.
d. The tailed frog is an ancient animal.
INFORMATIONAL WRITING
Directions: Describe how the tailed frog hops. Use the information from the paragraphs and the photographs to add details in your response.
Student answer should include the frog stretch out their legs when they start. Then, while in the air, the tailed frog keeps their legs stretched out and come in for a landing at an angle with their legs still out.
INTERNET EXTENSION
Hyperlink—View the video of the tailed frog hopping here.
(
https://www.youtube.com/watch?v=E9hUXAZkX1Y&noredirect=1
)
Can you add anything more to your paragraph on how the tailed frog hops?
Some details include the "crash" force landing or how the webbed "toes" flip over.
DISCUSSION
Using think-pair-share, have the students discuss the following question:
Do you think how the tailed frog hops is a benefit or a drawback? Explain.
NARRATIVE WRITING
Writing Prompt—A Minute in the Life of a Tailed Frog
Pretend you are a tailed frog.
Using your five senses and what you know about the tailed frog and its environment, describe one minute in your life.
Anything is acceptable as long as it uses the five senses and accurate information about the tailed frog and its environment. Challenge students to research the Pacific Northwest and include geographical details to make the description realistic.
Name ____________________________________________
Date __________________________
Photo courtesy of Mike Jorgensen. Created from a video by Rick Essner.
COMPREHENSION QUESTIONS for "Flopping Frogs!"
Directions: Circle the Best Answer
1. What is the main idea of the article, "Flopping Frogs?"
a. There is a frog that belly-flops in the Pacific Northwest.
b. The tailed frog lives in the Pacific Northwest.
c. Scientists have filmed the tailed frog belly-flopping.
d. Scientists wonder why the tailed frog belly-flops.
2. Which sentence(s) best explains what makes the tailed frog belly-flop?
a. The scientists found that all of the frogs start their jumps the say way: they stretch out their legs.
b. While in the air, tailed frogs keep their legs stretched out. As a result they come in for a landing at an angle with their legs still out.
c. The way the tailed frogs jump might explain why they are not graceful swimmers.
d. Tailed frogs live around water and swiftly jump into the water to escape danger.
3. What is the main idea of paragraph 7?
a. The tailed frog may not need to hop like other frogs.
b. The tailed frog is not a graceful swimmer.
c. Early frogs lived around watery areas.
d. The tailed frog is different from other frogs because it belly-flops.
4. What is the main idea of paragraph 9?
a. Early frogs didn't need to hop around because everything they needed was provided by water.
b. Because of the environment, it is difficult for predators to detect the tailed frog.
c. The tailed frog doesn't need to hop like other frogs.
©2015 www.AuthorsandEducators.com
d. The tailed frog is an ancient animal. "Flopping Frogs" Writing Activities
INFORMATIONAL WRITING
Directions: Describe how the tailed frog hops. Use the information from the paragraphs and the photographs to add details in your response.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
INTERNET EXTENSION
Hyperlink—View the video of the tailed frog hopping here.
(https://www.youtube.com/watch?v=E9hUXAZkX1Y&noredirect=1)
Can you add anything more to your paragraph on how the tailed frog hops?
DISCUSSION
Do you think how the tailed frog hops is a benefit or a drawback? Explain.
NARRATIVE WRITING
Writing Prompt—A Minute in the Life of a Tailed Frog
Pretend you are a tailed frog.
Using your five senses and what you know about the tailed frog and its environment, describe one minute in your life.
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Home to School Path - Wayfinding by Children Ages from 8 to 10
Dajana Rokvic, Ph.D. Candidate Vienna University of Technology, Austria email@example.com
1. EXTENDED ABSTRACT
As a part of my dissertation topic at the Vienna University of Technology I am engaged in research with school children from one school in one urban neighborhood in Banjaluka, Bosnia and Herzegovina and two schools in one urban neighborhood in Vienna, Austria.
Research in Banjaluka, Bosnia and Herzegovina was done between October 26th and November 1st, 2015. Research was conducted with 109 children participants ages 8 to 10.
In period from April 4th until April 28th, 2016 research with school children in Vienna was done. There were 112 children participants ages 8 to 13.
The research consisted of three parts:
1. Drawing a path from home to school.
2. Drawing a favorite outdoor place to play.
3. Walk through neighborhood and visit to different playgrounds.
In all research parts discussion with each individual child was held. The voice was recorded and the discussion was written down. Walking through neighborhood and observing it was essential part of this research.
Here the focus is particularly on interpretations of school children drawings on their way from home to school. In this regard different parameters on wayfinding and attention focusing were observed.
Child was encouraged to submit the drawing when he/she thinks it is finished. It took approximately 15-30 minutes, in some cases up to 45 minutes, to do so. Children´s individual participation was encouraged, meaning it was said that their own opinion is important and that drawings should be coming from them, their own thoughts, and not their colleagues. Children had freedom of using desired utensils and freedom of expression.
It was questioned what children remember the most on the path from home to school and which elements are important to them.
While being able to express their thoughts on paper, children also spoke about their environmental impression.
In interpretation of drawings the whole drawing was observed. This was done because the position of drawing on paper, color usage, drawing complexity, presence or absence of connection between elements, might show how well are children adjusted to their neighborhood.
It is questioned how form and color influence children´s attention and their capability in finding ways and orienting themselves in their neighborhood by describing environment and the spatial structure of environment in particular.
Emotions and attachment to place play an important role in remembering of sequences and places visited as well as situations and actions that trigger imagination.
During research, and by analyzing children´s drawings slight difference in the attention and environmental perception between younger and older children was noticed. Younger children pay more attention to details and use of color in their drawings than the older age group. Responses received from younger children were more descriptive and detailed in comparison to older children group.
Drawings are analyzed with the purpose of identifying parameters which would help in building and planning the child friendly environment.
- 140 -
Discussions held with each individual child about their drawings and environment they live in as well as theoretical analysis of the literature on the subject matter serve as a support in forming the conclusions.
On their way from home to school it seems that emotions play an important factor in forming a relationship with environment. Some orienting points for children were nature elements, threes ("There is that strange tree"), people ("There is that strange woman"), basically things which were out of "order". For children which were traveling to school via bus or a car, other things such as bus stop, river and bridge were orienting points. Sometimes bakery was referred as orienting point or even parking poles in front of the school yard. "There Is the blue fence", meaning there is school. As an orienting point children would often refer to a house where their familiar (friend, aunt, etc.) lives.
Relationship between neuroscience and environment perceived by individual is without a doubt mutual and feedback happens all the time. As much as human being is able to change the environment, environment is able to change human being.
By choosing different path from home to school, a child could change thought pattern and experience different stimuli.
Society is based on information exchange. There are always informational inputs or outputs from individual to surroundings and VV. By improving people correspondence with architectural, natural, and biological environment within individual, the whole system, which we are part of, could properly function.
Questions for further research:
Can environmental diversity and staying in nature help in brain development? Can environmental diversity help in wayfinding and orienting? What kind of stimuli benefit brain development and problem solving capabilities?
2. AUTHOR BIOS
Dajana Rokvic was born in 1988 in Sarajevo, Bosnia and Herzegovina. She is a Master of Science in Architecture from Vienna University of Technology and Architecture Engineering graduate from University of Banjaluka, Bosnia and Herzegovina. For her study efforts she has received many scholarships including a prestigious Herder Stipendium im Rahmen des Alfred Toepfer Stiftung, F. V. S. Temporarily she is involved in Doctoral programme in Engineering Sciences Architecture at Vienna University of Technology.
A problem which Dajana addresses in her research is the lack of child friendly spaces, i.e., environmental conditions that provide possibility for unhindered creative and physical activities and free expression of a child by allowing socialization among peers and free exploration of their neighborhood. Dajana is interested in pursuing research on influence of architecture and built environment on human being, in this particular case, children. She is a member of IAPS (International Association for People-Environment Studies). In her free time, Dajana enjoys spending time in nature and writing.
- 141 -
H
ome to
S
chool
P
ath
- W
ayfinding by
C
hildren
A
ges from
8
to
10
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okvic
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The content of this document represents the views of the author only and is his/her sole responsibility; it cannot be considered to
reflect the views of the European Commission or any other body of the European Union. The European Commission and the Agency
do not accept any responsibility for use that may be made of the information.
Module 2 – CONTRACTS
* Module 2 can be conducted as an online course or as a face-to-face event. It contains exercises that are worked on in small groups or with the whole course. Individual tasks for individual participants can be integrated by the course leader. The module is based on the videos "Collective agreement" (Unit 2.1), "Employment contract" (Unit 2.2) and "Different employment relationships" (Unit 2.3).
UNIT 2.1 – Together we are strong!
UNIT 2.2 – Employment contract self-made UNIT 2.3 – How do I want to work?
* Knowledge: Basic factual knowledge of what employment contracts look like, what their basic content should be, what types of employment relationships there are, how collective agreements came into being and what they regulate for employees and employers.
* Skills and competencies: organising own ideas on a subject thematically, presenting own ideas in a discussion within the group, observing important information, structuring information, creativity
* Responsibility and autonomy: be able to link seminar content with the personal reality of life
*
UNIT 2. 1 – Together we are strong!
collective agreement and amount of payment
Classroom / online
Group work (individual assignments are possible)
90 minutes
Videos associated
Setting
Type of activity
Timeframe
Brief description of the activity
Glossary
Country specific section Resources
Sources further reading
1. The trainer briefly introduces the topic "collective agreements" without explaining too many details. She then explains the spider's web method. (10 minutes)
3. Short discussion on the contents of the spider's web, clarification of open questions (20 minutes).
2. The participants get time to fill the spider's web with their previous knowledge. Aspects that are close in content should also be arranged spatially close in the spider's web. (15 minutes)
4. The class watches the video "Collective agreement" together.
5. Discussion and transfer to the reality of the participants' lives: What does the video have to do with your reality?
Clarification of questions of understanding. (10 minutes)
Discuss to what extent trade unions have an impact on your working life? (20 minutes)
What did you like about this lesson, what not so much? (Match method)
6. feedback with video recording (10 minutes):
The trade union, collective agreement,
Germany: none
all-modules_feedback_EN.docx module-2_unit2.1_spiders-web.pdf
What is a trade union?
Strike - simply explained:
https://www.youtube.com/watch?v=__UyIbonW1I (UT)
https://www.youtube.com/watch?v=Rm-F5Jj1s9Q (automatically generated UT)
https://www.youtube.com/watch?v=eCcZSmojG-c (automatically generated UT)
Workplace co-determination:
What is a collective agreement?
https://www.bmas.de/SharedDocs/Videos/Gebaerdensprache/Artik https://www.youtube.com/watch?v=FNuQffezCPw (UT)
el/Teilzeit/teilzeit-dgs-08-tarifvertraege.html (DGS)
https://www.youtube.com/watch?v=0AjrbLKrR1I (UT)
The content of this document represents the views of the author only and is his/her sole responsibility; it cannot be considered to reflect the views of the European Commission or any other body of the European Union. The European Commission and the Agency do not accept any responsibility for use that may be made of the information.
Spiders web method
* The spider network method enables structured brainstorming and serves as an introduction to a topic. The aim of the method is to activate the participants' prior knowledge about a topic and to compile it in a structured way in order to be able to design the content of the following workshop accordingly.
* Materials for online lessons: miro.com
* Materials for face-to-face teaching: flipchart, copied cobwebs, pens in different colours.
* Didactic objective: Exchange in the group, collect information and structure them thematically
UNIT 2.1 – Together we are strong!
Task: Collect keywords that come to mind on the topic of collective agreements and place them thematically in the spider's web!
Videos associated
Collective agreement
Setting
Type of activity
Timeframe
Brief description of the activity
Classroom / Online
Plenary
10 minutes
The spider web method is an orderly brainstorming to collect and structure prior knowledge.
In order for a spider to always and everywhere be able to build a web, it always has its building material with it. In order for the participants to build a web of knowledge, they also need building material. This consists of previous knowledge and basic knowledge. Just like a web for the spider, the basic
knowledge gives the participants security. At the beginning of the workshop, a web is painted (online: miro.com) or copied. In the middle of the net is the topic (here: the collective agreement). Between the lines of the net, terms and notes on what the participants already know about the topic are written down.
The facilitator can also use the method at the end of a series of workshops to record what has been learned.
The method works for individuals, small groups and also the whole group. Through the exchange, the facilitator can assess what prior knowledge is already available.
Glossary
Country specific section.
Sources module-2_unit2.1_spiders-web.pdf
The content of this document represents the views of the author only and is his/her sole responsibility; it cannot be considered to reflect the views of the European Commission or any other body of the European Union. The European Commission and the Agency do not accept any responsibility for use that may be made of the information.
* Module 2 can be implemented as an online course or as a face-to-face course. It contains exercises that are worked out in small groups or with the entire course. Individual tasks for individual participants can be integrated by the course management. The module is based on the videos "Collective Agreement" (Unit 2.1), "Employment Contract" (Unit 2.2) and "Different Employment Relationships" (Unit 2.3).
UNIT 2.1 – Together we are strong! UNIT 2.2 – Self-made employment contract UNIT 2.3 – How do I want to work?
*
Knowledge: Basic factual knowledge of what employment contracts look like, what their basic content should be, what types of employment relationships there are, how collective agreements came into being and what they regulate for employees and employers.
.
* Skills and competencies: organising own ideas on a subject thematically, presenting own ideas in a discussion within the group, observing important information, structuring information, creativity
* Responsibility and autonomy: be able to link seminar content with the personal reality of life
UNIT2.2 – Employment contract self-made
Videos Employment contract
Performance Presence /online
Type of activity Group work (individual tasks are possible)
Duration 60 minutes
Brief description of the activity
Notes
Country specifics
Teaching materials
Sources
Further reading
1. The course instructor explains the letter method.
3. In a kurzen discussion round, the terms found are marked in the list: Welche of the terms are certainly part of an employment contract (terms are circled), which are rather not (these terms are marked with a question mark)? (15 minutes)
2. Participants have 10 minutes to fill the letter list with terms. This can be done in the group on a list of letters together, in small groups or individually.
4. Together, the terms that are certainly part of an employment contract are put in order. The order should correspond to the structure of an employment contract. (10 minutes)
6. Feedback with video recording (5 minutes): What did you like about this lesson, what didn't you like so much? (Each participant may sign for 20 seconds)
5. Watching the video "Employment contract" together and comparing self-found components of an employment contract with those described in the video (10 minutes)
Employment contract
Germany: none module-2_unit2.2_The-letter method.docx module-2_unit2.2_letter-list.pdf
The employment contract:
The employment relationship:
https://www.youtube.com/watch?v=m01INHXlKzU
https://www.youtube.com/watch?v=d63m7dx4Bvg (in ÖGS)
Letter list method
* The letter method helps to get started with a specific topic. It is fun for the participants and prepares them for the range of topics that will be covered in the following course unit. The course leader can refer back to the terms found during the course.
* Materials for online teaching: shared or personal virtual whiteboards (e.g., miro.com)
* Materials for face-to-face teaching: flipchart, copied list of letters with an example, pens in different colours
* Didactic objective: Brainstorming with a thematic focus and space for entertaining, creating a word field on a topic, exchange in the group
UNIT 2.2 – Employment contract self-made
Task: A word is to be found for each letter of the word "employment contract". Only words that designate a component of an employment contract are valid.
Videos associated
Employment contract
Setting
Type of activity
Timeframe
Brief description of the activity
Classroom / Online
Plenary
10 minutes
The participants work individually, in pairs or in groups to write down terms that describe parts of an employment contract and at the same time contain a letter of the word "employment contract". For this purpose, they receive a list with the letters of the word "employment contract" arranged one below the other or create it themselves. The terms found are written down one below the other in the list of letters. Afterwards, the results are compared and discussed. Discussion questions:
Which of the terms definitely designate a component of an employment contract? Which terms are not so certain?
Glossary
Employment contract
Country specific section Resources0
Germany: none
Sources
Further Information
module-2_unit2.2_method-letters-list.pdf letters-list.pdf
Letters List: Employment contract
* Module 2 can be implemented as an online course or as a face-to-face course. It contains exercises that are worked out in small groups or with the entire course. Individual tasks for individual participants can be integrated by the course management. The module is based on the videos "Collective Agreement" (Unit 2.1), "Employment Contract" (Unit 2.2) and "Different Employment Relationships" (Unit 2.3).
UNIT 2.1 – Together we are strong!
UNIT 2.2 – Self-made employment contract UNIT 2.3 – How do I want to work?
Knowledge: Basic factual knowledge of what employment contracts look like, what their basic content should be, what types of employment relationships there are, how collective agreements came into being and what they regulate for employees and employers.
* Skills and competences: organising own ideas on a subject thematically, presenting own ideas in a discussion within the group, observing important information, structuring information, creativity
* Responsibility and autonomy: be able to link seminar content with the personal reality of life
UNIT 2.3 – How do I want to work?
Videos
contracts
Performance Presence /online
Type of activity Group work (individual tasks are possible)
Duration 60 minutes
Brief description of the activity
Notes
Country specifics
Teaching materials
Sources
Further reading
8. Clarification of questions of understanding. (5 minutes)
7. Watching the video "Different working conditions" together. Alternatively, participants can watch the video individually in preparation for the workshop. (15 minutes)
9. Participants collect important features of the different types of contracts and compare them on a flipchart/mind map (if necessary, play the video a second time and stop it on a show of hands so that participants can take notes). Together they discuss the advantages and disadvantages of the different working relationships and compile a list of pros and cons. (25 minutes)
10.Feedback with video recording: I am packing my suitcase ... (on/offline): Participants pack a suitcase at the end of the course. They express their feedback by: "I pack in my suitcase ... and thus signal what interesting things they took away from the workshop. (10 minutes)
The employment relationship, freelance service contract, contract for work and labour.
Germany: Additional basis for discussion is the video "How work contracts can divide workforces".
Flipchart,
All-modules_feedback_DE.docx
How work contracts can divide workforces (in german): https://www.youtube.com/watch?v=qNW2dGKGDRA
Modul 2 CONTRACTS
UNIT 2.1 – Together we are strong! (Video collective agreement)
What do trade unions do?
⮚Organise strikes
⮚Draw up trade union agreements
⮚Negotiate collective agreements
⮚Pay sick pay
I now know how different levels of pay arise in the employment relationship.
UNIT 2.2 – Employment contract self-made (Video employment contract)
What information should be included in the employment contract?
⮚the address of the employer
⮚the average grade of the last school reports
⮚the salary
⮚the names of the supervisor's
⮚holiday entitlement
I now know what information must be included in an employment contract.
UNIT 2.3 – How do I want to work? (Video different contracts)
What rights do you have in a regular employment relationship?
⮚Paid holidays
⮚minimum salary
⮚days off on birthdays
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Ocean Pollution & its Perspective
Ruchira Shinde ¹, Sagar Gawande ²
¹ ME 1 st Year, Civil Environmental Engineering, APCOER, Pune email@example.com ² Associate Professor, Civil Engineering Department, APCOER, Pune firstname.lastname@example.org
Abstract— There is a presumption that money can compensate for damage. However in truth the any nature damages cannot be compensated and results in long term and permanent damages on the environment.
This paper briefly summarizes the impact of ocean pollution on the marine life and environment as well as the measures adopted to restore the damages.
Today one of the dangerous problems faced by human beings is marine pollution. In the last many years the effect of ocean pollution is the matter of concerns, because this has caused multitude of problems for aquatic life, human life and environment. The major question is why such bad conditions exist.
In understanding the sources of marine pollution, one better is able to plan and implement the necessary regime for the prevention, reduction and control of it.
The oceans have been a dump site for humans for thousands of years. Every day, hundreds of thousands of pounds of trash are discharged into the ocean and much of the trash discarded into the ocean is very harmful to marine life and ocean aesthetics. Millions of marine animals, including birds which rely heavily on marine life, are killed as a direct consequence of pollution. Other types of oceanic pollution such as oil spills and radioactive and industrial waste are just as costly and can contaminate the oceans for thousands of years to come. Dead zones, enormous areas of oxygen deficient water were life ceases to exist, high levels of CO2 in the environment as well as spent CO2 being stored and pumped into the oceans are some of the alarming effects. The damage we humans have brought to the oceans show how irresponsible our actions have been and act as a wakeup call on a global level. If we the humans do not curtail our ways towards life style as token to begin the respect the oceans and its importance for environment they will be changed irreparably and thus change the overall environment as they contribute major role in various natural cycles.
Keywords — Marine Pollution, Environment, Damage, Humans, Oil Spills, Heavy Metals, Festivals.
INTRODUCTION
[1]
:
Oceans form the largest water body on planet earth. Ocean pollution is pollution in the sea. It is also known as marine pollution which occurs when harmful, or potentially harmful, effects result from the entry into the ocean of chemicals, particles, industrial, agricultural and residential waste, noise, or the spread of invasive organisms, due to festivals like Ganesh Chaturthi, Narali Pournima etc… Ocean pollution was ignored for years, but in recent decades the effects have become more visible. On an individual level, pollutants can cause detrimental effects to the activities, health, and survival of marine organisms and humans. On a larger scale, it threatens biodiversity, climate, and the preservation of some of the most treasured locations on the planet. Notwithstanding, pollution costs us billions in terms of tourism revenue, coastal economic activities, and lost resources.
At one time, people thought that the vastness of the ocean could dilute pollutants enough to eliminate their impacts. It is now known, however, that some pollutants can significantly alter marine ecosystems and cause harm—sometimes deadly—to species from the top to the bottom of the food web.
Pollutants often originate far inland and are transported to the ocean via rivers or through the air. Pollutants of particular concern include petroleum, excess nutrients from fertilizers, debris, and industrial contaminants. Even noise, from such activities as shipping, seismic exploration, and sonar, can affect ocean life.
Since oceans provide home to wide variety of marine animals and plants, it is responsibility of every citizen to play his or her part in making these oceans clean so that marine species can thrive for long period of time.
MAJOR FACTORS CONTRIBUTING OCEAN POLLUTION [2][6][7][8][14]:
1) Dumping of Debris or Garbage [10] : Marine debris provides a stark visual reminder of people's impact on the ocean. A portion of the billions if not trillions of tons of trash produced each year finds its way into ocean waters. This comes as no surprise to anyone who has seen plastic bottles and other waste floating onto the beaches. Trash is often dumped from ships and offshore drilling rigs directly into the sea or when objects that are far inland are blown by the wind over long distances and end up in the ocean. These objects can be anything from natural things like dust and sand, to man-made objects such as debris and trash. Most debris, especially plastic debris, cannot decompose and remains suspended in the oceans current for years.
Also industrial waste is one of the major issues when it comes to ocean dumping. These toxic chemicals, including radioactive chemicals, are very hazardous for ocean life forms. While some marine debris comes from ocean-based sources such as cargo or fishing boats, a large amount is estimated to come from land-based sources. Much of this trash is plastic and other man-made substances that people have left behind as litter. When it rains, litter is washed into storm drains, directly into rivers and coastal waters. Thus, much of the litter intentionally or unintentionally discarded into watershed drainage areas travels out to sea or ends up on beaches.
Effects of Dumping: Marine debris is both an aesthetic issue and a direct hazard to marine life. With undesirable changes in beach areas, the economies of coastal communities may be significantly affected by a loss in tourism revenue.
Debris with sharp edges also poses a danger to beachgoers, swimmers, divers, and boaters.
In addition to aesthetic problems, engulping of marine debris and entanglement in debris can harm sea birds, marine mammals, and other sea life. Entrapment and ingestion may lead to death if the animal is not able to move, consume food, and avoid predators. Many marine species are already threatened or endangered, and the effects of debris only make matters worse.
Marine animals like Sea turtles mistake plastic bags for jellyfish and die from internal blockages.
There are huge areas of garbage that are sometimes referred to as islands of garbage. The garbage is not only confined to the surface.
The material that is too heavy to float ends up on the bottom. This foreign matter present in the environment disrupts aquatic flora as well as fauna.
Birds, fish and large sea creatures mistake plastics and other garbage for food. Plastics get into the animals' digestive systems. Plastics tend to absorb chemicals causing a concentration of toxins which goes up the animal chain. Larger creatures eat smaller ones and ultimately, some are consumed by humans. By this means, these toxins can end up in our bodies. Animals who are most often the victims of plastic debris include turtles, dolphins, fish, sharks, crabs, sea birds, and crocodiles.
346 www.ijergs.org 2) Oil Spills [13] : Oil is one of the most visible and commonly discussed types of ocean pollution. Oil in the ocean includes crude oil, refined petroleum products such as gasoline or oily refuse. The main natural source of oil in the ocean is seepage, where crude oil oozes into the water from geologic formations beneath the sea floor. Man – made causes include petroleum use, including tanker
spills, occasionally, offshore drilling rigs experience accidental leaks. Ships carrying oil have also been known to cause devastating oil spills, but these are large-scale disasters. One of the greatest sources of oil pollution is people who pour various cooking oils and grease down the sink drains in their homes.
Effects of Oil Spills: Oil pollution affects ocean ecosystems most significantly by endangering aquatic life. Floating on top of the water's surface, oil coats the wings and feathers of marine animals.
Oil-soaked plumage makes birds less buoyant, reduces their insulation, and increases their vulnerability to temperature fluctuations. It also impairs flight ability such that they cannot forage for food or escape from predators. When birds attempt to clean off their feathers, they often ingest the oil, causing kidney damage, altered liver function, and digestive tract irritation. This may lead to death through organ failure, impaired digestion, or dehydration
Marine mammals like otters and seals are left unable to regulate body temperature when their insulating fur is coated in oil, leading to hypothermia.
Chronic exposure to small amounts of crude oil or other petroleum products can produce toxic effects in many marine organisms.
In addition, oil floating on top of seawater reduces light penetration, limiting the photosynthetic activities of the marine plants and phytoplankton that form the base of the ecosystem. This in turn affects sources of nutrition for other organisms higher on the food chain. Spilled oil also spreads onto beaches, marring the landscape and inhibiting recreational uses like bathing and kayaking. Substances evaporating from oil can irritate the skin, eyes, and respiratory systems of humans.
3) Sewage/ Fecal Waste: Animal waste and human wastewater from toilets and other household activities such as bathing and laundering as well as food preparation are often washed directly into the ocean from coastal communities. Raw sewage collected from toilets and other household wastewater contains everything from infectious bacteria and viruses to toxic chemicals and nutrients.
Effects of Sewage: Direct exposure to sewage can cause rashes, earaches, stomach-aches, pink eye, diarrhoea, vomiting, respiratory infections, hepatitis, encephalitis, and typhoid.
Sewage contains chemicals that alter the marine environment, causing some marine life to die and other marine life to flourish. This throws off the natural balance of marine ecosystems.
Sewage can also deprive marine environments of oxygen, killing off entire populations in affected areas.
4) Heavy Metals: Heavy metals are natural components of the Earth's crust. Trace amount of some metals like cobalt, copper and zinc are necessary for maintaining metabolic functions. Excess of this can have detrimental effects. Metals like Mercury, Lead and Cadmium have severe adverse impacts. Heavy metals possess toxic substances, since they are non-degradable, they bio accumulate and they produce acute or chronic toxic effects. These metals find their way into the marine environment either through river influx or atmospheric deposition; direct discharges from industrial sources.
Effects of Heavy Metals [3] : Toxicity and adverse health effects vary widely depending on the type of metal: for instance, while some forms of mercury, even if absorbed in small doses, cause severe damage to the brain and the central nervous system, short-term exposure to nickel does not produce any effect while long-term exposure may cause skin irritation or liver damage
Copper is dangerous to marine organisms and has been used in marine anti-fouling paints.
5) Toxic Chemicals: Industrial and agricultural waste are another most common form of wastes that are directly discharged into the oceans, resulting in ocean pollution. The dumping of toxic liquids in the ocean directly affects the marine life as they are considered hazardous. Rain water often picks up small amounts of toxic chemicals from agricultural fields, lawns, roads, and parking lots and carries them directly to the ocean through storm drains. Pharmaceutical, industrial, agricultural, personal care, household cleaning, gardening, and automotive products and wastes still down onto lakes, rivers, and the ocean. Once deposited in ocean sediments, mercury ends up in sediments, fish, and other animals, or volatilizes back into the atmosphere.
Effects of Toxic chemicals: They raise the temperature of the ocean, known as thermal pollution, as the temperature of these liquids is quite high. Animals and plants that cannot survive at higher temperatures eventually perish.
The decimation of brown pelican populations due to release of DDT in the environment, its bioaccumulation, and the resultant eggshell thinning is a good example of the harmful potential of toxic pollutants.
One type of emerging contaminant is endocrine disruptors. Endocrine disruptors are substances that act like hormones in the bodies of human and animals, thus interfering with normal activity in the endocrine system. Many detergents, pesticides, plastics, and varnishes, for example, are derived from or contain endocrine disrupting chemicals. Exposure to sufficient quantities of these chemicals could theoretically cause unnatural developmental and reproductive changes. In some controlled experiments, they were shown to alter sex determination and dynamics of fish populations.
6) Nutrients: Owing to nutrients released on land, for instance from livestock waste, household detergents, lawn care products, and crop fertilizers, oceans are over-fertilized in many coastal regions around the globe. Nutrients from these and other sources tend to get concentrated in storm runoff, rivers, and water treatment plant effluent. Much of this water flows downhill and eventually releases into lakes or oceans, leading to a localized area at the discharge point where nutrient concentrations are elevated. This imbalance may then instigate a string of negative effects in a process called ―eutrophication‖.
Effects of Nutrients: i) Eutrophication is an increase in the production of organic matter through algal blooms or aquatic plants. If too much nitrogen and phosphorus find their way into the ocean, these nutrients fertilize an explosive growth of algae.
ii) When the masses of algae die and sink to the bottom, their decomposition consumes most of the oxygen in the water. The resulting lack of oxygen can wipe out marine life across the entire affected area.
iii) Algal blooms contribute to loss of endangered sea grass beds and coral reefs by clouding water, cutting off sunlight, and essentially smothering coral.
iv) Oxygen levels drop so low in the spring and summer that most fish and shellfish cannot survive, creating what is known as a ―dead zone.‖
v) Fish, shrimp, and crabs flee the area while less mobile bottom-dwellers such as snails, clams, and starfish may die. This phenomenon occurs yearly and is attributed to excess nutrients, mostly from fertilizer-rich runoff.
vi) Additionally the temperature of the ocean is highly affected by carbon dioxide and climate changes, which impacts primarily the ecosystems and fish communities that live in the ocean. In particular, the rising levels of CO2 acidify the ocean in the form of acid rain. Even though the ocean can absorb carbon dioxide that originates from the atmosphere, the carbon dioxide levels are steadily increasing and the ocean's absorbing mechanisms, due to the rising of the ocean's temperatures, are unable to keep up with the pace.
7) Ocean Mining: Ocean mining in the deep sea is yet another source of ocean pollution. Ocean mining sites drilling for silver, gold, copper, cobalt and zinc create sulfide deposits up to three and a half thousand meters down in to the ocean.
Effects of Ocean Mining: Deep sea mining causes damage to the lowest levels of the ocean and increase the toxicity of the region. This permanent damage dealt also causes leaking, corrosion and oil spills that only drastically further hinder the ecosystem of the region.
8) Sunscreen: Sunscreen is a lesser known source of pollution, but can have grave effects. The chemicals in sunscreen worn by swimmers and divers wash off into the ocean water and coats plant-life on coral reefs and suffocate them. Vast swaths of reefs have been destroyed, but there are eco-friendly sunscreen products on the market that help to prevent this terrible side-effect, while still protecting skin from cancerous sunrays
9) Land Runoff: Land runoff is another source of pollution in the ocean. This occurs when water infiltrates the soil to its maximum extent and the excess water from rain, flooding or melting flows over the land and into the ocean. Often times, this water picks up
man-made, harmful contaminants that pollute the ocean, including fertilizers, petroleum, pesticides and other forms of soil contaminants. Fertilizers and waste from land animals and humans can be a huge detriment to the ocean by creating dead zones.
10) Pollution due to festivals in India [9] : Festivals like Ganesh Chaturthi, Durga Puja, Diwali, and Holi are occasions for great joy and celebrations across our country. With we celebrating these festivals, also call for a disaster. Pollution of various types is generated in large amounts all across the country, thereby adding an even greater load pollutants and contaminants to our already over polluted environment, overburdened rivers, lakes, and seas.
Festivals like Ganesh Chaturthi and Durga Puja involve immersion of idols into water bodies. The practice of immersion has become a growing cause for concern on account of its adverse environmental impacts, particularly on the water bodies. Toxic exposure of the larger community through deadly chemicals and heavy metals used for making idols is a matter of concern.
The festivities surrounding Ganesh Chaturthi and Durga Puja culminate with idols being immersed in various ponds and lakes, painting a picture of ecological disaster. Thus the problem is spread countrywide. Immersion of idols in these natural aquatic ecosystems destroys the whole ecological balance.
After examining the water before and after immersion it was found that the concentration of substances like calcium, magnesium, molybdenum and silicon concentrations increased significantly. Also, it was found that concentrations of heavy metals like arsenic, lead and mercury had increased. Metals like lead and mercury are particularly hazardous as they are dangerous to health and can damage the heart, kidneys, liver, circulatory system and central nervous system. The other pollutant besides metals which is added is POP ( Plaster of Paris). Immersion of POP idol into the water increases its hardness which deteriorates the quality of water. The major exposure route is through inhalation, ingestion, skin and eye contact and common symptoms are watering of eyes, skin irritation, and trouble in breathing incessant coughing affecting organs like eyes, skin, and respiratory system.
Effects on Water Quality:
The water bodies are in a very poor state every year after Ganesh and Durga puja is over. Along with idols flowers, banana leaves, coconuts etc are immersed in various water bodies, resulting in alarming increase in pollution levels. It is mainly caused by dissolution of wastes coming from silting of clay, Plaster of Paris and the cheap toxic coloured paints (chemical dyes), painted on the idols which comes in contact with water. Once these idols are immersed, the clay along with Plaster of Paris (Calcinated Gypsum) slowly dissolve and accumulate at the bottom of the water body, whereas the toxic paints form a thin film on the surface of water. This cuts down the oxygen supply for aquatic animals and fish as decomposition of organic wastes uses oxygen in water making it impossible for aquatic animals to survive.
TABLE NO.1. Impact of various items on aquatic environment during idol immersion [9]
11) Radioactive Materials: The most significant inputs of radioactive materials into the marine environment originate from nuclear industry activities and the dumping of radioactive waste. Present day levels of radioactive substances found in coastal waters are the result of natural (radioactivity, cosmic rays, earth's crust), and possibly released radioactivity due to human activities such as oil exploration and combustion, phosphate production and use, land-based mining, managed discharges from nuclear power and reprocessing facilities, fallout from atmospheric nuclear weapons testing and accidents, medical diagnosis and therapy, and food conservation.
Radioactive waste enters the ocean from nuclear weapon testing and the resulting atmospheric fallout, the releasing or dumping of wastes from nuclear fuel cycle systems, and nuclear accidents.
12) Noise: Many species of marine mammals, as well as some other aquatic species, sound is a primary sensory means of communicating, navigating, and foraging. The ocean environment has always included an abundance of natural noises, such as the sounds generated by rain, waves, earthquakes, and other animals. However, a growing number of ships, oil exploration activities, and military and civilian sonar use add to the ambient noise in the oceanic environment.
Human-generated sound in the ocean comes from a variety of sources, including commercial ship traffic, oil exploration and production, construction, acoustic research, and sonar use. Noise is also an unintentional by-product of coastal and marine construction, ship propellers, mineral extraction, and aircraft flights. Mine-hunting sonars, fish finders, some oceanographic systems (such as acoustic Doppler current profilers), and high-resolution seafloor mapping devices can create noise at a higher frequency.
Effects of Noise: Noise can have a detrimental effect on animals by causing stress, interfering with the ability to detect prey and avoid predators, and impairing communication needed for reproduction and navigation. Noise may also force animals into smaller areas of habitat. Exposure to high levels of noise could even lead to permanent hearing loss.
CONTROL OF MARINE POLLUTION [1][4] :
Control of pollution is of paramount importance because of its alarming consequences. Oceans are very important for maintaining the overall balance of eco-system. Following are some of the steps to control marine pollution:
1) General Aspects: Preventing marine pollution is very important for the well-being of the sea, the marine life it supports and humans! Cleaner oceans means prevention of aesthetics, beaches for swimming, fishing and recreation. There are a lot of things we can each do to make a difference, either on your own or in a group, to make a huge difference:
1.
Organizing a beach clean-up.
2. Reducing rubbish and using recyclable materials as far as possible.
3. Take care of a local stream.
Large Scale Solutions for Ocean Pollution:
It's very difficult to clean up pollution once it has occurred, so the best way is prevention:
- Stricter government regulations or standards on industry and manufacturing
- Avoiding off-shore drilling as far as possible.
- Limit agricultural pesticides
- Proper sewage treatment
- Cut down on waste and contain landfills
- Carry a reusable shopping bag instead of plastic bags
- Store food in reusable containers instead of those you throw away
- Avoid products that come with excess packaging
- Don't litter
Organizations that protect the Oceans:
There are a plenty of organizations dedicated to preventing pollution and cleaning up the pollution that has already occurred.
- Blue Ocean Society
-
Greenpeace
- Marine Bio Conservation Organization
- National Coalition for Marine Conservation
- Ocean Conservancy
- Ocean Research and Conservation Association (ORCA)
The best way to start fighting ocean pollution is to educate yourself on what causes it and start making small changes at home.
2) Technical Aspects:
a) Waste treatment: The waste treatment include treating of the waste coming from industries and factories before it is left off itno the sea or any other water bodies. This can be done by various treatment processes, methods of pollution control, ultimate disposal and recycling of waste.
b) Sewage and industrial waste: Many industrial wastes differ markedly in chemical composition and toxicity from domestic sewage. They often contain persistent or refractory organics which resist secondary treatment procedures that are normally applied to domestic sewage.
There is a need for improved methods of treatment for industrial wastes.
-Reducing overboard discharge of waste
-Establishing safe standards on waste effluent
-Providing safety standards for offshore activities
c) Oil waste: There should be facilities for the receiving and treatment of oily waste mixtures seperately.
d) Thermal waste: The present treatments are cooling ponds, cooling tower (not economical) and direct discharge into receiving water. The needs for new methods of cooling and the development of beneficial use are urgent
e) Radioactive wastes: These cannot be treated biologically or by oxidative treatment. The present disposal approaches are: concentration and containment: The procedures are treatment, storage, container (steel and concrete) transportation and handling equipment for dumping.
The major concerns in nuclear waste disposal are:
* Possibility of the return of radioactivity to man
* Possibility of severely altering the biological balance of the ocean
* Interference with other uses of the sea.
The dumping practice: Dumping in deep trenches is not recommended. The present design for waste containers is, for ten years life expectancy. They are exposed to the danger of being burst out due to the terrific pressure and the buffeting by currents.
f) Improvement in ship design and navigation system: The needs for improved ship design are:
-consideration of pollution prevention measures in ship design
-Adequately trained crews feasibility of shore-based guidance system.
g) Surveillance: Water quality monitoring system: developing methods of detection and surveillance of pollution.
-developing methods of tagging pollutants
-developing in site monitoring devices
-Establishing information on hazardous cargoes such as their movement, cargo properties and emergency control methods.
-survey of coast area
-improvement of handling and storage of the dangerous cargoes
h) Safety on the continental shelf: review design practices of offshore ports to accommodation of super tankers.
-Study of transfer facilities, such as pipelines, artificial islands, isolated shore locations, ship to barge transfer, ocean barge systems, and submarine tankers.
-Minimizing conflicts among the various activities including shipping transfer of liquid or gases in pipelines, fishing, recreation, and drilling, pumping and storing materials underwater or at the surface.
-Elimination of wrecks, debris and litter.
STRENGTHS AND WEAKNESSES IN CONRTOL OF OCEAN POLLUTION [1] :
Our country India is far more capable of preventing the above mentioned Ocean pollution problems. But still there are many problems related to ocean pollution that are on an alarming rate and following are the weaknesses:
a) Funds: Conservation or Prevention of anything requires the most important thing Money. This is the main problem with Ocean protection. There are many organizations working for the protection of Oceans, but they are struggling with funds. Government and we people should be responsible and such organizations should be supported for the funds so that such organizations can work effectively for the conservation of Oceans.
b) Unfamiliarity about Ocean pollution: This is one of the main weaknesses that many people are not aware about this harmful ocean pollution. It was assumed that the vastness of ocean can dilute all the waste. Awareness should be created among the people regarding the consequences of ocean pollution and also the ways to curtail it.
CONCLUSION
Discussing Ocean pollution does bring in picture a lot of complex problems that are faced by humans, environment and which are created by humans themselves. We humans should understand the importance of oceans as they are the main part of ecological cycle and do support a large part of living organisms. Since the networks of oceans are interconnected the pollution issue will only truly be solved by consistent improvement in areas across the globe. Knowing the harmful effects of ocean pollution and also that we humans are the main factor responsible for it, it is clear that each one of us should get involved to find a solution. Efforts at all of these levels become more effective with elevated public awareness about pollution sources and impacts. Since oceans provide home to wide variety of marine animals and plants, it is responsibility of every citizen to play his or her part in making these oceans clean so that marine species can thrive for long period of time. In short, in order to preserve & protect the coastal environment legal and responsible application of scientific knowledge on all aspects of pollution is essential.
REFERENCES:
1) https://en.wikipedia.org/wiki/Marine_pollution
2) A Literature Survey of Ocean Pollution by H. H. Shih- Institute of Ocean Science and Engineering School of Engineering and Architecture the Catholic University of America Washington.
3) Marine Invertebrates as Bio indicators of Heavy Metal Pollution-Roberto Chiarelli, Maria Carmela Roccheri - Open Journal of Marine Science
4) Pollution in the Bay of Bengal: Impact on Marine Ecosystem- Towhida Rashid, Sirajul Hoque, Sharmin Akter- Open Journal of Marine Science
5) Impact of pollution on marine environment -A case study of coastal Chennai- A. Duraisamyand S. Latha- Indian Journal of Science and Technology, Vol. 4 issue 3 (March 2011)
6) Ocean Science Series, Pollution in the Ocean, the National Academics.
7) Pollution in the Ocean- The Aquarium Of The Pacific- Ocean On The Edge: Top Ocean Issues, May 2009.
8) Environmental Pollution in Coastal Areas of India- R. Sen Gupta, Sugandhini Naik and V. V. R. Varadachari, Ecotoxicology and Climate, Published by John Wiley & Sons Ltd.
9) Festivals: A Time of Celebration or Impending Environmental Disaster- Sujoy Chatterjee and Dr. Prashant Mehta
10) State of the planet, Our Oceans- A Plastic soup, The Earth Institute, Columbia University
11) Keeping World Environment Safer and Cleaner-Marine Pollution- By Partha Das Sharma.
12) Marine Pollution and International Preventive Laws- A Case study of the Caribbean Sea by Rickey Jaggernath.
13) Introduction to Coastal Habitats and Biological Resources for Oil Spill Response, response.restoration.noaa.gov/oilaids.html
14) Marine pollution - a perspective, monitoring and control in India - Dr. N.V.Vinithkumar, National Institute of Ocean Technology. | <urn:uuid:f4148713-0533-43ce-ae44-1752c30a83b8> | CC-MAIN-2022-49 | https://oaji.net/articles/2015/786-1440846548.pdf | 2022-12-07T23:23:24+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00132.warc.gz | 458,685,469 | 5,951 | eng_Latn | eng_Latn | 0.958385 | eng_Latn | 0.995929 | [
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Wetlands Conservation
drishtiias.com/printpdf/wetlands-conservation
Why in News
Rajasthan Government is acting proactively to protect the wetland ecosystem of the state with 52 wetlands earmarked for time-bound development.
In Rajasthan, Sambhar Lake and Keoladeo Ghana National Park have the prestigious tag of 'Wetland of International Importance', by the Ramsar Convention on Wetlands.
Key Points
Wetlands are defined as: "lands transitional between terrestrial and aquatic ecosystems where the water table is usually at or near the surface or the land is covered by shallow water".
Importance:
Ecosystem and biodiversity support:
Wetlands are highly productive ecosystems that provide the world with nearly two-thirds of its fish harvest.
Wetlands play an integral role in the ecology of the watershed. The combination of shallow water, high levels of nutrients is ideal for the development of organisms that form the base of the food web and feed many species of fish, amphibians, shellfish and insects.
Wetlands' microbes, plants and wildlife are part of global cycles for water, nitrogen and sulphur. Wetlands store carbon within their plant communities and soil (carbon sequestration) instead of releasing it to the atmosphere as carbon dioxide.
They provide habitat for animals and plants and many contain a wide diversity of life, supporting plants and animals that are found nowhere else.
They are also an important source of ground water recharge.
Human Dependence: More than one billion people depend on them for a living.
Wetlands are a vital source for food, raw materials, genetic resources for medicines, and hydropower.
Many wetlands are areas of natural beauty and promote tourism and many are important to Aboriginal people.
Also, they help in controlling the floods.
Threats to Wetlands:
Urbanization: Wetlands near urban centres are under increasing developmental pressure for residential, industrial and commercial facilities. Urban wetlands are essential for preserving public water supplies.
Agriculture: Vast stretches of wetlands have been converted to paddy fields. Construction of a large number of reservoirs, canals and dams to provide for irrigation significantly altered the hydrology of the associated wetlands.
Pollution: Wetlands act as natural water filters. However, they can only clean up the fertilizers and pesticides from agricultural runoff but not mercury from industrial sources and other types of pollution.
There is growing concern about the effect of industrial pollution on drinking water supplies and the biological diversity of wetlands.
Climate Change: Increased air temperature; shifts in precipitation; increased frequency of storms, droughts, and floods; increased atmospheric carbon dioxide concentration; and sea level rise could also affect wetlands.
Dredging and sand mining: That is the removal of material from a wetland or river bed. Dredging of streams lowers the surrounding water table and dries up adjacent wetlands.
Introduced Species: Indian wetlands are threatened by exotic introduced plant species such as water hyacinth and salvinia. They clog waterways and compete with native vegetation.
Global Conservation Efforts:
Ramsar Convention
The Convention came into force in 1975 and is one of the oldest intergovernmental accord for preserving the ecological character of wetlands.
The Convention's mission is "the conservation and wise use of all wetlands through local and national actions and international cooperation, as a contribution towards achieving sustainable development throughout the world".
India has 37 Ramsar Sites which are the Wetlands of International importance.
Montreux Record
Montreux Record is a register of wetland sites on the List of Wetlands of International Importance where changes in ecological character have occurred, are occurring, or are likely to occur as a result of technological developments, pollution or other human interference.
Wetlands of India that are in Montreux Record:
Keoladeo National
Park (Rajasthan) and Loktak Lake (Manipur).
Chilka lake (Odisha) was placed in the record but was later removed from it.
Conservation Efforts by India:
National Plan for Conservation of Aquatic Ecosystems (NPCA):
NPCA is a single conservation programme for both wetlands and lakes.
It is a centrally sponsored scheme, currently being implemented by the Union Ministry of Environment and Forests and Climate Change. It was formulated in 2015 by merging of the National Lake Conservation Plan and the National Wetlands Conservation Programme.
NPCA seeks to promote better synergy and avoid overlap of administrative functions.
Wetlands (Conservation and Management) Rules, 2017:
Nodal authority: As per the Wetlands Rules, the Wetlands Authority within a state is the nodal authority for all wetland-specific authorities in a state/UT for the enforcement of the rules.
Prohibited activities:
Setting up any industry and expansion of existing industries,
Dumping solid waste or discharge of untreated wastes and effluents from industries and any human settlements, and
Encroachment or conversion for non-wetlands uses.
Integrated Management Plan: The guidelines recommend that the state/UT administration prepare a plan for the management of each notified wetland by the respective governments.
Penalties: Undertaking any prohibited or regulated activities beyond the thresholds (defined by the state/UT administration) in the wetlands or its zone of influence, will be deemed violations under the Wetlands Rules. Violation of the Rules will attract penalties as per the Environment (Protection) Act, 1986.
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3rd & 4th Grade Girls Rules
General Rules:
* All games must start on time, any changes of game times must be approved by the league commissioner.
* If a coach is aware that the team will have less than 5 players before game days on Saturday, he/she needs to notify the league commissioner.
* There will be a 15 minute grace period if a team does not have 5 players. Once that 15 minute grace period ends the game will be cancelled. The league still encourages both teams to use their gym time and play even if that requires one team to lend a player to another team in scrimmage format.
* The league will guarantee at least one referee and one score keeper per game. The score keeper is responsible for the game clock and NOT responsible for keeping a team's score book, that is for a coach or parent to keep track of.
* Every team is supplied a ball (junior size) and it should be brought to every practice and game.
* Coaches are responsible for the decorum of their team, this includes assistant coaches, parents and most importantly players. Good sportsmanship must be taught and displayed at all times. Any person who abuses this may be ejected from the gym and potentially barred from attending further games.
* Players should NOT bring basketballs to games, coaches should ensure that 2-3 are provided for their team.
* Players who are registered with the Syosset Basketball League (SYOBBALL INC) are only players who are eligible to play in games.
* Our 3rd and 4th grade league is composed of 8 and 9 year old girls. It is our desire to have each coach assume the responsibility of teaching their players, about the game of basketball and about good sportsmanship. Players are to play at the best of their ability and coaches should attempt to make sure each player scores during the season.
* Coaches will have some latitude in addressing referees. Calls are allowed to be questioned and explanations are allowed to be requested. If at any point a coach becomes abusive of a referee, it is up to the discretion of the ref to award a technical foul, eject the coach from the game, giving the opposing team two foul shots and possession of the ball. At this level, players are not permitted to argue calls with officials. If coaches, parents and players are unable to follow these rules, the person involved will be subject to ejection, other possible violations given from the SBL Administration.
Game Rules
* The length of each game will be eight (8), four (4) minute periods. Halftime will occur after the fourth (4th) period and last 2 minutes.
* If the score is tied at the end of regulation, a 3 minute overtime period will occur. 3 minute overtime periods will continue until a winner is determined.
* The game begins with a jump ball and alternating possessions will occur for the rest of the game when determining possession for jump balls, and beginning of periods. Overtime periods require a jump ball to start.
* Players and coaches will line up for the end of game, to acknowledge both teams and officials hard work and offer good luck for the remainder of the season. Teams will not embrace or shake hands due to COVID-19 protocols.
Periods of Play
* This is an intramural league and all efforts to ensure equal play time are required. A team that arrives with more players, is never penalized for this, and should not have to play their top drafted players less than the other team. This only applies to the top two drafted players. If one or both of the top two drafted players are not present, the opposing team will have to match their players up according to the teams top players present. (Example: If a team with 8 players is missing their top two drafted players, the team with 10 players must play every player 4 periods each). Prior to games starting, coaches should discuss with each other who the teams top two players are. The following schedule should be used in determining playing time depending on the number of players each team has present.
* If both teams have 10 players, every player plays 4 periods each.
* If a team has less than 10 players, there should never be more than a 1 period discrepancy between players. (Example: a player cannot play 4 periods, and another player plays 6).
* Players must play a minimum of one (1) period each half.
Substitutions
* There are NO substitutions made during periods 1-7, unless a player is injured. If a player enters the game for an injured player, and plays more than 2 minutes, that player will be charged with a period and the injured player will not. During the 8th period, substitutions can be made for any player as long as all players have met their minimum periods played.
Defense
* Man to man defense must be played, zone defense is not allowed.
* There is no double teaming unless:
- Players are on a fast break
- When a pick is set, the defender guarding the ball and the player setting the pick may guard the ball.
- If a double pick is set, three players are permitted to guard the ball.
- All defenders must be within 3 feet of the man they are guarding.
- Defenders are allowed to swipe at the ball if another player is attempting to drive to the basket.
- Any violation of the defensive rules, will result in a warning and an explanation and teaching from the referee. If the violations continue and no effort is being made by the coach to fix it, the official may award a technical foul.
Offense:
* Teams are allowed to set one or two man picks, three man picks are not allowed.
* The "3 second rule" will be enforced softly with a warning and explanation done by the referee the first time.
* Violation of offensive rules will result in loss of possession.
Scoring:
* A player can score up to 15 points for the game, unless the game goes into overtime, where the player will be allowed to score more, with no limit.
* If a player has 14 points, only 1 point will be counted if they score. In the case of foul shots, if a player scores his 15th point on the first shot, another player who is on the court will be permitted to take the second shot.
* The foul line will be 1 foot closer than the normal foul line, and players are permitted to jump over the line when shooting foul shots.
Fouls:
* Shooting fouls result in 2 foul shots.
* Each team is allowed six (6) fouls per half, on the seventh (7) foul the team will shoot a 1 and 1 and continue this until the tenth (10) team foul has occurred, when the team will receive 2 shots.
* Non-shooting fouls will be charged as personal fouls for the player and a team foul for the team.
* Players are each given 5 personal fouls for the game. If the player fouls out, they must continue to play if they have not met their minimum number of periods. They are not permitted to score or foul. In the case that a fouled out play commits a foul, the opposing team will receive two (2) technical foul shots and possession of the ball.
* If a player fouls out, but has already completed his minimum number of periods then he will have to leave the game. If he fouls out in his last period he must play, he must finish the period.
* All technical fouls result in two (2) foul shots and possession of the ball.
* Technical fouls count as a personal foul and a team foul. In an overtime game, the foul situation does not reset, but carries over into the overtime period.
Clock Management:
* In the final minute of the game the clock does not start until the ball crosses half court. This rule applies anytime the ball must be thrown in from out of bounds. The clock continues to run when the live play occurs such as a steal or rebound.
Timeouts:
* Each team gets four (4) timeouts per game for regulation time.
* Each team is awarded one (1) additional timeout if the game goes to overtime.
* Unused timeouts from regulation are allowed to be carried over into overtime.
* If a team calls a timeout but does not have any left, a technical foul will be assessed, resulting in two (2) foul shots and possession.
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BEHAVIOURAL STUDY OF APHIDS
1 Atanu Maji*, 1 Swagata Bhowmik and 1 Subham Kumar Sarkar firstname.lastname@example.org
n insect behavior refers to the various actions of an insect in response to a stimulus or to its environment. It describes a wide range of activities, such as feeding, locomotion, grooming, reproduction, learning, migration, and communication. A
1 Department of Entomology, Uttar Banga Krishi Viswavidyalaya, Pundibari, Cooch Behar-736165, West Bengal, India
Aphids are major pests for all crops over the world and generally known as plant lice, green flies or black flies and they belong to the Super family- Aphidoidea and OrderHemiptera. Most of the aphid species are polyphagous and feed on a wide range of host plants (Blackman and Eastop, 2000). Most of the female aphids are wingless but small numbers of aphids are winged that fly to the plant and find it to be a suitable host. After getting suitable host they produce several immature ones on the tender leaves. They are phloem feeder and attack all parts of plants including roots. Aphids directly damage the plant by sucking their nutrients resulting in curling and twisting of tender parts (Maji et al., 2020).
In addition, aphids are often vectors of plant pathogens. Almost every crop is a host to at least one aphid species. Aphid behaviour can helps to know about the developed resistance to insecticides, they are difficult to control (Blackman & Eastop 2006). Previously, it has been demonstrated that plant resistance can be inferred from the behaviour of aphids (Pickett et al. 1992).
Patterns of Behaviour
1. Innate behaviour- Innate behavior is behavior that's genetically hardwired in an organism and can be performed in response to a cue without prior experience.
2. Learned behaviour- Learned behavior is behavior that occurs only after experience or practice. Learned behavior has an advantage over innate behavior. It is more flexible. Learned behavior can be changed if conditions change.
Importance to Study Insect Behaviour
To understand interspecific and intraspecific interaction between insects.
To know the reproductive strategies of different insects.
To understand the social behaviour of insects.
To determine the host preference by different insects.
To understand the defensive mechanism of insects against their natural enemies.
Insects can resist insecticides through changing their behaviour. So, understanding the behavioural resistance mechanism will help in development of IRM strategies.
1. Feeding Behaviour
Aphid antenna bears many sensilla which are used in chemoreception and for perception of leaf surface. Most of the aphid species make their colonies near mid rib on lower surface of the leaves. Younger nymphs make colonies on secondary and tertiary leaf veins. By making colonies around veins, aphids try to find place near to the phloem tissues (sun et al., 2016). When aphid punctured the phloem tissue, the sap which is under positive hydrostatic pressure is forced into the aphid‟s food canal. Phloem sap is composed of only sugars.
Most of the time aphids are the phloem feeders but under certain stress condition they can also feed on xylem fluid. Because when they feed from phloem, high osmotic pressure created in stomach due to high sucrose concentration as a results water transfer from haemolymph to stomach and insect died. But, when they feed on xylem fluid which is much dilute as compared to phloem, helps to reduction of solute concentration and osmotic pressure (Guo et al., 2016).
2. Locomotion or Movement of Aphid
Movement of Aphid
An aphid moves from its point of origin towards some other place by one of two types of transport mechanisms, either through „inadvertent‟ or „intentional‟ displacement (Awasthi, 2013).
Inadvertent displacement is an instinctive act, departure the aphid few options about its translocation. It is propelled by the force of impact, gravitational force, air currents, or a
blend of these. The inadvertently displaced aphid may, itself by walking or flying otherwise, it can be transported by animals, farm machinery or automobiles.
Intentional displacement is a pre-programmed movement, i.e. they are governed by the genetics of the organism. The environmentally sensed attack by a natural enemy or altered chemical composition of a deteriorating host plant, can create an urge in the aphid to flee, this desire might well stem from an intrinsic, genetically wired response to the initial disturbance.
Migratory Behaviour
Insect migration is the key process by which the population dynamics of many insect pests is being maintained over an enormous region. Aphid migration indicates that aphids migrate from high hill regions to plain lands of India to avoid lower temperature. In this migratory route, aphids spread their offspring both temporally and spatially, so that, a portion of their next generation can be able to build a seasonally favourable population in near future.
3. Life Cycle
There are two types of life cycle generally found on aphid species-
a. Holocyclic life cycle: it refers to those aphids which alternate parthenogenetic with sexual reproduction. Holocyclic life cycle seen in case of both heteroecy and monoecy.
b. Anholocyclic life cycle: In this type of life cycle only viviparous parthenogenetic females are present throughout the year. This is often seen in locations where winter conditions are gentle. Anholocycly is not confined to heteroecious species of aphids; approximately 3% of all aphids are completely anholocyclic throughout their range (Blackman, 1980).
4. Mechanisms of Colour Production in Aphids
There are so many factors which are responsible for coloration in aphids-
[x] In case of Sitobion avenae they change their body colour from green to pink or brown with changes in light intensity (Alkhedir et al., 2010).
[x] Aphis gossypii pale green colour at 25 o C and dark green or dark brown at 12 o C temperature (Dixon, 1972).
[x] Colour within a species can be a genetic trait, as is well documented for Acyrthosiphon pisum, Myzus persicae and various Macrosiphum sp. (Battaglia et al, 2000)
[x] Nutritional quality of diet also can influence the aphid colour.
Chemical coloration of aphids is determined by mainly three pigments, melanin, carotenoid, and aphin.
* Melanin: Melanin is one of the major pigments representing black or dark color. Melanin in the cuticle seems to purpose as a protectant from UV damage, and is synthesized from tyrosine through dihydroxyphenylalanine (DOPA) processes.
* Carotenoids: Carotenoids are tetraterpenes that are red to yellow in color. In some cases, carotenoid levels were shown to vary among the different color forms. For example, green aphid primarily contain yellow carotenoids, such as a-carotene, bcarotene org-carotene, whereas red clones mainly contain red carotenoids, such as lycopene, 3, 4-didehydrolycopene and torulene. Aphids have acquired capability to produce red Carotenoid by horizontal gene transfer from fungi.
* Aphins: Aphins are polycyclic quinone pigments present in haemolymph. Aphins exhibit colors that differ extensively, from very light yellow through orange and red to deep blue-green.
Colours for Defence
Generally three types of coloration can be found in aphid species-
Aposematic colouration (Warning colouration)
In this type of colouration aphid make them highly conspicuous as a result they can easily get noticed by predators and this aphid species contains toxic compound such as cyanoglycoside which produce hydro cyanate when consumed by the predators as a results predators avoided in next encountered (Benedek et al., 2019). This type of colouration is displayed only by adults.
Cryptic Colouration in Aphids
Aphid can change their body on the basis of the plant surface colour if they colonise on leaves they are green, aphids that colonize on stem and woody part are brown, this form of
colour matching is called as homochromy. They do not match only colour but also pattern and texture (Dransfield and Brightwell, 2015).
The polymorphism appears to be maintained by balanced selection from two natural enemies- the predator, Coccinella septempunctata and the parasitoid Aphidius ervi.
Parasitoid prefers to attack green morphs generally but if the parasitoid population is high, more red morphs are born. Predator prefers to feed on red morphs but if predator population is high, more green morphs are produced.
Deimatic Behaviour
Deimatic behaviour is intimately associated to Aposematic behaviour, and means any pattern of threatening or startling behaviour. For example the sudden display of eyespots by moths. Several Lachnus and Cinara species of aphids show "leg kicking" response which is an example of Deimatic behaviour.
5. Ant mutualism
Some species of ants farm aphids in their colony and eating the honeydew which secreted by the aphids from their anal opening. Ants protect the aphids by fighting off aphid predators (Wimp and Whitham, 2001). Ants also feed on the aphids to get source of protein and sometimes to control aphid population when they can‟t handle honeydew production capacity.
6. Escape and Defences in Aphids
* Aphids cannot fly for most of their lifecycle; they can escape from predators and parasitoids by dropping off the plant they are on.
* Some species of aphid, known as "woolly aphids "(Sugarcane wooly aphid, Apple wooly aphid), excrete a "fluffy wax coating" for protection from predators and parasitoids.
* Some species of aphid interact with plant tissues forming a gall, by secrete some chemicals. Aphids can live inside the gall, which provides protection from predators and parasitoids. Some gall forming aphid species are produce specialised "soldier " forms, sterile nymphs with defensive features which defend the gall from invasion.
* The cabbage aphid, Brevicoryne brassicae, stores and releases chemicals (Isothiosynate) that produce a violent chemical reaction and strong mustard oil smell to repel predators.
Conclusion
In conclusion, several species of aphid infested on different crops and reduced the production. So, it is very important to control the pest population. Aphid behaviour helps to know about their mechanism of resist insecticides through changing their behaviour and helps to fixed management strategy. There is several defence strategy developed by several aphid species for escaped from their predators. The aphid behaviour needs to be assessed first in order to control the aphid species.
References
"Alkhedir, H., Karlovsky, P. and Vidal, S. (2010). Effect of light intensity on colour morph formation and performance of the grain aphid Sitobion avenae F. (Homoptera: Aphididae). Journal of Insect Physiology, 56(12), pp.1999-2005."
"Awasthi, V.B. (2013). Principles of Insect Behaviour. Scientific Publishers."
"Battaglia, D., Poppy, G., Powell, W., Romano, A., Tranfaglia, A., and Pennachio F. (2000). Physical and chemical cues influencing the oviposition behaviour of Aphidius ervi. Entomologia Experimentalis et Applicata. 94: 219–227."
"Benedek, K., Mara, G., Mehrparvar, M., Bálint, J., Loxdale, H.D. and Balog, A. (2019). Near-regular distribution of adult crimson tansy aphids, Uroleucon tanaceti (L.), increases aposematic signal honesty on different tansy plant chemotypes. Biological Journal of the Linnean Society, 126(2), pp.315-326."
"Blackman, R.L. and Eastop, V.F. (2000). Aphids on the World‟s Crops: An Identification Information Guide. Second Edition. John Wiley, Chichester, pp. 466."
Blackman, R.L. and Eastop, V.F. (2006). Aphids on the world‟s herbaceous plants and shrubs. Wiley, Chichester.
"Dixon, A.F.G. (1972). Control and significance of the seasonal development of colour forms in the sycamore aphid, Drepanosiphum platanoides (Schr.). The Journal of Animal Ecology, pp.689-697."
"Dransfield, R. and Brightwell, R. (2015). Aphids at Bedgebury Pinetum, Kent: 2014-2015 Survey."
"Guo, H., Sun, Y., Peng, X., Wang, Q., Harris, M. and Ge, F. (2016). Up-regulation of abscisic acid signaling pathway facilitates aphid xylem absorption and osmoregulation under drought stress. Journal of experimental botany, 67(3), pp.681693."
"Maji, A., Pal, S., Chatterjee, M. and Sahoo, S.K. (2020). Seasonal incidence of aphid and their natural enemies on mustard from terai region of West Bengal. Journal of Entomological Research, 44(4), pp.555-558."
Pickett, J.A., Wadhams, L.J., Woodcock, C.M., & Hardie, J. (1992). The chemical ecology of aphids. Annual Review of Entomology 37: 67-90.
"Sun, Y., Guo, H. and Ge, F. (2016). Plant–aphid interactions under elevated CO2: some cues from aphid feeding behavior. Frontiers in plant science, 7, p.502."
"Wimp, G.M. and Whitham, T.G. (2001). Biodiversity consequences of predation and host plant hybridization on an aphid–ant mutualism. Ecology, 82(2), pp.440-452." | <urn:uuid:40cf7d7d-b1d6-4180-bbf0-0e1322900a43> | CC-MAIN-2022-49 | https://agriallis.com/wp-content/uploads/2022/11/BEHAVIOURAL-STUDY-OF-APHIDS.pdf | 2022-12-07T23:25:39+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00137.warc.gz | 118,904,917 | 3,114 | eng_Latn | eng_Latn | 0.923083 | eng_Latn | 0.989456 | [
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Running
where both feet come off the ground at the same time. A fast walking action
Mr Crocodile RUN
Don't get caught by the crocodile, RUN, RUN.
Equipment:
Markers.
Where to play:
Outdoors
Age: Preschoolers (3 to 5 years).
What does the game look like?
KEY:
Home Base
Water
Markers
Mr Crocodile
Children
Mr Crocodile RUN
Don't get caught by the crocodile, RUN, RUN.
Step 2
Step 3
Step 4
At each end of your play area mark out a home base.
Children start at home base and sing:
Step 5
"Please Mr Crocodile, may we cross the river, if not, why not, what's your favourite colour?"
The remaining children have to try and run to home base while Mr Crocodile tries to run and catch (tip) them.
Mr Crocodile calls out a colour. Children wearing that colour are safe to run over to home base, avoiding Mr Crocodile.
EASIER: Nominate an Educator as Mr Crocodile.
HARDER: Replace colours with features such as:
blue eyes, blonde hair, long hair, short hair.
Tips:
Step 6
All children who Mr Crocodile catch become 'stuck in the river' where they were tagged and miss one round. When Mr Crocodile calls the next colour all children stuck in the river join in again.
Don't get trapped, run chicken, run.
Trap the CHICKEN
Equipment:
Parachute.
Where to play:
Outdoors
Indoors
Age:
Toddlers & Preschoolers (2 to 5 years).
What does the game look like?
KEY:
Parachute
Children
Path under parachute
Chicken
Step
Step
Don't get trapped, run chicken, run.
Trap the CHICKEN
Organise children to stand in a circle around the outside of the open parachute. Ask children to hold the parachute above their heads, lifting it in the air together.
Step
Step
Call out a child's name. This child becomes the chicken and must run underneath the parachute to the other side.
Whilst the chicken is running underneath the parachute, children on the outside SLOWLY lower the parachute to the ground to try and trap the chicken singing the chicken song: "Run chicken, run! Don't get trapped, run chicken, run."
Step
Each chicken rejoins the circle after their turn, even if they were trapped.
Educator continues to call out names, with each child having a turn of being the chicken.
EASIER: Remove the song.
HARDER: If a chicken is caught they start on the outside
of the circle in the next game and when a child's name is called they have to run around the outside of the circle before finding their place again.
Tips:
Coming CAPTAIN'S
Aye, Aye, Starboard, port, bow and stern. the Captain's coming, run to his commands.
Equipment: Not required.
What does the game look like?
STARBOARD
PORT
STERN
BOW
KEY:
Captain (Educator)
Children
Boat
Where to play:
Outdoors
Age: Preschoolers (3 to 5 years).
CAPTAIN'S
Coming
Aye, Aye, Starboard, port, bow and stern. the Captain's coming, run to his commands.
Step
Step
2
Step
3
Organise children in the centre of an area and tell them that they are now on a boat.
As the Captain, teach the children ten commands and the instruction for each.
Sample Commands:
* Bow - Run to front of boat.
Call out each command for children to follow.
* Scrub the Decks - On hands and knees and pretend to scrub the decks.
* Stern - Run to back of boat.
* Starboard - Run to right of boat.
* Port - Run to left of boat.
* Captain's Coming - Stand tall, salute and shout "Aye, Aye Captain".
* Climb the Rigging - Run on the spot, pretending to climb a rope ladder.
* Sharks! - Lay on stomach with feet up in the air, pretending to swim.
* Freeze - Stop (Captain must say "Unfreeze" for game to continue).
* Captain's Wife - Curtsey (boys can bow).
* Unfreeze - Game to continue.
Tips:
EASIER: Reduce the number of commands to bow, stern, starboard and port only and point in the direction children should run. HARDER: Children who don't perform the correct command have to Climb the Rigging on the spot for one round. | <urn:uuid:b4dbaa47-757a-451e-9aef-0bdfa3bb75f7> | CC-MAIN-2022-49 | https://www.nslhd.health.nsw.gov.au/HealthPromotion/MunchMove/Documents/MinMoves_ActivityCards_Running.pdf | 2022-12-08T00:02:09+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446711221.94/warc/CC-MAIN-20221207221727-20221208011727-00138.warc.gz | 962,058,856 | 970 | eng_Latn | eng_Latn | 0.996532 | eng_Latn | 0.998836 | [
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Improved Green Fodder Production
An important and economic source of macro and micro nutrients for livestock
National Dairy Development Board Anand
Introduction
In India, an estimated 50 million tonnes of concentrate feed ingredients are available annually which yield about 10 million tonnes of crude protein (CP) and 32.5 million tonnes of total digestible nutrients (TDN). In comparison, the annual production of green fodder is estimated at nearly 500 million tonnes, yielding around 12 million tonnes of crude protein and 55 million tonnes of total digestible nutrients. Thus, green fodder is a vital source of nutrients, especially vitamins, for livestock.
Green fodder is primarily obtained through cultivation. Presently, 9.38* million hectares of cultivated land is under fodder crops, with a meagre average annual yield of 40 tonnes/ hectare, which is low. In view of land constraints, efforts need to be put forth to: (i) enhance fodder production from available land and (ii) increase availability of fodder by minimising wastage.
Strategies to increase green fodder production and availability
* Use quality seeds of high yielding varieties/hybrids of fodder crops
* Follow recommended agronomical practices of cultivation
* Follow suitable crop rotation
* Select short duration fodder crops (sunflower/mustard/turnip) during the switch-over season
* Sow legume as an inter-crop or as a mixed crop with a non-legume crop to enhance the nutritional value of fodder and improve soil fertility
* Plant perennial grasses like hybrid napier bajra/guinea grass in about 15 to 20 per cent of the cultivated area to get green fodder round the year
* Plant fodder trees/shrubs on farm boundaries to get green fodder during the lean period
* Harvest fodder at the appropriate stage to get the maximum nutrients
* Adopt modern practices for hay and silage making to ensure supply of fodder during scarcity and avoid wastage of surplus green fodder
* Use chaff-cutter to minimise wastage of fodder
Various fodder crops/grasses/trees
1. Annual Legumes :
Berseem, Lucerne, Cowpea, Guar, Rice bean, Velvet bean
Cereals : Sorghum, Oats, Maize, Millets, Barley
Miscellaneous :
Mustard (Chinese cabbage), Turnip, Fodder beet, Soya bean, Sunflower
2. Perennial Grasses :
Hybrid napier bajra, Guinea grass, Para grass, Congo signal grass
Range Grasses:
Nandi grass, Anjan grass, Blue panic grass, Marvel grass, Rhodes grass
Pasture legumes : Butterfly pea, Stylo, Siratro
Shrubs & trees:
Hedge lucerne, Subabool, Siris, Khejari, Shevari, Gliricidia
* Directorate of Economics & Statistics, Department of Agriculture and Cooperation, Ministry of Agriculture, Government of India
Important fodder crops
Sorghum (Sorghum bicolor): It is the most important cereal fodder crop grown in summer/ rainy season. Covering the maximum cultivated area among fodder crops, sorghum is grown in all parts of the country except the cool hilly areas. It has high tolerance to drought and excessive rainfall. There are single, two and multi-cut varieties/hybrids of sorghum giving one to six cuts per crop producing 50 to 100 tonnes/hectare of green fodder. To avoid prussic acid or cyanide toxicity to livestock, the crop should be harvested at about 50 per cent flowering or after irrigation at the pre-flowering stage. The crop is also useful for hay and silage making.
Important varieties: PC-1, PC-6, PC-9, PC-23, HC-136, HC-171, PSC-1, Pant Chari-5, Pant Chari-6 and Sorghum sudan hybrid.
Berseem (Trifolium alexandrinum): It is a legume crop of the winter season grown mainly in Bihar, Haryana, Madhya Pradesh, Punjab, Rajasthan and Uttar Pradesh. It gives six to seven cuts between November to May and produces 70 to 80 tonnes/hectare of extremely palatable and nutritious green fodder containing about 20 per cent crude protein. Berseem fodder is known as the 'milk multiplier'. Being a leguminous crop it also fixes atmospheric nitrogen in the soil and improves soil fertility.
Important varieties: JB-1, BL-1, BL-10, BL-42, UPB-110, Mescavi and Wardhan.
Lucerne (Medicago sativa): Known as the 'queen of fodder', lucerne is the most popular fodder crop in the country after berseem and sorghum. As a winter legume, lucerne is grown mainly in Gujarat, Madhya Pradesh, Maharashtra and Rajasthan. The crop can give seven to eight cuts from November to June with an average green fodder yield of 60 to 80 tonnes/hectare. The fodder contains about 20 per cent crude protein. The crop is appropriate for hay making. In some areas, it is cultivated as a perennial crop.
Important varieties: T-9, A-2, A-3, RL-88, CO-1 and LLC-5.
Cowpea (Vigna unguiculata): This legume crop is grown under both irrigated and rainfed conditions. It is widely cultivated across the country excluding the temperate hilly areas. It has great potential as a mixed crop when sown with maize, sorghum and millets to produce an ideal 'legume & cereal' fodder mixture. It grows quickly and can yield 25 to 45 tonnes/hectare of green fodder. It also finds use as green manure.
Important varieties: EC-4216, UPC-287, UPC-5286, GFC-1, GFC-2 and GFC-4.
Oats (Avena sativa): It is a winter season cereal fodder crop, mainly cultivated in Bihar, Haryana, Madhya Pradesh, Punjab, Rajasthan and Uttar Pradesh. It has excellent growth and shows quick regeneration capacity after cutting. The green fodder is succulent, rich in carbohydrates and palatable. The yield ranges from 30 to 50 tonnes/hectare. The crop can also be used to prepare hay and silage.
Important varieties: Kent, UPO-94, UPO-212, OS-6, OS-7, OL-9, JHO-822, JHO-851 and HFO-114.
Maize (Zea mays): Maize is one of the best cereal fodder crops grown during summer, rainy and/or early winter season. It produces rich and nutritious green fodder which is a good source of carbohydrates. The green fodder is particularly suitable for silage making. The yield varies from 30 to 40 tonnes/hectare.
Important varieties: African tall, JS-1006 and Vijay composite.
Crop rotation
Suitable rotation of crops not only enhances the productivity of land but also ensures availability of green fodder round the year. An indicative list of some crop rotations is given below:
Silage
It is preserved fodder obtained from the anaerobic fermentation of green fodder. Cereal fodder crops rich in carbohydrates make good silage. About 5 to 1000 tonnes of green fodder can be preserved as silage in a surface silo.
To make silage: (i) harvest the crop at 30 to 35 per cent dry matter stage (ii) chop the crop into small-sized pieces (2-3 centimetres) (iii) fill the chopped fodder into a silo (iv) press the green fodder either manually or mechanically to create anaerobic condition (v) seal the silo with a polythene sheet and cover with soil and (vi) leave it for a minimum 45 days to complete the process of anaerobic fermentation. The silage is ready for feeding animals.
Pressing of fodder in a silo
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Inglewood Primary School BYOD iPad Initiative Years 4-6
Introduction of the iPad initiative
Inglewood PS will be implementing iPad technology to further develop the 21 st Century learning needs of students. It has included working with other schools who are leading schools in ICT; with established best practice, working with consultants and the Department of Education. In 2016, the school commenced an exciting new program with Year 5 and 6 students being the first to trial tablet technology in a 1:1 classroom environment. In 2017, we have opened up the program to include year 4 students.
What is this iPad initiative?
The iPad initiative is to engage students and enable them to develop skills and habits to become successful 21st century learners. The integration of technology will transform teaching pedagogy, enabling teachers to implement highly refined, individualised and higher order thinking tasks. This will ensure our students are developing the skills to think critically, problem solve, be creative and demonstrate innovation using iPad technology at home, school and in the community.
Teachers will continue to teach lessons using established teaching and learning practices, with iPad technology as a tool to enhance and personalise the curriculum for students. The amount of time spent using iPads in the classroom will vary depending on planned lessons.
As part of implementing the Australian Curriculum – ICT General Capabilities, schools are expected to:
- Ensure students conduct investigations, using research and critical thinking skills
- Teach social and ethical protocols and practices, including online etiquette and cyber safety
- Provide opportunities to create
- Manage and operate ICT
- Communicate ideas and information
From 2018, the Digital Technologies curriculum, a new subject area with new skills and unique concepts will be reported to parents. In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
- design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs
- use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions
- confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings
- apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences
- apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.
- design and create digital solution that solve problems taking their preferred futures into consideration
Apart from the abovementioned considerations, NAPLAN testing is moving online. Allowing students more access to online assessments and familiarising them with word processing and navigating through digital platforms will allow them more confidence when completing their NAPLAN assessments online.
Ultimately the school is aware of the need to incorporate more engaging and accessible technology into our teaching and learning programs and iPads are certainly seen as the preferred model. Our 2015-2017 Business Plan references key strategies in
- developing students who are globally aware
- providing greater opportunity for children to be creative
- increasing ICT access with tablet technology
- providing greater opportunity for children to develop problem solving and critical thinking skills
S:\Adminshared\All Staff\ICT\BYOD\BYOD Info 2019\IPS BYO Ipad Initiative 2018.Docx
- providing greater opportunities for children to be innovative
- catering for a range of students needs and abilities and differentiating the curriculum, resources and strategies accordingly.
The iPad initiative will provide a key technology tool which will enable students to achieve these capabilities and prepare them for future education. The iPad will be very effective in providing a number of tools within the one device, which would normally require a number of hardware devices and software components.
Whilst there are many educational applications for literacy and numeracy, the iPads also provide creative opportunities in visual arts, performing arts, languages and physical education well beyond what is possible today within our current school infrastructure. iPad technology has proven to be an invaluable tool in supporting students with special learning needs and also caters for all students at their level.
The iPad will enhance existing teaching and learning initiatives in the Australian Curriculum and will enable educational delivery that would otherwise be impossible or impractical. The mobile nature of the device makes it easy to provide opportunities for teachers to effectively enhance teaching and learning initiatives both inside and outside of the classroom.
Teachers will be supported, mentored and coached to adapt to using iPads as a tool in their classroom. It will encourage self-assessment, responsibility for individual learning and greater collaboration, both in the classroom and with the local and global community. The iPad is a companion device. Its advantage is its mobility and ease of use. It will be used in scheduled, planned sessions to assist with the achievement of identified knowledge and skills.
The iPad initiative is NOT:
- Technology for the sake of technology
- At the expense of daily face-to-face teaching
- Students using iPads all day
- Replacing pen and paper, or teaching of correct Handwriting skills
- Apps replacing teachers
- Impacting on outdoor student activities
- The only tool used for completing work or student assessment
- Replacing laptop or desktop computers
Why has the school chosen BYOD approach?
The advantages of a student using their own personal device are numerous. These include:
- Not having to wait for another class to finish using them
- There is no need to wait for an iPad to become available to commence and complete work.
- Provides ability to work on internet related research within the classroom
- Ability to store media and documents without interference by other students, either accidental or intentional
- The student's documents cannot be edited or deleted by other students who might use the device.
- Wireless access provides the ability to email documents and search the Internet when needed.
- Each device can be individually monitored. (Multiple device users would have to be recorded to be monitored. Even then proving who was using the device at the time of an issue would be difficult).
Why iPads?
One of the main reasons for running iPads and not alternative devices is that both of our major feeder high schools (John Forrest and Mt Lawley) run the Apple platform. Apps used across iPads and Mac Books operate in the same fashion and students need to be familiar with these.
Additional to this are the following reasons:
- The majority of schools consulted are now only solely iPad or transitioning to be, this includes those schools who initially implemented alternative platforms.
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- The school requires iPads primarily to ensure the same applications are available across all devices.
- Importantly our staff are, and will continue to be well trained to support learning and trouble shooting on iPads. Staff will therefore be more skilled on the device and reduce the complications of having to learn multiple device settings and operating systems.
- Apple has a track record of supporting the iPad with operating systems and security updates far beyond the supported lifetime of other tablets. Importantly these updates are available worldwide without delay. These two factors are considerable in terms of online safety and the longevity of investment in the device.
- Apple has an Education Team that provides guidance, support and professional development.
- Apple has a rigorous vetting process of all apps (this includes educational apps) submitted to the app store. Teachers have access to over 500 000 apps of which 20000 are designed specifically for educational purposes.
Does the school have a policy on appropriate use of the iPad at school?
Yes, the school has developed an iPromise agreement. The agreement clearly outlines student, teacher and parent expectations and complements the existing school ICT online code of conduct document which was signed at enrolment. These documents are available to parents via the school website.
How will iPads be secured at school?
Students will not be permitted to use iPads on the school grounds, before school, at recess or lunch, or after school. The classrooms will always be locked and the iPads will be kept in trays or drawers during recess and lunch times.
What if the device is damaged or lost?
No responsibility is taken by the school for loss or damage of personal iPads. The school recommends parents consult their home and contents insurer to ensure the iPad is covered on route and at school.
Will students have access to the internet on the school and BYOD iPad devices at school?
Yes students will have access to complete some tasks, as they currently do with the school's laptops. As part of internet access, all students are taught appropriate and safe use of accessing online resources. The WA Department of Education School Internet Gateway allows staff detailed surveillance of student access to websites. There are also filtering systems that blacklist inappropriate websites and apps for students. The school regularly checks the students' internet usage.
How does the program work at Inglewood PS?
Students bring their iPads to school every day but are used genuinely and as needed. This means that students won't be "glued" to their screens for all hours of the day. The devices may be used by specialists to incorporate iPads into their lessons e.g. Garage Band for music or video and review skills in PE. Students used apps based on the SAMR model, where students are developing higher level skills other than substitution.
The school will continue to develop staff professional knowledge of apps that promote and cultivate higher order thinking skills. Staff also collaborates on their use of the iPads and share lesson ideas and assessment tasks for students.
Cyber Safety
As a part of the Western Australian Digital Technologies Curriculum and ICT general capability, students are taught relevant aspects of cyber safety including how to stay safe online, password management, online and email etiquette and the impact of their digital footprint. Parents can access a range of resources about staying safe online from the Office of the Children's safety Commissioner https://www.esafety.gov.au/ Appropriate behaviour when using iPads is also covered by the iPad user agreement, which is updated yearly.
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What iPad should I buy?
We recommend the iPad Air2 wifi, 32 GB as the minimum device required, however it is up to families to determine the best device for their child. If the device is to be used at home, storage does become an issue and needs to be considered. Purchasing an older iPad may mean your device is unable to be updated and the compatibility of apps may become an issue in the future. Also, the technology available on new versions of the iPad is of greater capacity and quality than previous devices. The newer the iPad the longer it will be able to accommodate future software and app purchases. iPads may be purchased from a variety of recommended Apple resellers. The Family Funded Program has been established with the Apple store. This offers discounts on devices and accessories. There is also a BYOD portal on JB HI-FI which offers education prices for devices and accessories. This information will be emailed to all parents prior to the end of the school year.
Minimum device requirements
Apple iPad (3rd Generation or above) Wi-Fi
CPU: 1 GHz Dual Core (or higher) Ram: 1GB (or higher)
Storage: 32GB (or higher). Students have reported running out of space on 16GB devices so 32GB or
higher is preferred.
iOS: 8.1 (or higher)
Suitable devices include:
Apple iPad 3
Apple iPad 4
Apple iPad 5
Apple iPad Air
Apple iPad Air 2
Apple iPad Mini
Apple iPad Mini 2
Apple iPad Mini 3
Apple iPad Mini 4
Special note regarding iPads with SIM card 3G/4G access
Student devices with external 3G and 4G connectivity can be used to circumvent school online security and safety mechanisms. Should a device with this capability be used it should have the SIM card removed prior to arrival at school each day. Ultimately, any student in breach of the Online Use Agreement will be subject to consequences.
What Apps?
The apps that will need to be installed are provided on a separate sheet. Please note that the number of paid apps will be limited. Family sharing allows an app to be purchased and used by the whole family. We carefully select paid apps and ensure that they have many uses over all year levels. You will be informed by your class teacher when apps are being used in the classroom to ensure that child is prepared for learning experiences.
Will I be able to see what my child is doing with the iPads?
In 2019 parents will be set up to use Connect. This is an Education Department system that the teachers and students currently use. It allows students and teachers to access and save their work, record assessments and communicate with parents. Much of the work that your students do on their iPads will be visible through this system. Teachers will provide updates about how the iPads are being used within the classroom.
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Snap! Splash!
by Jane Buxton photographs by Nic Bishop
Book Summary
In this informational text, a heron stalks a crab. Predictably, there is a happy ending for only one of the creatures – but which one will it be?
Features of the Book
* The use of onomatopoeia – "plip," "snap," and "splash."
* The use of large, bold type for effect.
* Creative placement of text for effect on page 9.
* The rhymes – "wriggle," "jiggles" and "crab," "grabs."
* The blends – "cr," "pl," "gr," "sn," "wr," "sl," and "sp."
* The use of ellipses to indicate anticipation.
* The range of verbs – "comes," "walks," "sees," "grabs," "wriggles," and "jiggles."
* The high-frequency words – "for," "look," and "out."
Purpose
Snap! Splash! can be used in a guided reading setting to introduce and reinforce the following skills and strategies:
predicting the meanings of new or unfamiliar words from the context of the story; S
hearing the individual sounds in a word; S
discussing several books that relate to the same theme; S
writing labels for a specific purpose. S
Introducing the text
Look at the photograph on the cover.
– What kind of bird is this?
– Why would it need such a long, sharp beak?
– Can you tell where this bird lives?
– What kind of food do you think it eats?
Read the title and other cover information to the group. Point out the exclamation points.
– How would you say this?
90
Reading the text
Predicting the meanings of new or unfamiliar words from the context of the story. S
Hearing the individual sounds in a word. S
Discussing several books that relate to the same theme. S
Pages 2 and 3 – Look at these two animals.
– What are they doing?
– What could they be looking for?
Pages 4 and 5
– What kinds of movements is the heron making?
– Why is it moving so carefully?
Pages 6 and 7
– What has the heron seen?
– Why is the crab upside down?
Find the word that begins like "snow."
– Why is it bigger than the other words?
Pages 8 and 9
– What is the crab doing? Why?
Pages 10 and 11
– What has happened? What sound has it made?
– What will the crab do now?
Page 12
– What might the crab be thinking now?
Children now read the book independently.
Revisiting the text
Identify some of the words in the text and ask the children to identify the root words from the modified form – "slow-ly," "grab-s," and "look-ing."
The author has used three different words for sounds in the story.
– Can you find them?
Following Up
Writing labels for a specific purpose. S
Write about some of the special features each of the creatures have and what they are for, for example, feathers and exoskeleton.
Complete the blackline master opposite. B | <urn:uuid:1f61f23c-340f-4d9f-aa3f-f62926aa0def> | CC-MAIN-2019-09 | https://learningmedia.co.nz/resources/static/main/pdf/lm21375_9780478213751_snapsplash-lp.pdf | 2019-02-16T08:56:43Z | crawl-data/CC-MAIN-2019-09/segments/1550247480240.25/warc/CC-MAIN-20190216085312-20190216111312-00160.warc.gz | 623,188,610 | 682 | eng_Latn | eng_Latn | 0.999193 | eng_Latn | 0.999193 | [
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PowerSchool Parent Tip Sheet
1. Creating an Account:
General Information -You will need the individual student Access ID and Password provided to you by the school. If you require this information, please contact the school and the letter with the information will be provided to you. The same Access ID and Password can be used by multiple adults, as each account is created for the individual accessing it. Multiple students can be added to an account as it is created.
Steps to Create an Account
a. Go to ps.ngps.ca and click on the Create Account Tab
b. Click Create Account
c. Complete the Parent Account Details. Choose a username and password that you will remember.
d. Link students to the account using the Access ID and Password provided. When it asks about relationship, it is asking about your relationship to the student.
e. Once all the students have been entered, scroll to the bottom and click Enter.
Your account has been created. You no longer require the Access ID and Password letter.
2. Accessing Attendance
General Information - At Whitecourt Central School, attendance is only taken in Homeroom.
Steps to Access Attendance
a. Go to ps.ngps.ca. Enter your username and password from when you created the account.
b. Click on the number under absences to see an explanation for the recorded absence for that class.
3. Accessing Assessments
Option 1 - click on the [i] to see what assessments (assignments) have been recorded by the teacher. The assignment can be expanded (and collapsed) by clicking on the blue Standards icon to show the outcomes that were assessed. Citizenship and Work Habits information can be accessed within the Homeroom Class.
Option 2 - click on the Standards Grades tab to gain further insight into what is being learned and the achievement of the student. You will be brought to a screen of the classes the student is enrolled in (or was in enrolled during the year), which can be expanded to see the outcomes and achievement.
4. Accessing Comments
Steps to take to access comments
a. click on the [i] to see what assessments (assignments) have been recorded by the teacher.
b. "View" in the far right column indicates that there is further information about the assignment. A blue speech bubble in the score box indicates that there is a comment made about the assignment for the student. Clicking view will reveal the details in a dialog box over the screen.
5. Understanding the Achievement Scale
Achievement is assessed for each individual student. The achievement scale reflects the increasing degree of independence to which a child can demonstrate their achievement of an outcome.
Acquire - Construct meaning and understanding of the requirements of a learning outcome.
Apply - Demonstrate and practise knowledge and skills associated with a learning outcome.
Adapt - Analyze, assess, reflect on, integrate or modify knowledge and skills associated with a learning outcome.
NGPS Homeroom Citizenship Grade Scale
Note: You can access a complete user guide from the sign in page at ps.ngps.ca if you would like further directions and pictures to walk you through the process or contact us at the school for support! | <urn:uuid:69aa48c8-f830-40c2-a69c-556baf84707d> | CC-MAIN-2019-09 | https://onowayelementary.ca/download/119890 | 2019-02-16T09:25:14Z | crawl-data/CC-MAIN-2019-09/segments/1550247480240.25/warc/CC-MAIN-20190216085312-20190216111312-00159.warc.gz | 669,962,502 | 639 | eng_Latn | eng_Latn | 0.998135 | eng_Latn | 0.998364 | [
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"EXCELLENCE THROUGH COMMITMENT, CONTRIBUTION and CARING"
PASTORAL CARE POLICY
1. INTRODUCTION
1.1 The School is fully committed to ensuring that its Pastoral Care System is effective and appropriate for the needs of all its pupils.
1.2 The School views its Pastoral Care System as being central to its aim to provide a safe, caring and purposeful environment where each pupil is enabled to achieve her potential and have a clear sense of self-worth.
1.3 The Pastoral Care policy incorporates the following issues:
a. Pastoral Care System and Responsibilities
b. Bereavement
c. Counselling in School
d. Intimate Care
e. Peer Supporters and Pastoral Prefect
f. School Age Mothers
g. Young Carers
1.4 The Pastoral Care Policy is the framework for the following policies:
a. Anti-bullying
b.
Behaviour
c. Bereavement
d. Child Protection
e. Confidentiality for Disabled pupils
f. Counselling in School
g. Drug Education
h. Health Education
i. Health and Safety
j. Induction
k. Intimate Care
l. Relationships and Sexuality Education
m. School Age Mothers
n. Special Educational Needs
o. Use of Reasonable Force/Safe Handling
1.5 The Pastoral Care policy has a fundamental role to play in the following areas:
a. Teaching and Learning in the classroom
b. Careers Education
c. Education for Mutual Understanding
d. Extra-Curricular activities including educational visits
e. Home/School links
f. Outside Agencies links
g. Responsibilities of Staff
h. School Development Plan
2. AIMS
a. To create a safe, caring and purposeful environment for all pupils
b. To enable all pupils to fulfil their potential
c. To encourage in each pupil high self-esteem and confidence
d. To encourage pupils to have respect for each other
e. To promote good working relationships between all members of the School community
f. To provide support for pupils according to their individual needs
g. To promote pupils' mental, emotional and social health and development
h. To promote pupils' spiritual and moral development
i. To promote positive behaviour
j. To give appropriate attention to pupils' rights and responsibilities
k. To enable pupils to make informed choices about health and vocational issues
l. To encourage pupils to play a full part in the life of the School
m. To establish good partnerships with parents/guardians
3. EQUAL OPPORTUNITIES
3.1 The School considers that its Pastoral Care System is relevant and important for all its pupils. The support it offers will be accessible to every pupil regardless of age, culture, disability, religion, sexual orientation or social background. It will be adapted to the needs of individual pupils.
4. EVALUATION
4.1 The Pastoral Care policy and procedures are reviewed on an annual basis. This is carried out by the Pastoral Care Team in consultation with the Learning Support Co-ordinator, Section Staff, the Senior Leadership Team and the Board of Governors. . The wider School Community all have the opportunity to give valuable feedback on the reviewed policy – teaching and support staff via email, pupils via the student council and parents via the website.
5. ORGANISATION
All adult members of the School community have a responsibility for the pastoral care of pupils, including health and safety matters. In addition, certain members of Staff have specific responsibilities.
5.1 The Pastoral Care Team
5.1.1 The Team consists of:
i) The Head of Pastoral Care, who is the Designated Teacher for Child Protection and has responsibility for the School's Pastoral Care system.
ii) The Deputy Head of Pastoral Care, who is Deputy Designated Teacher for Child Protection.
iii) The Vice Principal with responsibility for Pastoral Care, who is also Deputy Designated Teacher for Child Protection.
iv) A Pastoral Care Assistant.
v) A Pupil Counsellor employed by the School.
vi) A Pupil Counsellor employed by the Department of Education.
vii) A member of the Board of Governors also has responsibility for Child Protection in the school (see Appendix 5).
5.1.2 Duties of the Pastoral Care Team
The duties include:
a. Counselling and supporting pupils
i) A member of the Pastoral Care Team is available to talk to pupils each morning during registration and at lunchtime. There are also specific days and times that the counsellors are in school to see pupils, using an appointment system. (See Counselling Policy). Notices displayed around the School inform pupils about these arrangements and give details of the location of the Pastoral Care Office. (See Appendix 1).
ii) The Head of Pastoral Care is introduced to incoming Year 8 pupils and their parents during the Induction Evening (June) and Peer Supporters meet with the pupils during this evening and also on Induction Day (August). All pupils are introduced to the Pastoral Care Team in assembly at the beginning of the Autumn Term.
iii) Pupils who have suffered bereavement during the School Year are given particular support by the Pastoral Care Team who also liaise closely with the pupils' families. (See Bereavement Policy).
iv) The Team has a key role to play in developing and implementing anti-bullying strategies. (See Anti-Bullying policy).
v) The Pastoral Care Team gives support to any pupils in the School who are Young Carers.
vi) The Team gives guidance to pupils on matters of personal safety in the community (See Appendix 2). This guidance is delivered through Assemblies or through Year Group meetings.
b. Guidance to Staff
The Designated Teacher for Child Protection gives guidance and training to all adult members of the School community on matters of Child Protection.
All these members are aware of:
i) The School's Child Protection procedures
ii) The names of the Designated Teacher and her deputy
iii) How to identify the signs and symptoms of possible abuse (See Child Protection Policy)
All adult members of the School community are issued with the Code of Conduct for Staff (see Appendix 3) and have completed/passed an online module developed by Legal Island on Child Protection.
c. Liaison with Outside Agencies
The Pastoral Care Team works closely with the following agencies:
i) Familyworks
ii) CEOP
iii) EISS - Barnardo's
iv) EASER Child Protection Officers
v) Police Service for Northern Ireland
vi) The Education Welfare Service
vii) Social Services
viii) CAMHS
ix) CAIT
x) Nexus
xi) The Rowan Centre
d. Liaison with Parents
Members of the Pastoral Care Team attend Parent Information meetings and Parent Consultation meetings throughout the School year.
They work in very close partnership with parents in order to give full support to pupils with particular needs. Where a pupil is receiving support from the Pastoral Care Team for a serious personal matter, a member of the Team will normally contact the pupil's parents and liaise closely with them.
e. Liaison with Staff
i) The Pastoral Care Team works closely with the Learning Support Co-ordinator on matters of referral and support to ensure that the specific needs of individual pupils are met (See SEN policy).
ii) The Team liaises regularly with Section Heads, Year Heads, Form Teachers and subject teachers as appropriate.
iii) Where a pupil has approached a member of the Pastoral Care Team for counselling, details of the interview and support offered may be given to other members of the Team to decide on the next course of action. If appropriate, written details are given to Section Head, Year Head and Form Teacher.
iv) The Pupil Counsellors will only discuss with the Designated Teacher for Child Protection, issues that deem a pupil to be 'at risk'. This will be discussed with the pupil in the first instance and they will be made aware of the information being passed on. Every effort will be made to get the pupil's agreement on what will be said to the Designated Teacher.
v) Issues of a Child Protection nature are only discussed by the Designated Teacher for Child Protection, the Deputy Designated Teachers for Child Protection and the Headmaster.
f. Organisation of the Peer Supporter Scheme and the Pastoral Prefect
i) The Peer Supporter Scheme enables senior pupils to give pastoral support to younger pupils in a range of issues. (See Appendix 4).
ii) All Peer Supporters and the Pastoral Care Prefect are given training by members of the Pastoral Care Team and are trained in Child Protection procedures.
iii) The Year 14 pupils who have been selected to become Peer Supporters are allocated to Form classes: two are placed with each Form class in Years 8 – 10.
iv) The Pastoral Prefect liaises closely with, and is directed in her duties by, the Head of Pastoral Care.
5.2 Form Teachers
Form Teachers have a key role to play in the pastoral care of their pupils:
5.2.1 Form Teachers are important role models for their pupils and have a key part to play in assisting them to feel valued and secure, and to have high self-esteem and confidence.
5.2.2 Year 8 Form Teachers are involved in the induction programme for new pupils.
5.2.3 All Form Teachers monitor the academic and personal progress of their pupils, liaise with parents and make referrals to Year Heads, Section Heads and the Pastoral Care Team as appropriate.
5.2.4 Form Teachers have a responsibility to promote positive behaviour by ensuring that their pupils have a clear understanding of reward and sanction systems. (See Behaviour policy).
5.3 Teachers with responsibility to write and deliver key aspects of the curriculum
Years 8 – 14 receive Personal Development and Health Education through a variety of sources, including the PD strand of LLW, workshops and talks. (See Curriculum Policy; Cross Curricular themes; Health Education; Drug Education; Relationships and Sexuality Education).
6. CONFIDENTIALITY
6.1 Teachers should not promise confidentiality. The Headmaster or Designated Teacher must be informed of any disclosures which might suggest that a pupil is at risk or that physical, emotional or sexual abuse or neglect is suspected. (See Child Protection policy).
6.2 Where the circumstances lead the teacher to believe that the pupil has embarked on or is contemplating conduct which is likely to place her in moral or physical danger, or in breach of the law, the teacher has a duty to inform the pupil of the risks involved.
6.3 The pupil must be made aware that the teacher can offer no guarantee of confidentiality.
6.4 A teacher approached by a pupil for counselling on personal matters should, where appropriate, encourage the pupil to seek advice and support from her parents and/or from qualified professionals. The teacher should refer the matter to a member of the Pastoral Care Team as soon as possible.
PASTORAL CARE
- If you have something important to talk to staff about.
- If you are worried about something that is happening to you, or to someone you know.
- If you need help, or if you need to know how to get help the staff are here to listen and to help – they will try to do what they can.
- If you are worried about telling things in confidence, tell the Staff – they will understand. If they are concerned about your safety, they may need to share this with others, but they will always tell you first.
Mrs Law, Head of Pastoral Care, is Designated Teacher for Child Protection.
Mrs Law is Head of Pastoral Care for the whole school. If you have any issues which you would like to discuss with her, you can speak to her in the PASTORAL CARE OFFICE beside Sick Bay.
Mrs Wilson is Deputy Designated Teacher for Child Protection and Deputy Head of Pastoral Care.
Mr Montgomery is Deputy Designated Teacher for Child Protection and Vice Principal in charge of Pastoral Care.
Mrs Monroe is the Pastoral Care Assistant.
Mrs Cheryl Brown is the School's Pupil Counsellor and will be on duty every Thursday from 8.45am to 2.45pm & Friday from 8.45am -12.45pm.
Mrs Katrin Walker, a counsellor from Familyworks Counselling Service, will be on duty in school every Wednesday.
Lunchtime drop-in appointments are available on a first come, first serve basis.
To speak to a counsellor you can call in or arrange an appointment by using the self referral box located outside the Pastoral Care Office, or by speaking to a member of the Pastoral Care Team.
If you are still unsure about talking to a member of Staff, you can telephone.
ChildLine on 0800 1111 NSPCC on 0800 800500 Youth Line on 08088088000
These calls are free, and they will not show up on your phone bill.
They will help you work out what to do next.
PERSONAL SAFETY
1 Unwelcome attention from another pupil
This could mean that someone speaks to you or touches you in such a way as to hurt you, frighten you, or make you uncomfortable.
If this happens to you:
- Try to make eye contact and tell the other pupil that you do not like what she is doing or saying, and ask her to stop.
- Get away from the situation as soon as possible.
- Tell a teacher what has happened as soon as you can.
- Tell your family.
- Do not blame yourself for what has happened.
2 General advice about keeping safe
[x] Make clear arrangements with your family about how you should travel to and from School.
[x] If you are walking, choose a well lit and well used route. When possible, walk with a friend.
[x] Walk confidently – head up, shoulders back, especially if you are alone.
[x] Let your family know when you are going to be later home than usual.
[x] Talk to an adult if you are at all concerned about your safety.
GLENLOLA COLLEGIATE SCHOOL
Child Protection: Code of Conduct for Staff (including Substitute Teachers)
The School seeks to foster an environment where the individual pupil is enabled to achieve her potential and have a sense of self-worth. This environment needs to be safe – both for pupils and for members of Staff.
It is hoped that these guidelines will not only protect pupils but that they will assist staff in the fulfilment of their duties.
1 Private Meetings with Pupils
(a) When speaking privately to a pupil or to a very small group of pupils members of Staff or visiting adults should ensure that they use a room with visual access, or that the door is left open.
(b) Where a member of Staff or a visiting adult agrees to help a pupil with a subject after School this should be done in a classroom as near to the Staffroom as possible. Where such arrangements are made, a more senior member of staff should be informed in advance.
2 Physical Contact with Pupils
(a) As a general principle, Staff or visiting adults are advised not to make unnecessary physical contact with their pupils.
(b) There are exceptions to this however, for example in connection with coaching/demonstrating by the Physical Education Department.
(c) Staff who have to administer first aid to a pupil should ensure wherever possible that this is done in the presence of other children or another adult. Wherever possible, first aid should be administered by the Matron or a female member of Staff.
(d) Staff or visiting adults should never touch a child who has clearly indicated that she is, or would be, uncomfortable with such contact, unless it is necessary to protect the child, others or property from harm.
(e) Physical punishment is illegal as is any form of physical response to misbehaviour, unless it is by way of necessary restraint. (See Use of Reasonable Force Policy).
(f) Any physical contact which would be likely to be misinterpreted by the pupil, parent or other casual observer should be avoided.
(g) Staff should be particularly careful when supervising pupils in a residential setting, or in approved out of School activities, where more informal relationships may exist.
3 Choice and Use of Teaching Materials
(a) Members of Staff should take considerable care not to include inappropriate topics for discussion with a pupil or pupils.
(b) Particular care should be taken when using teaching materials of a sensitive nature. (See RSE Policy).
(c) Members of Staff should take considerable care not to use inappropriate resources with pupils whether written, pictorial or video material.
4 Relationships and Attitudes
(a) Members of Staff should not use inappropriate language to a pupil or pupils at any time.
(b) Where criticism has to be made of pupil's behaviour or work, this should be done in as constructive a manner as possible. Care should be taken to ensure that the criticism by the member of Staff does not degrade the pupil.
(c) On the occasions when a pupil is to be disciplined it is essential that the sanction imposed does not degrade the pupil. (See Behaviour Policy).
(d) Particular care should be taken to respect the pupil's right to privacy for example when changing for Physical Education or Drama classes, however members of Staff should ensure that pupils are supervised at all times.
(e) Members of Staff should not offer a lift to an individual pupil.
(f) On the occasion of a pupil waiting to be collected by a parent following an evening School event, parents should be contacted and a member of Staff should wait with the pupil wherever possible.
5 Environmental Risks
Members of Staff should be particularly careful when supervising pupils where there is a risk to pupil safety.
(a) School and DE Guidelines should be followed in classrooms for practical subjects (copies of these should be included in Departmental Schemes of Work/Reports). Pupils should be made aware that they should not be in these areas unless supervised.
(b) All members of Staff should be particularly careful about pupil safety throughout the School, especially on stairways, in galleries, playgrounds and car parking areas.
(c) Pupil safety is also of paramount importance when on educational visits and on work experience. School and DE Guidelines should be followed by Staff in these circumstances.
PEER SUPPORTERS
Introduction
The School's Peer Supporters scheme provides a safe opportunity for pupils to share concerns and explore their own solutions to a range of difficulties.
It acknowledges the fact that young people often feel easier talking to other young people about issues that affect them.
The scheme involves trained young people working as active listeners and facilitators. It assists and enhances a more effective system of pastoral care. It is not a replacement for the current School system but an addition.
It builds on the willingness of young people to act in a friendly and supportive way towards one another and has potential for being a positive influence on the climate of the School. (See Behaviour policy).
Aims of the scheme
1 To provide additional support to any pupil in Years 8 – 10, who may be experiencing personal or academic problems.
2 To provide a service for pupils who need support but who may feel uncomfortable making an approach to staff.
3 To further foster the caring and supporting ethos of the School between staff and pupils but also between pupils of different year groups.
4 To help ease the transition from Primary to Secondary School for Year 8 pupils.
5 To help provide a more comfortable environment for pupils who feel isolated or who are experiencing difficulties with their classmates, particularly in the non-teaching times of the day.
6 To assist Form Teachers in helping pupils feel valued and secure, and to have high selfesteem and confidence.
7 To encourage senior pupils to contribute to the ethos of the School and at the same time to develop their own inter-personal and citizenship skills.
8 To enable the Pastoral Care Team to spend more time on the most serious difficulties experienced by pupils.
GLENLOLA COLLEGIATE SCHOOL
CHILD PROTECTION – Reporting a concern
If you have a concern about your daughter's safety in School and wish to make a complaint against a member of Staff you may contact the School and speak to any of the following people:
Your daughter's Form Teacher, Year Head or Section Head
Mrs J Wilson
Deputy Designated Teacher for Child Protection
Mr B Montgomery Deputy Designated Teacher for Child Protection
Mrs H Law
Designated Teacher for Child
Protection
Mr E Thompson Headmaster
Mrs A Edmund Governor responsible for Child Protection
You may also contact either of the following agencies directly:
South Eastern HSC Trust
Gateway Service
(For child protection referrals to Social Services)
Out of hours Social Services
02890565444
Emergency Number
PSNI
Non-emergency number
In an emergency
0300 1000 300
101
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Historical Multilingualism of Street Names in Estonia
Peeter Päll Estonia
Abstract
The earliest recordings of street names in Estonia have been preserved since the 14 th century; names in Tallinn were written in Latin and Low German. Later, in the 16 th and 17 th century, in northern Estonia (Tallinn) names were also used additionally in Swedish and in southern Estonia (Tartu) in Polish. Low German variants changed into High German during the 16 th century. Since the second half of the 18 th century Russian name variants were added. Estonian-language names were undoubtedly there since the beginning but the first detailed lists date only from 1732.
While the status of languages changed over time, some sort of multilingualism in street names was maintained until the 1930's. Co-existence of names came in different forms: conceptual translations, independent naming, hybrid names and (later) direct transfers of names. The period till 1918 is characterized by mostly descriptive names in Russian, German and Estonian. Particularly in Tallinn there was evidence of independent naming. Since 1918 the names were officially monolingual Estonian but Russian and German names were kept unofficially until the 1930's. During the Soviet period the names continued to be in Estonian but for Russian-language texts these were phonetically transcribed into Cyrillic. The period since 1987 is characterized by the restitution of old names but the linguistic status of the names has remained unchanged.
***
During its recorded history, Estonia has witnessed many different powers that were in control of the country. This multiplicity is also reflected in the number of languages used by the authorities at different times. At least eight of them can be named. Latin was the lingua franca of the early foreign domination in Estonia, being used in documents of the 13 th –16 th centuries. The actual power was held by landowners from mainly Lower Germany and Plattdeutsch (Low German) came to be used increasingly in documents until it was replaced by High German in the 16 th century. German remained the de facto language of the local authorities almost till the end of the 19 th century when it was first pushed aside by Russian during the era of Russification, and finally by Estonian when the country achieved independence in 1918. Besides Estonian as the language of the majority population, and German as the language of the nobility, all other languages came to be used additionally as languages of the governing powers. Danish was used in Northern Estonia after the first conquest of Estonia in 1219 until 1346, and also on the island of Saaremaa from 1559 to 1645 when Denmark gave it to Sweden. The Livonian War (1558–1583) ruined the old system of small states and the Estonian territory was partitioned between neighbouring countries. Poland was in countrol of Southern Estonia from 1559 to 1629. Sweden administered first only Northern Estonia (since 1561), but after several wars with Poland, also acquired Southern Estonia. Russians captured and held for longer periods several towns during the war but were forced to withdraw in 1583. Estonia became part of Russia only after the Northern War in 1710. Though first texts in Estonian are found in the 15 th century, the language achieved official status only in 1918 when Estonia became independent.
To illustrate this colourful history, here is the list of „governing" languages in Tartu, the second city in Estonia: 1224 Latin and Low German, 1558 Russian, 1582 Polish, 1600 Swedish, 1603 Polish, 1625 Swedish, 1656 Russian, 1661 Swedish, 1704 Russian, 1918 Estonian, 1940 Russian and Estonian, 1941 German and Estonian, 1944 Russian and Estonian, 1991 Estonian.
In this light, turning to street names of Estonia, one should acknowledge that these names have not been thoroughly researched, although in the case of Tallinn they have been well documented (see e.g., Arbusow 1888, Nottbeck 1884, 1890 and 1892, also Kivi 1972). There is also some research into the history of street names in Tartu (Raid 1999).
The oldest recordings of street names are found in the 14 th century, and only from Tallinn. The names were either in Latin or Low German. Although the texts were first mostly in Latin, the street names were also given vulgariter, i. e., in German. Examples are 1313 forum (modern Raekoja plats 'town hall square'), 1337 Zantberg (Olevimägi 'Olev's /personal name/ hill'), 1361 susterstrate (Nunne tänav 'nun street'), sub monte (Rataskaevu tänav 'wheel well street'), 1362 smedestrate (Harju tänav), leymstrate (Viru tänav), 1365 Kariestrate (Suur-Karja tänav 'big cattle street'), 1371 parvus mons (Lühike jalg 'short leg'), 1374 schostrate (Kinga tänav 'shoe street'), 1389 kremerstrate (Kullassepa tänav 'goldsmith street'), 1396 lütteke schroderstrate (Apteegi tänav 'pharmacy street').
Recordings from other cities are more recent, e.g., in Pärnu 1543 Lange oder Karry-str. (modern Pikk tänav 'long street'), Beck-strate (Põhja tänav 'northern street'), Kompenye o des hilligen geistes str. (Pühavaimu tänav 'holy ghost street'). In Tartu the 1582 list gives names simultaneously in German, Latin and Polish: Grosse Gildestraße ~ in platea Companiæ maioris ~ ulicza wielkieÿ gieldÿ (modern Gildi tänav 'guild street'), Breite(n) Strasse ~ ad plateam latam ~ Ruthenicam ~ ulicza Szÿroka (Lai tänav 'broad street').
As can be seen from the examples and their translations, many street names have preserved their original meaning. The present Estonian-language street names have probably been used alongside other names since the very beginning, but the earliest lists originate only from the 18 th century. The 1732 Anton Thor-Helle's Kurtzgefaßte Anweisung zur Ehstnischen Sprache gives as an annex a relatively long list of Tallinn street names. Except for changes in the orthography and the substitution of the generic term for street (ulits, modern tänav), most of the names are still there: Lai ulits (modern Lai tänav 'broad street'), pitk ulits (Pikk tänav 'long street'), wenne ulits (Vene tänav 'Russian street'), apteekri ulits (Apteegi tänav 'pharmacy street'), wirro ulits (Viru tänav, named after a county), sauna ulits (Sauna tänav 'bath street'), harjo ulits (Harju tänav, named after a county), niggola ulits (Niguliste tänav 'St. Nicholas street'), pitkjalg (Pikk jalg 'long leg'). Some names are adapted from German: prooks mäggi (German Brockusberg, modern Olevimägi), hilligööst ulits (German Heiligengeiststraße, modern translation Pühavaimu tänav 'holy ghost street'), prügulits (German Brückstraße, modern Kivisilla tänav 'stone bridge street').
More extensive Estonian-language lists are found in newspapers and calendars of the second half of the 19 th century, e.g., streets of Tartu in Eesti Postimees newspaper of 1865: Aleksandreulits (Aleksandri tänav 'Alexander street'), Erne-ulits (Herne tänav 'pea street'), Kiwwi-ulits (Kivi tänav 'stone street'), Ria-ulits (Riia tänav 'Riga street'), Porri-ulits (Turu tänav 'market street').
Street names were made official in many cities during the 19 th century. In Tartu many names were approved in 1814 and 1875, in Tallinn the first official list dates from 1872. From these times on clear patterns emerged concerning the use of names in different languages. At that time it was usual to talk about "three local languages": Russian as the official or state language, German as the language of the local Baltic autonomy, and finally Estonian, the vernacular. Consequently, names were used in three variations. Their interrelationship could be analyzed in three types: translated names (conceptual renderings), transferred or adapted names (sometimes
hybrids) and independent names. If names consisted of more than one element, combinations of these could also occur.
Translated names or conceptual renderings were the majority of cases. Examples are E. Kuninga tänav – G. Königsstraße – R. Королевская улица 'king street' (Tallinn), or E. Jaani tänav – G. Johannisstraße – R. Ивановская улица 'St. John street' (Tartu). Some names were ambivalent, and therefore had various translations. German Weidenstraße '1. pasture street; 2. willow street' in Tartu was translated into Estonian as Karja tänav or Paju tänav and into Russian as Выгонная улица or Ивовая улица (current name is Paju tänav). Not so infrequent were also mistranslations. For example, German Küterstraße (< Low German kuter 'butcher') in Tartu was translated into Russian as Бочарная улица 'cooper street', taking German Küfer as the basis. In Tallinn, G. Töpfergasse 'potter street' was translated as R. Печная улица 'oven str.' and E. Ahju tänav 'id.', and finally it gave also G. Ofenstraße 'id.'. Translation of Spukstraße 'ghost street' into Russian in 1872 was a headache for the city authorities in Tallinn, as the provincial governor did not accept the hybrid Шпуковская улица, and the citizens rejected the governor's suggestion Нечистая улица (which also meant 'dirty street'), so the final translation was Страшная улица 'terrible street' (Kivi 1972: 19).
Quite a few names were also adaptations. A typically Estonian word for herd or cattle, kari (Genitive, karja), came to be used as such also in German (Karristraße) or Latin street names in several cities in Estonia: Tallinn (1373 Latin platea kariestrate), Haapsalu, Pärnu and Narva; translations (Viehstraße, vehstrate) were seldom. Obviously this reflects the role of Estonians as herdsmen in cities. In the Estonian usage, there were also adaptations from German (Küterstraße was adapted as Küütri tänav) or Russian (Дачная улица 'villas' street' in Tallinn became Datschi uulits, modern Johann Köleri tänav, named after a person).
In several cases personal names or other toponyms were simply transferred into the other language, with slight adaptation: G. Riesenkampfstraße – E. Riisenkampfi tänav, R. Ризенкампфская улица; G. Wittenhofsche Straße – E. Vittenhofi tänav, R. Виттенгофская улица; G. Mundtenstraße – E. Mundi tänav (later etymologized as Mündi tänav 'coin street'), R. Мунтенская улица (Tallinn).
A phenomenon typical to Tallinn (but occurring also elsewhere) was the use of independent names in each language, i.e., the names were neither etymologically nor phonetically related. With three languages involved, there could be cases when names in two languages were translated, and the third language used a completely different name. So, e.g., German and Russian names could have been translated (G. Lehmstraße, R. Глиняная улица 'clay street') while the Estonian name (Viru tänav, named after a county) had a different origin. In other cases Estonian and German names were translated (E. Pikk tänav, G. Langstraße 'long street') while the Russian name was different (Морская улица 'sea street'). (Also, cf. E. Suur-Karja tänav, G. Große Karristraße 'great cattle street', and R. Большая Михайловская улица 'great St. Michael street'.) The third combination was the Estonian-Russian translation, with German as the exception (E. Jõe tänav, R. Рвчная улица 'river street' – G. Kanalstraße 'canal street'; E. Mere puiestee, R. Морской бульваръ 'sea boulevard' – G. Strandpforten-Promenade 'strand gate promenade'). There was one case in which each of the names in three languages were formed independently: E. Harju tänav (county name) – G. Schmiedestraße 'smith street' – R. Новая улица 'new street'.
To add to the confusion, names with the same meaning could refer to different places, depending on the language in which they were used. Thus, Russian Новая улица 'new street' (Harju tänav) was not the same street as German Neustraße or Estonian Uus tänav 'new street'. G. Nikolaistraße and E. Niguliste tänav referred to a different street than R. Никольская улица (Vene tänav).
Name plates at the time were either monolingual (Russian), bilingual (Russian-German) or trilingual (Russian-German-Estonian), depending on the mood and tactics of the Russian
authorities. The name systems in all three languages were distinct and mostly stable. While in street names translations prevailed, in the case of other toponyms the usual tactics was for Russian to transcribe the German name into Cyrillic while the Estonian toponym was different (G. Weißenstein, R. Вейссенштейнъ, E. Paide). Often the names in German and Russian were corrupted forms from Estonian (E. Hagudi, G. Haggud, R. Гаггутъ; E. Kehtna, G. Kechtel, R. Кехтель; E. Ohekatku, G. Odenkat, R. Оденкатъ).
A different pattern started to emerge when Estonia became independent in 1918. At first the old trilingualism continued, with the difference that now the Estonian names became first and the official ones. Translations into other languages continued well into the 1930's. Even many new translations were introduced, for example in the guide Nõmme juht / Führer durch Nömme / Справочник-путеводитель по Немме (1926). Gradually, however, as Estonian became well established as the language of official business and the role of other languages diminished, street names became monolingual. Partly this was also enforced by the state in the 1930's, as part of the Estonianization campaign which targeted mainly family names but also to some extent toponyms.
When in 1940 the independence of Estonia was brought to an end, neither the Soviet authorities nor those of Nazi Germany succeeded in replacing the Estonian-language street names which had become rooted. Although e.g., a German-language guide of Tallinn in 1942 (Ein Führer für deutsche Soldaten durch Reval mit Stadtplan) did try to translate the new street names (like Laeva tänav – Schiffstraße 'ship street', Hariduse tänav – Bildungstraße 'education street'), it also left some names unchanged, translating only the generic (Ao tänav 'dawn street' – Aostraße). In practice the latter method prevailed, e.g. Harju tänav – Harju-Straße (not the traditional Schmiedestraße), Pikk tänav – Pikk-Straße (not Langstraße), etc.
The same was true in Soviet times. For theSoviet Union, names were an important element of ideology, and names in local language suited well, forming a nice façade. The usual practice was to render the main, attributive part of the name phonetically into Cyrillic, according to a transcription system. The generic term was translated into Russian. Some examples: Raua tänav 'iron street' > улица Рауа, Mere puiestee 'sea boulevard' > бульвар Мере, Väike-Karja tänav 'small cattle street' > улица Вяйке-Карья.
Exceptions from these rules were made for commemorative names where an adaptation to an appropriate case or even a translation was possible: Jaan Tombi tänav (the person's name was Jaan Tomp) > улица Яана Томпа (here we see the Russian genitive of the same name), 21. Juuni tänav 'street of the 21st of June' > улица 21 июня (pure translation). Road names were adapted using Russian suffixes: Narva maantee > Нарвское шоссе, Tartu maantee > Тартуское шоссе.
Despite official rules, some names in actual Russian use were either hybrid forms or translations. This was the case when words in both languages were sufficiently similar, e.g., Vaksali tänav 'vauxhall street' > улица Вакзали (cf. R. вокзал; officially should be улица Ваксали). Also, when Russian names or lexemes were involved, it was tempting to use the Russian name model, e.g., Velikije Luki tänav (named after a city in Russia) > Великолукская улица (officially улица Великие Луки).
Well-known sites tend to have translations in many languages, so also in Russian at the time: Raekoja plats 'town hall square' > Ратушная площадь (officially площадь Раэкоя), Võidu väljak 'victory square' > площадь Победы (officially площадь Выйду; now the earlier name Vabaduse väljak 'liberty square' has been restored, this is occasionally translated into Russian as площадь Свободы). An interesting example of a truly bilingual name is E. Toompea 'cathedral hill' – R. Вышгород 'upper city' (though the transcription Тоомпеа is also frequently used).
When observing this sort of relationship between names in different languages, one should conclude that the names in Estonia were still monolingual, although some mild features of bilingualism (actually also biscriptualism) were present.
With the restoration of independence (1991) the type of relationship has not changed, although Estonian names are once again the only official ones. There are some trends in Russian newspapers to use Estonian street names without any adaptation (leaving also the generic term as it is in Estonian), especially in giving formal addresses. In colloquial speech such a method was not unfamiliar even in Soviet times (e.g., Narva maantee 'Narva road' was often used in Russian as Нарва маантеэ, i.e., without translating the generic) but only recently it has come to be used in more formal contexts.
To summarize: being often transparent, street names are more easily adapted into other languages, yet their actual rendering varies from direct transfer (i.e., names are unchanged in the context of another language, e.g., English Wall Street, Finnish Aleksanterinkatu, Latvian Brīvības iela in Estonian texts) to total conceptual rendering (translation).
When we speak of "multilingual names" it should be pointed out that this expression might have different grades. Total multilingualism would mean that names are translated, adapted or independently formed in each of the (official) languages. Mild multilingualism refers to cases in which only some elements, like generic terms, are rendered into other languages, or names are grammatically adapted (case endings, etc.).
Elements of mild multilingualism are found in most countries in literature for tourists (e.g., Tallinn's Raekoja plats is usually translated in guides as Town Hall Square, Rathausplatz, or Ратушная площадь, Finnish Raatihuoneentori etc.).
Abbreviations
E: Estonian
G: German
R: Russian
References
Arbusow, Leonid. 1888. Das älteste Wittschopbuch der Stadt Reval (1312–1360). Reval.
Kivi, Aleksander. 1972. Tallinna tänavad [Street names of Tallinn]. Valgus, Tallinn.
Nottbeck, Eugen v. 1884. Der alte Immobilienbesitz Revals. Mit dem Bilde Revals vom Jahre 1656 and der grossen Waxelbergschen Karte vom Jahre 1688. Reval.
Nottbeck, Eugen von. 1890. Das zweitälteste Erbebuch der Stadt Reval (1360–1383). Reval.
Nottbeck, Eugen von. 1892. Das drittälteste Erbebuch der Stadt Reval (1383–1458). Reval.
Raid, Niina. 1999. Tartu tänavad aastani 1940 [The streets of Tartu until 1940]. Tartu: ARC Projekt.
Peeter Päll Institute of the Estonian Language Roosikrantsi 6 10119 Tallinn ESTONIA firstname.lastname@example.org | <urn:uuid:54f68521-b909-4b3e-bca0-3d1c1baa9500> | CC-MAIN-2019-09 | https://yorkspace.library.yorku.ca/xmlui/bitstream/handle/10315/4018/icos23_790.pdf?sequence=1 | 2019-02-16T09:44:13Z | crawl-data/CC-MAIN-2019-09/segments/1550247480240.25/warc/CC-MAIN-20190216085312-20190216111312-00159.warc.gz | 1,044,901,174 | 4,758 | eng_Latn | eng_Latn | 0.963417 | eng_Latn | 0.979264 | [
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Main Idea
Objective
Students will identify the main idea of paragraphs.
Materials
* Three simple texts with multiple paragraphs (a text to model, a text to use with the class, and a text for students to use in pairs)—consider texts from a basal reader, novel, trade book, or content area textbook
* Identifying the Main Idea handout
Overview
First, model the activity. Then, complete the activity as a class. Finally, assign students to work in pairs. This strategy can be used with narrative and expository text.
Activity
1. Distribute the texts and Identifying the Main Idea handout.
2. Introduce the strategy. Tell students that a main idea statement is a combination of two parts:
* The most important information about the "who" or "what"
* The most important "who" or "what" in the paragraph—the main person, place, or thing
3. Tell students that the main idea statement usually is 10 or fewer words. Model using the 10-finger rule of counting each word using the fingers of both hands.
4. Model the activity for students with your model text.
5. Complete the activity with students as a class with your second text.
6. Assign partners. In each partnership, the third text should be at the independent level for one stu dent (the student can read the text independently with ease) and at the instructional level for the other student (the student needs support to read the text).
7. Tell partners to alternate reading each paragraph in the text, completing the corresponding section of the handout after each paragraph.
8. Tell students to try to shrink down the information if their main idea statement is more than 10 words.
Adapted from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2009). Teacher reading acade mies. Austin, TX: Author.
Identifying the Main Idea
Paragraph 1
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 2
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 3
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
Write a sentence that states the main idea in 10 or fewer words:
Paragraph 4
Write the most important "who" or "what" in the paragraph:
Write three important facts, details, or ideas about the most important "who" or "what."
1.
2.
3.
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2015
EMERGENCY ACTION PLAN
I. PURPOSE
The purpose of this Emergency Action Plan is to protect our University Community from serious injuries, and loss of life or property, in the event that an emergency situation or major disaster occur.
There are many types of emergencies that may result in the implementation of this plan. These include natural and manmade events. Specific examples are fire, earthquake, bomb threat or explosion, atmospheric phenomena, violent acts, civil uprising, or chemical substance spills among others.
Since an emergency often occurs suddenly and without warning, these procedures are designed to be flexible in order to accommodate response contingencies of varying magnitude.
II. SCOPE
The procedures herein apply to all Branch Campus of AGMUS in Continental US students, employees, and visitors.
This Plan is an OSHA requirement in compliance with Code of Federal Regulations number 1910.38. The plan is consistent with established practices relating to emergency response actions, incorporating the National Incident Management System (NIMS), Incident Command System (ICS) to facilitate interagency coordination among the responding agencies and Federal Emergency Management Agency (FEMA).
The AGMUS campus will cooperate with federal, state and local emergency management agencies and other responders in the development, implementation and execution of its emergency action plan.
This plan will be revise and publish annually in the web page of AGMUS.
III. EMERGENCY COMMITTEE
In order to provide a forum to identify and resolve safety and security issues and concerns, to promote safety and security awareness and to have a rapid respond in emergencies situations within the Ana G Mendez University System Campuses, each campus has formed a campus Safety and Emergency Respond Committee. This Committee is part of the compliance with the Code of Federal Regulations OSHA, number 1910.
A. Objective
To develop and sustain a campus safety program which is conducive to employee and students safety.
B. Responsibilities and Duties of the Committee
The Committee is responsible for:
[x] Continuously analyzing all risks which expose the Campus to the potential disruption of its activities, including risks that are natural and manmade.
[x] Overseeing the development of emergency preparedness and response plans in response to the risks identified.
[x] Facilitating communication of the emergency response plan through updates to the appropriate website and written materials as needed.
[x] Designing and conducting two internal disaster drills per year, with one of the drills to include participation by external emergency response agencies.
[x] Serving as the Campus Emergency Response Team, managing the campus response to an emergency utilizing the Incident Command System mandate by FEMA
[x] Annual review of existing emergency management plans and related policies and procedures
C. Responsibilities of Members of the Committee
The committee must be composed of employee and employer representatives and have the commitment of the management. Each member must:
1. Participate actively in each meeting
2. Assist to the trainings prepare for the committee members
3. Communication with employees regarding safety committee activities
4. Motivating employees to create a safety culture in the workplace
5. Reviewing incidents of workplace accidents, injuries & illnesses
D. Members of the committee
1) Campus Director or Associate Director
2) Operation Manager
3) Integrated Services Director or Marketing
4) Technologist Specialist
5) Academic Director
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4
In the meetings we have the participation of the Occupational Health, Safety and Security
Director of AGMUS and the IT Security Specialist. This committee work in concert with campus employees to identify and correct physical safety and security hazards.
Each committee meets bi-monthly or as agreed by the committee members to review safety and security incidents, identify trends and develop ways to reduce safety and
security risks. Corrective action plans may be developed, with members of the committee assigned responsibility for overseeing them.
The Operation Manager of each campus and the Occupational Health, Safety and Security
Director of AGMUS Ventures will maintain copies of the meeting minutes for each campus.
IV.
COMMUNICATIONS
When any person from the staff, faculty, students or visitor identify an incident or emergency must communicate immediately with the Security Officer, the Operation
Manager or Campus Director.
Once the Campus Director is aware of an emergency situation, he must notify it immediately to the chancellor (All Florida Campus) or to the VP of International Affairs (Dallas and Capital City Campus).
The Campus Director will activate the Security and Emergency Response Committee and the Emergency Action Plan.
The Chancellor (All Florida Campuses) and the VP of International Affairs (Dallas and
Capital City Campus) maintains executive control of the Emergency Action Plan. Ground level operational implementation and direction of the plan is responsibility of the Campus
Director or designee and the other members of the Security and Emergency Response
Committee.
Closures or cancellations due to severe weather will be announced via several methods, including:
Text messages to all students
The University web home page at www.suagm.edu
E-mail from the SUAGM to all students, faculty and staff
Social Media (Facebook)
Local media announcements
University closure due to severe weather is announced as soon as the decision to close have been made with approve of the VP of Marketing and Students Affairs.
At AGMUS, campus community (faculty/staff/students) will be notified in a timely manner (through a variety of communication delivery channels) when crimes or other incidents that threaten health or safety occur. These incidents can be defined as (As Clery Act).
- Any significant or dangerous campus situation posing an immediate threat to the health or safety of students or employees
- Any significant incident that already occurred but still represents a serious ongoing threat to the campus community (prescribed by the Clery Act as a Timely Warning)
-
General campus safety information that is not of an urgent nature but is issued in the best interest of the members of the campus community.
AGMUS has defined three different levels of communication, each determined by the type and urgency of the identified incident. These are detailed below:
A. Emergency Notification IMMEDIATE THREAT
Scope:
An emergency notification will be issued in the event of any significant emergency or dangerous situation occurring on campus which involves an immediate threat to the health or safety of students or employees.
Examples:
Outbreak of infectious disease such as meningitis, norovirus or other serious illness
Approaching tornado, hurricane or other extreme weather conditions
Gas leak or chemical spill
Terrorist incident
Armed intruder/Active shooter
Bomb threat
Explosion or fire
Homicide/Rape/Sexual Assault/Assault-when perpetrator is not apprehended
When:
Emergency notification is issued immediately upon confirmation that a dangerous situation or emergency exists or threatens.
How:
Text messages to all students (interactive web)
Email, Black Board notification
Website Updates- information will be posted to the AGMUS website
B. Timely Warning ONGOING THREAT
Scope:
A timely warning is triggered when a Clery Act defined crime has already occurred but conditions remain that present an ongoing threat. (For example, a rape is reported to and confirmed by Campus Security but the suspect has not been apprehended.) A Timely Warning should be considered only when a serious or continuing threat exists to students or employees.
Examples:
Clery Act defined crime such as rape, sexual assault, burglary, homicide and other violent crimes that impact people or assets where the perpetrator remains at large and for which a dangerous condition may exist for students or employees.
When:
Issue a timely warning as soon as the pertinent information is available.
How:
Text messages to all students (interactive web)
Email, Black Board notification
Website Updates- information will be posted to the AGMUS website
C. GENERAL CAMPUS SAFETY INFORMATION
Scope:
The disclosure of information that is related to the general safety of members of the campus community.
Example:
Vehicle accident that blocks traffic and requires alternative travel patterns, construction/demolition that poses danger to students/employees in specific areas of campus, etc.
When:
Issued as soon as information is available. The timeliness of the message is not as critical as in an emergency situation, but prompt communication is required.
How:
Text messages to all students (interactive web)
Email, Black Board notification
Website Updates- information will be posted to the AGMUS website
D. Closing the Communication Loop
AGMUS will issue a "wrap-up" communication which will serve to close the communication loop for each incident.
Email, text messages and voice mail messages.
Website Updates- information will be posted to the AGMUS website
How:
Text messages to all students (interactive web)
Email, Black Board notification
Website Updates- information will be posted to the AGMUS website
V. MITIGATION PROCEDURES
The Campus Operation Manager and the Occupational Health, Safety and Security Director of AGMUS will coordinate preventive inspections in order to identify and correct any risks at the facilities. The inspections must include:
a. General housekeeping – Good housekeeping practices are essential to prevent emergencies.
b. Fire hazard/risk – Some examples are: storage of vast quantities of flammable and combustible products and materials, faulty electrical wiring, smoking in facilities, welding, or other labor that generate large amount of heat.
c. Exit routes – Consist of a continuous unobstructed route from any point in the workplace to a safe location (including shelter areas). The exit route consist of the exit access, the exit and exit discharge. The exit access is that portion of the route that leads to the emergency exit. The exit is the portion of the route that is generally separated from other areas and provides a safe trajectory up to the exit discharge point. The exit discharge is that portion of the exit route that leads directly to the exterior (exterior hallway, shelter, open area). Exit must be duly labelled, special attention must be provided to the way in which persons with disabilities will
evacuate the building. The evacuation route must be without any obstacle and in good illumination conditions. And illuminate EXIT sign must be on each evacuation route.
d. Alarms – The alarm system must be functional in order to notify the university community in a quick manner. The alarm system must establish visual and auditory signals. They must also establish effective methods to notify persons with disabilities.
e. Fire detection and suppression system – These systems must be inspected and approved annually to assure appropriate functioning.
VI. EMERGENCIES PROCEDURES (RESPONSE)
FIRE – What to Do in Case of a Fire
1. When the fire alarm sound, keep calm and verify your surroundings to identify if you observe any sign of fire or another emergency or
2. If you identify a fire, immediately pull the nearest fire alarm pull station as you exit the building.
3. Proceed to evacuate the facilities.
4. When evacuating the building, be sure to feel doors for heat before opening them to be sure there is no fire danger on the other side.
5. If there is smoke in the air, stay low to the ground, especially your head, to reduce inhalation exposure. Keep on hand on the wall to prevent disorientation and crawl to the nearest exit.
6. Once away and clear from danger, call 911 and inform them of the fire.
7. Go to your meeting area and wait further instructions from emergency personnel. The meeting area is the closet parking lot of the area. Keep with your office or classroom group to be count. This is important in order to know if there is anyone in the building.
EVACUATION PROCEDURE:
(What to do during evacuation)
In the eventuality that an emergency occurs that represent a risk to human lives, evacuation of the facility at risk will occur. The notification of an emergency can be made through the fire alarm system, use of speakers or through security personnel at the institution, among others. When the alarm sounds:
1. If you have time and you are not at risk, take with you your personal belongings.
2. If you have time and you are not at risk, turn off electric equipment
3. Close doors and help your coworkers and students to evacuate
4. Go to the closest emergency exit. Each Classroom and hallways have Evacuation Maps with two evacuation routes identify.
5. When in the outside, go to the closest parking lot
6. Meet your working group and identify if everyone is outside the building
7. Notify the security officer or to any emergency response authority if you know anyone is in the building.
8. Keep calm and wait for instructions.
EVACUATION DRILLS – Evacuation drills must be perform two times a years on daily and night shifts. In order to perform a good evacuation drill, each campus must comply with the following prior to the drill.
1. Employees training
2. Communication method during an emergency
3. Specific duties to staff in relation to present risk
4. Identified staff and students with special needs
5. Keep evacuation routes maps update in each building. Each map must include:
a. Two (2) evacuation routes
b. Emergency exit doors and accessibility for people with special needs.
c. Fire extinguishers
SHELTER-IN-PLACE AND LOCKDOWN PROCEDURES
There are certain circumstances where it is safer to be inside rather than outside. You may be required to shelter-in-place for events such as a civil disturbance (i.e. active shooter), tornado warning, hazardous materials release, or as directed by police personnel. If the "Shelter-in-Place" order is given, do the following:
**Remember, "Shelter-in-Place" is defined as a directive to seek immediate shelter indoors following the announcement of an emergency condition; whereas, a "lockdown" is defined as a directive to stop access and / or egress as appropriate, to all or a portion of the buildings on campus.
- Remain inside the building.
- Lock doors, if possible or barricade doors and take cover to protect yourself.
- Do not seek shelter in open areas such as hallways or corridors. Go to the nearest classroom, office, conference or storage room that can be locked.
- Turn off lighting and ventilation, if possible.
- Close window coverings, blinds, shades etc.
- Remain quiet and in place until notified by emergency personal.
- Silence cell phones and do not use them unless you are in contact with emergency personnel.
- If outdoors seek shelter behind a building, wall, or large tree. It is important to "hide" from a shooter.
- Do not allow anyone to exit the classroom. Security personnel or Law Enforcement will come to the room and announce themselves and unlock doors.
- Always stay alert to rapidly changing and dynamic situations. Staying calm is crucial. Hysteria can lead to making poor decisions or taking needless risk.
Notification - Notification of a campus lockdown can be communicated via the cell phone, campus web page, via an alarm or in person. All computers on AGMUS network will display the message. Anyone off campus that is signed up should receive a text message and phone call and remain off campus.
BOMB THREAT / SUSPICIOUS PACKAGE
All bomb threats must be treated as a serious matter. Though many threats are meant to disrupt normal activities, each threat must be considered real until proven otherwise by the appropriate personnel.
If a suspicious object or potential bomb is discovered:
- STAY CALM
- DO NOT handle the object
- Clear the area
- Contact the security officer immediately
- The security officer must inform the operation manager and call 911. Include any information (i.e. location, appearance) about the object as possible
If a threat is made by phone:
1. STAY CALM
2. DO NOT put the caller on hold
3. DO NOT attempt to transfer the call
4. DO NOT hang up the phone that the call came in on. If at all possible, signal someone nearby to contact security officer and to call 911.
5. Take as many notes as possible and document anything you may hear during the call
HURRICANE
Over a typical 2-year period, the U.S. coastline is struck by an average of 3 hurricanes, 1 of which is classified as a major hurricane. While hurricanes pose the greatest threat to life and property, tropical storms and depressions also can be devastating. Floods from heavy rains and severe weather, such as tornadoes, can cause extensive damage and loss of life. For example, Tropical Storm Allison produced over 40 inches of rain in the Houston area in 2001, causing about $5 billion in damage and taking the lives of 41 people.
Hurricane seasons and their peaks are as follows:
- Atlantic and Caribbean: Jun. 1 to Nov. 30 with peak mid-August to late October.
- Central Pacific (Hawaii): Jun. 1 to Nov. 30 with peak from July to September.
- East Pacific: May 15 to November 30
- Western North Pacific: Tropical cyclones can strike year round
Understanding the Terminology
Tropical cyclone is a rotating, organized system of clouds and thunderstorms that originates over tropical or subtropical waters and has a closed low-level circulation. Tropical cyclones rotate counterclockwise in the Northern Hemisphere.
- Tropical Depression—A tropical cyclone with maximum sustained winds of 38 mph (33 knots) or less.
- Tropical Storm— A tropical cyclone with maximum sustained winds of 39 to 73 mph (34 to 63 knots).
- Hurricane—A tropical cyclone with maximum sustained winds of 74 mph (64 knots) or higher.
- In the western North Pacific, hurricanes are called typhoons; similar storms in the Indian Ocean and South Pacific Ocean are called cyclones.
- Major Hurricane—A tropical cyclone with maximum sustained winds of 111 mph (96 knots) or higher, corresponding to a Category 3, 4 or 5 on the Saffir-Simpson Hurricane Wind Scale.
- A Post-Tropical Cyclone is a system that no longer possesses sufficient tropical characteristics to be considered a tropical cyclone.
- Post-tropical cyclones can still bring heavy rain and high winds.
Saffir-Simpson Hurricane Wind Scale for the Continental United States
What to listen for
- HURRICANE WATCH: An announcement that hurricane conditions (sustained winds of 74 mph or higher) are possible within the specified area in association with a tropical, subtropical, or post-tropical cyclone. Because hurricane preparedness activities become difficult once winds reach tropical storm force, the hurricane watch is issued 48 hours in advance of the anticipated onset of tropical-storm-force winds. During a Watch, prepare your home and review your plan for evacuation in case warnings are issued. Listen closely to instructions from local officials.
- TROPICAL STORM WATCH: An announcement that tropical storm conditions (sustained winds of 39 to 73 mph) are possible within the specified area within 48 hours in association with a tropical, subtropical, or post-tropical cyclone. During a Watch, prepare your home and review your plan for evacuations in case warnings are issued. Listen closely to instructions from local officials.
- HURRICANE WARNING: An announcement that hurricane conditions (sustained winds of 74 mph or higher) are expected somewhere within the specified area in association with a tropical, subtropical, or post-tropical cyclone. Because hurricane preparedness activities become difficult once winds reach tropical storm force, the hurricane warning is issued 36 hours in advance of the anticipated onset of tropical-storm-force winds. The warning can remain in effect when dangerously high water or a combination of dangerously high water and waves continue, even though winds may be less than hurricane force.
- TROPICAL STORM WARNING: An announcement that tropical storm conditions (sustained winds of 39 to 73 mph) are expected somewhere within the specified area within 36 hours in association with a tropical, subtropical, or post-tropical cyclone.
- EXTREME WIND WARNING: Extreme sustained winds of a major hurricane (115 mph or greater), usually associated with the eye wall, are expected to begin within an hour. Take immediate shelter in the interior portion of a well-built structure.
- Additional Watches and Warnings are issued to provide detailed information on specific threats such as floods and tornadoes. Local National Weather Service offices issue Flash Flood/Flood Watches and Warnings as well as Tornado Warnings.
Response procedures
Once a Hurricane Watch is emitted by the Local National Weather Service the Campus Director must notify it immediately to the chancellor (All Florida Campus) or to the VP of
International Affairs (Dallas and Capital City Campus).and activated the Security and Emergency Response Committee to start hurricane preparedness activities.
Mitigation Activities in the Campus must start in order to protect the facilities in case that the Hurricane approach the area. The Operation Manager must perform a facility inspection to evaluate any possible risk of for the structure. All the storage material must be elevated in racks or pallets to prevent them to get wet in case of any flood.
All electrical equipment must be turn off and disconnected from the electrical outlet before leaving the campus to protect them.
University closure due to severe weather is announced as soon as the decision to close has been made. A text message will be send to all students. Another sources for this information are the university website, and mass e-mail distributions from the SUAGM services.
While area media will always be informed of closures, there is no guarantee that the information will be carried by all media or that it will always be reported accurately.
WEATHER WARNING ALERTS AND PROCEDURES
What is Inclement Weather?
Inclement weather can include any kind of extreme weather, which might create hazardous conditions or significantly impair normal operations at the AGMUS. Types of inclement weather include:
- Tornadoes
- Severe Thunderstorm Activity
- Winter Weather and Cold Temperatures
- Flooding
- Drought
- Extreme Heat
University closure due to severe weather is announced as soon as the decision to close has been made. The most reliable sources for this information are the university website, and mass e-mail distributions from the SUAGM services. While area media will always be informed of closures, there is no guarantee that the information will be carried by all media or that it will always be reported accurately.
TORNADO WARNING
Tornadoes are considered to be one of nature's most violent storms. With winds that can reach 300 miles per hour and damage paths in excess of one mile, this deadly phenomena can form in a matter of seconds.
First, you must familiarize yourself with the differences between a tornado watch and tornado warning.
1. Tornado Watch — this means that tornadoes are possible. You should remain alert for approaching storms, watch the sky and stay tuned to NOAA Weather Radios, commercial radio or the local news for more information
2. Tornado Warning — this means that a tornado has been sighted or indicated by weather radar. You should take shelter immediately
If a tornado warning has been issued while you are at AGMUS you should:
1. Keep calm and don't leave the building.
2. Go to the basement or lowest floor of the building (If available).
3. Stay away from exterior walls, doors, and windows.
4. Move to interior hallways and small interior rooms (e.g., bathroom, closet, etc.)
5. Get under a piece of furniture if possible (e.g. sturdy table, desk)
6. Call 911 if emergency help is needed
Once the storm has passed you should:
1. Check yourself and those around you for injuries
2. If you smell gas or hear a hissing sound indoors—open windows and leave the building.
3. Evacuate damaged buildings. Do not re-enter until declared safe by authorities
4. Call 911 only to report a life threatening emergency
THUNDERSTORM
Thunderstorms may include strong winds, lightning, hail, heavy rain, flash floods, downbursts, and even tornadoes! Thunderstorms are dangerous.
Lightning from a storm can be fascinating to watch, but is also extremely dangerous, killing on average of 67 people per year in the United States. Lightning can strike as far as 10 miles away from the rain area in a thunderstorm, but at that distance it may even be difficult to tell a storm is coming! It is best to take shelter immediately if the sky looks threatening or if you see lightning or hear thunder.
Severe Thunderstorm Watch means severe thunderstorms are possible, continue activities and monitor the situation.
Severe Thunderstorm Warning means severe thunderstorms are imminent, capable of causing significant damage due to high winds or hail.
What to do during a thunderstorm warning (remember the 30-30 rule):
1. If there is less than 30 seconds between a flash of lightning and the sound of thunder, you need to seek shelter! Or better yet, seek shelter on the first sign of thunder or lightning - better to be safe than sorry!
2. Remain under cover until 30 minutes after the final clap of thunder - don't let the sunny skies fool you!
3. Thunderstorm & Lightning tips:
a. Telephone lines and metal pipes can conduct electricity.
b. Unplug appliances not necessary for obtaining weather information.
c. Avoid using electrical devices.
4. Get to higher ground if flooding is possible
WINTER WEATHER
A major winter storm can last for several days and can be accompanied by high winds, freezing rain, sleet, heavy snowfall, and extreme cold temperatures. Winter storms and extreme cold affects all areas of the country with the ability to knock out heat, power, and communication services to your home or office, sometimes for days at a time.
Hypothermia and frostbite can lead to the loss of fingers and toes, can cause permanent damage to internal organs, or may even cause death. Careful preparations can help you avoid these dangers!
What to do during a winter storm:
Before any winter storm hits, you should have an emergency kit containing items you may need to sustain during winter weather.
Stay indoors during the storm. If you must go out, ensure you walk and drive carefully. If you are driving, make a car emergency kit!
Keep dry.
Watch for signs of frostbite and hypothermia.
If there is an alert of Winter Storm or Extreme Cold Temperatures, AGMUS will keep all University Community inform following the communication procedures.
FLASH FLOODS
Floods, especially flash floods, kill more people each year than any other weather phenomenon. This is because many people underestimate the force and power of water. Flash floods could be caused by tornadoes and thunderstorms, especially in low lying areas.
The two key ingredients that contribute to flash flooding are rainfall intensity and duration. Other factors include soil conditions, ground cover, and topography. As little as 6 inches of fast moving water can sweep you off your feet, and only 18-24 inches of water is enough to carry your car away!
If YOU see a road barrier across a flooded roadway... TURN AROUND. DON'T DROWN!
What to if flash flooding is possible:
1. Move to higher ground - do not wait for instructions to move if flash flooding is a possibility (can occur within seconds).
2. Do not drive or walk into flooded areas - even small amounts of water can wash out a roadway and anything on it.
3. If you are in the campus during the flash flood, keep inside the building.
4. If there is an alert of Flash Flooding, AGMUS will keep all University Community inform following the communication procedures.
DROUGHT
A drought is a period of unusually dry weather that persists long enough to cause serious damage and/or water supply shortages.
Droughts are unique among natural disasters as we usually do not realize we're in a drought until weeks after it begins making it difficult to prepare. If a severe drought occurs in any of our AGMUS campus, we may implement rules regarding water usage and conservation tips.
EXTREME HEAT
Many people do not realize how dangerous a heat wave can be. Compared to visible and destructive events like floods, hurricanes, and tornadoes, heat waves are "silent killers."
Hot Weather Tips:
Familiarize yourself with the types of heat related illnesses and their symptoms prior to hot weather season (i.e. heat cramps, heat exhaustion, heat stroke).
Drink plenty of water, even if you're not thirsty!
Remember, that the heat index is a measure of "how it feels". Just because the thermometer reads 85 degrees, the actual feel with humidity may be well over 100!
If there is an extreme temperature alert in any of the campus, the Operation Manager must do the flowing procedure:
1. Monitor the room temperature of the building. The comfort temperature must be between 20º-25ºC/68º-75ºF.
2. Ask for Air Conditioner Maintenance if the temperatures are not in range.
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Strengthening Student Engagement*
by Dr. Richard D. Jones, Author and Senior Consultant, International Center for Leadership in Education November 2008
Engagement-Based Learning and Teaching Approach
Simply telling or encouraging students to engage themselves in their class work is seldom enough. The engagement-based learning and teaching (EBLT) approach provides the foundation for developing and strengthening student engagement and the overall learning process. This foundation is built through specific principles, habits, skills, and strategies. All members of the school community can join forces to develop schoolwide practices that cultivate student engagement beliefs, values, feelings, motivation, behavioral habits, and skills that are at the crux of high levels of student engagement.
The three domains of student engagement unfold in EBLT as follows:
* Cognitive domain consists of beliefs and values.
* Emotional domain consists of motivation and feelings.
* Behavioral domain consists of habits and skills.
In the EBLT approach, teachers and parents work systematically across all three domains to ensure an integrated approach to cultivate and support student engagement at the highest level. The core habits of student achievement and other skill sets, such as organizational skills and self-discipline, also will be developed in the student through this approach.
Key Elements of EBLT
The EBLT approach encompasses the following six objectives.
1. Cultivate one-on-one relationships. The one-on-one relationship between student and teacher is the critical element that can lead to increased student motivation and higher levels of engagement in academics and school life.
2. Learn new skills and habits. Teachers can learn new skills and habits that help them to develop, polish, and enhance their already natural inclination to motivate and engage students.
3. Incorporate systematic strategies. Teachers can learn systematic strategies that facilitate student engagement. Students can develop behavioral skills and habits that lead to increased academic achievement and greater involvement with school life.
4. Take responsibility for student engagement practices. It is primarily the teacher's responsibility to engage the students, as opposed to the teacher expecting students to come to class naturally and automatically engaged.
____________________________________
,
This white paper is excerpted from Student Engagement — Creating a Culture of Academic Achievement published by the International Center for Leadership in Education.
5. Promote a schoolwide culture of engagement. The best way to promote high levels of student engagement is to develop and maintain a schoolwide initiative that is dedicated to creating a culture of student engagement, involving students in school activities, and providing a rigorous and relevant education program for all students.
6. Professional development is an important part of increasing student engagement. Staff development, combined with staff ownership and recognition, is critical to developing and maintaining a culture of effective student engagement.
Laying the Foundation for Student Engagement
It is easy to observe the lack of student engagement when students are slouched in their chairs and not listening to the teacher or participating in the discussion. Many teachers who constantly see disengaged students put the burden on the student and lament that they could be better teachers and have better results if they had the opportunity to work with a "better" group of students. But classrooms with high levels of student engagement are not simply a result of "student quality."
It is true that, depending on students' prior experiences, attitudes, and perceptions, students can make it easier or more difficult to create a highly engaged classroom. But teachers are not limited to poor learning results because students are not engaged. When educators examine more closely the characteristics of engaging instruction, they can begin to identify the elements that contribute to high levels of student engagement. These elements are a combination of the background of students and the influence and expectations of family and peers, but they also include schoolwide and classroom practices.
For teachers to deal with low levels of student performance, they must begin to reflect on the elements that contribute to student engagement. Teachers can have direct control and make changes instantaneously in some areas. For other changes to occur, it will take time for both students and the teacher to develop new skills. Improvements may depend on planning and seeking out new solutions or making changes at the schoolwide level.
Regardless of the time it takes to make significant changes to improve student engagement practices, educators should become familiar with the two basic elements that together provide the roadmap for teachers to focus on and facilitate student engagement. These elements are preconditions and pedagogy.
Preconditions
Preconditions are the factors that must be in place even before classroom instruction begins. The factors are:
Learning relationships. Most students will not do their best in classes when they feel that teachers do not have an interest in them or care about their future. Students can sense whether the teacher cares or is simply "going through the motions." All of the characteristics that we know about building relationships are essential to contributing to highly engaged classroom instruction. Students show increased effort in classroom activities when teachers take an interest in students as individuals, get to know them by name, and talk to them not only in the classroom but during other activities in the school as well.
Creating the ideal classroom environment. Good instruction can take place in a variety of settings. However, there is no question that well designed and well maintained classroom facilities have a positive impact on student engagement.
Classrooms should be physically comfortable for students with respect to temperature, space, furniture, and structural organization. Classrooms also need to be mentally stimulating, with attractive displays that include samples of student work and colorful designs. Good teachers pay attention to the physical learning environment and do not make changes to that environment that could become obstacles to student learning.
Rewards and incentives. There is much discussion within education communities and by researchers and practitioners about the role that rewards play in stimulating student work. Probably every teacher at some point has used a "bribe" of food, recreation, or some other reward to encourage students to finish a project or to follow a specific procedure, such as being quiet in a classroom.
There is some concern, and rightly so, that if rewards are used routinely, students are only exhibiting the learning behavior to receive the reward. When the reward disappears, the behavior will stop. Rewards and incentives do have their place, but they must be incorporated carefully.
A key to effective use of rewards is whether it is offered in advance of a behavior. A bad use of the reward system is when a teacher says to students, "If you are quiet for the next 30 minutes, you will get a piece of candy." In this scenario, the student associates the behavior with the reward. It is a better practice to give the reward spontaneously after the behavior.
Grades are the big incentive system in schools. Students do the work, but often they do the minimal amount possible in order to receive the grade. Some students even openly avoid doing any work that is not tied to a grade. In this scenario, students see their learning experiences as meaningless activities, but they have to get the good grade to move on toward the next phase of their lives.
Where could students have gotten this gross misunderstanding of the importance of grades? It is the fruition of how we as educators have misguided students as to what is important. We have tried to spur student engagement in otherwise boring and meaningless activities by tying it directly to a grade, by giving a reward in hopes that students would complete their school work.
Also, many students feel labeled as "C" or "D" learners from prior experiences in school and see little reason to improve their efforts. Grades are not a motivation to these students, who are comfortable with completing very little of their work or skipping it altogether. Many schools need to reexamine grading policies both at the schoolwide and classroom level to ensure that this reward system provides a situation in which students are encouraged to work hard.
In general, teachers need to reflect on the appropriate use of rewards in the classroom. The goal should be to build a stronger student perspective on intrinsic motivation as an incentive for student work and student learning, such as the pride of completing a difficult task or the satisfaction that comes from a job well done.
There is no perfect grading system or time to give or withhold rewards. However, schools and teachers need to examine current practices constantly and consider changes that will increase the level of student engagement with respect to using incentives and rewards.
Guiding principles. These are positive character attributes and appropriate behaviors for achieving in school and becoming good citizens as adults. In recent years, however, many schools have moved away from programs that deal with behavioral issues and character education to avoid divisive community debates about whether schools should be teaching anything beyond the old 3 Rs.
The development of a child's character and appropriate behavior is first and foremost the responsibility of the family, but schools can play a strong supporting role. Schools with the highest levels of student achievement do not sidestep the issue of character education. They embrace it. These schools acknowledge that their success is due in large measure to their attention to guiding principles, through which they have been able to create the supportive learning environment that is essential for students to achieve high standards.
Following are some guiding principles used by many schools.
* adaptability
* compassion
* contemplation
* courage
* honesty
* initiative
* loyalty
* optimism
* perseverance
* respect
* responsibility
* trustworthiness
Habits. These are the routines and procedures that teachers create in the classroom. Habits include the way that students enter a classroom or engage in an activity at the start of every class period. Other habits include the ways that students open and organize materials that they need for the day, move from large to small groups for various activities, and work on individual problems.
Teachers can create improved classroom environments and higher levels of student engagement if they focus on appropriate procedures and have students practice those procedures until they become habits. When students fail to follow the procedures, teachers need remind them of the rules and ways in which they can practice them. Good habits help to make effective use of instructional time and reduce the disruption that distracts students from the learning process. It is through practices that these procedures become powerful habits and keep students engaged in learning.
Fundamental skills. These are the basic proficiencies that all students need to be able to participate in class and complete their work. Student need basic reading skills, for example, to be able to understand directions and materials used in any subject area. Students also need to acquire the skills to facilitate discussions and to learn how to listen to the teacher as well as other students in group discussions. They also need basic skills in technology for doing Internet research or preparing PowerPoint presentations. In addition, students need to learn basic social skills. To function in the classroom and workforce and as responsible citizens, they have to
learn how to greet others, respect space, resolve conflicts, and ask questions. Teachers should ensure that students have these skills through pre-assessment and by constantly monitoring student engagement levels.
Pedagogy
The following key aspects of pedagogy help teachers create an environment in which rigorous and relevant learning can take place.
Designing for rigorous and relevant learning. One of the barriers to high levels of student engagement is the lack of rigorous and relevant instruction. While it is essential that students acquire fundamental skills before they proceed to more complex work, teachers should not keep students hostage by requiring that they complete all the isolated basics before they have the opportunity to engage in challenging and applied learning experiences. Relevance is just as critical as rigor. Relevance can help create conditions and motivation necessary for students to make the personal investment required for rigorous work or optimal learning. Students invest more of themselves, work harder, and learn better when the topic is interesting and connected to something that they already know.
Personalized learning. Each student brings a unique set of characteristics to the classroom: different background knowledge, a unique learning style, a variety of interests, and varied parental support and expectations. To anticipate that each student will learn in the same way, at the same speed, and using the same material is an unrealistic expectation.
Some teachers fall into the false assumption that the student is responsible when he or she fails to demonstrate adequate achievement. But often it is the lack of personalizing learning that is the source of failure. There are many individual practices and strategies that contribute to overall personalization. As a start, teachers can create a more engaging classroom situation by getting to know their students and using examples during instruction that relate to students' backgrounds, cultures, and prior experiences.
Parent involvement also is a part of personalizing learning. By reaching out to parents and establishing cooperation and support for learning expectations, teachers are able to achieve greater personalization. Students also need to experience differentiated instruction instead of constant large group instruction moving at the same rate of speed. There should be opportunities for them to do individual assignments, to work at their own speed — to move more slowly on more difficult material and more quickly on concepts or skills in which they have higher proficiency levels.
Active learning strategies. While it may sometimes be efficient to have students listen to a short lecture, view video material, or read a textbook, doing these types of isolating, sedentary activities on regular basis becomes mind-numbing rather than mind-engaging. There are strategies that naturally contribute to a much higher level of student engagement. For example, cooperative learning strategies in which students are organized into structured discussion groups and play specific roles in analyzing problems and seeking solutions are more engaging than listening to a lecture. Moreover, varying instructional strategies adds interest and increases engagement. Even the most exciting activities, if done continually, lose their appeal.
Focus on reading. It may seem as a misplacement to talk about literacy as a key ingredient in student engagement. However, many successful schools emphasize the importance of focusing on literacy instruction for continuous learning in all subjects.
Having a literacy focus means that all teachers, regardless of subject area, know the reading levels of the materials that they are using, whether that material is incorporated in textbooks, classroom directions, Internet-based resources, or other reading sources. They also know the reading levels of their students. They are able to match reading materials with individual students and identify where there are significant gaps that might require a change in instructional strategy.
Teachers also need to incorporate vocabulary strategies as part of their individual course instruction. Paying attention to specific terms related to a topic of discussion and using strategies to gradually introduce and reinforce the vocabulary leads to comprehension and better student engagement in every subject. Teachers need to use comprehension strategies such as pre-reading and summarization that provide an opportunity for students to be more engaged in the required reading for a particular instructional activity. Reading is fundamental and cuts across all learning. If teachers expect high levels of student engagement, they need to pay attention to reading levels and establish instructional strategies with literacy as a primary focus in all they do.
Learning Relationships
Strong positive relationships are critical to the education process. Students are more likely to make a personal commitment to engage in rigorous learning when they know teachers, parents, and other students care about how well they do. They are willing to continue making the investment when they are encouraged, supported, and assisted. Building good relationships complements rigor and relevance. For students to engage fully in challenging learning, they must have increased levels of support from the people around them.
Perhaps what is needed is a taxonomy to help educators identify and quantify relationships that improve learning. The International Center has developed such a tool, called the Relationship Framework, which consists of seven levels of relationships.
Level 0 is Isolated. This is the lack of any positive relationships. The individual feels alone and isolated from social relationships that would enhance learning.
Level 1 is Known. A person must know someone before a relationship is formed. When teachers seek to develop positive relationships with students, the first step is getting to know them—their families, likes, dislikes, aspirations, and learning styles.
Level 2 is Receptive. Often, a learning relationship is described in terms of providing the assistance and support that a student needs. However, a preliminary step is showing that we are interested and genuinely care about developing a relationship. This comes from frequent contact in multiple settings and taking an active interest.
Level 3 is Reactive. In this case, one person receives guidance or support from another. This relationship yields emotional support or cognitive information.
Level 4 is Proactive. At this level, people have made a proactive commitment to do more than assist when needed and take an active interest in supporting the other person.
Level 5 is Sustained. Positive support is balanced from family members, peers, and teachers. It is a relationship that will endure over a long period of time. This is the level of relationship that effective parents have with their children.
Level 6 is Mutually Beneficial. Although this is the highest level, it is rare in education, for at this point, both parties contribute support to one another for an extended period of time.
The following chart describes the degrees of student support at each level of the framework.
Once teachers make relationships important, they can begin to reflect on current practices and discuss how to improve them. Relationships are not simply good or bad; they exist on a continuum. Furthermore, relationships can change over time.
The Relationship Framework first helps teachers understand that there are degrees of relationships. When they think about their relationships with students, teachers can use the framework to apply a qualitative measure to the relationships they make. This qualitative measure helps teachers reflect on their current levels and allows them to decide if they wish to make changes to improve relationships. When relationships are categorized as a simple dichotomy of good or bad, teachers are not likely to reflect on their practices or make selfdirected changes. If relationships are "good," there is no need for change. If relationships are "poor," it is easier to become defensive, blame the other party, or accept things for the way they are. When a specific framework is used for describing relationships, it has a different effect on teachers. Even if relationships are poor, there are at least some positive aspects on which to build. This makes teachers less defensive.
At the other end of the scale, relationships categorized as generally "good" are usually never as good as they could be. There is the potential for growth and further improvement. This motivates even the best teachers to continue to work on improving relationships and strive to reach higher levels. In this scenario, all teachers need to work on improving relationships regardless of their current level of success.
The various levels in the Relationship Framework help to identify the changes that need to be made to improve relationships. If a teacher observes that a student is isolated, the first step is to engage in interventions by getting to know the student and facilitating activities among peers to expand what they know about one another. Just because students "hang out" together does not mean that they really know much about each other. Sometimes a student in a group can be just as isolated as one who sits alone in a school cafeteria.
If a teacher observes that current student relationships are at the "known" level, relationship interventions can focus on frequency of contact and exhibiting behaviors of receptivity. The next level moves to behaviors that provide support to students.
Classroom Management vs. Learning-Based Relationships
The teacher's responsibility for teaching and learning in the classroom often is divided into instruction and classroom management. Instruction refers to the content and pedagogy of what is learned. Classroom management refers to the processes and techniques that teachers use to set the climate for learning. The words "classroom management" create the impression that the classroom is an industrial process rather than a collaboration among people. It suggests that the teacher applies certain management techniques without any emotion to make sure that the classroom runs smoothly and efficiently. The term originates in the industrial model of education, the same model that gives us rigid bell schedules, differentiation of labor, and large school houses.
School leaders have begun to question many of these industrial model characteristics. Perhaps one of the changes schools should make is to abandon the term "classroom management" and replace it with "relationship building." Teachers need to create a climate for learning in the classroom. However, this is not a process to be managed. The classroom is made up of a group of students who desire and deserve high-quality personal relationships with adults and peers. It is the quality of these relationships that drives their behavior and leads to learning. The following charts describes some differences when looking at the instructional climate as relationship building rather than as classroom management.
Relationships in school always can be improved. Schools can engage in specific practices to improve the quality of those relationships that influence student learning and the operation of a school. These practices fall into three categories:
1. Supportive behaviors are ways in which teachers act and interact with students to support learning and good relationships.
2. Supportive initiatives are school initiatives that contribute to learning and good relationships.
3. Supportive structures constitute major organizational changes that contribute to learning and good relationships.
Following are examples of adult and peer behaviors that influence learning relationships in a positive manner.
* Showing respect
* "Being there" for students and frequent contact
* Active listening
* One-on-one communication
* Encouraging students to express opinions
* Avoiding "put-downs"
* Writing encouraging notes
* Students praising peers
* Displaying students' work
* Identifying unique talents and strengths
* Exhibiting enthusiasm
* Using positive humor
* Serving as a role model
* Celebrating accomplishments
Following are examples of supportive initiatives that influence learning relationships in a positive way.
* Social activities to start the year
* Team building
* Mentoring
* Rewards, recognition, incentives
* Student advocacy
* Advisory programs
* Peer mediation
* Students as teachers
* Character education
* Parent partnerships
* Business-community partnerships
* Service learning/community service
* Extracurricular and co-curricular activities
* Sports programs
Schools also can implement major changes to their structures that can make it easier to develop positive learning relationships, such as the following.
* Small learning communities
* Alternative scheduling
* Team teaching
* Teaching continuity
* School-based enterprises
* Professional learning communities
Related resources available from the International Center for Leadership in Education, visit http://www.leadered.com/resources.html for more information.
Resource Kits:
Leadership for Rigor, Relevance, and Relationships Strategic Reading in the Content Areas — Boosting Achievement in Grades 7-12 Student Engagement — Creating a Culture of Academic Achievement
Handbook:
Student Engagement — Teacher Handbook (available January 2009)
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Canada: A Land Rich in Beauty and Culture!
Grade Level: Third Grade
Presented by: Kendra Peters, Elbert County Charter School, Elizabeth, Colorado
Length of Unit: Six Lessons
I. ABSTRACT
This third grade unit focuses on the geography, provinces, and cultural history of Canada. Students will be using their previous knowledge of spatial sense in locating Canada's regions, provinces, landforms, and major cities. Students will work together in small groups to gather information about the various regions of Canada as well as information on the similarities and differences in regard to the provinces of Canada. Students individually will be writing a report about one of the provinces as well as an informative paragraph on a major city in Canada. Through the construction of a timeline, students will be identifying major events in the history of Canada, understanding the importance of French and British heritage in the creation of the nation of Canada, and the uniqueness of Quebec's French-speaking people.
II. OVERVIEW
1. Students understand that societies are diverse. (Colorado History Standard #3)
A. Concept Objectives
2. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. (Colorado Geography Standard #2)
B. Content from the Core Knowledge Sequence-Third Grade
3. Students apply knowledge of people, places, and environments to understand the past and present. (Colorado Geography Standard #6)
1. Locate Canada in relation to United States
3. Rocky Mountains
2. French and British heritage; French-speaking Quebec
4. Hudson Bay; St. Lawrence River; Yukon River
6. Major cities, including Montreal, Quebec, Toronto
5. Divided into provinces
C. Skill Objectives
2. Students will recall previous information learned about Canada with a K-W-L chart.
1. Students will locate the country of Canada on a map.
3. Students will find the Rocky Mountains, Hudson Bay, St. Lawrence River, and Yukon River on a map of Canada.
5. Students will learn that Canada is divided into provinces.
4. Students will compare the geographic similarities and differences in the six regions of Canada.
6. Students will recognize that the boundaries of the providences of Canada are similar to the six regions of Canada.
8. Students will recall information from previous lesson on the six regions of Canada.
7. Students will locate the provinces in relation to the six regions of Canada.
9. Students will create a report about a province of Canada.
11. Students will understand Canada's British and French heritage.
10. Students will learn how Canada was founded and settled.
12. Students will order from greatest to least the number of English and French speaking people in Canada.
14. Students will locate and place on a map the major cities of Canada.
13. Students will identify new information learned about Quebec.
1
15. Students will write an informative paragraph about one of the major cities of Canada.
III. BACKGROUND KNOWLEDGE
1. A New True Book: Canada, by Elma Schemenauer
A. For Teachers
2. Canada: The Land, by Bobbie Kalman
B. For Students
3. Canada, by Lionel Bender
1. Students need to be familiar with the seven continents.
3. Students need to know the directions north, south, east, and west.
2. Students need to be familiar with the equator, Northern Hemisphere, Southern Hemisphere.
4. Students need to know the geographical terms mountains, valleys, plains, coast, prairie, harbor, bay, island.
IV. RESOURCES
B. Maps of Canada-physical
A. Map of the World
C. Map of North America
E. Canada the Land, by Bobbie Kalman
D. Movie, Colonial Life for Children: The French and Colonial Quebec
F. A New True Book: Canada, by Elma Schemenauer
V. LESSONS
Lesson One: Where is Canada?
1. Concept Objective(s)
A. Daily Objectives
a. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. (Colorado Standard 2.1)
a. Location of Canada in relation to the United States
2. Lesson Content
3. Skill Objective(s)
b. Students will recall previous information learned about Canada with a K-W-L chart.
a. Students will locate the country of Canada on a map.
B. Materials
2. "Name that Country!" game cards -Appendix B
1. Blank map of the world
3. Overhead projector
5. Chart paper and markers
4. Overhead pens
C. Key Vocabulary
2. North America-a large continent located in the northern hemisphere
1. Northern Hemisphere-the half of the earth contains the North Pole
D. Procedures/Activities
2. Tell students they will be playing a game called, "Name That Country!" to find out what country they will be learning about. Tell the class they will be asking the teacher questions which can only be answered with "yes" or "no." Using the question cards, pass the cards out to the class. If you have too many students, group them into teams to
1. Using the overhead projector, show a blank map of the world to students.
ask questions. Tell students they will need to jot down notes as the questions are being answered so they can figure out what the country is.
4. K-W-L chart. (K=What we know, W=What we want to learn, L=What we learned after studying topic)
3. After students have identified Canada as being the country they will next learn about, put up a piece of chart paper divided into 3 sections for the
5. Ask students what they know about Canada. Remind them it can be anything they already know. Write student responses in the K column of the K-W-L chart.
7. When they've finished, post the chart in the room so it can be used at the end of the unit.
6. Next, ask students what they want to learn about Canada and write these ideas in the L column on the K-W-L chart.
E. Evaluation/Assessment
2. Students' information on K-W-L chart
1. Students' responses to questions in game
Lesson Two: From Mountains to Rivers
Lesson may take more than one day to complete
1. Concept Objective(s)
A. Daily Objectives
2.
a. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. (2.2)
a. Rocky Mountains
Lesson Content
b. Hudson Bay; St. Lawrence River; Yukon River
a. Students will find the Rocky Mountains, Hudson Bay, St. Lawrence River, and Yukon River on a map of Canada.
3. Skill Objective(s)
b. Students will compare the geographic similarities and differences in the six regions of Canada.
1.
B. Materials
2. Physical map of Canada
Worksheet-Appendix C
3. Region map-Appendix D
5. Overhead projector and pens
4. Webbing sheet-Appendix E
6. A New True Book: Canada, by Elma Schemenauer
1. Canadian Shield-a rocky land mass that lies around Hudson Bay like a huge ring which nearly covers half of Canada
C. Key Vocabulary
2. Appalachian Highlands-rounded hills which include Canada's Atlantic Provinces
4. Great Plains- located to the west of the Canadian Shield, it is a region of Canada known for its vast grasslands, rich soil, and natural resources
3. Lowlands- located beneath the Canadian Shield and the north shores of Lake Ontario, Lake Erie, and the banks of the St. Lawrence River
5. The Cordillera- located on the western edge of Canada, it includes the Rocky Mountains, which run north to south, and the Pacific Ocean, as it's western border
D. Procedures/Activities
6. Physical Map- a map that shows mountains, rivers, elevation, etc.
1. Using several children's atlases, show students a physical map (a map that shows the mountains, rivers, etc.) of Canada.
2. Break students down into small groups. Explain to students they will be locating specific items in Canada. Using the overhead, show students the handout they will be receiving (Appendix C). Tell students you will give them an example of how to do this activity by describing the location of an item in the classroom. Do this with the students. Hand out the worksheet to the groups of students. Remind students to be specific in their descriptions. Using the handout (Appendix C), have students locate the Rocky Mountains. Students then will tell where they are located in Canada, (ex: The Rocky Mountains are located in the western part of Canada. They run north and south, etc.)
4. Using a map (Appendix D) show the six regions of Canada to the students. Discuss with students where each region lies in Canada such as the Cordillera is on the west side of Canada. This area includes the Rocky Mountains and the Pacific Coast of Canada. Read to them from the book, A New True Book: Canada, pages 10-20 emphasizing the physical characteristics of each region. Then hand out a blank map (Appendix D) to each student. Instruct students to color each region according to the key on the map.
3. Have students locate Hudson Bay and tell where it is located as indicated in step 2. Continue doing this with the following geographical locations: St. Lawrence River and Yukon River as indicated on worksheet.
5. When students have worked on the map for 10-15 minutes, break the students down into six small groups. Show students the webbing sheet (Appendix E). Tell students they will work in these small groups and find out what the six regions have in common and find out how they are different. Give an example how they will do this by comparing where they live (in the country) to somewhere else (the city). Once students are catching on to this, have them begin.
E. Evaluation/Assessment
6. Let students work for about 30 minutes, finding the geographic similarities and differences in the six regions. Then, have them report to the rest of the class their findings. Ask students if they heard anything different from what they found on their webbing sheet.
1. Students' use of directional descriptions on worksheet
2. Students' findings on webbing sheet of the geographic similarities and differences
Lesson Three: What is a Province? Lesson may take more than one day to complete
1. Concept Objective(s)
A. Daily Objectives
a. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. (2.2)
a. Canada is divided into Provinces and Territories
2. Lesson Content
3. Skill Objective(s)
b. Students will recognize that the boundaries of the providences of Canada are similar to the six regions of Canada.
a. Students will learn that Canada is divided into provinces
c. Students will locate the provinces in relation to the six regions of Canada.
e. Students will create a report about a province of Canada.
d. Students will recall information from previous lesson on the six regions of Canada.
B. Materials
2. Overhead projector and pens
1. Map of Canada's provinces and territories-Appendix F (as an overhead and a worksheet)
3. Map of Canada's 6 regions-Appendix D
4. Canada: The Land, by Bobbie Kalman
4
5. Chart paper divided into 12 sections labeled with names of provinces and territories
7. Province Report Form-Appendix G
6. Markers
8. Rubric for PRF-Appendix H
1. Province-geographical division in certain countries (similar to a state in the United States
C. Key Vocabulary
2. Territory-a large area of land
4. Boundaries-the lines that divide a state, country, etc.
3. Inuit- the native Americans who live in Canada
D. Procedures/Activities
2. Using the overhead, show students a map that breaks down Canada into provinces and territories (Appendix F).
1. Read to students the definition of province except what is in parenthesis. Ask students if they can give an example of what a province is like (a state or country). Tell students that the country of Canada has its boundaries broken into provinces. They also have two large areas that are known as territories.
3. Ask students if they notice anything special or interesting about how the provinces are divided. If students are not noticing that the boundary lines are very similar to the boundary lines of the six regions of Canada learned in the previous lesson, then ask them if they can recall what was learned in the previous lesson on Canada. Once students have recognized the similarity, show students the map of Canada's six regions (Appendix D) on the overhead. Overlay the province map (Appendix F) to show the similarities of the boundaries within these regions.
5. After students have finished their maps, tell students they will be recalling what they have learned about the six regions of Canada, and how they might figure out what each province of Canada is like based on this information. Break students down into small groups. Tell students they will need to brainstorm as a group and come up with at least five physical descriptions of what each province and territory is like. Review with students how to describe something physically by describing the area where their school is located, or their state, or city to help facilitate this.
4. Tell students they will be coloring in a map that shows the provinces of Canada. Students will have to follow the directions on the map in order to color it correctly. (Appendix F-As a worksheet)
6. Give each group a piece of chart paper that has been pre-divided into 12 sections and labeled with the names of the provinces and territories so they can begin brainstorming. Let students know they will have 25 minutes to think about what they have learned about the six regions of Canada and to write this information onto their charts.
8. Read to students from the book, Canada: The Land, pages 8-11 which describes each province and territory. Ask students to raise their hand when they hear a description that was written on the charts they created. After reading the book, ask students to determine and evaluate if what they wrote on their charts was the same information as what was read in the book.
7. When students are done, display the charts around the room. Have a spokesperson from each group tell the class what descriptions they came up with. As you go from chart to chart, ask students if they see any similarities or differences between the charts.
9. Tell students that now they have some basic information about the provinces and territories of Canada, they will be assigned one to write a report on. Using the Province Report Form (Appendix G), students will research a province or territory. Students will also be given a rubric so they know what is expected of them and when the report is due
(Appendix H). Note: Information gathered in the report will be used as a group project in the Culminating Activity.
1. Students' participation in small groups
E. Evaluation/Assessment
2. Students' completion of Province Report Form
Lesson Four: Who lives in Canada?
1. Concept Objective(s)
A. Daily Objectives
a. Students apply knowledge of people, places, and environments to understand the past and present. (6.1 & 6.2)
a. French and British Heritage
2. Lesson Content
b. Inuit influence in Canada
a. Students will learn how Canada was founded and settled.
3. Skill Objective(s)
b. Students will understand Canada's British and French heritage.
1. Students will need to have learned about the "Northwest Passage" explorers prior to this lesson.
Materials
B.
2. Timeline of Canada (Appendix I) put on card stock
C. Key Vocabulary
3. Websites-(www.infocan.gc.ca/facts/history_e.html) and (www.mercatpr.geog.utoronto.ca/)
1. Explorer- person who explores unknown lands
3. Timeline- a list of historical events in the order they occurred.
D.
2. Settlement-a place where people gathered
4. Culture(s)- the customs, beliefs, and arts of a distinct group of people
1. Review with students the information they learned about the explorers of the "Northwest Passage." Emphasize the different countries that were involved in exploring the "Northwest Passage."
Procedures/Activities
2. Tell students they will be constructing a timeline about the history of how Canada was settled by the British, French, and Inuit cultures and the events of the history of Canada by these cultures.
4. Tell students they will be going to the computer lab to research facts about the settling of Canada. They will be going to several specific web sites (www.mercator.geog.utoronto.ca/hacddp/page1) and (www.infocan.gc.ca/facts.history) to do this research. If students do not have the use of a computer lab, students will need to use various atlases, almanacs or books on Canada to do this research.
3. The teacher will need to construct a timeline to be displayed in the classroom. You will also need pre-made cards about the history of Canada. These cards will be attached to the timeline in the classroom.
5. Instruct students to find one fact about the history of Canada that goes with the year they were given on an index card. They will need to include the date of this event, what was important about this date, and what culture (British, French, or Inuit) was part of this event. Students will write this information on their index card.
6. Once students have finished their fact cards, group students by cultures based upon their fact cards. Then tell students they will be placing their cards on the timeline beginning with the earliest settlers of Canada, to the last.
7. When the timeline is finished, discuss with students how it felt to be grouped by cultures. Ask them to identify the culture that seemed to be the most influential in the settling of Canada.
1. Students' accurate information on fact card
E. Evaluation/Assessment
2. Students' completion of timeline
Lesson Five: Do you speak French?
1. Concept Objective(s)
A. Daily Objectives
2.
a. Students understand that societies are diverse. (3.1 & 3.2)
a. French speaking Quebec
Lesson Content
3. Skill Objective(s)
b. Students will identify new information learned about Quebec.
a. Students will order from greatest to least the number of English and French speaking people in Canada.
B. Materials
2. Overhead projector
1. English/French speaking chart (Appendix J)
3. Overhead pens
5. Movie, Colonial Life for Children: The French and Colonial Quebec
4. VCR and television
C. Key Vocabulary
D. Procedures/Activities
1. Mother tongue-the language spoken first and most by a person
1. Ask students if they know what the term "mother-tongue" means. If they do not know, give them the definition. Then ask students to identify what their "mother tongue" is, (Spanish, French, English, etc). Ask students if they know what the different languages spoken in Canada are. Once students have identified English and French as being the most common languages spoken in Canada, let students know they will be determining which provinces speak the most English and which provinces speak the most French.
3. Put students into their groups. Hand out a chart (appendix K) to each group. Ask one group if they can start the class out by finding out the greatest number of French speaking people in Canada. (Quebec- 5,700,150) and the greatest number of English speaking people in Canada (Ontario-7,694,635). Have all the groups fill this information in their charts. Then tell students they will need to continue on until the chart is completely filled out. Allow for about 15 minutes for this activity. Once all the groups are finished, show them a completed chart. Have each group check for their accuracy in ordering from greatest to least.
2. Show students the English/French speaking chart (Appendix K) on the overhead projector. Tell students they will be working in pairs or small groups. In their groups, they will be ordering from greatest to least the number of people who speak French and English in the provinces of Canada. Give students an example of ordering by finding out the number of students who have blue eyes and brown eyes in several other classes. Show students the results by ordering the greatest number of brown eyes and blue eyes to the least number in these different classes.
4. Ask students to identify the province with French as the main language spoken there. Once students have identified Quebec, tell them they will be watching a movie about French Speaking Quebec. Tell students that as they watch the movie they will need to identify six new things they learned about Quebec and its French-speaking people.
Using index cards, give students six each. At the top of one of the cards have students write Fact # 1. Instruct students to take another card and write Fact #2, and so on until all six cards have a number on them.
6. Introduce some French phrases or words with the class and have them practice this with you. Ask students to use these new words when appropriate for the next several days.
5. Show the film to students. If necessary, stop the film periodically so students can write down their information. After the film is over, ask students to share three of their new facts with the class.
E. Evaluation/Assessment
2. Students' information from film
1. Accuracy of ordering from greatest to least
Lesson Six: A Tale of Many Cities
1. Concept Objective(s)
A. Daily Objectives
a. Students understand that societies are diverse.
a. Major cities of Canada including Montreal, Quebec, and Toronto
2. Lesson Content
3. Skill Objective(s)
b. Students will write an informative paragraph about one of the major cities of Canada.
a. Students will locate and place on a map the major cities of Canada.
B. Materials
2. Overhead pens
1. Overhead of province map- (Appendix F)
3. Resource books: Encyclopedias, books on Canada, internet web sites
C. Key Vocabulary
4. Rubric for informative paragraph (Appendix K)
1. Informative paragraph- a paragraph written that gives the reader information about the topic.
1. Place the province map from lesson three onto the overhead. Have students get their maps out. Show students where the following cities are located on the map: Montreal, Quebec City, Toronto, Ottawa, Vancouver, and Halifax using the overhead pens.
D. Procedures/Activities
2. Instruct students to label these cities onto their province maps as indicated on the overhead.
4. Using encyclopedias, Internet sources, books in the classroom on Canada, students will write their paragraph using the information found in these resources. Give students the rubric for the paragraph and explain what needs to be included in the paragraph (Appendix K).
3. After students are finished labeling their maps, tell students they will be writing an informative paragraph about one of these cities. Place enough slips of paper with theses city names on the paper into a box. Have students draw a city name from the box.
5. Once students have finished their paragraph, have them share it with the class.
1. Students' completion and thoroughness of their informative paragraph
E. Evaluation/Assessment
VI. CULMINATING ACTIVITY
A. This culminating activity may take more than one day to complete. The teacher will need to group students in pairs according to the similar provinces or territories they wrote about in lesson three. Students will work in cooperative groups to determine what facts, events,
cultural contributions, and features they will want to share with the class. This information will be presented as a guided tour of the specific province or territory. Students will be required in their presentation to show on a blank map where the province is located, a major city of the province, and then give their facts and so on. Students will be encouraged to include photos, artifacts such as creating a flag of the province, food, clothing, and cultural customs in their presentations. After students have done their presentations, ask students to explain what they have learned about Canada. Record this information in the L section of the K-W-L chart displayed in the room.
VII. HANDOUTS/WORKSHEETS
B. Appendix B- "Name that Country!" game cards
A. Appendix A- Background Information
C. Appendix C- Worksheet
E. Appendix E-Webbing sheet
D. Appendix D-Region map of Canada
F. Appendix F- Map of Canada's provinces and territories
H. Appendix H-Rubric for Province Report Form
G. Appendix G-Province Report Form
I. Appendix I-Timeline of history of Canada
K. Appendix K-Rubric for informative paragraph
J. Appendix J-English/French speaking chart
VIII. BIBLIOGRAPHY
B. Canada in Pictures, Minneapolis: Lerner Publications Company, 1989. ISBN#0-8225-1870-8
A. Bender, Lionel, Canada, New Jersey: Silver Burdett Press, 1988. ISBN # 0-382-09508-1
C. Coe, Jane M., A Unit About Canada, California: Evan-Moore Corp, 1995. ISBN# 1-55799390-4
E. Dahl, Michael. Countries of the World: Canada, Minnesota: Capstone Press, 1998. ISBN # 1-56065-565-8
D. Colonial Life for Children: The French and Colonial Quebec, Pennsylvania: Schlessinger Media, 1999.
F. Dawson, Zoe, Postcards from Canada, Austin, TX: Steck-Vaughn Company, 1996. ISBN # 0-8172-4014-4
H. Kalman, Bobbie, Canada the Land, New York: Crabtree Publishing, 1993. ISBN # 0-86505217-4
G. Kalman, Bobbie, Canada the Culture. New York: Crabtree Publishing, 1993. ISBN # 086505-299-9
I. Kalman, Bobbie, Canada the People, New York: Crabtree Publishing, 1993. ISBN # 0-86505218-2
K. Sateren, Swanson Shelly, Canada Star of the North, New York: Benchmark Books, 1996. ISBN #0-7614-0199-7
J. Leek, Beverly, "Oh Canada!" Available URL: http://www.ualbera.ca/~bleeck/canada/canada. 2000.
L. Schemenauer, Elma, A New True Book: Canada, Chicago: Children's Press, 1994. ISBN # 0516-01065-4
http://www.franco.ca/edimage/atlas/francocanada/english
M.
"Atlas de la francophonie" Available URL:
N. U of T Press, "Historical Atlas of Canada Online," Available URL: http://www.mercatpr.geog.utoronto.ca/, 2000.
O. Canada Information Bureau, "Facts on Canada." Available URL: http://www.infocan.gc.ca/facts/history_e.html0, 2000.
Appendix A-Canada: A Land Rich in Beauty and Culture! Background Information
Lesson Two: Canada is a country where water makes up most its area. It is a country that stretches from the Atlantic to the Pacific and north to the Arctic Ocean. There are millions of fresh-water lakes that are connected to one another by rivers and streams. Although Canada's land area is divided into provinces and territories, it is also easier to describe the land through its six geographical regions. The Atlantic Region is located on the eastern side of Canada. It has rocky shorelines, rich farmland and thick forests. The provinces of New Brunswick, Nova Scotia, Prince Edward Island, and the island part of the province of Newfoundland can be found in this region. The Canadian Shield stretches from the east coast to the west through the Hudson Bay. It is a rocky landmass that covers nearly half of Canada. It consists of bare rock, thick forests, and cold fresh-water lakes. The provinces of Quebec, Ontario, Newfoundland, parts of Manitoba, and Northern Saskatchewan can be found in the Canadian Shield. The Lowlands or St. Lawrence Lowlands located between the Canadian Shield and the north shores of Lake Ontario, Lake Erie, and the banks of the St. Lawrence River. It is home to two-thirds of the country's population. This narrow area of level land of rich farmland and many industries is why this area is the producer of three-quarters of the country's manufactured goods. A small portion of the provinces of Ontario and Quebec are located here. The Interior Plains are located to the west of the Canadian Shield. With its flat grasslands and gently rolling hills, this area is considered the prairie region of Canada. It is famous for grain farming and cattle ranching. It also contains a wealth of natural resources such as minerals, oil, and natural gas. The provinces of Manitoba, Saskatchewan, and Alberta are found in the Interior Plains. The Cordillera is located on the western coast of Canada. The majestic and rugged Rocky Mountains stretch north and south through the provinces of western Alberta, British Columbia, and the Yukon Territories. It is known for its coastal forests as well as its southern valleys that are ideal for growing fruit. Most people who live in the Cordillera, live in the southwestern corner of British Columbia near the city of Vancouver. The Arctic is located in the far north of Canada. It has a short summer where the sun shines most of the day. Winter is cold and windy and the sun shines only a few hours each day. This region includes the Arctic Ocean and the group of islands known as archipelago.
Lesson Three: See information from Lesson Two for background on the six regions of Canada. The country of Canada is divided into ten provinces and two territories. These provinces include: British Columbia, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, New Brunswick, Nova Scotia, Prince Edward Island, and Newfoundland. The two northern territories consist of the Northwestern and Yukon. The Northwest Territory is largest in area followed by Quebec, Ontario, British Columbia, Alberta, Saskatchewan, Manitoba, Yukon Territory, Newfoundland, New Brunswick, Nova Scotia, and lastly Prince Edward Island. In 1992 Canadian voters approved the division of the Northwest Territories into two parts effective in 1999. This new territory named Nanavut has an area of 772,260 square miles. Its population will consist mainly of Inuit. As far as population ranking, the province of Ontario ranks number one, followed by Quebec, British Columbia, Alberta, Manitoba, Saskatchewan, Nova Scotia, New Brunswick, Newfoundland, Prince Edward Island, Northwest Territories, and lastly Yukon Territory.
Lesson Four: This is a brief summary of some of the major events that have occurred in Canada. It is important that the teacher become familiar with the history of Canada themselves before teaching this lesson. Even though Canada is one of the largest countries in the Western Hemisphere, it has a small population in relation to its size. With a population of twenty-nine million, it ranks thirsty-first in population. Almost ninety percent of all Canadians live in the southern sections of this country. Almost 5000 years ago, a group of people crossed the Bering Strait and traveled far north in the Arctic and stayed there. These people are often referred to as Eskimos, but they refer to themselves as the Inuit, which means "the people." The first Europeans to arrive in Canada were the Vikings from Norway. In 1497,
Appendix A, continued-Canada: A Land Rich in Beauty and Culture! Background Information
the English explorer John Cabot discovered Newfoundland and claimed it for England. Later in 1530, the French explorer Jacques Cartier came to the shore of a northern land near the Gulf of St. Lawrence. A story tells how he asked a group of natives where he was, and they answered, Kanta. This word meant "settlement" in their language. When Cartier returned to France, he told the people of a wonderful land called Canada. Other famous explorers to Canada include, Henry Hudson who discovered Hudson Bay in 1610, and Samuel de Champlain in 1608 who founded Quebec City. Now both the English and the French had established settlements in Canada and began trading guns, tools, and liquor with the Native Canadians for fur pelts. In 1642, Villa Marie (Montreal) was founded. In 1670, King Charles II of England granted the Hudson's Bay Company the right to trap fur animals over all land whose waters drained into Hudson Bay. The English were establishing their fur trading business in the central part of Canada, and the French were developing their own fur trading operations in what is now known as Quebec. In the 1700's France and England began to fight over the right to own this land. During many battles, France lost fort after fort to England. Finally in 1759, England conquered France by capturing Quebec City and. In 1763 the two nations signed the Treaty of Paris which gave most of France's land in Canada to Britain and control of the North American Colonies. On July 1, 1867, the British North American Act passes, creating the Dominion of Canada and the country's first Prime Minister. Each Canadian province had control over its own education, housing, hospitals, and use of natural resources. This system still exists today in Canada. In 1870 Manitoba joins Canada with British Columbia following in 1871. In 1873, Prince Edward Island territory joins Canada, as well as the North-West Mounted Police is organized. It will later be renamed the Royal Canadian Mounted Police. The Yukon Territory joins Canada in 1898 with Alberta and Saskatchewan joining inn 1905. During the years of 1914-1918, Canada fights with the British against Germany in World War I. From 1939-1945, Canada fights against Germany and Japan in World War II. In 1945 Canada becomes a charter member of the United Nations. In 1949 Newfoundland joins Canada. The Constitution Act of 1982 makes French and English the official languages of Canada. In 1995 the Parliament of Canada passed a resolution recognizing Quebec as a distinct society within Canada. On April 1, 1999, the Northwest Territories were divided into two by Act of Parliament, creating a new territory called Nunavut.
Lesson Five: Before beginning this lesson, find out the number of blue and brown-eyed students in several different classes in your building to show students how to order from greatest to least. Canada is officially a bilingual country with the passage of the Constitution Act of 1982. Sixty percent of the people speak English and twenty-four point three percent speak French. There has been much controversy over this. The French-speaking people of Quebec want to keep it that way, but the Englishspeaking people feel English needs to be equally recognized.
APPENDIX B-Canada: A Land Rich in Beauty and Culture!
"Name that Country!"
Are you located south of the equator?
Are you located north of the equator?
Are you located in the Northern Hemisphere?
Can you be found on the continent of South America?
Are you found on the continent of Africa?
Would I find you on the continent of Australia?
Are you located in the Southern Hemisphere?
Are you found on the continent of Asia?
Would I find you on the continent of North America?
Do you share your continent with any other country?
APPENDIX B, continued-Canada: A Land Rich in Beauty and Culture!
Do your country's borders touch an ocean?
Are you a large country?
Are you a small country?
Does your country's borders touch the Atlantic and Indian Oceans?
Does your country's borders touch the Indian and Pacific Oceans?
Do your country's borders touch more than two oceans?
Does your country's borders touch the Pacific and Atlantic Oceans?
Is your country surrounded by land?
APPENDIX C-Canada: A Land Rich in Beauty and Culture!
WHERE AM I ?
Name: _______________
Date: _______________
What to do: Using specific directions such as north, south, east, west, northern, southern, central, etc., tell where the following items can be found in Canada. Make sure you use complete sentences in your descriptions.
1. Rocky Mountains: ________________ 2. Hudson Bay: __________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________
3. St. Lawrence River: _______________
4. Yukon River: _________________
________________________________ ____________________________ ________________________________ ____________________________ ________________________________ ____________________________ ________________________________ ____________________________ ________________________________ ____________________________
APPENDIX E-Canada: A Land Rich in Beauty and Culture!
How are we the same and different?
Names of people
in group: __________________ __________________
in group: __________________ __________________
Directions: Describe each region on the lines below. Then see how many regions have something in common, and how many regions are really different from each other.
The Canadian Shield:____________
The Cordillera: _____________
______________________________
__________________________
______________________________
__________________________
______________________________
__________________________
St. Lawrence Lowlands:__________
The Atlantic Region: _______
______________________________
_________________________
______________________________
_________________________
______________________________
_________________________
Interior Plains:__________________
The Arctic: _______________
______________________________
__________________________
______________________________
__________________________
______________________________
__________________________
On the next page, fill in the boxes with the information you have found. Next, put anything that is similar about the regions in the middle box. Then do the same thing on the next page with anything that is different.
APPENDIX G-Canada: A Land Rich in Beauty and Culture!
All about my Province or Territory
Name of Province or Territory: ______________________________
General Information
Geography of the Province or Territory
1. How large is this province or territory?
2. How many people live there?
3. What is its capital?
4. What are its major cities?
5. What is its nickname or motto?
6. Other interesting facts you happen to find.
History
1. Where did its first settlers come from?
2. Who else settled in this area?
3. When did it become part of Canada?
4. Did anything important happen here?
Wildlife
1. What are some of the animals found there?
2. What are some birds?
3. What kinds of fish?
1. What borders it? Think what lies to the north, south, east, and west.
2. What is its land like?
3. What bodies of water does it have?
4. Are there other important physical features?
Products
1. What important natural resources are here?
2. What crops are raised?
3. What kinds of things are manufactured?
Fun and Trivia
1. What special attractions does this area have?
2. What food? Sports Teams? Unusual buildings or monuments?
4. Are there any environmental issues or problems regarding wildlife?
3. If you visited this area, what would you like to do?
See next page for directions >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
APPENDIX G-Canada: A Land Rich in Beauty and Culture!
Name: ________________
Date: ________________
Using the sheet "All about my Province or Territory," you will answer the following questions in each box. You will receive extra credit for some of the questions.
1. General Information: Questions1-5. Question 6 is extra credit.
2. Geography of the Province or Territory: Questions 1-3. Question 4 is extra credit.
3. History: Questions 1-3. Question 4 is extra credit.
4. Products: Questions 1-3.
5. Wildlife: Questions 1-3. Question 4 is extra credit.
6. Fun and Trivia: Questions 1-3.
To begin, find at least 3 resources on your province or territory. Using the two-column note method, take notes on each "box topic." When you're done, outline your notes. Then write your report.
APPENDIX H-Canada: A Land Rich in Beauty and Culture!
Rubric for Province report
4= Excellent, 3= Good, 2= Fair, 1= Poor
APPENDIX I-Canada: A Land Rich in Beauty and Culture!
(Teacher can determine which years students will need to look up based upon availability of resources. Assign students a specific year, especially if it has a cultural influence. You may want to still include those years students do not look up on your class timeline on order for students to recognize and understand the relationships between many of the events in the history of Canada.)
TIMELINE EVENTS OF CANADA
1000- Leif the Lucky lands on Newfoundland
985- Eric the Red discovers Greenland
1497- John Cabot, who was in the service of Henry VII of England, lands somewhere between
1534- Jacques Cartier found a French ship lost in the Gulf of the St. Lawrence River. A French explorer who found the mouth of the St. Lawrence River. He sailed up river to and made settlements that would become Quebec City and Montreal. Claimed this region for France.
Newfoundland and Nova Scotia. Claims this region for England. He told how fish slowed down his ship because there were so many.
1608- Samuel De Champlain established Quebec City for France to help gain control of the fur trade of the St. Lawrence Valley.
1610- English Explorer Henry Hudson brought him to the huge inland sea that is now called the Hudson Bay.
1609-Champlain's French troops used guns to kill two Iroquois leaders. From that time, the Iroquois remained enemies of the French.
1627-War broke out in Europe between Britain and France. The British attacked French-held land in North America.
1632-The settlement of Quebec City was returned to France following a treaty between the two warring parties.
1629-Quebec City fell into British hands
1670-Hudson Bay Company founded through a royal charter from the British king Charles II.
1702-1713-Period of time known as Queen Anne's War. British and French fought each other. It ended with the Treaty of Utrecht which forced France to recognize British claims to Hudson Bay, Nova Scotia, and Newfoundland.
1689-The beginning of the French-British rivalry that would last many years. Also known as the French and Indian War.
1710- Nova Scotia fell into English hands while the French retained Cape Brenton Island. The French built Louisbourg there to defend the St. Lawrence approaches.
1748-Louisborug was restored back to France. British built Halifax to compete with it.
1745-Louisbourg fell to the English.
1754-The start of the Seven Years' War. Known in the United States as the French and Indian War. The British wanted the French to leave North America.
1760- The fall of Montreal to the British.
1759- The fall of Quebec to the British.
1763-The acquisition of New France was confirmed in the Treaty of Paris. This meant the approximately 60,000 French Canadians now faced a North America under British control. English criminal law was adopted, but soon French civil law was retained as well. It gave all of France's territories in what is now Canada to the British.
1769- Prince Edward Island established as a separate colony.
1774- Both English and French Civil laws were recognized through the Quebec Act. This act gave the French population religious liberty and the right to follow their own laws.
1784-New Brunswick created.
APPENDIX I, continued-Canada: A Land Rich in Beauty and Culture!
1791-Problems with having two different and distinct peoples, with their own legal, religious, and social systems, meant the old province of Quebec was divided into two parts. French-dominated Lower Canada (modern Quebec) and British-dominated Upper Canada (modern Ontario). Each having its own legislature. The province of Nova Scotia was also divided.
1811-David Thompson explored the Columbia River.
1783-British explorer Alexander Mackenzie traveled along the Mackenzie River and reached the Pacific Ocean in 1793.
1812- War of 1812 was the only conflict fought between the U.S. and Canada. Both the Americans and the Canadians believed they had won. The British however, largely forgot it.
1815-1855-Many immigrants came to Canada
1814-The end of the war with the Treaty of Ghent which gave Canada it's southern boundary with the U.S. and demilitarized The Great Lakes.
1837-Political reform causes two rebellions led by Louis Joseph Papineau, and by William Lyon
1838-As a result of the revolts, the British parliament sent John Lambton, Earl of Durham, to investigate. He suggested that Upper and Lower Canada be united.
Mackenzie. They lasted only a short time and both leaders fled to the United States.
1841- The Act of Union was in place and the combined territory of Upper and Lower Canada was now called the Province of Canada.
1870-Canadian government purchased the vast holdings of the Hudson Bay's Company. The provinces of Manitoba and the Northwest Territories were created from these lands.
1867- Representative of the Atlantic Provinces and the Representatives of Canada, met to work out an agreement between them. The result was the British North American Act. Canada officially becomes one nation with a federal type of government. It brought together the provinces of Ontario, Quebec, Nova Scotia, and New Brunswick. Newfoundland and Prince Edward Island refused to join.
1871-British Columbia joins Canada after being promised a railway link with the east.
1890's- Canada's industry grows through the discovery of gold in the Klondike area of the Northwest Territories.
1873-Prince Edward Island joins Canada.
1898-The Yukon Territory is formed around the Klondike. With so many people settling in the prairies, two new provinces were created.
1914-1918- Canada allied itself with Britain against Germany in World War I.
1905-Alberta and Saskatchewan added to the Dominion of Canada.
1931-British Parliament Act established Canada's independence in internal and external affairs from Britain. The British monarch remained the symbolic head of state.
1949-Newfoundland becomes Canada's tenth province. It also becomes a member of the United Nations.
1939-1945 Canada joined Britain again in fighting against Germany and Japan in World War II.
1965- The Canadian Flag first flew in February. It consists of a maple leaf against a white background.
1982-Constitution Act eliminates Britain's role in Canada's constitutional life. It also makes French and British the official languages of Canada.
The red stripes on either side of the leaf represent Canada's position between two oceans.
1990- A law failed that would have given Quebec special status.
1999-On April 1, the Northwest Territories are divided into two by an Act of Parliament creating a new territory called Nunavut. This establishes a recognized territory for the Inuit people.
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TEACH Journal of Christian Education
Volume 4 | Issue 1
January 2010
Editorial
Lana Hibbard Avondale College, email@example.com
Follow this and additional works at: https://research.avondale.edu.au/teach
Part of the
Education Commons
Recommended Citation
Hibbard, Lana (2010) "Editorial," TEACH Journal of Christian Education: Vol. 4 : Iss. 1 , Article 1. Available at: https://research.avondale.edu.au/teach/vol4/iss1/1
This Editorial is brought to you for free and open access by ResearchOnline@Avondale. It has been accepted for inclusion in TEACH Journal of Christian Education by an authorized editor of ResearchOnline@Avondale. For more information, please contact firstname.lastname@example.org.
Article 1
EDITORIAL
Lana Hibbard
"Yipee! It's nearly Easter. Then Jesus will come and die for us again." I was quick to correct my 5-year-old's misconception but on later re. ection, I wish I had taken time to share in her excitement about Jesus' death. Where has my excitement gone? It seems all too easy to become busy, focused, or tired but these are simply 'excuses' that allow us to 'just make it through the day' rather than find delight in the day. "This is the day that the Lord has made; let us rejoice and be glad in it" (Psalm 118:24).
Delight is a feeling of pleasure, excitement and extreme satisfaction. An experience that brings delight is not only enjoyed at the time but leaves positive memories that are recalled and shared in the future. A child . nds delight in so many things: a pretty flower, a puddle, a broken butterfly wing, a spider web, the way a slater curls into a ball, ice cream cones, giving handcrafted cards, and so much more. Children are adept at noticing things that don't even register on the radar of an adult. We tend to have agendas, outcomes and schedules that place blinkers on our daily experience. The problem with this is that a typical classroom has at least twenty students who need to experience a little excitement, wonder and delight in their day.
In advance, find out who your end customers 1. [students] are, and find out what they want and expect.
Is it possible to create delightful classrooms? There is a lot we can learn from market research into what creates a delightful experience for customers; this ten-step recipe for delightful customer service can easily be applied to the classroom experience.
Understand what you have to offer them that 2. matches their wants.
Be sure that the customer [student] perceives 4. value from the experience.
Provide the goods and / or services to the 3. customers [students] in a manner that is enjoyable.
During the process, make sure that the 5. customer [student] feels important and cared for.
Ask them if they would like some more of 7. this or another product or service [activity or approach].
Study their actions, facial expressions, tone 6. of voice, hand gestures and analyse what your interaction should be.
When completed, ask them how they enjoyed 8. the experience.
Analyse their answer and "brainstorm" how to 9. make it better the next time. Everything can be made better. Think hard!
A large percentage of teachers say they chose the profession because they want to make a difference. Jesus is the perfect example of how to make a difference. He knew how to care for individuals in a crowd. John Goodman, vice chairperson of TARP Worldwide, a leading customer experience research consultancy, says that one of the primary ways to create delight in a customer is to reinforce the feeling that he or she is unique. 2 In today's world of mass production, information overload and time scarcity, your students want to know that you think they are special, that you notice them and that you care.
Be ready for the next experience. 10. 1 Jesus cared about those around Him. Jesus made people His priority. He wasn't too busy for children. He wasn't too focused to pass by Zaccheaus in the tree. He wasn't too constrained by social rules to talk to the woman at the well. He wasn't too involved with the crowd to be aware of ten lepers needing His attention. Jesus took the time to notice people and care for their needs. Jesus found delight in loving people and in caring for their needs.
An ethic of caring is pivotal to fostering delight in others. When we care, we elevate the needs and desires of others to a level where they affect our decision-making. When we care, we are in a position to more naturally foster delight, wonder and excitement, and convey the knowledge, skills and values we seek to share. TEACH
" An ethic of caring is pivotal to fostering delight in others
Endnotes
1 Johnson, M. A. (2002). What makes a good recipe for delightful customer service? Retrieved from http://www.customerdelight. com/recipe/
2 Alexander Communications Group. (2008). Delight customers and increase first call resolution by empowering reps to be adaptable when solving problems. Retrieved from http://www. customerservicegroup.com/pdf/CSN0408docs.pdf"
[Photography: Ann Stafford]
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TEACH
|
03 | <urn:uuid:50df8a3b-1bb4-4587-bec2-c01c618fce16> | CC-MAIN-2019-09 | https://research.avondale.edu.au/cgi/viewcontent.cgi?article=1085&context=teach | 2019-02-16T09:41:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247480240.25/warc/CC-MAIN-20190216085312-20190216111312-00164.warc.gz | 712,754,395 | 1,144 | eng_Latn | eng_Latn | 0.932128 | eng_Latn | 0.99757 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
732,
5049
] | [
2.046875
] | 1 | 0 |
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