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1
FOCUS OF TREATMENT
The Residential Treatment Program will help your child focus on four important parts of his/her life: (1) your child's behavior, (2) your child's decision-making, (3) your child's education, and (4) your child's family life. Every aspect of the Residential Treatment Program is designed to help your child in at least one of these four areas. Your child will be expected to work toward improvement in each of these areas. In addition, your child will need to be active in making personal goals in each of these areas. Through focusing on your child's behavior, decisionmaking, school, and family, the Residential Treatment Program can help him/her become better prepared for success upon graduation.
RATIONAL BEHAVIOR TRAINING
The Residential Treatment Program at the Eaton County Youth Facility is predicated upon the cognitive model of psychology. The cognitive-behavioral framework is a model for describing, understanding, and changing behavior. It operates on the fundamental assumption that thinking and attitudes influence our behavior, and therefore we can change behavior by changing thought patterns and attitudes.
Research indicates that the highest risk factor for re-offending is criminal thinking and attitudes. Therefore, we use the cognitive model because its goal is to change such thinking. It uses techniques to monitor thought patterns, recognize the connections between thinking and behavior, and replace distorted thinking with rational thinking in order to foster more appropriate behavior. We challenge your child to pay attention to the thought patterns they have and the behaviors and consequences that result from them. This further challenges your child to reduce the "automatic" thinking they have to certain situations and recognize the thoughts they have that put them at risk to do something hurtful or irresponsible. The goals of our interventions primarily focus on:
a) Generating and strengthening appropriate behaviors.
b) Weakening or eliminating inappropriate behaviors.
c) Generating self-control.
d) Developing pro-social attitudes and values.
e) Providing your child with the tools that will enable success within society.
RESPONSIBILITIES, BEHAVIORS AND CONDUCT
Your child may earn points for positive involvement in the program. The more appropriate your child's behavior, the more points he/she can earn. The following is a list of areas in which your child may earn daily points:
- Being on time and prepared.
- Using appropriate talk at appropriate times.
- Displaying appropriate body language.
- Cooperation in daily activities and functions.
- Displaying appropriate personal appearance.
- Ignoring others' inappropriate behaviors.
- Using appropriate table manners.
- Following shower, room and group expectations.
Your child will have weekly goals developed (contracts) to help improve on specific behaviors or skills such as:
- Develop your child's ability to make ethical decisions that will help build character.
- Assist your child in learning problem solving techniques.
- Help your child link his/her behaviors to the consequences.
- Teach your child the ability to accept responsibility for his/her behaviors.
- Ability to identify and cope with emotions.
- Improvement of academic performance.
- Learning and using social skills to interact with others.
EXAMPLES OF UNACCEPTABLE BEHAVIORS
Fighting
Excessive Noise
Threatening
Disrespect
Defiance
Instigating
Stealing
Criticizing
Contraband
Non-Participation
Manipulating
Destruction of Property
Swearing
Self-Abuse
Arguing
Extortion
Lying
Staff-to-Staff
Running Away
Excessive Complaining
Dating Relationships
Physical Contact
Referencing Inappropriate Material Low Level Talking
Breaking Confidentiality
Gang-Related Behavior
RATIONAL BEHAVIOR TRAINING PROCEDURES
Your child is expected to follow program rules at all times. Whenever your child's behavior does not meet the established guidelines, the following consequences may be utilized:
1. Time Out: Time outs are a time for your child to think about his/her inappropriate behavior. A time out lasts for five minutes with the appropriate behavior expectations.
2. Behavior Improvement Time Out: If your child continues to refuse to cooperate after a time out is earned, he/she will complete a Rational Self Analysis in their room to help process the situation, his/her behavior and consequences.
3. Security Time Out: If your child makes threats, acts aggressive or displays behavior that endangers facility, staff or residents' safety and security, they will remain in their room until they are rational and under control. Once he/she is thinking rationally, they will complete a Rational Self Analysis to help process the situation, his/her behavior and consequences.
PROGRAM LENGTH
Your child has been ordered into a 12 week Residential Treatment Program (in special cases, the Court will order a 4 week or 8 week program developed to meet your child's needs). It is important for your child to understand that he/she must earn his/her weeks and advance levels. In other words, the duration of your child's stay will not be based on the number of days your child is in the building.
DEFINITION AND FOCUS OF TREATMENT LEVELS
The program at ECYF consists of eight levels. Orientation and Levels 1-4 are completed within the program; Aftercare consists of Levels 5-7. Each level provides your child the chance to learn to work through everyday problems while earning privileges. Each Treatment Level is designed to gradually place more responsibility on your child as he/she makes progress in the program. The more your child demonstrates appropriate behaviors, the more points your child will earn throughout their day.
ORIENTATION
Expectations:
1. Complete the orientation packet, and pass the test with a minimum of 90% correct.
2. Participate in all program activities.
3. Read the RBT handbook.
4. Learn basic program tools and structure of the program.
5. Attend school on a daily basis.
6. Be on task studying program material the entire time your child is on Orientation Level.
Objectives:
1. Orientation to the program.
2. Orientation to rational language.
3. Orientation to Token Economy (timeouts, coupons, store).
4. Orientation to the Rational Behavior Training (timeouts, extended timeouts, etc.).
5. Establish working relationships with staff and peers.
LEVEL 1
Expectations:
1. Use of appropriate program language.
2. Active participation in all program activities.
3. Knowledge of individual behavior contracts.
4. Attend school on a daily basis.
5. Complete one RSA per day on assigned topic.
Objectives:
1. Investment in program and problem solving skills.
2. Use rational and program language.
3. Begin to demonstrate appropriate social skills.
4. Identify personal problems.
5. Begin to accept responsibility for personal behavior.
LEVEL 2
Expectations:
1. Observed progress towards attaining personal contract goals.
2. Increased positive verbal involvement in all program areas.
3. Begin to demonstrate problem solving skills.
4. Attend school on a daily basis.
5. Make suggestions for weekly behavior contracts.
6. Complete one RSA per day on assigned topic.
Objectives:
1. Active problem solving.
2. Work towards identifying specific personal and community problems.
3. Consistently accept responsibility for his/her behaviors.
Expectations:
1. Support leadership.
2. Provide appropriate modeling for all ECYF residents.
3. Demonstrate social responsibility.
4.
Actively help others.
5.
Demonstrate ability to function without program guidelines.
6. Attend school on a daily basis.
7. Begin home passes.
Objectives:
1. Support leadership.
2. Make CONSISTENT appropriate decisions.
3. Increased assertiveness and inter-personal skills.
4. Complete successful home passes.
LEVEL 4
Expectations:
1. Consistently provide leadership for the unit.
2. Provide appropriate modeling for ALL ECYF residents.
3. Demonstrate social responsibility.
4. Actively help others.
5. Demonstrate ability to function without program guidelines.
6. Attend school on a daily basis.
Objectives:
1. Make CONSISTENT appropriate decisions.
2. Be assertive.
3. Demonstrate good interpersonal skills.
4. Help lower levels learn program material.
5. Complete successful home passes.
LEVEL 3
RESIDENTIAL TREATMENT CLOTHING POLICY
Families of incoming Residential Treatment youth will be asked to provide clothing. Allowable clothing items include:
- Fall, Winter and Spring
4 pairs of jeans or khakis (no sweatpants)
7 shirts/sweatshirts (no v-necks or sheer fabrics)
1 belt
1 coat
1 or 2 pairs of tennis shoes
- Summer (Memorial Day to Labor Day unless otherwise authorized)
2 pairs of jean or khaki shorts
2 pairs of jeans or khakis
7 shirts/sweatshirts (no v-necks or sheer fabrics)
1 belt
1 seasonal jacket
1 or 2 pairs of tennis shoes
All clothing must fit appropriately, with no dragging or sagging garments. Shirts and jeans must not be tight and can be no larger than one size over the resident's actual body size. For example, if a youth wears a medium, they can have clothing no bigger than a size large. No "baggy" style jeans, pants or shorts will be allowed. Clothes must not have holes or be in disrepair, and any strings may be removed at staff's discretion. Clothing can only have a small logo or material design. Female residents may NOT wear white T-shirts.
Facility administration and staff have the authority to determine if clothing is appropriate. All clothing brought into the facility will be searched and washed. When a resident is discharged from the program their clothing will go with them.
Youth facility staff will determine when a resident is in need of replacement clothing. This will occur only when the season changes, clothing becomes worn, or an item no longer fits properly.
Your child is responsible for the laundering and care of his/her clothing. The facility accepts no responsibility for the care of the clothing provided by the family. If your child intentionally
damages his/her clothing or facility clothing, consequences may be administered.
The facility will provide clothing items not supplied by families. These items are in addition to the previously mentioned allowable clothing items provided by families. Facility provided clothing includes shower slippers, five pairs of underwear, five pairs of socks, one pair of gym shorts, one gym shirt, one pair of pajamas and five bras. Families do not need to include any of these clothes for the resident since they are provided by the facility.
SPECIAL FOODS AND TREATS
All donations of special foods and treats must be contributed to the Residential Treatment Program Store. Parents, staff, and approved visitors may donate special foods or treats; however, these must be commercially packaged and enough must be donated for all residents on the unit. Your child will have the first opportunity to purchase the item you donated.
VISITATION POLICIES
1. Visiting hours for the Residential Treatment Program are every Sunday from 3:10 PM to 4:00 PM and Wednesdays from 7:00 PM to 7:50 PM. Failure to arrive at the beginning of visitation may result in the inability to visit that night and visitation will not be rescheduled.
2. If a resident does not have visitors during this time, they will be expected to participate in store time activities.
3. The resident's Probation Officer or Caseworker must approve all visitors.
4. Eligible visitors are limited to parents, guardians, and grandparents. The resident's Probation Officer or Caseworker and Youth Facility Administration must approve any visitors other than parents, guardians, and grandparents.
5. Residents on Level 3 may submit a written request for a special visitor. Special visitors should be an adult who is a positive influence on the resident and will visit outside of normal visiting hours.
6. Your child's attorney, Probation Officer, and Caseworker may have unlimited visiting privileges.
7. Visitation can be suspended if the visitor fails to abide by the Visitation Rules, or if the resident is sick or is currently serving a time out.
8. All personal property should be left in your car or a locker. Visitors are allowed to bring in keys and cell phones which must be turned in to the staff member responsible for
monitoring visitation.
CORRESPONDENCE POLICIES
1. All incoming and outgoing mail must go through the Federal Postal Service. Mail may not be dropped off at the facility, brought in during visitation, or sent out during visitation.
2. Residents are permitted to write and receive letters from anyone they wish with the exception of any youth currently on probation with the Eaton County Juvenile court, any youth that has been part of any Eaton County Youth Facility program, or the family members of these youth where there was no prior established relationship. In addition, mail from a particular person may be restricted.
3. Outgoing and incoming mail will not be read. The content may be reviewed by Administration if deemed necessary.
4. Prior to sending or receiving mail, staff will check for contraband.
5. Staff will confiscate all mail containing contraband. The letter and contraband will be given to the Facility Director.
6. Stationary (includes paper, envelope and stamp) is to be purchased from the store.
7. Your child can only receive pictures through the mail. All pictures must be appropriate and will be approved by staff.
8. Your child may complete one personal telephone call a week. Individuals approved to receive calls include parents, guardians, and grandparents. Your child may also speak with their siblings if you are also present. All calls must be made during non-scheduled activity times and are not to exceed ten minutes.
MEDICAL APPOINTMENTS
To accommodate facility schedule, all appointments should be made by Youth Facility staff. You will be notified of the appointment and unless restricted are encouraged to attend. You are not allowed to bring food, candy, or drink for your child to the appointment. Staff should be notified if anyone besides parents or guardians are going to be present at the appointment. All medication pick up will be the responsibility of the facility unless there is a request by you to assume this responsibility.
SCHOOL PROGRAM
The Grand Ledge Public Schools provides the Youth Facility's education program through a contractual agreement with the Juvenile Division of Eaton County Family Court and the Board of Commissioners.
Youth placed in the Residential Treatment Program are administered at least one battery of achievement tests and interviewed regarding their previous experience and current classroom goals. Throughout your child's class enrollment, the education staff maintains records on achievement tests, credits earned, attendance, grades, observations and recommendations for future use. The education staff shall share this information with program staff for the purpose of resident service plans and discharge summaries. Additionally, this information is made available to the youth's home school or discharge placement. All high school aged residents will earn credit toward graduation granted through Grand Ledge Public Schools and transferable to other districts.
Residents currently receiving special education services will continue to receive services based on their Individualized Education Program Report. Additionally, the Individualized Educational Plans will also reflect the facility's treatment mission and philosophies. The educational staff will work in conjunction with the Youth Facility staff to enhance your child's self-concept, ownership of behavior, independence from inappropriate peer influence, emotional management, problem solving and ability to plan for the future.
COUNSELING SERVICES
Counseling services are the primary focus of the Residential Treatment Program. The Eaton County Youth Facility contracts with the Eaton County Counseling Center to provide your child with weekly individual counseling with a licensed therapist. Youth and their family members also engage in weekly family therapy sessions; focusing on issues that may interfere with family functioning and the home environment. Limits to confidentiality include child or elder abuse, intent to harm self or others, any serious safety issues or violations of probation, and any type of sexual gesture, comment, or physical touch that occurs while you are in the facility. The client and family will participate in services, generally 50 minute sessions once per week or per agreement with the family therapist.
All youth are required to participate in weekly group sessions. These groups include Substance Abuse (if deemed appropriate), Life Skills, RBT, Morals, Why Try, Morals, and Goals Group.
YOUTH LEVEL OF SERVICE (YLS) RISK ASSESSMENT
There are eight "risk" factors that have been proven by research to predict the likelihood of young people earning negative consequences. These eight risk factors can tell us many things about what your child is having trouble with, what your child's needs are, your child's areas of strength, and the odds of your child earning more negative consequences after they leave. As you read them, start thinking about the areas that your child has the most problems with/in:
1. Prior history (adjudicated offenses that have already happened, time in detention)
2. Education (grades and behavior in school)
3. Leisure and Recreation (what your child does with free time)
4. Peer Relations (who your child is hanging out with)
5. Drug and Alcohol use (includes type of substances used and frequency of use)
6. Family/Parenting (how you get along with your child, degree of structure at home)
7. Attitudes and Orientation (negative attitudes, beliefs and thinking)
8. Personality and Behavior (impulsivity, anger, recognition of need for change)
Together, these eight risk factors give us a picture of your child's primary areas of need. When all of the items in each section have been totaled they equal 42. Based on the number of points in your total score, your child's level of risk will fall into one of four categories:
1. Low Risk (0-8 points)
2. Moderate Risk (9-22 points)
3. High Risk (23-34 points)
4. Very High Risk (35-42 points)
Your child will be assessed in these areas every 90 days with a Risk Assessment Interview called the YLS/CMI (Youth Level of Service/Case Management Inventory). This is a tool designed to help you and your child understand what areas to focus on. Your child's score is not directly tied to progress in the program, however as your child makes positive changes, the YLS/CMIs score will go down. Your child may be asked to complete assignments based on areas of highest need.
RELIGIOUS PROGRAM POLICY
Your child shall be offered in-house Youth Fellowship on a weekly basis. Your child is not required to attend any religious service and he/she will not be punished for choosing to refrain from any religious services. If your child chooses not to participate in Youth Fellowship, he/she may take a personal hour or work on an activity quietly in the Dayroom.
In addition, all residents may receive visits from their clergyman or clergywoman. These visits need to be pre-arranged.
AUTHORIZED GIFTS OR DONATIONS
All parental gifts must be given directly to the staff for later distribution to the residents.
A. Birthday or holiday gifts may be brought in; however, the gift will be returned with you or placed in your child's personals once it is opened (your child may keep authorized personal items).
B. Gifts of commercially wrapped treats (excluding gum) are allowed, but only if enough is provided for all Treatment Program residents. These items will be placed in the Token Economy Store and your child will have the first opportunity to purchase it.
C. Soda pop (in single serve plastic bottles or cans) may be donated.
TREATMENT HOME PASS GUIDELINES
Your child will earn his/her first home pass on the Saturday after they earn Level 3. For example, if your child earns Level 3 on Wednesday, his/her first home pass will occur on the following Saturday; if he/she earns Level 3 on Sunday, his/her first home pass will occur the following Saturday. The first earned home pass is 8 hours long, the second earned home pass is 10 hours long and the third and any subsequent home passes are from Saturday morning to Sunday afternoon.
TREATMENT HOME PASS POLICIES
1. During home passes, your child remains under the jurisdiction of the Treatment Program. Your child will receive the amount of points needed to advance their day during their home pass dependent upon their following home pass rules.
2. Your child may be entrusted only to the immediate custody and supervision, within range of sight or sound, of their parents or guardians for the entire home pass. Any exceptions to this must have prior approval of the Aftercare Coordinator.
3. You and your child must agree to written Home Pass Contract prior to the home visit.
4. Permission to leave the state or cross the Canadian border during a home visit must be approved by the Aftercare Coordinator.
5. Your child must obey all laws and community ordinances while on home pass.
6. Your child may not use any drugs or alcohol while on home pass.
7. Smoking is illegal for youth under the age of 18, and smoking on a home pass is prohibited.
8. Your child is expected to return from each home pass on time. If an emergency prevents your child from returning to the Youth Facility on time, you must notify the facility as soon as possible. Your child may earn consequences for late returns.
9. You and your child are expected to honestly evaluate the success of each home pass. Questionnaires are provided at the beginning of each home pass for this purpose.
10. While on a home pass, your child is expected to behave in a manner consistent with the behavioral guidelines of the facility. Failure to do so will result in established consequences.
11. Telephone contacts will occur between Youth Facility staff, the child on the home pass, and their parents/guardians, as directed by the Aftercare Coordinator or Administration. If staff has suspicions from these calls, a supervisor may approve an increase of the number of phone calls. These contacts are intended to help track your child and ensure that they are complying with home pass guidelines. Your child may earn consequences for late or missed calls.
12. Upon their return to the Youth Facility, your child will submit to a PBT for alcohol testing and must submit a urine sample. Failure to provide a urine sample may result in further consequences.
HOME CHECK GUIDELINES
Your child may receive unannounced visits from ECYF staff while on home passes or Aftercare. These visits are intended to ensure that your child is in the home and following the necessary program rules. When completing home checks, staff will observe and speak with your child and
the approved parent/guardian supervisor.
The primary objective of a home check is to observe your child and their situation. However, any problems that are serious in nature will be relayed to the Aftercare Coordinator/Administration as soon as possible. Youth must submit to breathalyzer and urinalysis testing upon request while on home passes. If a breathalyzer result is positive, staff must re-administer the test after 15 minutes to confirm results.
Examples of serious problems that should be brought to the attention of the Aftercare Coordinator/Administration include:
1. No parent/guardian supervision when required.
2. Visitors in the home without parent/guardian supervision.
3. Resident seems intoxicated or evidence of substance use exists.
4. Aggressive or abusive behavior by resident or family members.
If in the process of a home pass check ECYF staff discovers a serious violation of home pass guidelines, then arrangements should be made to have your child return to the facility as soon as possible.
RESIDENTS EARN TIME OUTS, LOWER GRADES
AND/OR OTHER CONSEQUENCES FOR:
1. Forgetting evaluation forms.
- 1 st offense – earn a time out. If taken appropriately, the time out will not affect grading.
- 2 nd offense – earn a time out and earn lower grades.
2. Room is not in grading condition.
- 1 st offense – earn a time out. If taken appropriately, the time out will not affect grading.
- 2 nd offense – earn a time out and earn lower grades.
3. Missed phone call. No warning.
- 1 st offense – earn a time out and lower grades. May also affect +/- depending on goals.
- Multiple offenses may earn an unsuccessful home pass.
4. Returning late. No warning.
- 1 st offense – earn a time out and lower grades. May also affect +/- depending on goals.
- Multiple offenses may earn an unsuccessful home pass.
5. Dirty drop. No warning.
- Earn a Behavior Improvement Time Out and Rational Self Analysis. Earn much lower grades and earn an unsuccessful home pass.
DRUG SCREENING
If a resident is to drop by bedtime on the night that they return from home pass and they do not drop by bedtime they will earn a minus and a time out. They are then expected to drop by 10 a.m. the following morning. Whenever possible morning drops should be done at wakeup. If they do not drop by 10 a.m. the following morning the drop will considered a positive drop, the resident will also earn a minus, a time out, and the home pass will not count.
If the resident is to drop the following morning after returning from their home pass, the drop is to be done by 10 a.m. If they do not drop by 10 a.m. they earn a minus and a time out. They are then required to drop by noon. If they do not drop by noon they earn a minus, a time out, and the drop will be considered a positive drop and the pass will not count.
INTENSIVE SUBSTANCE ABUSE TRACK HOME PASSES
30-day track - not eligible for home passes.
60-day track: Home passes will begin the Saturday after your child earns day 42 of your program. Your first home pass will be for 10 hours. Your second home pass will be an overnight pass from Saturday to Sunday (approximately 24 hours).
90-day Intensive Substance Abuse track follows the home pass guidelines for the 90-day Residential Treatment Program.
Progress toward home pass eligibility will ultimately be determined by the Treatment Team. Rules for all home passes are consistent with the rules set for home passes by the Community Based Treatment and Residential Treatment programs.
RELEASE TO AFTERCARE
At the time of your child's release, he/she will be placed in the Aftercare component of the Residential Treatment Program. Before beginning Aftercare, your child must have successfully
met all Level 4 expectations, successfully completed his/her required number of home passes, and committed to follow the guidelines outlined in the Aftercare Contract. During your child's release, he/she will be required to follow the expectations and guidelines outlined, and the Aftercare Coordinator will closely monitor your child's progress.
The Aftercare Program is a continuation of the Residential Treatment Program. During Aftercare your child will continue to participate in family and/or individual therapy, and other continued recommended programming. To make progress while on Aftercare, your child must earn successful days by showing appropriate behavior. Aftercare continues the same level system as the Residential Treatment Program, and successful completion of Aftercare requires the completion of Levels 5, 6, and 7. The details of the Aftercare Program will be explained to you and your child before your child's graduation from the Residential Treatment Program.
Once your child has satisfied the expectations and guidelines of the Aftercare Program, the Aftercare Coordinator will recommend that your child's Court jurisdiction be terminated. If your child still owes restitution or Crime Victim's Fees, his/her Court jurisdiction cannot be terminated until it is paid. Once your child has met all of these requirements, a request for closure will be filed by the Aftercare Coordinator.
Residents and/or parents have the right to grieve the actions of Youth Facility staff or conditions or circumstances in which they feel they have been treated unfairly. A grievance procedure is necessary to ensure that a resident's rights are not violated, to monitor and eliminate inappropriate conditions, and provide a safety valve to reduce tension among the residents detained in the Youth Facility.
GRIEVANCE PROCEDURE
STEP I
The resident will attempt to resolve the complaint or condition with the staff on duty at the time of the situation. Youth are required to wait 10 minutes before asking staff involved to discuss the situation. In most instances a discussion between the resident and staff member will
result in a satisfactory solution. If a resident is not satisfied with the discussion and the result of the conversation, they may appeal the situation to the Shift Supervisor during the shift that the incident occurred. Within 24 hours, the Shift Supervisor will obtain information from the staff involved, discuss the situation with the resident, and render a decision. If the resident is not satisfied with the decision of the Shift Supervisor, they can request a grievance form with envelope and may proceed to Step II. Failure to submit a grievance form within the 24 hour period of time may result in further consequences.
STEP II
A formal grievance can be submitted to Facility Administration. The resident is to place the grievance in writing and must submit this to Administration in a sealed envelope within 24 hours after the final decision in Step I. Upon receipt of the written grievance, Administration will review the complaint to determine if a violation of a resident's right did, indeed, occur. If the complaint is appropriate, Administration shall conduct an investigation to determine if the incident occurred as the resident states. This investigation will include a review of all pertinent written materials and interviews with all persons who witnessed the incident. A written response to the complaint shall be completed within two days of the Administrator receiving the written grievance. If the decision is in favor of the individual grieving, Administration will determine what actions will be taken to rectify the situation. If the decision does not support the individual grieving, the resident will have the option to appeal to the Family Court Administrator.
STEP III
If an appeal is made to the Family Court Administrator, all information shall be submitted within 2 days after the final decision in Step II. The Court Administrator may conduct additional interviews if the circumstances of the grievance merit this. Both the staff members and the resident will have the opportunity to submit written materials to substantiate their positions. The Court Administrator shall complete the investigation of the grievance within two days after receiving written appeal.
The Court Administrator's decision shall be final and binding. All involved parties shall be provided with a written decision at this time. In all steps of the grievance procedure, a resident shall have the opportunity to have a representative present. Copies of all written grievances will be placed in the resident's file. The Facility Director will additionally maintain copies.
PRISON RAPE ELIMINATION ACT
It is the responsibility of the Eaton County Youth Facility to keep you child safe from sexual abuse, assault or harassment during their stay. Many policies are in place to prevent this from happening. Your child will be educated on what sexual abuse and harassment are, how to reduce their risk of becoming a victim of sexual abuse, and steps to take to report it if they or someone they know are the victim of sexual abuse or harassment while they are here. A parent or child can report sexual abuse or harassment in the following ways:
Tell a staff
Tell a teacher/parent
Tell somebody they trust (friend, mentor, lawyer, Probation Officer)
Tell Facility Therapist or Nurse
File a S.A.S.H. (Sexual Abuse Sexual Harassment) Grievance – Forms readily accessible to residents and parents
Call Crisis Hotline – Sexual Assault Service of Calhoun County 888-383-2192 or Michigan State University Sexual Assault Hotline 517-372-6666
Report on line – Anyone can report it online at http://www/eatoncounty.org/courts/youthservices/prisone-rape-elimination-act
I, _________________________________________ Parent/ Legal Guardian of
Parent or guardian name
___________________________________________ DOB _______________ have
Child's name
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Resolving Dental Bridge Problems. Avoiding foods known to cause problems, particularly hard or sticky foods. Practicing good oral hygiene with regular, twice-daily brushing and daily flossing before bedtime. Using a toothbrush designed to clean all the hard-to-reach areas, and a proxybrush to clean areas with open space.
How to Avoid Dental Bridge Problems | Colgate® Oral Care
3 Common Problems Your Dental Bridges May Be Causing Dental bridges are a great solution for missing or decayed teeth. Bridges “bridge― the gap created by missing teeth by placing two crowns on each side of the gap that hold the false tooth in place.
3 Common Problems Your Dental Bridges May Be Causing
Clinicians who wish to provide patients with excellent dental restorations often choose zirconia crowns. Read about the advantages and disadvantages of choosing Zirconia. ... ZIRCONIA DENTAL CROWNS: Advantages and Disadvantages. Posted by Mario Abreu ... ACHIEVE THE BEST POSSIBLE RESULTS USING ZIRCONIA: Crowns, Bridges, and Dental Implants ...
ZIRCONIA DENTAL CROWNS: Advantages and Disadvantages
Caring for Dental Bridges. In the meantime, avoiding starch, sugar and hard, sticky snacks such as nuts, caramel and popcorn also helps to keep things clean. Dental bridges play an important role in preventing problems that can result from missing teeth. While keeping the surrounding teeth from moving out of position,...
Types of Dental Bridges - Colgate® Oral Care
This reduces the stress placed on the cement lute (Figure 4). Fixed-movable bridgework is ideal for the replacement of one or two teeth in the posterior region of the mouth. The design exerts a ‘stress-breaking’ effect, reducing. Figure 2.Resin-bonded bridge replacing the upper incisors.
Replacement of Missing Teeth with Fixed Prostheses
There are two types of cantilever bridges: Cantilever bridge with the pontic placed towards the front of the mouth This means that the gap is located in front (or anterior) of the abutment teeth. It is the favorable situation from the two because chewing pressures decrease as we advance towards the front of the mouth.
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Content analysis for SpringMath coverage of Common Core State Standards
How to use this summary:
Assessments are shown in orange and are numbered. Intervention coverage is shown in blue and is shared only if a specific assessment is not focused on a standard. For all assessments, all related prerequisite assessments are also relevant to the standard but are not listed in our summary.
For example, Addition with & without Regrouping, the prerequisite assessments of Addition with Regrouping with 2-digit (one measure) and 3-digit numbers (second measure) would apply, as would Addition without regrouping with 2-digit numbers (third measure) and 3-digit numbers (fourth measure) For all grade-level assessments pertaining to a gradelevel standard, the diagnostic assessment process directed by SpringMath can and will take the child all the way back to the entry-level skill causing the grade-level misunderstanding and begin intervention there. The entry-level skill may be well below grade level. Efficiency of assessment is permitted by assessing slightly broader targets with rigorous expectations for skill proficiency such that if a child is not proficient, the child will be routed into diagnostic assessment and intervention. Once in intervention, the intervention protocols are aligned with Common Core State Standards such that skills not directly assessed are addressed within the intervention protocols.
Another example, at Grade 4, SpringMath assesses addition and subtraction with decimal values to the hundredths. If children are not proficient with this skill, the follow-up assessment would verify mastery of multi-digit addition and subtraction and build the intervention accordingly.
All assessments provided in orange below are entry level (screening assessments at the given grade level).
Kindergarten
Domain: Counting and Cardinality
Domain: Number & Operations in Base Ten
Concept
Work with numbers 11-19 to gain foundations for place value.
CCSS.MATH.CONTENT.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
3/6 of domains covered.
Operations & Algebraic Thinking: 1/1 concept covered. 5/5 standards covered.
Counting and Cardinality: 3/3 concepts covered. 7/7 individual standards covered.
Number & Operations in Base Ten: 1/1 concept covered. 1/1 standards covered.
Geometry: Not covered.
Measurement & Data: Not covered.
Intervention protocols include: making quantities to 20 using manipulatives and drawings, making a quantity one less, making a quantity one more, making an equivalent quantity. Using addition/ subtraction expressions to make quantities to 20.
Domain: Operations & Algebraic Thinking
CCSS.MATH.CONTENT.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
1) Fact Families for Addition and Subtraction
2) Fact Families for Addition & Subtraction
0-5
0-9
Domain: Number & Operations in Base Ten
2/4 domains covered.
Number and Operations in Base Ten: 3/3 concepts covered. 6/6 standards covered.
Operations and Algebraic Thinking: 4/4 concepts covered. 8/8 standards covered.
Measurement and Data: Not covered.
Geometry: Not covered.
Domain: Number & Operations in Base Ten
Standards
Concept
Understand place value.
CCSS.MATH.CONTENT.2.NBT.A.1
number represent amounts of hundreds, tens,
Understand that the three digits of a three-digit and ones; e.g., 706 equals 7 hundreds, 0 tens,
and 6 ones.
CCSS.MATH.CONTENT.2.NBT.A.2
100s.
Count within 1000; skip-count by 5s, 10s, and
CCSS.MATH.CONTENT.2.NBT.A.3
numerals, number names, and expanded form.
Read and write numbers to 1000 using base-ten
SpringMath skill coverage
1) Quantity Comparison 101-999
2-digit addition and subtraction problems via
Included in intervention protocols: Solving expanded notation, decomposing and
subtraction, decomposing and composing tens &
composing tens to solve addition and hundreds to solve addition and subtraction.
Included in intervention protocols: Taking and
Adding Tens and Hundreds.
1) Quantity Comparison 1001-9999
2/4 domains covered.
Number & Operations in Base Ten: 2/2 concepts covered. 9/9 standards covered.
Operations & Algebraic Thinking: 3/3 concepts covered. 4/4 standards covered.
Measurement & Data: Not covered.
Geometry: Not covered.
Domain: Operations & Algebraic Thinking
Concept
Multiply and divide within 100.
Concept
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCSS.MATH.CONTENT.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
1) Multiplication 0-9
2) Division 0-9
1) Fact Families for Addition & Subtraction 0-20 2) Fact Families for Multiplication & Division 0-9 Included in intervention protocols: word problems requiring solve for unknown set-up, converting more challenging problems to easier problems to solve operations via expanded notation, and all SpringMath protocols ask children to articulate patterns, estimate, think aloud, and justify answers using what they understand about related operations.
Included in intervention protocols: Beginning with missing number in kindergarten, patterns are explicitly taught, and children are asked to articulate counting, adding, and multiplying patterns, estimate, and justify answers.
Domain: Number & Operations in Base Ten
Domain: Number & Operations Fractions
3/5 domains covered.
Operations & Algebraic Thinking: 4/4 concepts covered. 9/9 standards covered.
Number & Operations in Base Ten: 1/1 concept covered. 3/3 standards covered.
Number & Operations Fractions: 1/1 concept covered. 3/3 standards covered.
Measurement & Data: Not covered.
Geometry: Not Covered.
Domain: Operations & Algebraic Thinking
Domain: Number & Operations in Base Ten
Standards
Standards
Domain: Number & Operations-Fractions
CCSS.MATH.CONTENT.4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
1) Quantity Comparison with Decimals to the Hundredths
2) Quantity Comparison with Fractions, Whole Numbers, and Decimals
3/5 domains covered.
Number & Operations in Base Ten: 2/2 concepts covered. 6/6 individual standards covered.
Operations & Algebraic Thinking: 3/3 concepts covered. 5/5 individual standards covered.
Number & Operations with Fractions: 3/3 concepts covered. 7/7 individual standards covered.
Geometry: Not covered.
Measurement & Data: Not covered.
Domain: Operations & Algebraic Thinking
Concept
Perform operations with multi-digit whole numbers and with decimals to the hundredths.
CCSS.MATH.CONTENT.5.NBT.A.4 Use place value understanding to round decimals to any place.
CCSS.MATH.CONTENT.5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Domain: Number & Operations-Fractions
Standards
Concept
Use equivalent fractions as a strategy to add and subtract fractions.
CCSS.MATH.CONTENT.5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
CCSS.MATH.CONTENT.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Included in intervention protocols: creating equivalent expressions using repeated addition, multiplication, and division to reflect place value understanding, and mental math strategies to compare quantities and to estimate problem solutions with decimals.
1) Multiply 2-Digit by 2-Digit with and without
Regrouping
1) Fact Families Multiplication & Division 0-12
3) Divide 2-Digit Divisor into 3-4 Digit Dividend with Remainders
2) Simplify Fractions
1) Add & Subtract with Decimals to the Hundredths
Intervention protocol includes explicit proofing of the algorithm using fraction quantities to illustrate problem solution (after verifying understanding of conversion of decimals to fractions and vice versa), and understanding of addition, subtraction, multiplication, & division to estimate then verify decimal quantities following related operations.
2) Multiply & Divide with Decimals to the Hundredths
SpringMath skill coverage
1) Find Least Common Denominator
Denominators
2) Add & Subtract Fractions with Unlike
3) Simplify Fractions
1) Find Least Common Denominator
Denominators
2) Add & Subtract Fractions with Unlike
3) Quantity Comparison with Fractions, Whole Numbers, and Decimals
Intervention protocols include: All proportion skill interventions include explicit proofing of proportion quantity and conversion between proportions to make problems easier to solve.
4) Quantity Comparison with Fractions, Whole Numbers, Decimals, and Percentages
3/5 Domains covered.
Number & Operations in Base Ten: 2/2 concepts covered. 7/7 individual standards covered, but exponents & coordinate pairs are not introduced.
Operations & Algebraic Thinking: 2/2 concepts covered. 3/3 individual standards covered.
Number & Operations- Fractions: 2/2 concepts covered. 7/7 individual standards covered.
Geometry: Not covered.
651-999-6000 |
springmath.org
Measurement & Data: Not covered.
Domain: The Number System
Concept
Apply and extend understandings of numbers to the system of rational numbers.
CCSS.MATH.CONTENT.6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
Positive and negative number quantities are assessed at Grade 7 Fall Screening with Add, Subtract, Multiply, & Divide with Integers of Varied Sign. Intervention protocols at Grade 7 include explicit instruction about positive and negative quantities and the meaning of zero in multiple real-world situations. Graph on coordinate plane with positive and negative numbers is assessed and targeted for intervention at Grade 8 Winter if children are not proficient with Solve for Slope and Intercept Using Linear Function y=mx+b.
Domain: Expressions & Equations
2/5 domains covered.
Ratios & Proportional Relationships: Not covered. Ratios are addressed in the context of linear functions, solving for slope with representation and abstract sequencing. Linear functions are taught using real-world problems to make predictions and to set up and solve for unknown variables using ratio, rate, and proportion.
The Number System: 3/3 concepts covered. 7/8 individual standards covered (operations with positive & negative numbers not introduced until Fall of Grade 7)
Expressions & Equations: 3/3 concepts covered. 8/9 standards covered (exponents are not assessed for proficiency until Grade 8) Geometry: Not covered.
Statistics & Probability: Not covered.
Domain: Ratios & Proportional Relationships
CCSS.MATH.CONTENT.7.NS.A.3
Solve real-world and mathematical problems involving the four operations with rational numbers.
Domain: Expressions & Equations
Standards
Concept
Use properties of operations to generate equivalent expressions.
Concept
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
CCSS.MATH.CONTENT.7.EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
CCSS.MATH.CONTENT.7.EE.A.2
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."
CCSS.MATH.CONTENT.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
1) Add, Subtract, Multiply, & Divide with Integers of Varied Sign
3) Inverse Operations with Multiplication & Division (includes positive and negative numbers)
2) Inverse Operations with Addition & Subtraction (includes positive and negative numbers)
4) Solve Two-Step Equations
Intervention protocols include: creating equivalent quantities, solving for unknown quantities, and word problems that require operations with rational numbers to solve.
5) Solve Two-Step Equations with Fractions
SpringMath skill coverage
1) Order of Operations
3) Inverse Operations for Multiplication & Division
2) Inverse Operations for Addition & Subtraction
4) Solve Two-Step Equations
Intervention protocols include factoring and expanding to create equivalent expressions.
5) Solve Two-Step Equations with Fractions
1) Translate Verbal Expressions into Mathematical Equations Intervention protocols include: guided practice to turn numerical expressions into word problems reflecting a real-world problem to be solved.
1) Translate Verbal Expressions into Mathematical Equations
3) Solve Algebraic Proportions
2) Order of Operations
4) Solve Two-Step Equations
Fractions
5) Solve Two-Step Equations with
Intervention protocols include: creating equivalent quantities, solving for unknown quantities, and word problems that require operations with rational numbers to solve.
CCSS.MATH.CONTENT.7.EE.B.4
1) Order of Operations
3) Solve Two-Step Equations
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
2) Translate Verbal Expressions into Mathematical Equations
Intervention protocols include: creating equivalent quantities, solving for unknown quantities, and word problems that require operations with rational numbers to solve.
3/5 domains covered.
The Number System: 1/1 concept covered. 3/3 standards covered.
Ratios & Proportional Relationships: 1/1 concept covered. 3/3 individual standards covered.
Expressions & Equations: 2/2 concepts covered. 4/4 standards covered.
Statistics & Probability: Not covered.
Geometry: Not covered.
Domain: The Number System
Standards
Concept numbers that
Know that there are are not rational, and
them by rational numbers.
approximate
CCSS.MATH.CONTENT.8.NS.A.1
irrational. Understand informally that every number has a
Know that numbers that are not rational are called decimal expansion; for rational numbers show that the
decimal expansion which repeats eventually into a decimal expansion repeats eventually, and convert a
rational number.
CCSS.MATH.CONTENT.8.NS.A.2
compare the size of irrational numbers, locate them
Use rational approximations of irrational numbers to approximately on a number line diagram, and estimate the
2
the decimal expansion of value of expressions (e.g., π
)
For example, by truncating and 2, then between 1.4 and 1.5, and explain how to
√
2, show that
√
2 is between 1
continue on to get better approximations.
Domain: Expressions & Equations
651-999-6000 |
springmath.org
SpringMath skill coverage
Convert Fractions to Decimals (Grade 6)
(Grade 7)
Solve Two-Step Equations with Fractions
Intervention protocols with decimal via rounding to specific place values.
operations include quantity estimation
Irrational number quantities are not taught.
Domain: Functions
Standards
CCSS.MATH.CONTENT.8.F.A.1
to each input exactly one output. The graph of a
Understand that a function is a rule that assigns function is the set of ordered pairs consisting of
an input and the corresponding output.
SpringMath skill coverage
1) Solve for Slope and Intercept using
Intervention protocols include specific linear function y = mx + b
assessment and intervention for: Graph
Given Two Coordinate Pairs.
in a Coordinate Plane and Solve for Slope
651-999-6000 |
springmath.org
Concept
compare
Define, evaluate, and functions.
3/5 domains covered.
Functions: 2/2 concepts covered. 5/5 standards covered.
Geometry: Not covered.
Statistics & Probability: Not covered.
The Number System: 1/1 concept covered. 1/2 standards covered. Irrational number quantities are not taught. Expressions & Equations: 3/3 concepts covered. 7/8 standards covered. Square and Cube Roots are not taught as the inverse operation for exponent values of 2 and 3. | <urn:uuid:9b2e4859-6ef0-44ba-beee-0002f1847406> | CC-MAIN-2023-40 | https://springmath.org/sites/default/files/2021-08/SpringMath_CCSS_Alignment_0821_0.pdf | 2023-09-28T05:14:03+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00437.warc.gz | 570,311,401 | 4,103 | eng_Latn | eng_Latn | 0.948656 | eng_Latn | 0.974223 | [
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The Scoop on Reporting about People with Disabilities
This was prepared for students in journalism to encourage the appropriate AP style and language in reporting on people with disabilities.
The DVD is available free from the Governor's Committee on People with Disabilities
Notes:
- The viewing time for this audio described, open captioned video is approximately 30 minutes.
- The estimated time for the interactive exercises is 10 minutes.
- The essential skills addressed by this training include clarity, engaging language, investigative research, use of direct and indirect quotes, function of headlines, use of illustrations and photographs, and design of advertisements.
About the Texas Governor's Committee on People with Disabilities
The Governor's Committee mission furthers opportunities for persons with disabilities to enjoy full and equal access to lives of independence, productivity and self-determination.
Committee work includes:
- making recommendations to the Governor and Legislature on disability policies;
- promoting compliance with state and Federal disability laws;
- supporting local committees that do similar work; and
- recognizing employers and media professionals for contributions to Texans with disabilities.
Twelve volunteer Committee members are appointed by the Governor, seven of whom must have a disability.
Visit: http://gov.texas.gov/disabilities/
About the Barbara Jordan Media Awards
In 1982, the Committee began recognizing communicators for accurately and progressively portraying people with disabilities. At the suggestion of many in the media, the awards were named for the late Barbara Jordan, one of Texas' most distinguished citizens and foremost spokespersons for the rights of all people. The beautiful, three inch bronze medallion was designed by David Deming, an internationally prominent sculptor.
Each year the Committee honors a select group of communicators in the fields of print, radio, photojournalism, television, advertising, and other areas. There is a specific student category, but students may also enter in other categories.
For an entry form or more information, visit the website: http://gov.texas.gov/disabilities/awards/barbara_jordan_media_awards/
Or contact:
Texas Governor's Committee on People with Disabilities PO Box 12428 Austin, Texas 78711 512-463-5739 512-463-5745 (FAX) email@example.com
The Scoop on Reporting about People with Disabilities
Words Matter
Who are some people with disabilities?
```
Students - Neighbors - Friends - Family - Co-workers - Athletes - Actors Doctors - Veterans - Politicians - Writers - Artists - Engineers - Scientists Musicians - Lawyers - CEOs - Teachers
```
Randy, Judy, Shane, Nancy, Kym, Pat, Cindy, and Doug
When you met Doug in the video were you surprised to find out that he is a Structural Engineer?
What words DO NOT emphasize value?
Those people The Disabled - The Handicapped Disabled - Handicapped Crippled - Victim - Sufferer Afflicted - Stricken Deaf - Dumb - Mute Retarded Crazy - Insane Bound - Confined
What words DO emphasize value?
Person with a disability - Athlete who uses a wheelchair - Artist with a visual impairment Child with learning disabilities - Student with hearing loss - Dancer with ADHD - My friend who uses sign language - Or, how about just saying… my neighbor, my cousin, etc?
Or simply use the person's name: Randy, Judy, Shane, Nancy, Pat, Cindy and Doug
Headlines Matter
See examples below. The first headline in each issue area uses appropriate language; the second, with an underlined word or phrase, needs to be edited to reflect more respectful language.
Accessibility:
1. Access for fans with disabilities goes above and beyond at Dallas arena
2. Handicap access pier dedicated
Communication:
1. Assisting people with disabilities in a disaster
2. Device lets the disabled cast votes in private
Education:
1. Seven in ten teachers have students with disabilities
2. Overcoming ADHD
Emergency Preparedness:
1. Evacuation procedures for residents with mobility impairment
2. Firefighters' plans for crippled patients
Health:
1. Study of veterans with head injuries linked to later depression
2. Anorexic sues to live on Campus
Housing:
1. New book describes designers with disabilities
2. Wheelchair-bound woman will be l st to get house with added features
Recreation:
1. Children with disabilities play ball
2. Ponies help the retarded heal
Transportation:
1. Stop: This space is reserved for a person with a disability
2. Handicap parking patrol assists police department
Veterans:
1. Exhibit shows works of veterans with disabilities
2. Amputees run in Sunday's race
Workforce:
1. Youth with disabilities celebrate mentoring day
2. Saved from Silence
Question: What do these phrases from the headlines communicate?
fans with disabilities - people with disabilities - students with disabilities veterans with head injuries - designers with disabilities - person with a disability - children with disabilities - youth with disabilities?
Answer: Energy, Independence, Dignity, Respect, and "People First"
Now look at second headline in each subject area. Negative words are bolded and underlined
Question: What do these words communicate?
Answer: Helplessness, Dependence, Pity, Illness, or "Disability First"
Discuss these headline rewrites:
Access: Pier offers access to people with disabilities
Communication: Device provides privacy for voters with disabilities
Education: New techniques assist people with ADHD
Emergency Preparedness: Firefighters' plans for hospital evacuation
Health: Person with anorexia sues to live on campus
Housing: Woman first to receive accessible home features
Recreation: Ponies used as a therapeutic tool for children with disabilities
Transportation: Citizen Patrol assists police in enforcing accessible parking
Veterans: Sunday's race includes veterans with disabilities.
The Scoop on Reporting about People with Disabilities
Interviewing Tips
- Do focus on the story.
- Do locate an accessible interview place.
- Do prepare for the interview.
- Do promote dignity, respect and understanding.
- Do respect privacy and individual preferences.
- Do ask questions; don't assume.
Do include interviews with people with disabilities.
Do not avoid people with disabilities.
Do treat adults as adults.
Do not patronize.
Do remember that people with disabilities are ordinary people.
Do not portray people with disabilities as extraordinary.
Do offer assistance.
Do not provide assistance unless your offer is accepted.
Do use actors and actresses with disabilities.
Do not use people without disabilities to represent a person with a disability.
Do ask the person to repeat information that you do not understand.
Do not pretend to understand.
Do place yourself at eye level if interviewing a person using a wheelchair.
Do not lean on the individual's wheelchair.
Do let people with visual disabilities know where the camera is.
Do not begin an interview without identifying the camera's location.
Do interact with individuals using service animals.
Do not pet or interact with the working service animal.
Do speak directly to the person who has a disability.
Do not shout and do not speak through the interpreter or attendant. | <urn:uuid:40c4b400-13e9-4d55-82fb-6dc51064bc4b> | CC-MAIN-2023-40 | https://gov.texas.gov/uploads/files/organization/disabilities/SCOOP_Agenda_Handout.pdf | 2023-09-28T05:38:16+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00435.warc.gz | 322,053,700 | 1,532 | eng_Latn | eng_Latn | 0.992251 | eng_Latn | 0.997316 | [
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Physicians for Safe Technology Scientific Literature and Safety Tips
July 11, 2019 Cornwall, CT David Carpenter, MD
https://mdsafetech.org/safety-tips-for-wireless-devices/
Background: There is substantial and increasing research showing that non-ionizing wireless (microwave) radiation acts as a broad biological toxin, similar to other toxins we are exposed to. These microwaves are emitted from wireless devices we commonly use such as cell phones, tablets, laptops, wireless routers, cordless phones, Smart Meters and cell towers. There are now many Baby Products on the market that are wireless. While small short exposures may not cause symptoms or much harm, we are now continuously and increasingly exposed to this radiation. Damage to cellular structures is cumulative. Reducing your exposure is recommended by the California Department of Public Health and an increasing number of physicians and scientists.
Biological harm demonstrated: Includes DNA damage, reproductive harm (sperm, ovary and embryo abnormalities), inflammation/oxidation, lower melatonin levels, immune dysfunction, stress protein synthesis, damage to the brain and nervous system, brain cancer, cancer promotion, harm to wildlife and plants. People with electrosensitivity report symptoms including headaches, fatigue, sleep disorders, heart palpitations, memory problems when around wireless devices. Electrosensitivity is recognized in Sweden as a true medical disorder and it is estimated that about 3% of the population experience it.
Increasing exposure: We are increasingly exposed to a number of wireless devices in our homes and workplaces. These devices act as small cellular antennae similar to a cell towers that emit and receive information via radiofrequency radiation but at a lower power.
Current FCC safety standards are obsolete as they are based only on heat and not biological effects seen in lab and human experiments at far lower levels than currently allowed. Children are more vulnerable as their bodies are still developing, cells are more rapidly dividing thus they are more prone to DNA/cellular damage. Pregnant women are also highly vulnerable. Harm is cumulative. Precaution is critical.
2018 National Toxicology Program Report on Cell Phones and Brain Cancer: Clear Evidence of Carcinogenicity
The evidence for the association of cell phones and cancer, including brain tumors, is growing. Brain tumor incidence in some areas is rising as well. Most people have concerns about carrying cell phones close to their bodies after Dr. Hardell and others published carefully performed blinded studies showing an association between brain tumors with extended cell phone use (over 2,000 hours) and on the same side of the head where the tumors were located. Head and neck cancers are also on the rise with new scientific evidence that radio frequency wireless radiation can affect angiogenesis (blood vessel formation) that promotes cancer. Dr. West et al published his small case series of several young women in their 20's with multifocal breast cancer, occurring in the same location where they stored their phones for prolonged periods. In 2017 the California Department of Public Health released a set of guidelines on how to reduce your exposure to wireless radiation from cell phones, stating the science was strong enough to take precautions.
The 10 year and $25 million dollar National Toxicology Program (NTP) study, which concluded in 2018 with a peer review conference, showed a clear causation between cell phone radiation and cancer of the heart but also a significant increase for brain tumors and tumors of the adrenal medulla, an organ that sits above the kidney. In addition there was concern for prostate cancer increase as well as DNA damage, perinatal effects and what appeared to be aging of the heart with long term exposure to whole body radiation from cell phone frequencies at non-thermal levels.
IARC Classification in 2011 as Group 2B possible carcinogen: The World Health Organization in 2011 International Agency for Research on Cancer classifies radiofrequency radiation as possibly carcinogenic (Group 2B), based on increased risk of glioma, a malignant type of brain cancer and wireless phone use.
Recommendations for Safer Use of Wireless Devices
1) Wireless Devices are not Toys. Do not let babies or young children use a cell phone, tablet, or laptop.
2) Children should use a cell phone for emergencies only. Consider giving your child a cell phone at an older age (14 years or above).
3) Avoid sleeping with your cell phone next to your head or as an alarm unless phone is on Airplane Mode (it still works as an alarm when on Airplane Mode).
4) Turn off Wi-Fi router at night and plug into an on/off surge protector for ease of use.
5) Hardwire Computers. Convert back to a wired connection in your house we all used to have. It is easy. Visit www.emfanalysis.com .
6) Remove Cordless Phones. A cordless phone has essentially the same radiation as a cell phone. Use the landline for long calls. Replace the DECT cordless phone with a landline corded phone. Keep your landline if you have one.
7) Distance Matters. Keep wireless devices away from the body. Keep tablets and laptops on the tabletop and not on the lap. FCC standards are for 7 inches (20 cm) away from the body. No Cell phone in bra or pocket unless in Airplane Mode.
8) Airplane Mode When Not in Use and at night. Download movies or games first then view on Airplane Mode. Keep cell phones away from the head.
9) Do not keep router in the bedroom or near child's room. The farther away the better. Turn router off at night.
10) When traveling in a bus or car download games or google map then turn your devices on airplane mode as the radiation is much higher as the device connects and disconnects to different cell towers as you move.
11) In the Car turn off bluetooth in the car when not in use as the metal shields the wireless radiation and increases the levels in the car by a factor of 2 or more.
12) Keep Landline. A landline is still the most sophisticated and effective emergency line and essential for those who are electrosensitive or who wish to reduce their risk of brain tumors from using a cordless phone. You can purchase a corded phone, we all used to have, at number of retail outlets.
13) Consider removing your Smart Meter and switch back to analogue with a human meter reader. Lamech in 2014 reported an increase in symptoms when Smart meters were rolled out in Australia. In California call PG&E at 1-866-743-0263 and ask to Opt Out or call your local utility as 24 states now have laws that allow you Opt Out. | <urn:uuid:6b2d7b14-2508-4503-9165-59af8c7eb00a> | CC-MAIN-2023-40 | https://cornwallct.org/wp-content/uploads/2019/07/physicians-for-safe-technology-07.11.19.pdf | 2023-09-28T04:35:00+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00436.warc.gz | 202,003,574 | 1,352 | eng_Latn | eng_Latn | 0.996945 | eng_Latn | 0.997056 | [
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Make A Career Choice
Making a career choice can be difficult since there are so many options available.
Here are 5 steps you can take to narrow down those options and make an informed career choice
Step 1: SELF-DISCOVERY
Learning more about yourself is the first and most important step in deciding on a career. Some areas to explore include: Your Skills, Interests, Values, Personality and Workplace
Preferences
Take the MyCareerPlan Assessment found on the MCCC student portal to learn more about yourself in these areas and begin to explore careers associated with your results. (Navigate to Support & Tutoring/Support/MyCareerPlan). Printed directions are available in the Student Success Center.
Step 2: RESEARCH
Create a list of careers based on the results of your assessment and begin to explore them in detail. As you learn more about each career option consider the following:
- What type of work does this career perform (e.g., construction, data analysis, etc.)?
- How does this work impact other people and society?
- What is the demand or job outlook for this career?
Visit Career One Stop at: https://www.careeronestop.org to get answers to these questions and to perform further research on different career options.
Appointments can be made through My Success Network or by contacting the Student Success Center
Make A Career Choice
Step 3: TAKE ACTION
Narrow down your career options to your top 3 choices and begin to take action to gain deeper insight and experience into the career. Some activities include:
- Informational Interviewing - Find a local organization that employs professionals in the field of your career interest and schedule an informational interview with one of their employees.
- Job Shadow - Identify an individual currently working in your career field and ask to shadow them for a day to better understand the daily responsibilities of their role.
- Volunteer - Search for opportunities to volunteer your time with an organization that employs professionals in your interested career field.
- Internship - Explore internship opportunities during the summer months to get longerterm experience working alongside professionals in your interested career field.
Create an account on MontCo's student job board College Central Network (CCN) http://collegecentralnetwork.com/mc3 to find explore these opportunities and to help you take action.
Step 4: REFLECT
Take time to reflect on your experiences through the actions taken in 'Step 3—Take Action'. Consider the following:
- What did you learn about your career?
- What aspects did you enjoy most? What aspects did you enjoy least?
Make an appointment with a Career Coach through MyMC3 or by calling the Student Success Center at 215-641-6577 to discuss answers to these questions.
Step 5: DECIDE
Choose a career then meet with your academic advisor to select the best degree option based on your career choice and to register for your courses.
Appointments can be made through My Success Network or by contacting the Student Success Center | <urn:uuid:548a3f89-f11b-4615-bd87-90c81acd0d58> | CC-MAIN-2023-40 | https://www.mc3.edu/choosing-montco/assets/career-services/docs/how-to-guide-career-choice.pdf | 2023-09-28T04:56:50+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00435.warc.gz | 970,764,105 | 613 | eng_Latn | eng_Latn | 0.996306 | eng_Latn | 0.996227 | [
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Equal Opportunities for Students policy
Equal Opportunities for Students policy
What this policy is for
Promoting equal opportunities is fundamental to the aims and ethos of St Paul's Girls' School. The school recognises the benefit of having a diverse school community, with individuals who value one another, and the different contributions everyone can make. Students will be taught to value and respect others. The school is committed to being an equal opportunities school and is committed to equal treatment for all students, regardless of race, sex, disability, religion or belief, sexual orientation, gender reassignment, marital status, pregnancy or maternity ("protected characteristics").
The aims of this policy and the school's ethos as a whole are to:
* Communicate the school's commitment to promotion of equal opportunities for its students
* Eliminate unlawful discrimination on grounds of any of the protected characteristics
* Promote equal treatment for all members of the school community
* Foster mutual tolerance and positives attitudes so that everyone can feel valued
* Create and maintain an open and supportive environment, free from discrimination
* Comply with the school's equality duties contained in the Equality Act 2010
* Enforce that all discrimination on the grounds of a protected characteristic is unacceptable and will not be tolerated.
* Remove or overcome barriers for students where they already exist
All members of the school community are expected to comply with this policy and treat others with dignity at all times. All parents are expected to support the aims of this policy and the school's ethos of tolerance and respect.
Legal framework
* Equality Act 2010
* Children and Families Act 2014
* Education (Independent School Standards Regulations (2014)
This policy has regard to the following statutory guidance and advice:
* Equality Act 2010 explanatory notes
* Equality & Human Rights Commission Technical Guidance for Schools in England (2014)
* Keeping Children Safe in Education (September 2022)
* Working Together with Safeguarding Children (July 2018)
Other relevant school policies
* Admissions policy
* Behaviour policy
* Anti-bullying policy
* Safeguarding (child protection) policy
* Expulsion, removal and review policy
* Gender identity policy
* Relationships and sex education policy
* Learning support policy
* Accessibility plan (including disability policy)
* Anti-harassment policy
* Special Educational Needs (SEN) and Disabilities policy
* Complaints policy
* Equal opportunities for staff policy
Content of policy
1. Introduction
2. Educational Services
3. Admissions
4. Religious belief
5. Reasonable adjustments for students with disability
6. Monitoring and review
7. Breaches of this policy
1. Introduction
1.1 Promoting equal opportunities is fundamental to the aims and ethos of St Paul's Girls' School. The school recognises the benefit of having a diverse school community, with individuals who value one another, and the different contributions everyone can make. Students will be taught to value and respect others. The school is committed to being an equal opportunities school and is committed to equal treatment for all students, regardless of race, sex, disability, religion or belief, sexual orientation, gender reassignment, marital status, pregnancy or maternity ("protected characteristics").
2. Educational services
2.1 The school affords all students access to educational provision including all benefits, services, and facilities, irrespective of any protected characteristic (subject to our reasonable adjustments duty and considerations of safety and welfare). The school will not discriminate against a student on the grounds of any protected characteristic by excluding them or subjecting them to any other detriment.
2.2 The school will:
* Treat all members of the school community with respect and dignity and seek to provide a positive working and learning environment free from discrimination
* Endeavour to meet the needs of all children and ensure that there is no unlawful discrimination on the grounds of any protected characteristics
* Ensure that students with English as an additional language and students with an Education Health Care Plan receive necessary educational and welfare support
* Monitor the admission and progress of students from different backgrounds
* Challenge inappropriate and unacceptable discriminatory behaviour by students and staff
* Encourage children to work and play freely and have respect for all other students irrespective of any protected characteristic
* Offer all students access to all areas of the curriculum and a full range of extra-curricular activities
* Work with parents and external agencies where appropriate to combat and prevent discrimination in school
* Ensure that it reviews, monitors, and evaluates the effectiveness of inclusive policies and practices
* Use the curriculum, assemblies and PSHE to:
− Promote tolerance of and respect for one another, paying particular regard to the protected characteristics set out in the Equality Act 2010.
− Promote positive images and role models to avoid prejudice and raise awareness of related issues.
− Encourage children to question and challenge assumptions and stereotypes in order to better understand discriminatory behaviours and bias.
−
2.3 The school recognises that discrimination may be direct, indirect, or arising from disability whether or not it was intentional. Harassment and bullying in all its forms (including cyberbullying) are unacceptable and will be dealt with in accordance with the school's Behaviour and Anti-bullying policies.
3. Admissions
3.1 The school treats every application for admission in a fair, open-minded and equal way in accordance with this policy and the school's Admissions Policy. Although St Paul's is an academically selective school, each application will be considered on its merits in accordance with school's selection
criteria based on an applicant's ability, aptitude and character. The school accepts applications from, and admits all prospective students (should they meet the academic selection criteria), irrespective of any protected characteristics.
3.2 Please see the Equal Opportunities for Staff Policy in relation to our approach to staff recruitment and selection.
3.3 Parents must inform the school when submitting the Registration Form of any special circumstances relating to their child which may affect their child's performance in the admissions process and/or ability to fully participate in the education provided by the schools so that we can consider what reasonable adjustments may be necessary to ensure that the child is not placed at a substantial disadvantage compared to other children. The school will not offer a place to a child with disabilities if, after reasonable adjustments have been considered, the school cannot adequately cater for or meet their needs.
3.4 The school offers bursaries (means tested awards) to those who meet the school's admission criteria but would otherwise be unable to attend the school due to financial hardship. Details of our bursary program can be found on the school website.
4. Religious belief
4.1 The school is inclusive and welcomes and respects the rights and freedoms of individuals from other religions and faiths (or with no religion or faith) subject to considerations of safety and welfare and the rights and freedoms of other members of the school community.
4.2 The Governing Board, through the Senior Management Team, actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
5. Reasonable adjustments for students with disability
5.1 The school has an ongoing duty to make reasonable adjustments for students with a disability to ensure they do not suffer a substantial disadvantage in comparison with other students, including during the admissions process.
5.2 Where the school is required to consider its reasonable adjustments duty, it will consult with parents about what reasonable adjustments, if any, the school is able to make to avoid their child being put at a substantial disadvantage in comparison to other students. The school will carefully consider any proposals for auxiliary aids and services in light of a student's disability and the resources available to the school. (Further information on the school's reasonable adjustments duty can be found in the School's SEN and Disability Policy).
5.3 The school has an Accessibility Plan in place and a hard copy can be made available upon request. This sets out the school's plan to increase the extent to which disabled students can participate in the school's curriculum; improve the physical environment of the school for the purpose of increasing the extent to which disabled students are able to take advantage of education and benefits, facilities or services provided or offered by the school; and improve the delivery of information to disabled students which is readily accessible to students who are not disabled.
6. Monitoring and review
6.1 The Head regularly monitors and reviews the effectiveness of this policy and reports to the governors annually on the policy's effectiveness in practice.
7. Breaches of this policy
7.1 Students who are in breach of this policy may be sanctioned in accordance with the school's Behaviour Policy.
7.2 If you believe that a child has received less favourable treatment as a result of a protected characteristic, or if you feel that this policy has been breached in any way to a child's detriment you are encouraged to raise the matter through the school's complaints procedure (see Complaints Policy which is available on the School Website).
Availability of this policy
A copy of this policy may be downloaded from our website or is available request from the school office, St Paul's Girls' School, Brook Green, London, W6 7BS (tel: 0207 603 2288). This policy can be made available in large print or other accessible format if required. | <urn:uuid:bd49ef1a-f367-429a-8772-39454bdc302f> | CC-MAIN-2023-40 | https://spgs.org/wp-content/uploads/2023/03/Equal-Opportunities-for-students-policy-.pdf | 2023-09-28T05:42:47+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00438.warc.gz | 575,091,946 | 1,892 | eng_Latn | eng_Latn | 0.997407 | eng_Latn | 0.997651 | [
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MEDIA RELEASE
First Pre-School at Gardens by the Bay EtonHouse Garden School by the Bay sets new standards in early childhood education
October 27, 2022, EtonHouse International Education Group will launch the first pre-school at Gardens by the Bay in early 2023. Located at the Bayfront Pavilion, with excellent connections to public transport, the EtonHouse Garden School by the Bay, in the iconic and lush surroundings of Gardens by the Bay, will offer a programme from infant care to kindergarten.
The Garden School will be purpose-built and set a new direction in early years education by offering an innovative and unique programme and learning environment specially designed on the three pillars of nature education, sustainability, and community:
1. A nature school in the gardens
2. Change agents for the future
3. The garden is my community
A nature school in the gardens
Situated in the unique surroundings of Gardens by the Bay, the school's programme is derived from its immediate environment. The curriculum is designed for children to spend 50% of their time outdoors in the iconic spaces of Gardens by the Bay. Apart from curated programmes with nature education specialists and horticulturists from Gardens by the Bay, the school will have its own biophilic play area, a bioactive terrarium, a discovery pond, a bug hotel, and a sensory garden that will be exclusively created to offer children a unique and innovative learning experience that is unparalleled in Singapore.
Change agents for the future
The Garden School is committed to being a truly sustainable learning space inculcating active thinking and action in the children to become change agents in their communities.
The design and resourcing of the learning spaces will align with the school's sustainability goals of zero plastic use and using natural materials. The specially designed and curated international cuisine created by our Executive Chef and endorsed by nutritionists will have locally sourced produce to ensure that the freshest ingredients are served to children. Healthy and sustainable cooking with a farm-to-table approach will also engage children in growing produce in the outdoor edible garden. The school will have active plastic, paper, and fabric recycling and compost bins to reduce food waste, a ReAldo Lab to upcycle loose parts and other materials, and a 'water as a renewable energy' project. The children will engage in a modern-day aquaponics farming programme and experience how organisms co-exist within ecosystems. It will also include sustainability practices that will reduce waste while increasing harvesting crops, thus nurturing a natural and organic habit of mind around sustainable practices in everyday life situations. The school will also collaborate closely with Gardens by the Bay to work on initiatives relating to sustainability and innovation.
The garden is my community
The design of the learning spaces and the programmes will nurture collaboration, community spirit, and active citizenry both within and outside the school community. EtonHouse believes the 'environment is the third teacher'. In celebrating this philosophy, the school will have iconic communal spaces that all classrooms will organically connect to. The supertree piazza, a tribute to the school's location, will offer many opportunities for inquiry and exploration. It will also have an explorer mezzanine deck for children to engage in unique sensorial experiences. The enchanted reading tree and the music atelier will encourage many meaningful interactions within the school community.
This school will be a learning hub for the wider community. It will incorporate ground-breaking ideas to enrich Singaporeans' and tourists' lifestyles and recreational activities with edutainment opportunities in a sustainable garden environment through weekend workshops and nature school programmes. It will be an active hub for outdoor learning and sustainability. Charity and community initiatives under the EtonHouse Community Fund will be a key focus of the school's curriculum and operations.
A boutique infant care programme with highly personalised education for infants will be offered in an exclusive space within the pre-school by handpicked teachers and curriculum experts. The campus is easily accessible by private and public transport connections to the Bayfront MRT station.
Ng Yi-Xian, Group CEO of EtonHouse says, "I am very excited about the many ways in which this school will make a difference in the lives of children. Not just the children in the school but also the wider community. The experience in the heart of the most iconic, dynamic, and innovative garden space, which is the pride of Singapore, will provide families and staff with an unparalleled early years experience. One that will be woven intricately with nature and sustainable practices. Beyond school hours, it will extend its space and programme to reach
out to the wider community of families in Singapore. With innovation at the heart of this school's programme and environment, we are sure it will set a new standard for early
childhood education in Singapore".
Lee Kok Fatt, Gardens by the Bay Deputy CEO said, "The new pre-school at Gardens by the
Bay is part of our overall objective to create more nature-based learning opportunities to nurture in the younger generation a culture of sustainability. On weekends, when the
pre-school is not in use, the premises can also serve as a space to conduct workshops and programmes rooted in nature for the wider community."
The pre-school showcase will take place at Gardens by the Bay on the 27th of October, 2022.
The school will be open to expressions of interest from the day onwards. The showcase will include the pre-school's unique spaces and experiences. Renovation for the school has
commenced, and the school is expected to begin operations in March 2023, subject to approvals.
For more information and fee details, please visit etonhouse.edu.sg/gardenschoolbythebay.
Media Contact:
Bipasha Chanda Minocha Group Brand and Marketing Director Mobile:+65-81571460
Candice Thai Brand and Marketing Manager
Mobile: +65 9435 2908
Email:
firstname.lastname@example.org
Email:
email@example.com
About EtonHouse International Education Group
The EtonHouse International Education Group is headquartered in Singapore, with more than 120 international schools in 10 countries with over 40 campuses in Singapore alone.
Together these schools provide high-quality education to over 20,000 children globally. Over the last 27 years, EtonHouse has been at the forefront of international education, offering
innovative pre-schools and K12 schools across Asia. In the early years, an inquiry-based
"Inquire-Think-Learn" curriculum, inspired by the Reggio Emilia approach is followed.
EtonHouse International Schools are known for their bilingual programmes and offer the highly recognised International Baccalaureate (IB) and IGCSE and A-Level qualifications at the primary, secondary and high school levels.
The EtonHouse Group has won several accolades for its exemplary practice, such as the "Outstanding Leader" and "Outstanding Teacher" awards conferred by the Ministry of Social and Family Development (MSF) in Singapore in 2011 and 2012. In 2014, the MSF presented EtonHouse with the "Outstanding Centre for Teaching and Learning" Award and the Early Childhood Innovation Award in 2015. The international IB K-12 school in Suzhou was voted one of China's best international schools by a research firm based in Washington DC. EtonHouse was also crowd-voted as one of the Best Preschools in the HoneyKids Love Local Awards 2022.
The Group also works closely with the Governments in Singapore and China. In early 2014, EtonHouse became part of the Anchor Operator (AOP) Scheme to launch E-Bridge Pre-School, providing high-quality and affordable early childhood services for Singaporean families. EtonHouse schools in Suzhou, Wuxi, and Nanjing in China started at the invitation of the Jiangsu provincial government. In 2017, the EtonHouse Group launched Middleton International School, an affordable schooling option for expatriate families. In 2020, EtonHouse launched The Eton Academy (TEA), offering academic enrichment in centres islandwide.
To mark its 20th anniversary, EtonHouse launched EtonHouse Community Fund (ECF), an independent IPC charity to focus on improving the lives of underprivileged children and youth through education.
The Group is deeply committed to research and professional development and brought the first Reggio Children conference to Singapore in 2010. In 2013, EtonHouse became a Reggio Children International Network member and launched REACH (Reggio Emilia in Asia for children), representing Reggio Children in Asia. | <urn:uuid:dc5e75a0-88ff-4efb-9557-ef3d4b5d7214> | CC-MAIN-2023-40 | https://www.etonhouse.edu.sg/wp-content/uploads/2023/07/EtonHouse-Garden-School-by-the-Bay-Media-Release.pdf | 2023-09-28T04:14:51+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00440.warc.gz | 828,172,062 | 1,747 | eng_Latn | eng_Latn | 0.997373 | eng_Latn | 0.998666 | [
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St Mary's Catholic Primary School Science Curriculum Statement
INTENT
At St Mary's Catholic Primary School, the main aim of our Science studies is to ignite curiosity in our children; we want them to question why things happen and the way things work. The 2014 National Curriculum for Science aims to ensure that all children:
* develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry, and physics.
* develop understanding of the nature, processes, and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
* are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.
We understand that it is important for lessons to have a skills-based as well as knowledgebased focus. At St Mary's Catholic Primary School, we know that children are naturally curious, and we encourage this inquisitive nature throughout their time with us and beyond. Science fosters a healthy inquisitiveness in children about our universe and promotes respect for the natural and life sciences. We believe science encompasses the acquisition of knowledge, concepts, skills, and positive attitudes. We ensure that the Working Scientifically skills are built-on and developed throughout their school career so that they can use equipment, conduct experiments, build arguments and explain concepts confidently and continue to ask questions and be curious about their surroundings. We believe that is also important to link science teaching to real life and look for opportunities to look into the lives of scientists, both past and present, working in different fields.
IMPLEMENTATION
Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children can achieve high standards in science. Our whole school approach to the teaching and learning of science involves the following;
* Science will be taught in planned and arranged blocks by the class teacher fulfilling a full range of experience across a two-year rolling programme. This is a strategy to enable the achievement of a greater depth of knowledge and understanding
* Observational tasks will assess children's knowledge and understanding to inform planning and to assess children's progress following teaching.
* Through our planning, children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning, so that all children keep up.
* We build upon the skill development of the previous years. As the children's knowledge and understanding increases through different blocks of work, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
* Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children's school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, inkeeping with the topics.
* Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills to embed scientific understanding. Teachers find opportunities to develop children's understanding of their surroundings by accessing outdoor learning and local environment visits. Specialist visitors deliver high quality workshops to facilitate and support science learning by building on the children's prior knowledge and aspire them to think of their futures and their prospective career paths.
IMPACT
The successful approach at St Mary's Catholic Primary School results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world. Our engagement with the local environment ensures that children learn through varied and first-hand experiences of the world around them. So much of science lends itself to outdoor learning and so we provide children with many opportunities to experience this. Through various workshops, trips and interactions with experts and local companies, children have the understanding that science has changed our lives and that it is vital to the world's future prosperity. Children learn the possibilities for careers in science because of our community links andwhole school focused science weeks. Children at St Mary's Catholic Primary School overwhelmingly enjoy science, and this results in motivated learners.
SCIENCE IN THE EARLY YEARS
Science is explored through the children's understanding of the world. Our outdoor learning environment in the Early Years at St Mary's Catholic Primary School is key to enhancing child led learning. We provide opportunities for children to question, wonder, explore, discover, experiment, and observe through direct experiences. The children are introduced to scientific vocabulary to help them further their understanding and are asked open-ended questions, so that they can make predictions and give them opportunities to question. Our Early Years provision ensures that children have access to a range of materials that work in different ways for various purposes. Children can use resources and the environment around them to notice similarities and differences, changes over time such watching the trees change in our orchard, growing vegetables in our vegetable patch and exploring pond life. | <urn:uuid:3ca2c3d1-46d7-4256-9de7-e46c6df78bc9> | CC-MAIN-2023-40 | https://st-marysrc.devon.sch.uk/wp-content/uploads/2021/10/curriculum-statement-Science-September-2021.pdf | 2023-09-28T04:30:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00441.warc.gz | 571,639,121 | 1,007 | eng_Latn | eng_Latn | 0.996149 | eng_Latn | 0.996651 | [
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Science of Pain
Knowing why you feel pain can help you become better at managing your pain. This handout provides information about why your body feels pain and why pain can persist.
Why do we have pain?
Have you ever had tissue damage but little or no pain?
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Have you ever had pain but little or no tissue damage?
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Pain is complex. Pain does not always mean that there is damage to the tissues. So, what is the purpose of pain?
- The purpose of pain is to protect your body—not to tell you how badly or where you are injured.
- Pain is important and we need it to survive. It is our body's natural alarm system and is needed to protect us and keep us safe.
- Our body uses other protective mechanisms such as: coughing, sneezing, moving our hand from a hot surface, vomiting, fever, or muscle spasms.
To have a better understanding of pain, let us learn more about our nervous system. Our nervous system acts as our body's alarm system.
Our nervous system is made up of our:
1. Nerves
2. Spinal cord
3. Brain
Nerves: nerves carry information from our surroundings to our spinal cord.
- There are special kinds of nerves that respond to extreme hot/cold, chemicals (inflammation), extreme pressure on your tissues (like hitting your thumb with a hammer). These nerves are called nociceptors and send warning messages to the brain. This warning message is a type of excitatory signal.
- Different nerves respond to different kinds of information (e.g. nerves in our eyes respond to light, nerves on our tongue respond to chemicals).
Spinal Cord: the spinal cord carries messages from the nerves to the brain.
- Messages can be blocked from being sent to the brain depending on the amount of excitatory and calming signals.
Brain: the brain gets information from the spinal cord
- Your brain decides if this information represents "Danger in Me" (DIM) or Safety in Me" (SIM). DIMs are excitatory signals and SIMs are calming signals.
- Your brain uses this information and your past experiences to answer the question 'Is my body in danger?'.
- If your brain decides there is a threat (DIMs are greater than (>) SIMs), it produces pain to protect you.
- If your brain decides there is no threat (DIMs are less than (<) SIMs), then pain is not produced.
We are learning more about the science of pain. We now know that threats are both:
- physical (movement, noise, light, smell, touch), AND
- non-physical (emotions, thoughts, past experiences)
Our brains cannot tell the difference between a physical and a non-physical threat – both can trigger the alarm system. For example:
- Having a difficult conversation with a loved one can increase pain
- Even the thought of picking up a heavy box can increase pain
Both physical and non-physical threats can impact the nervous system.
What do you think your brain believes are threats that increase your DIMs?
Physical:____________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Non-physical:_________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Chronic Pain
When your pain persists, changes can occur in your nervous system. Your nerves, spinal cord, and brain can change so that there are more excitatory signals (DIMs) and less calming signals (SIMs).
Your brain also changes so that it is more likely to think that there is a threat, even if there isn't, and tries to protect you. This causes your brain to trigger the feeling of pain quicker and more often. This is called central sensitization.
Overall, your body's alarm system becomes more sensitive.
How do I know if my alarm system is too sensitive?
- You find that your pain increases in response to bright lights or loud noises
- You find that your pain changes quickly with mood
- You find your pain is spreading
- You find old injuries are starting to hurt again
- You are more sensitive to touch on your skin that never used to bother you
- Your pain can come on without warning
The following diagram shows changes that happen with an alarm system that is too sensitive:
Before pain: it took a lot for your alarm system to be triggered
Acute pain: Your body is trying to protect you from reinjuring this area. It is normal for your alarm system to be more sensitive. For example, after a sprained ankle, small movements of the ankle hurt.
Chronic pain: Your alarm system stays sensitive, and in some cases it increases. Small movements may continue to hurt even though you are not close to injuring that area of your body. This is because of an overprotective nervous system.
For some people with chronic pain, these changes in sensitivity may not have even been triggered by a specific incident or injury. Emotional threats and stressors may have also caused changes to your nervous system.
The Good News
Our nervous system has the ability to change. This is called neuroplasticity. Everybody's nervous system makes new connections and pathways. People living with chronic pain also make new pathways to learn to calm down the nervous system to make it less sensitive.
During this program, we aim to provide you with new strategies to help:
(1) Increase your calming signals (SIMs), and
(2) Decrease your excitatory signals (DIMs)
These strategies include:
- Relaxation
- Pacing
- Goal setting
- Socializing with others
- Changing self-talk messages
- Changing how you approach exercising and daily activities
- Managing your sleep and diet
Different approach to exercise when you have chronic pain
You need to challenge your alarm and make it less sensitive before you can strengthen your body. Start exercises at your baseline and then gradually challenge that baseline with the progression of exercises.
Take Home Highlights
What was one new thing you learned during this class? How will it change how you approach managing your pain?
____________________________________________________________ ____________________________________________________________
Watch the following 5 min video with a friend, family member, or partner: Tame the Beast: https://tamethebeast.org
The best way to learn something new is to practice explaining it. Practice explaining what changes in your pain system when pain persists and how this program helps with those changes to the person you watched the video with. | <urn:uuid:f458ac86-5710-45bb-8770-1d11736462ee> | CC-MAIN-2023-40 | https://www.hamiltonhealthsciences.ca/wp-content/uploads/2020/11/Science-of-Pain.pdf | 2023-09-28T05:05:25+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00437.warc.gz | 859,360,970 | 1,339 | eng_Latn | eng_Latn | 0.995784 | eng_Latn | 0.999443 | [
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INTEGRATED PEST MANAGEMENT: HEAD LICE
Head lice are bloodsucking insects that are commonly spread among children. Young children are especially prone to getting head lice, because they
Characteristics
u play together with close physical contact.
u nap close together.
u hug often.
u share hats, helmets, combs and brushes.
Having head lice is not related to hygiene, socioeconomic status or ethnic background.
When a re h e a d l i c e a p ro b l e m ?
Head lice do not transmit any infectious diseases; they are just bothersome to their hosts and cause itching. Head lice are a problem because it takes time for parents to treat and remove head lice from their child's hair, and clean clothing and bedding.
Habits and life cycle
Head lice spend their whole life on the hairy part of the head. An adult head louse is about the size of a sesame seed. It has six legs with claws to grab onto hair, is wingless, and ranges from tan to gray in color. Adult lice are often seen in the hair behind the ears and nape of the neck. Lice eggs, called nits, are laid on the head, close to where the scalp and hair shaft meet, because they need warmth in order to hatch.
Depending on hair type, nits that are more than half an inch from the scalp are usually hatched and empty. Unlike dandruff, nits are hard to remove. To remove a nit, pull it along to the end of the hair or use a special fine-toothed lice comb. You can't just pick them off. Live head lice move fast, so they're more difficult to spot than nits.
u Female adult lice produce up to 10 eggs per day.
u Nits remain on the hair shaft and hatch after a week.
u 7 to 14 days after the nits hatch they mature into adults that can lay their own eggs, repeating the life cycle.
u Head lice can live about a month on their human host.
u Head lice can crawl very quickly, but do not hop, fly or jump.
u Head lice spread from direct contact between children, or through sharing of combs, brushes, scarves, hats, ponytail elastics or bed linens.
u Head lice cannot live on family pets.
I PM s t r a t e g i e s
u LIMIT THE SPREAD OF HEAD LICE
A well-organized and prompt response to the first few cases can prevent a widespread problem.
u Children and staff should avoid head-to-head contact during an infestation. Transmission most often occurs through direct contact with the head of an infested individual.
u Avoid sharing combs, brushes, hats and helmets with others.
u Check all children and other close contacts of a child with head lice. Children with evidence of an active infestation should be treated. Simultaneous treatment of all infested children is necessary to prevent spread back to previously treated children.
v EDUCATE PARENTS ABOUT MONITORING AND MANAGEMENT OF HEAD LICE
To prevent the spread of head lice when a case occurs in the child care program:
u Educate parents regarding the importance of following through with treatment recommendations at home and to notify the program if head lice have been found on any household member. Refer to the California Childcare Health Program Fact Sheet for Families on Head Lice.
u Caregivers and parents should learn to recognize nits and regularly check children's hair when there is a known case of head lice in the program.
[IPM strategies continued]
u Lice and nits can be removed using a finetoothed lice comb (a pet flea comb may also work).
u Wet-combing and occlusive methods (like petroleum jelly or dimethicone lotion) are safe ways to manage head lice.
u Although head lice are not able to survive off of humans for more than a few days, it is recommended to wash clothes (including hats and scarves) and bedding in very hot water, and vacuum carpets and upholstered furniture in rooms used by persons with head lice. Combs and hair brushes may be soaked in hot (149º F (65º C)) water for at least one hour.
Child re n w i t h h e a d l i c e s h o u l d n o t b e e x c l u d e d
Children should not be sent home early from childcare or school because of head lice. Parents of affected children should be notified and informed that their child must be properly treated before returning to school the next day. Other close contacts should be checked to determine if there are other cases. If your facility is having a problem with head lice, you should conduct morning "head checks" before the children socialize together.
"No-nit" policies requiring that children be free of nits before they return to child care are not recommended. Regardless of the policy, children need to be checked for new nits for ten days after treatment.
Remember, if lice or nits are found, all family members, children and staff should be inspected. ECE programs need to work together with families to control an infestation.
ACTION PLAN FOR HEAD LICE
RESOURCES
Kids Health
University of California Statewide IPM Program: Head Lice www.ipm.ucdavis.edu/PMG/PESTNOTES/pn7446.html American Academy of Pediatrics: Head Lice pediatrics.aappublications.org/cgi/content/full/126/2/392 California Childcare Health Program: What Child Care Providers Should Know About Head Lice www.ucsfchildcarehealth.org/pdfs/illnesses/ Head%20Lice_0509.pdf kidshealth.org/parent/infections/common/lice.html eXtension School Integrated Pest Management Action Plans www.extension.org/pages/School_Integrated_Pest_ Management:_Action_Plans
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Write your name on the cover of the test booklet and nowhere else. Enclose this sheet with the booklet. Failure to follow these directions will cost you 1 point. The test has 100 points (to be scaled up to 160 points) and is scheduled to take 50 minutes. Therefore, expect to spend 1 minute for every 2 points. For example, a 12-point question should take 6 minutes. I cannot give extra time because some students have a class after your class.
1) (8 points each) For TWO of the following events, tell me how much GDP changes. If it does not change, then tell me why it does not. If it does change, then tell me which part of GDP changes and why you chose that part.
A) Your uncle buys $5000 worth of Exxon stock and pays $10 commission.
B) Your grandparents receive a Social Security check for $200
C) The government pays $500,000 to build a new courthouse.
D) A French woman buys an American made jacket for $200.
E) You pay $20 for a haircut.
2) (10 points) Answer EITHER Part A OR Part B.
A) Why can't we say, "When there is higher inflation, we cannot afford to buy as much. That is why inflation hurts people."? Explain your logic.
B) All statistics, especially in macroeconomics, have problems with their calculations which means the statistic is not as useful as we would want it to be. What is one problem with calculating the unemployment rate? Explain your logic.
3) (10 points) For EITHER a public good OR redistributing income, explain why it is an economic reason for having a government.
4) (10 points) Answer EITHER Part A OR Part B.
A) When there is a sales tax, why doesn't the firm pass the whole tax on to the consumers. (For example, when we draw a steep supply curve and a flat demand curve, we conclude that the firm pays most of that tax. Explain your logic.)
B) How can increasing the tax rate cause tax revenue to decrease?
5) (12 points) Answer EITHER Part A OR Part B.
A) Suppose people expected 5% inflation. At the beginning of the year the CPI was at 800 and at the end of the year it was at 832. How much was the inflation rate? Show all work. Name two groups of people hurt by the inflation. Explain how they are hurt.
B) Suppose there are 1000 people of working age in a country. 500 of them are employed. 400 are stay at home parents. 50 of them are not employed but are looking for jobs. 30 of them used to be employed, but are no longer employed and quit looking for a job. 20 people are in jail. Calculate the labor force participation rate and the unemployment rate. Show all work and briefly explain how you determined who to include and who not to include.
6) (20 points) Answer EITHER Part A OR Part B.
A) What is the long-term problem with Social Security? What are the two main causes of the problem? One possible solution to the problem is to raise the Social Security tax on everybody. Explain how this will reduce the problem. Would you use the method (either with or without other solutions) to reduce the problem? Explain your logic. B) What is the long-term problem with Social Security? What are the two main causes of the problem? One possible solution to the problem is to means test benefits Explain how this will reduce the problem. Would you use the method (either with or without other solutions) to reduce the problem? Explain your logic.
7) (22 points) For EITHER a negative externality OR a positive externality, give me an example of it. Use the S/D diagram to prove that the market will not supply the socially optimal level of production. How do economists say the problem should be solved? Use your graph to show how that solution would result in the socially optimal level of production. Explain why the curve(s) moved as drawn and explain the economics as to why the socially optimal level is achieved. | <urn:uuid:bead788f-c0e8-4090-9721-82a585a066d3> | CC-MAIN-2023-40 | http://wcsaplarjr.info/s14/162exam2.pdf | 2023-09-28T04:41:31+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00442.warc.gz | 43,812,677 | 888 | eng_Latn | eng_Latn | 0.999265 | eng_Latn | 0.999265 | [
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Tinker Talk
Ramps & Runways
Side 1
Invite children to explore the contents of the "tub" without any direction other than showing respect for the materials and using them in a designated area or workspace. The question prompts (Side 2) may be used to support the curiosities, conversations, and critical thinking that rise from engagement with the materials. It is up to you the educator to select the questions which are appropriate for your children as they play.
List of Contents *
* Keva Planks
* Cardboard tubes
* Pom poms
* Cardboard ramps
* Wood balls
* Split wood balls
* Wood spools
* Wood bowls
* Wood cubes
* Brown felt squares
*Contents may vary based on availability.
All substituted materials will be suitable for successful tinkering!
FREE Download for
Ramp & Runway Images & Resources at ShopBecker.com/TinkerTubs
Additional Materials You Might Add
* Marble run pieces
* Variety of blocks and inclined planes
* Tape measure | Other measuring tools
* Variety of items that roll or slide
* Ping pong balls
ShopBecker.com | Tinker Tubs™ BSS202018
Tinker Talk
Ramps & Runways
Side 2
A ramp is a simple machine called an inclined plane. You can find ramps all around – playground slides, wheelchair ramps, and even escalators! Inclined planes can make work easier for us. Explore beginning physics concepts such as force, motion, and gravity. Investigate different ways to build ramps and runways and observe how different items roll or slide with the variety of materials in this kit.
* What kind of objects will roll down a ramp? Why do you think they will roll? What kind of objects will slide down a ramp? Why do you think they will slide? What are different ways you can make an object roll or slide?
* What could you change about the ramp to make the object roll or slide faster? What would you change to make the object roll or slide slower?
* What happens to the object if you raise your ramp?
What happens when you lower your ramp?
* What happens if you push the object down the ramp with your hand?
* Try rolling different objects down a ramp. Which object traveled the furthest distance? What tool can you use to measure the distance?
* Look for ramps in your school or in your neighborhood. How can ramps help people?
* How can you use the materials in this kit to build a ramp? Tell me about your ramp or slide design.
* Describe what it is like to go down a slide on the playground. Why are some slides faster than others? Did you ever slide down a snowy hill?
Tell a story and draw a picture about a slide adventure!
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LOCATION
The medieval fortification rises up from the conically peaked hilltop of Dilsberg, overlooking the charming Neckar valley. You can reach Dilsberg by car, public transport (bus 753) or on foot, e.g. via the Neckarsteig hiking trail. From the 16 metre high castle wall you have a splendid panoramic view over the Neckartal (Neckar valley), Odenwald (Odenwald forest) and Kraichgau (hilly region to the South).
HISTORY
Although built in the mid-12th century, the first documented history of Dilsberg Castle was in 1208.
After the Electoral Palatinate had assumed ownership of the fortifica tion in the 14th Century, the residents of the hamlets of Rainbach and Reitenberg were forced to give up their homes. Granted tax privileges, they settled on the Dilsberg and extended the castle grounds with their dwellings. However, they had to open these dwellings to the Hei delberg Court when it required refuge or during the hunting season.
From 1402 until 1803 Dilsberg was the administrative authority for the surrounding villages. Because of its importance to the Electoral Palati nate, the castle was extended with outbuildings.
During the Thirty Years' War, Dilsberg was among the most embattled fortifications and was occupied in 1622 by Count Tilly – Commander in Chief of the Catholic League – until reclaimed by the Swedes in 1633. Despite all these fierce battles and defeats, the fortress remained largely undamaged, just as it was in the War of the Grand Alliance (1688-1697), when the French General Mélac, destroyer of the Palati nate, encamped within the fortification with his troops.
However, the fortress presents itself today as a ruin and it was the Dilsberg people themselves who actually tore down their castle. With the Electoral Palatinate coming to an end in 1803, Dilsberg Castle fell to the Land of Baden, which released the hitherto undamaged castle for demolition, as the impoverished population needed stones to build houses; thus the castle was used as a quarry.
Since the early 20th century, the ruins have become a major tourist attraction and have been partially restored. The medieval citadel with its small, neat and decorative houses, today shines with new splendour.
SUBTERRANEAN WELL PASSAGEWAY
One of the most attractive sights in the castle grounds is the subterranean well, which is easily accessible via an 80 metre long passageway during the summer months. This passageway was dug into the mountain in the mid-17th cen tury. According to recent scientific findings, the passageway was constructed as a ventilation shaft for the workers deepening the well from
25 to 46 metres. Thus, the original assumption of the passageway being an escape route has been proven wrong. In 1896, this passageway to the well was rediscovered by the German-American Fritz von Briesen, who read about it in Mark Twain's "A Tramp Abroad". In 1926 von Briesen made the re-opening of the passageway possible with his financial support. During the winter months it is the habitat for rare and critically endangered bat species.
TALES AND LEGENDS
The romantic ruins of the Dilsberg fortress carry you off into the enchanting times of tales and legends. Just take the ‚Bienengärtlein' (garden of bees), which is a reminder of the unconventional defence of the fortress with the help of beehives. Or the rosebush within the castle courtyard, which recalls the tragic tale of the ´Rose von Dilsberg´ (Rose of Dilsberg), daughter of the Count of Lauffen, who was the subject of a mortal struggle between two knights. The Burgbühne Dilsberg (theatre group) brings this traditional tale to life in its open-air performance next to the tall curtain walls of the fortress: an unforgettable experience.
EVENTS
Open-air performances of the Burgbühne Dilsberg, the castle festival, the Christmas market, the night-watchmen's tour at midnight on New Year's Eve and other events organized by the Kulturstiftung Rhein-Neckar-Kreis e.V. (regional cultural foundation), which take place in the Kommandantenhaus (Commander's House).
NECKARGEMÜND
The central town of Neckargemünd, only 4 km away, is also worth visiting. More than 1000 years old, this historic place can be discovered on a sightseeing walk passing splendid half-timbered houses and winding alleys from the Middle Ages.
Last revised 05/2018, subject to change
1st April - 31st October,
Opening hours:
Tuesday - Sunday and Bank Holidays: 10.00 am - 5.30 pm
Admission: Adults: € 2, reduced: € 1
Public guided tours (in German) take place from 1st May to 31st October on Sundays and Bank Holidays at 3.00 pm.
Group tours (in English, German and French) with a focus on various subjects, can be booked at the Tourist Information Office, Neckargemünd.
Information and guided tours:
Tourist-Information Neckargemünd Neckarstraße 21 · 69151 Neckargemünd Phone +49 (0) 6223 3553 · Fax +49 (0) 6223 73784 email@example.com · www.neckargemuend.de
Citadel ofDILSBERG
1 Castle
2 Commander's House, regional cultural foundation
8 Memorial
9 Restaurant "Zur Sonne"
CITADEL OF DILSBERG
Based on an engraving of Helmut Striegel (1915-1980)
3 Entrance to the subterranean well passageway
10 Chocolaterie in the former inn "Zur Burg"
17 Dilsberger Keramik (Gift shop and Dilsberg information centre)
18 Rudolf-Maurer-Platz (square)
4 Nature trail walk to Neckarsteinach Neckarsteig hiking trail
5 Dilsberg townhall
6 Catholic church
7 Protestant church
11 Town gate; Youth hostel (reopening in 2019)
12 Bus stop public transport
13 Community hall
14 Castle garden
15 Open-air stage
16 Castle well
19 Rosenplatz (square)
20 Old churchyard
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4 2
EUROPEAN ROLLER|Coracias garrulus
J Kemper
|
Reviewed by: CJ Brown
Conservation Status:
Near Threatened
Southern African Range:
Namibia, Botswana, South Africa, Zimbabwe
Area of Occupancy:
275,000 km
2
Population Estimate:
About 20,000 individuals visit Namibia each year
Population Trend:
Declining
Habitat:
Broad-leaved woodland, treed savannah
Threats:
Breeding and foraging habitat degradation, pesticides, persecution on migration routes,
electrocution on power lines
DISTRIBUTION AND ABUNDANCE
This non-breeding visitor to southern Africa is the only member of the roller family to breed in Europe. Its breeding range extends from north-western Africa to Spain, throughout the Mediterranean and much of eastern Europe eastwards to the western Himalayas (Kovacs et al. 2008). It was much more widespread in Europe in the past and has become locally extinct as a breeding species in Denmark, Sweden and Germany, and decreased in range and numbers in a number of neighbouring countries (Cramp 1985). The European Roller winters in sub-Saharan Africa, with strongholds in eastern and southern Africa (Fry et al. 1988, Herremans et al. 1993). In southern Africa its distribution is clumped, and it is most common in the Kalahari in Botswana, the central plateau of Zimbabwe and north-eastern South Africa (Herremans 2005a). It is a regular, but fairly uncommon visitor to the north-central regions of Namibia, where it is most common in broadleaved and riparian woodland, and in woodland savannah
BIRDS TO WATCH IN NAMIBIA
(Brown 1990, 1993, Herremans et al. 1993). Here, it usually occurs singly, but tends to form loose flocks shortly after arrival in October/November and before departure in February/March (Herremans et al. 1993). The European Roller is absent from open, arid areas in Namibia.
The world population is estimated at about four million birds (Fry et al. 1988) and includes up to 117,000 pairs in Europe (Kovacs et al. 2008). Numbers in southern Africa fluctuate between years, and the species is more commonly encountered during wet years (Herremans 1997c). Average density in north-central Namibia is one bird per 55 km (Herremans et al. 1993). This translates to about 20,000 birds on average entering Namibia each year.
ECOLOGY
After completing its breeding cycle in August (Cramp 1985), the European Roller arrives in southern Africa between October and January. It departs to its breeding ground during March and April (Herremans et al. 1993) to begin breeding there in May (Cramp 1985). Some birds remain in southern Africa into May and exceptionally few overwinter (Irwin 1981, Tarboton et al. 1987).
The European Roller usually swoops on prey from prominent tree perches or from utility poles and wires (Cramp 1985). It feeds opportunistically on a variety of invertebrates, including hard insects, worms, molluscs and spiders, but occasionally also on small vertebrates and fruits (Fry & Fry 1999, Kovacs et al. 2008).
THREATS
The greatest threat to European populations is the loss of suitable breeding habitat due to agricultural and forest management intensification and loss of habitat heterogeneity (Kovacs et al. 2008). Hunting success on its breeding grounds has been negatively impacted by reduced management or abandonment of pastures (Kovacs et al. 2008). In addition, the use of pesticides and destruction of insect habitat has reduced food availability there (Kovacs et al. 2008). Climate change is likely to further reduce suitable breeding habitat in southern Europe, but may expand it further north and east (Huntley et al. 2007). Electrocution on power lines has been reported (Demerdzhiev 2014).
Little information is available regarding threats to rollers on their migration routes and wintering grounds. However, persecution during migration has been reported from some Mediterranean countries, as well as from Oman and India, where large but unknown numbers of birds are being shot for food (del Hoyo et al. 2001). In Namibia, bush encroachment may reduce their foraging area and habitat quality.
CONSERVATION STATUS
During the past century, the European Roller has become extinct in some European countries. Numbers have declined moderately in Europe between 1970 and 1990, particularly in northern Europe, and have continued to decline across much of its global range (Kovacs et al. 2008, IUCN 2014). Populations in the Middle East and in central Asia appear to be stable (IUCN 2014). The species is currently listed as globally Near Threatened; should similar decline become apparent elsewhere in its range, however, the species might be uplisted to Vulnerable (IUCN 2014). In Namibia, it is listed as Near Threatened on the basis of its global status; it is also listed as Near Threatened in South Africa (Taylor et al. in press).
The species is listed in Appendix II of the Convention for the Conservation of Migratory Species of Wild Animals (CMS) and should be given Specially Protected status under any updated or future Namibian Parks and Wildlife legislation. It occurs in a number of protected areas in Namibia. These include the central and eastern parts of the Etosha National Park, and the Waterberg, Mangetti, Khaudum, Bwabwata, Mudumu and Nkasa-Rupara (Mamili) national parks. These cover some 23,500 km 2 , about 8.5% of its range in Namibia.
ACTIONS
Apart from an International Species Action Plan (Kovacs et al. 2008), additional action plans and monitoring schemes have been developed by some European countries. In Namibia, addressing bush encroachment, as well as promoting good rangeland management, on both livestock and wildlife farmlands, would be useful strategies to ensure good quality foraging habitat.
RED, RARE AND ENDEMIC SPECIES
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N-O-T: Not On Tobacco® Teen Smoking and Vaping Cessation Program
What is N-O-T?
N-O-T is a smoking and vaping cessation program created by the American Lung Association. It is most effective in a small group format (6-10 participants). N-O-T helps teens quit by addressing their total health – including but not limited to tobacco and vape use – to develop and maintain positive health behaviors.
Why Was N-O-T Created?
Youth vaping is an epidemic. E-cigarettes are the most commonly used tobacco product among youth since 2014. Roughly 95% of today's tobacco users start using before the age of 21 and e-cigarettes have escalated this problem, with over 5,700 kids starting to vape every day. N-O-T seeks to address this growing problem by giving all teens the resources they need to break nicotine dependency and live healthier lives.
Who is N-O-T For?
N-O-T is for teens aged 14-19.
Who Teaches N-O-T?
N-O-T is taught by a trained and certified adult facilitator. Facilitators are required to attend a seven-hour training, they are provided with a guide to delivering the structured curriculum in a school or community-based small group setting.
What is the Curriculum?
Session 1: Reasons for Quitting
Session 2: Why I Smoke/Vape
Session 3: Nicotine Addiction and Triggers
Session 4: Effects of Smoking/Vaping
Session 5: Physical, Psychological and Social Benefits of Quitting
Session 6: Quitting Nicotine Use
Session 7: Overcoming Obstacles to Quitting
Session 8: How to Deal with Stress
Session 9: Myths of Big Tobacco
Session 10: Staying Committed to Quitting
N-O-T is taught in ten, 50-minute sessions, covering the topics below:
When Should Teens Join N-O-T?
Teens should join N-O-T anytime they are ready to consider quitting. There is an evolving library of content with activities specifically designed for teens that are quick, easy and powerful.
How Do Teens Join N-O-T?
* https://notforme.org/
Teens can sign up for the N-O-T program using the link below to get started with their vape-free journey:
Interested in Becoming a N-O-T Facilitator?
* https://lung.training/courses/not-on-tobacco.html
If you are interested in becoming a N-O-T facilitator, find out how at the link below:
Additional Resources to Quit Vaping of Help Youth Quit Vaping
* Youth Vaping Prevention & Resources to Quit | Truth Initiative
o For more information follow this link: https://truthinitiative.org/curriculum
o This self-led, interactive curriculum provided by the Truth Initiative encourages youth to live vapefree lives.
* Truth Initiative's This is Quitting Program
o Teens and young adults can join for free by texting DITCHVAPE to 88709.
o This free mobile program is designed to help young people quit e-cigarettes. Resources are available for teens and young adults as well as parents.
o For more information follow this link: https://truthinitiative.org/thisisquitting
* Teens.smokefree.gov
o For more information follow this link: https://teen.smokefree.gov/
o This program provides information to help teens who want to quit using e-cigarettes.
* CATCH My Breath | Evidence-Based Vaping Prevention Program
o For more information follow this link: https://catch.org/program/vaping-prevention/
o This is peer-led teaching approach empowers students with the knowledge and skills needed to make informed decisions about e-cigarettes and resist social pressures to vape.
* The Real Cost of Vaping | SCHOLASTIC
o For more information follow this link: https://www.scholastic.com/youthvapingrisks/index.html
o This program is for students from grades 6-12. It provides cross-curricular resources from Scholastic and the FDA. Students will analyze informational text, collect and present data, and evaluate marketing messages. For independent student work, there are options to assign videos, student reading, and a digital tool.
* INDEPTH: An Alternative to Suspension or Citation
o For more information follow the link: https://www.lung.org/quit-smoking/helping-teensquit/indepth
o This program is an Intervention for Nicotine Dependence using Education, Prevention, Tobacco and Health (INDEPTH) helps schools and communities address the teen vaping problem in a supportive way.
* Behavioral Cessation Supports for Youth and Young Adults | American Academy of Pediatrics
o For more information follow this link: https://www.aap.org/en/patient-care/tobacco-control-andprevention/youth-tobacco-cessation/behavioral-cessation-supports-for-youth/
o This program provides behavioral resources that can assist youth quit smoking, vaping, and/or using other tobacco products.
* Don't Blow It: Anti-Vaping Campaign | Essentia Health
o For more information follow this link: https://www.essentiahealth.org/services/tobaccocessation/dont-blow-it-anti-vaping-campaign/
o This program provides educational material on vaping and the related health risks. Additionally, this program provides a teacher toolkit for teachers and community groups to assist with increasing awareness on the dangers of vaping. | <urn:uuid:4d7a2cb1-0740-4d55-8734-2b4bacbbe115> | CC-MAIN-2023-40 | https://www.takingtexastobaccofree.com/_files/ugd/4340b9_bff85f0da7ef4aad8e482aba8960fdaf.pdf | 2023-09-28T04:29:49+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00441.warc.gz | 1,097,971,189 | 1,107 | eng_Latn | eng_Latn | 0.955531 | eng_Latn | 0.970297 | [
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For two years, students and teachers from six schools in different European countries have been involved in the Project Comenius YES (Young Europe's Strategy).We have participated in the project with the purpose of getting to know better the European Institutions, their work and politics.
But we have also worked with the intention of showing our opinions and defining what young people think the UE should be like.
They have been years of working hand in hand and sharing wishes, one of them being that our proposals are heard and that our politics in the European Parliament give the young a chance for our voices and opinions to be heard.
We, the young people participating in this European educative project consider that :
Our europarliamentarians are our political representatives, not the representatives of the big economic interests. Economy is important but not the centre or the driving force in our UE; our real strength is the people.
The values of solidarity and generosity exalt people and the purely economic interest degrades and alienates them. People have the right to live with a dignity, not to live from charity and becoming somebody's debtors.
Our nature and natural resources are to be enjoyed and preserved, not expoliated or wasted.
Young people cannot resign themselves to having the flat or non-existent thought that some people attribute us, we must be propositive.
In view of all this, we ask our europarliamentarians to:
Be close to people and to take their decisions with their needs and difficulties in mind. This way they will show they are sensitive and willing to serve the citizens. Solidarity and generosity must be in the centre of their taking of decisions. Union cannot be reached if each of them defends their personal or country interests alone.
Defend with their proposals people with different religious ideas, sexual preferences, sex, origin or social background. Discrimination is not acceptable if we are fighting for equal rights for everyone.
Take urgent measures in order to solve the serious problem of unemployment (especially young people's) in many countries in the UE. Otherwise, young people will still feel undervalued and wasted.
Opt actively for the use of alternative and renewable energy sources and for the protection of nature and the environment. Our planet cannot take in our increasing and limitless consumption.
In the hope that you will take into considerations the proposals above, a group of parents, teachers and young people who do not want to be a generation without a future sign this document and greet you sincerely.
Agrupamento Vertical de Escolas de Castelo de Paiva – Castelo de Paiva (Portugal)
Berlage Lyceum –Amsterdam(The Netherlands)
Colegio Carmelitas-Sagrado Corazón Carmelitas Ikastetxea – Vitoria-Gasteiz(Spain)
Lycée Professionnel des Monts du Lyonnais – Chazelles-sur-Lyon (France)
Manisa Anadolu Öğretmen Lisesi – Manisa (Turkey)
Súkromná hotelová akadémia ESO EUROSKOLA – Prešov (Slovakia) | <urn:uuid:a500faf1-8e2f-4095-86ef-c52564bb2bc9> | CC-MAIN-2023-40 | https://www.izaskunbilbao.eus/wp-content/uploads/2012/01/yes-project-declaration.pdf | 2023-09-28T04:50:58+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00448.warc.gz | 915,864,141 | 620 | eng_Latn | eng_Latn | 0.995446 | eng_Latn | 0.995446 | [
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Book
Policy Manual
Section
8000 Operations
Title
WELLNESS
Code
po8510
Status
Active
Legal
I.C. 20-26-9-18
42 U.S.C. 1751 et seq.
42 U.S.C. 1758b
42 U.S.C. 1771 et seq.
7 C.F.R. Parts 210 and 220 11/7/17
Adopted
June 6, 2006
Last Revised
November 7, 2017
8510 - WELLNESS
As required by law, the School Board establishes the following wellness policy for the School Corporation as a part of a comprehensive wellness initiative.
The Board recognizes that good nutrition and regular physical activity affect the health and well-being of the Corporation's students. Furthermore, research suggests that there is a positive correlation between a student's health and well-being and his/her ability to learn. Moreover, schools can play an important role in the developmental process by which students establish their health and nutrition habits by providing nutritious meals and snacks through the schools' meal programs, by supporting the development of good eating habits, and by promoting increased physical activity both in and out of school.
Schools alone, however, cannot develop in students healthy behaviors and habits with regard to eating and exercise. It will be necessary for not only the staff, but also parents and the public at large to be involved in a community-wide effort to promote, support, and model such healthy behaviors and habits.
The Board sets the following goals in an effort to enable students to establish good health and nutrition habits:
A. With regard to nutrition education:
1. Nutrition education shall be included in the health curriculum so that instruction is sequential and standards-based and provides students with the knowledge, attitudes, and skills necessary to lead healthy lives.
2. Nutrition education shall be included in the sequential, comprehensive health curriculum in accordance with the curriculum standards and benchmarks established by the State.
3. Nutrition education shall include opportunities for appropriate student projects related to nutrition, involving, when possible, community agencies and organizations.
B. With regard to physical activity, the Corporation shall:
1. Physical Education
A sequential, comprehensive physical education program shall be provided for students in K-12 in accordance with the physical education academic content standards and benchmarks adopted by the State.
2. Physical Activity
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Physical activity and movement shall be integrated, when possible, across the curricula and throughout the school day.
C. With regard to other school-based activities the Corporation shall:
Students are discouraged from sharing their foods or beverages with one another during meal times, given concerns about allergies and other restrictions on some students' diets.
D. With regard to nutrition promotion, the Corporation shall encourage students to increase their consumption of healthful foods during the school day.
Any foods and beverages marketed or promoted to students on the school campus, during the school day, will meet or exceed the USDA Smart Snacks in School nutrition standards.
Furthermore, with the objectives of enhancing student health and well being, and reducing childhood obesity, the following guidelines are established:
A. In accordance with Policy 8500, entitled Food Service, the food service program shall comply with Federal and State regulations pertaining to the selection, preparation, consumption, and disposal of food and beverages as well as to the fiscal management of the program.
B. As set forth in Policy 8531, entitled Free and Reduced Price Meals, the guidelines for reimbursable school meals are not less restrictive than the guidelines issued by the U.S. Department of Agriculture (USDA).
C. The food service program will strive to be financially self-supporting; however, if it is necessary to subsidize the operation, it will not be through the sale of foods with minimal nutritious value.
D. The food service program will provide all students affordable access to the varied and nutritious foods they need to be healthy and to learn well.
E. Beginning with 2014 - 2015 school year, all foods available to students on campus during the school day and outside school food service hours shall comply with the current USDA Dietary Guidelines for Americans, including foods available to students as classroom snacks, from vending machines for fund raisers, for classroom parties, or at holiday celebrations.
F. The school food service program may involve students, parents, staff, and/or school officials in the selection of competitive food items to be sold in the schools.
G. Any food items sold for consumption on campus from thirty (30) minutes after the end of the last lunch period until thirty (30) minutes after the school day ends in a fund raiser by approved student clubs and organizations and Corporation support organizations shall meet the current USDA Dietary Guidelines for Americans.
H. The sale of foods of minimal nutritional value in the food service area during the lunch period is prohibited.
I. The sale to students of foods and beverages that do not meet the USDA Dietary Guidelines for Americans and the USDA Smart Snacks in School nutrition standards to be consumed on the school campus during the school day is prohibited. Competitive foods available for purchase by students à la carte in the dining area, foods or beverages sold from vending machines, and foods and beverages provided by the school or school staff for classroom parties or holiday celebrations are subject to this prohibition.
J. All foods that are provided, not sold, on the school campus during the school day, including foods and beverages provided for classroom parties or holiday celebrations shall comply with the food and beverage standards approved by the Superintendent.
The Board designates the building principals as the individual(s) charged with operational responsibility for measuring and evaluating the Corporation's implementation and progress under this policy. The Superintendent shall develop administrative guidelines necessary to implement this policy.
The Superintendent shall appoint the Corporation wellness committee that includes parents, students, representatives of the school food authority, educational staff (including physical education teachers), mental health and social services staff, school health professionals, members of the public, and school administrators to oversee the development, implementation, evaluation, and periodic update, if necessary, of the wellness policy.
The Superintendent shall be an ex officio member of the committee.
The wellness committee shall be an ad hoc committee of the Board with members recruited and appointed annually.
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The appointed Corporation wellness committee shall be responsible for accomplishing the following:
A. assess the current environment in each of the Corporation's schools
B. measure the implementation of the Corporation's wellness policy in each of the Corporation's schools
C. review the Corporation's current wellness policy
D. recommend revision of the policy, as necessary and
E. present the wellness policy, with any necessary revisions, to the Board for approval or re-adoption if revisions are necessary
Before the end of each school year the wellness committee shall submit to the Superintendent and Board their report in which they describe the environment in each of the Corporation's schools and the implementation of the wellness policy in each school, and identify any revisions to the policy the committee deems necessary.
In its review, the Wellness Committee shall consider evidence-based strategies in determining its recommendations.
The Superintendent shall report annually to the Board on the work of the wellness committee, including their assessment of the environment in the Corporation, their evaluation of wellness policy implementation Corporation-wide, and the areas for improvement, if any, that the committee identified. The committee shall also report on the status of compliance by individual schools and progress made in attaining goals established in the policy.
The Superintendent shall also be responsible for informing the public, including parents, students and community members, on the content and implementation of this policy. In order to inform the public, the Superintendent shall distribute information at the beginning of the school year to families of school children, include information in the student handbook and/or and post the wellness policy on the Corporation's website, including the assessment of the implementation of the policy prepared by the Corporation.
The Corporation shall assess the Wellness Policy at least once every three (3) years on the extent to which schools in the Corporation are in compliance with the Corporation policy, the extent to which the Corporation policy compares to model wellness policies, and the progress made in attaining the goals of the Corporation Wellness Policy. To ensure continuing progress, the Corporation will evaluate implementation efforts and their impact on students and staff using the following tool: http://www.doe.in.gov/sites/default/files/nutrition/evaluation-checklist_0.pdf
The assessment shall be made available to the public on the School Corporation's website.
Food and beverage marketing that allow marketing and advertising on only those foods and beverages that meet the Smart Snacks in School nutrition standards.
Revised 5/6/14 Revised 11/11/14 Revised 12/6/16
© Neola 2017
https://go.boarddocs.com/in/rush/Board.nsf/Public?open&id=policies#
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March 2002
FL/HH-10
What is Radon?
Radon is an odorless, tasteless gas that causes no immediate symptoms or health effects. It occurs from the natural radioactive decay of uranium and radium in the soil. The radioactive decay products of radon, charged ions, have a static charge that enables easy attachment to water vapor, dust, and smoke particles in the air. It enters the home through cracks and openings in the concrete that are in contact with the ground–in a basement, for example. It can also enter the house through the water where wells have been in contact with soil containing radon. Radon is measured in units called picoCuries per liter (pCi/L) of air. Annual radon levels above 4 pCi/L are considered excessive and require remediation.
Health Effects of Radon
Radon gas decays into radioactive particles that can get trapped in your lungs when you breathe. As they break down further, these particles release small bursts of energy that can damage lung tissue and can cause lung cancer. Not everyone exposed to elevated levels of radon will develop lung cancer. And the amount of time between exposure and the onset of the disease may be many years. People who smoke and are exposed to radon gas over time have a ten times greater risk of contracting lung cancer.
Your chances of getting lung cancer from radon depend mostly on: 1) how much radon is in your home, 2) the amount of time you spend in your home, and 3) whether you are a smoker or have ever smoked.
Sources of Radon
Radon occurs from the natural radioactive decay of uranium and radium in the soil and comes from various sources. It can come from well water, natural gas, and, in rare cases, some building materials (such as concrete containing radium).
How Does Radon Enter Your Home?
1. There must be uranium in the soil.
2. Pathways for radon to enter indoors must be present (holes, cracks, plumbing, sumps).
3. Air pressure indoors must be lower than in the surrounding soil.
All three conditions must be present to have a radon problem!
If you reduce any one of these conditions, less radon will enter your home. The last two conditions,
RADON
Leona K. Hawks, Professor, Extension Housing Specialist Andria B. Hansen, Family Life Center Assistant Director determined by the house and its construction, are the key ones for mitigation.
Detection of Radon
Different parts of the country have different levels of radon. If you live in a high-risk area for radon, or if neighbors have found high levels, you should take this potential threat seriously. Because every home is built differently, even neighboring homes can have very different levels. The only way to find out about radon in your home is by testing. Remember, generally the recommended level of radon, in the United States, is below 4 picoCuries per liter (pCi/L) of air.
Look for radon test kits that say "meets EPA requirements." An inexpensive screening test that lasts four to seven days and costs $5 to $15 can give a rough idea of how much radon is present. The test should be conducted when windows and doors are closed and placed in the basement. If a high level of radon is found, a second long-term test (at least three months' duration) is recommended to give more accurate information about radon in the home. (Note that radon induction into homes is maximum during winter months.)
Reducing Radon Problems
If an unsafe level of radon is verified by the second test, there are a variety of things you can do to reduce radon. These involve either plugging the leaks–such as caulking cracks in basement walls–or changing the ventilation patterns of your home so that radon isn't drawn inside. Check with your state radon office at the Department of Environmental Quality (DEQ) at (801) 536-4250, Cooperative Extension, local contractors, or health agencies for advice. A trained and certified radon mitigator can be invaluable in helping you reduce radon in your home. Sellers of homes are required by state law to disclose known radon problems.
Help is available, often locally, for mitigating radon. Good information resources include your State Department of Health or your State Radon Contact. You can call the EPA's toll-free Indoor Air Quality Information Clearinghouse at (800) 438-4318 for a current listing of State Radon Contacts.
EPA also has a national hotline if you suspect your drinking water is a source of radon. The toll-free number is (800) 426-4791. This national service will supply phone numbers and local addresses of state-certified water testing laboratories throughout the country. These labs can advise citizens about testing water and also about local conditions where radon in water may be a concern. However, you should always test the air in your home for radon before testing well water.
Sources: Healthy Indoor Air for America's Homes (3 rd ed.), Radon in the Home Instructional Module; and Home*A*Syst: An Environmental Risk-Assessment Guide for the Home. Funding for this brochure from Healthy Indoor Air for America's Homes: CSREES, EPA, MSU
Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions.
Utah State University employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person other wise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USU-sponsored events and activities.
This publication is issued in furtherance of Cooperative Extension work. Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Jack M. Payne, Vice President and Director, Cooperative Extension Service, Utah State University. (EP/DF/03-02) | <urn:uuid:f6a3428c-e2de-4f37-87f0-8ff8e33a8c30> | CC-MAIN-2019-09 | https://digitalcommons.usu.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1503&context=extension_histall | 2019-02-22T11:04:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00130.warc.gz | 522,700,519 | 1,319 | eng_Latn | eng_Latn | 0.997718 | eng_Latn | 0.997739 | [
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15-MONTH DEVELOPMENT QUESTIONS
1. Can your child walk a short distance by herself?
2. Can your child crawl up a few stairs by himself?
3. Does your child feed herself using her fingers, grasping food between her thumb and finger?
4. Has your child started to say a few words?
5. Is your child starting to understand more words when you talk?
6. Will your child follow simple commands?
7. Is your child developing more social interactions?
8. Can your child hold a cup and drink?
9. Can your child stack 2 cubes, or one thing on top of another?
10. Will your child throw a ball and ride on toys?
FEEDING
Your child should be learning to feed himself. He'll use his fingers and maybe start using a spoon himself. Expect this to be messy at first! model good nutrition and table manners by eating with your child. Teach him the healthy and polite way you want him to eat by showing him how. Children at this age should be eating table foods, often at three meals a day, plus nutritious snacks like cheese, fruit, and vegetables. Though it's awfully tempting, do not use food as a reward and do not resort to giving junk food if your child is picky. children at this age don't eat much, and it's normal to have very slow weight gain at this time.
Most children should be using only a cup by now. If your child is still using a bottle, try to wean her off to a cup, to help prevent tooth and ear problems. Limit juice to 4oz a day at most.
DEVELOPMENT
Toddlers may have temper tantrums at this age. Trying to reason with or punish your child may actually make the tantrum last longer. It's best to make sure your toddler is in a safe place, then ignore the tantrum. The more attention the child gets from throwing a tantrum, the more it encourages the behavior. Once your child learns that temper tantrums don't get attention or whatever it is she wants, she won't throw as many.
Discipline means teaching, so discipline should give clear messages that are appropriate to the child's understanding. Limits and rules should be set and consistently enforced. A firm "no" can be followed, if
Pleasant Hills
850 Clairton Blvd., Suite 1200
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Pittsburgh, PA 15236
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412 466-5004
Squirrel Hill/Greenfield
4070 Beechwood Blvd.
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Pittsburgh, PA 15217
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412 521-6511
necessary, by physical reinforcement, such as holding the child, removing an object the child was asked not to touch, or distracting or removing a child from an undesirable situation. Remember to positively reinforce desired behavior. Give more "yes" than "no" messages – praising good behavior helps build a child's self-esteem.
Children at this age are curious and want to be the boss. This is normal. If he's safe, you can let your child explore new things. As long as you're there to protect him and he isn't doing any harm, you can let him satisfy his curiosity. Stuffed animals, toys for pounding, pots and pans, measuring cups, and empty boxes are some examples of toys children this age enjoy.
Toddlers may want to imitate what you are doing. Sweeping, dusting, or washing toy dishes can be fun activities for children. Children learn by example. What they see you doing, they will try and do too.
Children begin to understand language very quickly at this age. You can encourage language development by reading books, singing, and talking with your child about what she's doing and seeing. You can name common objects and body parts for your toddler, and encourage her to say words. Respond with pleasure when your child makes word-like sounds.
Read to your child every single day. This is one of the most powerful ways to set them up for success later on. Carry books with you, instead of electronics, to use when your child needs a distraction.
Limit television watching, and encourage physical activity. Try play-chasing, dancing, splashing in water, throwing and kicking a ball, and other supervised physical activities.
DENTAL CARE
As your baby gets new teeth, be sure to clean them once or twice a day. At this age, cleaning them with a clean wet washcloth is all that's needed. It's OK if you want to use a toothbrush; just be sure it's softbristled. No toothpaste is necessary. If you don't have fluoride in your water supply, please inform us so we can give your child supplemental fluoride. This is also a good time to continue weaning off bottles and pacifiers. And, as always, no food or drink in bed!
SLEEP
Your child should be sleeping through the night in her own bed. Having a simple routine can make bedtime easier. If she wakes up during the night, keep your interaction brief. She does not need food or milk during the night. Do not put a TV in your child's bedroom.
SAFETY TIPS
Prevent Fires and Burns
* Check your smoke detector (replace the batteries if necessary) and practice a fire escape plan.
* Put plastic covers in unused electrical outlets.
Pleasant Hills
850 Clairton Blvd., Suite 1200
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Pittsburgh, PA 15236
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4070 Beechwood Blvd.
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Pittsburgh, PA 15217
412 466-5004
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412 521-6511
* Keep hot appliances and cords out of reach.
* Keep all electrical appliances out of the bathroom.
* Don't cook with your child at your feet.
* Use the back burners on the stove, with pan handles out of reach.
* Turn your water heater down to 120 degrees F.
* Use sunscreen if your child will be outside playing. We recommend an SPF of at least 30.
Prevent Drowning
*Never leave an infant or toddler alone in a bathtub. Continuously watch your child around any water, including toilets and buckets.
*Keep toilet seats down and store buckets upside down.
*Ensure home swimming pools are fully fenced and gated
*Consider a CPR class!
Avoid Falls
* Remove dangling cords and string from your child's environment.
* Do not put climb-able furniture near windows. Even a tight fitting screen may not stop a child from falling out of a window.
* Use gates on stairs. Be sure they fit snugly; babies can use enough force to dislodge a loose-fitting one.
* Be careful with expandable gates- be sure the release mechanism's side is on the outside, away from the baby, so they have a harder time releasing the gate.
* Playpens are excellent islands of safety when you need to put the baby down and turn your attention elsewhere for a few minutes.
* Don't underestimate your child's ability to climb.
Prevent Poisonings
Keep medicines, vitamins, cleaning supplies, and gardening chemicals locked away. Install safety latches on cabinets. Keep the Poison Control Center phone number, 412-681-6669, in your phone.
Firearm Safety
Keep guns locked, unloaded, and ammunition stored separately.
Passive Smoke Exposure
We also caution against passive smoke exposure of any kind, including vapor from e-cigarettes. Our recommendation for the health of your baby is no smoking. The more smoke your child is exposed to, the higher her chance of developing more colds, lung infections, ear infections, allergies, asthma problems, and cancer. The best thing for your child's health is for you not to smoke at all. Even if you don't smoke near your child, chemicals from smoking stay with you on your clothes and on your body. If you must smoke, smoke outside the house, never inside or in the car. Even if your child is in another room or not in the car at the moment, she will still be exposed to lingering, harmful chemicals later.
Pleasant Hills
850 Clairton Blvd., Suite 1200
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Pittsburgh, PA 15236
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412 466-5004
Squirrel Hill/Greenfield
4070 Beechwood Blvd.
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Pittsburgh, PA 15217
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412 521-6511
WALK-IN HOURS
We now offer no-appointment necessary Walk-In Hours, at all offices:
Weekday Mornings, 8:15 to 9:30am at Pleasant Hills and Squirrel Hill/Greenfield
Weekday Evenings, 6:30pm to 8:00pm
Monday, Tuesday, Wednesday at Pleasant Hills Monday and Thursday at Squirrel Hill/Greenfield.
All Day, Every Week Day at Cranberry/Seven Fields
These hours are to address routine health problems such as sore throat, cold symptoms, fever, rash, and ear pain. They are not designed to evaluate chronic problems. If your child is older than 4 months and has had symptoms fewer than 3 days, you can be seen on a first-come, first-served basis.
QUESTIONS & CONCERNS
If you feel you need additional advice between regular check-ups, you can post questions to our Facebook page or telephone us during office hours. Facebook, where we answer questions sometimes as quickly as in a few minutes, is a great place to ask about general, non-pressing issues. For more detailed and pressing health issues, it's best to call. Either way, we're always happy to provide counseling and guidance. (It's both our job and our pleasure!)
When calling after office hours, your call will be answered by an answering machine. If you have a concern that can't wait for regular office hours, please leave your name, your child's name (with spelling), and your phone number, and we'll return your call usually within an hour or so. If you have an emergency that requires an ambulance or paramedics, call 911 first. If you have an emergency that can't wait for a call back and need to have the doctor urgently
paged (such as seizures, respiratory illness with labored breathing, suspected dehydration, or similar conditions), the recorded message will give you the answering service's phone number, and they can reach the doctor on call for the emergency.
AND REMEMBER...
We have a wonderful, 24/7/365 resource for parents at our Kids Plus Facebook Page. Like us on Facebook, and follow along with our great Kids Plus Social Media Community!
We look forward to seeing you at your 18-Month Well Visit!
Pleasant Hills
850 Clairton Blvd., Suite 1200
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Pittsburgh, PA 15236
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412 466-5004
Squirrel Hill/Greenfield
4070 Beechwood Blvd.
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Pittsburgh, PA 15217
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JUNIOR SCHOOL HOMEWORK POLICY
Ethos
Research shows that a strong triangular relationship between parents, school and pupils results in more effective learning. We see homework as an important part of the home school partnership that we value so highly. By working with parents to explain our ethos, make expectations clear and establish effective routines we can strengthen this relationship and help parents become actively involved in their sons' education.
Aims and objectives
Through this policy the aim is to:
- provide a consistent approach to homework across the school and across year groups;
- provide appropriate homework to meet the needs of our pupils;
- provide homework which reinforces and enriches classroom work, or prepares pupils for future learning;
- ensure that homework is marked and pupils are given positive feedback;
- foster positive attitudes towards independent learning;
- encourage pupils to develop good work habits and discipline for future life;
- prepare pupils for their next stage of learning;
- promote the partnership between home and school;
The purpose of homework
The purpose of homework is to support pupils in their aim to achieve the highest possible standards. The School believes that homework is one of the main ways in which pupils can develop independence in their learning. However parents also play an important role and are asked to show an interest and provide support. Homework should be completed within reasonable time parameters, according to year group. However, the school accepts that some pupils will have a desire to take their learning further in certain curriculum areas and at certain points in their academic careers. Such independent research is encouraged and celebrated.
Homework Content
Homework is set every night, but its focus shifts as pupils progress through the school. There is an emphasis on Maths and English in all year groups. Boys in Year 3 and 4 are given topic homework once a week and this may involve research or other open ended tasks. Homework in the Humanities, and Science will also be set regularly in Years 5 and 6. All pupils have a short French homework once a week. At times older pupils may be given several evenings to complete lengthier projects. Homework expectations for each year group are communicated to parents through the Curriculum Handbook, a timetable in the Prep Diary and are explained in detail at the Curriculum and Social
evenings at the beginning of each academic year. The timings below are approximate as some children will complete tasks more quickly than others.
Year 3 and 4 (approximately 30 minutes each day)
- reading on a daily basis
- reading with, or sharing a book with an adult regularly
- learning weekly spellings and completing spelling folder tasks
- 20 minutes of written homework
Years 5 and 6 (approximately 45 minutes each day)
- reading on a daily basis
- reading with, or sharing text with an adult periodically
- learning weekly spellings and completing spelling folder tasks
- 30‐40 minutes of subject homework
- Year 6 can expect to have a little homework in the Michaelmas Term in preparation for the 11+, in the core subjects.
Recording of Homework
All pupils are all provided with a homework diary at the beginning of the year. Pupils are given homework instructions which they write down in their homework diaries each day. Parents are asked to sign the book daily and comment on the homework, if they wish. Form Tutors are responsible for checking that pupils use the Prep Diary properly, write down their homework daily and that parents sign it regularly.
The home school partnership
Expectations and responsibilities
Homework encompasses a whole variety of activities which pupils are asked to complete outside lessons, generally on their own, occasionally with their parents or carers. The School believes that homework makes the greatest contribution to learning when pupils and parents/carers are clear about expectations.
Teachers are expected to:
- set tasks appropriate to the needs and abilities of the pupils
- plan tasks which support or enrich classroom learning.
- provide sufficient information so that pupils and parents/carers know what is required and the timescale involved.
- monitor reading records and spelling homework as appropriate
- mark homework and give feedback as appropriate
- celebrate effort and achievement in homework tasks through the rewards system
Form Tutors are expected to:
- sign homework diaries on a weekly basis
- contact parents where any problems with homework arise
Pupils are expected to:
- listen carefully to instructions given about homework and fill in their homework
- diaries accordingly
- hand in their homework diaries every day
- complete their homework to the best of their ability
-
take pride in the work they complete
- hand their homework in on time
Parents are asked to:
- provide a suitable environment for pupils to work
- ensure that sufficient time is set aside to complete homework
- provide the necessary equipment
- take an active interest in the work to support, the child's learning, whilst ensuring that in the main it is the child's work.
- support reading development by listening to their sons read, sharing and discussing books with them
- Help their sons with organisation to ensure work is completed and handed in on time
- sign homework diaries and record the length of time taken to complete homework on a daily basis
- put a brief note in the homework diary, explaining why homework has not been completed, where this is occasionally unavoidable.
- feedback to teachers about any problems via the homework diary or email
- sign reading records regularly, as agreed with Form Tutors
Illness
When pupils are ill, for a short time they may be asked to catch up on work missed, particularly in the core subjects. This is at the discretion of the teacher and will depend on the nature of the activity and the length of absence. If a child suffers from a lengthy or ongoing illness the school will work with parents to make arrangements to support the child's learning, as far as possible.
Unsatisfactory homework
If a child's homework is deemed unsatisfactory or he fails to complete it, without a good reason, he may be asked to complete the homework at a convenient break time or complete it at home. Where it is felt that a poor attitude is the reason older pupils can be placed in detention to complete the homework. Where this happens more than once parents will generally be contacted and an action plan formulated.
Holiday Homework
Holiday homework is set for Year 6 over the October half term and Christmas Holidays, in preparation for their 11+ examinations. Otherwise, homework is not routinely set over a holiday period. However, there may be occasions where pupils are required to complete an enrichment project or House activity over the course of a school holiday. Where this is the case, the project is generally open ended enough that pupils may choose how long to spend over it. Parents and carers are asked to encourage their children to read over holidays. All boys go to the Junior School library at the end of each half term to choose books to read over the holidays from the extensive selection available.
Provision at school
Homework club is offered daily from 4.00 ‐5.p.m. at school. This is run by after school care staff, in Junior School classrooms. These sessions are for homework only and a quiet environment is maintained. Pupils are expected to complete their homework independently, although some help is given by the member of staff running homework club or boys from the Senior School who come to help. Where needed boys may borrow the Chromebooks to complete homework. Parents are still
asked to ensure that homework has been completed and sign the homework diary accordingly, once their sons are at home. Parents of boys in Year 3 are also asked to read at home with their sons daily, even when they have attended homework club, and parents of all boys are asked to ensure their sons read daily.
Monitoring and Evaluation
Teachers monitor the quality of the work completed for homework, analyse parental and pupil feedback and may adjust the nature and timing of tasks set accordingly. The home school partnership is considered fundamental to the success of homework. Dialogue is encouraged and homework will be discussed at Parent Consultations. Parents are always welcome to make an appointment at other times to discuss their son's homework with the relevant member of staff. | <urn:uuid:4591db52-97cf-4ded-a964-67780a3884ef> | CC-MAIN-2019-09 | https://www.dulwich.org.uk/uploaded/documents/About_Us/Policies/Junior_School_Policies/Junior_School_Homework_Policy.pdf | 2019-02-22T10:44:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00128.warc.gz | 844,304,605 | 3,060 | eng_Latn | eng_Latn | 0.999169 | eng_Latn | 0.999234 | [
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Volume 30 Issue 2 January/February 1990
Reading Horizons
Article 1
2-1-1990
A Whole Language Flight Plan: An Interview with Three Teachers
Priscilla L. Griffith University of South Florida
Janell Klesius University of South Florida
Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons
Recommended Citation
Griffith, P. L., & Klesius, J. (1990). A Whole Language Flight Plan: An Interview with Three Teachers. Reading Horizons, 30 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol30/iss2/1
This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons by an authorized editor of ScholarWorks at WMU. For more information, please contact email@example.com.
A Who 1 e lamguage Fl1ght Plam: Am ~mterv1ew w 1 th Three Teachers
Priscilla L. Griffith Janell Klesius
Implementation of a whole language program is many times a solo flight for a teacher. In preparation for a flight the pilot (teacher) must be aware of obstacles that may be encountered and must have a vision of the intended destination. This knowledge will enable the pilot to chart a safer course and prepare for any turbulence en route, thus increasing the chances for a successful journey.
The purpose of this descriptive study was to provide teachers who are planning to implement a whole language program with some suggestions for a flight plan. We interviewed three whole language teachers to collect the information. Specifically, the following areas were the focus of the interviews: a) support for the whole language program, b) decisions about curriculum and evaluation, c) development of vocabulary and comprehension, d) strengths and weaknesses of whole language, and e) preparation for whole language instruction.
Background information
The three teachers selected to participate were implementing whole language programs at kindergarten, first, and third grade level in three central Florida counties. They were selected as participants because they adhered to the whole
language philosophy as exhibited by their instructional program, they represented a range in years of experience teaching whole language (one, two, and four), and they worked with children from varying socioeconomic and ethnic backgrounds.
Betty was a first grade teacher of low to middle socioeconomic status (SES) children. After learning about whole language at a state leadership conference on reading, she initiated a whole language program at her school. It subsequently became part of a pilot study for her county. While Betty had integrated literature into her reading program during previous years, this was the first year that she had not been required to use a basal reading series. Betty had 13 years of teaching experience.
Alice taught kindergarten children from minority and low SES homes. A number of the children's parents did not read English and all of the children in her class were on free or reduced-price lunches. This was Alice's fourth year as a teacher and as a whole language teacher.
Carol taught third grade and in contrast to Alice's class, not any of her students were eligible for free-or reduced-price lunches. This was Carol's seventh year in the same school and her second year as a whole language teacher. She had a total of 13 years teaching experience. She taught language arts/reading to her homeroom class, but math, social studies, and science were departmentalized. Carol taught social studies.
Support for the whole language program
* How did you get the approval of your principal to implement a whole language program?
During my second yearofteaching I taught first grade level, and my principal supported my decision to teach without basals. Even though it went well, she was hesitant at the beginning of the year to just let me go. She came in a lot; I gave her articles to read and she took a university reading course. My current principal was formerly the assistant principal at that school, and he hired me as a kindergarten teacher because of my whole language program. Alice
I came when the school opened seven years ago, and my principal has gained respect for me as a teacher. I think before you can do something out of the ordinary you have to prove excellence in the ordinary to get credibility. Carol
* What kind of support has your principal given you? He's supportive about anything I want to do as far as attending workshops and conferences. He is complimentary of my program. Alice
My principal has been over to see the program, talks to the children, and listens to them read. Also, during a parent meeting she commended my work in reading. Carol
I have been bothered by the fact that the principal, who in previous years was frequently in and out of my classroom, didn't come in this year until he came to evaluate me in February. I have wanted his reaction to the program,but he just stayed away. Betty
* What difficulties have you encountered implementing a whole language program?
As a kindergarten teacher I implemented a whole language program the first year I taught. The principal thought I was doing things that kindergarten children were not ready to do.
I persisted all year and tried to educate him, but it wasn't accepted. Finally, I decided to interview for another position. Alice
I've had some criticism from peers, because I was not teaching skills. Carol
Lack of materials has been my biggest problem. I only had basal materials and language textbooks, no big books, or multiple copies of children's literature. Betty
Decisions about curriculum and evaluation
I have it in my head, all the skills. Just as I know my children, I know what I'm accountable for, so I can do a lot of spontaneous teaching. Teachable moments are where I "plug in" skills. When I taught my first grade my children's standardized tests performance was as good or better than the performance of children in the traditional classes. Alice
* Does your school district have a set of basic skills that a student must master before being promoted? If so, how do you teach those skills?
I have included skill development in the natural course of writing or reading. The knowledge seems to stick with the children better now than it ever did before. We just worked on question sentences, because a story we were reading lent itself to writing questions. Betty
As a result of the peer criticism, I have given the basal reading level tests all year. All my children have passed. I'm not concerned about their performance on standardized tests. I don't havetheirtests results yet, but I have confidence that the children will do well. Carol
How do you decide which units to include in your program? I reviewed the county objectives in social studies and science and then planned units to coverthose objectives. For example, a number of objectives dealt with plants, so I planned a unit on plants incorporating language arts objectives and children's literature. Betty
When I choose themes, I take into consideration the children's prior experiences and the materials that I have available. I select themes that are broad, so the children can become involved in the planning activities. Children's interests are wide and varied; often we have a theme and we also have mini-themes that small groups work on cooperatively within the class. Alice
This year I have based my themes on literature and I've also made an effort to integrate literature with social studies units. Carol
* How do you determine students' grades?
It's very subjective, but I must have numerical grades. The children know when I am going to grade them because I tell them, "I want you tothink about your language skills; I'm going to take a language grade today." I'd rather not have to grade children. But, I don't think we're going to see that in reality, so I do what I have to do. Carol
Development of vocabulary and comprehension
We learn new vocabulary through children's literature, big books, and units. We studied different environments, not just farms or seasons, but wild and nocturnal animals. I try to create situations that expose my children to new words. Alice
* How do you develop new vocabulary?
We've done a number of book innovations. As we plan the innovation, we discuss the new nouns or verbs we will use in our story. Students write to each other, to me, and to storybook characters. I think their vocabulary is enhanced with our dialogue journals. The wonderful thing is that I know they "own the vocabulary," because it is included intheirwriting. In a unit approach, the number of words they are exposed to is much greater than when I used basal readers. Betty
* How do you handle comprehension instruction? Comprehension is constantly going on in a whole language classroom. The children transfer story meanings onto paper with drawings that tell the sequence of events. They role play. Each time a story is presented to them in a different way, their
understanding increases. Alice
My children do book talks; I conference with them about their books; and they include in their dialogue journals the setting, plot, and characters of the book they are reading. I teach comprehension strategies such as Question-Answer Relationships and ReQuest in social studies. Carol
Sometimes my students prepare a mural of a literature story they have read in a small group. In planning the mural, they must retell the story to determine how to depict the events. Frequently, they write about stories they have read. Sometimes they retell the story by drawing and writing answers to story grammar questions: Who? Where? What was the problem? How was it solved? Betty
Strengths and weaknesses of whole language
* What specific strengths do you see in your program compared to more traditional methods of teaching reading and the other language arts?
The children learn what reading is about and that we read for different reasons. Every child is a winner. Children succeed at their own level without any stress. They know there is a purpose for coming to school. Their purpose right now is to learn about the jungle - we're reading and writing about wild animals. This week they're "turned on" to learning about hippos. In whole language classrooms the children feel like they're learning for themselves more than for a grade or to get their good work put up under a smiley face. Alice
My students' attitudes about reading, writing, and school in general are different. Their enthusiasm for writing is wonderful. They don't feel like failures in first grade. Betty
I've had no criticism from parents. I believe the reason is because their children are reading and writing. The children don't get upset when they select a book that is too hard; they just take it back and get another. I think it eliminates the stereotyping of some as slow readers. If some children finish an activity that may take the others longer, they automatically take out a book and start to read. They read between math problems, and the science teacher has said that they read between science activities. Carol
* What do you see as potential weaknesses of a whole language program?
Weaknesses could result if teachers were not using materials, managing time, or organizing the classroom well. The children need to become active participants, and to master their own language in order to want to come to school and learn all that they would like to learn. Alice
I don't have the security of knowing that I have taught every skill the children are going to be required to know. At the
beginning of the year, I found a child who told me he had read a book, but when I conferenced with him, I could tell he hadn't read it. I thought, "Oh gosh, maybe this really isn't going to work." I had to find ways to overcome that, so I had a sixth grader partner read with him. They took turns reading to each other. They did that for about two months, and gradually he became able to read by himself. Carol
I believe it requires more time for planning; however, I'm not spending as much time grading papers. In many ways it is a different use of my time. Instead of grading, I spend time locating appealing literature for the units I am planning. Betty
Preparation for whole language instruction
* How did you learn to implement a whole language program? My undergraduate program in early childhood was based on whole language and the writing process. At a pilot school, we saw it put in practice while we were learning the theory. Alice
I worked with a university consultant, our reading supervisor, and two reading specialists in the county to develop a literature-based reading program. Also, I had taken a children's literature class at the master's degree level and became excited about using literature with children. Carol
* How would you recommend an individual go about preparing to be a whole language teacher?
Professional reading and going to workshops are helpful if a teacher is not in the position to study at a university. Mostly, I would say learning from peers and reading, reading, reading - educational journals with articles about whole language, literacy, and the writing process. Alice
I think your appetite is whetted by attending workshops or conferences on whole language. Avail yourself of information on different ways children learn to read. Carol
* What suggestions, cautions, and warnings do you have for a teacher just beginning a whole language program?
A teacher must know the curriculum, as well as know the children: their background, prior experiences, reading levels, and strengths. Know the philosophy of whole language and be familiar with child development. You will be asked to explain your program to peers, administrators, and parents. Start off slowly, don't get in over your head, and continue to learn while you implement new ideas and new activities. I would caution against believing that whole language is the answer to all that is wrong in education, and by all means, don't believe that whole language works for every child or for every teacher. You havetofindyourown niche, organize, and manage to fit your style of teaching, but know the basic foundations of whole language. Alice
Record keeping is important. If your program is criticized, you must be able to show in black and white that the children are learning. I also think you must have some training. You can't diagnose if you don't know what you're looking for, and you can't organize if you don't know what you need to organize. Carol
Conclusions
After interviewing these teachers we concluded they have a number of characteristics in common. First, they are all learners themselves. They read professional literature and children's literature, they attend workshops and conferences, and they enroll in university courses to stay current. Second, they believe that it is important to model reading and writing.
For example, Carol said, "I read while they're reading and on Fridays during sustained silent reading, Ilie on the floor and read with them. At the beginning of the year, my husband came in and read the newspaper in a bathtub located in our class library (clothed, of course)." Third, these teachers are risk-takers. Initially, two of the three were the only teachers in the school implementing a whole language program. Furthermore, they create a classroom environment that is conducive to risk-taking. Fourth, they are in charge of the curriculum planning in their classroom. They do not depend on teachers' manuals to guide their instruction. Moreover, it was apparent all three were capable of assuming that responsibility. For example, Alice said, "I have it in my head, all the skills." Fifth, all three, through the use of children's literature and their own enthusiasm for learning, instilled within their students a love for reading; writing, and learning.
These teachers were test pilots in their school districts. They were, at times, blown a little off course. But before beginning their journey they knew they would encounter storms and the sky wouldn't always be friendly. They have now found a safe spot to land but will continue to explore their new environment.
Priscilla L. Griffith and Janell Klesius are faculty members in the Department of Education at the University of South Florida in Tampa, Florida.
The authors express their appreciation to the teachers who participated in this study: Joni Ramer, Bradenton, Florida; Rosemary Culp, Dade City, Florida; and Shirley Miketinac, Brooksville, Florida. Some editorial changes were made by the authors to make the contents more readable. | <urn:uuid:0dfd94e1-a97b-44ab-a5d1-dfb42ad92297> | CC-MAIN-2019-09 | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1656&context=reading_horizons | 2019-02-22T11:44:25Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00131.warc.gz | 675,313,023 | 3,386 | eng_Latn | eng_Latn | 0.991307 | eng_Latn | 0.999272 | [
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Making Comparisons
Apples to Oranges
One key to successful composition is the ability to make comparisons. Comparisons are an important part of any type of writing, and many composition classes go so far as to assign a comparison essay – an essay whose main focus is a comparison. Writing a comparison is any time two (or more) things are analyzed for similarities and differences. The term "compare and contrast" can actually be a little misleading, in fact, since contrasting two things is a type of comparison. Comparisons can be challenging; many people make the mistake of thinking that a comparison is just a description of two things. There's a lot more to a comparison than simply an enhanced description.
Points of Comparison
Every comparison begins with points of commonality – not necessarily similarities, but traits that can be analyzed for both (or all) parts of the comparison. For instance, if you are making the classic comparison of apples to oranges, your points of comparison might be color, taste, and texture. Those are all points you can make about both apples and oranges. That's one of the key things to remember when you're comparing two things: anything you mention for one half of the comparison, you have to mention for the other. Otherwise, you've written a simple description instead of a comparison.
Transitions
Transition words and phrases are an important part of any composition, but comparisons are a place where they are of some of the highest importance. Transitions, in some ways, are what make a comparison obvious. They can be used to make similarities apparent ("Just like apples, oranges are a type of fruit."), they can specify comparison points ("In addition to being different colors, apples and oranges can also taste different."), and they can point out differences clearly ("While apples can be tart or sweet, oranges are usually tangy.").
Sometimes transitions can clarify confusing points, or they can make relationships between two concepts more apparent. The important thing is that transitions are both what separate and what connect the ideas of your comparison, so you need to give your transition words and phrases special consideration in any comparison you write.
Block Format vs. Alternating Format
Most comparisons between two things can be organized along one of two vectors: object by object, or point by point. For essay purposes, the first (object by object) is usually called block format, while the second (point by point) is usually referred to as alternating format. These two formats simply refer to the order of comparison. It's important to know the difference between the two since choosing between block and alternating format is one of the first steps to writing a successful comparison. In either case, you need to make sure you know your
Last update: 14 December 2015
points of comparison before you start, because without knowing those comparison points, your comparison will not be successful in either format.
Block Format
In block format, you make the comparison by object: describe all of the relevant traits of one object, then make all of the relevant comparisons to the other. For example:
Oranges and apples are very different in terms of color, taste, and texture. Oranges are almost always an orange color. They taste tangy, and they have a thick, bumpy skin. Apples, on the other hand, come in many different colors instead of just one. Unlike oranges, apples have a large variety of flavors ranging from tart to sweet. Apples also have a skin that is much smoother and thinner than that of an orange.
In the above example, all of the traits of the orange are listed first, followed by a description of how those same traits have different values for the apple. Note that there are still very clear points of comparison (color, taste, and texture), and that the description of the apple includes words that show the comparison ("Apples, on the other hand, ...").
Alternating Format
A second way to approach a comparison is to put the organizational emphasis on the points of comparison instead of the things being compared. In other words, organize the comparison trait by trait. For each trait, show the difference between the two objects, making sure to use comparative words and transitions. For instance:
Oranges and apples are very different in terms of color, taste, and texture. Oranges are usually orange and don't really come in other colors, but apples, on the other hand, can be many different colors. Oranges and apples also taste different; where the orange is tangy and acidic, the apple can be sweet or tart. The texture of these two fruits' skin is also different. Oranges have a thick and bumpy skin. Apples have a smooth skin that is much thinner than an orange's skin.
In the above comparison, instead of listing each object and all of its respective traits, the paragraph is organized trait by trait. It still includes a topic sentence that introduces all the points of comparison, and it still uses comparative words and transitions.
Comparative Essay
Sometimes you have to take the ideas and concepts of comparison and channel them into a fully developed essay. In sociology, for instance, you might have to write a paper that compares your generation to an earlier one. This is an example of a comparative essay. You should treat a comparative essay just like any other comparison, except on a larger scale.
Organization is the key to a successful comparative essay: your essay will almost certainly be unsuccessful if you don't spend some time planning your essay before you start writing it. As with any essay, it's very
Last update: 14 December 2015
important to plan, organize, and outline. To organize your comparative essay, you need to figure out three things:
1. What two things are being compared? (Your instructor may have specified this already.)
2. Are you going to use block format or alternating format? (Again, your instructor may have chosen for you.)
3. What traits are you going to compare?
Once you know the answers to those three questions, you can begin working on an outline. Treat it just like any other outline: come up with your main points (traits or things compared), organize them into paragraphs, and create a unified thesis statement. From there, it's just a case of fitting the information where it belongs in the comparison.
Additional Writing Center Resources
- The Writing Process
Further Reading
- How to Write a Comparative Analysis by Kerry Walk, Harvard University Writing Center. https://writingcenter.fas.harvard.edu/pages/how-write-comparative-analysis
- The Comparative Essay by Vikki Visvis and Jerry Plotnick, University of Toronto Writing Centre. https://www.writing.utoronto.ca/advice/specific-types-of-writing/comparative-essay
- Comparing and Contrasting by The Writing Center at University of North Carolina at Chapel Hill. https://writingcenter.unc.edu/handouts/comparing-and-contrasting
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Education Papers and Journal Articles
2014
Developing the big ideas of number
Chris Hurst
Derek Hurrell
University of Notre Dame Australia, email@example.com
Follow this and additional works at: http://researchonline.nd.edu.au/edu_article
Part of the
Education Commons
This article was originally published as:
Hurst, C., & Hurrell, D. (2014). Developing the big ideas of number.
International Journal of Educational Studies in Mathematics, 1
1-18.
http://doi.org/10.17278/ijesim.2014.02.001
This article is posted on ResearchOnline@ND at http://researchonline.nd.edu.au/edu_article/155
. For more information, please contact
firstname.lastname@example.org.
University of Notre Dame Australia ResearchOnline@ND
School of Education
(2),
International Journal of Educational Studies in Mathematics
ISSN: 2148 - 5984
Developing the Big Ideas of Number
Chris Hurst 1 , Derek Hurrell 2
1Dr. Chris Hurst, School of Education, Curtin University, Perth, Western Australia.
2Dr. Derek Hurrell, University of Notre Dame Australia, Fremantle, Western Australia
ABSTRACT
The mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of primary and elementary teachers at all levels of experience is under scrutiny. This article suggests that content knowledge and the way in which it is linked to effective pedagogies would be greatly enhanced by viewing mathematical content from the perspective of the 'big ideas' of mathematics, especially of number. This would enable teachers to make use of the many connections and links within and between such 'big ideas' and to make them explicit to children. Many teachers view the content they have to teach in terms of what curriculum documents define as being applicable to the particular year level being taught. This article suggests that a broader view of content is needed as well as a greater awareness of how concepts are built in preceding and succeeding year levels. A 'big ideas' focus would also better enable teachers to deal with the demands of what are perceived to be crowded mathematics curricula. The article investigates four 'big ideas' of number – trusting the count, place value, multiplicative thinking, and multiplicative partitioning – and examines the 'microcontent' that contributes to their development.
1
Keywords:
mathematical content knowledge, teacher knowledge, pedagogical content knowledge, number
© 2014 IJESIM. All rights reserved
Article History:
Received 09.10.2014 Received in revised form 30.11.2014 Accepted 01.12.2014 Available online 05.12.2014
Introduction
The case for 'Big Idea Thinking'
Teacher content knowledge for teaching mathematics has been the subject of much recent discussion, particularly in Australia (Callingham et al., 2011; Clarke, Clarke & Sullivan, 2012), New Zealand (Anakin & Linsell, 2014) and USA (Thanheiser et al., 2013; Green, 2014). Such discourse has been broad and has encompassed knowledge of teachers at all levels from pre-service teachers (PSTs) and newly graduated teachers to experienced teachers. One key reason for this has been the view that school students in western nations like Australia and USA are not faring as well in high stakes international testing as they might, especially when compared to Asian and Scandinavian nations.
Time for change
Tatto et al. (2008) noted in response to the TEDS-M study that one aspect of the concern was in relation to pedagogies. Many teacher preparation courses focused too much on 'general pedagogies' – non-subjectmatter-specific theoretical aspects of teacher education programs – rather than on domain-specific pedagogies needed to effectively teach mathematics. The other aspect of the current dilemma is the mathematical content knowledge of teachers and how this needs to be organised in a more connected way.
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http://dx.doi.org/10.17278/ijesim.2014.02.001
©
2014International Journal of Educational Studies in Mathematics (IJESIM) is a supported by Educational Researches and Publications Association (ERPA)
Over the last fifty years or so, many educators and researchers have written about this explicitly and implicitly and this will be discussed later in this paper. However, whilst new curriculum documents for teaching mathematics have been developed in both Australia and USA, they have not stemmed the levels of concern being expressed about teacher knowledge or about how mathematics should be taught. In fact, the Common Core State Standards for Mathematics (NGA Center, 2010) and the Australian Curriculum: Mathematics (ACARA, 2012) are widely viewed as being 'lost opportunities' (Atweh & Goos, 2011; Atweh, Miller & Thornton, 2012; Hurst, 2014a).
In Australia, the concern has been manifest in recent federal government initiatives including a review of the Australian Curriculum and an inquiry into teacher education (Government of Australia, 2013, 2014). These are important initiatives but unless there is a shift in how mathematics is perceived and organised, then nothing is likely to change in terms of teacher knowledge. The notion of 'big ideas' of mathematics is not new but it has, in recent years, been afforded some prominence (Charles, 2005; Clarke, Clarke & Sullivan, 2012; Siemon, Bleckley & Neal, 2012). It is suggested here that a focus on the 'big ideas' of mathematics, in particular of number, is the key to developing teachers' mathematical content knowledge and their capacity to respond effectively to curriculum documents. Charles (2005, p. 10) defines a 'big idea' as ‚a statement of an idea that is central to the learning of mathematics, one that links numerous mathematical understandings into a coherent whole‛. He contends that 'big ideas' are important because they enable us to see mathematics as a ‚coherent set of ideas‛ that encourage a deep understanding of mathematics, enhance transfer, promote memory and reduce the amount to be remembered (Charles, 2005, p. 10).
Green (2014) noted recently when observing methods for teaching mathematics that ‚The Americans might have invented the world's best methods for teaching math to children but it was difficult to find anyone actually using them‛ (p. 2). This comment is clearly related to pedagogies but it is necessarily bound up with content knowledge. One reason for this could be that many teachers see the curriculum as ‚a mile wide and an inch deep‛ (NGA Center, 2010, p. 3), a problem reflected in the Australian context as noted by Siemon, Bleckey & Neal (2012) – ‚A focus on the big ideas is needed to 'thin out' the overcrowded curriculum‛ (p. 20). The recent curricula developed in Australia and USA have continued to present content in a familiar linear fashion which does little to give teachers reason to consider that mathematics may be more than unconnected 'silos' of information. The view here is that presenting mathematical content knowledge using 'big ideas' as focal points is the way to deepen the understanding of teachers and to have a positive effect on their pedagogies. This view is supported by Gojak (2013) who noted that it is time to change the way in which mathematics education is viewed and that children need to be taught by teachers who deeply understand mathematical concepts.
Developmental, not linear
If change is to occur it needs to be based on a view of the 'big ideas' of number being developmentally linked. This clashes with the traditional linear way of presenting curriculum content. The latter encourages teachers to teach only the content 'designated' to their particular year level without necessarily ensuring that children have the pre-cursor knowledge required to be able to understand it. The situation where children may lack specific knowledge or may develop misconceptions is exacerbated the further they move through school. What needs to happen is for teachers to be encouraged to use 'big ideas' as a series of coherent concepts connected in developmental ways. That is, the foundations for some later concepts are being laid years before full understanding of the concept may manifest itself.
Big . . . little . . . big ideas
If this is to occur, teachers need to understand the 'micro content' that makes up each 'big idea' or key concept. These points of 'micro content' could also be described as 'content descriptors' or 'key learning criteria' for each 'big idea'. If a teacher knows about 'micro content' and can recognise when a child knows it or otherwise, s/he is in a better position to help that child develop a richer understanding of the key concept or 'big idea'. As well, the developmental relationship between the 'big ideas' of number will then help to ensure that the child is building a solid foundation for her/his future learning of the 'big ideas' that follow.
Notwithstanding the importance of such 'micro content', Major (2012) noted how children's misconceptions can be masked by apparent understanding. For example, a teacher could misinterpret the depth of a child's understanding of a key concept (or 'big idea') because the child might demonstrate
2
knowledge of one particular criterion which may lead a teacher to assume that a more complete understanding is present. If the teacher had a deep, rich, and connected understanding of the particular concept, or 'big idea', then s/he would likely be prompted to further investigate and probe the child's thinking.
Conceptual development
The focus on 'big ideas' is not new and can be traced back at least to the work of Bruner (1960) with his emphasis on concepts. Bruner described four essential functions of concepts – they provide structure for a discipline, provide a framework for more easily understanding and recalling details, act as bridges for transfer of learning, and hence provide a structure for on-going learning. These features are quite obviously common to what are called 'big ideas'. Noting Bruner's work, Clark (2011) provided his own definition of a concept:
My working definition of ‚concept‛ is a big idea that helps us makes sense of, or connect, lots of little ideas. Concepts are like cognitive file folders. They provide us with a framework or structure within which we can file an almost limitless amount of information. One of the unique features of these conceptual files is their capacity for cross-referencing (Clark, 2011, p. 32)
In 1993, Brooks and Brooks (as cited by Clark, 2011) said that there was a further function of concepts, that being the provision of a framework with which individuals can construct their own understanding. This is inherently linked to the earlier work of Skemp (1976) who described relational understanding as a ‚building up *of+ a conceptual structure (schema) from which its possessor can (in principle) produce an unlimited number of plans for getting from any starting point within his schema to any finishing point‛(p. 14). More recently Van de Walle, Karp and Bay-Williams (2013) represented Skemp's ideas on a continuum, illustrating relational understanding at one end of the continuum being characterised by multiple connections within and between ideas and instrumental understanding characterised by no or very few such connections.
Connectedness and transfer
It was noted earlier that the 'connectedness' of mathematical content knowledge has been explicitly and implicitly discussed by numerous educators and researchers. In his seminal paper about knowledge growth, Schulman (1986) discussed ‚substantive structures *as being the+ ways in which the basic concepts and principles of the discipline are organized to incorporate its facts‛ (p. 9). These 'structures' could be said to be akin to the links and connections of 'big ideas' (Hurst, 2014b). Later, Hiebert and Carpenter (1992) noted how understanding depends on a 'network of representations' and Ma (1999) identified 'knowledge packages' where ideas are connected through 'concept knots'. Given the depth and breadth of informed comment about the connected nature of knowledge within a conceptual structure such as 'big ideas', Clark's (2011) comment about transfer of learning is somewhat chilling –‚The primary reason that so many adults are unable to transfer what has been learned in one situation to a different situation, is because they have been programmed to think linearly, inductively, and in little boxes‛ (p. 34). Clark's comment may have been written long before the development of the Common Core State Standards for Mathematics and the Australian Curriculum: Mathematics but it describes the contemporary situation well. Curriculum content is still presented in the same linear fashion as it was in previous curriculum documents and, as a consequence, many teachers continue to teach it in the same unconnected way and inevitably, many children learn it in the same unconnected way.
What are the 'Big Ideas'?
In deciding what 'big ideas' might be and/or look like, it is necessary to consider Charles's (2005) work in which he described twenty one 'big ideas' of mathematics and noted, as did Clarke, Clarke & Sullivan (2012), that it would be unlikely to obtain universal agreement amongst teachers and teacher educators about what precisely such 'big ideas' should be. Siemon, Bleckly & Neal (2012) took a more particular stance in discussing the 'big ideas' of number in terms of how they were presented in the Australian Curriculum: Mathematics and described six 'big ideas of number' which form the basis of the graphic illustration that
3
follows (Figure 1). None of the six ideas presented by Siemon et al. are the same as any of those presented by Charles (2005) apart from Proportional Reasoning which Charles termed Proportionality. However, the ideas presented by Siemon et al. are embedded in Charles' 'big ideas' in various ways.
Charles' (2005) first 'big idea' is termed Numbers and he discusses 'counting numbers' which effectively describes what Siemon et al. (2012) discuss as Trusting the Count. Charles' second 'big idea' is The Base Ten Numeration System in which he includes what Siemon et al. (2012) have termed Place Value. However, as part of his second 'big idea', Charles also discusses the idea that ‚each place value to the left of another is ten times greater than the one to the right‛ (2005, p. 13) which is an essential element of the idea of Multiplicative Thinking as described by Siemon et al. (2012). In a similar way, Charles has embedded elements of Siemon et al.'s (2012) Multiplicative Partitioning in his first 'big idea' of Numbers where he discusses fractions and rational numbers and in his fourth 'big idea'(Comparison) where he discusses fractions and percent.
A developmental, hierarchical view
Charles' (2005) discussion of the 'big ideas' highlights the important connections that exist within and between the ideas and across various content areas of mathematics. Notwithstanding that, any given number of people might consider the 'big ideas' in a range of ways, the discussion of the 'six big ideas' of number' by Siemon et al. (2012) has one particular strength. It highlights that there is a hierarchical aspect to the development of the six ideas which is presented in a table showing approximate age levels at which it is reasonably expected children would have an understanding of each 'big idea'. This has been adapted to form the graphic that is Figure 1. This also shows how there are elements of each 'big idea' that necessarily develop alongside other ideas. For example, Siemon et al. (2012) note that Multiplicative Partitioning should be well developed by the end of Year Six, yet it is clear that many aspects or pre-conditions for its full development are present when children learn about Trusting the Count, Place Value and Multiplicative Thinking.
The relationship between the 'big ideas' as depicted in Figure 1, should be considered alongside the set of criteria for determining the extent of development of children's understanding of each idea. This is shown later in this article as a series of lists which accompany each 'big idea' and highlights 'landmark' or critical points of development within each of the 'big ideas'. These lists were constructed using the article by Siemon, Bleckley and Neal (2012) as a reference point and is also informed by diagnostic maps from First Steps in Mathematics (Department of Education, Western Australia, 2013b) (FSiM) and by the work of Van de Walle, Karp and Bay-Williams (2013), Siemon, Beswick, Brady, Clark, Faragher and Warren (2011), and Reys et al. (2012).
Of the six 'big ideas', four of them; trusting the count, place value, multiplicative thinking and (multiplicative) partitioning, are firmly rooted in the primary school setting. The final two, proportional reasoning and generalizing algebraic reasoning are developmentally more suitable in secondary school (Siemon et al, 2012). Even so, the rudiments of algebraic reasoning are very much underpinned by an
4
understanding of pattern which constitutes much of essential early number experiences children should have (Siemon et al., 2011). Similarly, many aspects of proportional reasoning are directly attributable to multiplicative thinking and develop simultaneously with it, and multiplicative partitioning, as children work flexibly with fractions. An example of this is how links are made between the concept of equal shares and the fraction construct for division. Connections such as this are explored further later in this article.
The remainder of this paper will examine the 'big ideas' situated in the primary school years, with a particular emphasis on multiplicative thinking. It will briefly examine each of the big ideas, how they are inter-related and how they become apparent and are enacted in the primary classroom. In keeping with the position stated earlier about the central importance of teacher content knowledge, each 'big number idea' has been examined to determine the required 'micro content'. It is essential to identify the key components of each 'big number idea' for teachers to be better positioned to assist students in moving through the trusting the count phase to place value, to multiplicative thinking and to multiplicative partitioning. It needs to be recognized at the outset that this progression through the ideas is not a linear process, but a developmental one.
Making explicit connections: Identifying connecting conduits
In order to develop fully each of the big ideas of number, the myriad connections that exist within and between them need to be identified and understood. This means knowing about underpinning concepts and ideas and how they are linked. As well, certain critical aspects of thinking and where they fit into the developmental sequence also need to be identified. For instance, it is vital that children understand the principles of counting and can count fluently in different ways. However, it is even more important that they move on from an additive approach and begin to think multiplicatively if they are to progress beyond a basic level of mathematical understanding. What then, are the ideas, concepts, and associated experiences that are the conduits by which connections are made? That is, how are trusting the count, place value, and multiplicative thinking connected and related?
It is evident that certain key ideas need to be in place for children to 'trust the count'. The quantification goal of both counting and subitizing depends upon ample early experiences with sorting, classification, grouping and patterns, as children learn about conservation of number (Reys et al., 2012; Department of Education, 2013b). Once children 'trust the count', they are able to understand place value through the entity of the 'ten group'. At this stage, a number of connected ideas loom large and the development of these ideas positions children to think multiplicatively and hence proportionately and algebraically. Numerous mathematics educators and researchers (for example, Jacob & Mulligan, 2014; Young-Loveridge, 2005) have identified the multiplicative array as a key idea in developing children's thinking.
It is not just the construct of the array but the way it links to other ideas that is important. There are obvious connections between it and the notion of equal sharing and grouping, and hence multiplication and division, as well as the commutative and distributive properties of multiplication and the ideas of part-partwhole understanding and flexible partitioning. Jacob & Mulligan (2014) also specifically note how teachers can use the array pattern ‚to focus students' attention on all three quantities at once . . . the number of groups, the number in each group, and the whole amount, as well as the associated language‛ (p. 37). Indeed, the use of the terms 'factor' and 'multiple' needs to be an integral part of working and learning with arrays.
Hence it is important for teachers to deeply understand how the 'big number ideas' are inextricably linked through representations such as arrays. This is the essence of 'big idea thinking', part of which is to be able to identify particular points of 'micro content' that underpin to some extent the development of later ideas. Examples of this will be given throughout the next section which deals with four of the 'big number ideas' and their component parts.
Trusting the count
The first of the 'big number ideas' is trusting the count. Originally the term trusting the count was coined by Willis (2002) to highlight how students may not understand that the number said at the end of the counting act represented the total, and was invariant, in that if counted again the same number would be reached. In more recent times the definition of trusting the count has broadened from just being the
5
invariant result, to also mean ‚<a child's capacity to access flexible mental objects for the numbers 0 -10‛ (Siemon, Beswick, Brady, Clark, Faragher & Warren, 2011, p.197).
Although a detailed account of trusting the count will not be pursued here it is not to underestimate the importance of trusting the count or the difficulty in the teaching and learning of it. It is however an acknowledgement that there is much research and literature (for example, Department of Education, Western Australia, 2013b; Gelman &Gallistel, 1978) available to guide, particularly the early childhood teacher, through good pedagogical practices to position the students to be able to achieve this particular 'big idea'. As already noted, 'big ideas' are constructed from many 'little ideas' or 'micro content', and so it is with trusting the count. Siemon, Bleckly and Neal (2012) identify a number of such ideas which support the development of trusting the count, and these are further enhanced through a study of First Steps in Mathematics materials (Department of Education, Western Australia, 2013b) and the work of Reys et al. (2012), and Van de Walle, Karp and Bay-Williams (2013). The following list has been developed as an indication of the points of 'micro content' or key understandings that together comprise the 'big number idea' of trusting the count. The addition of the italicised phrases is to illustrate some of the links which exist between the 'big ideas'.
- Early number experiences – Classifying, grouping, ordering, patterns – underpin the development of this idea
- Each object is counted once – one to one correspondence
- Collections can be compared on a one-one basis
- Arrangement of objects in a count does not change the quantity
- In a count, the last number signifies quantity
- Purpose of counting or subitizing is to quantify
- Counting numbers (the number string) are always said in the same order
- Counting on and back can be used to solve simple problems
Other aspects of trusting the count can be shown to directly link to aspects of 'big number ideas' that follow as shown below in the second part of the list.
- Subitizing or instant recognition of small groups can be a means of quantifying – directly informs the concept of the 'ten group' which underpins place value
- Small numbers can be seen as the combination of other numbers
- There are multiple ways of seeing grouping of objects
- The part-part-whole relationship can be used as the basis for operating
- Basic addition facts always give the same result irrespective of arrangement – these four points inform the ideas of flexible partitioning and the distributive property of multiplication
- Addition and subtraction situations can be considered in terms of a whole and two parts, one of which is unknown or missing
- Additive thinking is employed to solve problems with small numbers – these points are important precursors to understanding the links between multiplication and division and operating with numbers
- Skip counting to find the total will give the same result as one-one counting – this informs the understanding of patterns in the base ten number system and patterns in multiplication facts
- Share portions from a quantity and know that there more portions there are, the smaller will be the portions – this informs the understanding of the relationship between multiplication and division, multiplicative partitioning, and proportional reasoning.
Most teachers, particularly those in the early childhood setting would recognise the elements in the above list, appreciate their place in the development of trusting the count and have a clear understanding of appropriate pedagogy. They would also acknowledge the understandings developed during the trusting the count phase have implicit links, and overlaps, even if not immediately developed, with the second 'big idea' place value and beyond. This is the importance of 'big idea thinking' in that it helps teachers realise the extent to which seemingly simple ideas are the building blocks for other more complex and powerful ideas. Trusting the count underpins the essential element of place value, that is, the 'ten group' which can be counted and manipulated as an entity. At the time of moving the students into numbers beyond ten it is
6
highly likely that such understandings will be emerging and in need of attention in the teaching and learning.
Place Value
What some teachers may find less obvious is the importance of making the connections between trusting the count and place value more explicit. A view that students will intuitively develop an understanding of place value perhaps deserves further scrutiny. Place value is a complex process which is ‚<subject to considerable inter-individual variability‛ (Moeller, Pixner, Zuber, Kaufmann & Nuerk, 2011, p. 1839), and the list that follows is an indication of this complexity, showing the variety of criteria which need to be understood. Major (2012) wrote about how this complexity is quite often masked by condensing all of these key criteria into one seemingly simple construct, that of defining place value as a way to say, read and write numbers. Further Major alludes to the fact that because students can achieve the act of saying, reading and writing numbers this can often mask the fact that they are unable to generalize the multiplicative relationships within the place value system, an issue also recognised by other researchers (Irwin, 1996; Kamii, 1986; Thomas, 2004). The following list is a composite of ideas from a range of sources: Department of Education, Western Australia (2013b); Reys et al. (2012); Ross (1989); Siemon, Bleckley & Neal (2012); Siemon, Beswick, Brady, Clark, Faragher and Warren (2011); and Van de Walle, Karp and Bay-Williams (2013).
- Order of digits makes a difference
- Additive property – The quantity represented by the whole numeral is the sum of the values represented by the individual digits
- Positional property – The quantities represented by the individual digits are determined by the position they hold within the whole numeral
- Base ten property – The value of columns or positions increases by a power of ten moving from right to left and decreases by a power of ten moving from left to right – informs the understanding of the multiplicative relationship in the base ten system
- Multiplicative property – The value of a number is determined by the product of its face and place values – informs the understanding of the multiplicative relationship in the base ten system
- There are patterns in the way we read and say numbers
- There are patterns in the way we write numbers
- Patterns in the number system can help us to build other numbers
- Place value columns have names – the above four points inform the understanding of the multiplicative nature of the cyclic pattern in the number system
- Zero can hold a place
- A Ten group is seen as a special entity which can be counted
- The term Ten group can be applied to 'ten tens' or 'ten hundreds' and so on
- We can skip count by ten, hundred both forwards and backwards (in place value parts) – the above four pointsinform the understanding of the multiplicative relationship in the base ten system
- Numbers can be partitioned in flexible ways using standard and non-standard partitions – is linked to the idea of part-part-whole and informs the understanding of the distributive property, and the understanding of the multiplicative situation (division and multiplication), factors and multiples
- Number partitioning can be shown as indicative of digit value and place value. For example, 26 = 20 + 6 or (2 x 10) + (6 x 1) – informs the understanding of the distributive property
Not only does a developing understanding of place value have an impact on the immediate success of students when moving from single to multi-digit numbers, it also has impact on future mathematical attainment. Ketterlin-Geller & Chard (2011) suggest that place value is fundamental to the eventual development of algebraic reasoning, especially a conceptual understanding of the base ten number system and a facility with basic number properties. This is another illustration of the overlap and parallel development between the six 'big number ideas'.
Teacher knowledge of mathematics is an essential component of effective teaching (Ball, Hill & Bass, 2005; Young-Loveridge & Mills, 2009) and effective teaching of place value requires an understanding of the
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learning progression. There are several ways of viewing the development of place value. One view is described by Ross (1989) who asserted that there were four properties of the numeration system. There are the additive property, whereby the value of a numeral is determined by the sum of the values of individual digits; the positional property, where the position of a digit within a numeral determines its value; the base ten property, where there is a ten times relationship between each place and those to its left and right; and the multiplicative property, where the total value of a digit is determined by the product of its place and face values (Ross, 1989).
Another way of viewing place value development is through three phases. The first phase is unitary value, being the placement of the number in the number string (i.e. 37 is after the number 36). This is a concept which is perhaps not as easy as it might seem, as Moeller et al. (2011) insisted that children must automatically apply place value rules to place the tens and ones in the correct 'bins'; something which according to Gervasoni and Sullivan (2007), 27% of Year 2 students find problematic. Being able to place the numbers into 'bins' is important, as students who are better in determining which of two symbolic numbers is the larger, enjoy higher achievement in mathematics (De Smedt, Noël, Gilmore & Ansari, 2013).
The second phase is quantity value, that is, 36 is 30 + 6. This phase is built on additive thinking and employs standard partitioning along place value lines. Thompson (2009) stated that this understanding of place value is particularly important in employing mental computation strategies.
He concluded that for all of the four operations, the digits in the tens (and hundreds) column are seen as quantities in their own rights, 40 is not seen as four in the tens column or even 4 x 10, but forty. Further, he concludes that this is highly desirable until formal written algorithms are required (Thompson, 2009).
The third and final phase is a column value understanding of place value. That is that 36 is 3 x 10 and 6 x 1, the kind of understanding that is vital in being fluent with many standard written algorithms. Many lower and middle primary school teachers are well versed in the use of trading games and structured and unstructured materials to promote the first and second phases of place value but can at times find the third phase a challenge. This third understanding of place value is an important pre-requisite for developing an understanding of the multiplicative relationship between places in the number system (Thomas, 2004). As stated previously, it should be understood that there is a certain amount of multiplicative thinking which is developing simultaneously with trusting the count, and an increased amount with working towards an understanding of place value (See Figure 1).
The column value understanding of place value relies on a developing understanding of multiplication. There is an argument (Graveiimeijer & van Galen, 2003) to suggest that a combination of procedural (memorisation of basic multiplication and division facts)and a conceptual understanding of multiplication are both required. To move the students through quantity value place value, which is mostly additive in nature, an alternative approach emphasising the significance of the size of the unit and the number of those units in determining quantity is required (Confrey & Maloney, 2010). Larsson (2013) cautioned that if students who use additive thinking are left to practise multiplication facts, algorithms and other procedures, this may not provide them with the opportunity to develop the understanding of multiplication as something more than repeated addition of equal groups. Traditionally, teaching multiplication and division begins with the relationship between repeated addition and multiplication (Confrey & Smith, 1995) an approach which reflects a 'repeated addition' understanding of multiplication. This 'repeated addition' understanding does not necessarily provide the required broader view and the qualitative change in students thinking which is ultimately required (Barmby, Harries, Higgins & Suggate, 2009). This broader view is characterised as requiring: replication (rather than joining as in addition/subtraction); the binary rather than unary nature of multiplication, and the notion of two distinct and different inputs; commutativity for multiplication but not division; and distributivity (Barmby, Harries, Higgins & Suggate, 2009).
One method for trying to build a conceptual understanding of multiplication is the multiplicative array which will be more fully discussed in the next section. Whilst this article focuses on multiplicative arrays, it should be noted that other representations, such as the number-line also need to be employed to develop a rich understanding of column value place value. Moseley (2005) called for the use of multiple representations in mathematics education suggesting that students who experience a broader range of representations have an increased understanding of concepts. Similarly, Young-Loveridge (2005) described
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the need for children to have access to both counting-based strategies derived from number lines and collection-based strategies using arrays.
Both research (Ma, 1999) and anecdotal evidence would suggest that the complexity of the understandings of place value required to assist the students towards further mathematical understandings is not well understood by many teachers. This rich understanding of the specialised content knowledge (Hill, Ball and Schilling, 2008) of place value seems to elude some teachers. It is suggested here that adopting 'big idea thinking' with its inherent connections may help teachers to articulate both the complexity of place value, and how it is linked to other 'big number ideas'.
Multiplicative thinking
According to Siemon, Bleckly and Neal (2012), the third big idea is multiplicative thinking. In their research Clark & Kamii (1996) found that 52% of fifth grade students were not sound multiplicative thinkers, and the work of Siemon, Breed, Dole, Izard, and Virgona (2006) showed that up to 40% of Year 7 and 8 students performed below curriculum expectations in multiplicative thinking and at least 25% were well below expected level. Further, Siemon et al. declared that the students who are not well established with multiplicative thinking do not have the foundational knowledge and skills needed to participate effectively in further school mathematics, or to access some post-compulsory training opportunities. If we accept, that in order to understand multiplication we need the flexibility which place value affords in dealing with larger numbers, then the progression from trusting the count, through place value, and into multiplicative thinking is a reasonable one.
Multiplicative thinking is fundamental to the development of important mathematical concepts and understandings such as algebraic reasoning, proportional reasoning, rates and ratios, measurement, and statistical sampling (Mulligan & Watson, 1998; Siemon, Izard, Breed & Virgona, 2006). Siegler et al. (2012) advocate that knowledge of division and of fractions (another part of mathematics very much reliant on multiplicative thinking) are unique predictors of later mathematical achievement. However multiplicative thinking is not only a pre-cursor for later important ideas, but the beginnings of multiplicative thinking underpin place value, which in turn informs and underpins multiplicative thinking. This is a strong example for the use of 'big idea thinking'. Teachers need to understand the 'micro content' that connects big number ideas and how such ideas are 'mutually supportive' of one another. For instance, children need to understand that there is a ten times relationship that exists between places in the number system if they are to understand place value and apply it to large numbers and operations. This is the 'base ten property' (Ross, 1989) referred to earlier.
Multiplicative arrays are considered to be powerful ways in which to represent multiplication. They refer to representations of rectangular arrays in which the multiplier and the multiplicand are exchangeable. (Barmby, Harries, Higgins & Suggate, 2009; Young-Loveridge & Mills, 2009). Young-Loveridge (2005) asserted that they have the potential to allow students to visualize commutativity, associativity and distributivity, and added that array representation of multiplication should be employed alongside other representations, to ‚allow students to develop a deeper and more flexible understanding of multiplication/division and to fully appreciate the two-dimensionality of the multiplicative process‛ (p. 3839). Nunes and Bryant's (1995) research supported the strength of arrays in relation to developing a conceptual understanding of commutativity. Wright (2011) states that multiplicative arrays embody the binary nature of multiplication, and contended that as a representation they have value in that they also connect to other mathematical ideas of measurement of area and volume and Cartesian products.
Certainly many of the points listed below as important criteria for indicating multiplicative thinking can be addressed through the use of multiplicative arrays. As with the previous lists for trusting the count and place value, there are some indications of how the specific criteria link to the other 'big number ideas' and the links shown are exemplary rather than exhaustive. The number of important criteria serves to indicate the significance of multiplicative thinking as critical 'big number idea'.
- Cyclical pattern of 100-10-1 is repeated from ones to thousands
- Cyclical pattern of 100-10-1 is repeated beyond 1000s to millions
- Ten times multiplicative relationship exists between places
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- The multiplicative relationship extends to numbers less than one, that is to the right of the decimal point
- There is symmetry in the place value number system based around the ones place so that the pattern in naming wholes is reflected in naming decimals – The above five points are both informed by and underpin place value.
- Double count by representing one group (e.g., hold up four fingers) and counting repetitions of that group, simultaneously keeping track of the number of groups and the number in each group.
- The multiplicative relationship between quantities is expressed as 'times as many' and 'how many times larger or smaller' a number is than another number
- Numbers move a place each time they are multiplied or divided by 10 – These two points directly inform the development of multiplicative partitioning and ratio and proportion.
- Basic number facts to 10 X 10 are recalled and patterns in number facts are investigated
- Number facts can be extended by powers of ten – These points directly inform the development of mental computation strategies and the understanding of operations.
- Multiplicative situations can be represented as equal-groups problems, comparison problems, combinations (Cartesian) problems and area/array problems.
- The multiplicative situation is understood factor X factor = multiple with the meanings of the terms clearly understood
- Multiplicative arrays are used to visualize and represent multiplicative situations
- Division and multiplication are known as the inverse of one another
- The commutative property of multiplication is understood and can be shown to be linked to arrays This is also an important foundation for algebraic reasoning.
- Partition division involves finding the size of each group and quotition division involves finding the number of groups and can also be expressed in terms of factors and multiple – These ideas directly inform the understanding of operations and the use of algorithms.
- Quotition division can be considered in terms of fractions so that a quantity can be split by 'halving', 'thirding', 'fifthing' etc. - Informs the understanding of operations, particularly division. It also underpins multiplicative partitioning and the development of proportional reasoning.
- Prime and composite numbers can be linked to multiplicative arrays – prime numbers can be made only with a single row array - Informs the understanding of operations, particularly division.
- Distributive property of multiplication over addition is applied and shown by a multiplicative array - Informs the understanding of operations, particularly division, as well as the development of mental computation strategies. As well, it is an important foundation for algebraic reasoning.
- Multiplicative arrays are linked to the concepts of area and volume
- Measurement units have the same multiplicative relationship as the Base Ten Number System – There are obvious links to understanding measurement concepts which can be used as a context for developing aspects of multiplicative thinking and place value.
- Cartesian products can be represented symbolically and in tree diagrams - It underpins multiplicative partitioning and the development of proportional reasoning.
Multiplicative thinking is not easy to teach or to learn. Whereas most students enter school with informal knowledge that supports counting and early additive thinking (Sophian & Madrid, 2003) students need to re-conceptualise their understanding about number to understand multiplicative relationships (Wright, 2011). Multiplicative thinking is distinctly different from additive thinking even though it is constructed by children following on from their additive thinking processes (Clark & Kamii, 1996). Devlin (2008 a, b, c) also noted that 'multiplication is a tricky concept' and suggested that much of the difficulty can be attributed to teaching it as 'repeated addition'. Devlin discusses what he calls the 'first model phenomenon' in saying
As most math teachers are probably aware, when you teach a new mathematical concept to someone, the way you first introduce it is almost certainly going to be the one the student retains, no matter how much you stress that the concept will later be changed in some way (Devlin, 2008c, p. 3).
The point Devlin makes here is, that if multiplication is taught as 'repeated addition', that is likely how many children will continue to remember it. Unfortunately however, the longer that multiplication as
'repeated addition' lingers as a dominant image, the harder it will be for students to need to understand about ratios, proportions, algebraic relationships, and other 'big number ideas' that follow. Also, Askew & Brown (2003), in citing the work of Hart (1981), pointed out that ‚understanding multiplication only as repeated addition may lead to misconceptions such as 'multiplication makes bigger' and 'division makes smaller'‛ (p. 10). This underlines the importance of teachers adopting 'big idea thinking' so that they are able to look beyond the immediate horizon of what they are teaching and see how it connects to and underpins other 'big number ideas' that follow.
Multiplicative thinking is more than the capacity to remember and utilize multiplication facts. What is required is the development of the ability to apply these facts to a variety of situations which are founded on multiplication. Jacob and Willis (2003) proposed five broad stages for the development of multiplicative thinking: One-to-One Counting; Additive Composition; Many-to-One Counting; Multiplicative Relations; and Operating on the Operator.
In the one-to-one counting phase the students are grappling with the basics of counting and do not see the relevance of the many-to-one count, that is, they may know what it means to hand out a given quantity but this is viewed additively and not multiplicatively (Jacob & Willis, 2003). At this point students are not able to use a row by column structure (an array) to work out a number of squares, and they resort to additive strategies (Batista, 1999). Stage 2, additive composition, is when the students understand the principle of trusting the count, that is, that the last number said indicates the quantity. At this stage, through skip-counting, the students can use groups to count more efficiently (Jacob & Willis, 2003). It is important at this stage that the children manipulate materials to facilitate the move to recognising the multiplicative situation, as the materials will help them to: recognise and then count the number in each group, the number of groups and the total; describe multiplicative situations without necessarily finding a total; and transfer these understandings to the division situations (Jacob & Willis, 2003).
The third stage is the development of many-to-one counting. Jacob & Willis suggest that this is a key transitional phase between additive and multiplicative thinking. It is dependent on children trusting the count and understanding that they can keep track of two things simultaneously – the number of groups and the number in each group. ‚Children know that they can represent one group and count repetitions of that same group‛ (Jacob & Willis, 2003, p. 5). At this stage they do not necessarily understand the relationship between multiplication and division in that they may not transfer all of the understandings gained with multiplication to the division situation, and they may not consistently employ the inverse relationship between the two operations or the commutative property of multiplication. At the fourth stage, multiplicative relations, the students are able to employ the commutative, distributive and inverse properties of multiplication and division (Jacob & Willis, 2003; Mulligan & Watson, 1998). They are also aware that the three aspects of multiplication; the multiplicand, the multiplier and the product, are involved in the multiplicative situation (Jacob & Willis, 2003). It is at this stage that the need for manipulative materials is decreasing, as students need to describe when the operations of multiplication and division became objects of thought rather than actions (Sophian & Madrid, 2003; Wright, 2011). This is the stage which is described by Jacob and Willis (2003) as one in which students treat the numbers in a problem situation as variables, a concept which is quite abstract in nature.
As already noted, the traditional approach has been to facilitate students' multiplicative thinking through a process of making links with repeated addition (Confrey & Smith, 1995). This is an approach which may stand to reinforce additive rather than multiplicative thinking and may be detrimental to the variety of situations to which multiplication needs to be applied (Wright, 2011). This concern has led some researchers to look for alternative constructs to create this bridge (Confrey & Smith, 1995; Sophian & Madrid, 2003). Rather than building from an additive construct, some researchers have advocated the use of ‚a primitive multiplicative operation‛, a splitting construct (Confrey and Smith, 1995, p. 66). A splitting construct is where multiple versions of an original are made such as is seen in a tree-diagram or in doubling and halving (Confrey and Smith, 1995). By adopting the splitting construct, teachers may be able alleviate some of the issues where students will wrongly apply additive thinking to multiplicative situations, and in the case of older students, multiplicative thinking (particularly proportional strategies) in additive situations (Van Dooren, De Bock & Verschaffel, 2010).
Siemon et al. (2011) advocate that there needs to be a greater emphasis in the early years of schooling on sharing and splitting as an approach to developing multiplication and division rather than through repeated
addition. They argue that 'splitting' is ‚inherently tied to multiplicative operations of replicating, magnifying, and shrinking‛ (Siemon et al., 20011, p. 357). This is supported by Downton (2008) who cited earlier work by Sullivan, Clarke, Cheeseman & Mulligan (2001) and Killion & Steffe (2002) in asserting that ‚the acquisition of an equal-grouping (composite) structure is at the core of multiplicative thinking‛ (p. 171). Indeed, the multitude of connections between the notion of division/multiplication and other ideas such as fraction, ratio, proportion etc. provide a clear case for utilizing 'big idea thinking' to make such connections explicit.
Multiplicative partitioning
The fourth 'big number idea' of multiplicative partitioning is underpinned by much of what has already been discussed yet aspects of it also inform place value and multiplicative thinking. Again, what is important for teachers is the understanding of the 'micro-content' that constitutes each 'big number idea' and the ways in which the content is connected and linked. It is evident from the list of criteria for multiplicative partitioning that many of the points contained therein develop alongside aspects of the three other ideas so far discussed. This further underlines the importance of teachers adopting 'big idea thinking' to see how these ideas are inextricably linked and how they develop over time.
Siemon, Bleckley & Neal (2012) make the distinction between additive partitioning as characterized by part-part-whole reasoning and multiplicative partitioning which involves the creation of equal parts of a single whole or a collection, or of combinations of wholes and parts. Confrey, Maloney, Nguyen, Mojica & Myers (2009) referred to this as equipartitioning or splitting which was discussed earlier in the context of multiplicative thinking. Equipartitioning is essential when starting to work in the difficult to teach and learn area of rational numbers and their various representation (Anthony & Ding, 2011; Capraro, 2005; Nunes & Bryant, 2009; Usiskin, 2007), and is the foundation of division and multiplication and, ratio and rate (Siemon et al., 2011). As previously noted, children learn about equipartitioning or splitting at a young age when they are exposed to the notion of halving and come to realise that both halves of an object or collection must be the same. Some of the complexity in this 'big number idea' may be illustrated through the fact that in constructing a learning trajectory for equipartitioning, Confrey (2012) outlines 16 levels of cognitive proficiency beginning with equipartitioning collections and single wholes and progressing to equipartitioning of multiple wholes.
The following list of points has again been developed from multiple sources (Department of Education, Western Australia; Siemone et al.; Reys et al.; Van de Walle, Karp & Bay-Williams). The points are indicative of the 'micro-content' that comprises the 'big number idea' of multiplicative partitioning and are not presented in any particular order.
- Objects, quantities and collections can be shared to create equal parts
- There is a relationship between the number of parts and the size and name of the parts and the number of parts increases as the size or share decreases
- Objects, quantities and collections can be repeatedly halved and doubled – e.g., use successive splits to show that one half is equivalent to 2 parts in 4, 4 parts in 8 etc.
- An object, quantity or collection can be partitioned into a number of equal portions to show unit fractions so that say one third is more than one fourth etc.
- The relative magnitude of a fraction is dependent on the relationship between the numerator (how many parts) and denominator (total parts)
- Fractions are renamed as equivalents where the total number of parts (denominator) and required number of parts (numerator) are increased by the same factor
- Fractions with unlike denominators can be compared and ordered
- Common fractions and decimal fractions can be compared, ordered and renamed in conceptual ways
- Construct of fraction as division can be used to produce equal parts (equipartitioning)
- Fractions are used to describe quotients and operators
- Fractions are used to describe part-whole relations
- Fractions are used to describe simple ratios
- Percentages, fractions and decimals express the relationship between two quantities.
- Percentages are special part: whole ratios based on 100.
- Any given percentage can be used as a ratio to generate an infinite number of equivalent fractions (e.g., 50% = ½, 2/4, 3/6 etc.)
- Multiplicative arrays can be used to represent fractions, decimals and percentages
- Benchmark fractions, decimals and percentages, which are the equivalents of one another, can be used to estimate and to solve problems
Charalambous (2010) proposed that ‚...strong mathematical knowledge for teaching supports teachers in using representations to attach meaning to mathematical procedures...‛ (p. 273). He further asserted that ‚...strong MKT [mathematical knowledge for teaching] supports teachers in giving and co-constructing explanations that illuminate the meaning of mathematical procedures‛ (p. 274). If these propositions are correct then it is not unreasonable to suggest that the reverse may also be true. Weak mathematical knowledge for teaching would impede teachers in using representations to attach meaning to mathematical procedures, and impede teachers in co-constructing explanations that illuminate the mathematics. Indeed, teaching through procedures likely indicates a lack of mathematical knowledge for teaching. Given that research points to teachers having difficulty with the topic of rational numbers (Moseley, Okamoto & Ishida, 2007; Tirosh, 2000; Zhou, Peverly & Xin, 2006) this is problematic. It indicates that the big idea of multiplicative partitioning may not be being taught and learned as effectively as it should. Again this underlines the importance of teachers adopting 'big idea thinking', identifying the key 'micro-content' that comprises each 'big number idea', and understanding and using the myriad connections that exist within each big idea and between it and other big ideas.
Big idea thinking: Making connections
Multiplicative thinking could to some extent be considered the 'biggest' of the 'big number ideas'. While Figure 1 depicts a developmental relationship between the six 'big number ideas', this perhaps only shows part of the picture. Figure 1 also intentionally shows the ellipses for place value and multiplicative thinking stretching back to the beginning of the ellipse for trusting the count indicating that foundation aspects of those two ideas develop simultaneously with aspects of trusting the count. Indeed, as has been suggested earlier, aspects of multiplicative thinking help develop place value understanding.
For instance, as children learn to think additively, they understand and can partition numbers into the hundreds. However, many children initially experience difficulty in moving beyond that, particularly beyond the thousands and a common misconception is that millions follow thousands. This part of place value understanding coincides with the development of multiplicative thinking, specifically that the cyclical pattern in reading and writing numbers continues and that there is a ten times multiplicative relationship between the places in the number system. This is encapsulated in Ross's (1989) notion of the base ten property of the numeration system. If teachers adopt 'big idea thinking', they will be aware of this, and be in a better position to help children develop their understandings of key concepts and ideas. In a similar way, there is considerable overlap between multiplicative thinking and multiplicative partitioning. These links also extend to the next 'big number idea' of proportional reasoning with much of the connectivity centred on the multiplicative array or region. Following is a list of specific ideas that can be demonstrated with a five by three array or region.
- Multiplication facts 5 X 3 = 15, 3 X 5 = 15. Commutativity is shown by rotating the region.
- Division facts 15 ÷ 3 = 5, 15 ÷5 = 3, and inverse relationship.
- For both multiplication and division, the model shows the relationship and terminology of factor X factor = multiple.
- The 'times as many' relationship – the total of squares in the region is five times each row of three and three times each column of five.
- Fraction relationship – each row of three is one fifth of the total and each column of five is one third of the total. This can be called 'fifthing' and 'thirding'.
- Equivalent fractions – each row of three is one fifth or five fifteenths of the total and each column is one third or five fifteenths of the total.
- The representation of fraction as part/whole can be shown as a/b.
- Ratio – the relationship between each row of three and the total can be shown as a ratio of 1:5 (ratio of column to total is 1:3).
- Each row of three is increased by a factor of five, and each column of five by a factor of three to produce the total of 15.
- The total can be reduced by a factor of five to show the total in each row and by a factor of three to show the column total.
- Cartesian Products can be demonstrated. Combinations of five shirts (A, B, C, D, E) and three shorts (F, G, H) can be shown as AF, AG, AH, BF, BG, BH etc.
- The area of the region is 5 X 3 = 15 units.
- A larger array or region, say 14 X 6 = 84 can be used to show flexible partitioning of 84, and the distributive property by splitting into 10 X 6 and 4 X 6. The flexible partitioning can be linked to different factor pairs for 84 (84 X 1, 42 X 2, 28 X 3, 21 X 4, 14 X 6, 12 X 7). The distributive property is linked to the formal algorithm for multiplication and later grid representations for multiplication with larger numbers.
- Prime numbers can be demonstrated as arrays/regions with only one row/column.
Conclusion
One of the purposes for developing the Australian Curriculum: Mathematics was to make the curriculum 'deep' rather than 'wide' (National Curriculum Board, 2009). Similarly, it has already been noted that the Common Core State Standards were needed to address a curriculum seen as 'a mile wide and an inch deep' (NGA Centre, 2010). Even so, if each of the content descriptors is taken individually the capacity of any teacher to cover all of the content would be severely strained. What may be of benefit is for teachers to think at more of a 'macro level' in terms of 'big number ideas'. They could then attach to those big ideas the content descriptors, or 'micro-content' as we have termed it here, rather than teach to the content descriptors with the notion that the big ideas will emerge. To do this, teachers need to be given the professional courtesy of being helped towards an understanding of the big ideas and their importance. As noted by Clarke, Clarke and Sullivan (2012), this has significant implications for professional learning initiatives. In this paper we have attempted to give some insight to what the 'big number ideas' may be, what they mean to the classroom practitioner and how they develop through and within each other. As was indicated earlier, the final two big ideas, proportional reasoning and generalizing or algebraic reasoning are developmentally more suitable in secondary school (Siemon et al, 2012) and consequently were not be addressed in this paper.
'Big idea' thinking has the capacity to develop teacher knowledge along the lines of Schulman's (1986) 'substantive structures' and Ma's (1999) 'knowledge packages' and 'concept knots' as described earlier. Such deep and connected knowledge would be likely to lead to more effective concept-based teaching rather than a reliance on teaching procedures, irrespective of where a teacher might be teaching. The focus here has been predominantly the Australian Curriculum: Mathematics (ACARA, 2012) with some reference to the Common Core State Standards for Mathematics (NGA Center, 2010).However, it is suggested that the focus on 'big ideas' with their myriad links and connections would greatly enhance pedagogies for delivering mathematics curricula in any country.
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Zhou, Z., Peverly, S.Y., & Xin, T. (2006). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Contemporary Educational Psychology 31 | <urn:uuid:9f35b56f-9450-49b7-a0b8-8dfac58b91e3> | CC-MAIN-2019-09 | https://researchonline.nd.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1156&context=edu_article | 2019-02-22T10:34:36Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00135.warc.gz | 676,584,790 | 16,867 | eng_Latn | eng_Latn | 0.92354 | eng_Latn | 0.997195 | [
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HUMANITIES INSTITUTE
ANCIENT EGYPT – Social History
Frederic Will, Ph.D.
Contents
Part I : Social Structure
Part II : Gender Relations
SOCIAL STRUCTURE
Overview While we must balk at the image of Egyptian social structure as pyramidal--a too easy association with the more than a hundred great structures which have become the trademarks for this ancient culture--there is nonetheless a familiar rigid geometry governing the Egyptian social hierarchy. Pharaoh on top, slaves at the bottom, and all the spaces in between to fill up--we know it doesn't work quite that way, and yet the pyramidal image is instructive.
Pharaoh Pharaoh, the term for the supreme Egyptian ruler (a god too), was not applied as a direct address term until the second millennium B.C.E, yet we can use the term properly to describe the god king who from (conventional date) 3000 B.C.E. was the supreme ruler of the Egyptian social situation. The Pharaoh, himself a god, had an overall job assignment: to please the gods, which meant to preserve the polity of the Egyptians; to direct their armed forces, collect necessary taxes, and lead negotiations with foreign powers. His right hand man, in all these jobs, was the vizier, the top supervisor.
Government officials These power wielders were the wealthiest classes, which gives you an idea of the importance of administration, in this state in which just that, management and control, were essential functions. (That means, on the whole, a static and bureaucratic state, like that of ancient China.)
Priests The priest were socially equivalent to the highest government officials, for their job was to man the innumerable temples that dotted the Egyptian nation, to please the gods, and to make sure that no offences were committed against divine law.
The nobles The nobles, who were frequently in charge of the nomes, or national regions, were hereditary families, often related to the Pharaoh himself, who customarily enriched themselves on tax collection, and high level administration.
The military and scribes These two diverse groups, who made up the 'white kilt class,' were equally powerful, the former because they could extort freely, the latter because they controlled writing and reading, rare skills in this almost totally uneducated peasant society.
Merchants and physicians These two classes of skilled middle-classers were the real professionals of the society, dominating trade and crafts, and practicing the healing arts.
Farmers The vast majority of the population consisted of farmers. Dependent on the regularity of Nile inundations, and hobbled by the heavy tax rates imposed on them by the tax-collector nobles, the farmers were often successful in amassing a large and rich harvest. Fruits and vegetables were abundant; wheat was turned into bread and beer; flax into linen and fine cloths; papyrus into paper.
Slaves We don't know the figures on the slave population of Egypt at different periods. It appears that this population was almost entirely made up of war prisoners, and that--in certain ways--this population had some control over their own destinies, some freedom, if they were lucky, to work themselves out of their condition.
Readings
Strouhal, Eugen, Life in Ancient Egypt, Norman, 1989.
McDowell, A.G., Village Life in Ancient Egypt: Laundry Lists and Love Songs, Oxford, l900.
Discussion questions
How did this pyramidal structure change from age to age during the long three thousand years of Pharaonic rule? Can you indicate two or three periods of significant change, like that which occurred in the reign of Akhenaten?
Was there an intelligentsia among the ancient Egyptians? The Scribes? The artisans? The priests? Were there Universities? Med Schools?
Was the aristocracy (the nobles) a class relying on wealth for its position? Or was it a lineage based aristocracy, 'old families'?
GENDER RELATIONS
Overview Male power, in ancient societies, is a given: the patriarch is there from the beginning and stays there--til today, but the freedom and respect granted to women was noteworthy in ancient Egyptian culture. We can note a few aspects of this welcome state of affairs.
Marriage and family Ancient Egyptian sculpture abounds in depictions of husbands and wives standing side by side, holding hands. The guy is frequently a step or two ahead, and has the look of being in charge of things--but who knows, maybe he's not. We appreciate the uncertainty. There seems universal reverence, in the culture, for the wonders of the goddess Ma'at, who guarantees harmony and order in life.
Women and family power In many regards, within the family and out in the society, ancient Egyptian women enjoyed power. In the first place they were not railroaded into marriage, but customarily had full freedom in the choice of their marriage partners. (Pre nups were not rare, guaranteeing wives financial security in case of divorce, which was itself easily obtainable, and in which the woman could normally be represented by legal counsel. In the case of divorce, women had custody over children, as well as over their own property.)
Women and worldly power Out in the world, women were a normal part of the working society. They tended and marketed their own gardens, kept sheep and goats, or worked and sold in the markets for cloth, textiles, and (for example) beer, the drink for the man on the street. On a more elevated achievement level women were known as physicians, and scribes, the latter one of the society's most influential roles--as the scribe needed extensive training in order to be able to read and write. Women were an important part of the priesthood, which was itself influential on the highest levels of society. Tending the major temples--which were at the same time banks and lending agencies-- women exercised a role in government; as interpreters of dreams, and advisers to the highest officials, as well as placators of the always watching gods on whom the security of the state depended. In their priestly role women could on occasion rise to the level of God-wife, surrogate spouse of God. And then on the very highest levels women could be found serving in high diplomatic posts, or even as Pharaoh, as in the dramatic instance of Hatshepsut (1507-1458 B.C.E.), the fifth Pharaoh of the l8th Dynasty.
Observation Woman are one half of society. When women are happy, men are happy, and the society has a leg up on succeeding. Egyptian society lasted intact for three millennia, not bad. We should be so lucky, in our advanced Western experimentation.
Readings
Tyldesley, Joyce, Daughters of Isis: Women of Ancient Egypt, London, l995.
Graves-Brown, Carolyn, Dancing for Hathor: Women in Ancient Egypt, New York, 2010.
Discussion questions
Ancient Egyptian society, of course, was predominantly agricultural. Most women lived on the land. What kind of farm work did they perform? How did they balance farm work with taking care of children? Were there schools for their children?
How do you explain the difference between Fifth-century B.C. Athens and Egypt, in the issue of freedom for women? Wasn't there a brilliance of freedom and originality in the great Athenian century? Didn't it include women at all?
What jobs did priestesses perform, at the sacred temples of ancient Egypt? What does it mean that they were in charge of maintaining the statues of the god worshipped in their temple? What was a God-wife, and what did it mean to a priestess to become a God-wife? | <urn:uuid:d042e848-49df-459d-a045-5ba05ee5dcf8> | CC-MAIN-2019-09 | http://humanitiesinstitute.org/assets/egypt53453.history.social.pdf | 2019-02-22T09:59:35Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00136.warc.gz | 124,406,787 | 1,584 | eng_Latn | eng_Latn | 0.997704 | eng_Latn | 0.998248 | [
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A destiny turns out from modesty:
About any turn on the human run it is common that a human boy or girl is destined to do something different from others and when the boy or girl is himself or herself make a different wing from others it become a center stage in other's eyes. So that in case of Kartik who eventually passed his childhood with disability phenomena. After a youth feeling among him he missed the wishes as he could not make a difference from others as he was different by self. But at last he found a wing to prove his ability behind each disability.
Kartik makes a weak journey suffering from fever in early childhood which illuminated his health to close his eyes short and from the day he was sick. He awakes 20 days after bed rest and from those days he missed his hearing quality and suffered from disability. SNDAYP eventually found remedy with ISL and speech decorations which made kartika's debut easy to participate in different job oriented activities and the membership of disable people's organization.
Family Echo:
Kartik Moharana is the eldest son of Mr. Sarbeswar Moharan and his mother is Mrs. Kholana Moharana from Banguruba Gadadhar Pur of puri sadar in Puri District. He is 24
years old affected with not only low vision problem but have also multiple disabilities. Her father Mr. Moharana is a ____ and a family of 13 members survived with a single income. But the livelihood condition of the family was better.
A person under challenge:
Kartika is a very moody child with his family members. He loved to travel new places and had money for enjoying with friends. Most of the time, he was irritated on his family members without any reason and angry on his friends. But his behavior with neighbor was good.
According to his parents, he fell in fever for some days after his born. The parents of kartika, took him to hospital and consult with doctor who gave medicine to Kartik but there wasn't any changes in his health condition. Whereas his eyes were became very small. Therefore most of the time he could not open his eyes and after 20 days he opened his eyes slowly. His parents understood the situation of their son. They also consulted with the doctors about their child but doctor said that due to disability he suffers like this in weakness.
Organized intervention:
In 2012 "SNDAYP" started working on person with disabled supported by Deaf Child Worldwide (DCW), UK and under this project the organization worked in 26 th grampanchayat of sadar block of Puri district. The CBRW found Kartika in the year 2013 at survey for disability data collection. Kartik was considered to provide support in this programme. He was given support of education in ISL and daily counseling for his parents. His education level was very poor and he didn't like to go school. But he was provided home based education.
Appropriate to destiny:
Now he can write his address, do some additions and subtractions, and also present some noun words in sign language. After observing his development the family members were happy and they encouraged their son to attend the centre regularly. And Kartika was also interested of his own to take education and also attended every training program. He gets pension (Madhu Babu prnsion Yojana) and his parents are the members of Disabled People's Organization (DPO).
Conclusion:
As it is obvious that a youth survives his correlation with family members in organized way to avoid the challenges he has physically. At the end he enjoyed with the family following success being come over the disability as a major problem. The other note on this youth is not complicated as he survives the challenges rapidly getting major problem into minor. The growth is important when he started observing to learn something from the staffs of SNDAYP and from that point the youth started confronting his ability to restore all his presentation physically of his own. He was rather happy and grows within his family and friends than the humiliated spheres. | <urn:uuid:ca041b72-c51e-4019-8efe-72a9180033cc> | CC-MAIN-2019-09 | http://www.sndayp.org.in/wp-content/uploads/2019/01/Kartika-Moharana.pdf | 2019-02-22T10:15:03Z | crawl-data/CC-MAIN-2019-09/segments/1550247515149.92/warc/CC-MAIN-20190222094419-20190222120419-00138.warc.gz | 435,783,633 | 826 | eng_Latn | eng_Latn | 0.99896 | eng_Latn | 0.998978 | [
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WELLBEING POLICY
Aims
Wellbeing is central to promoting our pupils' personal development and is embedded in every aspect of school life. In addition to Wellbeing lessons, there are many other areas of school life that contribute to Wellbeing (including our strong pastoral care system, our Core Values, Assemblies, Religious Studies and the co-curricular programme).
We hope to lay the foundations for the future so that the boys grow into kind, considerate responsible members of society who have the skills and the confidence to lead healthy, happy, independent lives. We aim to make the pupils good citizens of our school, our local community, this country and the world.
Wellbeing is often called 'PSHE' in other schools, but we feel that the term "Wellbeing" better promotes and reflects the provision that the pupils here receive and the impact that it has.
Objectives
* To provide an environment where pupils feel secure and confident, and so can voice opinions or concerns freely in the knowledge that they will be heard and supported.
* To help the pupils understand and manage their feelings and emotions.
* To help the pupils understand the cause and consequences and of the actions and so to manage their behaviour.
* To promote consideration, kindness, tolerance and respect towards others, and to promote equality and inclusion.
* To encourage moral responsibility.
* To give the pupils strategies to help them cope with difficult situations or with difficult feelings, including social pressures.
* To teach the pupils about the importance of personal safety and a healthy lifestyle and to help the pupils make choices about their lives.
* To start preparing the pupils for the physical and emotional changes puberty will bring.
* To give the pupils a basic understanding of the necessity for rules and laws in a community or society and to give the pupils some understanding of democracy and our parliamentary system.
* To give the pupils a concern for their environment and an understanding of why we need to take care of it.
* To consider issues facing the school, local or global community, and to take direct action to address them.
* To encourage pupils to apply the principles learned in Wellbeing lessons to their lives both within and outside school.
Teaching Wellbeing is important because:
* It gives the pupils the opportunity to develop personally, and as part of society.
* It provides opportunities for the pupils to explore and articulate their feelings in a calm and protected environment.
* It gives the pupils the opportunity to listen to others' points of view and so develop tolerance and understanding.
* It helps the pupils to build positive personal relationships with their peers.
* It gives the pupils the opportunity to consider many issues, both in their own lives and in the world around them.
* It gives pupils confidence so that they know they are not alone in the world and that other pupils share similar emotions and experiences.
* It raises self-awareness and helps to foster self-esteem and resilience
* It develops a moral compass in each pupil to help him make the right choices/ do the right thing
* It helps to inform them so that they know how to stay safe online
Timetabling
Forms in Years 3, 4 and 5 have one 55 minute lesson of Wellbeing each week. Forms in Year 6 have two 25 minute lessons each week. All Wellbeing lessons are taught by the Form Tutor.
Curriculum
The Junior School approach to Wellbeing is based on The Family Links Nurturing Programme. This is a wholeschool approach which emphasises the importance of praise and the language of choice and consequence. This is reflected in our whole-school reward and sanction system, and in our Kindness Tree, which is displayed prominently in the Junior School Hall and celebrated weekly. The language of the Family Links programme is useful when discussing any pastoral issues that arise in the classroom or in the playground.
Each year group covers the ten core sessions at least once throughout the year at a level appropriate for their age.
1. Why are we here
2. Praise and Criticism
3. Personal Power & Self Esteem
4. The Power to Choose
5. Understanding Feelings
6. Managing difficult feelings
7. Nurturing Ourselves
8. Peer Power
9. Celebrating Differences
10. Saying Goodbye
The PSHE Association's programme of study is based on three core themes – Health and Wellbeing, Relationships and Living in the Wider World. Aspects not covered directly by the Family Links Programme are taught following the PSHE Association's learning objectives, making use of their quality-assured resources. In addition, each year group works together to undertake a community project where their actions have a direct impact on others either by raising awareness, raising money, or making links with local groups. These are based on the we.org campaigns and are supported by our We Schools Liaison Officer and Team London.
All years receive Internet Safety lessons as part of the Computing curriculum. Each year group also celebrates Safer Internet Day in February each year.
All year groups celebrate Anti-bullying week, which is promoted during assemblies as well as being used as a basis for the Wellbeing lesson. Occasionally this is celebrated in a different week to the national campaign in order to fit into the calendar.
The first part of the sex education and relationships programme at the College is delivered to Y5 and Y6 in preparation for puberty. Y5 focus on the changes of puberty and Y6 on healthy relationships and reproduction (see the SRE policy).
Strategies for effective teaching of Wellbeing, PSHE and Citizenship
Planning
* Schemes of work for Wellbeing have been developed by the Wellbeing team with advice from external trainers from the Nurturing Programme and the PSHE Association. The schemes have been implemented in collaboration with the whole staff, and approved by the Deputy Head Academic.
* The short term plans are discussed at weekly year group planning meetings.
* Teachers are encouraged to raise and discusses problems and topical issues when they occur and for this reason there is some flexibility in timing and delivery of the curriculum.
* The Wellbeing coordinator is available to support Form Tutors in the planning or delivery of Wellbeing lessons.
Content
* Lessons will vary but may include discussion, games, listening and responding to stories, sorting, and role play.
* Circle time is at the core of our Wellbeing scheme and is used extensively to ensure the sessions are positive, inclusive and help pupils develop empathy. Circle time may not be used in every Wellbeing lesson and may be used at other times to address whole-class concerns or issues at the discretion of the Form Tutor.
* Circle time rules are established by the class during their first session to ensure all feel secure and confident in sharing their feelings within a supportive environment. Useful guidelines are published by the PSHE Association in 'Classroom Ground Rules when Teaching about Mental Health Issues'.
* Circle time may be broken up by 'workbreaks' such as described in the Family Links programme as this allows children to sit and concentrate for longer periods more successfully.
* Circle time may be broken up, bookended or replaced by sorting or ordering tasks, smaller discussion groups, written activities such as reflective responses, research or advice letters, dramatic activities such as role play or freeze-framing, artistic tasks such as comic strips or leaflets.
* Written activities may be used to encourage children to reflect on their feelings, their learning or their progress but may not be used in the majority of lessons.
* Spring and summer terms begin with reflection and goal setting. This may be completed within Wellbeing lessons or in the first morning's form time, if time allows.
* A record of lessons will be kept in Wellbeing books to promote reflection and retention of previous topics. This will be brief and may include photographs of activities, a sample story, a written reflection or an illustration. Written work will be marked when appropriate.
* A range of activities will be used to assess progress, such as described in Appendix 1 of the PSHE Association's Primary Toolkit.
* Visits and visiting speakers are arranged whenever possible, including representatives from charities, local community leaders and experts.
Monitoring
* The Wellbeing and Citizenship coordinator and SMT undertake lesson observations and talk to pupils about the impact of the programme, their own Wellbeing and that of others.
Resources
* Teacher handbooks and The Teaching Puzzle, for the Family Links Nurturing Programme.
* PSHE programme of study and quality-assured resources from the PSHE Association.
* We.org lesson planning packs for community campaigns
* Personal, Social and Health Education Answers by John Foster (published by Collins).
* L.C.P. (PSHE and Citizenship Resources Files File A and B)
* Short films and IWB activities are used to support the delivery of the curriculum.
Safeguarding
Due to the nature of discussion in Wellbeing lessons, and the reflective content of written work, it is possible that a disclosure may be made during a lesson. In the event of a pupil making a disclosure, the teacher should record what was said and speak to one of the Deputy Designated Safeguarding Leads in the Junior School (Hazel Knight or Toby Griffiths) or the College's Designated Safeguarding Lead (Fiona Angel, Deputy Master Pastoral), following the procedure set out in the College's Safeguarding Policy.
Pupils with Special Educational Needs (SEN)
Pupils with SEN may be supported if necessary as detailed on their Learning profile, in consultation with the Learning Support Coordinator.
Pupils for whom English is an additional language (EAL)
EAL pupils will be given help with language-based activities, where necessary. This could include extra adult input for any specific areas of difficulty such as understanding instructions.
Gifted and Talented pupils
Gifted and Talented pupils may be offered challenges through our excellence and enrichment programme (see policy) and P4C activities where relevant or appropriate but our general principle is that extension and enrichment provision is open to all the pupils.
Pupils who are particularly able academically may still find emotional or social skills more challenging and this must be remembered when planning for the most able.
Assessment
There is no formal assessment in this subject but AFL strategies are incorporated into the teaching and learning using activities such as suggested by the PSHE Association. Teachers are continuously monitoring pupils' awareness and understanding of the issues/themes discussed through discussion and observation.
Strategies to ensure effective teaching, learning and progression
* Everyone works from the new long and medium term plans (from September 2018) to ensure every aspect of the provision is covered.
* Year groups meet each week to plan together, and share ideas and resources.
* All staff are expected to use some assessment strategies as detailed in the PSHE Association to monitor whether pupils have understood the concepts and can apply their knowledge effectively.
* The SMT undertake Lesson Observations and Work Scrutiny in every year group during 2018-2019 to monitor the effectiveness of the delivery of the new plans.
* Further INSET will be delivered from 2018-2019 where need is identified.
Reporting to Parents
Information about the topics that are covered in each year are included in the Curriculum Handbook. Parents of pupils in Years 5 and 6 receive a letter before the Sex and Relationships topic is started. Where a pupil seems unduly affected by an issue that arises in a wellbeing lesson parents may be contacted to discuss this further and support could be put in place.
Health and Safety
* There are no particular health and safety issues in the teaching of Wellbeing but safe working practices need to be followed at all times.
* All Junior School staff have undertaken the necessary health and safety training.
* All visitors are risk assessed and all safeguarding procedures are followed in accordance with College policy.
*
All trips are risk assessed according to College policy.
Reporting to parents
Parents do not receive a written report in this subject. A letter is sent home to the parents of pupils in Year
5 and 6, prior to the unit covering sex and relationships education. Parents are also informed about trips and visiting speakers.
If a pupil is experiencing difficulties with one of the themes the Form Tutor may discuss the problems with the pupil on an individual basis. In these circumstances the pupils' parents may occasionally be contacted
and the College Counsellor's advice could be sought.
Wellbeing Co-Ordinator
The role of the Wellbeing Co-ordinator is to:
*
Keep abreast of any changes in the curriculum and attend courses and meetings to keep up to date with new initiatives.
Write, review and update schemes of work.
Liaise with the Wellbeing and Pastoral teams and support Form Tutors in the planning and delivery of Wellbeing lessons
Take the lead in the subject development.
Write a subject development plan each year.
Purchase resources.
Review and revise the subject policy and plans every two years.
*
*
*
*
*
*
*
Liaise with the Deputy Head Academic on major curriculum changes and subject development.
Reviewed:
October 2018
Next Review:
October 2020
POLICIES & GUIDANCE
Page
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CHALLENGES TO INDIAN FEDERALISM IN SPECIAL REFERENCE TO GOODS AND SERVICES TAX
Dr. Palu Joshi
289
ABSTRACT
The essence of Indian federal arrangement lies in the fact that, the State governments are not subsidiaries of the Central Government. The Central and State governments have been made autonomous as both of them draw their authority from the Indian Constitution. Our Constitution elaborately discusses the details the power sharing arrangement between the Union and the States across Article 245 to 300 in Part XI and XII. While Part XI (Articles 245-263) states the legislative and administrative relations, Part XII (Articles 246-300) deals with the financial relations.
KEYWORDS: Federal Arrangement, Centre-state Relations, Federalism, Territorial Pockets, Foreign Affairs.
_______________
Introduction
A Federation simply means two sets of Governments. It is a system of governance wherein there is a territorial division of power between the Centre and the State. This division is done through a written and rigid constitution which ensures that power and authority are not concentrated with a particular level of government. There is also an independent judiciary to keep a check on the powers of both the governments along with the provision of dual citizenship for the state subjects.
India gained independence in 1947 after a prolonged independence struggle and in the backdrop of the goriest partition violence. Moreover, the challenge of balancing of diversity with integration to transform India as a nation state was enormous, in wake of uncooperative princely rulers. Therefore, the constitution makers provided for a federal system of government without mentioning it explicitly anywhere in the Constitution. Article 1 of the Indian Constitution states "India, that is Bharat, shall be a Union of States". This means that unlike the USA the Indian federation is not the result of an agreement between the units and also the right of secession from the union has been denied to the states. This arrangement has earned a new name for Indian System when Prof. K. C. Wheare called it a 'Quasi- Federation'. Granville Austin has described the Indian federation as a new kind of federalism peculiar to Indian needs. This arrangement was adopted by the Indian Constitution makers because of the following considerations:
Concept of Indian Federation and Centre-State Relations
- Keeping in mind the territorial expanse and a wide variety of race, religion, language and other diversities of India a federal state was deemed to be apt for the country
- When it comes to satisfy the needs and demands of diverse groups of its population who live in separate territorial pockets, a federal system is a better option as it provides unity vis-à-vis assuring the autonomy in the matters of local importance.
Legislative Relations (Articles 245-255): The area old Jurisdiction of the State Legislatures is restricted to their respective territorial stretches. But the Parliament has been entrusted the power to legislate for the whole or any part of the territory of India i.e. States, Union Territories or any other areas included for the time being in the territory of India. Moreover, the laws made by the Union Parliament govern not only persons and property within the territory of India, but also Indian subjects' resident and
Assistant Professor, Dept. of Political Science, Kanoria P.G. Mahila Mahavidyala, Jaipur, Rajasthan, India.
their property situated anywhere in the world. Only some provisions for scheduled areas, to some extent, limit the territorial jurisdiction of Parliament. As for the subjects of legislation the Constitution has divided them in three lists, the Union list, the State list and the Concurrent List:
- List II or the State List, contains 61 items or subjects over which the State Legislature enjoys exclusive authority of legislation. These are those subjects of local importance, where variations in law because of local situations are inevitable, for example, State taxes and duties, police, administration of justice, local self-government, public health, agriculture, forests, fisheries, industries and minerals.
- List I, or the Union List, includes 99 items which are exclusively within the jurisdiction of the Union Legislature, for example, defence, armed forces, arms and ammunition, atomic energy, foreign affairs, coinage, banking and insurance.
- List III also called the Concurrent List, consists of 52 items, such as criminal law and procedure, civil procedure, marriage, contracts, port trusts, welfare of labour, economic and social planning. Both the Centre and the State governments enjoy equal power of legislation on these subjects. In case of a clash between the laws made by the two governments, the prominence has been given to the Union Laws. However, if the State law was reserved for the assent of the President and has received such assent, then the State law may prevail. But the Parliament is authorized to override such State law by subsequent legislation.
Administrative Relations:
The Constitution vests the residuary power, i.e., the power to legislate with respect to any matter not enumerated in any one of the three Lists in the Union Legislature (Art. 248).
The administrative relations between the Union and the States are studied as under: (i) normal
- In normal Times: Even in normal times, the Indian Constitution has allowed the UNION to effectively control the states to ensure that they do not interfere with the legislative and executive policies of the union. Some of these control techniques are implicit in the executive and legislative powers vested in the President, in relation to states, for example, the President of India has power to appoint and dismiss the Governor, (Art. 155-156) and other dignitaries in the state. In the case of legislative relations, the previous sanction of President, to introduce legislation on certain matters is required in the state legislature (Art. 304); assent to specified legislation which must be reserved for his consideration (Art. 31A), instruction of President is required for the Governor to make ordinances relating to specified matters (Art. 213), veto power in respect of other State bills reserved by the Governor (Article 200). Various other arrangements have been made in the Indian Constitution to ensure the control of the Union over States:
and (ii) emergency conditions:
[x] Directions to the State Governments: The Union Government has been authorized to give directions to a state government and to secure compliance with them, failing to which, the State Government will have to face imposition of President's rule.
[x] Disputes Relating to Water: Article 262 authorizes the Parliament to provide by law for adjudication of any dispute or complaint with respect to the uses, distribution or control of the waters of any Inter-State rivers and River Valleys under clause (2) of this Article. Parliament may by law provide that neither the Supreme Court nor any other court shall have any jurisdiction in respect of such disputes and complaints relating to water of Inter-State rivers and River Valleys. Under the Article 262, Parliament passed Inter-State Water Disputes Act, 1956. This Water Disputes Act empowers the Central government to set up a Tribunal for the adjudication of such disputes. The decision of the Tribunal shall be final and binding on the parties to the disputes. Neither Supreme Court nor any other court shall have jurisdiction in respect of any water dispute which may be referred to such a Tribunal under that Act.
[x] Delegation of Union Functions: The Constitution has also provided for the exchange of mutual administrative functions between the union and the state governments. For example, the President with the consent of the State government may entrust any executive function of the union to the states (Art. 258(1)). While legislating on a Union Subject, Parliament may delegate powers to the state governments and their officers in so far as the statue is applicable in respective states(Art. 258(2)). Conversely, a State government may, with the consent of the Government of India, confer administrative functions upon the latter relating to State Subjects [ Art. 258 A].
[x] Inter-State Council (Art. 263): The President of India is empowered to establish Inter-State Council, if at any time it appears to him that the public interests would be severed thereby. The duty of InterState Council is to inquire and advise upon disputes which may have arisen between states. It also investigates and discusses subjects of common interest between the union and states or between two or more states, for instance, research in such matters as agriculture and forestry.
[x] All India Services (Art. 312): There are certain services common to the union and the states called 'All India Services', of which the Indian Administrative Service and the Indian Police Service are the existing examples. "The constitution also gives the power to create additional All India Services, if the Council of States declares by a resolution supported by not less than two-thirds of the members present and voting that is necessary or expedient in the national interests".
[x] Grants-in-aid (Art. 275): The Constitution of India has given the Parliament the power to make such grants as it may deem necessary to give financial 60 assistance to any state which is in need of such assistance. By means of this, the union can correct Inter-state disparities in financial resources and can exercise control and co-ordination over the welfare schemes of the states on a national scale. The Union government also provides for specific grants for welfare of Scheduled Tribes and development of tribal areas.
[x] There are a few advisory bodies at the union level which co-ordinate the activities of the states in India, for example, National Planning Commission (1950) and National Integration Council (1986).
Financial Relations
- In Emergencies: The Indian Constitution provides for three kinds of emergency situations where the provisions available in the constitution can be pressed into service. These three situations are related to 61 impositions of National Emergency (Art. 352) when there is war, threat of war or internal rebellion. The second situation is related to the breakdown of the constitutional machinery in the state where the centre intervenes through the President of India for the imposition of President's Rule in the state under Article 356. The third situation is related to grave financial crisis and there is need to impose Financial Emergency under Article 360. The Government of India, under proclamation of emergency, shall acquire the power to give directions to a state, on any matter. Though the state government will not be suspended, but it will be under the complete control of the union executive. During the operation of emergency, Parliament shall have the power to legislate on any matter in the State List. It can modify the provisions of the constitution relating to the allocation of financial resources.
The financial relations between the Union and the State have been completely overhauled after the Constitution Amendment Act, 2016 (101 st Amendment) providing for Goods and Services Tax across the nation. Let us have a look at the arrangements which existed prior to the amendment. The Indian Constitution made a distribution between the legislative power to levy a tax and the power to appropriate the proceeds of a tax so levied.
The Legislative power to make a law for imposing a tax is divided between the union and the states by means of specific entries in the union and state Legislative Lists in the VII Schedule of the Indian Constitution. For instance, the State Legislature has the power to levy an estate duty in respect of non-agricultural land belongs to Parliament. Similarly, it is the State Legislature which is competent to levy a tax on agricultural income, while the Parliament has the power to levy income tax on all incomes other than agricultural. The residuary power as regards taxation belongs to Parliament and the Gift Tax and Expenditure Tax have been held to derive their authority from this residuary power. There is no concurrent sphere in the matter of tax legislation.
Distribution of Legislative Powers to levy taxes
The Distribution of the Tax-Revenue between the Union and the States
Changes after GST
Central taxes that would be subsumed under the GST are
Since the Goods and Services Tax (GST) is a comprehensive indirect tax on manufacture, sale, as well as consumption of goods and services throughout the country, it will replace taxes collected by Central and state governments. Consequently, it will remove service tax, central excise, VAT and other taxes levied by state governments, incurring loss of revenue on these governments.
- Central Excise duty
- State VAT
- Additional Duties of Excise (Goods of Special Importance)
- Additional Duties of Customs (commonly known as CVD)
State taxes that would be subsumed under the GST are
- Duties of Excise (Medicinal and Toilet Preparations)
- Central Sales Tax
- Additional Duties of Excise (Textiles and Textile Products)
- Special Additional Duty of Customs (SAD)
- Luxury Tax
- Entertainment and Amusement Tax (except when levied by the local bodies)
- Service Tax
-
Entry Tax (all forms)
- Taxes on advertisements g. Purchase Tax
- Central Surcharges and Cesses so far as they relate to supply of goods and services
- Taxes on lotteries, betting and gambling
- State Surcharges and Cesses so far as they relate to supply of goods and services
Critical Evaluation of GST's effect on Indian Federalism
This new reform also takes away the States' rights or powers to design their tax structure on what rates to impose on what all commodities including on luxury goods and necessity goods. The GST, thus, will block all other options available with the state governments to make up with their deficits and overdrafts, something that the States have been till now relying upon hugely to cope up in accordance to their fiscal policies. With such overarching powers of fund collection at the disposal of the Centre, the State governments, have been brought forcibly under the power of the Union. Such an arrangement is detrimental to the Indian Federal System which was designed to facilitate co-operation between the Centre and the State units irrespective of their respective political controls. The arguments that all these problems regarding the implementation of GST at the Central level and the sharing of revenue with the States shall be solved through the GST appears goofy owing to the fact that the council will remain as a centrally run institution and the major stakeholder will be the centre. There is little or no hope that the State concerns will be properly heard/ addressed in such a body.
The major concern at this point is the effect this new tax regime is going to have on Indian Federalism. Besides subsuming the rights of the Sates to collect certain taxes by the Union, the States' right to collect tax revenues from firms that have a turnover of up to 1.5 crores or lessis also being brought under central control. GST, appears to bean attempt to encroach upon the rights of States to decide taxes according to their socio-economic situations. Moreover, in the wake of national disasters or to acquire funds for welfare schemes to improve people's livelihood, State governments are now at the mercy of the Central government to avail funds.
This centralized arrangement will have serious outcomes with respect to fiscal autonomy; the States would be deprived of their important source of revenue and their right to decide the tax structure.
Moreover, States would become more dependent on the Centre and this will decrease their responsibility and accountability towards fiscal consolidation. Also, this will reduce the status of the States to a mere spending unit raising serious concerns over fiscal accountability. In a federal system like India (as discussed above), the GST which is bein seen as a revolutionary move to unify the taxation mechanism raises alarming structural, procedural and administrative issues. It is also a general observation that no country with a federal structure has been able to have a fully harmonized system of GST. In the Indian System where Centre is collecting 62% of the total tax revenue, assignment of GST to the Centre will increase the power of Centre to collect 83% of the overall tax revenue, giving it a lion's share and leaving the States with menial resources. under our federal set-up, such a proposition is unacceptable because our Constitution only seeks to control the possible irresponsible behavior of the State Governments, without compromising with their autonomy. GST will be a blow on the financial autonomy of States reducing the Finance Ministries, of the States and at the Centre to distributing agencies with having no power to take policy decisions. Budgets will be mere papers and the GST council, controlled by the Centre, will be all-powerful fiscal authority in the country.
The beauty of a federal polity is that different political parties can hold power in different states and at the Centre, but they should be able to pursue their different programmes as per their ideologies, without damaging the integrity of the country, and therefore, they are given the freedom to pursue their preferred fiscal policies: while some states may be ready to provide incentives to corporate capital to invest in the state, others may be inclined to raise their tax rates to gather more revenue in order to undertake more welfare expenditure; while others may utilize their fiscal authority for raising revenue for worthwhile programmes. The revenue sources at the disposal of the state governments are indeed limited; they rely heavily on the sales tax which accounts to 80 per cent of the revenues for most states. the states did have a degree of freedom in deciding the rates of the sales tax. the value added tax attempted to curtail that freedom, but like the GST it could not tie the states down to a single uniform rate for all goods and all states. Once it is introduced, the state governments will have no freedom to decide on the rates at which they choose to tax commodities. (If they wish to raise some rate, they would have to approach the GST council where theirs will be only one voice among many, and hence likely to be quite inconsequential). With a uniform GST, and fiscal responsibility legislation restricting the size of their fiscal deficits, the freedom of state governments to pursue divergent economic trajectories will be greatly curtailed for the following simple reason.
The GST is being imposed at two levels: firstly, at the Central level (CGST) and secondly at the States' level (SGST). But the actual problem under the dual GST pertains to vertical tax externality, i.e., when both the levels of government, Centre and States, levy tax on same base, the tax policy decisions of one, affects the tax base of the other. It can be understood as: when the central government increases the tax levied on a commodity, it adds to the tax payable by the consumer. This is turn results in the decline of the demand for that particular commodity, thus reducing the total tax amount which was to be collected by both the levels of government. Thus, there is a reduction in tax base, which is unhealthy for the tax revenue of the States as well as the Central government. Another drawback of this arrangement is that, the rates for both, the CGST and the SGST, will be fixed by the GST Council, whose members shall comprise of State finance/revenue ministers and chairman will be the Union finance minister. Once the tax rates are fixed by the GST Council, the individual States will no longer enjoy their power to tax whichever commodities they want and at whatever rates they want. This implies that even though the GST will be helpful in expanding the tax net, curbing tax evasion and increasing revenues from tax, it will be highly detrimental to the financial autonomy and State-specific financial planning by governments. Moreover, there is a strong apprehension that the GST will end up profiting big corporate houses only. Similarly, a unilateral approach is against the spirit of Indian federalism.
The base level of resources available to a state government will be more or less predetermined and not subject to any increase. As the tax rates will also be pre-decided, the only option they are left with for obtaining larger revenue would be to expand the tax base. in a situation where the states have no power to raise tax rates has reduced the scope for enlarging public investment, they would be forced invite private corporate capital to set up plants in their states to expand the level of activity. This will greatly hamper the scope of state/ [public enterprises while directly favouring expansion of big corporate houses. Talking about the benefits of the GST, which appear more of sheer hype. In fact, Finance Minister's assertion that a shift to the GST will add 2 per cent to the growth rate of the gross domestic product, is based on such assumptions which are never made fully explicit to the people and which are not fully comprehensible. The two major substantial arguments have been advanced : firstly, the GST will simplify and rationalize
the indirect tax system, and secondly, that it would prevent the rat race among states to lower tax rates as a means of attracting private investment The second argument can be easily written off as a uniform tax rate for all states and all commodities is not adequate for preventing unhealthy competition among the states. But , the real question pertains to the first argument: should we sacrifice a basic feature of our federalism for some unspecified benefits that may arise from the "simplification and rationalization" of our system of indirect taxation? The biggest benefit of the GST is being touted as unifying the "national market"; but the example of USA is worth mentioning. The US does not have a uniform taxation scheme like the GST. The States in the US tax commodities by value, not value added, at different rates, which, vary across commodities within each state. There are a vary of taxes on commodities, within each state. And even the exemption limits for the value of business turnover, below which indirect taxation is not imposed, are not the same across the states. The world's largest capitalist economy has thus functioned well without having a unified national market according to the criteria advanced by the advocates of the GST; and it plans to continue with the same in the future. The therefore, question naturally arises: if the US can get along without apparently a unified national market, why are we so adamant on it, even at the cost of sacrificing our federal structure?
References
In fact, the reason why the US functions smoothly with a wide variety of of taxes and tax-rates across states is due to the fact it values its federalism. A clear indication of this is the composition of its Senate where each state has an equal number of senators, i.e., two whether it a big state like New York or California or a small state like Delaware or Rhode Island; no state therefore can complain about its voice not being heard. And it is solely because of this fierce commitment to federalism that keeps the structure intact despite the economic arguments advanced by corporate spokespersons in a country where corporate-financial interests have an overarching impact on the polity. Such commitment to federalism, has never been apparent in India. The Centre uses all kinds of tactics to subjugate the state governments; and the state governments are so exclusively concerned with whatever resources they can occupy that they overlook the principles which are the foundation of Indian Federal structure. But since, the Federal system has been included in the basic structure of our constitution, as propounded in the Keshavanada Bharati verdict, even if all the state governments along with the Central government, at any given time, agree on some measure to abridge it, they have no power to do so. The implementation of the GST, as currently visualized, shall amount to an interference with the "basic structure" of our Constitution. The fact that it may have the support of all the state governments, is definitely not a healthy sign for the federal spirit of our political system. A few existing governments, even if they decide to compromise their freedom and authority to pursue economic trajectories of their choice, should not be warranted to decide for all future governments.
Aleaz Bonita, Struggles of Indian Federalism. Punthi-Pustak, Calcutta, 1997.
Codding George Arthur, The Federal Government of Switzerland, George Allen & Unwin Ltd., London, 2006.
Basu, D.D., Introduction to die Constitution of India. Prentice Hall, Pvt. Ltd., New Delhi, 2001.
Duchaeek, D. Ivo, Comparative Federalism: the Territorial Dimensions of Politics. Holt, Rinehart and Winston, Inc., New York, 1970.
Filippov Mekhail, Designing Federalism: a Theory of Self-Sustainable Federal Institutions, University of Cambridge, Cambridge, 2004.
Fadia Babulal and Menaica (eds), Indian Government & Politics. Sahitya Bhavan Publication, Agra, 2004.
Ostrom Vincent, "Meaning of American Federalism: Constituting a Self Government Society", San Francisco, Institute of Contemporary Studies, 1991.
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SIR JAMES DOUGLAS ANNEX
ELEMENTARY
2023-2024 School Learning Plan
SCHOOL STORY
Sir James Douglas Annex is located on the ancestral and unceded territory of the xʷməθkwəy̓əm (Musqueam), sḵwxwú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) Nations. Sir James Douglas Annex Elementary is situated in the Southeast area of Vancouver on the border of Sunset and Victoria-Fraserview neighbourhoods. The area is relatively dense, with various household types and living arrangements. It has an increasingly diverse population. According to statistics from the City of Vancouver, this area has a high number of immigrants, with a population identifying as a visible minority, and residents using a non-English mother tongue or non-English home language. Douglas Annex is part of the David Thompson Secondary School Family of Schools.
Douglas Annex is a French Immersion single-track school where students have instruction in French from Kindergarten to Grade 3. French Immersion is a considered a Choice Program, so students come from all over the city but many live close or just outside the school neighbourhood.
There are 163 students in eight divisions. Our diverse population includes students with many different cultural heritages, those who are Indigenous, and those with special needs. When students enter Grade 4, they move to Sir James Douglas Elementary which is about six blocks away on Victoria Drive and Brigadoon.
The Douglas Annex staff is collaborative and collegial, with new members and many who have worked in the school for a long time. In addition to the classroom teachers, there is one full-time Resource Teacher and a Music Teacher one day per week. There are also two support workers who support students with special needs. The Vice Principal is onsite and teaches half the week in the library, while the principal supports the school from Douglas Elementary. The school is also supported by a Counsellor, a Speech and Language Pathologist, and a One-to-One Literacy Volunteer. Throughout the year, you may also see student teachers from nearby University programs working on their practicum teaching experience in classrooms.
Douglas Annex is invested in student learning in the classroom and beyond. It is an early intervention school with the Reading Recovery Literacy Program. Running Club, Track and Field, and Cross-country are some of the experiences offered to students outside of the classroom. Performances and other school experiences have also been carefully selected to teach students about awareness, acceptance, inclusion, and social issues.
Sir James Douglas Annex and Sir James Douglas Elementary have the same Parent Advisory Council (PAC). The PAC has supported the school by funding additional technology, field trips, in-class workshops, cultural dance workshops, school barbecues, parent information sessions, and our new gravel pathway between the entrance and the parking lot entrance.
Douglas Annex is a small school so many students and staff know each other. This creates a very safe, warm and welcoming environment. The students know the school motto to take care of ourselves, each other, and our school. A school song was created by staff members and is sung by students in at least one of the assemblies during the year. For many years the students have addressed staff members at Douglas Annex by their first
names, for example Mme Stacey, the Vice Principal, and with this practice students are respectful of their teachers. Most students come to school ready to learn and are immersed in French from the first day of kindergarten. Staff work collaboratively with other staff members but also with parents while providing an exciting academic program for their students.
WHAT DO WE KNOW ABOUT THE COMMUNITY OF LEARNERS?
Many of the new students who have come to Douglas Annex starting in kindergarten are siblings of those already at the two Douglas schools. At Douglas Annex students are engaged in learning French from the moment they start Kindergarten. We have students enrolled in our program that speak many different languages at home. Many of the students are learning a third language when starting to learn in French, some even are learning a fourth language.
Since students start learning French, many without any previous exposure, staff members show patience and understanding while students learn by listening first and then when ready, start to respond using simple French language. Douglas Annex is an early intervention school with the Reading Recovery Literacy Program, while many classrooms follow a structured literacy approach. Reading Recovery targets the most at-risk learners in Grade 1. Communicating Student Learning (CSL) data demonstrates clear progress in Grade 1 students which speaks to the impact of early intervention. Term 1 CSL Language Arts data shows that 31.71% of Grade 1 students were at the Emerging Level while in Term 3, this reduced to 7.5%. Alternatively, in Term 1, 12.2% of Grade 1 students were at the Proficient level in Language Arts in Term 1 and by the end of the year this number increased to 35% of the Grade 1 students. Other programs the staff currently use to support student learning, physical and mental well-being and belonging include The Zones of Regulation, Second Step, and Ready Body Learning Minds. In addition, there are sensory pathways set up in the one long hallway for students, and they are often seen jumping and following the various indicators on the floor. Together the school community celebrates having opportunities for children including Running Club, Cross-Country, Track and Field and more. The staff prioritizes Social Emotional Learning as well as communication with families. There is also an outdoor learning area and a school garden complete with both indigenous plants and a pollinator garden. Douglas Annex is also supported by the David Thompson Community Schools Team Hub who have provided programming, through community connections and support to our students in many ways. To engage the students in acts of kindness beyond the school and to support the broader community, children at Douglas Annex send thank you cards to veterans for Remembrance Day and create Holiday Cards for the patients at Holy Family in December.
The staff at Douglas Annex is dedicated to ensuring equity in our school. There has been a concerted effort by staff to ensure diversity in our library collection to reflect the diverse student and family population with representation of many cultures, SOGI (Sexual Orientation and Gender Identity), and neurodiversity. Furthermore, performances have been carefully selected as an additional tool to teach the students about awareness, acceptance, inclusion, and social issues. At Douglas Annex we celebrate our diverse population.
Staff members are also committed to engaging students about the reconciliation journey and Indigenous content. We use the Indigenous acknowledgement at every assembly and before any big presentation. We have the First People's Principals of Learning posted in the school and referred to by teachers. We have an exciting collection of books that staff members use both in French and in English to share knowledge, learning and values of our First Nations, Inuit and Metis people. Students not only learn about Indigenous ways inside but also outside in our garden, on our school grounds and in our community. Staff members ensure Indigenous teachings are embedded in the curriculum and are addressed often with students.
AS A SCHOOL COMMUNITY, WE ARE WORKING ON THE FOLLOWING TO:
Improve student achievement in literacy and numeracy, physical and mental well-being, and belonging
CSL data was reviewed in both Math and French Language Arts from terms one and two of this school year. From this data the staff noticed that most Douglas Annex students are at the proficient level in numeracy, however, for literacy the results were quite different, most students are at the developing level for French Language Arts, and this is an area that the staff really think we need to focus on and work on with students so improvements can be made.
The other data that was used were the results from the Student Learning Survey for our Grade 3 students, some of the CELI/CLIP data, and the results of a ten-question shortened mini-Dessa questionnaire, that was done as a baseline last June for all students in K-3.
As a staff, we then looked at the components of Language Arts and although we do not have CSL data that breaks down the components of French Language Arts, we believe reading is an area for growth. However, with further discussion, we considered that one of the important skills before reading is oral language development. This is why we decided to scaffold by first focusing on developing oral language next year with the intent of diving into reading once there has been an improvement in oral language.
We plan to:
- Have class and school-wide incentives for encouraging students to speak French
- Ensure there is social and emotional support for our students so that they can be successful. Find ways to support the reluctant speakers to have success too. The staff realizes that the lack of participation is not always a lack of ability.
Some resources/ideas we want to use/look at:
- Professional Development: share our ideas of what we are each doing in our class with each other to develop oral expression
- Prioritize French/French Canadian performances (Maple Man, Will et Seeka)
- Using Music to develop oral language
- Find ways to encourage students to share their oral language learning with their parents
Improve equity
What have we been currently doing to address this goal?
- Ensuring that we share a variety of diverse content with our students through books, videos, plays, presentations, assemblies, dance and more. We make a conscious effort to include content that is culturally diverse, shares diverse family structures/SOGI, and expresses privilege and barriers all in hopes that students will both see themselves in this content but also have more awareness about their world around them.
- We explicitly teach about recognizing and responding to racism and discrimination
- We focus on the roots and history of pink shirt day and pride month central so that they don't become too generalized around just being friendly and anti-bullying.
- We share and teach about significant events including, Black History Month, Asian History Month, Indigenous history Month, and Pride Month
Specific Actions we will take:
- To continue to provide diverse content to all students to promote equity in our school
- To continue to question our practices in our school which may put students at a disadvantage
- To continue to learn about teaching equity as a staff and allow for time for these discussions
- To build a community and connection, intentionally inviting diverse presenters or experts into the school.
- To have even more visible signs of welcome at our school for diverse communities
Continue on our journey of reconciliation with First Nations, Metis, and Inuit
What learning have we done at our school to support and enhance our understanding of Indigenous worldviews and knowledge?
- We had Math professional devleopment that helped us embed Indigenous perspectives and knowledge in our teaching of Mathematics
- We had a book club this year looking at using various resources including Indigenous resources to help students become more aware of themselves
- We have identified a section in the library for our Indigenous books and the amount in both French and English has grown substantially
- We created a tree in the center of our school hallway that has all our students' hands as leaves for Orange Shirt Day
- We had an assembly to commemorate and learn about Orange Shirt Day and we had several performances this year that focusses on Indigenous learning
- We created an Indigenous Garden and students learn about Indigenous plants.
What evidence of understanding of Indigenous worldviews and knowledge have been fostered within your school community?
- Students sharing knowledge and asking questions about Indigenous knowledge and perspective, conversations with parents about what students have learned.
- The questions, comments, discussions, reactions that students have after reading, listening, or viewing Indigenous stories.
- If you walk into our classrooms, there often is evidence of Indigenous perspectives learning through various subject areas in the form of artwork on the walls/displays created by teachers/students or individual student work
- Teachers use Indigenous stories for many different subject areas to ensure Indigenous education is embedded throughout student learning
How will we sustain and enhance our understanding of Indigenous perspectives and knowledge?
- We will continue to deepen our awareness of Indigenous perspectives and knowledge on an individual and collective basis
- We will look at ways to share our knowledge through Artwork/Mural to signal to the community our school is welcoming of all and supportive/aware of the host nations and the perspectives and knowledge that we learn and share
- Getting a plaque with Indigenous Acknowledgement/Welcome sign put up outside our school
HOW WILL WE KNOW WE'RE ON TRACK?
For our Oral Expressive Language goal, we will review the Language Arts data from the three terms of the CSL Learning Update and the Summary of Learning. Moreover, all classroom teachers will assess their students' proficiency level for oral language and submit it to the administrator during reporting periods. This allows us to take a global look at Language Arts development and specific oral expressive language over time and track progress in these areas.
For our equity goal, the staff will continue to ask the following questions: Is what we are doing in the best interest of all our students and is what we are doing putting some students at a disadvantage? Are we ensuring diverse representation in our choices of books, performances, and in what we are teaching? We will ensure we are considering equity when making decisions for our school
For our Indigenous goal, we will continue to find ways to embed our reconciliation journey in the classroom, but we will also engage in larger school projects. We will know if we are on track by looking at the progress of our whole school ideas – assemblies, bulletin boards, outside mural, plaque outside the school. We will also have students reflect on their learning of Indigenous perspectives and collect their responses. | <urn:uuid:88582d06-2bac-458f-a33b-4028d585760b> | CC-MAIN-2024-51 | https://media.vsb.bc.ca/media/Default/medialib/2024-douglas-annex-slp.fe685676003.pdf | 2024-12-09T08:04:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00891.warc.gz | 339,774,119 | 2,800 | eng_Latn | eng_Latn | 0.997872 | eng_Latn | 0.998359 | [
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For Immediate Release:
Contact: Stacey Ehling, firstname.lastname@example.org, C:609-408-2461
Editor's Note: All media are invited to attend. Cameras can be set up thirty minutes prior to the burn and experts will be available for interviews. Please text Stacey if you plan to attend.
PHOTO/VIDEO OPPORTUNITY
Live Fire Safety Demonstration -- Nov. 25 Expert advice to keep your family and property safe this holiday season
Hamilton, N.J. – Twinkling lights; check. Turkey; check. Christmas tree; check. House fire; NOT on the agenda. The holiday season is filled with festivities, but everything that encompasses the holidays, including the real Christmas tree, decorations, lights, and candles, and even cooking the turkey and sides all have the potential to spark a dangerous fire.
Keeping families and their homes safe this holiday season is the goal of the live Christmas Tree Burn Trailer Fire Sprinkler Demonstration and Dangers of Frying a Frozen Turkey Demonstration on Monday, Nov. 25, 11 -11:30 a.m. at the Monmouth County Fire Academy in Freehold, N.J. The demonstration, which is free and open to the public, is co-sponsored by the New Jersey Fire Sprinkler Advisory Board (NJFSAB), Sprinkler Fitters Local 696, the New Jersey Fire Safety Commission, and the New Jersey Division of Fire Safety.
"The fire safety demonstrations will give fire prevention and life-saving tips and show in realtime how quickly a dry Christmas tree catch fire and spread, how effective a fire sprinkler system can control the blaze; and illustrate the extreme danger of frying a frozen turkey in hot oil," said David Kurasz, Executive Director of the New Jersey Fire Sprinkler Advisory Board (NJFSAB).
The National Fire Protection Association (NFPA) reports that Christmas tree fires, while not very common, are particularly dangerous when they do occur. Here are some key statistics:
* Between 2014 and 2018, an average of 160 home fires per year originated from Christmas trees, resulting in two deaths, 14 injuries, and $10 million in property damage annually.
* About three-quarters of Christmas tree fires occurred in December and one-third in January, emphasizing the importance of promptly disposing of dried out trees after the holidays.
* Almost half (45%) of these fires were caused by electrical distribution or lighting equipment, and 22% were due to heat sources being too close to the tree. Intentional fires made up 15% of the total.
* Over 40% of these fires started in the living room, which is often where trees are displayed.
The Christmas Tree Burn Demonstration features a trailer with two rooms with a dry Christmas tree, holiday decorations, furniture and smoke alarms. The difference is one room has a fire sprinkler system, and the other does not. A fire is lit in both rooms to show how quickly dry trees can ignite and how fast fire can spread. The room without sprinklers to show how fast Christmas tree fires can travel to the rest of the room and pose danger to loved ones and destroy property. The room equipped with fire sprinklers demonstrates how quickly and efficiently sprinklers control the fire, giving families extra time to escape and reducing potential fire damage. Then, firefighters will demonstrate how dangerous it can be to drop a frozen turkey in hot oil which can result in fiery explosion that can cause severe burns and injuries and spark outdoor fires.
"Keep the holidays bright by practicing fire safety – inspect your lights, water your tree, and never leave candles unattended. A little caution keeps the season joyful and your loved ones safe," said Richard Mikutsky the Director and State Fire Marshal of the N.J. Division of Fire Safety.
John Wisniewski, a former NJ State Assembly member, past Chair and a current Member of the New Jersey Fire Safety Commission noted, "The holiday season is meant to be a happy time. Knowledge is power, and learning about how fires can start in your home and taking simple steps to prevent them can go a long way towards ensuring the safety and protection of your loved ones."
Every year there are preventable house fires during the holidays from dry Christmas trees, damaged electrical decorations, live candles, and hazardous cooking. Step one is to test your smoke alarms and make sure they are working, and then follow these tips for indoors and outdoors which is even more important during this time of drought and high wildfire risk.
Decorations Indoors & Outdoors
* Avoid overloading electrical outlets and make sure to use properly rated indoor and outdoor extension cords. Too many lights plugged into one outlet can cause overheating and may spark increasing fire risk.
* Inspect all lights, decorations and cords BEFORE decorating and dispose of those with frayed or pinched wires, or loose bulb connections.
* Consider energy efficient LED lights that generate less heat than traditional bulbs.
* Keep decorations clear of all combustible materials and a safe distance away from dry vegetation and leaves outdoors. Keep water source or bucket nearby in case of fire.
* Use flame resistant decorations especially for outdoor use - those made of materials like metal, glass, or flame-retardant plastic are safer than those with highly flammable materials.
Christmas Trees
* Make sure that your Christmas tree and decorations are at least 3 feet away from any heat source like fireplaces, candles, or space heaters.
* Choose a tree with fresh green needles that do not fall off when touched. If the needles do, then the tree is dry, and they are highly flammable.
* Never decorate your tree with live candles.
* Everyday water your Christmas tree to keep your tree from drying out. When it becomes dry or after the holidays, dispose of your tree.
* Turn off Christmas tree lights before going to bed or leaving your home.
Candles
* Keep candles at least 12 inches away from any object, especially curtains and other flammable items, and make sure they are in stable holders.
* Use battery-operated flameless candles.
* Do not leave lit candles, matches, or lighters unattended and keep them out of reach of children and pets.
Cooking
* Make sure kids stay away from hot food and liquids.
* Do not leave food on the stove or in the oven unattended while cooking.
* Don't leave flammable items (recipes, paper towels, dish towels) near the stove.
* Completely thaw your frozen turkey in the refrigerator -- water and oil do not mix, so water causes oil to spill over and cause a fire when a turkey is placed in oil when still frozen.
* Only use a turkey fryer outdoors, keep it a safe distance from buildings or flammable objects, and never leave it unattended.
According to the NFPA, fire sprinklers can reduce the risk of dying in a fire by 80 percent and reduce property loss by 70 percent. Fire sprinkler systems prove their high reliability with a 92 percent correct operation rate, and effectiveness in controlling fires 96 percent of the time.
"Fire safety is not just important around the holidays, it is important all year round," said Kurasz. "Having a fire sprinkler system installed is the best protection for your family 24/7, but if you don't have one increasing your fire awareness and taking a few simple steps to prevent fires can go a long way towards keeping you and your family safe."
###
The mission of the New Jersey Fire Sprinkler Advisory Board (NJFSAB) is to save lives and protect property by educating the public about fire safety, demonstrating the benefits and effectiveness of fire sprinklers in suppressing and reducing the impact of fires, and supporting fire-safe building codes and legislation. NJFSAB is a cooperative partnership advocating installation and proper care of fire sprinkler systems. Headquartered in Hamilton, N.J., the Board is comprised of unionized workers (Sprinkler Fitters Local 696), local leaders, code committee members, contractors and businesses who represent fire sprinkler construction, production, distribution and installation. | <urn:uuid:fe6fa7c6-36b5-4514-b720-d12aeae80499> | CC-MAIN-2024-51 | https://njfsab.org/ULWSiteResources/njfsab/Resources/file/news/2024/Holiday-Fire-Safety-Demo-2024-Press-Release.pdf | 2024-12-09T07:42:11+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00892.warc.gz | 383,580,624 | 1,638 | eng_Latn | eng_Latn | 0.998343 | eng_Latn | 0.998574 | [
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Information Sheet on Ramsar Wetlands
Official translation by Charles Akin
Siteref: 6AR004
1. Date this sheet was completed/updated: ~01/08/1995~
2. Country: ARGENTINA
3. Name of wetland: Reserva Costa Atlántica de Tierra del Fuego
4. Geographical coordinates: 53°20'S 68°30'W
5. Altitude: sea level
6. Area
: 28,600 hectares
7. Overview:
Located on the northeast shore of Isla Grande de Tierra del Fuego, the reserve covers a low coastal area of cliffs and small hills. The steppe landscape is dominated by pasture and xerophilous bush (Salicornia spp.), except for a band in the south (roughly 20 km long) where there are patches of stunted Nothofagus forest on the high cliffs close to the shore.
Bahía San Sebastián, a wide Pleistocene glacial valley, is the reserve's most important section. Flooded by the sea, this semicircular valley is 50 km long and 40 km wide. The shallow water forms a wide intertidal zone that when exposed at normal low tide extends over about 16,000 hectares of mud. The intertidal strip of sandy soil is wide along the whole length of the reserve. Other important neighbouring areas are the mouth of the Río Grande, close to the city with the same name, Cabo Auricosta and the mouth of the Río Ewan on a loam substrata.
8. Wetland type:
shallow sea water - intertidal mud flats - freshwater coastal pools
9. Ramsar criteria:
The biological diversity of migratory and indigenous birdlife justifies the inclusion of this wetland.
10. Map of site included? Please tick yes -or- no
11. Name and address of the compiler of this form:
Dirección General de Medio Ambiente Ushuaia Tierra del Fuego
12. Justification of the criteria selected under point 9, on previous page:
The biological diversity of this wetland, especially the migratory and endemic aquatic birdlife found there, justifies its classification as a protected area.
13. General location: ~no information available~
14. Physical features: ~no information available~
15. Hydrological values: ~no information available~
16. Ecological features: ~no information available~
17. Noteworthy flora: ~no information available~
18. Noteworthy fauna:
Tierra del Fuego is the wintering site of one of the largest concentrations of Neotropical shore birds, 70 per cent of the Calidris canutus and Limosa haemastica and also 50 per cent of the total population of Calidris fucsicollis. Bahía San Sebastián is one of the most important areas for shore birds in Argentina (Morrison) with 32 per cent of the C. fucsicollis present on the Atlantic coast, 42 per cent of the total South American population of L. haemastica and 13 per cent of the total South American population of C. canutus. In addition, the area is important because of the large variety of bird species found there. The area has been designated as an important area for endemic birds by the International Council for Bird Preservation. One of these species, the Cauquén colorado (Chloephaga rubidiceps), is listed in an appendix of the CITES convention. Only about 300 specimens of this species survive the effects of wintering outside Tierra del Fuego.
At least 21 species of whales frequent these waters for mating, giving birth and feeding in the tidal zone. In the spring, sperm whales and other large whales are found in these waters.
This area is one of the most important areas for birdlife in Argentina because of the concentration of many species of shorebirds. Because of its considerable biodiversity, it is
listed as an area of endemic birds by the Council for Bird Preservation (CBP) and has been included in the South American network of shorebird reserves (WHSRN) at the highest level as a reserve for the hemisphere.
19. Social and cultural values: ~no information available~
20. Land tenure/ownership of:
Except for the urban area of the city of Río Grande, most of the area is private property held by eight landowners who have signed an agreement with the provincial government to ensure the conservation of the reserve. In 1992, it was declared a provincial nature reserve.
21. Current land use: ~no information available~
22. Factors (past, present or potential) adversely affecting the site's ecological character, including changes in land use and development projects:
Overall, the reserve is in good ecological condition, but in the very important area of Bahía San Sebastián, the onshore and offshore extraction of petroleum and gas is a potential danger. There is offshore drilling, and one well is being drilled in the intertidal zone at the northern end of the bay where there is the largest concentration of shorebirds. The use of pipelines has led to several minor, until now, spills. Oil and natural gas are stored along the southern part of this coast, and ships are loaded in the bay about twice a month. The possibility of an oil spill is the most constant and serious threat to the conservation of biodiversity in the reserve.
Along the coast near the city of Río Grande, the reserve is threatened by recreational activities (hikers, motorcycles and four-wheeled vehicles, and the gathering of shellfish) and wandering dogs.
During the past few years, the extraction of sand and gravel from the nearshore area has become an increasingly greater threat to the shore area.
Animal husbandry along the north coast of the island has produced a negative impact on natural pastures, but the greatest impact has been caused by the extraction of petroleum through soil excavation, the creation of roads, the construction of buildings, the laying of pipelines and the digging of sediment basins located along the coast and in the former beach area south of Bahía San Sebastián. This has led to wind and water erosion throughout wide sectors, and the
surface has been contaminated with petroleum.
23. Conservation measures taken:
The first stage (survey and inventory) of the management plan for the reserve is being carried out.
24. Conservation measures proposed but not yet implemented:
~no information available~
25. Current scientific research and facilities:
Partial studies have been carried out in the area on birds, mammals, fishing and tourism. There are no research facilities in the reserve.
26. Current conservation education: ~no information available~
27. Current recreation and tourism: ~no information available~
28. Jurisdiction: ~no information available~
29. Management authority: ~no information available~
30. Bibliographical references:
- Goodall, R.N. et al. 1991a. A summer evaluation of mammals and birds in the south-western South Atlantic coast between Cabo Vírgines and Cabo San Sebastián. Tierra del Fuego. Total Austral S.A. Buenos Aires, Argentina.
- Goodall, R.N. et al. 1991a. A winter evaluation of mammals and birds in the south-western South Atlantic coast between Cabo Vírgines and Cabo San Sebastián. Tierra del Fuego. Total Austral S.A. Buenos Aires, Argentina.
- Harrington, B.A. et al. 1980. An investigation of wintering areas of Red Knots (Calidris canutus) and Hudsonian Godwits (Limosa haemastica) in Argentina. Report to WWF, Washington DC, USA, and Toronto, Canada.
Publication. Canada.
- Morrison, R. et al. 1989. Atlas of Nearctic Shorebirds on the coast of South America. Canadian Wildlife Service. Special
- Morrison, R. et al. Shorebirds. Flyways in the New World.
- Schnack, E. 1985. Argentina: The World's Coastline (Bird, E. and Schwartz, M.) Van Nostrand Reinhold Co., New York. | <urn:uuid:6b87a38c-5a04-401d-8003-c921ccb7d230> | CC-MAIN-2024-51 | https://rsis.ramsar.org/RISapp/files/RISrep/AR754RISformer1995_EN.pdf?language=es | 2024-12-09T07:14:26+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00892.warc.gz | 449,896,357 | 1,715 | eng_Latn | eng_Latn | 0.952726 | eng_Latn | 0.984099 | [
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STUDENT WELLBEING
Anti-Racism Policy
To effectively counter racism, anti-racism education strategies are implemented across the full range of a school's activities. Under the Department's Anti-Racism Policy, principals are responsible for including anti-racism education strategies in their school plans and reporting on their implementation in Annual School Reports. Under the policy, the nomination and training of an Anti-Racism Contact Officer (ARCO), is also the responsibility of the principal.
INDICATORS OF RACISM
Recognising racism in schools may be difficult, as racism manifests itself in a range of ways, some more clearly discernible than others. Some indicators of racism include the following:
- hostility or lack of co-operation between groups
- appearance of racist graffiti
- promotion of racist propaganda
- display of racist behaviour, including comments, ridicule or abuse, cyber racism, as well as physical harassment and assault
- existence of discriminatory practices, including:
* low expectations for some groups of students
* non-inclusive policies, curriculum and pedagogy denying certain groups access to a wide curriculum.
COMPLAINTS HANDLING
The ARCO supports the handling of complaints of racism in a number of ways by:
- managing complaints of racism made by students against other students in accordance with the Behaviour Code for Students (see Appendix A) and the school's discipline and wellbeing procedures
- referring complaints of racism made by staff and community members to appropriate executive staff members
- providing advice on the complaints handling process to students, staff and community members
- supporting the complainant during the complaints handling process
- providing advice to the principal and/or nominated complaints manager.
The ARCO will follow the Managing complaints of racism flowchart (see Appendix Q).
APPENDIX Q
STUDENT WELLBEING
MANAGING STUDENT COMPLAINTS OF RACISM
Complaint of racism.
Student/s sent to Office immediately.
Staff member records complaint onto SENTRAL and marks as 'Further Action Required'.
Senior Executive investigate the incident.
ARCO/s notified and intervention occurs at the earliest possible time.
Can the complaint be handled informally?
Yes
No
Resolve the complaint to the satisfaction of the complainant.
Assist the complainant to write the complaint if required.
Updating SENTRAL and inform parents where necessary.
Refer to Senior Executive.
Is it about a person?
Yes
No
Is the complaint serious?
Remedy and systems improvement procedures apply.
Yes
No
Investigation procedure applies.
Negotiation procedure applies.
Inform complainant of procedures and rights.
Senior Executive in consultation with the ARCO and Principal to seek a formal resolution or make decisions regarding complaints. Senior executive/ ARCO to update incident onto Sentral. Parents of complainant as well as perpetrator contacted where necessary. | <urn:uuid:f5a17cd4-72fa-4cee-bb48-2e935bd10234> | CC-MAIN-2024-51 | https://liverpoolw-p.schools.nsw.gov.au/content/dam/doe/sws/schools/l/liverpoolw-p/supporting-our-students-/Anti-Racism_Policy.pdf | 2024-12-09T08:04:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00892.warc.gz | 330,355,040 | 634 | eng_Latn | eng_Latn | 0.993798 | eng_Latn | 0.996105 | [
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Growing Fruits Indoors
Summer harvest can bring fresh, vibrant vegetables and fruits to the insides of your kitchen, but when colder weather hits, it can take away those fresh harvests and leave you needing to visit the grocery store to purchase over-priced produce.
That doesn't have to be the case. By growing fruits inside, you can keep your kitchen counters stocked with delicious, fresh options all winter long. Indoor growing is also a great method for those who may live in an apartment or an area with limited outdoor space. Indoor growing allows gardeners to have more options when it comes to the fruits of their labor.
Growing fruits indoors isn't the easiest way to produce a crop though, and the harvestable yields won't be as abundant as they would be if you grew the plants outside. The biggest challenges to growing fruits indoors is due to low light, as well as the lack of pollinating insects that a garden has.
That being said, there are positives to growing fruits indoors, too, such as complete control over the water, soil and fertility. Although you are growing them indoors, pests still may become a problem. However, since the plants will be under a watchful eye, it is easy to take preventative measures so no long-term damage occurs.
Fruit seeds and plants available at ufseeds.com
However, with proper care and pruning, even tree fruits can be grown indoors.
What fruits to grow indoors:
Strawberries are an excellent choice because they can fit in pots and be placed on a sunny windowsill. Grapes are also an indoor fruit growing possibility, although it is suggested that you keep only two buds in the winter to keep a manageable indoor vineyard. Grape vines can be trained to grow up the walls and across a ceiling. Grapes will grow best in a conservatory-type room, but the gardener must take preventative measures to ensure the grapes don't develop mildew and ensure they have proper ventilation.
A good place to grow fruits inside would be in a sunroom or an area with abundant amounts of light. One main challenge to growing fruits inside is many fruits grow on trees, which can take up lots of space.
A good place to grow fruits inside would be in a sunroom or an area with abundant amounts of light. One main challenge to growing fruits inside is many fruits grow on trees, which can take up lots of space.
How to grow fruits indoors:
Copyright 2018 © Urban Farmer. All rights reserved.
However, with proper care and pruning, even tree fruits can be grown indoors.
Growing lemon trees indoors also is popular. Growing options like the above-listed fruits indoors can not only provide you with a fresh selection, but it also can brighten up the interior of your home.
When choosing what types of fruits to grow indoors, since most fruits grow on trees, you will need to pick a container with adequate drainage but also one that is deep enough to house the tree roots. This depth will vary depending on which type of fruit you grow, but a depth of at least one foot should be considered. When planting, place a soil-based compost over drainable material at the bottom of the pot, such as pebbles. Fertilize and water the fruit plants regularly.
Fruit seeds and plants available at ufseeds.com
Check out our fruit seeds and plants at ufseeds.com!
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How to reduce flooding in your garden:
Watering your flowers and vegetables is good and helps them grow, but too much water can cause a problem for your plants. If you garden floods easily, or if there is constantly puddles of standing water in your garden area, it can be detrimental to what you are trying to grow. Sometimes, flooding can cause more problems than a drought because unless you utilize container gardening, you can't easily move your plants out of a flooded area. The only thing to do in the moment is wait until the flooding recedes. Here are some tips on how to reduce flooding problems in the garden.
Causes of flooding:
Sometimes, the cause of the flooding is something simple, like clogged gutters or a clogged drain. Make sure all the rain water has a place to go by clearing out your gutters and your drains.
Other causes of flooding include your garden not being absorbent enough. To increase the absorbency, you can add organic mulch to your garden. Mulch also helps preserve moisture, so it's a good solution to drought problems as well.
Another problem that can cause flooding is if your ground is not aerated, making it very hard and compacted. This prevents the water from being absorbed by the soil. Aerate your yard or garden with a garden fork or an aerator.
More difficult problems:
put long-term solutions in place so you can avoid flooding in the future.
One example of a long-term solution is to minimize hard surfaces, like concrete, around your garden. When laying a patio, use smaller bricks or slabs and lay them using sand to improve drainage.
Another example is leveling areas that may flood frequently. This means that if the garden slopes, water will then collect in one area, which will increase the likelihood of flooding. Use top soil to level the area.
Some causes of flooding aren't so simple to fix. Long-term solutions to flooding may be required, then. There are several ways to
Another way to solve flooding for the long term is to create a run-off area. Run-off areas are idea for gardens that are at a high risk for flooding. Creating a run-off area will divert the water to a less problematic area, or an area that has better absorbency to help prevent garden flooding.
Copyright 2018 © Urban Farmer. All rights reserved.
Finally, another long-term solution would be to add drains near your garden. This allows the water to travel away from your garden and into a sewage system instead, but it is a drastic measure since you have to dig up parts of your garden to lay the drains. You also will be required to receive permission from city officials before laying drains, so it can be a lengthy process.
Garden seeds available at ufseeds.com
Copyright 2018 © Urban Farmer. All rights reserved. | <urn:uuid:8ec92674-6a66-4133-b121-7d7bd0ea4dea> | CC-MAIN-2024-51 | https://www.ufseeds.com/on/demandware.static/-/Sites-UrbanFarmer-Library/default/dw1284a11e/images/content/How-to-Reduce-Flooding.pdf | 2024-12-09T07:59:45+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00890.warc.gz | 952,772,172 | 572 | eng_Latn | eng_Latn | 0.999297 | eng_Latn | 0.999264 | [
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Ramadan Guidance for Schools
This section is extracted from a comprehensive guidance document on 'Meeting the needs Muslim pupils' to be launched by The Muslim Council of Britain in December 2006. As we normally get many queries about Ramadan from schools just before or during Ramadan, we have made this section available for reference and hope that schools will find this helpful.
5.0 Ramadan – the Month of Fasting
Good Practice – Ramadan
* Schools have a written policy for the requirements and implications of Ramadan for their Muslim pupils.
* School offers Ramadan awareness training about factors affecting their pupils during Ramadan.
* The school recognises and celebrates the spirit and values of Ramadan through collective worship or assembly themes and communal Iftar (collective breaking of the fast).
* The school is considerate of the likely increase in the number of pupils offering prayer during the month of Ramadan and hence facilities are provided accordingly e.g. larger area for daily prayers.
* Adequate arrangements are in place, to supervise fasting children, during the lunch hour. These arrangements are well publicised amongst pupils and parents.
* The school takes into consideration the month of Ramadan and hence avoid scheduling internal examinations during this month.
* The school tries to avoid scheduling Sex and Relationship Education and swimming during Ramadan.
* The school ensures fasting children do not engage in over-demanding exercises, as this may result in dehydration.
* If possible, the school avoids holding parents' meetings in the evening during the month of Ramadan.
Fasting during the month of Ramadan is the fourth 'Pillar' of Islam, an act of worship of great spiritual, moral and social significance for Muslims. It is obligatory for all males and females to fast once they attain the age of puberty (for some children this can be as young as age 9). The physical dimension of fasting involves completely abstaining from all forms of nourishment, food, liquids (including water) and smoking from dawn to sunset for the whole month. Younger children may fast for all or part of the month but this is entirely optional. The spiritual and moral dimension of fasting is considered to be of far greater importance than the physical one.
Muslims are encouraged not to use Ramadan as an opportunity to avoid aspects of normal life but rather to cope with normal life under a different set of guidelines. Schools need to be aware of important considerations in relation to pupils fasting. Children fasting will get up before dawn to have their breakfast. This interrupts their sleep pattern. By the same token when Ramadan falls during the summer months they will need to stay up later than usual.
During Ramadan, Muslims should focus on additional worship and Godconsciousness to improve themselves in all aspects of their lives and dealings with others including their character, respect for others, kindness, forgiveness, mannerisms, avoidance of bad language and poor behaviour. In addition having empathy with the poor and donating generously for charitable causes, sharing of food and inviting others to one's home for opening the fast are important features of Ramadan. Muslims also focus on reading more Qur'an and performing additional prayers in the mosque every evening.
Schools can develop the spiritual, moral, social and cultural aspects of their children and school life by recognising and building upon the essence and spirit of Ramadan. Whilst the discipline and the challenge of fasting is to continue with the tasks of everyday life, staff can be asked to exercise a degree of understanding e.g. encourage pupils to avoid excessive exertion in physical education to prevent dehydration. By the same token they may praise pupils who are clearly making a special effort regarding their attitudes and behaviour. Some schools offer their staff awareness training about factors affecting their pupils during Ramadan.
Teachers can take this opportunity to be more inclusive and teach pupils about Ramadan in Religious Education and to invite guests from the Muslim community to take collective worship assemblies.
Islamic calendar is based on the lunar months and therefore the month of Ramadan begins 10 or 11 days earlier each year on the Gregorian calendar; hence it takes Ramadan about 30 years to move through the seasons from January to December.
5.1 Primary School Pupils
Although fasting for the entire month becomes obligatory at the age of puberty, it is common practice for Muslim children to begin to fast before this age to become progressively accustomed by the age of puberty. Most children aged 10 and 11 (years 5 & 6) are expected to fast all 30 days. Children are enthusiastic and get a great sense of achievement in joining their families in taking part in the spirit of Ramadan and often begin at a younger age.
The younger the age, the more progressively difficult it becomes for children to fast without their physical stamina and concentration levels being effected. This can be problematic for very young children and we would advise that schools liaise with parents to encourage very young children to fast half days or to avoid fasting during school days as this can have a significant effect on their concentration levels and degree of alertness whilst at school. It is important to be aware that young children are more likely to fast when Ramadan falls in the winter months, when the days are shorter than the much longer and hotter summer days.
Whether a pupil decides to fast or not is a matter to be decided between the parent and child. Schools need to be aware that breaking the fast before the correct time may be regarded as being worse than not fasting at all. Schools should not encourage children to break their fast early unless it is for serious health and safety reasons. The overriding consideration should be that the children do not feel disadvantaged in school activities because of their religious observances.
5.2 Celebrating Ramadan
Muslims approach Ramadan with enthusiasm and it is customary for Muslims to congratulate one another on its arrival. The school can value and build on this spirit by having collective worship/assembly themes based on Ramadan, organising communal Iftar (breaking the fast) when pupils, parents, community members and teachers - Muslims and non-Muslim can all join in the opening of the fast and eat together. Some schools enter into the charitable spirit of Ramadan by raising funds for the poor and the needy in the world.
5.3 Physical Education
Majority of pupils who are fasting are able to take part in most physical activities during Ramadan without putting themselves at risk or danger. Fasting can make some children feel tired, drowsy or have headaches due to dehydration, which may necessitate some Muslim pupils having to reduce their physical exercise. Schools may wish to plan alternative, less strenuous activities during Physical Education classes.
5.4 Examinations during Ramadan
It is inevitable that certain statutory and internal school examinations may fall during Ramadan. Schools should give appropriate consideration when scheduling internal examinations, since, the combination of preparing for exams and fasting may prove difficult for some children.
5.5 Parents Evening and School Functions
During Ramadan, the evenings can be a very busy period for Muslim families; particularly if the opening of the fast (Iftar) falls in the early evening. In addition some adults will spend their time observing additional religious activities, e.g. special evening prayers at the mosque. This may make it difficult for parents to attend meetings or other functions in the evening during the month of Ramadan. The scheduling of parent evenings before or after the month of Ramadan would be appreciated by parents and is likely to ensure better attendance.
5.6 Exemption from Fasting
There are certain circumstances and conditions in which Muslims are exempt from fasting. These include menstruation, those for whom fasting is likely to have a detrimental effect on health and physical wellbeing and those who cannot survive without taking medication or nourishment e.g. diabetics. Those travelling on long and difficult journeys may not fast if it is likely to cause undue hardship. If fasting days are not completed, then they would have to be made up at a later date or in some circumstances compensated for as prescribed by Islam e.g. feeding the poor.
.
5.7 Medication
No oral medication can be taken by a person who is fasting, but anyone needing regular medication during fasting hours is normally exempt from fasting in any case. Medication can be taken once the fast has been broken. Medical injections can be had by a person who is fasting, although not those injections that influence body nutrition – guidance should be sought on specific issues if necessary. During emergencies, where a child's life is at risk or severe illness is diagnosed, then medicine should be administered. Routine vaccinations should be scheduled for other times of the year.
5.8 Detentions
When Ramadan falls during the winter months, after-school detention for a pupil who is fasting could mean that the pupil is not able to reach home in time to break fast. In such cases, schools need to be aware that pupils must be able to carry out their religious duty, whilst accepting full responsibility for breaching school rules. To break the fast, a drink is sufficient and many schools do make this provision available when required. In cases of uncertainty consultation with parents is advised.
5.9 Swimming during Ramadan
In general, participation in swimming is an acceptable activity whilst fasting. However, whilst fasting, for many pupils this activity may prove to be an issue, as the potential for swallowing water is very high. Some pupils may interpret that deliberately doing something that is prohibited includes putting themselves in a situation, where the prohibited act is very likely to occur. Hence they may wish to avoid swimming whilst fasting.
Schools with a significant number of Muslim pupils should try to avoid scheduling swimming lessons during Ramadan.
5.10 Sex and Relationship Education
Whilst fasting Muslims are not permitted to engage in any sexual relations and are expected to avoid sexual thoughts and discourse. Taking this into account schools should avoid scheduling the teaching of this subject during Ramadan.
5.11 Special Ramadan Evening Prayers (Taraweeh)
During Ramadan many pupils may observe special additional prayers called Taraweeh which take place at the mosque every evening and last approximately an hour. These are normally performed in congregation at the mosque but can also be observed individually or as a family at home. | <urn:uuid:42c83ff5-aa2f-40f8-879d-7529378c68bf> | CC-MAIN-2024-51 | http://www.muslimparents.org.uk/app/download/5791622414/RamadanGuidanceForSchools.pdf | 2024-12-09T06:08:45+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00896.warc.gz | 44,994,077 | 2,010 | eng_Latn | eng_Latn | 0.997789 | eng_Latn | 0.997986 | [
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Sun exposure, shade and vitamin D: a practical activity for the Australian climate and curriculum
By David Turnbull, Alfio Parisi and Nathan Downs
Australia has one of the highest rates of incidence and mortality due to skin cancer in the world. Exposure to the sun also has a beneficial side. The beneficial effects are relatively few, but they are essential to a person's well being. It is well known that exposure to small amounts of UV radiation are beneficial for the human body and important in the production of vitamin D3. This investigation will give students the opportunity to measure erythemal UV radiation in full sun and in the shade to determine how this can be potentially beneficial. An important outcome of this investigation will be to illustrate that some exposure to sunlight is necessary for long-term human health.
It is well known that excessive and repeated exposures to solar UV radiation are linked to the induction of skin cancers, skin damage, premature skin ageing and wrinkling, and sun related eye disorders (van der Leun and de Gruijl, 1993; NHMRC, 1996). Australia has one of the highest rates of incidence and mortality due to skin cancer in the world, with two out of three Australians developing some form of skin cancer in their lifetime (Giles et al, 1988; ACCV, 1999). UV radiation in the 290 to 330 nm portion of the terrestrial solar UV spectrum breaks down 7-dehydrocholesterol in human skin to pre-vitamin D 3 . Pre-vitamin D 3 is then converted to vitamin D 3 by a heat induced process in the human body. The main function of vitamin D 3 in humans is to maintain extracellular fluid concentrations of calcium and phosphorous (Holick, 1997). Small amounts of vitamin D 3 can be obtained from vitamin tablets and certain foods; however, these sources cannot provide sufficient vitamin D 3 , particularly for the elderly (Mosekilde, 2005). The most cost effective and simplest way to obtain vitamin D 3 is from moderate exposure to sunlight (Holick, 2004).
At present, Australia is amongst a small handful of countries that have guidelines on how much UV exposure the public should receive for vitamin D 3 synthesis. The Australian guidelines advise exposure to approximately 1/6 to 1/3 of a MED as appropriate to provide adequate vitamin D 3 levels, depending on the age of the individual (Samanek et al, 2006; CDHAA, 2006). The minimum erythemal dose (MED) is equivalent to approximately 200 J/m 2 of erythemally effective solar UV radiation, depending on the skin type of the individual which can be broadly defined into six categories (Fitzpatrick, 1975). Approximately 1/6 to 1/3 of a MED is represented by 34-67 J/m 2 of erythemally effective solar radiation. The erythemal (sunburn) response of humans to UV radiation is given by the erythemal action spectrum (Figure 1). A UV meter can be used to approximate the erythemally effective solar radiation.
The Working Group of the Australian and New Zealand Bone and Mineral Society, Endocrine Society, Osteoporosis Australia, Australian College
Volume 56 | Number 3 | September 2010
of Dermatologists and the Cancer Council Australia recommend five minutes solar UV exposure either side of the peak UV periods on most days of the week in summer and approximately 2-3 hours solar UV exposure over a week in winter (PS, 2006).
This investigation will give students the opportunity to measure erythemal UV radiation in full sun and in the shade to determine how this can be potentially beneficial. An important outcome of this investigation will be to illustrate that some exposure to sunlight is necessary for long-term human health. Shaded environments are environments that can mediate the harmful effects of the sun depending upon the quality of the shade and the amount of sky that can be seen in the studied location.
Materials and Methods
The following is required to perform this activity:
A hand-held UV meter that uses specific filters to approximate the human erythemal response (CIE, 1987). A cost effective model is the Edison Pocket UV Meter (Figure 2) available online at http://www.dealsdirect.com.au/p/pocket-uv-meter/ at a cost of approximately AU$30.
teaching science
43
44
Warning: This investigation will require students to spend extended periods outdoors. Use appropriate sun protection strategies such as sunscreen, hats and sunglasses to reduce personal UV exposures.
Pick three or four different commonly used shade environments such as a shade umbrella (Figure 3), dense tree shade or gazebo. Choose a cloud-free day (or cloud free solar disc) for this investigation. To investigate the effect of the different angles of the sun on the UV radiation in the shade and the resultant vitamin D exposure times, take the following measurements at different times of the day.
To measure the UV:
1. Measure the full sun UV irradiance on a horizontal plane (with the hand-held radiometer directed upwards) at a distance of at least 20 m or as far as possible from any shade.
2. Measure the UV in the shade at a height of approximately 1.2 m with the UV meter inclined along the horizontal, 45 o , and the vertical plane. (The 45 o and vertical measurements are best performed by directing the radiometer to where the most sky can be seen.)
3. Immediately after finishing the shade measurements, measure the UV in the full sun as far away from any shade as possible.
4. Repeat the measurements for different times of the day (e.g. 9am, 10:30am and 12 noon). This will ensure that several solar positions or zenith angles will be tested. (The term Solar Zenith Angle (SZA) is often used to denote solar position and represents the angle subtended between the solar disc and the zenith.)
5. Repeat the measurements for the other shade environments.
6. Repeat the investigation on another day when the Sun is covered by cloud (optional).
To calculate exposure times, t, for 1/3 MED use the following equation:
where a MED is equal to 200 J/m 2 and I is the irradiance measured by the pocket UV meter (radiometer) in W/m 2 (or J/s 1 /m 2 ). Here, 200 J/m 2 is used for a MED as this represents the exposure required to cause perceptible erythema for skin type 1.
teaching science
The SZA for any latitude and longitude can be obtained from the following website: http://www.usno.navy.mil/USNO/astronomicalapplications/data-services/alt-az-world
Results and discussion
Table 1 shows a sample of results obtained on a relatively clear sky day during December 2007 at the University of Southern Queensland. As can be seen in Table 1, 1/3 of a MED can be obtained in a relatively short period of time in full sun. Due to atmospheric scattering, a significant amount of UV radiation can be found in the shade. Therefore, shade environments can also be used to expose the human body for adequate vitamin D production. However, exposure times will be slightly longer than for full sun environments. The sample results show that exposures in the shade are generally twice as long for SZA positions of around 35 o or less compared to full sun.
Table 1: Sample of results for a shade structure showing erythemal UV levels beneath a shade umbrella (see Figure 3) and in full sun, with calculated times (in minutes) for exposure to 1/3 of a MED.
The times calculated in Table 1 are based on exposing 15% of the human body (face, neck and hands) to UV radiation. Samanek et al (2006) states that high variability in sun exposure times during winter means that optimal sun exposure advice should be tailored to each location. Therefore, this experiment can be conducted in winter to give students a better idea of how exposure times will vary depending on season. Also, the more sky that can be seen in the shade produced by the shading structure means the more scattered UV radiation there is incident in the shaded area. So a range of different sized shade structures may be useful in showing students how the sky view will change the exposure times. UV protection is very
Volume 56 | Number 3 | September 2010
important and many strategies can be adopted to reduce overall UV exposure including the use of sunscreen, shade, hats, appropriate clothing and sunglasses. However, a small amount of sun exposure is needed for optimal health. This article details techniques that provide students with the opportunity to study the physics of electromagnetic radiation, particularly UV radiation, and the way it interacts with different environments.
The investigation is therefore suited to studies of the environment and our place within the environment. Currently such an investigation is well suited to the Earth and Beyond, and Science and Society strands of various state curricula in both primary and secondary schools. The task described also compliments extended experimental investigations as it can be performed over a long investigation period for many different seasonal, diurnal and atmospheric conditions. The experiment can also be performed to assess the potential health benefits of different shading environments. Nationally, such an investigation is relevant to the strands science understanding and science inquiry skills presented in the Interim National Curriculum Board's (NCB) foundation document for the recently released draft of the Australian curriculum for science (NCB, 2009). More specifically, the proposed vitamin D activity develops the opportunity for students to explore current health and prevention research relevant to contemporary science, a key term presented in the new Australian curriculum for science (NCB, 2009). By completing the proposed activity students get the opportunity to study solar radiation as a form of energy, develop links between the physical environment and its potential to impact upon human health, and build upon existing data collection and analysis skills. These skills are critical elements, necessary for the development of quality foundation courses in science and are clearly identified in the primary and middle school years of the new Australian curriculum.
Recommended Reading:
Samanek, A.J., Croager, E.J., Gies, P., Milne, E., Prince, R., McMichael, A.J., Lucas, R.M. & Slevin, T. (2006). Estimates of beneficial and harmful sun exposure times during the year for major Australian population cities. Medical Journal of Australia. 184, 338-341.
References
Anti-Cancer Council of Victoria (ACCV). (1999). Anti-Cancer Council of Victoria: SunSmart Campaign 2000-2003. Melbourne.
Commonwealth Department of Health and Ageing Australia, Ministry of Health New Zealand and National Health and Medical Research Council (CDHAA). (2006). Nutrient reference values for Australia and New Zealand including recommended dietary intakes. Retrieved 12/02/2006 from: http://www.moh.govt. nz/moh.nsf/0/CC515A13536B3CB4CC256F6D000ABDE0/$File/ nutrientreferencevalues.pdf
Commission International de l'eclairage (CIE). (1987). A reference action spectrum for ultraviolet induced erythema in human skin. CIE Journal. 6, 17-22. Fitzpatrick, T.B. (1975). Soleil et peau. Journal de Medicine Esthetique. 2, 33-34.
Giles, G., Marks, R. & Foley, P. (1988) Incidence of non-melanocytic skin cancer treated in Australia. British Medical Journal, 296, 13-17.
Holick, M.F. (1997). Photobiology of Vitamin D, in Vitamin D. San Diego, USA: Academic Press.
Holick, M.F. (2004). Sunlight and vitamin D for bone health and prevention of autoimmune diseases, cancers, and cardiovascular disease. American Journal of Clinical Nutrition. 80, 1678S–1688S.
Mosekilde, L. (2005). Vitamin D and the elderly. Clinical Endocrinology. 62, 265-281.
National Curriculum Board (NCB). (2009). Shape of the Australian Curriculum: Science. Retrieved 20/03/2010 from: http://www.acara.edu.au/verve/_resources/Australian_ Curriculum_-_Science.pdf
National Health and Medical Research Council (NHMRC). (1996). Primary Prevention of skin cancer in Australia, Report of the Sun Protection Programs Working Party. Australian Government Publishing Service, Canberra.
Position Statement (PS). (2006). Estimates of beneficial and harmful sun exposure times during the year for major Australian population centres. Medical Journal of Australia 184, 338-341.
Samanek, A.J., Croager, E.J., Gies, P., Milne, E., Prince, R., McMichael, A.J., Lucas, R.M. & Slevin, T. (2006). Estimates of beneficial and harmful sun exposure times during the year for major Australian population cities. Medical Journal of Australia. 184, 338-341.
van der Leun, J.C. & de Gruijl, F.R. (1993). Influences of ozone depletion on human and animal health, in UV-B Radiation and Ozone Depletion: Effects on Humans, Animals, Plants, Microorganisms, and Materials. Boca Rotan, USA: Lewis Publishers. TS
About the Authors:
Dr David Turnbull - Ultraviolet Radiation Physicist
Position Statement (PS). (2006). Estimates of beneficial and harmful sun exposure times during the year for major Australian population centres. Medical Journal of Australia 184, 338-341.
Associate Professor Alfio Parisi - Ultraviolet Radiation Physicist
Dr Nathan Downs - Ultraviolet Radiation Physicist
Ever thought of CONTRIBUTING to TEACHING SCIENCE?
Teaching Science publishes refereed articles contributing to the theory and practice of science education. It aims to include material of interest to all sectors of the science education community— primary, secondary, tertiary and trainees. Teaching Science invites primary and secondary teachers, teacher educators, community-based science education officers, pre-service teachers, and others with an interest in improving the quality of science teaching to submit articles. Teaching Science particularly values contributions from teachers who have researched their own classroom practice. While each issue of the journal usually carries a theme, this is not exclusive. Good writing on any science education issue is welcomed.
Prospective contributors should go to the ASTA website, www.asta.edu.au to download the guildines for contributors and the Manuscript Submission Form.
Volume 56 | Number 3 | September 2010
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Copyright of Teaching Science - the Journal of the Australian Science Teachers Association is the property of Australian Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. | <urn:uuid:9844881f-4a23-46bc-b373-91e7d393aac4> | CC-MAIN-2024-51 | https://research.usq.edu.au/download/e636fdaa0a3028901876e487bf95c82cf878764b083261088f73a0bbaa9d64af/369722/Turnbull_Parisi_Downs_TS_2010_PV.pdf | 2024-12-09T10:39:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066462724.97/warc/CC-MAIN-20241209085821-20241209115821-00001.warc.gz | 463,236,051 | 3,135 | eng_Latn | eng_Latn | 0.987019 | eng_Latn | 0.989562 | [
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Y3/4 Autumn 2024
Writing
Narrative
Write plays.
Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.
Non-fiction
Write instructions.
Write non-chronological reports.
Poetry
Learn by heart and perform a significant poem.
Write poems that convey an image (simile, word play, rhyme and metaphor).
Reading
Listen to and discuss a wide range of texts.
Learn poetry by heart.
Take part in conversations about books.
Use the school and community libraries.
Look at classification systems.
Read and listen to whole books.
Communication
Engage in meaningful discussions in all areas of the curriculum.
Listen to and learn a wide range of subject specific vocabulary.
Through reading identify vocabulary that enriches and enlivens stories.
Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English.
Listen to and tell stories often so as to internalise the structure.
Mathematics
Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing.
Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts.
Explore numbers and place value so as to read and understand the value of all numbers.
Add and subtract using efficient mental and formal written methods.
Bromley Hills
Multiply and divide using efficient mental and formal written methods.
Use and apply measures to increasingly complex contexts.
Science
Physics
Light
Look at sources, seeing, reflections and shadows.
Explain how light appears to travel in straight lines and how this affects seeing and shadows.
Working Scientifically
Across all year groups scientific knowledge and skills should be learned by working scientifically. (This is documented in the Essentials for progress section.)
Physics
Electricity
Look at appliances, circuits, lamps, switches, insulators and conductors.
Look at circuits, the effect of the voltage in cells and the resistance and conductivity of materials.
Art & Design
Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
Develop and share ideas in a sketchbook and in finished products.
Improve mastery of techniques.
Learn about the great artists, architects and designers in history.
Computing
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Design & Technology
Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
1
Key Stage 2
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Make
Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Evaluate
Investigate and analyse a range of existing products.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Technical knowledge
Understand and use electrical systems in their products, such as series circuits incoporating switches, bulbs, buzzers and motors.
Cooking and nutrition
Understand and apply the principles of a healthy and varied diet.
Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.
Geography
Locate the world's countries, with a focus on Europe and countries of particular interest to pupils.
Identify key geographical features of the countries of the United Kingdom, and show anunderstanding of how some of these aspects have changed over time.
Locate the geographic zones of the world.
Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1).
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.
Y3/4 Autumn 2024
Use a wide range of geographical sources in order to investigate places and patterns.
History
The Roman Empire and its Impact on Britain.
History of interest to pupils.
Language
In the chosen modern language:
- Speak
- Read
- Write.
Look at the culture of the countries where the language is spoken.
Music
Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
Improvise and compose music using the inter-related dimensions of music separately and in combination.
Listen with attention to detail and recall sounds with increasing aural memory.
Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.
Develop an understanding of the history of music.
Physical Education
Take part in gymnastics activities.
Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.
Religious Education
Study the beliefs, festivals and celebrations of Christianity.
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English
We have discovered a mysterious egg in our forest! This discovery will provide a stimulus for our writing. We will write different text types, including instructions, recounts, newspaper reports and letters. We will continue to develop our writing skills by using different types of punctuation. In Year 1, this includes full stops and capital letters. In Year 2, we will write different sentence types using full stops, question marks and exclamation marks. We will focus on spelling too, to ensure we are spelling tricky words correctly.
P.E
In our PE lessons we will learn about teamwork. We will be working individually, with a partner and in small teams. We will develop the key skills of communication and problem solving. We will also complete a unit of work on Yoga, where we will develop our balance, agility and coordination. We will learn about mindfulness and body awareness. We will focus on our well-being, by building strength, flexibility, co-ordination and balance.
History
As historians, we will be looking at personal chronology and finding out about the past within living memory. By examining photographs and asking questions, the children will investigate chronology. We will begin to look at a simple timeline extending back to before they were born.
Design Technology
We will be completing out unit examining the different movements that mechanisms can make, with a focus on side-to-side and up-and-down sliders. We will design and label diagrams, considering which parts of our design will move. We will then make a moving picture which has parts which move as planned. To finish the unit, we will evaluate the strengths and areas for development in our design.
RE
In RE we will be exploring 'How is new life welcomed?'. We will learn about how babies are welcomed into families. We will consider how it is important to welcome people. We will study initiation rites, including infant baptism and the aqiqah. We will compare and reflect on different wats to welcome new life.
Year 1 Maths
We will begin the term in year 1 by focusing on place value to 20. We will look at each of the numbers in detail to see how each number is made and identifying one more and one less than each number. We will use number lines to 20 and will estimate where a number belongs on a blank number line. We compare and order numbers to 20. We will then move on to addition and subtraction within 20. We will begin this unit by calculating addition questions by 'counting on'. We will then use our knowledge of number bonds to 10 to help us to add and subtract ones. We will subtract by counting back and also by finding the difference. We will use all of this knowledge to help us with related facts and will finish the unit by solving missing number problems.
Year 1 Science
As scientists we will be naming objects and the materials they are made of. We will recognise that objects are made of materials that suit their purpose. We will be sorting and grouping objects based upon their properties. We will be suggesting ways to test materials, make predictions and use our observations to answer questions. We will begin to recognise if a test is fair.
Key Stage One Spring 1 Term Overview
Computing
In computing the children will continue to learn all about coding and the importance of algorithms. We will be learning about how instructions are used in computing and that giving a computer a set of instructions is known as the term algorithm. We will learn how algorithms are written to program (instruct) a device or software and how algorithms need to be precise. We will think about what happens when an algorithm doesn't work and what effect this has on a device (debugging). We will then work towards debugging our instructions to allow the program to work.
PSHE
We will start the term completing our work on 'Family and Relationships', including how to solve problems which may occur within our friendships. We will then move onto our new unit, called 'Health and Wellbeing'. We will learn strategies to promote health living, including how to wash our hands; the importance of sleep and how to relax.
Year 2 Maths
We will start the term by learning about shapes. We will recognise a variety of 2d and 3d shapes. We will count the sides and vertices on 2d shapes before drawing our own shapes. We will identify lines of symmetry on shapes and use these lines to help us to complete shapes. We will count faces, edges and vertices on 3d shapes. We will sort 2d and 3d shapes in a variety of ways. We will then move on to learning about money, where we will begin by recognising and counting different coins and notes. We will then make specific amounts in a variety of ways, calculate change and complete 2 step problems involving money.
Year 2 Science
As scientists we will be naming objects with the same use that are made from different materials. We will also be naming materials that are used to make different objects with different uses. We will be changing solid shapes by twisting, stretching, bending and squashing and thinking about the properties of materials. We will be measuring using non-standard units, recording results and answering questions about the data we have collected.
Geography
As geographers we will be looking at the countries and cities that make up the UK, keeping a daily weather record and finding out more about hot and cold places in the UK.
We will also be identifying and describing the four seasons. We will be thinking about how the weather is different in all of the seasons and how we need to prepare for and keep safe in each season.
Art and Design
As artists we will revise the names of the primary colours and explore how to create secondary colours. We will use our painting skills to print and know how to create and use a range of colours when printing. To extend our learning, we will learn how to make different shades/hues of a secondary colour. To finish our unit, we will create a plate in the style of the artist Clarice Cliff.
Music
As musicians we will be learning to identify high and low notes and Compose a simple tune. We will also be investigating how tempo changes help tell a story and make music more exciting.
Our class blogs are also updated weekly. Please have a look at our class webpages to see what we have been learning.
Anthony Browne (Miss Tipping)
https://www.pentlandinf.co.uk/class/anthony-browne-class
Oliver Jeffers (Mrs Rushby & Miss Child)
https://www.pentlandinf.co.uk/class/oliver-jeffers-class
Nadia Shireen (Mrs Bell & Mrs De'Ath)
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Summer Picnic Safety Tips
At some point throughout the summer, you may spend time outside with family and friends at a picnic or backyard barbecue. If you aren't careful about handling foods and beverages during these cookouts, you're putting yourself and others at risk for potential food-related illnesses.
Bacteria multiply especially fast in the summer heat, making outdoor cookouts prime breeding grounds for E. coli and salmonella. Symptoms of foodborne illnesses may include nausea, vomiting, diarrhea and abdominal cramping.
Prevent food poisoning at picnics and barbecues with these simple tips:
* Clean. Wash cooking equipment, dishes and utensils between uses. Be sure to clean the grill's surface after each use and wash cutting boards after preparing raw meat. Germs can survive in many places, so washing your hands and surfaces is critical.
* Separate. Use one cooler for drinks and one for food. It's also important to separate raw foods (e.g., poultry, seafood and eggs) from those ready to eat. Lastly, never eat anything left out of a refrigerator or cooler for more than two hours—or one hour if the temperature is above 90 degrees Fahrenheit.
* Cook. Food is safely cooked when the internal temperature gets high enough to kill germs that can make you sick. The best way to know if food is cooked properly is by using a meat thermometer. For example, burgers and hot dogs should be cooked to 160 degrees Fahrenheit and chicken to 165 degrees Fahrenheit.
* Chill. Refrigerate food promptly since bacteria can rapidly multiply if left at room temperature. The "danger zone" for bacteria growth is 40-140 degrees Fahrenheit.
Remember that as summer temperatures rise, so does your risk for food-related illness. If you have a mild case, it's important to stay hydrated. More serious food poisoning cases, which often include a fever, severe abdominal pain and dehydration symptoms, require medical attention.
Skin Cancer and You
At least 1 in 5 Americans will develop skin cancer by the age of 70, making skin cancer the most common cancer in the United States. Fortunately, skin cancer is highly preventable by avoiding excessive sun exposure. Here are a few tips to protect your skin from the sun:
* Stay in the shade under an umbrella, tree or other shelter. Avoid the sun between 10 a.m. and 4 p.m., when the rays are the strongest.
* Wear dark-colored clothes made of tightly woven fabrics and a hat that shields your face, neck and ears.
* Wear sunglasses to protect your eyes and the skin around them.
* Apply sunscreen all over your body and lips and reapply at least every two hours—and after swimming or sweating. Learn more about picking the right sunscreen in the infographic below.
Most skin cancer cases are curable if diagnosed and treated early enough. Inspecting your skin for any spots or changes in color or appearance is important, as new spots or changes may indicate cancer. If you have any concerns, see your doctor.
Avoiding Artificial Sweeteners for Weight Loss
The World Health Organization (WHO) released new guidance to avoid using zero-calorie nonsugar sweeteners (NSS)—such as aspartame and stevia—for weight loss. The WHO advised that artificial and natural sweeteners have not been shown to help with long-term weight loss in children or adults. In fact, their use may come with side effects, including an increased risk of cardiovascular diseases and Type 2 diabetes. The agency's only exception to the recommendation is for individuals with preexisting diabetes.
This new guidance doesn't address consumption safety; it only comments on using NSS for long-term weight loss. However, eliminating sweeteners is the healthiest option. Talk to your doctor if you have diet or disease risk questions.
Makes: 7 servings
Ingredients
1 ½ cups whole wheat flour
3 Tbsp. sugar
1 tsp. baking powder
½ tsp. baking soda
½ tsp. salt
3 eggs
6 oz. low-fat vanilla yogurt
¾ cup water
3 Tbsp. canola oil
1 ¾ cups sliced fresh strawberries
6 oz. low-fat strawberry yogurt
Preparations
1. Heat a griddle to 375 F or a greased skillet over medium heat.
2. In a large bowl, mix the flour, sugar, baking powder, baking soda and salt. Set aside.
3. In a medium bowl, whisk the eggs, vanilla yogurt, water and oil until well blended.
4. Pour the egg mixture into the flour one; stir until moistened.
5. For each pancake, pour slightly less than ¼ cup of batter onto the hot griddle or skillet. Cook pancakes for 1-2 minutes or until bubbly on top. Turn; cook the other sides for 1-2 minutes until golden brown.
6. Top each serving (2 pancakes) with ¼ cup sliced strawberries and 1-2 Tbsp. strawberry yogurt.
Nutritional Information (per serving)
Total calories 260
Total fat
9 g
Protein
9 g
Sodium
390 mg
Carbohydrate 36 g
Dietary fiber 4 g
Saturated fat 2 g
Total sugars 16 g
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MODULE 5
SYSTEMS SECURITY AND CONTROL
OUTLINES
* The business value of security and control
* Organizational and managerial frameworks for security and control
* System vulnerability and abuse
* Preventative maintenance techniques and security controls.
* Disaster recovery planning
* Quality control and quality assurance
* Tools and technologies for safeguarding information resources.
Business value of Security and Control
Companies have very valuable information assets to protect. Systems often house confidential information about individuals' taxes, financial assets, medical records, and job performance reviews. They also can contain information on corporate operations, including trade secrets, new product development plans, and marketing strategies. Government systems may store information on weapons systems, intelligence operations, and military targets. These information assets have tremendous value, and the repercussions can be devastating if they are lost, destroyed, or placed in the wrong hands.
Many firms are reluctant to spend heavily on security because it is not directly related to sales revenue. However, protecting information systems is so critical to the operation of the business that it deserves a second look.
Inadequate security and control may result in serious legal liability. Businesses must protect not only their own information assets but also those of customers, employees, and business partners. Failure to do so may open the firm to costly litigation for data exposure or theft. An organization can be held liable for needless risk and harm created if the organization fails to take appropriate protective action to prevent loss of confidential information, data corruption, or breach of privacy.
Business value of Security and Control… cont
Electronic evidence and computer forensics
Security, control, and electronic records management have become essential for responding to legal actions. Much of the evidence today for stock fraud, embezzlement, theft of company trade secrets, computer crime, and many civil cases is in digital form. In addition to information from printed or typewritten pages, legal cases today increasingly rely on evidence represented as digital data stored on portable floppy disks, CDs, and computer hard disk drives, as well as in e-mail, instant messages, and e-commerce transactions over the Internet. E-mail is currently the most common type of electronic evidence.
In a legal action, a firm is obligated to respond to a discovery request for access to information that may be used as evidence, and the company is required by law to produce those data. The cost of responding to a discovery request can be enormous if the company has trouble assembling the required data or the data have been corrupted or destroyed. Courts now impose severe financial and even criminal penalties for improper destruction of electronic documents.
An effective electronic document retention policy ensures that electronic documents, e-mail, and other records are well organized, accessible, and neither retained too long nor discarded too soon. It also reflects an awareness of how to preserve potential evidence for computer forensics.
Business value of Security and Control… cont
Computer forensics is the scientific collection, examination, authentication, preservation, and analysis of data held on or retrieved from computer storage media in such a way that the information can be used as evidence in a court of law. It deals with the following problems:
* Recovering data from computers while preserving evidential integrity
* Securely storing and handling recovered electronic data
* Finding significant information in a large volume of electronic data
* Presenting the information to a court of law
Electronic evidence may reside on computer storage media in the form of computer files and as ambient data, which are not visible to the average user. An example might be a file that has been deleted on a PC hard drive. Data that a computer user may have deleted on computer storage media can be recovered through various techniques. Computer forensics experts try to recover such hidden data for presentation as evidence.
Organizational and Managerial Frameworks for Security and Control
Even with the best security tools, your information systems won't be reliable and secure unless you know how and where to deploy them. You'll need to know where your company is at risk and what controls you must have in place to protect your information systems. You'll also need to develop a security policy and plans for keeping your business running if your information systems aren't operational.
Information Systems Controls
Information systems controls are both manual and automated and consist of both general controls and application controls.
General Controls govern the design, security, and use of computer programs and the security of data files in general throughout the organization's information technology infrastructure.
On the whole, general controls apply to all computerized applications and consist of a combination of hardware, software, and manual procedures that create an overall control environment.
Organizational and Managerial Frameworks for Security and Control… cont
General controls include software controls, physical hardware controls, computer operations controls, data security controls, controls over implementation of system processes, and administrative controls.
Application Controls are specific controls unique to each computerized application, such as payroll or order processing. They include both automated and manual procedures that ensure that only authorized data are completely and accurately processed by that application.
Application controls can be classified as (1) input controls, (2) processing controls, and (3) output controls.
1. Input controls check data for accuracy and completeness when they enter the system. There are specific input controls for input authorization, data conversion, data editing, and error handling.
2. Processing controls establish that data are complete and accurate during updating.
3. Output controls ensure that the results of computer processing are accurate, complete, and properly distributed.
Organizational and Managerial Frameworks for Security and Control… cont
Risk Assessment
Before your company commits resources to security and information systems controls, it must know which assets require protection and the extent to which these assets are vulnerable. A risk assessment helps answer these questions and determine the most cost-effective set of controls for protecting assets.
A risk assessment determines the level of risk to the firm if a specific activity or process is not properly controlled. Not all risks can be anticipated and measured, but most businesses will be able to acquire some understanding of the risks they face. Business managers working with information systems specialists should try to determine the value of information assets, points of vulnerability, the likely frequency of a problem, and the potential for damage.
Once the risks have been assessed, system builders will concentrate on the control points with the greatest vulnerability and potential for loss.
Organizational and Managerial Frameworks for Security and Control… cont
Security Policy
Once you've identified the main risks to your systems, your company will need to develop a security policy for protecting the company's assets. A security policy consists of statements ranking information risks, identifying acceptable security goals, and identifying the mechanisms for achieving these goals.
What are the firm's most important information assets? Who generates and controls this information in the firm? What existing security policies are in place to protect the information? What level of risk is management willing to accept for each of these assets? Is it willing, for instance, to lose customer credit data once every 10 years? Or will it build a security system for credit card data that can withstand the once-in-a-hundred-year disaster? Management must estimate how much it will cost to achieve this level of acceptable risk.
System vulnerability and abuse
If you operate a business today, you need to make security and control a top priority. Security refers to the policies, procedures, and technical measures used to prevent unauthorized access, alteration, theft, or physical damage to information systems. Controls are methods, policies, and organizational procedures that ensure the safety of the organization's assets; the accuracy and reliability of its records; and operational adherence to management standards.
When large amounts of data are stored in electronic form, they are vulnerable to many more kinds of threats than when they existed in manual form.
Contemporary Security Challenges and Vulnerabilities
System vulnerability and abuse… cont.
Malicious Software: Viruses, Worms, Trojan Horses, and Spyware
Malicious software programs are referred to as malware and include a variety of threats, such as computer viruses, worms, and Trojan horses. A computer virus is a rogue software program that attaches itself to other software programs or data files in order to be executed, usually without user knowledge or permission.
Worms, which are independent computer programs that copy themselves from one computer to other computers over a network. (Unlike viruses, they can operate on their own without attaching to other computer program files and rely less on human behavior in order to spread from computer to computer.
A Trojan horse is a software program that appears to be benign but then does something other than expected, such as the Zeus Trojan described in the chapteropening case. The Trojan horse is not itself a virus because it does not replicate, but it is often a way for viruses or other malicious code to be introduced into a computer system.
Keyloggers record every keystroke made on a computer to steal serial numbers for software, to launch Internet attacks, to gain access to e-mail accounts, to obtain passwords to protected computer systems, or to pick up personal information such as credit card numbers. Other spyware programs reset Web browser home pages, redirect search requests, or slow performance by taking up too much memory.
System vulnerability and abuse… cont.
Computer Crime/Fraud Methods
Computer Crime and Abuse – Computer crime is any illegal act to which a computer is used as the primary tool. Computer abuse is the unethical use of a computer.
Security threats related to computer crime or abuse include:
Impersonation: Gaining access to a system by identifying oneself as another person. Defeating the identification and authentication controls employed by the system, the impersonator enjoys the privileges of a legitimate user.
Trojan horse method: concealing within an authorised program a set of instructions that will cause unauthorised actions.
Logic Bomb: Unauthorised instructions, often introduced with the Trojan Horse technique, which stay dormant until a specific event occurs or time/date (triggers) comes, at which they effect an unauthorised act.
Denial of service: Rendering the system unusable by legitimate users.
Data diddling: Changing data before or during input, often to change the contents of a database.
Salami Technique: Diverting unnoticeable small amounts of money from a large number of accounts maintained by the system into an account the perpetrator can access.
System vulnerability and abuse… cont.
Spoofing: Configuring a computer system to masquerade as another system over the network in order to gain unauthorised access to the resources the system being mimicked is entitled to.
Super zapping: Using a systems program that can bypass regular system controls to perform unauthorised acts.
Scavenging: unauthorised access to information by searching through the residue after a job has been run on a computer. Techniques range from searching waste baskets or dumpsters for printouts to scanning the contents of a computer's memory.
Data leakage: variety of methods for obtaining the data stored in a system. The data may be encoded into an innocuous report in sophisticated ways, e.g. as the number of characters per line.
Wiretapping: Tapping computer telecommunications lines to obtain information.
Software Vulnerability
Software errors pose a constant threat to information systems, causing untold losses in productivity. Growing complexity and size of software programs, coupled with demands for timely delivery to markets, have contributed to an increase in software flaws or vulnerabilities.
A major problem with software is the presence of hidden bugs or program code defects. Studies have shown that it is virtually impossible to eliminate all bugs from large programs. The main source of bugs is the complexity of decisionmaking code. A relatively small program of several hundred lines will contain tens of decisions leading to hundreds or even thousands of different paths.
Important programs within most corporations are usually much larger, containing tens of thousands or even millions of lines of code, each with many times the choices and paths of the smaller programs.
Disaster recovery planning
If you run a business, you need to plan for events, such as power outages, floods, earthquakes, or terrorist attacks that will prevent your information systems and your business from operating. Disaster recovery planning devises plans for the restoration of computing and communications services after they have been disrupted. Disaster recovery plans focus primarily on the technical issues involved in keeping systems up and running, such as which files to back up and the maintenance of backup computer systems or disaster recovery services.
Quality control and quality assurance
Ensuring Software Quality
In addition to implementing effective security and controls, organizations can improve system quality and reliability by employing software metrics and rigorous software testing. Software metrics are objective assessments of the system in the form of quantified measurements. Ongoing use of metrics allows the information systems department and end users to jointly measure the performance of the system and identify problems as they occur. Examples of software metrics include the number of transactions that can be processed in a specified unit of time, online response time, the number of payroll checks printed per hour, and the number of known bugs per hundred lines of program code. For metrics to be successful, they must be carefully designed, formal, objective, and used consistently.
Early, regular, and thorough testing will contribute significantly to system quality. Many view testing as a way to prove the correctness of work they have done. In fact, we know that all sizable software is riddled with errors, and we must test to uncover these errors.
Good testing begins before a software program is even written by using a walkthrough—a review of a specification or design document by a small group of people carefully selected based on the skills needed for the particular objectives being tested.
Tools and Technologies for Safeguarding Information Resources
Businesses have an array of technologies for protecting their information resources. They include tools for managing user identities, preventing unauthorized access to systems and data, ensuring system availability, and ensuring software quality.
Identity Management and Authentication
Large and midsize companies have complex IT infrastructures and many different systems, each with its own set of users. Identity management software automates the process of keeping track of all these users and their system privileges, assigning each user a unique digital identity for accessing each system. It also includes tools for authenticating users, protecting user identities, and controlling access to system resources.
To gain access to a system, a user must be authorized and authenticated. Authentication refers to the ability to know that a person is who he or she claims to be. Authentication is often established by using passwords known only to authorized users.
New authentication technologies includes tokens, smart cards, and biometric authentications.
Tools and Technologies for Safeguarding Information Resources… cont.
Firewalls, Intrusion Detection Systems, and Antivirus Software
Without protection against malware and intruders, connecting to the Internet would be very dangerous. Firewalls, intrusion detection systems, and antivirus software have become essential business tools.
1. Firewalls prevent unauthorized users from accessing private networks. A firewall is a combination of hardware and software that controls the flow of incoming and outgoing network traffic. It is generally placed between the organization's private internal networks and distrusted external networks, such as the Internet, although firewalls can also be used to protect one part of a company's network from the rest of the network.
2. Intrusion Detection Systems: Commercial security vendors now provide intrusion detection tools and services to protect against suspicious network traffic and attempts to access files and databases. Intrusion detection systems feature full-time monitoring tools placed at the most vulnerable points or "hot spots" of corporate networks to detect and deter intruders continually. The system generates an alarm if it finds a suspicious or anomalous event.
Tools and Technologies for Safeguarding Information Resources… cont.
3. Antivirus and Antispyware Software: Defensive technology plans for both individuals and businesses must include antivirus protection for every computer. Antivirus software is designed to check computer systems and drives for the presence of computer viruses. Often the software eliminates the virus from the infected area. However, most antivirus software is effective only against viruses already known when the software was written. To remain effective, the antivirus software must be continually updated. Antivirus products are available for many different types of mobile and handheld devices in addition to servers, workstations, and desktop PCs.
4. Unified Threat Management Systems: To help businesses reduce costs and improve manageability, security vendors have combined into a single appliance various security tools, including firewalls, virtual private networks, intrusion detection systems, and Web content filtering and antispam software. These comprehensive security management products are called unified threat management (UTM) systems.
Tools and Technologies for Safeguarding Information Resources… cont.
Encryption and Public Key Infrastructure
Many businesses use encryption to protect digital information that they store, physically transfer, or send over the Internet. Encryption is the process of transforming plain text or data into cipher text that cannot be read by anyone other than the sender and the intended receiver. Data are encrypted by using a secret numerical code, called an encryption key, that transforms plain data into cipher text. The message must be decrypted by the receiver.
Two methods for encrypting network traffic on the Web are SSL and S-HTTP. Secure Sockets Layer (SSL) and its successor Transport Layer Security (TLS) enable client and server computers to manage encryption and decryption activities as they communicate with each other during a secure Web session. Secure Hypertext Transfer Protocol (S-HTTP) is another protocol used for encrypting data flowing over the Internet, but it is limited to individual messages, whereas SSL and TLS are designed to establish a secure connection between two computers.
There are two alternative methods of encryption: symmetric key encryption and public key encryption.
Review Questions
1. What is the business value of security and control?
2. How does management know that information systems security and controls are effective?
3. What are the most important tools and technologies for safeguarding information resources?
4. What are the components of an organizational framework for security and control?
5. Why are information systems vulnerable to destruction, error, and abuse?
References
* Laudon, K. C. and Laudon, J. P. (2011) Management Information System: Managing the Digital Firm, 12 th Edition, Prentice Hall
* Adejola, P. A. (2012): Electronic Accounting & Reporting: Information Technology (IT) Empowerment Tool for Professional Accountants; Rainbow Prints, Abuja- Nigeria.
* Ojuola, O. K. (2014): Corporate Information System (CIS): A Concise Compilation for White Knight Professional Tutors, Abuja
* www.enterpriseresourceplanning.com
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Standards Alignment Family and Consumer Sciences Cool Food for KidsTM
Activity One
* Nutrition and Wellness
Farm to Fork
14.2.4 Analyze sources of food and nutrition information.
* Food Science, Dietetics, and Nutrition Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
9.3 Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans.
9.3.3 Apply principles of food production to maximize nutrient retention in prepared foods.
* Nutrition and Wellness Demonstrate nutrition and wellness practices that enhance individual and family well-being.
14.2 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.
14.2.4 Analyze sources of food and nutrition information.
14.5 Evaluate the influence of science and technology on food composition, safety, and other issues.
14.5.1 Analyze how scientific and technical advances influence the nutrient content, availability, and safety of foods.
14.5.2 Analyze how the scientific and technical advances in food processing, storage, product development and distribution influence nutrition and wellness.
14.5.3 Analyze the effects of technological advances on selection, preparation, and home storage of food.
14.5.4 Analyze the effects of food science and technology on meeting nutritional needs.
Activity Two
Chef-Inspired — Beyond Cool
* Food Science, Dietetics, and Nutrition Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
9.3 Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans.
9.3.6 Critique the selection of foods to promote a healthy lifestyle.
* Nutrition and Wellness Demonstrate nutrition and wellness practices that
enhance individual and family well-being.
14.2 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.
14.5 Evaluate the influence of science and technology on food composition, safety, and other issues.
Demonstrate nutrition and wellness practices that enhance individual and family well-being.
14.5.1 Analyze how scientific and technical advances influence the nutrient content, availability, and safety of foods.
14.5.2 Analyze how the scientific and technical advances in food processing, storage, product development, and distribution influence nutrition and wellness.
14.5.3 Analyze the effects of technological advances on selection, preparation, and home storage of food.
14.5.4 Analyze the effects of food science and technology on meeting nutritional needs.
Activity Three
Your Own Test Kitchen
* Food Production and Services Integrate knowledge, skills, and practices required for careers in food production and services.
8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
* Food Science, Dietetics, and Nutrition Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
9.5 Demonstrate use of current technology in food product development and marketing.
9.5.3 Prepare food for presentation and assessment.
9.6 Demonstrate food science, dietetics, and nutrition management principles and practices.
9.6.4 Create standardized recipes.
Activity Four
Shopping Around the World
* Food Science, Dietetics, and Nutrition Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
9.5 Demonstrate use of current technology in food product development and marketing.
9.5.1 Analyze various factors that affect food preferences in the marketing of food.
9.5.6 Conduct sensory evaluations of food products.
14.5 Evaluate the influence of science and technology on food composition, safety, and other issues.
14.5.1 Analyze how scientific and technical advances influence the nutrient content, availability, and safety of foods.
14.5.3 Analyze the effects of technological advances on selection, preparation, and home storage of food.
Poster
* Food Production and Services Integrate knowledge, skills and practices required for careers in food production and services.
8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
* Food Science, Dietetics, and Nutrition Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition.
9.3 Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans.
9.3.2 Analyze nutritional data.
9.3.6 Critique the selection of foods to promote a healthy lifestyle.
* Nutrition and Wellness Demonstrate nutrition and wellness practices that enhance individual and family well-being.
14.5 Evaluate the influence of science and technology on food composition, safety, and other issues.
14.5.1 Analyze how scientific and technical advances influence the nutrient content, availability, and safety of foods.
14.5.2 Analyze how the scientific and technical advances in food processing, storage, product development, and distribution influence nutrition and wellness.
14.5.3 Analyze the effects of technological advances on selection, preparation, and home storage of food.
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* The National Bank of Poland is putting into circulation collector coins commemorating the 90 th anniversary of the Battle of Warsaw, of the following face values:
2 zł – struck in standard finish, in Nordic Gold, on 9 August 2010;
20 zł – struck in proof finish, in silver (with a three-dimensional raster pad print), on 12 August 2010.
coins issued in 2010
coins issued in 2010
The National Bank of Poland
holds the exclusive right to issue the currency in the Republic of Poland.
In addition to coins and notes for general circulation,
the NBP issues collector coins and notes.
Issuing collector items is an occasion to commemorate important historic figures and anniversaries, as well as to develop the interest of the public in Polish culture, science and tradition.
Since 1996, the NBP has also been issuing occasional 2 złoty coins, struck in Nordic Gold, for general circulation.
All coins and notes issued by the NBP are legal tender in Poland.
Information on the issue schedule www.nbp.pl/monety
can be found at the website.
Collector coins issued by the National Bank of Poland are sold exclusively at the Internet auctions held in the Kolekcjoner service at the following website:
www.kolekcjoner.nbp.pl
The coins were struck at the Mint of Poland in Warsaw. Edited and printed: NBP Printing Office
coins
90 th Anniversary of the Battle of Warsaw
90thAnniv er s a r y of t he B at t le of Wa r s aw
* The Battle of Warsaw of 1920 was not only a decisive armed clash of the Polish-Soviet war but also a key factor which determined the subsequent course of history of the Polish people. Poland's victory over the Bolsheviks saved Europe from the risk of forced imposition of the unwanted socio-political system.
retreat. The pursuit came to an end on 25 August near Kolno, where the last operating Bolshevik troops crossed the German border to be interned there. Most of the Red Army forces, weakened but not destroyed, withdrew eastwards, where they participated in the final phase of the war.
* The year 1920 saw a military confrontation of Soviet Russia and the Republic of Poland. The Polish state sought to fight the Bolsheviks and reduce the threat posed by Russia for centuries. Whereas the Chief of State and Commander-in-Chief of the Armed Forces Józef Piłsudski aimed to exclude Ukraine and Lithuania from the sphere of Soviet influence, the intention of Russia's Bolshevik authorities was to spread the communist revolution across Europe, which would be prompted by the intervention of the Red Army.
* Soviet casualties and losses in the battle of Warsaw totalled about 25,000 killed, 60,000 captured, and 5 000 internees. Poland's losses totalled 4,500 dead, 22,000 wounded and 10,000 missing, most of whom have remained unaccounted for until this day.
* Following the initial successes in Ukraine, the Polish army was forced to retreat in June 1920 under pressure from the advancing Red Army. The Soviet High Command intended to crush the defence of the Polish troops in Warsaw region in order to capture the capital of Poland by way of blitzkrieg.
* Having broken Soviet ciphers, the High Command of the Polish Army could foresee the deployments of the Russian military forces and took advantage of their dispersal. The credit for devising the plan of the battle goes jointly to the Commander-in-Chief Jozef Pilsudski and the Chief of the General Staff General Tadeusz Rozwadowski. General Kazimierz Sosnkowski and French general Maxime Weygand, an adviser to the Chief of Staff, also contributed to its development. The plan was a very risky gamble, which involved fighting a defensiveoffensive battle. Whilst the main Bolshevik forces were to be halted on the outskirts of Warsaw, the restored reserve group on the right wing was to hit the southern Russian flank. The battle of Warsaw was fought from 13 to 25 August 1920 and included three phases: defend the outskirts of Warsaw and the Vistula-Wkra line (13–15 August), spearhead an offensive from the Wieprz river and push the opponent beyond the Narew river (16–18 August), pursue and attempt to break the 4th Soviet Army (19–25 August).
* Should the resistance collapse, Poland's very survival was at stake. Hence, thousands of volunteers joined the defence of Warsaw, to supplement regular forces, already decimated during the earlier retreat. Nearly all the people engaged in the Battle of Warsaw, both directly – rising up in arms, as well as indirectly - supporting the army supplies, building fortifications, etc.
* The defence of Warsaw, and especially military operations near Radzymin, are considered decisive for the defeat of the Red Army. The death of one of key figures, Ignacy Skorupka, a regiment chaplain, who fell in this battle went down in the history of Poland as a symbol of a patriotic act. The Battle of Warsaw indeed culminated in a manoeuvre whereby the main forces concentrated near the Wieprz river to launch a counter-offensive on 16 August. Quadrupling the Soviet forces in numbers, Poles easily forced the Bolsheviks into
coins issued in 2010
coins issued in 2010
coins issued in 2010
coins issued in 2010
* As a result of the Battle of Warsaw and the subsequent battle of the Niemen river in October 1920 an armistice accord was concluded. This act was confirmed by the peace treaty signed in Riga on 18 March 1921, whereby Poland had its eastern border demarcated, whereas Russia was to pay monetary compensation of 25 million roubles in gold and surrender works of art and other Polish national treasures which were confiscated at the Polish territories during the times of partitions.
* According to Edgar Vincent Lord D'Abernon, who eyewitnessed the battle of Warsaw, the event was one of the most important battles in the history of the World.
Witold Głębowicz Polish Army Museum in Warsaw coins issued in 2010
Face Value20zł
metal Ag 925/1000 and paint: different shades of white, red, green, blue, brown and grey ■ finish proof ■ diameter 38.61 mm weight 28.28 g ■ mintage (volume) 50,000 pcs obverse: On the right-hand side, an image of the Eagle established as the state emblem of the Republic of Poland. Below the Eagle, an inscription: 20 ZŁ. To the left of the Eagle, a perpendicular inscription: RZECZPOSPOLITA POLSKA 2010 (Republic of Poland 2010). On the left-hand side, against the background of a stylised fragment of a map, an image of the face of Józef Piłsudski in profile. At the bottom, an inscription: 15.VIII.1920 r. The mint's mark: M/W under the Eagle's left leg.
Reverse: On the left-hand side, an inscription: 1920. To the right of the inscription, a perpendicular inscription: 90. ROCZNICA BITWY WARSZAWSKIEJ (90th Anniversary of the Battle of Warsaw). On the right-hand side, a stylised image of a Polish soldier with a rifle, against the background of a fragment of a painting by Jerzy Kossak „Cud nad Wisłą" („The Miracle on the Vistula").
Coin designer:
Grzegorz Pfeifer coins issued in 2010
coins issued in 2010
Face Value2zł
metal CuAl5Zn5Sn1 alloy ■ finish standard ■ diameter 27.0 mm weight 8.15 g ■ mintage (volume) 1,200,000 pcs obverse: An image of the Eagle established as the state emblem of the Republic of Poland. On the sides of the Eagle, the notation of the year of issue: 20-10; below the Eagle, an inscription: ZŁ 2 ZŁ; in the rim, an inscription: RZECZPOSPOLITA POLSKA (Republic of Poland), preceded and followed by six pearls. The mint's mark: M/W under the Eagle's left leg.
Reverse: In the centre, a stylized image of a border post, with the Polish state emblem as appeared during the Polish-Soviet War. Against the background of the border post, at the bottom, a stylized image of a soldier on horseback, holding a lance with a pennant. To the left of the border post, an inscription: EUROPA (Europe); to the right, an image of a fragment of a hammer and a sickle. On the left-hand side, a semi-circular inscription: BITWA WARSZAWSKA 1920 (Battle of Warsaw 1920). At the bottom, to the right, a semicircular inscription: 90. ROCZNICA (90th Anniversary).
On the edge: The inscription, NBP, repeated eight times, every second one inverted by 180 degrees, separated with stars.
Obverse designer: Ewa Tyc-Karpińska
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ILLUSTRATOR SPOTLIGHT
Stephanie Fizer Coleman on Bird Count
Young Ava and her mother prepare to participate as "citizen scientists" in the Christmas Bird Count. She is excited when Big Al, the leader of their team, asks her to record the tally this year. Using her most important tools—her eyes and ears—and the birding ID techniques she's learned, Ava eagerly identifies and counts the birds they observe on their assigned route around the town. At the end of the day, they meet up with the other teams in the area for a Christmas Bird Count party, where they combine their totals and share stories about their observations.
Q: How did you first get involved in illustration and design? Did you envision yourself becoming a children's book illustrator?
Q: Before illustrating Bird Count, you had participated in a "100 Birds" project. Can you tell us a little more about that project and what inspired you?
A: I got my BA in History and didn't even start drawing until my mid-20s, so I call myself an accidental illustrator. My art career began with selling art prints and cards on Etsy and over the space of a decade grew to encompass art licensing and children's books as well. Even before I started illustrating children's books, I knew I wanted a creative career.
Q: Who, or what, is your artistic inspiration?
A: Nature, obviously, but I'm also inspired by the introverted, bookish kid I was, and I often think of her when I'm creating art for children's books. It's beautiful to be illustrating the sort of books I would have loved as a kid.
Q: How do you feel illustrations contribute to a picture book?
A: Well, you can't have a picture book without pictures, right? But really, I think illustrations not only bring the words to life but they add an extra layer of interest for the reader, extra bits to explore and discover.
A: The 100 Day Project is a massive annual project (it starts in April and ends in July) that challenges people to do a creative thing of their choice every day for 100 days. I choose to draw 100 Birds because the subject matter was interesting to me and simple enough that I could play around with my style but not feel too intimidated by the daily nature of the project.
Q: How did your 100 Birds project influence your illustrations in Bird Count?
A: All of my work right now is influenced by the project because the 100 Birds projects helped me solidify my style and become a more confident illustrator.
Q: What is your illustration process? What medium do you use? Does your illustration process change depending on the project?
A: I usually work in Photoshop but all of my projects begin with pencil and paper. I try to give each project breathing room in the beginning because I know my process will be a little bit different for each book. Sometimes I create the art entirely in Photoshop, sometimes I'll use both Photoshop and Procreate, and
2
sometimes I'll hand draw or paint elements and scan them into the computer to use in Photoshop.
For Bird Count, I started by doing sketch studies of all the birds the reader would be spotting throughout the book. At the same time, I was perusing references of snowy rural scenes while making notes and scribbles about the setting.
Next, I worked up a series of thumbnail sketches, small sketches with bare bones elements, to get a sense of the book's flow and to see if my ideas would work.
Finally, I sketched all the various birds, characters, and settings in a sketchbook then scanned everything into Photoshop where I did a final version of the sketches to send off to our wonderful art director, Nicki.
Q: Did you do any research to illustrate the birds for Bird Count?
A: Most of the birds in the book are local to me, so they were all familiar friends. Even so, I still like to draw from reference photos at first so I can be sure the markings are correct and the bird designs are easy to identify.
Q: Did you collaborate with Bird Count author Susan Edwards Richmond on the design of the story, or did you immediately have an idea of how the art should look?
A: Susan and I didn't even really chat until after the art was complete, but the art director had some rough ideas for layout since we needed to include the list of birds on each page. Beyond that I was free as a bird to create the art and I was immediately looking forward to illustrating some snowy, rural scenes.
Q: Do you have a favorite bird to illustrate?
A: Chickadees! They're such friendly little birds and their petite, round shapes make them extra fun to draw.
Q: Your bio says you grew up surrounded by nature. Have you ever participated in a bird count or something similar?
A: I haven't yet, but after illustrating this book, I'm planning on it!
Q: What do you hope readers take away from your illustrations in this story?
A: I hope readers are inspired to pay attention to the little gifts nature gives us every day.
Q: What's next for you?
A: Right now I'm working on another bird-centric book with Peachtree along with several other picture books so I'm having the best time!
ABOUT THE ILLUSTRATOR
Stephanie Fizer Coleman is an illustrator and freelance designer. She has created the art for many children's books and loves drawing animals. For her 100 Days project in 2018, she drew one hundred birds, one day at a time.
stephaniefizercoleman.com
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HEALTHY EATING DURING PREGNANCY
During pregnancy you will need to meet the nutrition needs of both you and your baby through the foods you choose to eat and drink.
* During the first trimester (weeks 1 – 12) your calorie needs do not change. For good nutrition, choose a variety of foods including: fruits, vegetables, low-fat dairy, whole-grains and lean proteins.
* During your second and third trimesters (weeks 13 – 40), you will need an extra 300 calories per day for your baby.
o 1 cup nonfat yogurt plus ½ cup of fruit
Here are some examples of 300 calorie mini-meals:
o Peanut butter and jelly sandwich (2 slices whole wheat bread, 1½ Tablespoons peanut butter and 2 teaspoons of jelly)
* Talk to your dietitian about creating your own healthy snacks.
o One whole grain pita bread with 4 Tablespoons of hummus
If you are expecting more than one baby, talk with your dietitian or doctor about your individual calorie needs.
Support good health during pregnancy by eating a variety of foods. Use the plate model below, (based on a 9 inch plate) to help plan a balanced meal.
FOOD GROUPS DURING PREGNANCY
Eat a well-balanced diet that includes a variety of foods. Each food group has many important vitamins, minerals, and other nutrients to support your baby's growth and development. Limit high-fat foods and simple carbohydrates (soda, syrup, sugar, fruit juice, and candy) to prevent excess weight gain.
*Limit fish to 8-12 ounces per week (or 6 ounces per week of light tuna). Do not eat tilefish, shark, swordfish, or king mackerel.
2
OTHER IMPORTANT NUTRIENTS
Folic Acid: Supplement daily.
The U.S. Public Health Service and the Center for Disease Control (CDC) recommends that all women of childbearing age (between 15 and 45) take 400 micrograms of folic acid daily to help prevent spina bifida and anencephaly.
Calcium: Eat 3 calcium-rich foods each day.
Calcium* is needed for strong bones and teeth. If you do not consume enough calcium, your healthcare provider may have you take a supplement.
Good sources of calcium include calcium-fortified orange juice (1 cup) and cereal, plain nonfat yogurt, tofu (made with calcium), Swiss cheese, cheddar cheese, cow's milk, calcium-fortified soy and rice milk, almonds, cooked broccoli, greens (collard, kale, spinach, turnip, etc.), garbanzo beans, and canned salmon or sardines with bones.
Iron: Choose high-iron foods every day. Extra iron* is needed during pregnancy to make blood for you and your baby.
Good sources of iron include meats (beef, chicken, turkey, pork, etc.), cooked clams or oysters, iron-fortified cereals and oatmeal, beans (soybeans, kidney beans, black-eyed peas, etc.), lentils, spinach, raw tofu, greens (chard, collard, kale, spinach, etc.), raisins, molasses, and seafood (catfish, haddock, shrimp, canned herring, tuna, or sardines).
*If you are taking an iron pill and a calcium pill, take each pill at a different time of the day to increase absorption.
Vitamin C: Eat fruits and vegetables high in vitamin C each day. Vitamin C is necessary for your baby's growth and helps with iron absorption.
Many fruits and vegetables are good sources of vitamin C, such as Brussels sprouts, broccoli, peppers, green leafy vegetables, tomatoes, cantaloupe, citrus fruits, kiwi, mango, and strawberries.
3
FOOD CONCERNS DURING PREGNANCY
Fish
Fish has protein, iron, and omega-3 fatty acids. Some fish (shark, swordfish, king mackerel, orange roughy, marlin, grouper, and tilefish) may contain high levels of mercury and should be avoided during pregnancy. Low-mercury fish (salmon, pollock, catfish, calamari, scallops, shrimp, haddock, tilapia, fresh water trout, or canned light tuna) can be eaten while pregnant or breastfeeding. Choose commercially-caught wild fish, not farm-raised. Limit fish to 8-12 ounces per week or light tuna to 6 ounces per week
Artificial Sweeteners
The Food and Drug Administration (FDA) has approved the use of artificial sweeteners for pregnant women. Limit your use of artificial sweeteners to 2-3 servings per day. An example of a serving is one 12-ounce can of diet soda or 1 packet of sweetener.
Caffeine
Caffeine may be harmful to your baby's growth and should be limited. The amount of caffeine in a cup of coffee or tea depends on how strong it is made. Limit your intake to less than 200 mg caffeine per day.
Caffeine Content of some Beverages and Foods
Alcohol
Avoid alcohol completely during pregnancy for your baby's health. Alcohol use during pregnancy has been proven to have negative effects on the development of an unborn baby causing physical disabilities, mental retardation, and impaired growth.
Listeriosis
Listeriosis is a foodborne illness caused by bacteria often found in unpasteurized dairy products, soft cheeses (such as feta, brie, bleu, camembert, queso blanco, queso fresco), lunch meats, hot dogs, undercooked meats, and raw seafood (such as sushi or raw oysters). Symptoms include: fever, muscle aches, nausea, vomiting, and diarrhea. Pregnant women are at a higher risk for listeriosis, which may cause miscarriage or stillbirth. To prevent listeriosis or any other foodborne illness (like salmonella or botulism), avoid the problem foods listed above and follow these guidelines:
* Completely cook all meat, fish, and eggs. Avoid contaminating other foods when preparing animal products. Heat hot dogs and lunch meat.
* Wash hands before and after preparing food. Always use clean utensils.
* Avoid dented cans.
* Wash all fruits and vegetables under cold running water.
4
* Reheat or defrost food only once, then throw it away.
* When in doubt, throw it away!
LIFESTYLE CONCERNS DURING PREGNANCY
Weight Gain
Your weight gain goals during pregnancy will depend on your weight before you were pregnant. Healthy weight gain is possible with good nutrition and exercise.
Most of your weight gain should occur in your second and third trimesters. Aim for gaining ½ - 1 lb per week after your first trimester. Gaining too much weight can be unsafe for you and your baby. For you, too much weight gain can lead to high blood pressure during pregnancy, diabetes, preterm labor, and water retention after delivery. Your baby may have low blood sugar after birth or become overweight later in life. Losing weight during pregnancy is never recommended.
Exercise
Talk with your doctor before starting any exercise
Exercising may help to control excess weight gain and diabetes during pregnancy, and decrease post-partum stress.
.
Aim for 30 minutes per day of a moderate intensity exercise, such as:
* Swimming (water aerobics)
* Walking
* Hiking
* Stationary bike
Any exercise that may lead to falling or abdominal injury should be avoided. Talk with your doctor about which activities are safe for you.
Resources
www.womenshealth.gov/pregnancy/ www.choosemyplate.gov/pregnancy-breastfeeding.html www.WICworks.nal.usda.gov
For Pregnancy & Breastfeeding:
For tracking your food intake:
www.calorieking.com www.myfitnesspal.com
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Report
February 15, 2008 Department of Architecture and Urban Planning College of Architecture Texas A&M University
Edited by Cecilia Giusti, PhD Miriam Olivares, MS
Disclaimer: The points of view in this document do not represent the institutions involved. They represent solely the views of the Dialogo participants as they were expressed during the one-day event.
2
NOTE FROM THE EDITORS
It is our pleasure to make public the results of the First Latino Dialogo in Texas. Our objective here is to present the variety and depth of the discussion that resulted from this one-day event.
As in any compilation, this document cannot duplicate neither the vitality of the discussion, nor the enthusiasm that participants brought to the event. For those who came and expressed their ideas, we want to personally express our sincere gratitude. Without their active participation this event would not have been possible. They came from all over Texas with the sole objective of making a contribution towards better communities where Latinos can actually be involved as equal players.
The Dialogo participants are the actual contributors for this report. Our mission, as editors, has been to assemble the wealth of ideas into one document that hopefully mirrors the intention of the participants and shows the many ideas proposed. This document can be used as a reference for practitioners and researchers, and can contribute in improving quality of life in our communities.
We would like to thank several people and institutions for their support in making this event become a reality. Texas A&M University has showed its commitment to support diversity by increasing diversity and making it a priority in their long term objectives. We are personally thankful for their strong support. We credit the Latinos and Planning Division of the American Planning Association for having had the vision to start Dialogos around the country and for supporting the efforts of Texas organizers to continue with their long term vision.
We also want to thank Forster Ndubisi for his personal encouragement, as well as Jesus Hinojosa, Jorge Vanegas, Charles Graham, Tom Reagan, Karan Watson, Tito Guerrero, Tom Wilkinson, Ed Garza, Emil Moncivais, Leonardo Vazquez, Vicky Carrasco, Juan Villa, Martin Zimmermann, Jason Schubert, Elsie Echeverri-Carroll, Carl Ford, Sonia Garcia, Marlynn May, Robin Abrams, Edward Murguia and Michael Neuman.
We were fortunate to receive the support of many master and doctoral students who offered their time to volunteer as proceedings editor. Special thanks to Dolores Gonzales who, as the event coordinator, took care of numerous details, such as registration, travel and food arrangements, to achieve a successful event.
Organizing the Dialogo took many hours away from our families, we want to express our personal thanks to them.
Cecilia Giusti, Editor
Miriam Olivares, Co-Editor
3
Overall Discussion and Summary of the First Texas Dialogo
EVENT SUMMARY
The First Latino Dialogo in Texas was held at the Texas A&M University, campus College Station on February 15, 2008. The Texas Dialogo gathered 110 participants from all over Texas, representing a multidisciplinary and much diverse assembly in terms of expertise, nationality, and affiliation. This resulted in a rich discussion on the many issues affecting Latinos and communities in Texas, with the overall aim of contributing to the development of a local and national agenda of the American Planning Association APA Latinos and Planning Division.
This first Dialogo in Texas is part of an overall effort of the American Planning Association APA – Latinos and Planning Division (LPD). Other dialogos have been organized in different parts of the country with the objective of defining, from the bottom-up, a national agenda for Latinos and Planning in the country. We sincerely hope that the discussion held during this one-day event resulted in a substantive contribution to this national effort.
In order to assure broad participation, a steering committee was formed with representatives from Texas A&M [Department of Landscape Architecture and Urban Planning (LAUP), the College of Architecture (COA), the Center for Housing and Urban Development (CHUD)], the City of College Station, the City of Bryan, and the Brazos Valley Council of Governments.
The Dialogo started with the welcoming remarks from representatives from these organizations: first, Dr. Forster Ndubisi, Head of the Department of LAUP; then Professor Tom Regan, Dean of the COA, and Dr. Jerry Strawser, Interim Executive Vice President and Provost of Texas A&M University; they were followed by Mr. Emil Moncivais, on behalf of the President of the APA, and by Ms. Vicky Carrasco, national Co-chair of the APA-Latinos and Planning Division. Finally, Dr. Cecilia Giusti, Chair of the event, started the full-day Dialogo encouraging the active participation of all attendees.
All morning discussions focused on the most pressing needs and challenges facing Latinos and communities in Texas. Predefined themes (surveys were sent prior to the Dialogo) were discussed in a roundtable setting. Each roundtable had one facilitator (researcher or practitioner) and one proceedings editor (TAMU graduate student volunteer) who assisted in taking notes and summarizing the discussion. .
At noon, the keynote speaker, Mr. Ed Garza, former Major of San Antonio, a distinguished graduate from Texas A&M COA, and a Latino with much knowledge on planning and development issues, addressed the participants with a stimulating presentation. Mr. Garza narrated his personal experience and presented an inspiring vision on how to enhance Latino communities with better planning.
The afternoon plenary session focused on the issues facing Latino planners in Texas. Each roundtable presented their list of "top 10" issues affecting communities in Texas and participants discussed how to address them. The final session was led by Ms. Carrasco and TAMU Professor Emeritus Jesus Hinojosa and resulted in a lively discussion –an open "dialogo"among participants. This forum allowed all participants to share their ideas, concerns, and made practical suggestions, in an inclusive environment. The event was officially closed by Dr. Karan Watson, Dean of Faculties and Associate Provost of Texas A&M University, ending with a reception and the Aggie Mariachi Band.
Dr. Giusti was the main facilitator throughout the day and Ms. Miriam Olivares, co-chair of the Dialogo, assisted participants and volunteers in order to ensure the success of the event. Participants suggested having similar Dialogos in other regions of the state.
The main consensus was the need to establish an inclusive agenda, incorporating a culture that may be embraced by local communities. Participation and capacity building issues were found to be key elements in promoting better communities. The Planning community needs to be better informed and more involved in finding new methods to incorporate the views of Latinos in its planning efforts. It was a common theme to search for creative ways to achieve a better integration of new ideas, styles, and family values into current planning practices.
An official website for the Dialogo is found at http://archone.tamu.edu/conted/Dialogo/Dialogo_Home.html
ABC–40 News covered the event during the morning sessions and during the reception. You may access the story at http://www.abc40.com/Global/story.asp?s=7881376. The Dialogo was also reported in The Eagle, the local newspaper.
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Overall Discussion Summary of the First Texas Dialogo
DISCUSSION SUMMARY
This report shows in detail, the discussion, proposals, and exchange of ideas that this one-day event generated. The nine roundtable discussion topics –education, economics, transportation, health, social issues, building capacity, urban issues, land use and the environment- were chosen by the participants who voluntarily responded to a survey when they registered for the event. While these topics do not exactly match those from the Latinos and Planning (LAP) division current National Agenda -as they were formulated after previous Dialogos around the country-, many similarities were found, as will be presented in this report.
Texas is large and diverse, and Latinos are the largest minority. The consensus among all participants was first, and foremost, the need for higher levels of participation of Latinos in the planning process. This issue actually mirrors one of the priorities of the LAP National Agenda, which states the importance of increasing the number of Latinos participating in the planning process in their communities. Participation in the planning process was viewed from two perspectives: first, the participation of Latino citizens to get more involved in the planning of their communities, and second, as the participation of Latino planners as professionals in these communities. In both areas, the consensus was that participation is lacking, and the main focus of the discussion was to find ways to improve participation.
Overall, the Dialogo in Texas also agreed on the need to improve the perception communities have about Latinos and the perception Latinos have about their own capacity to influence and shape their communities. One evident observation was the relatively small number of Latino planners in Texas, and the urgent need to increase the awareness of the profession among Latino citizens. Another element often mentioned was the lack of trust of Latinos in local institutions, and much of the discussion was on ways to improve this perception. Education, health, social services, and transportation services and infrastructure were found to be lacking in greater numbers among predominantly Latino communities; especially among low-income households in these communities. As a consequence, it was suggested to put more efforts to address their needs, incorporating more input from local citizens, increasing outreach activities, and incorporating bilingual staff. Charades, focus groups, and outreach campaigns were proposed as channels to increase participation. The idea was to ensure ways in which Latinos can influence how cities decide on local issues, from basic urban regulations, land uses, and urban designs. Due to the high share of Latino population in Texas, dialogants found a potential opportunity to leverage on Latino values to improve current community practices.
The needs of Texas metropolitan areas were perceived as different from rural communities. Besides, the fact of being a border state made the Texas case unique compared with previous Dialogos. These different needs were proposed to be addressed in later Dialogos, specifically one along the TexasMexico border area, to discuss more in detail issues like immigration, binational agreements, and labor issues. Also,
Next, a report on the discussion on each of the nine topics is presented based on the roundtable discussions. Each topic has a summary of the discussion, followed by the top issues identified and proposals given by participants. In this way we aim at making a contribution to the LAP National Agenda, both by identifying the issues of concern, and making proposals in the specific areas of concern in the State of Texas.
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Education
DISCUSSION SUMMARY
Throughout this roundtable it was evident that participants perceived education as a critical factor to positively influence Latino individuals to succeed in life and have a career, improve poverty level, and avoid delinquency later in life.
If education determines those factors that ultimately have a profound impact on a functional society, to "generate" good Latino citizens, education issues should be aggressively addressed to assure a better foundation for our society. Specifically, the discussants find it important to promote and improve mechanisms in place to educate parents about available academic opportunities and financial aid, educate kids in early stage and their parents to instill the importance of education. Additionally, programs should be tailored to overcome language barriers and low levels of community participation.
It was suggested to leverage on Latino characteristics to improve education system a)cultural understanding/awareness of Latino individuals who can be recruited to become teachers, b)Latino kids awe authority of teachers and c)parents wanting their kids to succeed beyond their current life.
One issue that was discussed numerous times was the equity of financial resources among school districts. According to the discussants, school districts that have a high number of Hispanic students have lower tax revenue, therefore their financial and educational resources are limited compared to other school districts.
Drop-out rate is seen as a direct trigger for delinquency. Latino communities, as said, prefer socialization, working in groups and the sense of belonging. Discussants suggest that community involvement should be promoted by schools and churches to attract kids to do sports and engaged in community activities instead of joining gangs that also give an option of socialization.
To assure the success of college students, the logical follow up from graduation, is the opportunity to work. Latino kids from illegal families are not allowed to work, therefore they normally join the illegal workforce. Some participants believe that HB 1403 should be discussed.
Another characteristic that is perceived about Latino communities is the low level of participation. The reasons behind could relate to language barriers, policies in place that discourage participation, and the need to increase trust from Latinos to others.
TOP ISSUES
1. Educational and financial equity among school districts in TX
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2. Language Barriers among Latino parents
3. Socialization as a mean to avoid influence of gangs, and increase cultural-esteem
4. Programs tailored specifically for Latino culture (bilingual, Latino values, etc.)
5. Flexible regulations and policies that promote participation rather than creating barriers
6. Civic and community participation both ways between church/universities/community groups and Latino citizens to educate and train parents and children
7. Recognition by children and their parents of the importance of education
8. Embracement of diversity, and awareness of the importance of different ethnic background
9. Immigration reform should be revised (HB 1403)
10. Development of supporting system for all families
PROPOSALS
- Need of outreach and mentorship programs to
a. Provide guidance and support, and reduce language barriers
b. Improve self-esteem and trust to others
c. Educate parents/ kids about opportunities and operation of the Texas education system
d. Train teachers for cultural awareness and diversity embracement and recruiting more Hispanic teachers
- Improve the school/church/sports socialization sensation for the kids to avoid negative influences
a. To leverage on Latino preferences to work in group, collaborate, and to create the sense of belonging
- To achieve recognition of the importance of education among children and their parents
a. Instill in children and parents the importance of education during early stages
b. Place responsibility on universities to help those families and youngsters
- Hispanics should volunteer, advocate, and participate civically
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Economics/Financing
DISCUSSION SUMMARY
This roundtable discussion concentrated on economic opportunities available for Latinos. Number and quality of jobs were major concerns. As most Latinos get low-skilled jobs, resulting in low income wages and, consequently, affordable housing is a major concern. This issue was related to the lack of access to education and training opportunities in Latino communities. Location issues were also a concern. Re-investment on downtown areas is resulting in a gentrification process that is affecting negatively Latino neighborhoods. Smaller cities, on the other side, have little job opportunities for unskilled labor force. Another concern was the lack of communication between Latinos and "the others". This was explained by lack of trust, cultural values, and language barriers.
Much discussion concentrated on education and training of the Latino labor force. Participants pointed out that Anglos are generally encouraged to attain higher education, while Latinos are more geared to pursue vocational training. Participants indicated that capitalization and mechanization of the agricultural industry has displaced the migrant labor workforce, resulting on a decrease in job opportunities.
Work ethics, entrepreneurial capacity, and cultural values within the Latino community were mentioned as assets to be preserved and cherished.
Several policies were proposed to address these issues. First, to expand education and training opportunities in order to lead to better paying jobs and more successful businesses. It was also proposed to improve communication channels to increase levels of participation of Latinos. It was mentioned that Latinos are not taking advantage of current programs available for them. One explanation mentioned was that Latinos do not trust institutions, particularly local police. Policies that encourage local businesses within communities were also proposed.
TOP ISSUES
1. Number and quality of jobs available in Latino communities
2. Gentrification is affecting Latino neighborhoods in older cities
3. Limited job opportunities for low-skilled labor in small cities
4. Mismatch of jobs and housing. People need to work more than one job to afford housing and utilities
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5. Limited human capital expressed on few college graduate
6. Lack of trust in U.S. agencies, including banks and police
7. Growth is occurring rapidly in the Colonias; eighty percent were migrant farm workers; now changing to a service industry base
8. Work ethics is an asset expressed on an entrepreneurial business culture among Latinos
PROPOSALS
- To address education and training:
a. Providing role models to students in high school
b. Programs to promote human capital investment
c. Linking job training to jobs needed in community
d. High school level and post-secondary education
- Capitalize on the cultural spirit and work ethic:
a. Goods and services and level of service
b. Integrate and capitalize the strong entrepreneurial business culture with the rest of the city
- Housing and jobs
a. Variety of housing development incentives
b. Equitable distribution of housing to jobs in city
c. Increase affordable housing development
- Increase trust between Latinos and police
a. Identify leaders and stakeholders
b. Work to build the trust between Latinos and government agencies
- Communities should work together
- Eliminate the stigma associated with older cities
Transportation/Mobility
DISCUSSION SUMMARY
There is little reliable information about the needs of Latinos in terms of mobility requirements as there is lack of participation in the planning process. There is mistrust on the public sector that results on little input from Latinos in the transportation and mobility decision-making process.
The overall view is that Latinos are more likely to use mass transit services without the prejudice often found among the Anglo population. This was linked to the fact that most of the Latino population have less access to personal vehicles due to income limitations and are more used to using public transit in their country of origin. Equally, Latinos are perceived as more likely to walk and use other modes of transportation than the Anglo population. One example is the use of bicycles. However, little is done in cities in Texas to accommodate their needs.
People are not used to expressing their opinions. A big portion of Latinos come from poorer parts of their country and they do not have a prior experience of anyone asking them for their opinion. While people need sidewalks they do not voice their needs. It might be because of cultural or economic reasons but, the people need to be aware of their right to want such facilities.
It was mentioned that in places like Houston private property owners and home owners associations are more powerful than the government due to deed restrictions. Thus, they dictate what happens in the community.
It was proposed to search for public-private alternatives to invest in improvements on the mobility infrastructure in Latino communities. "People do not need help, they need equal access. "
TOP ISSUES
1. Little community engagement in the planning process
a. Biased results in surveys done due to lack of participation
b. Distrust in government
c. Lack of knowledge of the planning process
d. Latino community is not used to voicing their opinions. Under-representation of Latino community
e. Lack of communication (technical and language barrier)
2. Transit is limited and inefficient for Latinos
a. Vicious Circle: low ridership due to lack of Anglo participation and unfeasible projects.
b. Perception of reduced property values due to transit
c. Limited accessibility (i.e. no feeder routes)
3. Transportation accessibility to jobs
a. Lack of reliable and affordable access to jobs, recognizing the community needs
b. Pedestrian accessibility, bicycles
4. Land-use and transportation integration
5. Options for financing transportation
a. Public-private partnership
b. Lack of awareness of transportation options (tax incentives)
6. Disconnect between city planning process and transportation planning
a. Transportation needs to be included in all planning areas (economic development, health, job creation, etc.)
PROPOSALS
- Encourage public-private partnership to develop transit systems in the United States
- In order to increase the transit, we need to do surveys
- To increase Latino participation it was proposed to organize public meetings in a different format
- People know what they want. Use language to appropriate convey to the public
Health
DISCUSSION SUMMARY
Health discussion was focused on the premise that long-term, holistic, preventive approach should be integrated on policy making and implementation. Discussants agreed that health system issues are the result of economic and cultural barriers, access constraints, and to some degree to lack of networking and partnerships to leverage on society's strengths.
Specific to Latino communities, this roundtable discussed the good practices Latino families still preserve, the issues related to illegal residence status and the need to educate and change perception and delivery of health services to this group.
Mental health and environmental planning were two topics that were covered in depth. Regarding mental health, it was stated that cultural stigmas, lack of education or cultural values detract from Latinos seeking care or seeing mental health as a real health concern. Rural communities have systemic negative biases towards mental health, therefore financial and managerial barriers result in closing of facilities and make access to and provision of services difficult. Federal policies dictates health services (i.e. emergency services), but does not address the real root of problems nor take a holistic approach. Need a much broader view of health, and impact families' quality of life.
Participants also showed interest in the effect that parks department can have promoting wellness for all ages through outdoor activities.
Health services availability is perceived by the group of discussants as directly affected by income level. They expressed concerns regarding the health insurance system, and the fact that health should be seen as a right, not a privilege.
Several suggestions were presented to improve the general health system in Texas.
TOP ISSUES
1. Broader and holistic approach, rather than curative and individualistic view. Alternative health care (homeopathic, natural medicine)
2. Build on positive aspects of Latino and all communities
3. Gender and health
4. Envisioning goals and how to achieve them
5. Outreach initiatives to disseminate knowledge about health and information about services
6. Regional approach rather than rural vs urban
7. Integrate planners' broader perspective
8. Financial barriers, access to resources and affordability
9. Strengthen networks/partnerships, achieve connectivity and transparency
10. Roles within nuclear family, social, and cultural factors/values impact health
11. Education for health service providers, and for community regarding lifestyle choices
12. Environmental health and impact of exposures to hazards
PROPOSALS
- Long-term planning and broad view of health: not only individual issues, absence of disease or treatment. Find causes of current mortality to go upstream and prevent diseases
- Education about health practices (immunizations, healthy lifestyle and nutrition) and symptoms to individual, family, community and service providers level. Children initiatives like nutrition programs, awards in school, etc. to promote wellness and change health habits. Lack of affordability results often in self-medication; need to educate about its risks
- Health impacts as a result of environmental conditions -from household level to natural disastersand occupational exposure
- Physical and mental access to healthcare: Providing service out of 8-5 scheme, transportation, socioeconomic factors, communication and language barriers, social structured conditions and inequalities. Distribution of healthcare providers is skewed, more in urban than rural
- Planning can address social factors. Geographic relationship affects interactions, environmental planning can promote positive relationships, well-being and health. People tend to plan for next week at most, but planning and temporal disconnect is an issue
- Distribution of healthcare: Federally Qualified Health Center (FQHC) and rural health centers. WalMart supposedly is planning to open clinics. Can this be a starting model for integration between the public and health needs at locations where private sector has already reached?
- Early intervention is key to breaking cycle of negative health choices
- Policy focuses more on children and elderly, try to target other age groups
[x] Department of Parks and Recreation:
a. Name to Parks and Wellness to allow education and programs for kids and families
b. Active recreation
c. Accessibility: Exploring ideal distances to parks (15 min) and creation of one-stop areas (library, clinic, parks, public transportation). Houston is testing one already
d. Mandate and include connectivity (physical) in land-use planning; make walkability
- By partnerships between government and local organizations
- Demographics dictate the needed parks and activities: older need to walk; younger need to play sports, etc.
e. Houston is experimenting with playgrounds for children with special needs only
- Social networking, connectivity and partnerships are crucial, combining forces to overcome barriers. Planners should identify social networks and help foster them in communities. Promoting citizenship and participatory planning to improve health system
a. Negative perceptions and culture of social norms proves to create conflicts between different cultures (Anglos and African-Americans)
b. Cultural systems, lack of trust may create barriers
- Consider Latino factors for health agenda:
a. Study why Latinos living in poverty have same lifespan as wealthy whites. Cultural belief that Latina women do not drink heavily, do not use tobacco products, and birth control. Lifestyle factors may be true in first generations, but apparent loss in subsequent generations might be due to the influence of the U.S. culture
b. Latina women come into society of the U.S. and need to play the role of provider and caretaker. Traditional mother role concerns are shifting to career concerns and influencing life-choices, important to balance caretaker versus working women role
c. Sense of un-welcomeness for Latinos. It seems Latinos do not practice primary care, but wait for ER services
d. Latino community is highly patriarchal. Fathers/ husbands should be involved as they are providers. This would help eliminate time constrains and thus bad health choices (ie; inactivity)
e. Need to focus on positives of Latino communities. Education is seeing increasing numbers of Latinas; can we empower and make change by involving and target Latinas? Latinos habits include outdoor activities, preserve those values
f. Colonias are a big concern
- Immigration matters should be integrated into health policy:
a. City of Austin offers immigration info center at local library
b. Improve immigration policy: state and country need to readdress policy, deal with illegal and breaking of laws but must also create and allow the system to deal with it
c. Border issues: act and think binationally. Create incentives. Border should not be a barrier; build physical and cultural bridges
d. Era of coalitions, bringing multiple organizations together. Society trying to deal with complex issues and address system and national policy failure. Coalitions require transparency to learn about each other
Social Issues
DISCUSSION SUMMARY
Social issues discussion touched on the fact that community involvement equalizes resources within towns. If both voters and leaders do not actively participate in planning, the results are unfavorable to the community. Through community involvement natural leaders can evolve.
Communication and language barriers, resulting in disconnection between citizens and policymakers, are a concern among discussants. It was also stated that Hispanic population seem to remain silent and not communicating their concerns and when crimes occur. The question if Americans are perceived as "approachable" by Latino individuals was asked. Because Spanish has become a part of the equation to plan our communities, it was suggested that offering a bonus to individuals who learn Spanish could be a means to improve communication between both groups. It was pointed out that Hispanic radio stations are widely tuned in by Latino communities, and could be use as an effective channel of communication.
Social issues concerning power definition were discussed, and the question of "who defines what is right or wrong for society?" was asked. Some ideas about racism were also stated.
Another aspect of disconnection due to communication happens when trying to define the service areas of urban and rural jurisdictions. Also, identification of real needs many times are obscured by planning of programs and their outcomes, without giving emphasis to listen to Hispanic communities expressing their needs.
An issue that was discussed pertains to illegal Hispanic immigrants. It is perceived that citizens living illegally in the U.S. have a high level of concerns to contact authorities or government agencies when they need help. Apparently they are scared to be questioned about immigration status, therefore they do not seek for help regarding safety or community services. However, it was mentioned that they feel comfortable talking to other Hispanic individuals. It was reported that police departments have critical need to count with Spanish speaking officers to serve and patrol Latino communities. Additionally, it was discussed the issue that many Hispanics prefer not to have valid identification card, making difficult for law enforcement agencies to deal with crime among the Latino sector.
TOP ISSUES
1. Community prioritizing their own issues
2. Communication barriers. No connectivity between community and policymakers
3. Lack of citizen participation. Community involvement. Lack of voice by the minority community
4. Lack of celebration of diversity. Level of comfort between white Texas/ Hispanic Texas
5. Fear of the unknown
6. Resource awareness is limited
7. Law enforcement
a. Crime reporting
b. Lack of trust
c. Legitimate identification
8. New immigration & language barriers
9. Education barrier
10. False stereotypes
11. Access of minorities to a better quality of life. Poverty and inequality (i.e. access to mental health professionals). Low levels of funding for organizations pertaining to Latinos
12. Health and lack of emphasis on the concept of "wellness"
PROPOSALS
- To work to bring trust and create comfort between authority figures and Hispanics. Try to approach Hispanics from their level, and not as authority or higher position level
- To find ways to listen to Latinos, improve communication and identify real needs to integrate into planning agenda
- Try to understand why the participation of Latinos in public hearings and meetings are lower than necessary
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Building Capacity
DISCUSSION SUMMARY
Building capacity was defined by participants in a diverse arrange of concepts. Building capacity is seen as the inventory of programs that help to mentor and build financial robustness. It allows succeeding and being self-sufficient when opportunities are identified. It is perceived as a combination of people, resources, places, tools, and their functions. Building capacity is about the human aspects of the relationship of people that come from different backgrounds and including everyone. Building capacity is to achieve having citizens to voice community needs. It is resource development in the broadest concept, social-civic infrastructure that can affect change. The planner-educator is seemed as a mechanism to build capacity in the community, to show opportunities and teach how to overcome barriers, to identify targets and goals. The planner can instill empowerment in Latino communities for them to believe goals can be reached.
Cultural integration to build capacity was a recurrent topic. Discussants believe that acceptance, integration, assimilation and understanding are essential to overcome barriers. Differences should be perceived as a positive characteristic of diverse communities rather than a factor that divides. Also, to build capacity we need to avoid dominance of stronger groups, all sectors and groups should be included on the decision making process.
Understanding about the system, its components, potentials and weaknesses is perceived as a helpful catalyst to build capacity. To leverage on individuality, cultural differences, creativity and lessons learned from Latino communities could strengthen the system to increase capacity. It was also discussed that is important to identify who determines the goals and the capacity to achieve them.
TOP ISSUES
To build capacity, we need to…
1. Celebrate diversity:
a. Close the gap by learning to capitalize on the similarities and differences in the communities
b. To value the Latino value and understand what is Latino and what is the rest
c. accept both ways and leverage in values of trust, faith, hope and respect
d. Acknowledge and implement best practices and lessons learned internal (in situ) and external (internationally) from Latino communities
2. Frame a common ground to facilitate understanding, acceptance, integration, assimilation, and awareness among and between communities. The understanding is that all these five words go both ways
3. Gain knowledge and develop tools to be self-sufficient and self-empowered. To promote sense of ownership to achieve communities that take control of their destiny
4. Link the parts with the whole: i.e., one needs to acknowledge the importance of the individual and its place in the system, and of the system itself. Avoiding sacrificing the value of individuality
5. Work bottom-up to go to the root of the problem. Raise awareness with mentoring programs within education pipeline
6. Understand contextual understanding in which questions, issues, and such are raised
7. Find paths of change: i.e., one needs to create cohesion, critical mass, and alignment (i.e. help communities to become politically savvy)
8. Address the built environment: i.e., in terms of capacity building one needs to take a look at the physical space (facilities, open space, roads, schools, etc.) that can be a catalyst for positive change in the community
9. Define capacity building as a process: what, how, who, etc.
10. Seek empowerment through legislation or incentive for public sector involvement to enable communities to achieve needed goals, to promote engagement into the decision making process, into the system. Favor the development of common goals and alignments, and avoid the influence of personal agendas (critical mass)
PROPOSALS
- Intellectual capital (professionals, academics and students) can be invested to influence positively the community. Building capacity requires planners committed to social, educational and political scenarios
- Cultural programs may produce knowledge and leadership among citizens
- Establishment of programs and grass-root processes to create community integration for everyone to be heard and forward their aims until achievement
- Need to strengthen the life long learning pipeline from K to 16 and beyond, both formally and informally. Increase exposure of and awareness about education and improve methods to deliver it
- Real issues must be identified to invest on priorities (e.i. roads vs. water)
- Analysis of how cities and agencies relate to diverse populations, and the role played in communication and promoting 'union' or segregation in their system by spatial inventory
- Achieve neutrality among planners, we need to educate them, increase knowledge of planning among our communities to understand their opportunities and benefits
- To establish connectors between multiple stakeholders to improve interfaces (negative vs. white space) and allow things to happen
- Avoid stereotyping Latino communities to make decisions for the system
- To promote self-sufficiency through social entrepreneurship, taking advantage of creativity, innovation, and practices in place for survival
- To identify financial resources and the best way to invest them
- To break paradigms of militant fashion of few community members, avoiding individual agenda and switch to common goals to benefit everyone
TOPIC
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Urban Environment/Urban Design
DISCUSSION SUMMARY
This roundtable concentrated on the ways in which the presence of Latinos is re-shaping the way cities arrange themselves. The term "indigenous urbanism" was the focus of discussion involving not only the urban form of communities but also other aspect that explain such form. Specifically, participants discussed how the many aspects of Latinos in the communities are making the needs within cities different: from a different use of public spaces, more active social support system, and different understanding of family relationships beyond the nuclear unit.
Some specifics characteristics discussed about the urban form in Latino communities were: first, more walking neighborhoods as there are more people on the streets; second, more centric (opposed to linear) forms ; third, larger social networks resulting in more pronounced sense of community, and multigenerational living pattern. The design of plazas and other "significant" public spaces was a positive contribution from Latinos into the American space.
In the past- parks have been great centers and accommodate people, but them as technology advances, people begin to move into their homes and into their cars. Now- do we put back the parks and urban nature? The environment is changing- so is it more conducive to being indoors rather than outdoors.
Diversity was viewed as an asset brought by Latinos into urban design in urban areas in the US. As Latinos socializing is done in public realm rather than private realm, a need for more public spaces is seen as a requirement to realize it. Overlay of traditional value systems, as Latinos and non-Latino communities may have to learn from each other. This should be a two-way interaction.
TOP ISSUES
1. Urban Form: plazas have been central part of community; reinforcing family oriented urban design, social capital, social cohesion; society does not walk anymore, so we are missing the social interaction
a. Linearity VS centric approach
b. Walkability and more people on the streets
c. Multigenerational living arrangements
d. Support social capital: more "dense" social fabric - Urban design issue: 2 nd and 3 rd ring suburbs are where the affordable housing is located; Latinos tend to cluster together and live in the same area because they are following family
e. Latinos belong of different groups (Cubans, Mexicans, Puerto Ricans) and have specific needs/wants/lifestyles/methods
2. Neighborhoods
a. More family-oriented
b. Social spaces – public spaces: more use of public areas
c. Environment are not conducive for youth to integrate into social life and be productive
3. Immigration / diversity: It was perceived as a force for advancements
a. Absorption (or not) into the city where Latinos settle
b. The proposed construction of the wall on the border with Mexico was discussed as a barrier
c. To what extend there is a process of "hybridization" of culture in the process: need to transfer history/ elements of groups and individuals (music, farm animals, struggle) into design elements to meet everyone's needs
4. Housing
a. Quality of housing among Latinos was a major concern among participants and this was related to neighborhood quality
b. There is a challenge to design housing in "hybrid" communities
c. Limitation of housing opportunities among Latino neighborhoods
5. Equity
a. Access to educational and economic resources in Latino communities
b. Access to the planning process
6. Education
a. Changing with neighborhoods result on a shift of community values
b. The process of sensitization is a two-way cultural issues: from the Latinos and the "rest"
c. Community governance was related to planning codes and how to incorporate them
7. Environment
a. Sprawling was connected with youth troubles and health issues as obesity
b. Environmental justice was linked to the needs for urban nature and urban parks
c. Community governance was related to planning codes and how to incorporate them
Other Top Issues Discussed
8. The case of border Colonias was seen as a separate issue. They concentrate problems with environment, infrastructure, violence, education; now ewer, as they are realizing as having greater voting power as strong Latino community in south Texas
9. Border towns: American side- towns are dead, downtowns are dying; and people are going to Mexcio for lunch, vibrancy, etc.
10. Coastal community development issues- outreach w/ Latino coastal communities (Sea Grant)
PROPOSALS
- Need to design urban spaces to maximize social infrastructure
- Promote state laws to revive downtown areas
- Promote a paradigm shift to design the physical environment to encourage movement, access to resources, for adult/adolescent population; this is much related to healthy communities
- Bringing nature into the city and using it as a backdrop for day to day city activities (social and urban connection)
- Self-construction as an alternative in Latino companies would teach homeowners to build their own homes with smaller loan payments to make it possible for people to expand in a way that suits their income/needs
- Let people express themselves with their homes rather than regulating; need t o search for creative ways to keep a community beautiful and make it unique
- Rules and regulations must be enforced fairly. Present them in a readable fashion -brochure in Spanish-
- Customs from the community must be taken (needed for peaceful existence, social norms); then they should be put into written form that people will willingly comply to. If a law does not fit a community people will resist and not follow rule. Communities must set their own limits, then they will be respected (may be a global scale issue)
- Propose policies that regulate incentives to developers. In this way the city growth can be managed
- Political arena must have a paradigm shift in whcih density is acceptable and wanted
- Urbanism needs to be scaled to manage immigration
- Why is immigration seen in a certain way now? Wall, securities, etc. but 100 years ago- we celebrated immigration (statue of liberty, etc.). It was proposed to look at the past to see into the future
TOPIC
8
Land Use/Construction Styles/Codes/Standards
DISCUSSION SUMMARY
This roundtable discussion concentrated on planning ordinances (or their absence) on: land uses, construction codes and the standards defined by local public authorities. It was discussed, first the small participation of Latinos in the planning process, and the consequent violations of such requirements. There was a clear agreement that in many cases Latinos do not embrace many of the regulations set by planning authorities.
Education was mentioned serving two purposes: first to explain Latinos about the benefits of their participation in the planning process and second, to explain "others' the positive things Latinos bring to communities. This is presented as a two-way task.
It was also reported corruption on the public sector related to land use practices dealing directly with Latinos as in the case of colonias.
TOP ISSUES
1. Difficult on getting Latino communities involved in public participation
2. Lack of knowledge from planning authorities about Latino communities, and vice versa
3. Regional authorities do not have power to have land control in rural areas (counties)
4. It is not clear how to capitalize the potential of Latino communities
5. Cities are not offering other land use options to communities, such as higher densities
6. Latino communities are susceptible to have undesired land uses such as landfills
7. Latino communities do not trust governments
PROPOSALS
- Education is necessary in two ways to empower communities:
a. To educate Latinos on the benefits of planning
b. To educate Anglo Americans on the contribution of Latinos in communities
- Education in specific topics such as land use
- Construction codes and land use regulations need to reflect the needs / values / expectations of the population in the community. Latinos views are to be discussed at the city planning level
- It may be necessary to have bilingual staff
- Would it be feasible or desirable to have different land use regulations accommodating to cultural backgrounds?
TOPIC
9
Environmental
DISCUSSION SUMMARY
The roundtable of environmental matters had a wide coverage. The discussants talked about all the aspects of life from an environmental point of view.
To favor the environmental agenda, the panelists found important to promote communication and engaged citizens, as well as to facilitate work. It was also discussed the need to improve a two-way communication between government and Latino population.
It was observed that the Texas Commission on Environmental Quality focuses more in an Anglo agenda, rather than including minorities' needs as well.
During the roundtable it was suggested that illegal immigrants should be included as part of the agenda, regardless of their immigration status. Planners should take advantage of channels of communication already working –church, schools, and networks- to establish engagement.
Discussants believe that public participation should be shifted from reactionary after an event to a planning process that gives opportunity to prepare an action.
It was stated that people tend to prioritize economic interest over environment, like the need of green space.
Environmental justice was discussed through several issues, like the fact that air pollution and water management do not favor Latino settlements,
The topic of water, as a regional, state and national issue, was discussed in a variety of aspects concerning population growth, quality and preservation, impact due to climate change among others. It was also discussed the approach of water property rights in Texas. Some argued that Latino communities need to improve their water management.
Transportation was debated as an environmental issue regarding gas consumption, connectivity of inner cities and suburbs, and the abundant use of cars among others.
TOP ISSUES
1. Environmental justice need to involve both education and a network system
2. Environmental justice need to involve both education and a network system
3. Environmental justice need to involve both education and a network system
4. Environmental quality issues involve air, pollution, hazards material, indoors, water quality and quantity
5. Natural hazard more relevant: hurricane, drought, flooding
6. Energy efficiency was related to climate change and variability
7. Waste management was seen as a major concern: from generation, storage, recycling, reuse, reduction
8. Environmental planning process issues
a. social economic inequality
b. education, communication, alternative networks, inclusion, involvement, alternative
9. Most current environmental regulations are more related to reaction to problems rather than preventing them
10. Divided society was perceived as a concern
11. Lack of capacity, incentive and interest
12. NAFTA has generated many environmental concerns, especially on border communities, and these need to be addressed especially in terms of gas emission, and traffic increases
PROPOSALS
- Land use and quality control to limit and degradation
- Building materials need to be sustainable, using, for the most part, local resources or those that can better adapt to local conditions
- Housing building materials should consider that units are expected to last over time as Latinos are less mobile population
- Non-point pollution needs to be incorporated into the environmental planning concerns
- Need to identify market awareness in order to optimize the positive impact of environmental policies
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Ankle Injuries and Exercises
Matthew P. Melander, DO
Ankle sprains are a very common ankle injury, caused by the ankle turning in.
Types of Injuries
First Degree. This is the most common in which a ligament(s) is stretched but not torn. An injury like this results in little swelling and no instability. With this injury a person can expect to return to activity within a couple weeks.
Second Degree. Here ankle ligaments are partially torn, causing the ankle to swell immediately. This type of injury may require 3-6weeks rest before returning to activity
Third Degree. Is a more serious tear of ligaments, but rarely requires surgery, but may require 8-12 months for the ligament to heal.
Causes:
- Previous Injury - Worn-out shoes
-Uneven Surface - Overweight
-Family History
-Inappropriate/worn-out shoes
- Weak/Imbalanced muscles
Saint Charles Orthopedic Assoc.
9323 Phoenix Village Parkway
O'Fallon, MO 63368
(636) 62 - SPORT
Treatment
Stage 1 (up to 72hrs): Reduce pain and swelling by applying ice and compression 60 minutes every 2 hours while elevating the affected leg. Apply tape or splint to immobilize ankle depending on severity of injury.
Stage 2 (1 st week): Begin walking as tolerated, using pain as a guide to determine how much activity is enough. Since the ankle will get stiff it is important to maintain full range of motion of your ankle; begin the stretching and range of motion exercises below.
Calf Stretch
While in a seated position, hook a towel under your foot and pull your ankle back until a stretch is felt on your calf area.
Ankle ABC's
While in a seated position, write out the alphabet in the air with your big toe.
While seated, use a towel and slide it with your foot across the floor in an inward direction.
While seated, use a towel and slide it with your foot across the floor in an outward direction.
Be sure to keep your heel in contact with the floor the entire time.
Be sure to keep your heel in contact with the floor the entire time.
Stage 3 (2 week or longer): The crucial part of the treatment is a rehabilitation program to regain ankle flexibility and to strengthen supporting muscles; because the ankle must be strong before your return to activity. The other side of this pamphlet contains instructions and exercises to prepare you and test your readiness to return to activity.
Seated Calf Raise
Start with your entire foot on the ground. Lift heel completely off ground
Reps 10 Sets 3
Ankle Eversion Tubing
Using an elastic band attached to your foot, hook it under your opposite foot and up to your hand.
Reps 10 Sets 3
Balance and Reach
Stand on one leg and maintain your balance while reaching up and out.
Reps 10 Sets3
Single Leg Stance
Stand on one leg and maintain your balance.
Hold 30 sec
Ankle Planterflexion Tubing
Standing Calf Raise
While seated, use an elastic band attached to your foot and press your foot downward.
While standing, raise up on your toes as you lift your heels off the ground.
Reps 10 Sets 3
Reps 10 Sets 3
Five Star Balance/Reach
Place 5 cones in a semi circle. Stand in the middle of the semi circle. Now, while standing on one foot, reach with the opposite hand down towards the ground to touch a cone.
Continue standing on one foot and touch all 5 cones to complete one cycle. Reps 10 Sets 3
For questions call Dr. Melander at (636) 62-SPORT
Ankle Inversion Tubing
While seated, cross your legs and using an elastic band attached to your foot, hook it under your opposite foot and up to your hand.
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Use evidence-based practice decision-making
Unique Perspectives & Contexts
• Program context
• Family perspective
• Your perspective
Integrate
Decision
Family and practitioner recommendations
Evidence
• Research
• Policies
• Evidence-based knowledge
• Program context
• Family perspective
• Your perspective
• Research
• Policies
• Evidence-based knowledge
Name
Date
Instructions
Use the framework below to come to an evidence-based practice decision about the use of intentional transition practices for Tamiya. Summarize sources of evidence, consider that evidence in light of different perspectives and contexts, and make a recommendation for the answerable question you posed in Step 2.
1. Summarize Step 3: Evidence
a. List the major points from Handout 2.8: Research Summary on Transition Practices in Early Childhood to summarize the best available research on transition practices:
b. List the major points from C: Policies reflecting the field's views on transition practices:
Unique Perspectives & Contexts
* Program context
* Family perspective
* Your perspective
Integrate
Decision
Family and practitioner recommendations
Evidence
* Research
* Policies
* Evidence-based knowledge
https://www.connectmodules.dec-sped.org/
Activity 2.12a
c. List the major points from families and practitioners on transition practices in D: Experience-Based Knowledge:
2. Consider the context
Summarize your answers from Activity 2.11a: Consider the unique contexts.
3. Integrate the evidence and context to make a decision
Recall the answerable question: For children like Tamiya, who are transitioning from early intervention to preschool (P), do intentional transition activities/practices (I) support continued learning and development (short-term outcome) and later school success (long-term outcome)?
Weigh the evidence in light of the context to come to a decision. What is your recommendation? What practices should be used and how should they be modified given the unique contexts? Be prepared to discuss.
https://www.connectmodules.dec-sped.org/
Page 2
CONNECT – 2010
2. Consider the context
Summarize your answers from Activity 2.11a: Consider the unique contexts.
3. Integrate the evidence and context to make a decision
Recall the answerable question: For children like Tamiya, who are transitioning from early intervention to preschool (P), do intentional transition activities/practices (I) support continued learning and development (short-term outcome) and later school success (long-term outcome)?
Weigh the evidence in light of the context to come to a decision. What is your recommendation? What practices should be used and how should they be modified given the unique contexts? Be prepared to discuss.
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Mathematics in Motion – How high did my rocket go?
Learning Objective
In this lesson the student will use mathematics to determine the altitude of a rocket flight. By the end of this lesson the student should have an appreciation for the real world use of mathematics as it relates to the flight of a model rocket.
Grade Level
9 – 12
How high did my rocket go? This is probably one of the most asked questions in rocketry. There are a few ways in which to determine a rocket's apogee (maximum height). One is through the use of electronic altimeters. Altimeters are made by a few manufacturers with varying price points and complexities and can accurately determine and display the altitude of the rocket's flight. Another way is to use simple trigonometry based on the angle you physically measure (using an inclinometer) and your distance from the launch pad. In this lesson we will describe using math to determine the altitude of your rocket flight.
The Inclinometer
If you were to stand next to a tall tree or building and look at the top of it you will notice that your head is pointing up at a certain angle relative to the ground. Using an inclinometer you are able to measure that angle simply by pointing it to the top of the object and observing the angle recorded on the tool. Not only are inclinometers relatively inexpensive, they can be made using common materials.
The key component of the inclinometer is the weight-based arm that stays perpendicular to the ground as the tool is raised at an angle. Figure 1 shows a common inclinometer developed specifically for model rocketry.
Forestry Usage
In forestry, inclinometers or clinometers as they are called in the field are used in measurements of tree height and terrain slope. A forester will stand at a fixed distance from the base of the tree and observe the top of the tree using the clinometer. More accurate results will be obtained if the height of the tree is less than the distance used for measurement thereby keeping the observed angle at less than 45 degrees.
Using this angle, the measured distance from the base of the tree, and simple trigonometry, the height of the tree can be determined. We can use this same method to determine the apogee of our model rocket flights.
Determining the Height of a Model Rocket
Imagine a triangle formed by the apogee of the rocket, the distance that the observer stands from the launch pad and the line connecting the observer and the apogee of the rocket (figure 2). We can measure the distance from the launch pad (c) as well as the angle that the observer takes when viewing the rocket with an inclinometer (A). We also know the height of the observer, or more specifically the distance to the ground from eye level for the observer (h). Using these variables we plug them into our simple trigonometric formula shown below.
So for example if the distance from the pad (c) was 150 metres, the angle measured (A) was 45 degrees and the eye level height of the observer is 1.6 metres, the altitude of the rocket would be:
A More Accurate Method
Even a slight wind will cause most model rockets to weathercock, a term given to the flight of the model rocket into the wind. This causes great inaccuracies with the measurement. If the rocket were to fly towards the observer than the distance (c) used in the calculation would be greater than the actual distance. Thus the calculation for the altitude would produce a higher number than what it should be as the angle (A) would be based on a shorter distance to the launch pad rather than the distance measured. If the rocket were to weathercock away from the observer the opposite would be true.
A good way to reduce the error due to wind would be to have the observer stand so that he/she is perpendicular to the wind. Thus the distance (c) would be close to the actual distance as the rocket should veer left or right to the observer and not forward or back.
Another way would be to have multiple observers each taking measurements and averaging the results. You can see this method shown in figure 3.
As an example let's plug in some numbers. Observer 1 is 150 metres (c) from the pad, has a height of 1.6 metres (h) and measures an angle of 45 degrees (A). Observer 2 is 150 metres (c1) from the pad, has a height (eye level) of 1.3 meters (h1) and measures an angle of 35 degrees (A1). The altitude would then be the average of the two measurements as such:
altitude recorded for Observer 1 = 150 * tan(45) + 1.6 = 151.59 metres altitude recorded for Observer 2 = 150 * tan(35) + 1.3 = 106.33 metres
altitude = (altitude recorded for Observer 1 + altitude recorded for Observer 2) / 2
OR
(151.59 + 106.33) / 2 = 132.96 metres.
The more observers you have taking the measurements the more accurate the result will be as the angle recorded by the inclinometer is very much dependent on the skills of the observer. Having a greater number of values to average out should result in a more accurate result. As well, you may want to avoid having someone measure the altitude of their own rocket. I have personally witnessed that rockets owned by the observer tend to go higher than the rest.
Mathematics in Motion
One of the greatest benefits in the study of model rocketry is the physical use of math and science skills. By applying simple mathematics to finding the solution for the apogee of a model rocket, it is easy to demonstrate a real world application of mathematics. As stated in our title, rocketry is mathematics in motion.
©2019 Sigma Rockets and Aerospace Inc. | <urn:uuid:aa63ade0-2125-4e55-93c9-39513ee9b5f9> | CC-MAIN-2020-50 | http://learn.sigmarockets.com/lessons/mathematics-in-motion-how-high-did-my-rocket-go/?print=pdf | 2020-11-27T08:47:10+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00599.warc.gz | 53,180,372 | 1,343 | eng_Latn | eng_Latn | 0.997675 | eng_Latn | 0.998571 | [
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Playground Expectations
Respect and Responsibility
When I Follow the Playground Expectations, I Am Able to…
* Have fun
* Be safe
* Show Respect and Responsibility for myself, others, for property, and for learning
When Leaving the School Building, I Will…
* Line up at the classroom door
* Wait quietly until I am dismissed – make sure to keep my hands and feet to myself
* Walk down the hallway, making sure to stay on the correct side
* Keep my hands and feet to myself
* Remember to not touch teacher and student work that is hanging up in the hallway
* Find my boots and put them on, being careful not to push or shove
* Be patient and take turns
* Use my inside voice
* Walk on the sidewalk to my play area
* Remember to play in the area that is assigned to my grade level
When Playing Outside….
There are rules that I need to follow.
These rules allow myself and others to:
* Be safe
* Have fun
* Show respect and responsibility
When Using the Swings, I Will Remember to…
* Sit on the swings
* Swing forward and backward only
* Not run between the swings
* Play away from the swings
* Watch carefully when others are on the swings so I don't get hit by a moving swing
* Remain on the swing until it stops moving
* Stop the swing before getting off
When Playing Soccer, I Will Remember to…
* Keep my hands to myself
* Be careful around others by:
- watching where I am running and kicking
- not pushing and shoving
* Play fair
* Follow the rules of the game
* Be a good sport, even if my team doesn't win
* Bring the equipment in when the bell rings to come inside
* Use appropriate language
When Using the Slide, I Will Remember to…
* Sit down
* Go down the slide feet first
* Wait until everyone is away from the bottom of the slide before sliding down
When Playing Snow Forts, I Will Remember to…
* Not bother other people at their snow forts
* Only take snow blocks that don't belong to someone else
* Ask nicely if I want to play in someone's snow fort. If they don't want me to play in their fort, I will find something else to play.
* Use snow blocks for building, not for throwing
* Be respectful of other peoples' snow forts and not try to wreck them
When Playing on the Equipment, I Will Remember to…
* Play games that are safe (no blind tag)
* Be careful around others by not pushing or shoving
* Take turns climbing up onto the equipment
* Climb down rather than jumping off the equipment
* Hang from my hands, not my feet or legs
* Not climb on top of the equipment
When Using Balls and Skipping Ropes, I Will Remember to…
* Use the equipment properly
* Take care of the equipment
* Bring the equipment inside when the bell rings
* Tell a supervisor if the ball rolls out into the street
* Only use the equipment from my classroom, and not borrow from other classrooms
* Bring in all found equipment
* Tell my teacher if the equipment is broken
When Playing With Others, I Will Remember to…
* Take turns
* Share the equipment
*
Play safe
* Use equipment safely
* Tell, don't tattle
* Play nicely and include others
* Use nice words
* Play games that avoid rough contact (keep my hands and feet to myself)
* Stay in my grade area
* Listen to the supervisor
* Be helpful, not hurtful
* Include others
* Play inside the school boundaries
When the Bell Rings to Come Inside, I Will Remember to…
* Come in quickly
* Walk down the hallway on the correct side
* Take my boots off and put them on the boot rack where they belong, being careful not to push or shove
* Be patient and take turns
* Use my inside voice
In the Winter, I Will Remember to…
* Be careful by not playing on icy patches
* Never throw snowballs
* Be respectful of other people's snow forts by not destroying other forts or taking snow blocks that don't belong to me
* Dress warmly so I can have fun and be safe
* Use equipment carefully because it may be slippery
In the Spring, I Will Remember to…
* Play away from the puddles
* Wear rubber boots and splash pants
* Play where it is dry and not muddy
* Be careful not to splash anyone
* Listen to and obey the Grade 5 puddle patrollers when I am reminded to stay out of the water
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Lesson Four – Jesus and the Multitudes
Most human societies are divided between the elites and the masses.
The elites represent around 5-8% at the top – they have and hoard the most money, weapons, power, influence and opportunities. They make the rules and usually rig the game to protect their interests. The also forge alliances across sectors – government, businesses, religions, media, arts, sciences and the military. As a result, they have loyal allies across all sectors of a society and they reward those allies to keep them loyal.
Then we have the masses – at the bottom – commonly called the "multitudes" in the gospels. They provide cheap labour in the system run by the elites. They work with little pay, little security, little prestige and little notice. Their houses are usually located in socially distant areas.
So to the elites, the multitudes can remain surprisingly invisible and insignificant most of the time.
In between these two groups there are the loyal allies who function as mediators between those above and those below. They may make more money than the masses and often live in hope that they or their children will be able to climb up the pyramid, closer to the elites. But the elites don't like competition.
This is what society was in Jesus' day. In His parables, He constantly praised people from the multitudes – the labourers, farmers, women working in the home, slaves and children.
He challenged those in middle management – stewards, tax collectors who robbed the powerless so they could serve the greedy at the top of the pyramid.
Jesus constantly turned the normal dominance pyramid on its head, confusing the disciples.
Read: Luke 5:17-32.
Why do you think the Pharisees were angry at Jesus in this healing miracle?
There are many more examples of Jesus 'turning the world upside down.' Here are just another two:
- Jesus healing someone on the Sabbath (Luke 14:1-6)
- Jesus healing a blind man along the road (Mark 10:46-52)
The Pharisees were pious, fastidious and religiously knowledgeable. They maintained a close association with the "scribes" or religious scholars. Today, you may call them "hyper-orthodox" or "fundamentalist." But back then, most would have considered them pure and faithful people, the moral backbone of society.
From the start, the Pharisees seemed strangely fascinated with Jesus, even when Jesus claimed that His disciples needed a moral rightness that surpassed their own – this unsettled the Pharisees and religious leaders.
During His ministry, Jesus proposed that basic human kindness and compassion are more absolute than religious rules and laws.
Notice the contrast between how Jesus sees the multitudes and how the Pharisees see them. The Pharisees once said of the multitudes – this crowd don't know the Scriptures – they should be damned. (John 7:49).
When Jesus looked at the multitudes He had compassion for them, because they were harassed and helpless, like sheep without a shepherd (Matthew 9:36).
Read Ezekiel 34:1-31 In this chapter God condemns the shepherd-rules of Israel for neglecting their duties and exploiting their human flock. Heaven will not remain silent at this injustice. A change is coming – this change is Jesus.
Now, although the Pharisees in the gospels are depicted as cruel and unjust, they bear no resemblance to the honourable and wise Pharisees depicted in Jewish history from the historical period just after the gospels were written. Whether or not the gospel portraits were accurate, many in in later centuries used their negative depiction of the Pharisees to stereotype and vilify all Jewish people. The consequences were horrible beyond words.
There are always multitudes at the bottom being marginalized, scapegoated, shunned, ignored and forgotten by elites at the top. And there are always those in the middle torn between the two.
To be alive in the adventure of Jesus is to stand with the multitudes, even if doing so means being marginalized, criticized and misunderstood right along with them.
Engage:
- What one thought or idea from today's lesson intrigued, provoked, disturbed, challenged, encouraged, warmed, warned, helped or surprised you?
- Have you ever felt like one of the multitude?
- Have you ever behaved like of the Pharisees?
Activate:
Make an opportunity this week to spend time with some member of "the multitude."
Meditate:
Think of some group of people you normally turn away from. Imagine them, in silence and repeat these words:
They are harassed and helpless, like sheep without a shepherd.
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English I and II Program Summary McGraw-Hill StudySync
Section 1. Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) Alignment
Section 2. Texts (what students read, see, and hear)
* The materials include high-quality texts across a variety of text types and genres.
* The materials include quantitative and qualitative analyses resulting in a grade-band categorization of texts, and they provide information about the Lexile Level and other demands regarding the texts found in the program. The materials include texts that are appropriately complex for the grade levels.
Section 3. Literacy Practices and Text Interactions: Reading, Writing, Speaking, Listening, Thinking, Inquiry, and Research
* The materials provide students the opportunity to analyze and integrate knowledge, ideas, themes, and connections within texts using clear and concise information and well-defended text-supported claims through coherently sequenced questions and activities.
* The materials consistently provide students the opportunity to analyze the language, key ideas, details, craft, and structure of individual texts.
* The materials provide a year-long plan for building academic vocabulary and include scaffolds and supports for teachers to differentiate vocabulary development for all learners.
* The materials provide students the opportunity to develop composition skills across multiple text types for varied purposes and audiences.
* The materials provide students consistent opportunities to listen to and speak about texts.
* The materials provide opportunities for students to engage in both short-term and sustained inquiry processes throughout the year but do not provide support to identify and summarize high-quality primary and secondary sources.
Section 4. Developing and Sustaining Foundational Literacy Skills (Grades K-5 only)
Section V. Supports for Diverse Learners
* The materials include supports for students who perform below grade level and above grade level.
* The materials provide support and scaffolding strategies for English Learners (ELs).
Section VI. Ease of Use and Supports for Implementation
* The materials do include a TEKS for English Language Arts and Reading-aligned scope and sequence.
* The materials include annotations and support for engaging students in the materials, as well as some annotations and ancillary materials that provide support for student learning and assistance for teachers.
Section VII. Technology, Cost, and Professional Learning Support
* The publisher submitted the technology, cost, and professional learning support worksheets.
McGraw-Hill StudySync English II
2.1 Materials include high-quality texts for ELAR instruction and cover a range of student interests.
* The texts are well-crafted, representing the quality of content, language, and writing that is produced by experts in various disciplines.
*
Materials include increasingly complex traditional, contemporary, classical, and diverse texts.
Meets 4/4
The texts are well crafted and are of publishable quality, representing the quality of content, language, and writing that is produced by experts in various disciplines. Materials include highquality texts for English Language Arts and Reading (ELAR) instruction and cover a range of student interests. Materials include increasingly complex traditional, contemporary, classical, and diverse texts.
Examples include but are not limited to:
Unit 1 brings together contrasting views of colonization via two excerpts, one from the colonialist perspective in Joseph Conrad's Heart of Darkness and the other from the Nigerian perspective in Chinua Achebe's Things Fall Apart. Other notable texts include Martin Luther King Junior's "Letter from Birmingham Jail" and Jimmy Santiago Baca's "I Am Offering This Poem," both of which will resonate with students, exploring the human experience across time. Each well-selected text provides a rich cross-cut of exceptional writing.
In Unit 2, examples of high-quality texts include the traditional informational text "The Power of the Hero's Journey" by Joseph Campbell. The ancient Indian epic poem Rámáyana provides students with an opportunity to consider how a person's culture affects his or her understanding of the world and shapes their role in it. The unit also includes more contemporary texts with rich language and appeals to emotion such as Night by Elie Weisel.
Unit 3 pulls together texts from varied cultures and disciplines; each text reflects on how the past influences the future. In an excerpt from "By Any Other Name," Indian novelist and memoirist Santha Rama Rau recounts the "treatment Indian children received at an AngloIndian school." Native Texan editor, poet, and educator Allison Adelle Hedge Coke, in her text Rock, Ghost, Willow, Deer: A Story of Survival, writes of growing up as a "mixed-blood woman." In an excerpt from the New York Times bestseller The Immortal Life of Henrietta Lacks, science expert and writer Rebecca L. Skloot examines the story of Henrietta Lacks and ethics in the scientific community.
In Unit 4, students read the classic tragedy Macbeth by William Shakespeare. The play contains a video of specific scenes being performed, which helps students' understanding. The unit provides opportunities for text-to-text connections with an excerpt from classic drama Antigone by Sophocles and the complex contemporary informational selection "The Opera of Emerline" by Michael Hall. Text selections are synthesized to discuss how humans are tied to a certain destiny and how competing forces restrict an individual's ability to control their own life. Students read a variety of genres and cultural texts, discovering how family traditions and culture shape the next generation. These text selections include the drama Cherokee Family Reunion by Larissa Fasthorse of the Lakota Nation's Rosebud Sioux Tribe, Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas, Hotel Rwanda by George and Keir Pearson, and "People Should Not Die in June in South Texas" by Gloria Evangelina Anzaldua.
Unit 5 pairs informational texts like "Curry: A Tale of Cooks and Conquerors" by food historian Lizzie Collingham with poetry such as "Parsley" by renowned poet and essayist Rita Dove and "Ethiopia" by Audre Lorde, an African American writer and activist. Each text includes beautiful word play that encompasses history, culture, and the common denominator of food, which will interest and provoke students to think globally.
Unit 6 contains the short story "A Very Old Man with Enormous Wings" by Gabriel Garcia Marquez, which gives students the opportunity to discover surrealism in a familiar, short-story format. The more complex "Worship the Spirit of Criticism" by scientist Louis Pasteur allows students to analyze rhetorical devices. Unit 6 also pairs the traditional novel To Kill A Mockingbird by Harper Lee with author Maya Angelou's I Know Why the Caged Bird Sings.
2.2 Materials include a variety of text types and genres across content that meet the requirements of the TEKS for each grade level.
* Text types must include those outlined for specific grades by the TEKS:
- Literary texts must include those outlined for specific grades.
- Informational texts include texts of information, exposition, argument, procedures, and documents as outlined in the TEKS.
* Materials include print and graphic features of a variety of texts.
Meets 4/4
Materials include a variety of text types and genres across content that meet the requirements of the TEKS for each grade level. Literary texts include world literature examples across literary periods. Informational texts, such as articles, graphic novels, speeches, memoirs, and letters, include examples of information, exposition, argument, procedures, and documents. Materials include print and graphic features of a variety of texts.
Examples of literary texts include but are not limited to:
Unit 1, "She Unnames Them" by Ursula K. Le Guin (fiction)
Unit 1, an excerpt from Heart of Darkness by Joseph Conrad (novel)
Unit 1, an excerpt from Things Fall Apart by Chinua Achebe (novel)
Unit 1, "I Am Offering This Poem" by Jimmy Santiago Baca (poetry)
Unit 2, "Civil Peace" by China Achebe (fiction)
Unit 2, Rámáyana by Válmíki (epic)
Unit 3, "Love is Not All" by Edna St. Vincent Millay (poetry)
Unit 3, "The Namesake" by Jhumpa Lahiri (fiction)
Unit 4, Macbeth by William Shakespeare (drama)
Unit 4, Antigone by Sophocles (drama)
Unit 4, "On Painting the Sistine Chapel" (poetry)
Unit 4, "La Juanita" by Alice Dunbar-Nelson (fiction)
Unit 5, "B. Wordsworth" by V.S. Naipaul (fiction)
Unit 5, "Lines Written in Early Spring" by William Wordsworth (poetry)
Unit 6, "A Very Old Man with Enormous Wings" by Gabriel García Márquez (fiction)
Unit 6, an excerpt from The Joy Luck Club by Amy Tan (novel)
Unit 6, "The Nose" by Nikolai Gogol (fiction)
Examples of informational texts include but are not limited to:
Unit 1, "Letter from Birmingham Jail" by Martin Luther King, Jr. (argumentative)
Unit 1, "Speech to the Second Virginia Convention" by Patrick Henry (argumentative)
Unit 2, "The Power of a Hero's Journey" by Joseph Campbell (informational)
Unit 2, "A Plea for Global Education" by Rigoberta Menchú Tum (argumentative)
Unit 2, an excerpt from Night by Elie Wiesel (memoir)
Unit 3, an excerpt from The Immortal Life of Henrietta Lacks by Rebecca Skloot (informational)
Unit 3, an excerpt from Dream Psychology: Psychoanalysis for Beginners by Sigmund Freud (informational)
Unit 3, "By Any Other Name" by Santha Rama Rau (informational)
Unit 4,"Claudette Colvin Explains Her Role in the Civil Rights Movement" by Roni Jacobson (informational)
Unit 4, Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas (memoir)
Unit 5, "Curry: A Tale of Cooks and Conquerors" by Lizzie Collingham (informational)
Unit 5, "The New Food Fights: U.S. Public Divides Over Food Science" by Cary Funk and Brian Kennedy (informational)
Unit 5, "Chinese Cooking," by Chen Jitong (argumentative)
Unit 6, "Creation Myths from Around the World" by Angie Shumov (informational)
Unit 6, "Looking for Palestine: Growing Up Confused in an American-Arab Family" by Najla Said (informational)
Unit 6, "Coming of Age Traditions from Around the World" by Ursula Villarreal-Moura (informational)
Unit 6, "Dallas-Area Teen Interviews Veterans for YouTube Channel" by Andy Fancher (informational)
Print and graphic features are included in the instructional materials. Each selection contains a preview video, which provides students with a context for the topic of the text. Many of the selections also include bold printed words, highlighting specific vocabulary terms in the text.
In Unit 2, the informational article "The Hero's Journey" (Unit 2) contains a graphic to illustrate the information in the text and "Valedictorian Address at Anacostia High School" contains a video of the speech.
Unit 3 includes the graphic novel Persepolis. The introduction to "Rituals of Memory" includes an informational text and art exploration "Blast: Painting History"—"How does art capture a moment in history?"—which explores surrealism through artistic interpretation.
In Unit 4, "Claudette Colvin Explains Her Role in the Civil Rights Movement" includes photographic images to accompany the interview transcript. The poem "On Painting the Sistine Chapel" includes images to support students' understanding of the text.
Unit 5 includes the informational article "The New Food Fights: U.S. Public Divides Over Food Science," which uses bar graphs from the Pew Research Center.
In Unit 6, "Dallas-Area Teen Interviews Veterans for YouTube Channel" is an interview video with a provided transcript, and "Coming-of-Age Traditions from Around the World" has images embedded throughout the text.
2.3 Texts are at an appropriate level of complexity to support students at their grade level.
* Texts are accompanied by a text-complexity analysis provided by the publisher.
* Texts are at the appropriate quantitative levels and qualitative features for the grade level.
Meets 4/4
The materials include texts of appropriate complexity for tenth-grade students. Within the materials, the "Other Resources" tab allows teachers to search text titles and find information about text complexity. The publisher includes information about the qualitative aspects of the text's complexity within the lesson plan through the "Access Complex Text" feature, which includes insight to the text's vocabulary, organization, genre, and other aspects that increase the text's complexity. Each unit has an overview that provides the titles for each core text used in the unit, an introduction to the texts, and contextual information about the selection. The units contain a variety of text selections that vary in genre and text complexity.
Examples include but are not limited to:
In Unit 1, Things Fall Apart has a Lexile level of 1030L. The teacher lesson plan provides some guidance on addressing some of the challenges posed by the text, such as "the social structure is a hierarchy that values strength, skill, and wealth" and "the cultural values and way of life in Umuofia." The informational text "In Between Cultures: A Granddaughter's Advantage" has a Lexile level of 1170L. The teacher lesson plan notes that the genre of literary criticism and determining the author's purpose in the text may be difficult for students.
In Unit 3, the excerpt from Rock, Ghost, Willow, Deer: A Story of Survival has a Lexile level of 1170L. The qualitative aspects that make the text challenging are the informational genre as well as the connection between ideas, as "the narrator weaves together personal, family, ancestral, and cultural histories." Additional selections in the unit include an excerpt from The Namesake, which has a Lexile level of 1130L and an excerpt from Dream Psychology: Psychoanalysis for Beginners, which has a Lexile level of 1200L.
Unit 5 includes the text "The New Food Fights: U.S. Public Divides Over Food Science," with a Lexile level of 1400L. The teacher lesson plan provides information about the genre, organization, and connection of ideas, which are the qualitative aspects of the text. The personal letter "Drop Scones' Letter to President Eisenhower" has a Lexile level of 1250L. The use of the letter genre as a "symbol of diplomacy and national identity" and lack of familiarity are listed as possible qualitative aspects that will make the text challenging for students.
In Unit 6, the excerpt from The Joy Luck Club has a Lexile level of 850L, but the tone and students' prior knowledge about the Great Depression add to the text's complexity. The short story "The Nose" has a Lexile of 970L. Its use of genre elements such as "satire, surrealism, magical realism, the grotesque, and the supernatural" add to the qualitative complexity of the piece. Additional selections within the unit include "A Very Old Man With Enormous Wings," with a Lexile level of 1390L, and "Looking for Palestine: Growing Up Confused in an AmericanArab Family," with a Lexile level of 1340L.
3.a.1 Materials contain questions and tasks that support students in analyzing and integrating knowledge, ideas, themes, and connections within and across texts.
* Most questions and tasks build conceptual knowledge, are text-specific/dependent, target complex elements of the texts, and integrate multiple TEKS.
* Questions and tasks require students to
- make connections to personal experiences, other texts, and the world around them and
- identify and discuss important big ideas, themes, and details.
Meets 4/4
Materials contain questions and tasks that support students in analyzing and integrating knowledge, ideas, themes, and connections within and across texts. Most questions and tasks build conceptual knowledge, are text-specific/dependent, target complex elements of the texts, and integrate multiple TEKS. Questions and tasks require students to make connections to personal experiences, other texts, and the world around them and identify and discuss meaningful ideas, themes, and details. Materials group texts through tangible and relevant themes that move from personal to global perspectives. The themes serve as touchstones for studies and discussions that utilize text to examine and reflect on the human experience.
Examples include but are not limited to:
In Unit 1, while reading Franz Kafka's "The Refusal," students make connections to the world and other texts with the framing question "How will the concepts you are learning today help you later in life?" Skill lessons support students' analysis of the complex elements of the text. Students demonstrate their knowledge and integrate their skills when they respond to the prompt "How does the author use the historical setting to create complex, yet believable characters? Choose one or two characters to focus on and use evidence from the text to support your response." Later in the unit, the plot of "She Unnames Them" centers on the voluntary renaming of Eve and the animals and plays an essential role in communicating theme. Tasks and questions support students in integrating their knowledge and making significant connections: "How does Ursula Le Guin use the events of the plot to convey a theme about hierarchy? In your response, identify a theme and analyze at least two examples of plot that the author uses to develop this theme."
Unit 2 begins with: "Like a good story, history also moves forward. Yet, as individuals and as members of various cultural groups, we often look at the past in order to figure out where we came from and what led us to the place where we are now." Questions and tasks support students thinking on a personal level and on a global one. For example, a pre-reading activity for "The Perils of Indifference" by Elie Wiesel asks students "If we personally witness an injustice, what is our responsibility to stop it?" This question allows students to connect their knowledge and experiences and an excerpt from Night by Elie Wiesel before reading this argumentative piece. Later in the unit, students integrate knowledge and ideas across texts and skills. For example, after reading Rashema Melon's "Valedictorian Address at Anacostia High School," students make connections to the text by composing a letter to someone who has had an impact on their life. Students read "Methods of Motivation" to "support their reflection on how and why people pursue goals." Students use reasoning and personal experience while participating in a collaborative discussion on "the influence of internal and external forces on an individual's desire to achieve." Students answer the prompt "In your opinion, what is the most effective way your family, school, or community can help students build and maintain motivation to achieve their goals?"
In Unit 3, students synthesize information and integrate their knowledge across the texts. Read together, the culturally diverse texts Persepolis by Marjane Satrapi, The Namesake by Jhumpa Lahiri, and Rock, Ghost, Willow Deer: A Story of Survival by Allison Adelle Hedge Coke examine how experiences in childhood have a lasting impact on one's identity. Students integrate knowledge when they compare and contrast the plots and synthesize information from the three texts to analyze the connection between family and memory.
Unit 5 poses this opening question: "What are the ingredients of culture?" Students read an excerpt from Curry: A Tale of Cooks and Conquerors by Lizzie Collingham together with "The New Food Fights: U.S. Public Divides Over Food Science" by the Pew Research Center and "Chinese Cooking" by the 19th-century Chinese ambassador to France Chen Jitong, allowing them to integrate ideas across texts. "Read together, the text explores cultural misconceptions through the lens of food." Students consider how cultural identity is expressed through writing. Questions support connections, for example: "Compare the International Exposition to more contemporary ways of encountering culture. Does modern technology help or prevent us from learning about other cultures? Explain why these experiences might lead to different perceptions."
Unit 6's "Essential Question" asks "How does who we were guide who we will become?" In "The Best We Could Do" students examine a unique personal experience: "In this graphic novel excerpt [The Best We Could Do], author Thi Bui illustrates the sacrifices her family made in their search for a better future," and then reflect on personal experience: "Create your own illustrated memoir, in your writer's notebook or in a digital format, about a time in your life when you or your family made a sacrifice." In "Coming of Age Traditions" by Ursula VillarrealMoura, students make personal connections through questions such as "How does this relate to my life?" and "What are my thoughts and feelings?"
3.a.2 Materials contain questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts.
* Questions and tasks support students' analysis of the literary/textual elements of texts, asking students to
- analyze, make inferences, and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding;
- compare and contrast the stated or implied purposes of different authors' writing on the same topic;
- analyze the author's choices and how they influence and communicate meaning (in single and across a variety of texts); and
- study the language within texts to support their understanding.
* Questions and tasks require students to study the differences between genres and the language of materials.
Meets 4/4
The materials offer opportunities for students to make inferences and respond to questions and tasks that require the analysis of literary and textual elements. Students read poems, literary texts, and informational selections that contain figurative language such as similes, personification, and metaphors. Each unit has an instructional path that introduces key ideas and leads students through "First Read," "Skills," and "Close Read" lessons, where students analyze the language, details, author's craft, and the literary and rhetorical structure of individual texts. Students compare and contrast multiple texts and write responses analyzing specific textual elements or themes. The textbook uses high-quality literary and informational texts from cultural, historical, and contemporary contexts to examine different authors' purposes across genres on similar topics. Students study the language within texts, such as rhetorical devices or diction, to support their understanding and analyze the differences between genre characteristics. Student activities analyze how genre choice and academic vocabulary influence and communicate meaning.
Examples include but are not limited to:
Unit 1 focuses on authors' purpose by pairing the cultural and contemporary Pat Mora's "A Voice" with Patrick Henry's historical text "Speech to the Second Virginia Convention". In "A Voice," students focus on point of view and the speaker's attitude, and they examine the impact of diction on the author's message. Students read "Letter from Birmingham Jail" to analyze the text's argument and evaluate the elements that make it effective and memorable. Questions and tasks require students to study the differences between genres and the language of the materials. Students learn about modernist and postmodernist literature and engage in a task to identify and describe the characteristics of these two literary movements. The materials also discuss the four subgenres of fiction: surrealist fiction, allegorical fiction, stream-ofconsciousness fiction, and fiction influenced by the oral tradition. Students compare the genres in online activities.
In Unit 2, materials contain questions and tasks that require students to analyze the language, key ideas, details, craft, and structure of individual texts. Students analyze details, such as characters, conflicts, and events, to interpret explicit and implicit meanings in the Rámáyana. Later in the unit, students read "A Plea for Global Education" and write a short response that demonstrates their understanding of Rigoberta Menchú's message to humankind and how the reading shaped their perspective on their own message. Students analyze, make inferences, and draw conclusions about the author's purpose. The poem "The Gathering Place" by Amanda Gorman asks students to make inferences about characters and events by combining knowledge of their world with clues from the texts. Questions and tasks require students to study the differences between genres and the language of materials. Students analyze the characteristics and structural elements of two argumentative texts, "Methods of Motivation" by Point/Counterpoint (author names unknown), including the treatment of counterarguments.
In Unit 3, students analyze the characteristics and benefits of multimodal and digital texts and then evaluate whether the video or essay is more effective at conveying information. Later in the unit, students compare "Love Is Not All," Edna St. Vincent Millay's tightly structured sonnet, to Ngo Tu Lap's free-verse poem, analyzing how the authors' varying use of poetic conventions and devices affects their messages. Students compare within and across genres with excerpts from Rock, Ghost, Willow, Deer: A Story of Survival, The Namesake, and Persepolis. In one example of the comparison, students are told: "Identify an example from page 140 in Persepolis of how the cultural setting emphasizes Marji's loss of innocence. Then, go back to The Namesake. Explain how the cultural setting draws attention to Ashima's transition from child to adult."
In Unit 4, students analyze the author's choices and how they influence and communicate meaning within a single text and across a variety of texts. For example, students write a literary response to the following prompt: "How does the author's use of diction and syntax contribute to and enhance the voice of the narrator in the story? Use text evidence and original commentary in your response." Additionally, after reading "Claudette Colvin Explains Her Role in the Civil Rights Movement," students write a short response that explains how the author uses text structure to achieve her purpose and appeal to her intended audience. Students compare and contrast the stated or implied purposes of different authors' writing on the same topic; students read "Sabado Gigante" and "La Juanita" to compare and contrast the different kinds of expectations that a young person's community often places on him or her. Students read excerpts of Macbeth, Antigone, and The Opera of Emeline to connect Antigone's dilemma to the dilemmas faced by Macbeth and Emeline. After reading and discussing Hotel Rwanda, students write a short response to analyze how diction and syntax contribute to the tense mood in isolated scenes of the screenplay. Additionally, students write a short response that compares how diction and syntax establish a tone of embarrassment in Funny in Farsi: A Memoir of Growing Up Iranian in America and Cherokee Family Reunion.
In Unit 6, students read an excerpt from The Immortal Life of Henrietta Lacks and write an explanatory essay about the author's "use elements of informational text, such as a thesis, evidence, examples, and a conclusion, to help the reader understand the purpose of the book." After reading "Worship the Spirit of Criticism: Address at the Pasteur Institute," students write a short response analyzing the author's use of rhetorical devices to achieve specific purposes. Students also read "People Should Not Die in June in South Texas" and write a literary analysis using text evidence of the author's use of literary devices to convey a theme about loss.
3.a.3 Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary in and across texts.
* Materials include a year-long plan for building academic vocabulary, including ways to apply words in appropriate contexts.
* Materials include scaffolds and supports for teachers to differentiate vocabulary development for all learners.
Meets 4/4
Materials include unit-specific plans that span the entire year for students to interact with and build essential academic vocabulary in and across texts, including ways to apply words in appropriate contexts. Vocabulary lessons are embedded in student text activities and found in associated lesson plans. Materials include some scaffolds and supports for teachers to differentiate vocabulary development for language learners.
Examples include but are not limited to:
Academic vocabulary is embedded in student text activities and found in associated lesson plans. The materials provide teachers with basic vocabulary-development instructional guidance through specific sections such as "Check for Success," "Read and Annotate," "Analyzing Vocabulary," and "Access Complex Texts."
The textbook includes a "Teacher Glossary," which states: "This glossary includes linguistic, grammatical, comprehension, and literary terms that may be helpful in understanding reading instruction," and a "Student Glossary," which includes literary terms and textbook language like Essential Question and side-bar. The glossaries are not cross-referenced to unit texts or lesson plans.
In Unit 1, students read "The Refusal," and learn the terms claim, text-evidence, and complex characters. Lesson plans include specific strategies for teachers to monitor student understanding of the vocabulary and emphasize that the vocabulary is used in speaking and writing in class. A section called "Academic Language Focus" guides the use of the term author to acknowledge the individual behind the words. Students use academic vocabulary in their written responses. Students include unfamiliar words found during reading in their annotations. Students practice academic vocabulary in online activities. Strategies for supporting EL (English Learner) students include accessing a visual glossary or pairing ELs with an on-grade-level peer.
In Unit 2, skill lessons include personal responses, making connections, themes, word meaning, rhetoric, and setting. Students read Martin Luther King's "Letter from Birmingham Jail" and focus on rhetoric. Materials provide students with a short video depicting students using academic language in context. Students learn related vocabulary by completing a graphic organizer with the terms argument, claim, conclusion, ethos, pathos, logos, and rhetorical appeal. Students then apply their understanding in an objective assessment.
In Unit 3, materials include "Recognizing Genre—Informational Text," in which academic genre word theory is taught and used to classify text. The literary focus is surrealism and introduces academic vocabulary such as unconscious and conscious. Dream Psychology: Psychoanalysis for Beginners by Sigmund Freud has cross-content vocabulary such as unintelligible, synthesis, incongruence, introspection, method, and insights. Students practice vocabulary in online activities. Students use new academic vocabulary in their writing. The lesson plan outlines basic strategies for supporting English Learners, such as using a visual glossary or pairing ELs with an on-grade-level peer.
In Unit 4, the skill focus lessons are on summarizing, diction and syntax, evaluating details, and literary devices. When students read Macbeth, they study character archetypes and respond to multiple-choice questions.
In Unit 5, the "Academic Vocabulary Focus" highlights the word deny and provides teacher talk and examples of every-day use as well as academic and workplace contexts. The lesson plan outlines basic strategies for supporting EL students, such as using a visual glossary or pairing ELs with an on-grade-level peer. This unit includes relevant academic vocabulary in the study of "Lines Written in Early Spring" by William Wordsworth; reviews the literary vocabulary terms rhyme scheme and meter and the genre term lyric poetry; and introduces terminology such as imagery, rhythm, symbolism, and epic poetry. The lesson includes clarify and infer; students are able to use this vocabulary in their reading. Vocabulary study also contains the in-context word bower and the "Academic Vocabulary Focus" exploration of the literary analysis term conflict.
In Unit 6, materials include an "Academic Vocabulary" unit. Students use graphic organizers to study the terms aid, bond, capable, and equip. Materials model vocabulary used in the correct context. Students practice vocabulary in online activities.
The teacher's edition includes support for differentiation of vocabulary development. Teachers have information for introducing the skill, including turn-and-talk opportunities, and resources for checking for success. Examples of scaffolds include the use of turn-and-talk and checking for student success by circulating around the room and engaging in a class discussion. Other supports include a speaking frame, visual glossary, paragraph guide, and sentence frames.
3.a.4 Materials include a clearly defined plan to support and hold students accountable as they engage in independent reading.
* Procedures and/or protocols, along with adequate support for teachers, are provided to foster independent reading.
* Materials provide a plan for students to self-select text and read independently for a sustained period of time, including planning and accountability for achieving independent reading goals.
Meets 1/1
Materials include a clearly defined plan to support and hold students accountable as they engage in independent reading. Procedures and/or protocols, along with adequate support for teachers, are provided to foster independent reading. Materials provide a plan for students to self-select text and read independently for a sustained period of time, including planning and accountability. However, there is no specific goal setting or progress monitoring of independent reading goals.
Examples include but are not limited to:
Within each unit, self-selected reading texts are thematically connected to the texts read in the unit. Independent reading selections include a driving question, background information, research links, and the opportunity to choose an independent reading selection from the multiple options provided. The teacher's edition lesson plan suggests that teachers should allow independent reading time, but it does not specify what the sustained period of time might be, nor does it address setting or monitoring independent reading goals with students.
For each independent reading session, students are encouraged to explore a text they are interested in reading by previewing the content provided by the publisher; "Read Independently: The links below will take you to five texts similar to the texts you read in this unit. You may decide to self-select one of these texts to read independently for a sustained period of time. As you explore these texts, you may want to have a piece of paper to jot down notes about each text's poster, introduction, and video preview." Teachers are provided with questions to help students choose a text and with ideas for integrating discussion opportunities after reading.
Once students have chosen a text, they establish a purpose for reading, engage in independent reading, and create a personal response after reading. Independent reading materials provide support with an introductory video, summary, and background information. Materials include online vocabulary activities, short-answer comprehension questions, and a selection of writing prompts to ensure student accountability. Teacher support materials include examples to teach students how to establish a purpose for independent reading and modeling how to ask questions and make predictions. Additionally, the materials suggest that teachers differentiate independent reading choices based on students' needs. Teachers can "direct students to search for Spanish texts or English Learner Library items" or "filter student searches by Lexile level as appropriate."
Unit 3 includes the following selections as options for independent reading: All But My Life: A Memoir by Gerda Weissmann Klein, A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah, Every Day by David Levithan, "Il Pleut" by Guillaume Apollinaire, and Ishi, the Last of His Tribe by Theodora Kroeber. After choosing a text, students respond to a prompt: "Write a response in which you identify a memorable line and tell why the language in that line is special to you."
Unit 5 independent reading selections include "Scurvy and the Terra Incognita" by Jonathan Lamb, Out of the Dust by Karen Hesse, Little Bee by Chris Cleave, and "When Chocolate Was Medicine: Colmenero, Wadsworth, and Dufour" by Christine A. Jones. After reading, students can choose from three "library prompts" to compose a response. A sample prompt is "In a creative writing assignment, adapt one of the three poems in this excerpt from Out of the Dust into a short story in prose."
In Unit 6, students have the option of independently reading The City of the Beasts by Isabel Allende, Dragonsong by Anne McCaffrey, The Good Earth by Pearl S. Buck, A Passage to India by E.M. Forster, and The Girl with a Pearl Earring by Tracy Chevalier. Students consider a family member or friend who would be a match for the text and explain why the text is a good selection for the person chosen.
3.b.1 Materials provide support for students to develop writing skills across multiple text types for a variety of purposes and audiences.
* Materials provide students opportunities to write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
* Materials provide students opportunities to write informational texts to communicate ideas and information to specific audiences for specific purposes.
* Materials provide students opportunities to write argumentative texts to influence the attitudes or actions of a specific audience on specific issues.
* Materials provide students opportunities to write correspondence in a professional or friendly structure.
* Materials provide students opportunities to write literary and/or rhetorical analyses (English III-IV only).
Meets 4/4
The materials provide support for students to develop writing skills across multiple text types for a variety of purposes and audiences. Materials provide students with opportunities to write literary texts to express their ideas and feelings about real or imagined people, events, and ideas, write informational texts to communicate ideas and information to specific audiences and purposes. Materials also provide students with opportunities to write argumentative texts to influence a specific audience, to write correspondence in a professional or friendly structure, and to write literary and/or rhetorical analyses.
Examples include but are not limited to:
In Unit 1, students write literary analyses. Students compare two pieces of literature, Things Fall Apart and Heart of Darkness, to analyze the authors' use of characterization to develop themes about masculinity. At the end of the unit, students "select two to three works from the unit in which an individual's language has a powerful impact on themselves, another individual, or their community."
In Unit 2, students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. After reading Night by Elie Wiesel, students are asked to write a narrative "about a character real or imagined who commits to remember something painful." After reading "The Gathering Place" by Amanda Gorman, students write a narrative about their ideal world.
In Unit 3, students write an informational text to communicate ideas and information to specific audiences for specific purposes following a lesson on Dream Psychology: Psychoanalysis for Beginners. The prompt states: "Using Freud's method of dream analysis in this excerpt as a model, conduct an analysis of a dream of your own."
In Unit 4, students compose an argumentative text on whether "the real superheroes are 'ordinary people' who do 'simple' things every day or people who are able to pull off extraordinary acts with 'superpowers' like bravery or strength."
In Unit 4, students write literary texts to express their ideas and feelings. Students are asked to "select three texts from the unit and analyze the ways the authors use families—happy or otherwise—to express a theme about life. Use text details to support your analysis." Students write a letter to an individual, explaining how he or she influenced the student's life and thanking them for the impact.
In Unit 5, students write argumentative texts to influence the attitudes or actions of a specific audience on specific issues. Students are prompted: "When you think of art, you may picture a fancy museum with an admission fee and beautiful works framed on the walls. 'The Latin Deli: An Ars Poetica' gives a different and less obvious interpretation of what constitutes art. In what ways is the owner of the deli an artist? Make a claim and support it with evidence from the poem."
In Unit 6, students have multiple opportunities to develop writing skills across multiple text types for a variety of purposes and audiences. Students write literary texts to express their ideas and feelings. Students write a personal, friendly letter to a family member or friend of a different generation. The letter focuses on "the relationship with this person for which you are grateful, questions you have meant to ask this person, or parts of your life you want to share with this person." Students write a literary analysis following the selection "Zoos" and explain how the author builds an argument to persuade the audience that zoos are harmful to animals. Students compose an informational research paper about an origin story related to a religion, a culture, or a nation they would like to learn more about by generating questions, developing a research plan, gathering and evaluating source materials, and synthesizing and presenting the research findings.
3.b.2 Most written tasks require students to use clear and concise information and welldefended text-supported claims to demonstrate the knowledge gained through analysis and synthesis of texts.
* Materials provide opportunities for students to use evidence from texts to support their opinions and claims.
* Materials provide opportunities for students to demonstrate in writing what they have learned through reading and listening to texts.
Meets 4/4
Most written tasks require students to use clear and concise information and well-defended text-supported claims to demonstrate the knowledge gained through the analysis and synthesis of texts. Materials provide opportunities for students to use evidence from texts to support their opinions and claims. Materials provide opportunities for students to demonstrate, in writing, what they have learned through reading and listening to texts.
Examples include but are not limited to:
In Unit 1, students read Franz Kafka's classic story "The Refusal" and respond to the following writing prompt: "What can the reader infer about the tax collector's power? Where does his power come from, and how is it expressed? Use evidence from the text to support your inferences." Students also read excerpts from Things Fall Apart by Chinua Achebe and Heart of Darkness by Joseph Conrad and write a comparative response on how the authors use characterization to develop themes about masculinity.
In Unit 2, students read two essays, "Methods of Motivation" by Point/Counterpoint (author names unknown), about internal and external motivation in the classroom and respond in writing to the following prompt: "What does the Point essay author think about classroom environments that focus primarily on extrinsic motivation? What is the Counterpoint essay author's opinion about extrinsic motivation in the classroom? Give evidence to support your claims." Students also read an ancient Indian epic, the Rámáyana, and "The Gathering Place" by Amanda Gorman. Students are asked, "Compare and contrast the explicit and implicit ways that each poet conveys a message about what it means to create positive change in a community." Using text evidence and original commentary, students compare the authors' poetic form and use of meter and rhyme schemes to communicate the message.
In Unit 3, after reading "By Any Other Name" by Santha Rama Rau, students respond to the following writing prompt: "In this short memoir, the narrator's personal growth relates to her name. To what extent do you believe our names affect our experience of life? Quote evidence from the text and use personal anecdotes to support your opinion."
In Unit 4, students read a scene from Macbeth and respond to the following writing prompt: "In this scene from Macbeth, Macbeth and his friend Banquo encounter three witches who predict both of the men's futures. In your opinion, would being able to see into the future enhance the quality of your life? Why or why not? Support your opinion using evidence from the text and relevant personal anecdotes." Students read Hotel Rwanda by Keir Pearson and Terry George and write about the authors' use of diction and syntax: "In this excerpt from the screenplay of Hotel Rwanda, the language used by the characters creates a distinct emotional atmosphere. Analyze how diction and syntax contribute to mood in isolated scenes from Hotel Rwanda."
In Unit 5, students read Judith Ortiz Cofer's "The Latin Deli: An Ars Poetica" and write a short response that uses evidence from the poem to support a claim about the main character. Students write a response to "Why Dove uses symbolism to convey themes about inequality, prejudice, violence, and family?" Students choose a symbol and its meaning and explain their interpretation of the meaning, the symbol, and how the poet uses it to develop a specific theme.
In Unit 6, students read "Dallas-Area Teen Interviews Veterans for YouTube Channel," an essay by reporter Brendan Meyer, and respond in writing to the following prompt: "How did reading this text influence the way you think about the past experiences of one such person in your life? What questions does this make you want to ask that person? Cite relevant text evidence to support your response." Students also read "Creation Myths Around the World" by Angie Shumor and respond in writing to the following prompt: "How does the text shape your understanding of the purpose of storytelling?"
3.b.3 Over the course of the year, writing skills and knowledge of conventions are applied in increasingly complex contexts, with opportunities for students to publish their writing.
* Materials facilitate students' coherent use of the elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
* Materials provide opportunities for practice and application of the conventions of academic language when speaking and writing, including punctuation and grammar.
* Grammar, punctuation, and usage are taught systematically, both in and out of context, and grow in depth and complexity within and across units.
Meets 4/4
The materials facilitate students' coherent use of the elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text and provide some opportunities for the practice and application of the conventions of academic language when writing. The grammar, punctuation, and usage lessons appear in the "Extended Writing Project" portion of the materials. After completing the lesson and practice, students are asked to review their writing and are provided with a checklist that includes the skills focused on during the lesson.
Examples include but are not limited to:
The "StudySync" materials include a unit overview that outlines the components of writing within each unit. The sections titled "TEKS Grammar Skills," "TEKS Writing Skills," "Timed Writing," "Extended Writing Project," "Additional Grammar Lessons," and "Alternate Extended Writing Project Prompts" provide opportunities for students to engage in applying writing skills and conventions throughout the year.
The "Extended Writing Project and Grammar" section includes the conventions resources that can be used to introduce students to grammar and writing skills. The "Drafting" and "Conventions" sections allow students to focus on the craft of writing and provide models and instruction for the organization of writing and the development of ideas. The "Edit and Publish" section focuses on specific grammar skills that students learn or review and apply to their writing.
The same section incorporates all aspects of the writing process and provides a detailed instructional path, which includes an overview and explanation of the writing assignment, a student model essay, graphic organizers, and sentence starters; the section also includes lessons on writing thesis statements and claims, citing sources, using punctuation correctly, and revision techniques.
In Unit 1, students engage with all of the stages of the writing process to compose a literary analysis essay. During the planning stage, students use their writer's notebook, have collaborative conversations with peers, and pre-write. After drafting, students participate in peer reviews and complete a personal reflection. Students learn about essay organization, including topic sentences, supporting evidence and explanation, concluding sentences, and transitions. Materials include capitalization of sentences within direct quotes and practice. Students then apply those skills when they "Edit and Publish" their own writing.
In Unit 2, students engage in all of the stages of the writing process to compose an informational essay in response to a prompt about how community influences our goals. During drafting, students focus on developing ideas and thesis statements and on the organization of ideas. Students then revise with a focus on supporting details, composing introductions and conclusions, and commas with phrases and clauses. Students practice colons and parentheses and apply their learning by editing the informational text they are writing.
In Unit 3, students write a personal or fictional narrative. Students learn about narrative techniques, descriptive details, dashes, pronouns and antecedents, and pronoun-antecedent agreement with indefinite pronoun antecedents. The grammar lesson uses sentences from mentor texts within the unit, which students then use in a checklist format to edit their own writing for publication.
In Unit 4, students write a persuasive essay and are advised to plan before writing. Students also use the steps of the writing process to craft an oral presentation and a correspondence letter. For the oral project, materials include planning, drafting, revising, editing, and presenting activities and lessons; for the correspondence, they include and editing and publishing.
In Unit 5, students learn to revise for supporting details, persuasive techniques, and transitions. Materials include tasks and activities for editing sentence fragments, run-on sentences, and active and passive voice. Students practice by revising provided sentences using appropriate punctuation and conjunctive adverbs and by revising their own essays to change passive voice to active voice.
In Unit 6, students learn about citations, parallel structure, and misuse of commas; then, they apply their learning using an editing checklist to determine the appropriate use of parallel structure and complete sentences in their extended writing task. The additional grammar lessons in Unit 6 include lessons on parentheses and brackets, ellipses, and conjunctive adverbs.
3.c.1 Materials support students' listening and speaking about texts.
* Speaking and listening opportunities are focused on the text(s) being studied in class, allowing students to demonstrate comprehension.
* Most oral tasks require students to use clear and concise information and well-defended textsupported claims to demonstrate the knowledge gained through analysis and synthesis of texts.
Meets 4/4
The materials support students' listening and speaking about texts. Speaking and listening opportunities are focused on the text(s) being studied in class, allowing students to demonstrate comprehension. Most oral tasks require students to use clear and concise information and well-defended text-supported claims to demonstrate the knowledge gained through analysis and synthesis of texts.
Examples include but are not limited to:
Unit 1 materials give students speaking and listening opportunities after reading "I Am Offering This Poem." A sample speaking frame for Question #2 states: "Directions: Use the speaking frames as you discuss the text. The speaker offers the poem to.... That person could be…. The speaker compares the poem to.... They are alike because.... The metaphors in the poem helped me understand that the speaker feels…about poetry."
In Unit 2, after reading The Republic by Plato, students listen and speak about texts and demonstrate comprehension, answering questions such as "What can the prisoners see? In the cave metaphor, what is truth? Does Socrates believe that the ability to learn exists in everyone? Why or why not?" and "How did learning about Plato deepen your understanding of the text?" Materials include a sample answer with paragraph annotations.
In Unit 4, after reading "Hotel Rwanda," students use concise information and well-defended text-supported claims to demonstrate the knowledge gained through study. Students discuss how the language used by the characters creates a "distinct emotional atmosphere."
In Unit 5, after reading the poem "Ethiopia," students demonstrate comprehension of the poem by participating in a whole-class "Text Talk." Discussion questions include "What does the fact that the people have been 'seven years without milk' suggest about the Ethiopian famine?
Why might a person's birthday be a cause to celebrate in the midst of famine?" Students share ideas and receive feedback. Speaking frames and discussion guides support students' listening and speaking skills.
In Unit 6, after reading "Coming of Age Traditions Around the World" by Ursula VillarrealMoura, students use personal anecdotes and text-supported claims to answer "What positive effects can traditions have on individuals, families, and communities?"
3.c.2 Materials engage students in productive teamwork and student-led discussions, in both formal and informal settings.
* Materials provide guidance and practice with grade-level protocols for discussion to express their own thinking.
* Materials provide opportunities for students to give organized presentations/performances and speak in a clear and concise manner using the conventions of language.
Meets 4/4
The materials engage students in productive teamwork and student-led discussions, in both formal and informal settings. Materials provide guidance and practice with grade-level protocols for discussion to express students' own thinking. Materials provide opportunities for students to give organized presentations/performances and speak in a clear and concise manner using the conventions of language.
Examples include but are not limited to:
In Unit 2, students read The Republic by Plato and are provided with the following sentence frames to support discussion: "The video makes me feel...and I think that something is right or good when...." In this unit, students engage in collaborative conversations that focus on developing specific discussion skills. One opportunity is when discussing the poetic structure of the poem "The Journey." The materials provide guidance for building consensus: "During your conversation, you and your peers may disagree. In such cases, explore one another's ideas and opinions and provide evidence and reasoning in support of each claim. The group should listen fairly to all positions and try to come to a general agreement. After your conversation, take note of any disagreements and explain how the group built consensus."
In Unit 3, materials provide a model of a discussion in which students express their thinking on the "StudySyncTV" platform; in a 9-minute video, teens informally debate the controversial ethical issues of identity, race, and science, and review the basics of Henrietta Lacks' case after reading an excerpt of The Immortal Life of Henrietta Lacks. Teacher support materials include suggestions for teachers to model discussions, along with sentence frames and discussion-guide scaffolds, which prepare students for a debate "about whether or not families should make the decision to allow a loved one's cells to be studied." Sample discussion frames include: "After watching the video, my question is..." and "Someone who is ethical acts like...."
In Unit 4, while reading Hotel Rwanda, students are provided with sentence frames to support the discussion of the text. Some examples include: "The mood is...when...happens because..."; "The mood is...when (Paul/another character) uses...diction because...and I think (Paul's/another character's)...syntax affects the mood because...." Prior to each "collaborative conversation," students are reminded of specific procedures to facilitate an effective discussion. Students are given examples of active listening: "[P]ay attention to the speaker, show interest, and concentrate on what is said before you think about your reply; ask questions for clarification when appropriate; respond respectfully to the speaker's points." Students are given protocols for after they complete discussions with their peers. Students write a reflection where they "describe their best contribution to the discussion" and "identify a goal for improving contributions to future discussions."
Unit 5 provides optional extended learning opportunities for students to give organized presentations/performances and speak using the conventions of language. After reading "Chinese Cooking," students have the opportunity to share a presentation that focuses on a food that is representative of their own family traditions and/or culture in a classroom exposition. The teacher materials suggest asking students to select several foods that they would like to share with classmates as an entry point into their family or culture; they do so by creating a menu that lists and describes each dish for an audience that may be unfamiliar with these foods. Then, students select one food or dish from their menu to bring into the class exposition to share with their classmates. Additionally, students must prepare an explanation to share with classmates about why they chose to bring that specific dish or what personal/cultural/familial significance it has for them.
In Unit 6, students prepare an informative presentation about how someone helped them develop a new skill, including a clear thesis about the experience, details about what approach the person took, what the process of learning from him or her was like, and how the student changed as a result. Additionally, the presentation should compare and contrast the student's experience "with those of individuals in unit texts such as 'The Scarlet Ibis' and the excerpts from I Know Why the Caged Bird Sings, To Kill a Mockingbird, and Lumberjanes." Students are encouraged to use visual aids to enhance comprehension or engagement. Students have an opportunity to engage in oral presentations with guidance on how to present information effectively. The instructional materials discuss the characteristics of informational oral presentations, such as a thesis statement, facts, evidence, details, and anecdotes that support the thesis; an organizational structure that makes the presentation clear and easy to follow; eye contact and clear oral communication; and gestures and visual aids that communicate ideas visually and keep the audience engaged. Students are provided with a graphic organizer to help plan, draft, revise, and edit their oral presentation.
3.d.1 Materials engage students in both short-term and sustained recursive inquiry processes to confront and analyze various aspects of a topic using relevant sources.
* Materials support identification and summary of high-quality primary and secondary sources.
* Materials support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade level audience.
Partially Meets 2/4
Students have multiple opportunities to research and present their findings in a variety of ways. The materials do support student practice in organizing and presenting their ideas and information in accordance with the purpose of the research and the appropriate grade-level audience; however, the materials do not support the identification and summary of highquality primary and secondary sources.
Examples include but are not limited to:
In Unit 1, students have the opportunity to engage in a short-term research project by using the extended writing opportunity option. The task states: "Write an informational essay about the origin and usage of a word or phrase that is meaningful or interesting to you. The word could be the name of a place, a family name, a technical term, or an everyday word you have wondered about. Consult at least two reliable sources and include key details from those sources in your essay. Be sure to identify the research links where you found your information."
In Unit 4, students engage in research and then deliver an oral presentation. Students interview an individual they respect "to learn more about his or her life experiences and how these experiences have shaped his or her values." Students are instructed to use at least three "reliable" sources: the individual they interviewed, along with texts from the unit or external sources. Students are given the terms reliability, credibility, bias, accuracy, omission, and faulty reasoning and a model that explains how to ask questions to evaluate a source. Students then demonstrate their understanding by completing a graphic organizer, sorting descriptors of sources into the category "credible and reliable" or "not credible or reliable."
In Unit 5, students have an informal opportunity to share information and ideas with peers. After reading "The Latin Deli: An Ars Poetica," students consider the connections people have to food and are tasked to think of a family recipe that is important to their culture or has significance for another reason. Students record the purpose and action steps to perform the specific task of preparing the selected food item, rehearse, and deliver the instructions orally to classmates. An additional writing prompt project in Unit 5 is for students to write an informational essay about the ingredients of a popular or favorite food. Students are instructed to use the "research links" provided in the "Blasts" and other sources to find information to compose the essay, making sure to cite the sources.
In Unit 6, students engage in a sustained research project and formally present their research. Students choose an origin story relating to a religion, culture, or nation they would like to learn more about and write a research essay that "explains this origin story and analyzes what it suggests about one or more of the following: the community's answer to the age-old question 'Why are we here?', the nature of divine forces, the relationship between humankind and divine forces, or the relationship between humankind and the natural world." Students select a research question, develop a research plan, gather and evaluate source materials, and synthesize and present their research findings. Students are reminded to include "an engaging introduction, supporting details from at least three credible sources, a clear text structure, a thought-provoking conclusion, and citations for sources, including a works cited page." Throughout the process, materials support students in developing and refining research questions, evaluating sources for credibility and bias, and properly citing sources.
3.e.1 Materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence.
* Questions and tasks are designed to help students build and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language.
* Materials contain a coherently sequenced set of high-quality, text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts.
* Tasks integrate reading, writing, speaking, listening, and thinking; include components of vocabulary, syntax, and fluency, as needed; and provide opportunities for increased independence.
Meets 4/4
The materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence. Questions and tasks are designed to help students build and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language. Text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts are included in the materials. Tasks integrate reading, writing, speaking, listening, and thinking and include components of vocabulary, syntax, and fluency.
Examples include but are not limited to:
In Unit 1, students read Dr. Martin Luther King, Jr.,'s "Letter from Birmingham Jail" and engage in tasks that provide opportunities to read, write, speak, and listen while using the conventions of language. Before the first read, students watch a video to gain context for the text and its historical setting during the Civil Rights Era; this is an opportunity for students to practice listening skills. Then, students read and annotate the text, focusing on monitoring their comprehension. After reading, students demonstrate their comprehension with written responses to questions such as "According to Dr. King, why is he in Birmingham? List at least three reasons, using evidence from the text to support your response"; "What does Dr. King mean when he says, 'Injustice anywhere is a threat to justice everywhere'? What examples does he give of this concept? Include evidence from paragraphs 4–6 in your response." These questions allow students to use textual evidence to build their skills in analysis, using text evidence to support their conclusions. Students then work on developing their oral language skills, with a specific focus on vocabulary development, by using a print or digital resource as needed to clarify and validate word meanings. Students then reread the text and participate in a mini-lesson on rhetoric. They apply their understanding by analyzing an excerpt of "Letter from Birmingham Jail" and responding to text-dependent questions such as "What is the purpose of the parallelism in the first sentence?" "What is the purpose of the antithesis in the sentence about the seventy-two-year-old woman?" and "Identify a rhetorical shift that occurs between paragraph 46 and paragraph 47." Students then complete a close read of the text, applying the rhetorical analysis skills from the mini-lesson, and engage in a collaborative conversation to gather ideas. Students explore the author's use of rhetorical strategies. During this conversation, students practice the skill of building consensus as they explore one another's ideas and opinions and provide evidence and reasoning in support of each claim. The group is encouraged to "listen fairly to all positions and try to come to a general agreement." After completing the collaborative discussion, the final task in the unit is for students to compose a rhetorical analysis. Students write a 300-word response analyzing "how King uses characteristics of argumentative texts, such as rhetorical appeals and a convincing conclusion, to communicate his argument."
In Unit 2, students engage in interconnected tasks that allow them to build and apply their literacy skills. At the beginning of the lesson, students watch an introductory video and consider "the importance of community." Then, students read the contemporary poem "The Gathering Place" by Amanda Gorman and focus on making inferences about characters and events in the text before engaging in a discussion. The teacher lesson plan includes a "Text Talk" section with suggested discussion questions. A few examples include: "How did discussing the words village, city, and globe deepen your understanding of what you read?" "What can the reader most likely infer from lines 18–21?" and "What poetic features can be found in the poem?" As students respond, they are encouraged to support answers with evidence from the poem. Students then have an opportunity to integrate writing by composing a narrative that conveys their ideal world. Within the unit, students also have an opportunity to analyze ideas across multiple texts. Students read the epic Rámáyana and compose short-answer responses to textdependent questions such as "Who is the speaker?" and "Identify two or three main characters and describe their significance to the narrative." As a culminating task, students compare and contrast how the authors use different poetic forms to convey a message about what it means to create positive change in a community. Students analyze each poet's use of meter and rhyme scheme to communicate the poem's message, using text evidence and original commentary to support their response.
3.e.2 Materials provide spiraling and scaffolded practice.
* Materials support distributed practice over the course of the year.
* Design includes scaffolds for students to demonstrate integration of literacy skills that spiral over the school year.
Meets 4/4
The materials provide spiraling and scaffolded practice distributed over the course of the year, including scaffolds for students to demonstrate integration of literacy skills that spiral over the school year.
Examples include but are not limited to:
Within each unit of study, students engage in a first read, which provides an opportunity to focus on a specific skill to improve comprehension of the text. Students work through a "Skills Lesson," which provides scaffolding, models, and embedded practice. The teacher lesson plans provide options to scaffold the learning opportunities for students at each stage of the lesson. By the end of a unit, students demonstrate their knowledge by applying the analysis skills learned throughout the chapter to write about the texts they have read as well as engage in timed and extended writing projects.
Students study and practice the academic language of argumentative texts. In Unit 1, students work on the analysis of language and author's craft when composing an argument. Students conduct a close study of Dr. Martin Luther King, Jr.'s "Letter from Birmingham Jail" and focus on rhetorical strategies and argument techniques. Later in the same unit, students analyze Patrick Henry's "Speech to the Second Virginia Convention." During this instructional opportunity, students are provided some scaffolding in the "Read" section, which focuses on making inferences to determine the author's argument. Students then complete a "short written response to how Patrick Henry's style and language reinforce and enhance his message." In Unit 2, after the close read of the essays "Methods of Motivation," students "use reasoning and personal experience to apply the argument by engaging in a collaborative discussion" with peers about what "they believe is the most effective way your family, school, or community can help build and maintain motivations?" In Unit 5, students evaluate the author's use of print and graphic features to achieve specific purposes in "The New Food Fights: U.S. Public Divides Over Food Science." Students consider questions such as "What does Image 4 tell readers about what U.S. adults focus on most when choosing a meal? Explain, citing evidence from the text that supports your assertion." Students then participate in a collaborative discussion to prepare for an essay on the prompt "What do you think is the best way to encourage healthy eating in children? Use text evidence as well as relevant anecdotal evidence to support your claim. "
5.1 Materials include supports for students who demonstrate proficiency above grade level.
* Materials provide planning and learning opportunities (including extensions and differentiation) for students who demonstrate literacy skills above that expected at the grade level.
Meets 2/2
The materials include supports for students who demonstrate proficiency above grade level, such as providing planning and learning opportunities (including extensions and differentiation) for students who demonstrate literacy skills above that expected at the grade level.
Examples include but are not limited to:
Every reading selection is accompanied by a minimum of one planning and learning opportunity for students who demonstrate proficiency above grade level. The textbook uses the term "Beyond" to indicate differentiated or extension materials for students performing above grade level.
In Unit 1, students read "In Between Cultures: A Granddaughters Advantage" by Hayan Charara. In the teacher lesson plan, there are planning opportunities for students who demonstrate proficiency above grade level. A variety of questions prepare students to "analyze for enrichment," including "In what ways did the granddaughter take action as an intermediary between her grandmother and the matrons in the bathroom?" and "What might be a counterargument to the author's claim? What evidence could be used to support this counterargument?" In an extended writing project, students can use the essay "In Between Cultures: A Granddaughters Advantage" as a "mentor text to write a literary analysis essay." Students can also "interview someone who is from two cultures to understand how they bridge two cultures."
In Unit 2, students read "The Perils of Indifference" and focus on developing vocabulary. One extension activity for students suggests writing a paragraph about their favorite hobby or activity using all of the vocabulary words. The lesson also requires students to analyze the text, and the extension has students analyze syntax. Students who demonstrate proficiency above grade level can examine how a sentence creates a shift in tone and answer questions about the ways Wiesel's diction and syntax contribute to the meaning of the paragraph and/or the speech as a whole.
In Unit 3, students read an excerpt from the graphic novel Persepolis by Marjane Satrapi. After a close read of the novel, students performing above grade level have an opportunity to analyze the images in the novel: "What images or emotions are connoted by the mention of the turquoise bracelet?" "What might the turquoise bracelet symbolize?" As an extension, students can also use Persepolis "as a mentor text for using historical context and descriptive details to show the haunting power of memories" in an essay.
In Unit 4, students read "By Any Other Name" and discuss background knowledge of the text. The lesson plan provides the teacher with an extension activity for students who are performing above grade level; "Ask students: The title of the story you are about to read comes from a famous line from Shakespeare's Romeo and Juliet, in which Juliet tells Romeo, 'A rose by any other name would smell as sweet.' What do you think this quote means?" Students write their answers and thoughts in their writer's notebook and pair up. After both students share, the two students reflect on the new ideas discussed.
In Unit 6, students watch "Dallas-Area Teen Interviews Veterans for YouTube Channel," and the materials include an option for extending the lesson to students performing above grade level by completing the R.I.S.E activity, a four-column chart with headings: Research, Issues, Stakes, and Efforts. Students work as a group to research information about surviving World War II veterans in the U.S. In the second column, students write the issues that veterans face as a result of their experiences. In the third column, students identify what is at stake if these issues aren't addressed. Finally, in the fourth column, students identify the efforts that could be made to address these issues.
5.2 Materials include supports for students who perform below grade level to ensure they are meeting the grade level literacy standards.
*
Materials support distributed practice over the course of the year.
* Design includes scaffolds for students to demonstrate integration of literacy skills that spiral over the school year.
Meets 2/2
The materials include supports for students who perform below grade level to ensure they are meeting the grade-level literacy standards. The materials provide planning and learning opportunities, including extensions and differentiation, for students who demonstrate literacy skills below that expected at the grade level.
Examples include but are not limited to:
Each lesson provides options to scaffold instruction for students performing below grade level. Scaffolds include speaking frames to allow students to engage in discussions. Teachers can also provide a visual glossary for students who need support to complete vocabulary tasks. When students are writing, paragraph guides are available to support students in developing detailed, written responses. The materials also include scaffolds for annotating and conducting a close read of texts based on a specific skill. Additionally, there are peer-review scaffolds that allow students performing below grade level the opportunity to review their peers' work in a consistent, clear manner by responding to specific questions about the writing sample reviewed.
In Unit 1, students read an excerpt from The Heart of Darkness and compose a literary analysis. The materials provide scaffolds and supports for students who are performing below grade level. Students work in mixed-level groups, in collaborative situations, and are provided with sentence starters to support discussions, writing, and planning. Before writing, students participate in a collaborative conversation about a prompt to generate ideas and use a discussion guide to facilitate their discussion. Students work in mixed-level pairs to complete the graphic organizer and plan their responses. As students compose their analysis, they can simultaneously view their completed graphic organizers and sentence starters such as "The actions of..., illustrate the idea that masculinity involves...." Sentence frames provide openers for peer review and feedback.
In Unit 3, students compose a timed-writing response to the following: "Write an essay in which you explain how the author builds an argument to persuade their audience that saving lives should take priority over preserving traditions." The materials suggest providing a checklist for writing and sentence starters as scaffolding for students performing below grade level. The draft checklist includes questions such as "Have I stated my claim clearly? Have I included only important information and details that support my claim? Does my choice of organizational structure make sense? Are my ideas clearly connected both within and between body paragraphs? Are all of my points clearly expressed? Will readers be able to easily follow and understand my train of thought?"
In Unit 6, students read "A Quilt of the Country"; the materials provide scaffolds to support students performing below grade level. After watching the introductory video, students can use speaking frames to support a discussion of the images and the context. Before reading, there is a text synopsis, visual glossary, and discussion frames. Sample questions from the discussion scaffold include the following: "Some examples of failure are...; The conundrum is...; People were concerned that...; Ma-Pa stores are now...; Discussing the uniqueness of the United States helped me...." The "Think" section provides students with a word bank and sentence-response frames in place of the short-answer response required by students performing at grade level. The "Write" section includes a prompting guide to analyze the writing prompt, sentence starters to respond to the prompt, and a question to guide peer revision. Supports allow students to engage in grade-level tasks.
5.3 Materials include supports for English Learners (EL) to meet grade-level learning expectations.
* Materials must include accommodations for linguistics (communicated, sequenced, and scaffolded) commensurate with various levels of English language proficiency as defined by the ELPS.
* Materials provide scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input.
* Materials encourage strategic use of students' first language as a means to linguistic, affective, cognitive, and academic development in English (e.g., to enhance vocabulary development).
* Vocabulary is developed in the context of connected discourse.
Meets 2/2
The materials include supports for English Learners (ELs) to meet grade-level learning expectations. Accommodations for linguistics commensurate with various levels of English language proficiency as defined by the ELPS are included. Materials provide various scaffolds, such as speaking frames, sentence starters, paragraph frames, annotations, close reads, visual glossaries, and word banks. The materials encourage strategic use of the students' first language as a means to linguistic, affective, cognitive, and academic development in English. Vocabulary is developed in the context of connected discourse.
Examples include but are not limited to:
A "Newcomer's Support" manual is included, which provides lessons in basic English language acquisition, such as lessons on the alphabet, greetings, shapes, colors, and numbers. The lessons then move into more global topics, such as life at school, my family and me, my community, and the world. The lessons include a learning target, guiding questions for the teacher, vocabulary support, and "Newcomer" cards. Information about cognates and opportunities for real-world application of the content are also included.
Each lesson provides options to scaffold instruction for Beginning, Intermediate, Advanced, and Advanced High EL students. Scaffolds include speaking frames to allow students to engage in discussions. Teachers can also provide a visual glossary or word bank for students who need support to complete vocabulary tasks. When students are writing, sentence starters, sentence frames, and paragraph frames are available to support students in developing detailed written responses. The materials also include scaffolds for annotating and conducting a close read of texts based on a specific skill by asking differentiated questions, allowing small-group discussion, or allowing teacher-modeling opportunities.
Additionally, each unit of study within the materials includes a section titled "EL Resources," which contains alternative instructional tasks, language proficiency tasks, and extended oral project opportunities.
In Unit 1, students read "I Am Offering This Poem" independently and annotate the text for vocabulary terms. The materials suggest that Beginning and Intermediate ELs can read the EL text synopsis instead of the text and use a visual glossary. The teacher lesson guides differentiating for English Learners. When students are required to write in their notebooks, making a connection between the text and the unit's "Essential Question," scaffolds are provided for all levels of ELs. Beginning and Intermediate EL students are encouraged to draw or write in their native language. During the discussion, teachers move about, prompting students to share their thoughts orally or through pantomime. Advanced and Advanced High ELs share their connections orally, in pairs or in small groups, before freewriting. During the collaborative conversation, the materials suggest the teacher work directly with Beginning and Intermediate ELs as a group; "Use the discussion guide and speaking frames to facilitate the discussion." Advanced and Advanced High ELs are grouped in mixed-level groups of three or four students; "Prompt students to take turns using the discussion guide to facilitate their conversations."
In Unit 1, the "EL Resources" lessons include high-frequency and vocabulary words, language structures, spelling patterns, conveying ideas, classroom vocabulary, summarizing, and retelling. Each unit also consists of an extended oral project to practice oral presentation skills, including developing a claim, reason, evidence, and counterargument.
In Unit 2, students read The Republic, and one of the lessons focuses on using context clues. The suggested differentiation for ELs includes allowing Beginning and Intermediate EL students to work in groups of "mixed-level pairs for peer support as they follow along." Teachers are instructed: "Allow students to work together to highlight and annotate the text in English or their native language." Students read "The Power of the Hero's Journey." Beginning and Intermediate ELs read the EL text synopsis instead of the text and use a dictionary, a thesaurus, or the visual glossary. Advanced and Advanced High ELs can use the visual glossary for support as they read.
In Unit 3, students have a self-selected reading text and response. The teacher lesson plan provides support for students in choosing a text and responding to it. The support for helping students read the text includes allowing Beginning ELs "to conduct a choral read of the lowest Lexile Blast"; then, teachers work directly with students as they annotate. For Intermediate and Advanced ELs, teachers may "have students read and annotate the lowest Lexile Blast in mixedlevel pairs." Advanced and Advanced High ELs can "read and annotate the lowest Lexile Blast independently." All levels of ELs have the visual glossary as a potential scaffold. When preparing to respond to the text, the materials provide options for all levels of English Learners. For Beginning ELs, teachers work directly with students, reading aloud the word bank and paragraph frame; teachers pause as students select the correct word for each blank. For Intermediate ELs, materials suggest using the paragraph frame(s) and/or word bank independently. For Advanced and Advanced High ELs, materials suggest using sentence starters or allowing a differentiated response length.
In Unit 6, students read an excerpt from The Joy Luck Club and focus on using text evidence to respond to the text. The scaffolds provided for EL students include Beginning and Intermediate ELs: "Pair with on-grade-level peers to read the definition and use the available scaffolds of a visual glossary and speaking frames." For Advanced and Advanced High ELs, the materials suggest introducing the skill with the visual glossary and speaking frames. Sample speaking frames are "I once made a conclusion/inference about...; I was able to support it with text evidence showing...; Citing text evidence is important because...."
6.1 Materials include assessment and guidance for teachers and administrators to monitor progress including how to interpret and act on data yielded.
* Formative and summative assessments are aligned in purpose, intended use, and TEKS emphasis.
* Assessments and scoring information provide sufficient guidance for interpreting and responding to student performance.
* Assessments are connected to the regular content to support student learning.
Meets 2/2
The materials include options for both formative and summative assessment. The formative assessments are connected to the regular content to support student learning as they progress through the activities. The formative assessments are aligned in purpose, intended use, and TEKS emphasis. Each unit of study also includes a unit assessment which assesses the standards taught within the unit and includes an answer key, which provides the correct answer and the standard being addressed, as well as sample responses for short answer and essay questions. The materials provide guidance on how teachers should interpret and respond to student products and performances.
Examples include but are not limited to:
The materials include multiple opportunities for formative assessment throughout the instructional units. The text selections include some formative assessments, such as vocabulary activities and written responses; objective comprehension questions; and writing assessments that include short responses, timed writing, and essay prompts. Each unit of study includes an end of unit assessment which addressed revising, editing, reading, and writing skills with multiple choice, drag and drop organizers, short answer, and essay response questions.
In Unit 1, after reading an excerpt from The Heart of Darkness, students answer questions that are aligned to the TEKS; for example, one question is "Which of these inferences is best supported by the following passage (paragraph 1)?" This question aligns with a specific TEKS, and the teacher lesson plan includes the correct answer with a justification as well as explanations for why the other answer choices were incorrect. Another example is during the first read of "Speech to the Second Virginia Convention"; students answer short-answer questions based on the TEKS previously taught within the unit. The teacher materials include the TEKS, skills focus, and sample responses.
In Unit 2, students read Rigoberta Menchu Tum's speech "A Plea for Global Education." After reading, students take formative assessments, which include TEKS-aligned comprehension questions such as "What is most closely a central idea of the text 'A Plea for Global Education'?" and "Which of the selections best states the speaker's point in the following passage (paragraph 5)?" An additional formative assessment is a short writing assignment that asks students to give their "personal message to humankind" and asks, "How did [the] text shape their perspective on [their] own message?" The instructional materials do contain a rubric to guide teachers on assessing student performance, but there is no guidance for teacher instructional support or actions in response to the student's performance.
In Unit 3, students read an excerpt from Allison Adelle Hedge Coke's Rock, Ghost, Willow, Deer: A Story of Survival. After reading, students respond to TEKS-aligned comprehension questions, such as "Which of these influences about the writer's ancestors is best supported by the first paragraph?" and "The following passage mainly shows that...? (paragraph 4)." Students compose a written response—a personal essay that includes "descriptive details to recount [their] first clear memory and state [their] opinion on why memories are important." The instructional materials provide a rubric to guide teachers on assessing student performance in personal response and language and conventions, but there is no guidance for teachers to respond to student performance.
In Unit 4, students read an excerpt from Antigone and learn about dramatic conventions and elements. Later in the unit, students engage in an independent reading of Cherokee Family Reunion and write a short response—a scene about an emotional moment in their lives—that demonstrates their understanding of dramatic conventions. Students are instructed: "Choose one moment of your life that involved a variety of emotions and dramatize it by writing a scene complete with dialogue and dramatic conventions." A rubric for scoring drama response and conventions of language is provided, but there is no guidance for teachers to respond to the student's performance after analyzing it with the rubric.
In Unit 6, students complete a culminating project to tie together all the skills from the unit. Students choose an origin story and write a research essay that explains and analyzes what it suggests about "Why are we here?" Students can focus on "the nature of divine forces, the relationship between humankind and divine forces, or the relationship between humankind and the natural world." The project expectations include an engaging introduction, supporting details from at least three credible sources, a clear text structure, a thought-provoking conclusion, and citations for sources, including a Works Cited page. A rubric is provided to assess students' planning and research as well as the use of language and conventions, but there is no included guidance for teacher instructional support or actions in response to student performance.
6.2 Materials include year-long plans and supports for teachers to identify needs of students and provide differentiated instruction to meet the needs of a range of learners to ensure grade-level success.
* Materials provide an overarching year-long plan for teachers to engage students in multiple grouping (and other) structures. Plans are comprehensive and attend to differentiation to support students via many learning opportunities.
* Teacher edition materials include annotations and support for engaging students in the materials, as well as support for implementing ancillary and resource materials and student progress components.
* Annotations and ancillary materials provide support for student learning and assistance for teachers.
Partially Meets 1/2
The materials include a year-long plan and provide some supports for teachers to differentiate instruction. Each individual lesson in a unit supports teachers to engage students in multiple grouping structures, but the plans do not provide structures nor guidance on how to create the groups and adjust student groupings throughout the school year. The lessons include some scaffolds to support differentiation such as the visual glossary and writing stems; however, many of the strategies remain the same from unit to unit, with little change to move students towards increased proficiency with grade-level tasks. The materials do not provide guidance for assessing student progress throughout the materials other than sample responses to questions and rubrics, which remain the same throughout the year.
Examples include but are not limited to:
The instructional materials include a unit overview section, which provides the "Essential Question," literary focus, and genre focus, as well as general information about the selections within the unit. There is also a list of text selections organized by whole-class, self-selected, or novel-study reading options. A list of student expectations organized in reading skills, writing skills, grammar skills, and listening and speaking skills are also included. The TEKS are noted with an asterisk if assessed on the state assessment. The timed writing, extended writing, and alternate writing sections give teachers an idea of the genres of writing students can engage in within the unit. The English Learner (EL) resources tab, EL-leveled texts, and EL extended oral projects provide opportunities for differentiating instruction based on language needs.
Each reading selection includes a teacher lesson that provides the objective and the TEKS addressed within the lesson. There are "grouping suggestions," which break down the lesson components and provide guidance on whether an activity is whole group, pair or small group, or independent work. Plans provide instruction for grouping students who may need additional support.
The teacher's edition tab and lesson plans include support for "entering the text" and annotations, which highlight the features of the text that may pose challenges for students. The lesson plan is organized into two sections. The left section provides the "instruction," which includes the lesson objective, standards, questions and sample responses, and tasks for gradelevel proficiency. The right sections contain information about differentiation and scaffolding, including providing extensions for students demonstrating above-grade-level proficiency, and opportunities and resources for EL students at varying proficiency levels. Additionally, the "Difficult Concepts" tab in the unit overview provides some guidance for teachers about the skills that may be confusing for students within the unit.
The instructional materials include an "Other Resources" tab, which can be searched by standard, text, or skill to find additional selections or resources to support teachers in developing lessons for students. Within each lesson plan, teachers are provided with scaffolding options that address a variety of student needs. Within each unit of study, teachers have alternate "Blasts," additional grammar lessons, and alternate extended writing projects, which are ancillary resources based on students' needs. Additionally, when serving students who are English Learners, teachers can use the "ELL resources" tab within the unit to access additional materials, which include language development skills with accessible texts.
6.3 Materials include implementation support for teachers and administrators.
* Materials are accompanied by a TEKS-aligned scope and sequence outlining the essential knowledge and skills that are taught in the program, the order in which they are presented, and how knowledge and skills build and connect across grade levels.
* Materials include additional supports to help teachers implement the materials as intended.
* Materials include additional supports to help administrators support teachers in implementing the materials as intended.
* Materials include a school years' worth of literacy instruction, including realistic pacing guidance and routines and support for both 180-day and 220-day schedules.
Meets 2/2
Materials include supports to help teachers implement the materials, including a StudySync Program Guide which provides information about the structure of the program, standards addressed, assessment, teacher materials, and print and digital resources. The publisher also includes a TEKS-aligned, grade-level specific scope and scope and sequence that shows which standards are taught and assessed with each text, as well as a Skills Map that lists each standard, the skill, and each lesson where the skill is taught or assessed. Each unit plan includes a pacing guide which provides suggested days of instruction, including assessment and review for a 180-day schedule.
Examples include but are not limited to:
In addition to the program guide, scope and sequence, and skills map, the materials also include a unit overview section, which provides the unit's "Essential Question," literary and genre focus, and general information about the selections within the unit. Text selections are implemented through whole-class, self-selected, or novel-study reading options. Materials include a list of expectations for students organized by reading, writing, grammar. An asterisk next to the TEKS indicates tested student expectations. Materials include a list of writing assignments in the unit; genre and type are indicated.
The teacher's edition tab and lesson plans include support for "Entering the Text" and annotations. Lesson plans are organized into two sections: the left section provides the "Instruction," including the lesson objective, standards, questions and sample responses, and tasks for grade-level proficiency, and the right section includes differentiation and scaffolding, including extensions for students performing above grade level, and opportunities and resources for English Learners at varying proficiency levels. Additionally, the "Difficult
Concepts" tab in the unit overview provides some guidance for teachers about the skills that may be confusing for students within the unit.
The instructional materials include an "Other Resources" tab, which can be used to search by standard, text, or skill to find additional selections or resources to support teachers in developing lessons for students. Within each lesson plan, materials provide scaffolding options to address a variety of student needs. Within each unit of study, teachers have alternate "Blasts," additional grammar lessons, alternate extended writing projects, and ancillary resources based on students' needs.
6.4 The visual design of the student edition (whether in print or digital) is neither distracting nor chaotic.
* Materials include appropriate use of white space and design that supports and does not distract from student learning.
* Pictures and graphics are supportive of student learning and engagement without being visually distracting.
Meets 2/2
The visual design of the student edition is supportive of student learning and is neither chaotic nor distracting. The units include a video introduction for each selection, which allows students to gain context for the reading material. Additionally, the materials include fillable graphic organizers and ample space for composing and submitting written responses. When completing tasks, students can easily navigate between the materials, instructions, and responses by using the tabs at the top of the page. Students also have the option of choosing a "split-screen" mode, which allows them to view the text and task simultaneously. Overall, the instructional materials have a clear, easy-to-use layout that is conducive to student engagement and learning.
Examples include but are not limited to:
The materials contain sufficient white space and are organized in a way that allows students to move through the unit tasks with ease. Each selection has clickable tabs at the top of the student edition to enable ease of access for various parts of the lesson. The "Skills" lessons include tabs for "Define," which is a short video that explains the skill addressed; "Vocabulary," which contains a graphic organizer where students drag and drop terms related to the skill to demonstrate understanding; "Model," which is a sample excerpt from a selection that demonstrates how to apply the skill; and "Your Turn," which allows students to demonstrate independent application understanding of the skill by completing a multiple-choice or written response. For reading selections, the tabs are "Introduction," which includes a video to provide context for the selection; "Read," which contains the text and the ability to annotate directly within the materials; "Comp," which includes a comprehension task that can be accessed in a split-screen mode; and "Write," which provides a prompt and a box for the response. Within the "Write" tab, students can access the rubric in a new window, and can also use the splitscreen mode to look at the text and compose their response simultaneously.
The "Sync Skills" lessons include bold printed words, highlighting, and sidebars with additional information. The text annotations provide clear explanations within the text to support students' learning. The selections also include access to audio, if support is warranted. Pictures and graphics, including text fonts and features, are clear and easy to see without being distracting. The embedded videos are of high quality and include closed captioning and transcripts. The materials include a simple color scheme of white, blue, and orange, which allows students to easily recognize which section of the lesson they are accessing.
6.5 If present, technology components included are appropriate for grade level students and provide support for learning.
* Technology, if present, supports and enhances student learning as appropriate, as opposed to distracting from it, and includes appropriate teacher guidance.
Not Scored
The technology present in the materials supports and enhances student learning. The format and graphics are consistent across materials; introductory videos for the lesson and layout of the tasks remain the same across units, allowing students to recognize the components of the lesson and navigate with ease, and the consistent use of color and layout of the materials enables teachers to easily locate and access content.
Examples include but are not limited to:
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Alis Story A Journey From Afghanistan Seeking Refuge
BBC Two - Seeking Refuge, Ali's journey from Afghanistan ...Seeking Refuge: Ali's Story - A Journey from Afghanistan ...A journey from Afghanistan - Ali's Story - CTAUN ...Bing: Alis Story A Journey FromAli's Story - A Journey from Afghanistan: Glynne, Andy ...Ali's Story – A Journey from Afghanistan - Scholastic ShopAli's story : a journey from Afghanistan. (Book, 2014 ...Seeking Refuge: Ali's Story - A Journey from Afghanistan ...Seeking Refuge: Ali's Story - A Journey from Afghanistan ...Alis Story A Journey FromBBC Learning: 'Seeking Refuge' Series - Ali's Story on VimeoAli's Story – A Journey from Afghanistan Scholastic ShopAli's Story – Film EnglishAli's Story: A Real-Life Account of His Journey from ...Seeking Refuge: Ali's Story - A Journey from Afghanistan ...Seeking Refuge: Ali's Story - A Journey from Afghanistan ...Alis Story A Journey From Afghanistan Seeking RefugeSeeking Refuge: Ali's Story - A Journey from Afghanistan ...
BBC Two - Seeking Refuge, Ali's journey from Afghanistan ...
BBC Learning: 'Seeking Refuge' Series - Ali's Story. 8 years ago More. Freedom from Torture. One of the young people helped by Freedom from Torture has featured in a short animated film for the BBC in which he describes the pain of being separated from his parents and the difficulties he faced adjusting to life
in the UK. Ali and his grandmother became separated from his parents as the family attempted to flee Afghanistan when he was only a small child.
Seeking Refuge: Ali's Story - A Journey from Afghanistan ...
BBC Learning: 'Seeking Refuge' Series – Ali's Story from Freedom from Torture on Vimeo. Step 7. Pair your students and ask them to retell Ali's story to each other. Step 8. Get the whole class to retell Ali's story. Step 9. Tell your student's that they are now going to watch the film with sound.
A journey from Afghanistan - Ali's Story CTAUN ...
Synopsis Children's Choice Winner in the 0-7 catergory in the 2015 SLA Information Book Awards! This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war.
Bing: Alis Story A Journey From
Description. This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war. Told in Ali's own words, it documents the feelings of alienation, separation and suffering that war can place on immigrant children and their families, and the thread
Read PDF Alis Story A Journey From Afghanistan Seeking Refuge of hope that can help them overcome their ordeal.
Ali's Story - A Journey from Afghanistan: Glynne, Andy ...
This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war. Told in Ali's own words, it documents the feelings of alienation, separation and suffering that war can place on immigrant children and their families, and the thread of hope that can help them overcome their ordeal.
Ali's Story – A Journey from Afghanistan Scholastic Shop
Ali's journey from Afghanistan (animation) An animated documentary which tells the story of 10-year-old Ali from Afghanistan. As the war in Afghanistan escalated, Ali fled with his grandmother to...
Ali's story : a journey from Afghanistan. (Book, 2014 ...
Seeking Refuge: Ali's Story - A Journey from Afghanistan. Children's Choice Winner in the 0-7 catergory in the 2015 SLA Information Book Awards! This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war.
Seeking Refuge: Ali's Story - A Journey from Afghanistan ...
Ali's Story - A Journey from Afghanistan: Glynne, Andy ... This is the real-life story of 10-year-old refugee Ali, who is forced to flee his home country of Afghanistan with his grandmother. Told in Ali's words, this story documents the feelings of alienation, separation, and suffering war can place on immigrant children and their families.
Seeking Refuge: Ali's Story - A Journey from Afghanistan ...
This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war. Told in Ali's own words, it documents the feelings of alienation, separation and suffering that war can place on immigrant children and their families, and the thread of hope that can help them overcome their ordeal.
Alis Story A Journey From
Ali's Story - A Journey from Afghanistan by Andy Glynne (author) and Salvador Maldonado (illustrator)
BBC Learning: 'Seeking Refuge' Series Ali's Story on Vimeo
It tells the touching, true story of 10-year-old Ali from
Afghanistan, a war torn country. Ali and his grandmother travel to Britain leaving his parents behind. I am a primary school teacher in a school with a high number of EAL children and many of the children in my care relate to this story, finding similarities from Ali's life and their own.
Ali's Story – A Journey from Afghanistan Scholastic Shop
Children's Choice Winner in the 0-7 catergory in the 2015 SLA Information Book Awards! This picture book tells the story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by war.
Ali's Story – Film English
Ali's Story: A Real-Life Account of His Journey from Afghanistan (Seeking Refuge) Library Binding – August 1, 2017. by Andy Glynne (Author) 5.0 out of 5 stars 1 rating. See all formats and editions. Hide other formats and editions. Price.
Ali's Story: A Real-Life Account of His Journey from ...
Ali's Story - A Journey from Afghanistan by Andy Glynne (9780750292078)
Seeking Refuge: Ali's Story - A Journey
from Afghanistan ...
Ali's Story – A Journey from Afghanistan can be used to open up discussions for any age range about seeking asylum. Other titles in the series include Juliane's Story – A Journey from Zimbabwe, Navid's Story – A Journey from Iran, Rachel's Story – A Journey from Eurasia, and Hamid's Story – A Journey from Eritrea.
Seeking Refuge: Ali's Story - A Journey from Afghanistan ...
"This is the real-life story of 10-year-old refugee Ali who, accompanied by his grandmother, flees his home country of Afghanistan to avoid the conflict caused by the war. Told in Ali's own words, it documents his feelings of alienation, separation and suffering that war can place on immigrant children and their families, and the thread of hope that can help them to overcome their ordeal"--Back cover.
Alis Story A Journey From Afghanistan Seeking Refuge
A journey from Afghanistan - Ali's Story. 1 30 Million Children On the Run: Portraits from Libya. 2 Key Facts About Refugees to the US. 3 Levermore Global Scholars Program. 4 Muppets from around the world. 5 12 children's books about refugees. 6 70 Ways the UN Makes a Difference. 7 A Curriculum of Hope for a Peaceful World.
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ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | <urn:uuid:8764f4b7-c1e0-45e3-900e-af6ac1d42f4a> | CC-MAIN-2020-50 | http://adrena.com.br/alis_story_a_journey_from_afghanistan_seeking_refuge.pdf | 2020-11-27T09:17:14+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00598.warc.gz | 3,703,217 | 2,105 | eng_Latn | eng_Latn | 0.991361 | eng_Latn | 0.997378 | [
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The Arts in Every Classroom: A Workshop for Elementary School Teachers Reading
Parade
In May 1917, a collaboration among famous artists from various disciplines resulted in a unique ballet entitled Parade. The scenario was written by Jean Cocteau, the music was created by Erik Satie, costumes were designed by Pablo Picasso, and the choreography was created by Léonide Massine.
"Parade," according to a French dictionary, is a "comic act, put on at the entrance of a traveling theatre to attract a crowd." Therefore, the play is based on the idea of a traveling theatre troupe whose "Parade" is mistaken by the crowd for the real circus act. The managers and performers try to get the crowd to enter the circus tent, but no one enters.
Characters in the work include a Chinese magician, a little American girl, acrobats, three managers, and a horse.
Audiences of 1917 hated Parade, but it is remembered today as one of the first surrealist productions. After studying Parade, you will notice many similarities to Quidam, which many call a contemporary surrealist performance.
Parade followed this simple story line, written by Cocteau:
The set represents a street in front of several houses in Paris on a Sunday. A traveling theatre troupe, the Théâtre Forain, is present on the street performing three music hall acts — the Chinese Magician, Acrobats, and the Little American Dancing Girl. Together, the acts are called a Parade. Three managers of the theatre troupe organize the publicity. They communicate in their extraordinary language that the crowd should join the Parade to see the show inside and grossly try to make the crowd understand this. No one enters. After the last act of the Parade, the exhausted managers collapse on each other. Seeing the supreme effort and the failure of the managers, the Chinese Magician, the Acrobats, and the Little American Girl try to explain to the crowd that the show takes place inside.
What was unique about this piece was the artists' nonrealistic approach to performance. A 1917 description of the performance may help.
Picasso painted a drop curtain — a Cubist depiction of a cityscape with a miniature theater at its center. The action itself began with the First Manager dressed in Picasso's 10-foot-high Cubist costume dancing to a simple repeated rhythmic theme. The American manager was dressed as a skyscraper and his movements were very accented and strict. The Third Manager performed in silence on horseback and introduced the next act, two acrobats who tumbled to the music of a fast waltz played by xylophones. The ballet ended with the Little American Girl in tears as the crowds refused to enter the circus tent. | <urn:uuid:00d1bb74-7df0-4c4d-817e-3d6dccc0b853> | CC-MAIN-2020-50 | https://www.learner.org/wp-content/uploads/2019/10/arts-in-every-classroom-responding-to-arts-parade.pdf | 2020-11-27T09:08:01+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00602.warc.gz | 734,618,852 | 567 | eng_Latn | eng_Latn | 0.998865 | eng_Latn | 0.998865 | [
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Location
The Restigouche River is located within the Restigouche, Madawaska and Victoria counties of New Brunswick. The river flows from the Chic-Choc Mountains, located in Québec, and continues in an easterly direction before emptying into the Baie des Chaleurs. The New Brunswick portion of the watershed is 6603 km 2 .
Physical Setting and Climate
This region is considered to have a northern temperate cool climate. The average summer temperatures are 14 to 15°C and winter temperatures average around –11 to –12 ° C. The Restigouche watershed receives about 1000 mm of precipitation annually.
Fish Community
A fish diversity study was conducted during 2002 by the University of New Brunswick Freshwater Unit. A total of 15 sites along the main stem and major tributaries of the Restigouche River were sampled. A total of 14 species were observed, with young Atlantic salmon and slimy sculpin dominating the fish community.
New Brunswick Watersheds
Land Use
Restigouche River
Environmental Reporting Series 2007
Geology
Land use in the Restigouche watershed is predominantly forested land.
Water Quality Survey (1997-2006)
The Water Quality Index (WQI) is a tool that allows water to be classified into different categories based on the CCME Guidelines for Freshwater Aquatic Life. The index is a number between 0 and 100, with zero representing poor water quality and 100 representing excellent water quality. The categories for the index are as follows:
Excellent: 95-100
Marginal:45-64
Good:80-94
Poor:0-44
Fair:65-79
The following parameters are included in the Water Quality Index: aluminum, ammonia, arsenic, chloride, copper, dissolved oxygen, iron, lead, nickel, nitrate, pH, sulphate, total phosphorus, and zinc.
The map (right) depicts the location of the sample sites within the Restigouche watershed and indicates the calculated WQI rating for each site.
Key Indicators
In addition to using the CCME Water Quality Index, four key indicators of water quality were evaluated against available guidelines. E. coli is compared to recreational use guidelines, while the other indicators are compared with freshwater aquatic life guidelines.
pH
Met the
100%
guideline meet
Community Involvement
The Restigouche River Watershed Management Council was established in 2001. It is a partnership between salmon clubs, camp owners, recreation groups, the Conservation Council, First Nations, industry, research institutions and federal, provincial and municipal governments. The council introduced a "Carry in – Carry Out" program to encourage proper management of trash.
The Restigouche River has many activities to offer the outdoor enthusiast.
Popular activities in the basin include salmon fishing, hunting, canoeing, camping, hiking, snowshoeing and snow mobiling. The Restigouche recreational salmon fishery is world renowned.
Summary
* Based on the WQI, 35 of the sample sites were found to be excellent and 10 were good.
* Of the four key indicators, E. coli did not meet the recreational use guideline in 1% of the samples. This could be an indication of the impacts of human activities on the river. All other indicators were found to be within their respective guidelines.
Additional Information
This watershed summary was based on the report by the Canadian Rivers Institute (Restigouche River Water Quality 1997-2000) submitted to the Department of Environment in 2002, as well as water quality data collected by the Department of Environment.
For additional information concerning this watershed, please contact the Department of Environment, Sciences and Reporting Branch, at ( 506) 457-4844.
Photos and maps by: Department of Environment, Department of Tourism and Parks | <urn:uuid:73f8b2d2-de61-4dac-9e91-64ecac718ad6> | CC-MAIN-2020-50 | https://www2.gnb.ca/content/dam/gnb/Departments/env/pdf/Water-Eau/Watershed-BassinsHydrographiques/Restigouche.pdf | 2020-11-27T09:25:59+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00602.warc.gz | 908,713,684 | 812 | eng_Latn | eng_Latn | 0.988757 | eng_Latn | 0.988757 | [
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Unit 15: Designing Experiments
Summary of Video
Statistics helps us figure out the story hidden in a mound of data. Using statistics we can describe distributions, search for patterns, or tease out relationships. However, the reliability of our conclusions depends on the quality of the data collected.
One method of producing data is from an observational study. For the first story, we follow a team of marine scientists investigating how human populations affect coral reef ecosystems. They set up an observational study at four atolls in the remote Line Islands, each having a different history of human habitation. Kingman Reef has never had a human population; Palmyra was home to a military base during World War II but is no longer inhabited; Tabuaeran has a growing population of around 2,500; and Christmas Island has a population over 5,000. The research team recorded the size and quantity of predator fish, collected samples from each ecosystem, and took photographs of the coral. The scientists did not try to influence reef health – they simply observed it. They observed healthier ecosystems in areas with fewer humans. However, the problem with observational studies is they can't prove anything about cause and effect. So, while the scientists observed less healthy ecosystems in areas with human population, they could not state that humans caused the damage to the coral reefs.
In order to establish causal relationships, researchers rely on experimental studies. An experiment imposes some treatment on its subjects to see how they respond. The second story focuses on a study of how certain dietary supplements affected the pain of osteoarthritis. Here researchers set up a double-blind randomized comparative experiment. Participants were randomly assigned to one of five treatment groups: Glucosamine, Chondroitin, combination of Glucosamine and Chondroitin, Celecoxib, and placebo. The latter two groups were control groups. The Celecoxib group received a standard prescription medication and the placebo group received a dummy pill. The response variable was the reported decrease in knee pain. When researchers calculated the mean reduction in pain after six months for each treatment group, it turned out that they all had fairly similar outcomes. So, the dietary supplements were no worse or better than the prescription medication, or even the placebo.
The osteoarthritis study was a well-designed experiment – researchers randomly assigned their subjects to treatments, the treatments included control groups, and the number of subjects was large. Next, we visit Dr. Confound as he collects data for his study on moodaltering medication. The video clip with Dr. Confound focuses on two hypothetical patients –
his last two for his experiment, subjects 7 and 8. The patients get treated differently based on their initial mood – the one in a terrible mood is allowed to sit while the one in a good mood must stand. The doctor decides which medication to give each participant and he interacts with participants – adjusting one participant's response and sympathizing with another's. So this is a lesson in what not to do!
Student Learning Objectives
A. Distinguish experiments from observational studies.
B. Recognize confounding in simple situations and the consequent weakness of uncontrolled studies.
C. Outline the design of a randomized comparative experiment to compare two or more treatments.
D. Understand how well-designed experiments can give good evidence for causation.
E. Use a table of random numbers or calculator/computer to generate random numbers in order to carry out a random assignment of subjects to treatment groups.
Content Overview
In an observational study we observe subjects and measure the variables of interest, explanatory variables and responses. For example, in studying the effects that humans have on the coral reefs, we go to several locations where the level of human habitation varies and then observe the conditions of the coral reefs in those areas. Even though we might observe that coral reefs are less healthy if near highly populated areas than near uninhabited areas, we can't say that humans are causing the damage observed. Observational studies allow us to observe association between an explanatory variable and a response variable, but we cannot use the observational study to establish a cause-and-effect relationship between the explanatory variable and response variable. In order to establish a cause-and-effect relationship, we need to conduct an experiment.
In an experiment, the researcher imposes some treatment on the subjects and then observes their responses. In the case of coral reefs, that would mean that we find some uninhabited areas with coral reefs, and then bring people in to live around one or more of those areas, and finally, after a period of time, we compare what happens to the coral reefs. If we observed damage associated with inhabited areas, then we could say that the factor, the explanatory variable human habitation, caused the damage to the coral reefs.
The basic ideas of experimental design are among the most important in statistics, and perhaps the most influential. Methods of conducting research in many of the applied sciences, from agricultural research to medicine, have been revolutionized by the use of statistically designed experiments. The distinction between observation and experiment is important. For example, measuring the height, weight, and blood pressure of a doctor's patients during their office visits and similar data-collection procedures are considered observation. While it may be true that observing, say, a patient's weight, may disturb the patient and so change their response (maybe they lose weight before the next visit and their blood pressure goes down), it is not an experiment. Experiments deliberately impose some treatment on the subjects in order to see how they respond.
In the science classroom, many experiments do not have the randomized, comparative design that was stressed in the video. Instead, in the controlled environment of a laboratory, many experiments have a simpler design:
Treatment ➞ Observe outcome
For example,
Mix chemicals ➞ Observe explosion
However, for agricultural or ecological experiments in the field or in experiments involving living subjects that vary a lot, this simple design invites confounding – mixing of a variety of causes, even those not considered in the experiment. Uncontrolled medical experiments, for example, have led doctors to conclude that worthless treatments worked. The natural optimism of the doctors who had invented the treatment, the placebo effect (the strong effect on patients of any treatment given even if the treatment is fake), and perhaps an unrepresentative group of patients combined to make the worthless treatments look good. Later, randomized comparative experiments found that the treatments had no value. Doctors gradually recognized that well-designed experiments were essential.
Agricultural researchers learned this earlier. Variation in the weather alone is enough to force experiments with new crop varieties to be comparative. The yield of a new variety this year may look great, but this was a good growing season. The virtues of the new variety are confounded with the effects of weather unless we do a comparative experiment in which older varieties were also grown. Unpredictable variation in soil makes random assignment of competing crop varieties to small growing plots desirable. In fact, statistical design of experiments first arose in the 1920s to solve the problems encountered by agricultural field trials.
Principles of experimental design
The basic principles of statistical design of experiments are:
1. Randomization: Use of impersonal chance to assign subjects to treatments to remove bias and other sources of extraneous variation. Randomization produces groups of subjects that should be similar in all respects before the treatments are applied. It allows us to equalize across all treatments the effects from unknown or uncontrollable sources of variation.
2. Replication: Repeat the experiment on many subjects to reduce chance variation in the results.
3. Local Control: Control all factors except the ones under investigation. Some examples of local control include: assigning equal numbers of subjects to each treatment, applying treatments uniformly and under standardized conditions, sorting subjects into homogeneous groups, and comparing two or more treatments.
In a randomized comparative design subjects are randomly assigned to treatment groups in order to study the effect the treatment has on the response. Figure 15.1 is an outline of the basic design for comparing two treatments.
Use this pictorial description rather than attempting a full description in words of an experimental design. Make the general design specific by adding the size of the groups, substituting the actual treatments compared (in place of Treatment #) and the response recorded. Notice that "treatment" is used for whatever is imposed on the subjects in an experiment, not only medical treatments.
The logic behind a randomized comparative design is straightforward. Randomization produces groups of subjects that should be similar in all respects before the treatments are applied. A comparative design ensures that influences other than the experimental treatments operate equally on all groups. Therefore, differences in the response variable must be due to the effects of the treatments – that is, the treatments are not only associated with the observed differences in the response, but must actually cause them.
To do the random assignment of subjects to groups, use a table of random digits or a random number generator (which is built into graphing calculators, as well as into spreadsheet and statistical software).
Randomizing treatments using a table of random digits
You can find a table of random digits in most introductory statistics textbooks as well as on the Internet. A random digits table has the following properties:
* Each entry in the table is equally likely to be any of the 10 digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
* The entries are independent of each other. That is, knowledge of one part of the table gives no information about any other part.
A random digits table is one long string of random digits. The numbers are generally arranged in groups of five and the rows numbered for convenience. Two digits from the table are equally likely to be any of the 100 possibilities 00 to 99, and so on. To choose at random, assign the subjects numerical labels and let the table choose from these labels at random.
For example, to choose at random 10 out of 20 subjects to get Treatment 1 (aspirin), label the subjects 01 to 20 and enter the random digits table on any line (vary the entry point each time you use the table), say line 110, which is given below.
38448 48789 18338 24697 39364 42006 76688 08708
Read two-digit groups because we assigned two-digit labels. Just skip over all groups not used as labels. So, skip 38, 44, 84, 87, and 89. The first subject chosen has label number 18. Continue this process until 10 subjects are chosen – next select 20, 06, 08, and so forth. Assign the 10 selected subjects to the aspirin treatment. The remaining subjects get the placebo.
Randomizing treatments using a random number generator
Graphing calculators and spreadsheet and statistical computing software have random number generators. Rand (TI graphing calculators and Excel) generates a number from the uniform distribution on the interval from 0 to 1. Suppose you have a list of 10 subjects and you want to choose five of them to assign to Treatment 1 (aspirin).
Step 1: Use a random number generator to assign a random number to each person. Excel's Rand() was used to generate the set of random numbers in Table 15.1.
Table 15.1. Assigning a random number to subjects.
Step 2. Sort the names so that the first name is the name associated with the smallest random number and the last name is associated with the largest random number. Table 15.2 shows the results.
Table 15.2. Names sorted by random number.
Step 3. Select the first five names from the sorted list to assign to the aspirin treatment.
So, in this case, Caitlin, George, Sally, Marsha, and Joe would be assigned to the aspirin treatment and the remaining subjects would be assigned to the placebo group.
Who knows who is getting which treatment?
Particularly in the context of medical studies, it is important to know whether or not the participants know which treatment they are getting and whether or not those recording the responses know. In double-blind experiments neither the participants nor those conducting the experiment know which participants were assigned to which treatments. In a singleblind experiment the participants do not know which treatment they are receiving but those conducting the experiment do know.
Key Terms
In an observational study researchers observe subjects and measure variables of interest. However, the researchers do not try to influence the responses. The purpose is to describe groups of subjects under different situations. In an experimental study, researchers deliberately apply some treatment to the subjects in order to observe their responses. The purpose is to study whether the treatment causes a change in the response.
In a double-blind experiment neither the subjects nor the individuals measuring the response know which subjects are assigned to which treatment. In a single-blind experiment the subjects do not know which treatment they are receiving but the individuals measuring the response do know which subjects were assigned to which treatments.
A placebo is something that is identical in appearance to the treatment received by the treatment group but has no effect.
A control group is an experimental group that does not receive the treatment under study. The control group could receive a placebo to hide the fact that no treatment is being given. In an active control group, the subjects receive what might be considered the existing standard treatment.
The explanatory variables in either an observational study or experiment are called factors. A treatment is any specific condition applied to the subjects in an experiment. If an experiment has more than one factor, then a treatment is a combination of specific values for each factor.
Two factors (explanatory variables) are confounded when their effects on a response variable are intertwined and cannot be distinguished from each other.
The Video
Take out a piece of paper and be ready to write down answers to these questions as you watch the video.
1. Why is the study of the effect of humans on the coral reefs not an experiment?
2. Who were the subjects in the Glucosamine/Chondroitin study? What did researchers want to find out?
3. Why were subjects randomly assigned to the treatments?
4. Dr. Confound conducted a very badly designed experiment on mood-altering medication. List some of the problems with his experiment.
Unit Activity:
In the News
Find an article in the print news (newspaper, online news, magazine) that reports on the results of a medical experiment. Describe what information appears in the article about the design of the experiment. Be prepared to discuss your news item in class.
Exercises
1. It has been suggested that women and men differ in their political preferences. Women may be more likely than men to prefer Democratic candidates. A political scientist selects a large sample of registered voters, both men and women, and asks them whether they voted for the Democratic or Republican candidate in the last Congressional election. Is this study an experiment? Why or why not?
2. Before a new variety of frozen muffins is put on the market, it is subjected to extensive taste testing. People are asked to taste the new muffin and a competing brand, and to say which they prefer. (The muffins are not identified in the test.) Is this an experiment? Why or why not?
3. You are testing a new medication for relief of migraine headache pain. You intend to give the drug to migraine sufferers and ask them one hour later to estimate what percent of their pain has been relieved. You have 40 patients available to serve as subjects.
a. Outline an appropriate design for the experiment, taking the placebo effect into account.
b. The names of the subjects are given in Table 15.3. Either use a random digits table beginning at line 131 to do the randomization required by your design or use a calculator's or computer software's random number generator. List the subjects to whom you will give the drug. Explain how you arrived at this assignment.
4. Determine which of the experiments below are single-blind, double-blind, or neither. Justify your answer.
Table 15.3. Names of subjects.
a. Dr. Colman has a home remedy that he thinks will help his patients recover from colds. He arranges for a colleague to have two sets of identical looking pills made up and bottled – pill A contains his remedy and pill B is a placebo. He recruits some of his patients to take part in the experiment. They are told that they will be randomly assigned to his remedy or a placebo. Dr. Colman does not know which bottles of pills, A or B, contain his remedy. After six months, Dr. Colman interviews his patients to check on the number of colds they contracted and the duration. He then summarizes his results in a report before learning from his colleague which group of participants got his remedy.
b. Pam decides that she wants to know what type of diet cola tastes best – Diet Coke, Caffeine Free Diet Coke, or Coca Cola Zero. So she invites a group of friends over for a taste test. She sets an unopened bottle of each type of soda on a table with some paper cups. Each of the participants pours some cola from each bottle into paper cups, marking the cups with the type of soda. Then they taste each type of diet soda and give Pam their rating – 1 (tastes awful) to 5 (tastes great).
c. Janet wants to know whether her secret recipe for chocolate cake will taste better if she uses cocoa or baking chocolate. She bakes two cakes that appear identical and asks a group of her friends to take part in a taste test. She labels the cake with cocoa as A and the cake with baking chocolate as B. Then she randomly assigns half her friends to taste cake A and the other half to taste cake B. Her friends are then asked to rate each cake from 1 to 10.
Review Questions
1. You wish to learn if students in an English course write better essays when they are required to use computer word-processing than when they write and revise their essays by hand. There are 120 students in an English course available as subjects.
a. Outline the design of an experiment to determine if word-processing results in better essays.
b. What precautions would you take in doing this experiment that don't appear in your outline of the design?
2. Two second grade teachers, Miss Earls (who has been teaching for 10 years) and Mrs. Morrow (who has been teaching for two years), were really excited by a new curriculum that used animations to teach science. They decided to use their classrooms for an experiment. Since Miss Earls had access to computers in her class, she used the animation lessons. Mrs. Morrow covered similar material with her students using handouts followed by discussions. After students had completed the materials, they were given a test designed by Miss Earls. There were 21 students in Miss Earls' class and 29 students in Mrs. Morrow's class. Miss Earls' class scored, on average, 15 points higher on the test. The two teachers decided that the animation science series was an excellent series. Based on this study, Miss Earls talked her school into purchasing this curriculum.
Critique the study conducted by Miss Earls and Mrs. Morrow. Do you think Miss Earls' school made a good decision in purchasing the animation science curriculum based on this study?
3. A study reported in the Annals of Internal Medicine (January 2010) followed 10,892 middle-aged adults over a nine year period. At the start of the study none of the subjects had diabetes. Roughly 45% of the subjects were smokers. The study found that compared to those who never smoked, subjects who quit smoking had an increased risk of diabetes.
a. Is the study described above an observational study or an experiment? Explain.
b. Based on this study, should you conclude that quitting smoking causes diabetes? Justify your answer.
4. The research question for an undergraduate research project was whether hearing-impaired consumers were treated differently by store clerks than non-hearing-impaired consumers.
There were 20 consumers, 10 of whom were hearing impaired. The consumers were sent in pairs into stores. The hearing-impaired pairs used sign language to communicate with each other and the non-hearing impaired pairs entered stores speaking English to each other. The subjects consisted of 77 sales clerks in 27 stores (from the 175 stores) in a large shopping mall. The response variable was the time from when the pair entered the store and made eye contact with the sales clerk until the clerk approached and offered assistance.
Describe how you would design the rest of the experiment. | <urn:uuid:7340ca03-305c-4e02-81cc-a1964125153c> | CC-MAIN-2020-50 | https://www.learner.org/wp-content/uploads/2019/03/AgainstAllOdds_StudentGuide_Unit15-Designing-Experiments.pdf | 2020-11-27T09:37:18+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00602.warc.gz | 734,401,825 | 4,228 | eng_Latn | eng_Latn | 0.998313 | eng_Latn | 0.998955 | [
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VETERINARY SCIENCE PROJECT AREA
Do you have an animal you want to keep healthy? Are you interested in a career helping lots of animals stay healthy? The veterinary science project area enables you to explore and learn more about animal health in your home, club, and community.
Ideas for Project Area Learning
APPLY WHAT YOU'VE LEARNED
* Explore the basic needs of health and safety for various animals.
* Investigate the many careers in animal science and veterinary science.
* Understand the differences of species in body styles, systems, breeds, and life stages.
* Learn how veterinarians and owners work together to keep animals healthy.
* Discover the importance of food safety.
* Consider ethics and animal welfare.
* Explore bio-security and make an animal health management plan for animals.
* Develop and maintain accurate health records for animals and pets.
diseases, parasites, and immunity.
* Investigate health issues related to body systems,
* Incorporate science into the understanding of genetics and animal reproduction and health.
* Identify the transfer of diseases between animals and humans.
* Research the use of veterinary technology and procedures.
* Explore non-veterinary, animal-related careers.
* Learn about newly-approved feed additives for livestock and their uses.
* Take a tour of the Iowa State University Veterinary College.
* Study animal growth curves over their lifetime.
* Explore the different aspects of ethics in the livestock industry.
* Learn about proper hoof care.
* Give an educational presentation on the types of injections and how to vaccinate animals.
Communication
* Develop an animal health management plan with a veterinarian.
Civic Engagement
* Help present a session at your county veterinary science workshop.
* Volunteer at a local veterinary clinic.
* Start a campaign encouraging pet owners to neuter and spay their pets.
* Volunteer at an animal rescue.
Leadership
* Create a bio-security informational sheet for members to keep near their livestock.
* Help members develop a health care plan for their animal projects.
* Organize a pet first aid class through your local Red Cross.
* Write a business plan for a pet walking and sitting service.
Entrepreneurship
* Hold training seminars on proper pet and livestock nutrition, health, and medicines.
* Make and sell homemade healthy pet treats.
www.extension.iastate.edu/4h/projects/veterinary-science
Goal Setting and Record Keeping
Goal setting is an ongoing process that guides your project area learning. Having goals is like having a road map to show you how to get you to where you want to go. Record keeping is also an ongoing process and another important life skill. In 4-H, you are encouraged to select from a variety of record keeping formats to meet your own personal needs and your preferred learning style. Keeping records of your learning experiences helps you determine how well you met your goals. Goal setting and record keeping improve your skills in organization, communication, planning, and evaluating.
Iowa 4-H Event Opportunities
* Check with your local county 4-H youth development staff to see if there are special events or workshops in your county that you want to attend to learn more about your project areas.
* Participate in county and state fair exhibit classes.
* Iowa 4-H members in grades 9–12 can apply for State Project Area Awards at State Recognition Day. Applications are open December through January.
* Each March, hundreds of student researchers in grades 6–12 meet with professionals to discuss their findings and compete for scholarships during the State Science and Technology Fair of Iowa.
* Meet young people from around the state who have completed grades 8–12, and share your interests at the Iowa 4-H Youth Conference held at Iowa State University in late June.
* Apply for an in-depth hands-on learning experience on the Iowa State University campus during the three-day Animal Science Roundup late June. Youth in grades 8–12 are welcome to apply.
Share Your Learning With an Exhibit
* Compare and contrast various health management plans for each type of animal.
* Create a display of products that come from livestock or animals.
* Interview a veterinarian and report on the various parts of their job.
* Create a poster illustrating the types of injections for animals.
* Create a display showing the difference in animal digestive systems.
* Research domestic animal health issues and how they affect people.
* Research wild animal health issues and how they affect people.
CAREER CONNECTIONS
EDUCATION CONNECTIONS
* Veterinary zoologists work to design and conduct research projects and studies of animals and wildlife conservation.
* Students in animal science focus on the management of livestock species, as well as meat science, genetics, and nutrition.
* If you enjoy sciences like microbiology and genetics, studying biology may interest you.
* If you enjoy teaching others about livestock production, and mentoring others, you may enjoy a career in agricultural education.
* Laboratory animal science technicians provide basic care to lab animals and study animals involved in research programs.
* Learn veterinary technology if you're interested in animal health, anatomy, and disease transmission.
* Animal trainers work with pets and livestock to instill sound behavioral patterns with client's animals.
* Study zoology if you enjoy working with wild animals in controlled environments and studying animal lifestyles.
Written Iowa 4-H Youth Development 2013. Revised in 2019 by Bonnie Dalager, 4-H Product Development Specialist, and Payton Sash, 4-H Student Office Assistant, Iowa State University Extension and Outreach.
Iowa State University Extension and Outreach does not discriminate on the basis of age, disability, ethnicity, gender identity, genetic information, marital status, national origin, pregnancy, race, color, religion, sex, sexual orientation, socioeconomic status, or status as a U.S. veteran, or other protected classes. (Not all prohibited bases apply to all programs.) Inquiries regarding non-discrimination policies may be directed to the Diversity Advisor, 2150 Beardshear Hall, 515 Morrill Road, Ames, Iowa 50011, 515-294-1482, firstname.lastname@example.org. All other inquiries may be directed to 800-262-3804. | <urn:uuid:80d9be09-b9d8-4d5e-8693-df118a85f5b6> | CC-MAIN-2020-50 | https://store.extension.iastate.edu/product/15278.pdf | 2020-11-27T09:42:46+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00601.warc.gz | 498,679,917 | 1,243 | eng_Latn | eng_Latn | 0.994662 | eng_Latn | 0.994659 | [
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Dimensions of Schools' Characteristics for Promoting their Internal Efficiency
Muhammad Yunas, PhD Edu.
Elementary and Secondary Education Department Peshawar, Khyber Pakhtunkhwa, Pakistan.
Abstract
School's efficiency depends on the availability and utilization of facilities and addressing the learning needs of the students. The internal efficiency is determined through assessment based on performance of students and taking into consideration a number of factors and inputs. The internally efficient schools demonstrate characteristics that are correlated to their success and are within the domain of school administration to manipulate. School size is ultimately linked to the students' learning outcomes, because in overcrowded classrooms more and acute discipline problems arise. Students' sense of belongingness decreases as school size increases. Moreover only a few students are benefitted from co-curricular activities in larger schools. An efficient programme of facilities, equipment and technology requires a comprehensive plan for the orderly growth and improvement of school. For this purpose the physical plant needs of the community and the resources could be determined, which can be marshaled to meet those needs. An environment of respect is essential among parents, students, and teachers for their involvement in school based-activities. This tradition is ensured when they are familiar to each other. This culture is more visible in smaller schools. Principals in small schools depend more on verbal communications and have more meetings with parents as compared to principals in large schools, which increase the internal efficiency of schools.
Key words: Internal efficiency, Inputs, Learning outcomes, School size and Discipline
1. Introduction
School efficiency also depends on the availability and utilization of facilities and addressing the learning needs of the students. The internal efficiency is determined through assessment based on performance of students and taking into consideration a number of factors and inputs. The internally efficient schools demonstrate characteristics that are correlated to their success and are within the domain of school administration to manipulate. Schools' characteristics like number of teachers, students' enrollment in school, the kinds and form of conveniences (furniture and equipments and lavatories) and the availability of technology have an impact on the students' achievements.
1.1 Size and Growth Rate of School
School size is ultimately linked to the students' learning outcomes, because in overcrowded classrooms more and acute discipline problems arise. Students' sense of belongingness decreases as school size increases. Moreover only a few students are benefitted from co-curricular activities in larger schools. As growth rate of population increases, the enrollment enhances but the strength of staff remains the same in most of the schools in KP, which adversely affects teaching-learning process as well as school efficiency. Gustafsson and Patel (2008:25) documented about the class size of South African Schools and concluded that it certainly affects students' achievements.
Meier (1996:10) argued that schools having more than 400 learners, approximately 30% of the scholars have a sense of belongingness as compared to small schools; nearly 70% of the pupils have such feelings. Due to close contact and friendliness in small schools the scholars know and respect each other. The contact among students in large schools decreases, which creates problems of discipline, and resultantly, affect teaching-learning process. Moreover small schools are more accessible and less threatening for parents as compared to larger schools.
1.2 Facilities, Equipment and Technology
An efficient programme of facilities, equipment and technology requires a comprehensive plan for the orderly growth and improvement of school. For this purpose the physical plant needs of the community and the resources could be determined, which can be marshaled to meet those needs. The school building, furniture and equipment should be properly utilized to promote the health of pupils and enhance their achievement, which improve the internal efficiency of a school. Here, a constant and continued watchfulness of the schools managers is required.
Appropriate measure of secondary level libraries and the number of books at this level must be available from librarians. Number of books purchased for the libraries is often a good indicator, which determines the motivation of students in the classroom to study and search out the assignment given to them by their teachers. Since the pattern in most under developed countries is frequently to study in, and use books in the library rather than to purchase books from bazaar. The number of students entering and using the libraries could reveal that they are fond of study and invest their time in it, which enhance their achievement and promote internal efficiency of school.
World Bank (2010:76) reported in a study about the Education System in Malawi that, in general, the availability of facilities has a positive effect on examination pass rates. Endowments, such as latrines, libraries, and electricity are positively correlated with pass rates. Electricity has the most important impact, with a marginal effect of 0.071(All other things being equal, schools with electricity show an average pass rate that is 7 percent higher than schools without) against 0.062 for latrines and 0.040 for libraries. The availability of water does not seem to be as critical because its net effect is not statistically significant.
The Government of Khyber Pakhtunkhwa (KP) emphasized too much on school buildings. This point is illustrated by more allocation for up-gradation of schools and re-construction of the bomb-blasted school buildings. However, the non-availability of teaching staff and fewer students in these schools are signs of wastage of human and material resources. A meager amount has been spent on science equipment and audio-visual aids. The access to schools is provided by constructing more buildings but the quality is provided by committed and qualified teachers and provision of facilities, equipment and instructional aides.
The National Educational Policy Pakistan (2009: 39) documented that there is a lack of libraries, computers and sparsely arrangement of co-curricular activities in most schools. It is evident from the fact that 60.2% and 63.9% of schools had drinking water in 2005-06 and 2007-08 respectively; 52.4% and 60.8% had latrine facilities in 2005-06 and 2007-08; and 50.8% & 60% had boundary walls in 200506 & 2007-08 respectively.
1.2.1 Furniture and Equipment
There is a severe deficiency of furniture and equipment in most of the secondary schools in Khyber Pakhtunkhwa province of Pakistan. The furniture, where available, is in dilapidated and unserviceable state and students usually sit on the floor for approximately 5 hours with mid break. Moreover principals have no power to auction the unserviceable furniture because iron/steel is used in manufacturing of furniture, which is beyond the jurisdiction of principals' authority. This situation aggravated the teaching-learning process, which have negative impact on the internal efficiency of schools.
Even the available benches and desks may prove injurious to health of the pupils when they are made to sit for long time at a stretch. Hence, care is needed to reduce the harm as far as possible. A slope of 15 degrees for each desk is sufficient. Since there is variation in the growth rate of students and reshuffling in their seating arrangement has not been made for long time, which adversely affects teaching- learning process.
Most of the secondary schools are poorly equipped in teaching aids, science equipment and apparatus. Teaching aids are not given to the schools for a couple of years due to which teaching becomes teachercentred and students are only passive learners. The worst condition of science equipments (apparatus and chemicals) is worth-mentioning. Even the available apparatus are of low quality and rusted due to un-utilization or under-utilization and lack of proper maintenance. The chemicals are sub-standard and expired (out-dated) and do not give the exact experimental results. These circumstances hinder the teaching- learning process and needs more allocation for purchasing of furniture and equipments but the situation is reverse. The non-salary budget has been decreased up to 4% and cannot fulfill the teaching requirements of increasing number of students, which adversely affects the internal efficiency of schools.
1.2.2 Lavatories
The provision for enough lavatories and washing rooms is often a neglected feature in secondary schools, in Khyber Pakhtunkhwa province of Pakistan. The total schools without latrine facilities are 37.2% (30.1% urban areas and 38.5% rural areas). (NEP 2009).The minimum requirement is one lavatory for every fifty children. In fact one for every twenty five students should be more satisfactory in most congested schools. As personal cleanliness is the utmost importance, it ought to be regarded as one of the chief lessons to be learnt in school. Therefore, school should begin this lesson by providing hygienic washing and lavatory arrangement as well as urinals. The principals report to the DEOs for the availability of lavatory either by themselves or through the Parent Teacher Council (PTC). Proper drainage system of the school can be ensured through PTC fund so that the school environment ought to be congenial.
2.Literature Review
There is a tendency that small schools are more physically and mentally close to residence of students than do larger schools, and such nearness enhances parental association due to easy approach to small schools. An environment of respect is essential among parents, students, and teachers for their involvement in school based-activities. This tradition is ensured when they are familiar to each other. This culture is more visible in smaller schools. Principals in small schools depend more on verbal communications and have more meetings with parents as compared to principals in large schools, which increase the internal efficiency of schools. School characteristics includes: size and growth of school and facilities, equipments and technology.
Oosthuizen and Bhorat (2006:74) documented that effective schools were located in areas where the adults were educated up to secondary or tertiary levels. As against this situation less effective or ineffective schools accommodated children who belonged to areas where adults were not literate.
According to Marzano (2000:69) the future achievements of students are judged by their past performance. This reveals the collective nature of students' gains, which is affected by numerous factors. The most important contributor to students' gains is schools; other related measures include innate and attained capabilities, personality, learning approaches, and family and community characteristics.
The analysis of forgoing discussion transpired that the schools are more effective in areas where adults of the community are educated as compared to those schools, where people of the vicinity are illiterate.
The important factors contributing to students' gains are effective teaching strategies, capabilities, family and community characteristics. [Oosthuizen and Bhorat (2006:74) and Marzano (2000:69)].
2.1 Size and Growth of School
The size and growth of the school depends upon nature of the local community and its stratification, urban or rural. Schools in urban areas are more overcrowded than rural area due to awareness of parents, provision of facilities and proximity of the schools.
Ibitoye (2003:26) documented the correlation among size of secondary school, consumption of resource and school efficiency in Ilorin Local Government Areas. It was found that there is a close association between enrollment and the use of classrooms available for instructional process. Consequently there was more occupation of classrooms by increasing number of students in the school. The study depicts the relevance of physical resources in meeting the increase demand of school enrollment. Efficient management of school's physical facilities is mandatory in order to make the school a pleasant, safe and comfortable center for the community activities, recreational equipment and other instructional aides.
Velez et al (1993:13) documented school characteristics, which included class and school size, teacher/learner ratio, school location and funding, and shifts (morning/afternoon); educational materials like availability of textbooks and supporting materials, other instructional materials and facilities.
According to Seiler et al (2006:74) the provision of staff, school size, infrastructure, technology provision, community involvement and variety of students are different characteristics of school, which have an impact on students' learning outcomes.
Haller (1992:14) documented that small schools with an average size of 443 students in rural areas create less disciplinary problems than large schools in the urban areas with 1200 students. As the size of the rural area school increased, in the same way, problems of discipline increases.
The given references when subjected to analysis revealed that size and growth of school required both classrooms and additional teachers for instructional purposes. Increasing enrollment requires provision of proper infrastructure, basic facilities, equipment and instructional aides. Overcrowded classes have more disciplinary problems in large schools as compared to small class size. [Ibitoye (2003:26), Velez et al (1993:13, Seiler et al (2006:74) and Haller (1992:14)].
2.2 Facilities, Equipment and Technology
Facilities, Equipment and Technology are the basic requirement for efficient teaching learning process. Schools having appropriate infrastructure, staff and instructional support services are reputable and have positive impact on their efficiency.
Oyedeji (2000:25) classified school plant into site, building and equipment, which includes permanent and semi- permanent structures such as machines, laboratory equipment, chalk, boards and office assistants' tools such as brooms and clearing materials. School building is said to have positive impact on the comfort, safety and academic performance of the students.
Legotlo et al (2002:115) viewed that some schools lack facilities and where these are available, these were insufficient and not properly looked after, while congestion in some schools was a crucial problem. In addition, other issues linked to congested schools were caused by lack of teachers. More than 60 learners were forced to sit in one classroom in some schools due to non-availability of qualified teachers and/or classrooms. These circumstances lead the students to undesirable activities in the society like sabotage and stealing. All these factors had negative effect on the internal efficiency of schools.
UNESCO (2012:38-39) stated in a report a number of indicators that adversely affected quality. Those included lack of resources and materials, school mismanagement, insufficient and overcrowded classrooms, poor plant facilities, insufficient water and sanitation facilities, inadequate safety system and ineffective home-school relationship.
Wilson et al (2009:25) described that internal efficiency of schools were affected by physical infrastructure as well as teaching-learning environment. The school effectiveness was also influenced by other considerations such as teacher-student ratio, textbooks and supporting aids for teaching-learning process.
The analysis of preceding discussion indicated that in overcrowded schools disciplinary problems were caused to affect adversely the advantages of those schools. In those schools the control mechanism was the main concern of the principals. As a result in overcrowded and large schools many students learn little and their expectations are not entirely met. However in small schools things are different, where students enjoy a greater sense of their relationship with such schools. Moreover the achievement level of students is increased by the provision of physical infrastructure, equipment, technology and instructional aides for teaching-learning process. [UNESCO (2012:38-39), Wilson et al (2009:25), Legotlo et al (2002:115), Oyedeji (2000:25) and Haller (1992:14)].
3. Methodology of the Study
The study attempted to identify different dimensions of schools' characteristics for promoting their internal efficiency in the context of Khyber Pakhtunkhwa province of Pakistan. It chose a descriptive methodology based on scientific method of research. Both qualitative and quantitative approaches were applied for analysis of data. The study was delimited to Boys' High Schools in public sector both in urban and rural areas of five districts of Khyber Pakhtunkhwa province of Pakistan. Girls' schools as well as private schools were not included in the scope of the study.
Population may be target or sampled depending on the situation. The target population of the study was 1229 principals/heads of secondary schools and 4201 senior school teachers in Khyber Pakhtunkhwa province of Pakistan. The sampled population of the current study was 297 principals/ heads of secondary schools and 1433 senior school teachers in five districts of five divisions of Khyber Pakhtunkhwa province of Pakistan.
Table-1 Population of High Schools' Principals and Senior School Teachers (SSTs)
The study chose stratified random sampling technique as the population was spread over five districts. Therefore districts were purposively selected and sample from every district was randomly chosen in order to provide equal opportunity to subjects, for inclusion in every unit of the population. The sample of the study was adequate because 75 (25%) principals and 359 (25%) senior school teachers were included in the study from all five districts of five divisions of Khyber Pakhtunkhwa province of Pakistan. The following table gives a synoptic picture of the sample in five districts of Khyber Pakhtunkhwa province.
Table-2 Sample of High Schools' Principals and Senior School Teachers (SSTs)
The following statistical manipulations were used for determination of consistency in data of the respondents.
Standard Deviation of principals (Sp) =3.03, Standard Deviation of SST (St) =23.04
Principals' average per district (͞X) p =15.00, SSTs' average per district (͞X) SST =71.80
Co-efficient of variation (C.V) for principals and SST are given as
C.Vp= Sp/X pX100
C.Vsst= St/ X sstX100
C.Vp=20.20
C.Vsst=32.09
Co-efficient of variation of principals (20.20) is less than SST (32.09), which means that data of principals are more consistent (reliable).
4. Research Instruments
The study used opinionnaire for collecting data from principals and senior school teachers regarding financial category for improving school efficiency in five districts of Khyber Pakhtunkhwa province of Pakistan. The opinionnaire was administered to the subjects using Likert Scale with five options for each statement. They were handed over to participants and collected in person.
5. Data Collection, Analysis and Discussion
The primary data were obtained through closed-ended opinionnaire personally handed over to the principals and senior school teachers in urban and rural areas in five districts of Khyber Pakhtunkhwa province of Pakistan. The secondary data were obtained from office records, documents and review of relevant literature both in local and global perspectives.
The analysis of data was given both quantitative and qualitative treatment. The quantitative data were supported by statistical measures and converted into percentages in tabular form duly supported by graphic presentation. The qualitative data were placed under different patterns and categories, discussed and interpreted for drawing inferences. Chi-square test was also applied for validation of results.
The following statements were framed under schools' characteristics and the respondents were asked to prioritize their choices out of Most Essential, Quite Essential, Essential, Essential to Some Extent and Not So Essential. School:
1. Makes profile of students composition with respect to intelligence.
2. Has record of size and growth rate in terms of enrollment and promotion of students.
3. Provides facilities, equipments and technology with regard to building condition, classrooms, laboratories, water, electricity, latrines computers and no. of aides per teacher
Table-3 Responses of 75 Principals Regarding Schools' Characteristics
N=75
Out of (75x3)225 responses of 75 principals in all the five districts 104 (25.01%) responses were opted for 'Most Essential',71 (31.56%) for 'Quite Essential', 42 (18.67%) for 'Essential', 6(2.67%) for 'Essential to Some Extent' and 2 (0.88%) for 'Not So Essential'. The analysis indicated that out of 225 responses a majority of 104 responses were in favour of 'Most Essential'. It revealed that schools' characteristics were useful for improving enrollment and promotion of students. The inferences drawn were that enrollment and promotion of students could be affected by providing facilities, equipments and technology with regard to building condition, classrooms, laboratories, seating arrangement, water, electricity, latrines, computers and number of aides per teacher resultantly promoting internal efficiency of schools. These findings are coincide with literature review on the given topic in that basic infrastructure and provision of equipment and technology will help improve students' gains, which promote internal efficiency of schools. [UNESCO (2012:38-39), Wilson et al (2009:25), Seiler et al (2006:74), Marzano (2000:69), Oyedeji (2000:25) and Velez et al (1993:13)].
The data reflected in Table-3 were further subjected to statistical measures for authentication.
Ho = Schools' Characteristics and Internal Efficiency of Schools are independent or they are not associated.
H1 = Schools' Characteristics and Internal Efficiency of Schools are not independent or they are associated.
Level of significance α=0.05 (for 95% confidence level)
Critical Region Chi-Sq (cal) ≥Chi-Sq α (r-1) (c-1) d.f.
Chi-Sq (cal) ≥ Chi-Sq 0.05 (2) (4)
Chi-Sq (cal)
≥
Chi-Sq
0.05
8
=>
Chi-Sq (tab) =15.51
Chi-Sq (cal) = 18.954.
Since Chi-Sq (cal) (18.954) is greater than Chi-Sq (tab) (15.51), which falls in the critical region. So we reject Ho and conclude that 'Schools' Characteristics' and 'Internal Efficiency of Schools' are associated. The data were further elaborated by Figure-1.
Table-4 Responses of 359 SSTs Regarding Schools' Characteristics in Five Districts of KP
N=359
Out of (359x3)1077 responses of 359 senior school teachers in all the five districts 462 (42.90%) responses were opted for 'Most Essential', 287 (26.65%) for 'Quite Essential', 231(21.45%) for 'Essential', 78 (7.24%) for 'Essential to Some Extent' and 19 (1.76%) for 'Not So Essential'. The data indicated that out of 1077 responses a majority of 462 responses were in favour of 'Most Essential'. The analysis revealed that schools' characteristics were useful for improving enrollment and promotion of students. The inferences drawn were that enrollment and promotion of students could be affected by providing facilities, equipments and technology with regard to building condition, classrooms, laboratories, seating arrangement, water, electricity, latrines, computers and number of aides per teacher resultantly promoting internal efficiency of schools. These findings go along with the citations reviewed and confirm that basic infrastructure and provision of equipment and technology will help improve students' gains, which promote internal efficiency of schools. [UNESCO (2012:38-39), Wilson et al (2009:25), Seiler et al (2006:74), Marzano (2000:69), Oyedeji (2000:25) and Velez et al (1993:13)].
The data reflected in Table-4 were further authenticated with the help of statistical analysis.
Ho = Schools' Characteristics and Internal Efficiency of Schools are independent or they are not associated.
H1 = Schools' Characteristics and Internal Efficiency of Schools are not independent or they are associated.
Level of significance α=0.05 (for 95% confidence level)
Critical Region Chi-Sq (cal) ≥Chi-Sq α (r-1) (c-1) d.f.
Chi-Sq (cal) ≥Chi-Sq 0.05 (2) (4)
Chi-Sq (cal)
≥
Chi-Sq
0.05
8
=>
Chi-Sq (tab) =15.51
Chi-Sq (cal) = 84.619
Since Chi-Sq (cal) (84.619) is greater than Chi-Sq (tab) (15.51), which falls in the critical region. So we reject Ho and conclude that 'Schools' Characteristics' and 'Internal Efficiency of Schools' is not independent. The data were further elaborated by Figure-2.
6. Outcome of the Study
It was observed that out of 225 responses of principals and 1077 responses of senior school teachers a majority of 104 (46.22%) and 462 (42.90%) responses were respectively in favour of 'Most Essential'. It revealed that schools' characteristics were useful for improving enrolment and promotion of students. Majority of subjects worked out that enrollment and promotion of students could be affected by providing facilities, equipments and technology with regard to building condition, classrooms, laboratories, seating arrangement, water, electricity, latrines, computers and a number of aides per teacher resultantly promoting internal efficiency of schools. The Government should ensure that all necessary facilities are made available to secondary schools. Those include appropriate buildings, classrooms, laboratories, furniture, water, electricity, lavatories, computers and a number of instructional aides on priority basis.
References
Gustafsson, M. & Patel, F. (2008). Managing the teacher pay system: What the local and international data are telling us. 10 October 2008. Paper delivered at the Development Policy Research Unit Conference on the Regulatory Environment and its Impact on the Nature and Level of Economic Growth and Development in South Africa. Retrieved 12 March2012fromhttp://www.dpru.uct.ac.za/Conference2008/Conference2008_Papers/Gustafsson %20-Teacher%20pay%20system%202008%2010%2005.pdf, South Africa.
Haller, E. J. (1992). High school size and student indiscipline: Another aspect of the school consolidation issue? Educational Evaluation and Policy Analysis, 14, 145-156, USA.
Ibitoye, S.A. (2003). Relationship among school size, resource utilization and school effectiveness in Ilorin local government areas, Kwara State. An unpublished M.Ed thesis. University of Ilorin, Nigeria.
Legotlo, M.W. Maaga, M.P. Sebego M.G. Westhuizen, P.C. Mosoge, M.J. Nieuwoudt H.D. and Steyn H.J. (2002) Perceptions of stakeholders on causes of poor performance in Grade 12 in a province in South Africa. Department of Education, University of North West, Mmabatho, South Africa. South African Journal of Education, 22(2): 111-118, South Africa.
Marzano, Robert J. (2000) A New Era of School Reform: Going Where the Research Takes Us. ERIC Document Reproduction Service. No. ED454255. Aurora, CO: Mid-continent Research for Education and Learning, Australia.
Meier, D. W. (1996). The big benefits of smallness. Educational Leadership, 54, 12-15, USA.
Ministry of Education (2009). National Education Policy 2009. Government of Pakistan: Islamabad, Pakistan.
Oyedeji NB (2000). The role of school plant in educational productivity. In Fagbamiye, E.O and Durosaro DO (Eds) Education and productivity in Nigeria. Ilorin: Nigerian Association for Educational Administration and Planning, Unilorin. pp: 128-133, Nigeria.
Oosthuizen, M. & Bhorat, H. (2006). Final Report II – School Performance in the 2000 Senior Certificate Examinations. Part of the project: Educational Outcomes in South Africa: A Production Function Approach. May. Development Research Unit: School of Economics: University of Cape Town. Unpublished Mimeo, South Africa.
Seiler, M., Jo, A. G., Jones, J. T., Landy, B., Olds, S., & Young, P. (2007). Indicators of Efficiency & Effectiveness in Elementary & Secondary Education Spending. Frankfort, Kentucky: Legislative Research Commission, USA.
UNESCO (2012). Education Policy Analysis Report Of Khyber Pakhtunkhwa, Pakistan. Final Draft, Pakistan.
Velez, E., Schiefelbein, E., & Valenzuela, J. (1993). Factors affecting achievement in primary education: A review of the literature for Latin America and the Caribbean. Washington, D. C: Department of Human Resources Development and Operations Policy, World Bank, USA.
Wilson, J. D., and Sacklokham K. (2009). Education Sector Development Framework Sector Study: Human Resource Management. Ministry of Education, Lao PDR.
World Bank (2010). The Education System in Malawi: World Bank Working Paper No.182. Washington, DC: World Bank, USA. | <urn:uuid:34b5e248-8a0d-4d35-8a3f-f6106c33077c> | CC-MAIN-2020-50 | http://ijessnet.com/uploades/volumes/1598600543.pdf | 2020-11-27T07:42:19+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00601.warc.gz | 43,684,605 | 5,991 | eng_Latn | eng_Latn | 0.929124 | eng_Latn | 0.994186 | [
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Communicating for Change
1
1
Communicating for Change
Foreword
The California Endowment recognizes that no single policy or systems change will achieve our goals. Rather, we believe that many policy, system and organizational changes are necessary at the local, state and national levels to achieve these goals. We also believe that everyone has a role to play and that all organizations can contribute to a change process.
In order to help build the capacity of our partners to elevate our collective goals and put forth solutions, The Endowment's Communications and Public Affairs Department
and the Center for Healthy Communities have developed
Communicating for Change as
part of the Center's Health ExChange Academy. The
Communicating for Change series
is designed to provide advocates with the resources they need to effectively use media advocacy and other strategic communications tools to ensure that their policy goals for
improving the health of California's underserved communities remain in the spotlight.
Special thanks are due to the team at Berkeley Media Studies Group and all the other partners who participated in the design of this curriculum, which we hope will help you amplify your voices for change.
Sincerely,
Robert K. Ross, M.D. President and Chief Executive Officer The California Endowment
Curriculum Introduction
The Health ExChange Academy's Communicating for Change training series will help advocates learn to engage the news media strategically. Whether the goal is increasing state funding for physical education programs or requiring hospitals to provide language access services, advocates can harness the power of the news media to amplify their voices, reach policymakers and advance their policy goals. This seven-session training series, which combines advocacy case studies with hands-on activities, will help advocates develop their media strategies and the skills needed to engage the news media effectively. The goal is to learn how media advocacy strategies can best support policy-change efforts to create healthier communities.
By sharing strategic and tactical decisions of veteran advocates throughout California, the trainings will prepare participants to develop their own media advocacy plans. Course participants, for example, will learn to:
* develop a media strategy that supports their advocacy goals
* frame the issue to include a role for institutional as well as individual responsibility in solving community health problems
* write concise messages that get reporters' attention
* speak confidently and succinctly with the news media
* become a resource for reporters by providing trusted research, interesting news stories and articulate spokespeople
* create news on their issue at strategically important moments
* use the latest communications tools, such as blogs, viral marketing and e-flicks, to engage allies during the policy-change campaign
After the trainings, the user-friendly manuals can be shared with other leaders in participants' organization or advocacy coalition. The manuals include take-home tools, such as strategic planning worksheets and group exercises, to help advocates put these concepts into practice in their own campaigns.
This manual is for participants of the first training session of the Communicating for Change curriculum, Module 1: Making the Case for Health with Media Advocacy. The topics for the next six training sessions are listed in the Curriculum Overview on the next page. We hope you enjoy this training and that it helps you reach your goals in creating healthier communities across California.
Curriculum Overview
Module 1: Making the Case for Health with Media Advocacy
Module 1 introduces how to use media advocacy strategically to advance policy. Participants will learn to recognize the news media's role in shaping debates on community health. They will clarify their overall strategy and learn how it relates to a media strategy, a message strategy and a media access strategy. This will be the basis for subsequent trainings.
Module 2: Planning Ahead for Strategic Media Advocacy
Module 2 takes participants through each step of developing a media advocacy plan: setting goals and objectives, identifying strategies and tactics, assessing resources, determining timelines, and specifying who will do what. Participants will learn to integrate communications planning organizationally and develop timely, proactive news coverage.
Module 3: Shaping Public Debate with Framing and Messages
Module 3 explains framing—what it is and why it matters—and helps participants apply that knowledge to developing messages in advocacy campaigns. Participants will practice framing a range of community health issues to support policy change.
Module 4: Creating News that Reaches Decision Makers
Module 4 explores different news story elements so participants can get access to journalists by emphasizing what is newsworthy about their issue. Participants will explore how to create news, piggyback on breaking news, meet with editorial boards, submit op-eds and letters to the editor, and develop advocacy ads.
Module 5: Engaging Reporters to Advance Health Policy
Module 5 gives participants intensive practice being spokespeople for their issue, including on-camera training. Participants will learn to anticipate and practice answering the tough questions reporters ask.
Module 6: Targeting Audiences with New Communication Tools
Module 6 gives participants a tour of the latest communications tools, including blogs, e-flicks and viral marketing, so they can tailor their advocacy communications to specific goals and audiences.
Module 7: Training Allies in Strategic Media Advocacy
In Module 7 those who want to train others in their organization learn interactive techniques for teaching media advocacy.
Table of Contents
Strategic Media Advocacy: an Introduction
A local coalition fights to reduce diesel emissions from buses.
A statewide coalition seeks health insurance for all of California's children.
A network of organizations works to remove junk food from schools.
All three of these California advocacy groups engaged the media strategically to advance policy solutions to create healthier communities. The Dump Diesel Coalition purchased ads at bus shelters near city hall to pressure San Francisco MUNI directors to replace old diesel-burning public buses with cleaner alternatives. The Californians for Healthy Kids Campaign met with newspaper editorial boards across the state, asking them to endorse legislation that would secure health insurance for all children. California Project Lean held news events to pressure local school boards to create wellness policies that restrict the marketing and sale of junk food in schools. These examples illustrate ways advocates might choose media tactics to advance specific policy goals, support unique advocacy strategies, and reach particular types of decision makers.
In this module, we provide an overview of the media advocacy approach and illustrate the four layers of strategy development that advocates can use to determine specific goals and targets, craft messages, and gain access to reporters.
module 1 learning objectives
In this training participants will:
➜ explore the role of the news media in shaping community health debates
➜ learn the value of engaging the news strategically to advance advocacy goals
➜ practice examining news coverage of health and social issues critically
➜ develop relationships with other California advocates
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Making the Case for Health with Media Advocacy
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"Every organization with a goal of social change should have a strategy for effectively putting the power of the news media to work."
— News for a Change, Berkeley Media Studies Group
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Advocates who understand how the news media function in our society can best take advantage of its potential for improving a community's health.
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Why News?
Advocates have many options for communicating with their target audiences including e-mails, letters, in-person meetings and paid media such as advertisements. We emphasize tactics that involve the news media. Why? Because the news gives legitimacy and credibility to the issues it covers. It sets the agenda for the public and shapes the debate. Perhaps most importantly for health advocates, the news gets the attention of decision makers, particularly policymakers.
Advocates who understand how the news media function in our society can best take advantage of its potential for improving a community's health. In this section, we introduce the concepts of agenda setting and shaping the debate, or framing; we will also explore them in more depth in Module 3.
News Sets the Public and Policy Agenda
By deciding which stories get widely told, the news media shine a spotlight on some problems while others go unnoticed. This is called agenda setting; the news media set the agenda for the public, policymakers and each other. As journalist Daniel Schorr said, "If you don't exist in the media, you don't exist." If that sounds harsh, consider what societal problems you have discussed lately. How many are issues in the news? For example, in 2006 demonstrations on immigration dominated the news, fostering public debate and prompting Congress to introduce legislation. This is but one example of how news attention can influence the public and policy agendas. Health advocates cannot afford to have their issues go unnoticed or be caught unprepared when the events of the day catapult their issues into public discussion. News coverage can accelerate advocacy efforts when it gives policymakers insight into public concerns, clear information on specific policy solutions, and, most importantly, the feeling that their actions are being watched by their constituents.
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The News Reaches Opinion Leaders and Decision Makers
Advocates use many strategies to reach decision makers, the people with the power to make the change they want to see. Typically, advocates meet in person with decision makers, hold protests, organize and testify at legislative hearings, and conduct letter-writing campaigns. News coverage can complement these strategies by reaching decision makers who may not respond unless pressured by the scrutiny of the news media.
Elected officials, in particular, pay close attention to the news. First thing in the morning, the office of the speaker of the California Assembly in the state capitol sends a packet of newspaper clippings on key issues, including editorials and letters, to colleagues in the Assembly. Legislative staffers read the newspapers from around the state and from their own district, alerting the legislator to stories of interest. And many legislative staffers in Sacramento keep Rough & Tumble, a news digest of stories from around the state, as their home page (see sidebar). The news is the first thing staffers see in the morning and whatever tops the news is likely to move up on their "to do" list. Advocates invest in creating news on their issue to keep their perspectives and policy goals on the radar screen of policymakers. Developing a successful media strategy includes deciding when news coverage will help your goals most and which news outlets are likely to reach certain decision makers.
Targeting the News
The Rough & Tumble Web page (www.rtumble.com) is a news digest collecting top stories from California and selected national papers in
one place. Legislative aides have told us that they and others use Rough & Tumble as their home page for a quick and easy way to see what is at the top of the news.
But Rough & Tumble cannot include every story. Just as editors at the newspapers choose what will, and what will not, be in their newspaper every day, the editor at Rough & Tumble chooses which stories to include in that day's digest. Those legislative aides are therefore looking at an even more condensed version of the news. Issues that do not make Rough & Tumble's page may not be seen by, or put on the radar screen of, key gatekeepers in the state. But the issues that do make Rough & Tumble's page are likely to be seen by lawmakers and those who advise them.
More than 4 million people have visited Rough & Tumble since its inception, with an average of 20,000 page views a day. While this is considerably less than the daily circulation of the Los Angeles Times (around 900,000) or the Sacramento Bee (around 300,000), Rough & Tumble's pages are reaching an important group of opinion leaders and decision makers.
Rough & Tumble's popularity, particularly among those with their hands on the state's policy levers, makes it a useful site for advocates. Because this site is relied upon by some legislative staffers, advocates can be confident that the stories on the site are being seen by policymakers in the state. Rough & Tumble is certainly not the only source of information for policymakers, and it may not be viewed at all by local policymakers, but the site likely provides a good summary of what news and issues are capturing the attention of Sacramento decision makers.
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The news media also set the agenda for each other. In the mid-1980s, for example, many national news organizations balked at covering AIDS until the New York Times began covering the epidemic. Locally, TVnews assignment editors take their cues from the morning newspapers, which they have read before most people are up in the morning. No one reads or sees more news than journalists. This means that problems in certain types of news portrayals can get reinforced by the very people responsible for writing the next story (for example, health stories that focus on individuals but leave out the contextual factors that influence their health such as working conditions or access to insurance). With the Internet, the number of news stories has expanded and at the same time the news cycle, the "attention span" media outlets have for certain stories, has shortened tremendously. In Module 4 we describe in detail how strongly the media's agenda influences both the policy and public agendas, which is why getting news coverage can boost an advocacy campaign. We discuss when to seek media attention in depth in Module 2 on strategic communications planning.
News Shapes the Debate
Certainly, many advocates have had an experience where being in the news did not help their cause. Often the difference lies in how the issue was portrayed, or framed. News coverage can tell the same story in many ways, leading people to understand different causes, favor different solutions, and hold different people or institutions accountable.
News stories about health issues shape public debate in particular ways. The news media traditionally cover health problems as individual stories: portraits of a woman dying from breast cancer, a farm worker suffering from breathing problems, or a child going without needed health care because his family lacks insurance. Reporters seek out such compelling personal stories because they believe these stories will resonate with audiences. Some reporters hope that the strong emotional connection might even prompt action to remedy the problem.
Unfortunately, research shows that news stories that focus exclusively on individuals or singular events do not help audiences understand the broader conditions that led to the personal tragedies. 1 Instead, such personal tales lead people to focus on personal responsibility, what the person in the story could do, or should have done, to solve his or her
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own problem. For instance: smokers should have the willpower to quit; parents should make sure overweight kids eat better; people should save to buy health insurance before they get sick.
Of course, this perspective ignores the fact that individuals do not control all the factors that influence their health. Tobacco companies design products to be addictive. Many neighborhoods lack places to buy fresh fruits and vegetables. And the health insurance system does not guarantee that everyone will qualify for coverage, even if they can afford comprehensive or expensive plans. When the news covers health primarily by presenting individual portraits, the social, economic and political factors affecting health are lost.
When news coverage does include these broader factors, people are more likely to understand health as a shared societal responsibility with a role for government, business, and other institutions, as well as for individuals. News stories could explore, for example, what the federal government can do to curb tobacco marketing to kids, what businesses can do to increase the availability of healthy foods in lowincome neighborhoods, and how the legislature can make sure that all children have access to health insurance. Health advocates can build on this type of news coverage to further explain the need for policy solutions and community-level approaches.
Before you can leap into attracting the right kind of news attention, you have to know what change you want to make, who can make it and why it matters. So we must turn first to your overall strategy.
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Making the Case for Health with Media Advocacy
Certainly, many advocates have had an experience where being in the news did not help their cause. Often the difference lies in how the issue was portrayed, or framed.
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Knowing your policy goal and identifying your targets will help you prioritize your media efforts and put limited resources where they will count most.
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Overall Strategy
We suggest planning media advocacy in four stages, what we call the layers of strategy. The first stage is the overall strategy, which is the policy goal of your advocacy campaign and how you will reach it. After the goal is selected, advocates develop their media strategies, which are chosen to advance the overall strategy. Next, advocates determine their message strategy: what they want to say, who will say it and to whom. Once the first three layers of strategy are in place, advocates can figure out how to attract news attention, which we call the media access strategy. Few advocates have unlimited resources to proactively create news or even respond to journalists' calls. Knowing your policy goal and identifying your targets will help you prioritize your media efforts and put limited resources where they will count most.
LAYERS OF STRATEGY
➜ Overall Strategy
➜ Media Strategy
➜ Message Strategy
➜ Media Access Strategy
Through the Center for Healthy Communities, the Health ExChange Academy offers a training program to help advocates learn to develop their advocacy goals, strategies and persuasion skills. Called Advocating for Change, the training series gives advocates the tools to develop sound advocacy plans, which then can be supported by strategic media work. We encourage advocates who are new to policy-change efforts to take the Advocating for Change training series. In this Communicating for Change curriculum, we highlight just a few key decisions advocates must make to create their overall strategy as a foundation for exploring how to design media strategies to support those larger advocacy goals.
Answering the following five questions can help you clarify your overall strategy: What is the problem? What is the policy solution? Who has the power to make the necessary change? Who must be mobilized to apply the necessary pressure? What actions will you take?
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1. What is the problem?
Defining the problem is often not as simple as it seems. On the face of it you are answering questions such as "Whose health is being hurt and how?" Advocates know, however, that determining the answer to that question is rife with social and political tension because different stakeholders will offer competing definitions of the problem. This matters because how the problem is defined will largely determine the solution and where and to whom the resources for solving the problem will go.
A clear example of this—and a terrific public health success story— comes from tobacco control. Since the 1920s when lung cancer was first associated with cigarettes, the issue was defined as "smoking." When smoking is the problem, the solution rests with the smokers; it is their responsibility to quit. Since the 1980s advocates have worked to redefine the problem not as "smoking" but as "tobacco." A simple shift in definition has huge implications for identifying new solutions and new actors with responsibility for solving the problem. When the problem is tobacco it is not only smokers who have responsibility, but also the companies that produce and market the product and the government agencies that can regulate those companies.
This shift in problem definition also changed the role of the medical and public health fields in addressing the issue. When the problem was smokers, medicine and public health helped individuals by providing counseling and treatment services. Understanding the problem as tobacco has led health professionals to also take responsibility for preventing people from becoming smokers in the first place by enacting tobacco control policies that, for example, control the product, its price, where it is available and how it is marketed. These solutions can have a population-level impact on how many people become and remain smokers. Shifting the public conversation toward understanding the role of the tobacco industry in creating this problem was an essential step in pursuing policy change.
Advocates are taking a similar approach to redefining many health issues to include a role for institutional, as well as individual, responsibility. Advocates working to secure health insurance for all, for instance, shift the public conversation from focusing on the "uninsured," which can lead to blaming the victim, to focusing on the appropriate role of businesses and government in fixing a broken health insurance system.
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Since community health problems are complex, advocates often will break a large problem into smaller parts that can be addressed over time or by different partner organizations. Tobacco control advocates have done this by focusing some campaigns on raising excise taxes to reduce consumption while others work to establish clean indoor air policies. Advocates concerned about nutrition and physical activity focus on school environments while others work on creating more walkable communities. Advocates worried about the health of farm workers may focus on improving working conditions, while a partner organization works to increase access to health care or reduce pesticide use. Advocates can decide to prioritize one part of a larger problem based on many factors such as what affects the most people, what can be fixed most immediately, or what will build unity in a broad coalition. The important point is that whatever focus you choose, be clear about what part of the problem you are taking on and pick an appropriate solution. Then when it is time to talk with policymakers or reporters, you can confidently discuss one aspect of a problem deeply rather than trying to cover an entire issue.
2. What is the policy solution?
Sometimes advocates are so concerned about focusing attention on the problem they give inadequate attention to the solution. Or they may not have identified a clear solution. In the Breast Cancer Fund's early days it used media strategies successfully to draw attention to breast cancer, but its campaign did not focus clearly on a solution (see sidebar). Too often when reporters or policymakers ask what will solve a problem advocates respond with vague statements like, "This is a very complex problem with multifaceted solutions," or "There is no magic bullet," or "The community needs to come together." None of these responses provides concrete direction. Advocates can pick a distinct solution or policy goal—not necessarily one that will solve the entire problem, but something that can make a difference and put you on the path toward creating conditions for healthier communities. The solution should clearly state what you want to happen. Is a new law necessary to increase access to public insurance programs? Is greater enforcement of worker safety regulations required? Does the budget need to be changed to support physical education in schools? When you have determined the solution, use media advocacy to let policymakers know what you expect of them.
The most contentious policies will be those that require lots of money or require significant changes in the environment or institutions.
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When Solutions Shape the Debate: Breast Cancer Fund and Ruth Rosen
News coverage can place your issue on the agenda, but, as many advocates have learned, the conversation it starts may not advance your goals.
In January of 2000, Andrea Martin, the founder of the Breast Cancer Fund, wanted to raise awareness about the consequences of breast cancer. Her goal was "to bring the issue into public discussion . . . to challenge the cultural treatment of women, their breasts, and this disease."
The Breast Cancer Fund's media strategy was to run paid advertisements on bus shelters in San Francisco. The very edgy ads superimposed images of Andrea Martin's own mastectomy scars in the place of the breasts of models in what looked like typical fashion magazine covers.
The images were intentionally strong so that they would grab public attention. But San Francisco's biggest bus shelter company refused to run the ads because, as the company put it, "They're just too tough. You can't force people to look at rough stuff like this. They are shocking."
This decision not to run the ads attracted a great deal of attention over the next few weeks, including multiple stories in the San Francisco Chronicle. Unfortunately, the discussion was not centered on breast cancer, as advocates had hoped, but rather on whether these ads were obscene. The Chronicle political cartoonist captured the irony of this controversy in a cartoon that mocked the finger-wagging about the ads while San Francisco allows many images in public that some would consider obscene.
Ruth Rosen, then a history professor at the University of California Davis, saw the ads and decided to comment on the debate. In the opinion editorial she wrote for the Chronicle, Rosen took advantage of the controversial moment to shift the focus of public discussion onto policy change. In her op-ed she highlighted the fact that women could get free breast cancer screenings from the state but would receive no help for treatment if they were diagnosed with breast cancer. "What is truly obscene," Rosen wrote, "is the state's procrastination in providing free treatment for uninsured women diagnosed with breast cancer." This op-ed is an example of piggybacking on news strategically to advance a policy solution, in this case legislation to fund treatment for women with breast cancer.
By focusing on a particular part of the problem of breast cancer—lack of funding for treatment—and a clear policy solution—legislation to provide treatment services—Ruth Rosen was able to refocus the debate to advance policy solutions that would improve the situation for many women with breast cancer.
The lesson from this example is that news attention should illuminate your policy goal; news for news' sake is not the point. The Breast Cancer Fund certainly got attention with its provocative ads, but that attention wasn't enough to shape the debate so it focused on policy change. It was only after Ruth Rosen made the link to policy explicit in her op-ed that the daring ads focused attention on solutions.
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For example, policies that require educating people about eating more fruits and vegetables will be less contentious than policies that require schools to remove junk food or restaurants to include calorie counts on their menus. But educational approaches will only go so far if the environment does not support them. That is, people can only choose to eat more fruits and vegetables if there are places to buy them at a reasonable price. Ultimately, we need a range of policies to protect and improve community health: those that help individuals get better treatment and make good personal health decisions, and those that create healthy environments that prevent health problems from happening in the first place.
3. Who has the power to make the necessary change?
After you have identified your solution, the next step is to figure out what person or institution has the power to make that change. Who needs to take responsibility to do something to protect the community's health? What should they do? When should they do it? When the goal is to change policy, your target is not the person with the problem. Instead, the target is the person or institution who can change the policy. Advocates have improved community health by focusing on many different solutions and types of targets, from legislators and regulatory agencies to school boards and business owners. If you want to encourage more produce stands to open in your neighborhood, for example, your target may be the city council or planning department to change a zoning ordinance. To increase funding for HIV/AIDS prevention services, legislative budget committees may be your target. To change the way food is produced and marketed, food companies may be your target. To change how the food is distributed in the community, supermarket owners may be your target. To change the language access services available in health care settings, health care institutions or the state agencies that regulate them may be your target.
As you make progress toward your goal, the target can change. In Oakland, for example, the Coalition on Alcohol Outlet Issues first targeted the city planning commission since it had the power to limit new alcohol outlets, one of the coalition's key goals. After winning at the planning commission, the coalition had to change its target to the city council, which had to approve the planning commission's decision. When the nation's alcohol industry mustered its massive resources to fight the coalition's success in Oakland, the coalition had to turn its attention to the statewide media outlets since the battle had moved to the state legislature and the California Supreme Court.
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Similarly, targets can be opportunistic. In Los Angeles, after many liquor stores were destroyed in the violence following the Rodney King verdict, the Community Coalition in South Central Los Angeles, which for many years had been working to bring a greater mix of businesses to an area dominated by liquor stores, took advantage of the destruction to work with the city to limit the re-establishment of the liquor stores in favor of other businesses.
4. Who must be mobilized to apply the necessary pressure?
Community health policies are often hotly contested. Fluoridating drinking water, distributing condoms, reducing the speed limit, regulating air quality, expanding access to public health programs, or limiting the availability of alcohol, handguns or tobacco bring out intense opposition. Many legislators and other policymakers are unlikely to support a controversial policy unless they know they have broad-based community support, especially from their constituents. Advocates create coalitions and activate organizations that will support the policy and apply continued pressure over time until the policy change is achieved.
Deciding who should be mobilized involves asking first, "Who else cares about this issue?" You likely will have many types of allies and allied organizations in any community health advocacy effort. Each can offer unique skills, resources and perspectives. One choice you will make is who should speak publicly for your organization. This may change over time, in different settings and with different target audiences. One way to think about who would best represent you with the news media is to ask, "Who will our target respond to most?" If your target is a governor who relies on the input of the chamber of commerce, for example, you could prioritize business owners, campaign contributors, and professional associations as allies and spokespeople. If you want to change school board policies, you may have more heft by organizing the local PTA. Whomever you enlist as allies, you will want to prepare them to make the case for policy change effectively. Building advocacy and media skills among your allies is also crucial because health policy struggles are usually long fights that depend on effective, consistent advocacy over time. By having a wide range of spokespeople and media strategies, you may succeed in reaching not only your target decision maker, but also new allies for your campaign.
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Making the Case for Health with Media Advocacy
Many legislators and other policymakers are unlikely to support a controversial policy unless they know they have broad-based community support, especially from their constituents.
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5. What actions will you take?
Because of the news media's agenda-setting power, it sometimes seems as if simply getting a clear message out to a mass audience will result in policy change. Policy change, however, requires building relationships with your targets over time and using many advocacy strategies to influence their actions such as letters, rallies and office visits. These direct actions should come before advocates attempt to get news attention; it is usually not wise to surprise a target with a news story if you have not first asked for what you want directly. If the target agrees to what you are asking for, there may be no need for a broader media strategy, except perhaps to thank and congratulate him or her for wise action for community health. Of course, if the target does not respond to your group's request privately, then using the news media to make the demand publicly may be just the thing to bring him or her around.
DEVELOPING OVERALL STRATEGY
➜ What is the problem?
➜ What is the solution?
➜ Who has the power to make that change?
➜ Who must be mobilized to apply the necessary pressure?
➜ What actions will you take?
Once advocates have defined the problem, developed a realistic and achievable policy objective, identified who has the power to make the desired change, mobilized groups to apply pressure, and planned what advocacy actions they will take, only then are they ready to determine the media, message, and media access strategies.
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Media Strategy
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As mentioned, it is only after direct communication strategies such as in-person meetings have failed to win the target over to your solution that a media strategy would be appropriate. Then the question becomes: what kind of media strategy?
Many communications strategies popular with health advocates emphasize the "information gap" or "motivation gap," which suggests health problems are primarily caused when individuals lack the information they need to improve their health or when they lack the desire to make healthy choices. Health educators then provide information to fill that gap. When people "know the facts," it is assumed they will adopt a positive attitude toward the health behavior, act accordingly, and then the problem will be solved. The role of the mass media, in this case, is to deliver the solution (knowledge) to the millions of people who need it.
Media advocacy, on the other hand, focuses on the "power gap," viewing health problems as arising from people's lack of power to create change in the broader systems and environments that affect their health. Media advocacy is the strategic use of mass media to advance a social or public policy initiative. Media advocacy is the best mass communication choice to shift the public understanding of the health problem from solely the individual level to the institutional or systems level. Media advocacy directs attention to the policies that can reshape our environments and institutions so that people can make healthier choices.
Media advocacy focuses on the "power gap," viewing health problems as arising from people's lack of power to create change in the broader systems and environments that affect their health.
In practice, media advocacy uses some of the same media-relations tactics that practitioners of other communications strategies might use: sending out news releases and pitching stories to journalists, monitoring the media and keeping a list of media contacts, and paying attention to what is newsworthy. But these practices alone are not media advocacy.
The key distinction for health advocates is that media advocacy is strategically focused on advancing policy solutions that support health. Here, strategic means being proactive at the right time in getting the type of attention that will support your advocacy goals. Sometimes it means choosing not to use media. Either way, it entails creating a media strategy in service to your overall advocacy strategy. Media advocacy
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is designed to be one part of an advocacy strategy, not an end in itself. Media attention can amplify the voices of community health advocates, but it is only one way of getting heard by policymakers. As advocates trying to get a suicide barrier on the Golden Gate Bridge have learned (see sidebar), news coverage is not a substitute for other advocacy actions. It may get the attention of policymakers and give advocates who were previously ignored the chance to make their case directly with their targets, but the pressure to keep the targets engaged in solving the problem will come from mobilizing key organizations, constituencies and opinion leaders to make the case directly to policymakers.
Developing your media strategy means first deciding when the media spotlight would make a difference. When might media attention have a direct impact on the policymaking process (e.g., during the budget negotiations or before an important school board vote)? Next, you figure out where the media attention should appear. Which outlets would reach your target audience? For a state legislator you might want coverage in the Sacramento Bee and the news outlets in the legislator's home district. For a business executive you might want coverage in the trade press or on the business pages in the newspapers near company headquarters. Finally, you decide whether to create news, piggyback on breaking news, write op-eds, submit letters, request editorials, or purchase advertising. Module 4 on media access covers these choices in detail.
MEDIA STRATEGY
➜ What is the best way to reach your target(s)? Is it news or something else?
➜ What type of communication will be most effective at each stage of the campaign?
➜ If it's news, what can you do?
➜ When would it make a difference? When might media attention impact the policymaking process?
➜ Where would it help the most? Which outlets would reach your target audience?
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Preventing Violence on the Golden Gate Bridge: Media Advocacy Lessons from the Struggle for a Suicide Barrier
The Story
The advocates were committed, but frustrated. For years they had been asking the Golden Gate Bridge Highway and Transit District to construct a suicide barrier on the Golden Gate Bridge. And with good reason. The Golden Gate Bridge is the last remaining suicide icon in the world. All the others—including the Eiffel Tower, the Empire State Building and the Mount Mihara volcano in Japan— have been eliminated or have greatly reduced suicides by installing barriers. But not the Golden Gate Bridge. Since it was built in 1937 more than 1,300 people have jumped to their death, their battered bodies recovered by the U.S. Coast Guard and brought to the Marin County coroner's office.
"The Bridge has a magnetism about it," said Marin County coroner Ervin Jindrich, M.D., who noted that people will drive across the Oakland Bay Bridge to jump off the Golden Gate. A barrier would prevent most of these needless, premature deaths.
The last formal discussions about a suicide barrier were in 1970 when the Bridge District directors commissioned the architectural firm of Anshen & Allen to develop feasible designs for a barrier. But the directors never settled on a design and the plans were set aside. San Francisco Suicide Prevention, which answers 60,000 hotline calls each year—some from the pay phones in the parking lot at the Golden Gate Bridge—decided it was time to revive that discussion and advocate for a barrier. In 1996 it formed the Golden Gate Suicide Barrier Coalition with Marin Suicide Prevention and Community Counseling, Crisis Support Services of Alameda County, the Marin County coroner's office, and the University of California Berkeley, School of Public Health.
Initially, the coalition focused on educating the public about the Golden Gate Bridge's unfortunate status as the last suicide icon without a barrier. They hoped the public would hear this message and contact the Bridge District directors directly, demanding a barrier. The coalition had been working hard to get the barrier approved but remained invisible to the decision makers they needed to reach, the Bridge District directors.
The coalition then changed its strategy, honing in on its new target: the directors, who had the power to approve a barrier. Coalition members began attending Bridge District board meetings to emphasize the number of people who had died jumping off the bridge and the need for a barrier. Still, the directors were unmoved, arguing that the suicidal people would simply find another spot to commit suicide.
Nearly a year went by and the coalition was feeling hopeless about the prospects for change. The San Francisco Convention & Visitors Bureau argued against a barrier, so did the National Historic Society. It seemed that a tourist attraction and historic landmark were more important than the hundreds of lives that had been lost, and would be lost in the future, without a barrier.
continued on next page
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The coalition was losing energy. Some members had already abandoned the effort. But a small, committed group eyed an opportunity on the horizon: the 60th anniversary of the building of the Golden Gate Bridge.
Garnering News Coverage
Part of the reason arguments from the San Francisco Convention & Visitors Bureau and National Historic Society could hold such sway with the Bridge District directors is that the Golden Gate Bridge is indeed well-loved. With the 60th anniversary of the bridge due on May 27, 1997, the coalition refocused its efforts.
"We knew every news outlet in the region, and some from around the world, would do stories on the Golden Gate Bridge to celebrate its 60th birthday," said coalition member and public health professor Larry Wallack. "We decided that those stories should include the dark side of the bridge. It was our chance to get the need for a barrier in front of the public and, hopefully, on the agenda of the Bridge District."
Wallack worked with John Vidaurri, board president of San Francisco Suicide Prevention, and other coalition members to figure out how to take advantage of the coming news coverage to be sure it included mention of a suicide barrier.
The coalition still had several months before the anniversary but had to work fast. They had to create something for journalists to tell a story about; it would not be enough just to call reporters and tell them of the coalition's desire for a barrier and unsuccessful efforts so far. That alone might give reporters a new angle on the Golden Gate Bridge anniversary story, but the coalition wanted more. It wanted to illustrate the value of a barrier and create public pressure on the Bridge District directors to start talking with the coalition.
To show that the suicide barrier itself could be designed, the coalition invited U.C. Berkeley's Department of Civil and Environmental Engineering to create models for a suicide barrier. The coalition sponsored a contest for the civil engineering students to create a suicide barrier for the Golden Gate Bridge, with plans to unveil the winning model at a news conference at the School of Public Health on the anniversary. The model would give the TV cameras a way to picture the barrier, literally, and the contest would give the reporters a story to tell.
In the meantime, the coalition members selected the best spokespeople for the news conference, figured out what each should say, and trained them to talk with reporters about the barrier in the context of the Golden Gate Bridge's 60th anniversary. The coalition prepared background materials for reporters to help them understand that a barrier was not only feasible but essential. The news conference and media kits made the coalition's case with facts and research, anticipating every opposition argument. They were able to explain, for example, that studies have shown that people prevented from jumping off the Golden Gate Bridge by and large do not go on to commit suicide later by other means. And the winning model from the civil engineering department showed that a beautiful barrier could be designed in keeping with the Golden Gate Bridge's Art Deco majesty.
Wallack's prediction was correct: every local news outlet covered the Golden Gate Bridge's 60th anniversary. And every one included a story about the struggle for a suicide barrier.
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The next day the phone rang. The Golden Gate Bridge District engineer was calling the coalition to ask for a meeting. The coalition was invited to participate in the testing and evaluation of a barrier prototype being developed by the Z-Clip Corporation.
The Lessons
Choose the right targets. The coalition's initial interest in targeting the general public was not strategic. Even though the news coverage on the Golden Gate Bridge's 60th anniversary was seen by millions in the San Francisco Bay Area, the coalition's primary target was just a few people who had the power to change policy: the Bridge District directors. They were the only ones who could approve the barrier. By targeting the directors directly in the news coverage the coalition put them on notice. Meanwhile, the public was still involved; the coalition's 60th anniversary publicity attracted a few grieving parents to subsequent Bridge District board meetings to advocate for a barrier that would save other parents from the grief they had endured. The directors knew that millions saw the news coverage, which put pressure on them to act—without requiring members of the news audience to act.
Every layer of strategy matters. The coalition did a good job narrowing the problem and defining a clear policy solution. It knew whom to target. And, when the opportunity presented itself, it developed a media strategy with a concise message and got access to reporters to deliver the message to the Bridge District directors. Where the coalition failed was in mobilizing supporters. The coalition's biggest problem was that it did not have a strong community base. Coalition members were equipped with the data to respond to their opposition, but the arguments were not enough. When, and if, the suicide barrier finally goes up, the objections will not have changed. There will still be some who argue that it is too expensive and will ruin the view, or that people will find other ways to commit suicide. A barrier will get installed when a threshold of political pressure has been reached, making it easier for the Bridge District to change than to maintain the status quo.
Media coverage alone does not do the job, but it can help. The news coverage increased the legitimacy and credibility of the coalition. Before the coverage the coalition was essentially invisible; after the coverage it was seen as a partner in helping to create a safer bridge. After the news coverage the coalition finally got to meet with the Bridge District. You could even say that the news coverage shamed the engineer into calling the coalition for a meeting. That was substantial progress. Still, despite the extensive news coverage on the Golden Gate Bridge's 60th anniversary highlighting the need for a suicide barrier, there is still no barrier on the bridge.
The fact is change takes time. Since the last attempt in the 1990s the issue has been revived. In 2005, after filmmaker Eric Steel captured a year's worth of footage of the bridge, including more than a dozen people jumping off, news coverage again focused on the need for a suicide barrier. Today, with a renewed coalition and new Bridge District directors, a feasibility study has been authorized. The same arguments for and against the barrier have resurfaced. Hopefully, this time, the coalition will prevail.
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News attention will help most if the issue is presented in a way that supports your policy goals.
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Message Strategy
News attention will help most if the issue is presented in a way that supports your policy goals. Advocates are often eager to develop the perfect message, hoping that a few well-chosen sentences repeated by everyone in their campaign will turn the tide. Crafting the right message is important, but messages are not that powerful alone. They are one part of a media advocacy plan, which itself is only one of the strategies advocates use to advance their policy goals. The message you develop will depend on your policy goals and on the frame that best supports those goals.
Framing is a complex process we describe in depth in Module 3. For now, we focus on one special type of framing: news frames. Framing in the context of news refers to journalists' decisions about what is included and what is left out of news stories. One way to think of the frame is as a boundary around the news story. Just as a frame surrounding a painting determines what we focus our attention on and what is blocked out, a news frame determines what is included in the story and what is left out. Certain information or perspectives are highlighted, others not.
Most news stories are framed as a portrait, in which audiences may learn a great deal about an individual or an event through high drama and emotion. In the section on how the news shapes public debate, we gave the examples of a woman dying of breast cancer, a farm worker suffering from breathing problems, and a child going without needed health care because his family lacks insurance. Focusing only on the individual story makes it hard to see what surrounds that individual or what brought him or her to that moment in time.
A story framed like a landscape, on the other hand, pulls the lens back to take a broader view. It may include people and events, but connects them to the larger social and economic forces that have shaped their story. News stories framed this way are more likely to evoke solutions that focus not exclusively on individuals, but also on the policies, institutions and conditions that surround and influence them. This is why, as we noted earlier, it is important that advocates try to create news that goes beyond personal stories to include the deeper factors underlying those individual struggles. How might you help reporters tell the story
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of the prevention or treatment policies that could help the woman with breast cancer, the farm worker or the uninsured child?
There's No Place Like Home
As an example, consider the following three alternate headlines that might have appeared over a familiar story:
Youth at Home Disobeys Warnings: Knocked Out in Storm-Related Accident
Girl at Home Injured During Storm: Home Had Been Cited for Building Code Violations
Teen Hurt in Freak Storm: "I Was Terrified!"
Let's take each headline as an indicator of how the story is framed (not always the best practice in real life, but useful for this exercise!). The first headline presents the incident as a matter of personal responsibility: if the girl had only behaved herself, no harm would have come to her. As we have noted, news coverage often frames health issues this way, focusing on personal responsibility for solving problems and ignoring structural or institutional factors that might have contributed to the problem.
In the second story, the net of responsibility is cast a little wider. Now the building owners, city officials, the housing department or others may share some responsibility for preventing such injuries. A story framed this way begins to shed light on what could be done to make the environment safer for more than just one victim.
The third headline is a typical feature story, likely to be heavy with emotion and light on analysis. A "freak storm" implies that nature is responsible and so nothing can be done. Unfortunately, this type of story shows up all too often in news coverage of health problems, which are often framed as unpredictable and therefore not preventable. If violence is random, for example, why should policymakers invest in prevention programs? Similarly, a tragic story of an uninsured woman needing emergency care makes it appear as if her need for health care and insurance was unpredictable, even though millions of people in our country lack basic services.
These three hypothetical headlines, of course, are all different ways to frame what happened to Dorothy at the beginning of The Wizard of
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Oz. But reality is not far off. These headlines represent patterns in news coverage of health issues that advocates must consider, contend with and often change.
Consider the early coverage of victims of Hurricane Katrina in 2005. At first, news coverage of those left behind in the flood focused only on their dire straits and personal tragedies—highly emotional coverage that triggered many outsiders to help, but also to wonder why "those people" did not evacuate when they had the chance. As news coverage broadened to reveal the lack of planning for effective evacuation procedures, the horribly decrepit state of the levies, and the tragic levels of poverty afflicting many New Orleans neighborhoods long before the storm, news audiences were presented with some of the broader causes of the disaster and the conditions that made it harder for some people to escape than others.
The challenge for advocates is to help reporters craft articles that imbed personal stories into a broader social context. As consumer advocate Harry Snyder advises, "Advocates must learn to strongly make the case for policy solutions since many health problems are caused by factors outside of an individual's control." By bringing to life the structural and socioeconomic factors in the story, advocates can help create news coverage that underscores, rather than undermines, the need for policy change to prevent the problem in the first place.
The media advocacy objective is to bring a wider frame into view on the core message, which will convey your perspective on the nature of the problem, why it matters, and what should be done about it. The story elements you create will help reporters illustrate key aspects of the frame. You will find more on how to develop story elements that support a policy-oriented frame in Module 4 on media access.
What's In a Message?
➜ What is the problem?
➜ Why does it matter?
➜ What is the solution?
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Elements of a Message
A good core message uses concise, direct language to convey three elements. One element is a clear statement of concern that answers the question, "What's wrong?" For example, "There are too many liquor stores in our community." A second element of the message represents the value dimension answering the question, "Why does it matter?" This may include factors such as the threat to community cohesion and family well-being that the concentration of liquor stores fosters. Typically community health values are about obligation to the collective good. In simple terms they are about saving lives and saving money.
A third element of the message elucidates the policy objective and answers the question, "What should be done?" This might be a call for a moratorium on new liquor stores within a certain district, a demand for cleaner operating buses, or any other specific policy. In Ruth Rosen's op-ed on breast cancer it was a call for the state to provide breast cancer treatment after screening detected the disease. As important as it is to be able to describe the policy solution, sometimes advocates give it short shrift. Typically, advocates spend about 80 percent of their time trying to raise awareness about the problem and only 20 percent of their time stating what needs to be done. Advocates will be more effective if they reverse that ratio.
After you have drafted brief sentences that answer the three message development questions, practice saying the sentences aloud and work to make them as short and concise as possible. When you get a chance to speak to a reporter on your issue, challenge yourself to stick to these statements as closely as possible. Skilled advocates can make a smooth connection from a reporter's question to at least one of the elements of their message. It is not always easy, but gets easier with practice. This core message will be useful in reporter interviews, meetings with policymakers, community organizing efforts, and any other time advocates have to make their case clearly and succinctly.
Being concise is important because if you do not edit your message reporters will edit it for you, and they may not do it to your liking. Part of the reason advocates have a hard time being concise is because they often feel they have a moral and professional obligation to tell journalists everything they know anytime they are asked about their issue; they know their issue is of vital importance and they do not get asked about it often enough. However, this can result in a muddied communication. If you give the reporter too much information, you give up a strategic opportunity to focus the interview on your most important points.
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The challenge for advocates is to help reporters craft articles that imbed personal stories into a broader social context.
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When tempted to go on at length, remind yourself that it is impossible to be comprehensive and strategic at the same time. To make the most of the power of the news media, limit yourself to a few key message points at any one time, often your core message. And remember, you can provide the reporter with the names of other allies or allied organizations to expand the story further. We also discuss what else advocates should prepare, such as the right data, policy analysis and talking points, in Module 2 and Module 5. For more discussion of framing and message development, consider taking the Module 3 training. And remember, by thinking through your goals, messages and responses to likely questions in advance, you can turn an interview into a powerful opportunity to make your case publicly.
Common Questions Reporters Ask
Reporters' questions will always begin with the first strategy question: What is the problem? The question may not come in exactly that form, but that is what it is about. Depending on the situation, the reporter may ask:
➜ Why did you release this report?
➜ What is the purpose of your news conference?
➜ Why did you call me today?
Even simple questions like these should be answered strategically in terms of your overall strategy and policy goal. Practice using your core message in response to simple, general questions like these.
Then, regardless of whether you convince the reporter of the magnitude or importance of the problem—the reporter's job is not to be convinced, but to get your perspective on the story— the reporter will ask:
➜ What should be done to solve it?
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This is a simple but important question that should lead you to talk directly about your chosen policy solution. Link this question to why your target is the appropriate person or institution to act. Say what they should do. Say why it matters.
Do all you can to spend most of your time talking about the solution rather than the problem.
Other general questions you might hear and should prepare to answer are:
➜ How big is this problem and who does it affect?
➜ Is the solution feasible, fair, affordable?
➜ What will happen if nothing is done?
➜ Shouldn't individuals just take more responsibility for their own health?
➜ Who opposes this change and what will they say?
➜ Can you give me the name of an individual with the problem to interview?
If the reporter is talking to someone who has suffered directly from the problem at hand, he or she will almost certainly ask this question:
➜ How do you feel about [the problem or what happened to you]?
Reporters ask this question because powerful emotions make for powerful stories. But well-trained advocates answer this question with their emotions connected to the policy goal. Advocates say, "I feel angry because this problem could have been prevented. I don't want anyone else to go through what my family went through. That's why we are asking . . ."
When you hear someone give a strong answer to a reporter's question, most likely they have said it before. At the very least they brainstormed what questions they would likely get asked and what answers best support their goals. So now is the time to prepare, before you pitch a story or answer a reporter's call.
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Developing your media access strategy can be done in three parts: planning your access tactics, emphasizing what is newsworthy and creating compelling story elements.
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Media Access Strategy
After you have developed an overall strategy, selected a media strategy and crafted your message, you are ready to attract journalists' attention. Now is the time to think about what parts of your issue will make a good story and what a journalist will need in order to tell that story well. Developing your media access strategy can be done in three parts: planning your access tactics, emphasizing what is newsworthy and creating compelling story elements. Underlying all of these parts—a key to success with media advocacy—is developing and maintaining good relationships with journalists. Your organization, and your issue, will benefit if you devote time to getting to know a few reporters who cover the topic. You will learn from them what they consider newsworthy. They will learn from you about the data on the issue while they develop a connection to the community they cover.
Planning Your Media Access Tactics
There are four general strategies to getting an issue in the news: creating news, piggybacking on breaking news, purchasing advertisements and developing editorial strategies. Advocates often use a combination of strategies over time to best match their advocacy goals, available resources and media opportunities.
1. Creating news. What you do to create news must be newsworthy, which means it must have relevance now. Creating news can be as simple as releasing new data or announcing a specific demand. The important part is that it be done publicly and that you alert the news media, emphasizing why the story is newsworthy.
2. Piggybacking on breaking news. When advocates identify a connection between their issue and news of the day, they should make the story known to journalists. Family planning advocates used news hype about Viagra to point out that health insurance plans were not covering contraceptives for women, though the plans covered Viagra. Piggybacking on breaking news can be achieved in a letter to the editor, with a news conference, or by the same types of actions advocates use to create news.
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3. Paid advertising. Buying space is sometimes the only way to be sure a message gets out unadulterated. In the Campaign for Safe Cosmetics (see sidebar in the next section), advocates purchased paid ads in the New York editions of USA Today specifically to reach cosmetic company executives attending an industry conference there. The advocates were sure that the executives would see the ad because USA Today is delivered to their hotel-room doors; the advocates were also confident the executives would assume that everyone in the country was seeing it too. Paid advertisements are designed to reach a target directly with a clear, often hard-hitting message. Advocates often also contact reporters or send out a press release when placing a controversial paid advertisement in support of their policy goal or issue. Advocates hope the paid ad will ignite a public debate and provide a newsworthy enough hook to interest reporters in covering the issue.
4. Editorial strategies. Letters to the editor, editorials and op-eds (opinion editorials, or opinion pieces found opposite the editorial page) provide other opportunities for bringing attention to a policy solution. Worksheets on pitching stories, developing letters and op-eds, and preparing for editorial board meetings are included in Module 4.
What Makes Something Newsworthy?
The issue you work on is important to community health, otherwise you would not be working so hard. But journalists cannot possibly cover every issue that is important. To get in the news, therefore, you have to offer a story that is not only important, it also has to be interesting. That means it is compelling, timely and meaningful to the readership or viewers of the news outlet. Sometimes this may seem arbitrary, and sometimes it is. When asked what made something news, one network correspondent told us, "News is whatever the news director says it is." Still, observers can see a pattern in the choices journalists make. Newsworthy stories generally combine one or more of the following characteristics: controversy or conflict, broad population interest, injustice, irony, a local angle, a personal angle, a breakthrough, important research, an anniversary or seasonal link, a celebrity, or compelling visuals. The more of these characteristics your story has, the greater the chance a reporter will want to cover it.
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Think about what you can provide for reporters to make it easier for them to tell an interesting story that supports your overall goal.
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Newsworthiness
➜ Is the issue controversial (e.g., freedom of speech versus marketing junk food to kids)?
➜ Can irony be used (e.g., pointing out that students are required to take health class but are provided few nutritious options in the school cafeteria)?
➜ Can a local issue be connected with a larger, national event (e.g., local school board decision to remove sodas from schools just as the beverage companies sign voluntary codes of practice)?
➜ Is there a milestone event (e.g., school wellness policies go into effect)?
➜ Is there an anniversary (e.g., a year after the Governor's Obesity Summit)?
Creating Compelling Story Elements
Good stories have a scene, a plot, action and characters. What struggle or event will you describe? Where does it take place? Who is involved? What is at stake? Story elements help reporters fill out the frame. Think about what you can provide for reporters to make it easier for them to tell an interesting story that supports your overall goal. To get started we suggest you develop these four story elements: authentic voices, media bites, visuals and social math.
Authentic voices are spokespeople who can provide a unique perspective on the problem and the need for a solution based on their personal life experience. They might have suffered from the problem directly (typically referred to as "victims" or "real people" by reporters). Or they might have other direct experience as researchers, businesspeople, service providers or community members. To cultivate the right authentic voices for your campaign, think about who cares about the problem and who your target will respond to. If they are not already allies, invite them to join your advocacy effort and train them to deliver well-crafted media bites.
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Media bites are the short, memorable statements that communicate your message and can be easily quoted. For example, in the fight for smoke-free restaurants, there was debate about whether nonsmoking sections were an adequate solution. Advocates explained why nonsmoking sections were not enough by repeatedly saying, "Having a nonsmoking section in a restaurant is like having a no-peeing section in a swimming pool." This media bite communicates instantly why the advocates felt that that solution was not satisfactory.
Dramatic visuals can help your news story get in the paper or on the air. Whether broadcast, print or Web, news stories rely on images in our increasingly visual culture. Think carefully about the images that would best illustrate your frame, and then create news to include them. The next example demonstrates how a simple illustration was combined with social math to powerful effect.
Social math is the practice of making large numbers comprehensible and compelling by placing them in a social context that provides meaning. Advocates can do this by making comparisons that bring numbers into focus. For example, reporters from the Chicago Tribune investigating how Nabisco's Oreos contribute to obesity showed on a map how far a person would have to walk around Lake Michigan to burn off the calories contained in three Oreo cookies. That picture made the number, nearly 3 miles, visible and meaningful to the readers in Chicago.
Many more examples and hints for creating compelling story elements are included in Module 4.
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The layers of strategy can help you clarify your policy objectives before beginning a media campaign, and they provide a way to evaluate strategic decisions throughout the campaign.
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Conclusion
We hope this module has offered you a new way to think about how the strategic use of media can further your advocacy goals. The layers of strategy can help you clarify your policy objectives before beginning a media campaign, and they provide a way to evaluate strategic decisions throughout the campaign. Advocates are often presented with tempting media opportunities: a billboard company offers you a bargain price if you run a paid ad next week or a talk show invites you to tell your story tomorrow. At those moments, remember to look back at your overall strategy and ask whether that media tactic will advance your advocacy goal at that moment in the policy-change process. If not, then pass. If you have planned your overall, media, message, and media access strategies well you will be able to recognize and seize the most strategic opportunities. The Campaign for Safe Cosmetics, for example, is one such campaign where strategic planning and timely action came together to produce results (see sidebar).
If you are already involved in an advocacy campaign, perhaps this is the time to take stock and evaluate whether you have a clear policy objective and appropriate media strategy. If so, you may want to participate in future Communicating for Change trainings to develop your plans further and build your skills, as well as those of your colleagues. There is a role for every advocacy partner in carrying out an effective media strategy, whether behind the scenes or in front of the camera, so consider how each member of your campaign could contribute to the media advocacy effort. To begin planning, use the strategy development worksheets at the end of this manual.
Now good luck, go out and make news, and send us your clippings!
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Advocacy in Action: Campaign for Safe Cosmetics
What's in your shampoo, lotion, aftershave or cosmetics? Apparently, more than you might hope. Chemicals the government classifies as "known human carcinogens" are found in 1 in 100 health and beauty products. "Possible human carcinogens" can be found even more often, in 1 of every 3 products. 2 In 2002, a coalition of health and environmental groups created the Campaign for Safe Cosmetics to address this problem. Its goal is to phase out the use of chemicals that are known or suspected to cause cancer, genetic mutation or reproductive harm. In four years, the campaign has made remarkable strides toward this goal with carefully designed advocacy and media strategies.
Members of the campaign came together out of a concern about the widespread use of healthcompromising chemicals in our society. The advocates' first strategic choice was to target cosmetics products. Cosmetics offered a fitting inroad to address the larger problem since many of these chemicals are most dangerous for women of reproductive age, who also happen to use many health and beauty products. The campaign realized early on that changing consumer behavior would not be enough. The chemicals are too widely used in the industry to be able to shop your way out of exposure. The campaign saw two options for improving the products at the source: strengthening FDA regulation of cosmetics or getting companies to voluntarily change their formulas. The first might lead to broader change in the regulation of toxic chemicals, but it seemed politically unlikely. The campaign chose instead to target the $35 billion cosmetics industry.
Since the problem was widespread, the campaign didn't single out one company. Instead the campaign asked all companies selling cosmetics in the United States to sign the Compact for Safe Cosmetics. The compact built on the action of the European Union, which in 2003 banned the use of chemicals in personal care products that are known or strongly suspected of causing cancer, mutation or birth defects. Many companies selling such products in the United States would have to reformulate them for the European market anyway, so the campaign hoped to build on this momentum. By signing the compact, companies agree to remove from their products chemicals banned by the European Union within three years. Going beyond the EU requirements, companies would also agree to do an inventory of all product ingredients and replace hazardous ingredients with safe alternatives.
The campaign used many advocacy strategies to reach industry executives including letters, shareholder resolutions and demonstrations at company headquarters. They also organized advocates to pressure salon owners to stop using toxic products, which would also help create a safer working environment for their employees. These advocacy tactics successfully convinced some companies to sign or support the compact. But the industry leaders, the companies with the largest market share, still refused to sign. Many either ignored the campaign's letters or denied the request to sign the compact.
In September 2004, the campaign decided to shine a spotlight on the issue by engaging the media. As a small campaign, they had to be very strategic about what type of media they pursued. The campaign purchased paid advertising space in the New York edition of USA Today to appear on the day of a major industry conference being held in New York City. Every cosmetics industry executive attending the conference would see the ad, as USA Today would be delivered right to his or her
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hotel-room door. The campaign believed the executives would assume that every USA Today reader also saw this unflattering portrait of the industry. The confrontational ad (pictured left) asked leading companies by name to follow the European standards for their products sold in the United States. The ad was discussed in detail at conference sessions and generated news coverage, such as a long article in the trade journal Women's Wear Daily. In describing the Campaign for Safe Cosmetics, Janet Bartucci, vice president of global communications for Estée Lauder, told the Women's Wear Daily reporter, "These are not fly-by-night activists. These are people who are really great at coalition-building and extremely consistent with their messages." The reporter noted that Bartucci spends "115% of her time monitoring agitators and devising response strategies." As Bartucci put it,
"The industry can't sit back and roll over anymore . . . this is a whole new ballgame."
The cosmetics industry was not silent. The day the ad ran, Revlon contacted the campaign to say that its products comply with the EU standards. Advocates had been trying for more than a year to get a response from Revlon. The campaign reused the same ad later that year to reach Hollywood actors, fashion models and L'Oréal executives attending the Cannes film festival. It made use of the ad in community-organizing efforts to continue to put pressure on industry executives. In the two years the campaign had been pushing the compact through direct advocacy and media strategies, more than 400 cosmetics companies signed on or endorsed the concept. While industry leaders such as Estée Lauder, Procter & Gamble, Unilever, Revlon, and L'Oréal have refused to sign the compact, they have edged closer to the compact's goals by reformulating globally to meet the EU standards. In September 2006, OPI, the world's leading nail polish manufacturer, agreed to stop using the hazardous chemical dibutyl phthalate, which has been shown to cause birth defects in baby boys, in its products. OPI had been singled out by the campaign earlier that summer with a hard-hitting ad campaign that spoofed their wacky brand names, as well as protests in 75 cities. Throughout the four-year effort, the Campaign for Safe Cosmetics strategically designed their media work so that it reached particular targets and supported its overall advocacy goals.
The Lessons
Define the problem carefully. The organizations that formed the Campaign for Safe Cosmetics strategically chose to focus on one part of a larger problem. The cosmetics issue allowed advocates to address one way in which people are exposed to hazardous chemicals in our society, while still highlighting a flawed regulatory system that affects all chemicals.
Choose your target and solution strategically. The campaign focused on changing the voluntary behavior of the cosmetics industry since the political climate made it unlikely that the FDA would take strong regulatory actions.
Develop a media strategy that supports your overall strategy. The Campaign for Safe Cosmetics used many advocacy strategies to reach industry leaders. When those stalled, they engaged the media creatively with paid ads designed to reach specific targets through a carefully chosen outlet. The message in the ad matched that of the larger campaign: cosmetics companies should sign the Compact for Safe Cosmetics.
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Notes:
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Resources
Sources Cited
This manual draws on previous work by the Berkeley Media Studies Group including the publications below.
Berkeley Media Studies Group and The Praxis Project.
Meta Messaging: Framing Your Case and Reinforcing Your Allies January 2005.
.
http://www.thepraxisproject.org/sites/default/files/Miles/201201/ Meta%20Messaging.pdf
Dorfman, Lori. "Using Media Advocacy to Influence Policy." Chapter 15 in R. J. Bensley and J. Brookins-Fisher (Eds.), Community Health Education Methods: A Practitioner's Guide (2nd edition). Sudbury, MA: Jones & Bartlett Publishers, 2003.
Dorfman, L., Larry Wallack, and Katie Woodruff. "More Than a Message: Framing Public Health Advocacy to Change Corporate Practices." Health Education and Behavior, 32(4):320-36, June 2005.
Wallack, L., K. Woodruff, L. Dorfman, and Iris Diaz. News for a Change: An Advocates' Guide to Working with the Media. Thousand Oaks, CA: Sage Publications, 1999.
Additional Reading
Bray, Robert. SPIN Works! A Media Guidebook for Communicating Values and Shaping Opinion. Independent Media Institute, 2000.
Cutting, Hunter, and Makani Themba-Nixon. Talking the Walk: A Communications Guide for Racial Justice. Oakland, CA: AK Press, 2006.
Dean, Robin. Issue 16: Moving from Head to Heart. Berkeley Media Studies Group, October 2006.
www.bmsg.org/pub-issues.php#issue16
Dorfman, L., and L. Wallack. "Moving Nutrition Upstream: The Case for Reframing Obesity." Journal of Nutrition Education and Behavior, in press.
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Goodman, Andrew. Why Bad Ads Happen to Good Causes and How to Ensure They Won't Happen to Yours. Cause Communications, 2002.
Seevak, Allison. Issue 3: Oakland Shows the Way. Berkeley Media Studies Group, December 1997.
http://www.bmsg.org/resources/publications/issue-3-oakland-shows-the-way
Wallack, L., and L. Dorfman. "Putting Policy into Health Communication: The Role of Media Advocacy." Pp. 389-401 in Rice & Atkin (Eds.), Public Communication Campaigns (3rd edition). Thousand Oaks, CA: Sage Publications, 2001.
Organizations
Action Media www.actionmedia.org
Berkeley Media Studies Group www.bmsg.org
Cause Communications (Denver, CO)
www.causecommunications.com
Cause Communications (Santa Monica, CA)
www.causecommunications.org
Communications Consortium Media Center www.ccmc.org
Fenton Communications
www.fenton.com
FrameWorks Institute
www.frameworksinstitute.org
The Opportunity Agenda
www.opportunityagenda.org
The Praxis Project
www.thepraxisproject.org
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RE SOUR C E S
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Public Media Center
www.publicmediacenter.org
Center for Story-Based Strategy
www.storybasedstrategy.com
SmartMeme Studios www.smartmemestudios.com
The SPIN Project
www.spinproject.org
References for Case Studies
Breast Cancer Fund
www.breastcancerfund.org
Campaign for Safe Cosmetics
www.safecosmetics.org
Guthmann, Edward. Lethal Beauty series, "The Allure: Beauty and an easy route to death have long made the Golden Gate Bridge a magnet for suicides." San Francisco Chronicle, October 30, 2005.
McKinley, Jesse. "San Franciscans Try Again to Suicide-Proof the Golden Gate Bridge." New York Times, August 11, 2006.
Singer, Natasha. "Nail Polish Makers Yield on Disputed Chemical." New York Times, September 7, 2006.
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Worksheets
The Worksheets outline tasks that will help to organize your research, writing, decision making and actions. Your answers will provide a convenient summary of your findings and strategy, and will form the basis for your plan.
1. DEVELOPING overall strategy
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2. Developing media strategy
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WO R K SH EET S
1. Developing Overall Strategy
1. What is the problem you want fixed?
Keep in mind that health issues are complex, so your current goal may be to solve one part of a larger problem.
2. What is the policy solution you want to see?
Be as specific as possible.
3. Who are the decision makers with the power to make that change?
Remember, when the goal is policy change your target is not the person with the problem, but rather the person, group or body with the power to take the policy action.
a.
b.
c.
d.
e.
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1. Developing Overall Strategy
4. What will the target(s) need to hear?
5. Who must be mobilized to apply the necessary pressure? List the people or groups who care about this issue and why, then prioritize who can best influence the target(s).
a.
Interested because
b.
Interested because
c.
Interested because
d.
Interested because
e.
Interested because
Communicating for Change |
Making the Case for Health with Media Advocacy
37
WO R K SH EET S
1. Developing Overall Strategy
Of the people or groups listed above, the target(s) will pay most attention to:
6. What actions will you take?
Brainstorm the advocacy strategies you will use to influence your target(s).
38
Communicating for Change |
1. Developing Overall Strategy
7. Who will oppose you? What will they say? How will you counter those points?
a. Opposition:
Will say:
Your response will be:
b. Opposition:
Will say:
Your response will be:
c. Opposition:
Will say:
Your response will be:
d. Opposition:
Will say:
Your response will be:
Communicating for Change |
Making the Case for Health with Media Advocacy
39
WO R K SH EET S
2. Developing Media Strategy
1. The target(s) with the power to create the policy change you want is (are):
2. The best way(s) to reach your target(s) at this time is (are): Remember, you may take different communication approaches at different points in your campaign including private meetings, legislative hearings, letter-writing, paid advertisement or news coverage.
Communication strategy:
Effective now because:
Your first step is to:
Communication strategy:
Effective now because:
Your first step is to:
40
Communicating for Change |
2. Developing Media Strategy
Communication strategy:
Effective now because:
Your first step is to:
3. If news is the best way to reach your target(s), your actions will be to (give details if possible):
Create news:
Piggyback on breaking news:
Request a newspaper editorial:
Write op-eds:
Submit letters to the editor:
Purchase paid advertisements:
Communicating for Change |
Making the Case for Health with Media Advocacy
41
WO R K SH EET S
2. Developing Media Strategy
4. Given the decision-making timeline of your target(s), news coverage will have the biggest impact at these times:
a.
b.
c.
d.
e.
5. The media outlets that will reach your target(s) are:
a.
b.
c.
d.
e.
42
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Questions 99 & 100
Name ___________________________
Q99. What is the ninth commandment?
A99. You shall not give false testimony against your neighbor.
Q100. What does the ninth commandment teach you?
A100. To tell the truth.
Scripture Base: Ex. 20:16; 1 Kings 21:1-13;
Ps. 31:5; Eph. 4:25; Rev. 21:8.
Doctrine: WCF 20:4, 22
SC 76-78
Supplementary Questions
1. Who is my neighbor?
2. What does it mean to bear false witness against my neighbor?
3. Can I say things that aren't true to get myself or others out of trouble as long as I'm not hurting anyone?
Song: The Ten Commandments - Judy Rogers
Teaching Notes
Review: Q97 What is the eighth commandment? - You shall not steal. Q98. What does the eighth commandment teach you? - To be honest and industrious.
Story: Jezebel and the false witnesses, 1 Kings 21:1-13
Questions
1. Everyone is my neighbor (Q 77).
2. It means to say something about them that isn't true in order to get them into trouble (as Jezebel had the false witnesses do to Naboth).
It can also mean to say something that isn't true about them in order to get yourself out of trouble.
Or, to use the truth to try and hurt your neighbor. We are to love our neighbors as ourselves, with our words, as well as our actions and in our hearts.
3. No. God is a God of truth (Ps. 31:5). He loves the truth. God says that those who practice lying will one day be thrown into the lake of fire (Rev. 21:8).
[Cover in discussion only: When someone asks me for the truth, what should I tell them?
(i) Tell them the truth (Eph. 4:25).
(ii) Unless they intend to do something evil with the truth (Example of Rahab and the spies; Josh. 2:1-7; James 2:25).]
Gospel: Saying things that aren't true about others or using their words to hurt others is a sin as well as breaking the other commandments, and as such deserves eternal death.
The Lord will one day bring all sins to remembrance and speak the absolute truth concerning us. But, if we trust in the Lord, He will take away all our sins, give us Christ's righteousness, and when the Lord declares us to be not guilty, He will be speaking the truth because of His marvelous grace. Trust in Christ today!
Activity: Naboth, Jezebel & the worthless men picture. Worksheet 5-10 cont.
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FRUIT FLY TRAP TYPES
The glass McPhail trap is a generalpurpose trap capable of detecting any of the fruit flies. It is the main trap available for Mexican and Caribbean fruit fly. This trap is baited with a mixture of water, yeast and borax. This food bait will attract native flies as well as exotic pest fruit flies. The trap pictured here is a glass trap, but there is also a new, improved plastic version of the McPhail trap.
This white cardboard delta-shaped trap is a Jackson trap and it is hung in fruit trees. It is used for the detection of Mediterranean, Oriental, Melon and other related fruit flies. Sex attractants are
placed on the cotton wick inside the trap. The Jackson trap baited for the Melon and Oriental fruit fly also contains a few drops of diluted insecticide to stun the flies when they enter the trap. A sticky cardboard insert at the bottom of the trap holds the flies and/or other insects.
GYPSY MOTH
The gypsy moth complex originates from Europe and Asia, and was introduced into the eastern United States in 1869. The adult moths do not feed, but the larval (caterpillar) stage consumes the leaves of many trees and shrubs. Entire forests are periodically defoliated in the New England states by this pest. Sev- eral small infestations of gypsy moth have been eradicated in California. We would like to protect our residential trees and commercial forests from this devastating pest. The basic difference in
the two types is that the female Asian Gypsy Moth is able to fly and the European female (above) cannot.
The gypsy moth trap resembles the Jackson trap except that it is green. The moths are attracted to the trap by a pheromone mimicking its mating attractant.
JAPANESE BEETLE
The Japanese beetle may enter our country as larvae in un -inspected nursery stock or more likely as adults hitchhiking aboard commercial aircraft leaving infested eastern airports. Around 1917, it was brought into New Jersey from Japan in the soil surrounding potted plants. Since then, it has quickly spread and become a major pest in the eastern United
States. The female Japanese beetle lays her eggs in soil where they hatch and the larvae (grubs) feed primarily on the roots of grasses. After a year of development, the adult beetle emerges to feed on roses, grapes, peaches, plums, apple, corn, elms and over
300 other kinds of plants. The adult beetles are quite active and may be seen flying in bright sunshine or group feeding on roses or ripe fruits. The Japanese beetle is frequently confused with the common Green Fruit beetle, or Fig beetle. The Japanese beetle is less than one-half inch long and has a shiny green head and a bronze back. The Fig beetle is one inch long and has a velvety green back.
The trap used for the Japanese beetle is usually placed out in the middle of lawns or near roses bushes. The fins on the top of the trap help direct the beetle down into a small cylinder at the base of the trap where they cannot escape. The trap uses a very strong chemical attractant called a pheromone to lure the beetles into the trap.
Your County Insect Trapper is:
____________________________
Traps were placed in these trees: ________________________
___________________________________________________________
INSECT PEST DETECTION PROGRAM
Agriculture / Weights and Measures
777 East Rialto Avenue San Bernardino, CA 92415-0720
PH # (800) 734-9459 FAX # (909) 387-2449
ROBERTA Y. WILLHITE Agricultural Commissioner / Sealer
The introduction of exotic insect pests is a threat to the farm crops, forests, parks and home gardens of all California residents. When an insect pest is introduced into an area in which it doesn't naturally occur, it can multiply and spread rapidly. Without their natural enemies, fruit flies, gypsy moths or Japanese beetles could flourish in San Bernardino County. They would have plenty to eat and nothing to stop them from increasing their numbers.
The San Bernardino County Department of Agriculture/Weights and Measures, with the assistance of the California Department of Food and Agriculture, establishes and maintains insect pest detection traps on twelve properties per square mile throughout the valley area of San Bernardino County and limited placement in Desert communities. By allowing us to establish and subsequently service detection traps on your property, you can help us protect your environment and keep food costs down. There is no charge for this service. Trappers examine each trap periodically. It is through this method of detection that a small infestation may be found and eradicated promptly before it becomes firmly established.
MEDITERRANEAN FRUIT FLY
The Medfly would be a particularly unwanted visitor to San Bernardino County. Originally from West Africa, it spread throughout the Mediterranean region by 1850. Many tropical and subtropical areas of the world are infested with this pest. It was introduced into Hawaii in 1910 and is now a major pest there. The Medfly attacks over 260 fruits and vegetables and is potentially the most
However, if you don't want the traps, please contact the county office listed on the first page and we will remove them as soon as possible.
destructive of the fruit flies that threaten agriculture worldwide. Preferred hosts are apricots, nectarines, peaches, apples, figs and citrus, but it could attack most fruits grown. Medfly infestations in California in past years have most probably been started by illegal shipments of infested fruit sent through the U.S. Mail, UPS or FedEx and as a result of travelers "smuggling" in fruit that is infested with Medfly maggots.
Several species of fruit flies are among the world's most damaging insect pests. Fruit fly populations spread and new infestations start when people transport infested fruits and vegetables. If any of these fruit flies become established in California, backyard and commercial fruits and vegetables would soon become infested. The result would be:
Currently 125,000 sterile Medflies per square mile per week are being released by airplane throughout the San Bernardino valley area in order to combat potential wild Medfly introductions. These flies are harmless to backyard fruit trees due to their inability to reproduce in fruit, and will prevent future wild fly infestations. This program has eliminated the need for more extreme eradicative measures as have been utilized in the past.
* Maggot-riddled home grown fruits and vegetables.
* Massive increase in the use of pesticides.
* Higher produce prices for the consumer.
* Foreign countries implementing trade embargoes.
* California produce placed under federal quarantine.
Fruit flies attack hundreds of different kinds of fruits and vegetables. The damage begins when the female fly lays her eggs under the skin of the fruit. These eggs hatch into larvae (maggots), which burrow into the fruit and feed, turning it into a rotten mass. Infested fruit spoils and may drop to the ground. Please note, however, that several native insects may also cause similar symptoms and rotten fruit is not necessarily the result of a fruit fly infestation. It is extremely unlikely that one would see a wild adult exotic fruit fly in San Bernardino County even if there were an infestation. The only way trained personnel from the Agricultural Commissioner's office find them is through the use of detection traps.
ORIENTAL FRUIT FLY
Oriental fruit fly is another of the world's most harmful fruit flies. Originally from Southeast Asia, it has spread to many Pacific Islands, including Hawaii, where it is a major pest. The Oriental fruit fly attacks over 230 different kinds of fruit. Preferred host fruits in San Bernardino County include Catalina cherry, guava, avocado, peaches, plums, citrus, peppers and tomatoes.
MELON FRUIT FLY
MEXICAN FRUIT FLY
The Melon fly differs slightly from the other fruit flies in that it prefers vegetable crops like squash, cantaloupe, watermelon, cucumbers, pumpkins, tomatoes, beans, and eggplant. It will attack over 70 other plants as well. Melon fly originated in Southeast Asia and is now found in Africa, the Philippines
and other Pacific Islands. It is a significant pest in Hawaii and people mailing or carrying illegal infested fruit from these areas could start an infestation of Melon fly in California.
This fruit fly is a native to northern Mexico and has spread to most fruitgrowing areas of that country. Untreated and infested fruits mailed or carried by travelers to San Bernardino County could start infestations of this "super pest." Some of the host trees favored by Mexican fruit fly include sapote, grapefruit, mango, peach and avocado. The Mexican fruit fly is longlived and a strong flyer, and may travel up to 150 miles. It periodically invades the citrus-growing areas of southern Texas from Mexico. Mexican fruit fly is difficult to detect and eradicate and is especially feared by fruit growers. | <urn:uuid:572b2ed6-db39-42db-ba42-f77e5af8192a> | CC-MAIN-2020-50 | http://cms.sbcounty.gov/Portals/13/Forms/PestPrevention/Exotic%20Insect%20Detection%20Handout%20-%20English.pdf | 2020-11-27T09:06:12+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00606.warc.gz | 24,299,595 | 1,919 | eng_Latn | eng_Latn | 0.997961 | eng_Latn | 0.998256 | [
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Army of sensor-equipped seals collects distant ocean data
1 June 2015
Seals have helped gather information on some of the harshest environments on the planet, using technology designed by scientists at the University of St Andrews.
The resulting data – gathered from remote, icy seas over the last decade – will be made freely available to scientists around the world as part of a new data portal launched today (Monday 1 June 2015).
The MEOP (Marine Mammals Exploring the Oceans Pole-to-pole) portal offers – for the first time – data on parts of the planet virtually inaccessible to man. By tapping into the natural habitat of seals, such as ice-bound polar regions, researchers have been able to build up a detailed picture of those areas currently very difficult for humans to visit and monitor.
Thanks to sensors designed and made at the Sea Mammal Research Unit at the University of St Andrews, teams of experts around the globe have been able to collect information on the conditions of the world's most remote oceans.
Since 2004, a small army of seals equipped with the sensors has produced nearly 400,000 environmental profiles, resulting in one of the world's largest oceanographic database for polar oceans.
Mike Fedak, a Professor of Biology at the University of St Andrews, said, "The fact that animals have collected the data is an interesting innovation in ocean observation. But perhaps of more general importance is that data from these remote and inaccessible places now gives us a much clearer picture of the state of the world's oceans. We have since shown that data from these far-flung locations is critical to understanding the broader state of the Global Ocean."
The sensors – or 'tags' – are non-invasive (they fall off when the animal moults) and the only devices of their kind that can be attached to animals.
The tags sent information periodically back to
1 / 2
Powered by TCPDF (www.tcpdf.org)
researchers in short messages via satellites. Dr Lars Boehme, a Lecturer at the University of St Andrews, explained, "The information sent back to us gives us details about the seal's immediate physical environment. It's like tweeting."
Data was decoded and processed back in St Andrews, before being shared with the consortium. Information was also relayed to the Met office and similar bodies across the world for use in weather forecasting.
Scientists around the globe – including St Andrews in Scotland and the British Antarctic Survey - did their own individual research using the data, before making it available for other scientists and climate researchers to use via the new portal.
The St-Andrews technology forms part of a global ocean observing system – including satellites - that diving marine animals such as seals are forming an essential component of.
Dr Boehme continued, "Changes in the polar oceans have global ramifications and a significant influence on weather and climate. Sustained observations are required to detect, interpret and respond to change and a strategic system of observations combining a range of platforms is critical in maintaining the flow of information.
"The new portal will make available all the data collected by animals up to now to the wider international scientific community and will import future animal platform data as well. This development is particularly timely as an increasing number of studies now focus on the importance of data from these remote and inaccessible parts of the sea."
Provided by University of St Andrews
APA citation: Army of sensor-equipped seals collects distant ocean data (2015, June 1) retrieved 27 November 2020 from https://phys.org/news/2015-06-army-sensor-equipped-distant-ocean.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Sandford Park School Anti-Bullying Policy
1. Rationale:
Sandford Park School ("the School") is a community of teachers, students, parents and non-teaching staff that aims to provide the highest possible standard of education for all its students in a stable, nonthreatening environment. As bullying is known to cause physical and/or psychological damage and to negatively affect the quality of the teaching and learning provided, all members of the School are united in recognising their role in supporting an anti-bullying ethos and a whole school anti-bullying environment.
It is the responsibility of every member of the School community to respect the right of others to learn in an atmosphere free from threats towards themselves or their belongings and to assist in the prevention of bullying.
The malicious sharing of intimate images online can take the form of cyberbullying and more seriously, can be a child protection issue and all cases involving the creation, distribution or possession of explicit images of children are potentially criminal and will be reported to An Garda Siochana.
To this end it is imperative that every member of the School community recognises that bullying or harassing behaviour will not be tolerated.
2. Scope:
The School Anti-Bullying Policy ("the Policy") applies in the following contexts:
2.1. The relationships between students and other students.
2.2. The relationships between students and their teachers.
3. Application:
The Policy applies to the following:
3.1. When students are on the School grounds.
3.2. When students are travelling to and from School.
3.3. When students are on School tours and trips.
3.4. When students are engaged in extracurricular activities organised by the School.
3.5. The School reserves the right, in exceptional circumstances, to apply the Policy in respect of bullying or harassment that occurs at any other time when, in the opinion of the Principal and/or the Board of Governors of Sandford Park School ("the Board"), there is a clear connection with the School, and the alleged behaviour is likely to have a significant impact on the work of the School.
This could include (but is not limited to), for example, the bullying of a student using social networking sites such as Facebook, Twitter or other such sites.
4. In accordance with the requirements of the Education (Welfare) Act 2000 and the code of behaviour guidelines issued by the National Education and Welfare Board ("NEWB"), the Board has adopted the following anti-bullying policy within the framework of the School's overall code of behaviour. The Policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
5. The Board recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
5.1. A positive school culture and climate which
5.1.1. is welcoming of difference and diversity and is based on inclusivity;
5.1.2. encourages students to disclose and discuss incidents of bullying behaviour in a nonthreatening environment; and
5.1.3. promotes respectful relationships across the school community;
5.2. Effective leadership;
5.3. A school-wide approach;
5.4. A shared understanding of what bullying is and its impact;
5.5. Implementation of education and prevention strategies (including awareness- raising measures) that
5.5.1. build empathy, respect and resilience in students; and
5.5.2. address explicitly the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
5.6. Effective supervision and monitoring of students;
5.7. Support for staff;
5.8. Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
5.9. On-going evaluation of the effectiveness of the Policy.
6. In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools bullying is defined as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated
over time.
The following types of bullying behaviour are included in, but do not limit, the definition of bullying:
6.1. deliberate exclusion, malicious gossip and other forms of relational bullying,
6.2. cyber-bullying and sharing explicit images of students without their permission.
6.3. identity-based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community and bullying of those with disabilities or special educational needs.
6.4. In addition, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Isolated or once-off incidents of intentional negative behaviour, including (but not limited to) a once-off offensive or hurtful private message, does not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the School's Code of Behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the School's Code of Behaviour.
Additional information on different types of bullying will be set out in the School Diary and is detailed in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools.
7. The "Relevant teachers" for investigating and dealing with bullying are the Class Teachers, the Coordinators/Year Heads, the Form Teachers, the Guidance Counsellor, Deputy Principal and Principal.
8. The Anti-Bullying Programme: "Prevention is better than cure".
The Anti-Bullying Programme ("the Programme") contains the education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying) that are used by the School. The Programme aims to raise awareness about bullying, to make it acceptable to talk about bullying and to take action to prevent such behaviour. In particular, the Social Personal Health Education ("SPHE") and Civic, Social and Political Education ("CSPE") syllabuses are designed to raise self-esteem and to help students deal with the inevitable conflict that one encounters in everyday life in a positive and proactive manner. The Programme comprises the following elements:
8.1. The Policy is a function of the School's Code of Behaviour ("the Code"). Copies of the Code are given to all students and parents/ guardians and they enter into a contract to abide by the Code when they join the School.
8.2. At the start of each school year, the Policy and the information on bullying in the School Diary is read and discussed by each Form Teacher with the students in his/her Form at an extended registration.
8.3. The "Pastoral Care Team" (Class Teachers, Form Teachers, Co-ordinators/Year Heads, the Guidance Counsellor, SPHE/CSPE teachers, Deputy Principal and Principal) assist in the implementation of the Policy.
8.4. All junior year groups are timetabled for SPHE. This syllabus incorporates many issues related to bullying. Relationships and Sexuality Education ("RSE") is taught in senior cycle.
8.5. Selected senior cycle students may be invited to act as mentors to junior cycle students. They offer friendship, support and advice to younger students and encourage the disclosure of bullying incidents. Training is provided as needed for these mentors.
8.6. The non-consensual sharing of intimate images or 'sexting' content of children under the age of 17 years always warrants a report to the school and it will be reported to An Garda Siochana and Tusla.
8.7. The Student Council is composed of an elected representative from each form group. One of its functions is the task of ensuring that no student is made unhappy by the deliberate or thoughtless actions of others.
8.8. The School displays the Anti-Bullying Charter ("the Charter") (see Appendix 2) in the School Diary and on notice boards around the School.
8.9. All staff, students, parents and teachers have the right to access the Policy and the Charter which are on the parents section of the school website.
8.10. New students and those who join the School mid-year are allocated a "buddy" who is in the same form to ease their transition to a new school.
8.11. Friendship Week is an annual event which incorporates a series of challenges designed to promote an environment of collegiality, friendship and tolerance amongst all students.
8.12. A wide range of co-curricular options (e.g. Sport, Drama and Music) are available to students which have an effect in promoting positive relations between students.
8.13. The supervision of students for 30 minutes before, during and for 30 minutes after school by staff is also important in deterring inappropriate behaviour.
8.14. The use of CCTV may also be appropriate in helping to deter and monitor student behaviour.
8.15. The Policy is an agenda item at a Staff Meeting at least once in an academic year. It is also discussed annually at a Parent Teacher Association ("PTA") meeting. As part of the ongoing programme of School Self-Evaluation, the School surveys students (e.g. in SPHE class), on matters of importance to student welfare.
8.16. Parents are expected to take a proactive role in promoting an anti-bullying message consistent with the Policy.
8.17. At the Information Evening for all incoming Form 1 students and their parents/guardians, attention is drawn to the School's Child Protection Policy, the SPHE Programme and this Policy.
8.18. Students are asked and encouraged to tell if they or somebody else is being bullied by telling a teacher, parent/ guardian. If students find it difficult to tell, they can write their concerns on a note and hand it up with homework or get a friend to tell a member of staff on their behalf.
8.19. Guest speakers from the IT industry, or An Garda Siochana or other organisations may be invited to deliver an anti-bullying presentation or programme to students and/or parents from time to time.
9. Signs and Symptoms of Bullying:
As bullying is not always easy to spot, teachers and parents/guardians should be vigilant in keeping an eye out for signs and symptoms that may indicate that a student is being bullied or is engaging in bullying. Signs and symptoms may include, but are not limited to:
* Deterioration in academic performance.
* Possessions missing or damaged.
* Refusal to talk to a parent/ guardian about what is troubling him/her.
* Reluctance to go to school.
* Generalised anxiety/ difficulties sleeping/ loss of appetite.
10. Procedures for dealing with incidents of alleged or actual bullying
10.1. Reporting, Investigation and Recording
10.1.1. All reports, including anonymous reports of bullying, must be investigated and dealt with by the relevant teacher. Non-teaching staff, such as ancillary staff, Special Needs Assistants (SNAs), grounds staff etc must report any incidents of bullying behaviour witnessed by them, or mentioned to them, to a relevant teacher.
10.1.2. The primary aim for the relevant teacher in investigating and dealing with bullying is to resolve any issues and to restore, as far as is practicable, the relationships of the parties involved (rather than to apportion blame); in the first instance therefore, the relevant teacher will at his/her discretion, encourage the respective students to reach a satisfactory conclusion without the need for a fully formal investigation of events to take place. The relevant teacher is required to keep a written record of this process and to give a copy to the relevant Form Teacher/s, when appropriate.
10.1.3. Whether the parents of those involved are informed of the matter at this point will depend on the judgment of the relevant teacher as to the level of seriousness of the alleged or actual bullying.
10.1.4. If these actions are not deemed appropriate, or not found to be effective, then the following procedures will be followed:
10.1.5. All incidents of alleged bullying should be reported to the Form Teacher (or a relevant teacher). As parents/ guardians are likely to be the first to become aware of a potential problem, it is their responsibility to report any concerns they may have to a relevant teacher immediately even if no allegation has been made.
10.1.6. The alleged victim should be listened to and asked to write an account of the incident. The incident is best investigated outside the classroom in a calm manner and with appropriate privacy.
10.1.7. The relevant teacher should obtain written accounts of the incident from the alleged bully/bullies and from any witnesses noting important facts (who, what, where, when, why, names of witnesses etc.). These records should be signed and dated by the student and relevant teacher. These records should be kept in a safe place.
10.1.8. Any accusations against a member of the School community found to be false will be taken very seriously and dealt with appropriately.
10.2. Post Investigation Outcomes
If an investigation uncovers no evidence of actual bullying then the issue may be dealt with in the context of promoting better behavioural awareness/standards. Consideration should also be given to offering support (as outlined below in this section) to the student alleged to have been the recipient of the unsubstantiated bullying and the student alleged to have been responsible for the bullying.
10.3. Post Investigation Sanctions for Dealing with Students found to have been involved in Bullying:
(Stages may be skipped as deemed appropriate by the relevant teacher)
Stage 1:
The Form Teacher discusses the reported incident which will have been recorded on the template (see Appendix 1) with the student and a clear warning is given. The student will be told that his/her behaviour is unacceptable and that it must stop.
Stage 2:
The relevant teacher interviews the student accused of bullying using the template from Stage 1. The relevant teacher informs the student's parents/guardians of the incident and seeks a change in the student's behaviour. Following a Disciplinary Meeting, appropriate sanctions will be imposed in accordance with the Code of Behaviour and the parents / guardians will be advised of the possible consequences of a continuation of the unacceptable behaviour. A copy of the recorded incident will also be retained by the Deputy Principal.
Stage 3:
In cases where the relevant teacher considers that the bullying behaviour has not been adequately and appropriately resolved within 20 school days after he/she has determined that bullying behaviour has occurred, it must be recorded by the relevant teacher in the recording template at Appendix 1. This must be retained by the relevant teacher and copied to the Principal and the Deputy Principal.
10.3.1.1. In determining whether a bullying case has been adequately and appropriately addressed the relevant teacher must, as part of his/her professional judgement, take the following factors into account:
10.3.1.2. Whether the bullying behaviour has ceased;
10.3.1.3. Whether any issues between the parties have been resolved as far as is practicable;
10.3.1.4. Whether the relationships between the parties have been restored as far as is practicable; and
10.3.1.5. Any feedback received from the parties involved, their parents or the School Principal or Deputy Principal;
10.3.2. The student accused of bullying comes before the School's Disciplinary Committee and appropriate sanctions are decided upon in accordance with the Code of Behaviour.
10.3.3. The student's parents/guardians are informed of the outcome. The Guidance Counsellor is also informed and may discuss the situation further with the parents/guardians.
Stage 4:
The student's case is referred to the Principal and sanctions up to and including suspension may ensue. In extreme circumstances, the student's case may be referred to the Board. (See Disciplinary Procedures involving Suspension or Expulsion.)
Where a parent / guardian is not satisfied that the School has dealt with a bullying case in accordance with these procedures, the parent / guardian must be referred, as appropriate, to the School's complaints procedures.
11. Records and Reports
Formal records of all stages of investigations should be kept by the relevant teachers including, but not limited to:
* Notes of all interviews held
* The decision-making process
* The decision and the rationale for the decision
* The sanctions applied including any conditions attached thereto.
The Template for recording bullying behaviour (Appendix 1) will be completed by the relevant teacher and copied to the Principal or Deputy Principal.
12. The School's programme of support for working with students affected by bullying is as follows:
12.1. The student who has been bullied will be offered support. This may involve sympathetic listening, the support of a senior cycle mentor, helpful advice, referral to the Guidance Counsellor or a discussion with another member of staff.
12.2. The relevant teacher may consider it appropriate to remind all class members of their responsibility in upholding the Policy.
12.3. The student responsible for bullying should be informed of the possible impact of his/her behaviour on the person the subject of the bullying and the possible consequences for himself/herself if it were to continue. He/she should receive clear direction in how to change his/her behaviour. He/she may also be referred to the Guidance Counsellor.
12.4. Parents / guardians of the students involved will be informed of the issue and the actions taken.
13. Supervision and Monitoring of Students
The Board confirms that appropriate supervision and monitoring policies and practices are in place to both prevent, and deal with, bullying behaviour and to facilitate early intervention where possible.
14. Prevention of Harassment
The Board confirms that the School will, in accordance with its obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of students or staff or the harassment of students or staff on any of the nine statutory grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
15. The Policy has been made available to all School personnel, published on the School website and provided to the PTA and to the Sandford Park Holding Company ("the Holding Company"). A copy of the Policy will be made available to the Department of Education ("the Department") if requested.
16. This policy and its implementation will be reviewed by the Board once in every school year. Written notification that the review has been completed will be made available to School personnel, published on the School website and provided to the PTA and to the Holding Company. A record of the review and its outcome will be made available to the Department if requested.
17. This policy was adopted by the Board of Governors on ________________ (date)
Signed: ____________________________________ Signed: ___________________________
(Chairperson of Board of Governors)
(Principal)
Date: ______________
Date: __________________
Date of next review: _______________
Appendix 1 Template for recording bullying behaviour
1. Name of student being bullied and class group
Name _________________________________________Class__________________
2. Name(s) and class(es) of student(s) engaged in bullying behaviour
_______________________________________________________________________________________________ _______________________________________________________________________________________________
________________________________________________________
3. Source of bullying concern/report (tick relevant box(es))
4. Locationof incidents
(tick relevant box(es))
Student concerned
Other Student
Parent
Teacher
Other (please specify)
5. Name of person(s) who reported the bullying concern:
__________________________________________________________________________________
6. Type of Bullying Behaviour (tick relevant box(es))
Physical Aggression
Cyber-bullying
Damage to property
Intimidation
Isolation/Exclusion
Malicious gossip
Name calling
Other (please specify)
7. Where behaviour is regarded as identity-based bullying, indicate the relevant category:
Homophobic Disability/SEN related Racist
Membership of Traveller community
Other (please specify)
8. Brief Description of bullying behaviour and its impact
_______________________________________________________________________________________________ _______________________________________________________________________________________________
________________________________________________________
9. Details of actions taken
_______________________________________________________________________________________________ _______________________________________________________________________________________________
________________________________________________________
Signed ______________________________ (Relevant teacher) Date__________________________
Date submitted to Principal/Deputy Principal ___________________
Playground
Classroom
Corridor
Toilets
School Bus
Other (please specify)
Appendix 2
SANDFORD PARK SCHOOL
Anti-Bullying Charter
1. Every student in Sandford Park School has the right to enjoy his/her learning and leisure free from intimidation, both in the School and in the surrounding community.
2. Our school community will not tolerate any unkind actions or remarks, even if these were not intended to hurt.
3. Students should support each other by reporting all instances of bullying.
4. Bullying will be taken very seriously.
5. We are a telling school. Bullying is too important to ignore.
Appendix 3
Checklist for annual review of the anti-bullying policy and its implementation
The Board of Governors ("the Board") must undertake an annual review of the school's anti-bullying policy and its implementation. The following checklist must be used for this purpose. The checklist is an aid to conducting this review and is not intended as an exhaustive list. In order to complete the checklist, an examination and review involving both quantitative and qualitative analysis, as appropriate across the various elements of the implementation of the School's Anti-bullying Policy ("the Policy") will be required.
Yes/No
Signed: _____________________________________ Date: ________________
Chairperson, Board of Governors
Signed: _____________________________________ Date: ________________
Principal
Notification regarding the Board of Governor's annual review of the anti-bullying policy
To: _____________________________________
The Board of Governors of ______________________________ wishes to inform you that:
* The Board of Governors' annual review of the School's Anti-Bullying Policy and its implementation was completed at the Board meeting of _______________ [date].
* This review was conducted in accordance with the checklist set out in Appendix 3 of the Department's Anti-Bullying Procedures for Primary and Post-Primary Schools.
Signed _____________________________________ Date ________________
Chairperson, Board of Governors
Signed _____________________________________ Date ________________
Principal
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HEREFORDSHIRE COUNCIL
Wellington Primary School, Wellington, Hereford HR4 8AZ
Telephone (01432) 830264
Mr T Mamak, Executive Headteacher
Mrs D Hughes, Head of School
Email:firstname.lastname@example.org
Dear Parents/Carers
We would like to extend a warm welcome to you from everyone at Wellington Primary School and Nursery.
Wellington Primary School and Nursery is set in the heart of a beautiful village and we are proud of our heritage and links with the local community. Our aim is to support our children develop into confident individuals who understand their rights and responsibilities as members of our school and the wider community. Individuals, who work hard, enjoy learning and achieve their full potential.
We place great importance on the partnership we share in supporting your children learn and look forward to working with you, your child, and family members, over the coming years.
The information in the prospectus explains the aims and organisation of our school and we hope it will be a useful guide both now and for future reference. If you need further information or wish to visit, please do not hesitate to contact us.
Yours sincerely
MRS D Hughes
Mr T Mamak
Head of School
Executive Headteacher
Our Vision
Our school works as a family providing a warm, welcoming atmosphere which is happy and secure.
We provide a stimulating and challenging learning environment where everyone will recognise and reach their full potential. We respect and support each other and celebrate our achievements.
We believe every child has a right to enjoy their childhood creating happy memories during their time at Wellington Primary School and Nursery.
We value the family partnership which exists between school, parents, governors and community and the part it plays in realising this vision.
HEREFORDSHIRE LOCAL AUTHORITY SCHOOL TERMS AND HOLIDAY DATES 2018/19
AUTUMN TERM 2019
Term starts
Wednesday 4 th September
Half Term
28 th October – 1 st November
Term Ends
Friday 20 th December
SPRING TERM 2020
Term Starts
Wednesday 8 th January
Half Term
17 th – 21 st February
Term Ends
Friday 3
rd
April
SUMMER TERM 2020
Term Starts Monday 20 th April
Half Term
25 th May – 29 th May
Term Ends
Friday 17 th July
Good Friday 10th April 2020
Easter Monday 13th April 2020
May Day 8 th May 2020
Teacher Education/Professional Development Days
INSET days 2 nd and 3 rd September 2019 and 6 th January 2020 and Monday 20 th July.
The remaining INSET days or equivalent hours will be delegated by the Executive Headteacher
Total: 190 days
General Information
Wellington Primary School and Nursery is a co-educational school for children aged 4 - 11. Our Nursery accepts children from 2 ½ years old.
The Staff of Wellington Primary School
Miss E Porter
School Governors
These are a group of people interested in education and are there to lend support to ensure the best possible education for your child
Chairperson of Governors
Mrs J Willis
Vice-Chairperson of Governors Mr J Swan
Governors Mr S Hudson
Mr M Palmer
Mrs H Davies Mr S Moore
Chairperson of PTFA
Mrs C Riches
The School Day
Please do not send your child to school before 8.45 a.m. as no supervision is available before this time. There is a Breakfast Club each morning which runs from 7.50 a.m. For further information please contact the School Office.
Plan of the School Day
Years Reception – 2
8:55am – 12.00noon
12.55pm – 3.10pm
Years 3 – 6
8:55am – 12.10pm
12.55pm – 3.10pm
At the end of school parents are asked to collect children from the school or bus stop, unless they are making their own way home. Children being picked up later should wait within the school until they are collected. It would be useful for the school to know in advance of any particular arrangements for the collection of children.
Admission of Pupils
All children are entitled to be admitted at the beginning of the Autumn Term.
Please ask for our Admissions Policy.
Admission to Reception Class
Prospective parents are invited to make an appointment to view the school and meet the staff before their child begins his/her first term. There will also be opportunities for your child to attend pre- school open days held during the Summer Term prior to the September intake.
Parents
All new parents will be invited to school before their children start so that they can be shown the school and meet the Headteacher and Class Teachers. There are formal Parents' Evenings each term when parents may discuss their child's progress and examine their work. In addition – a series of open evening events.
The school has a thriving Parent-Teacher- Friends Association which arranges educational, social and fundraising functions and all parents are automatically members and most welcome to attend any meeting. The aim of the Association is to foster sound links between home and school and to provide additional support to the school.
The Headteacher and Staff are glad to see parents to discuss matters relating to their children, or the life of the school, at any time during the term. This should always be arranged, if possible, by appointment through the school secretary. It is preferred that appointments be made immediately after school so that staff teaching time is not affected or their duties interfered with.
Transition to High School
The majority of our children transfer to Whitecross Hereford High School, however, parents may select an alternative secondary school for their child. Application packs are sent out by the local authority in the September of a child's final year in primary school.
Parents are notified of their child's high school place in March. Induction days and open evenings are held by the secondary schools in order that familiarisation for both parents and children can occur.
Attendance and Absence from School
We would be grateful if you could notify the school either by telephone or in writing if your child is unable to attend school for any reason. This is necessary to ensure that we can be confident that all children who have set out for school do actually arrive. If the school has not been notified of an absence the Secretary will contact parents to ascertain the reason why.
Department for Education guidelines have changed regarding children being taken out of school for family holidays during term time – 'Headteachers have the discretion to grant leave, but they should only do so in exceptional circumstances. If a headteacher grants a leave request, it will be for them to determine the length of time that the child can be away from school. This leave is unlikely, however, to be granted for the purposes of a family holiday. Parents can be fined for taking their child on holiday during term time without the consent from the school.'
In light of the above, any such absence will be classed as unauthorised.
Please make sure that your children attend regularly and punctually.
Late arrival affects not only your own child but the remainder of the class as well, so please make every effort to ensure your child arrives on time. All late arrivals must call at the office and register and explain their lateness. Repeated lateness will be reported to the Local Authority. If your child is absent from school, you should adopt the following procedure:
1. Telephone the school on the first day of absence before 9:30am.
2. Keep the school informed of progress if the absence is longer than three days.
3. Send a letter to school giving brief details on his/her return if the illness is an extended one.
If a child has to leave the school during school time to attend the dentist, doctor etc, please give your child's teacher prior notice of this in writing and arrange for the child to be returned to school by a responsible adult. This arrangement also applies to the lunch period if your child stays to school dinners or takes packed lunches.
Recent legislation has clarified the interpretation of the term "unauthorised absence" and includes:
1. Any absence for which no explanation is received.
2. Any explained absence which does not meet the criteria e.g. children taken shopping, parents overslept etc.
Medical
Parents are requested to inform the Headteacher of any relevant medical history that may affect the child's general development and education in school. This information of course is held in strictest confidence.
If an appointment is made for your child to be seen by the School Doctor or School Nurse, parents are informed of the examination in advance and are invited to be present. Parents can request an appointment for their child to be seen by the School Doctor.
Medicine – If it is essential that a child brings medicine to school, it should be given to the School Secretary first thing in the morning with clearly written list of contents and dosage instructions. If you do not send written instructions the medicine cannot be given. If your child is unwell, please do not send him/her to school.
Children who become unwell during school hours will be sent home. It is therefore important that we have some means of contacting you or a member of your family or friend during the day.
Following a sickness bug or related virus – please allow a minimum of 48 hours before sending your child back to school.
The health, safety and well-being of all our children are of paramount importance to all the adults who work in our school. In our school we respect our children and they have a right to be safe. We have an agreed Child Protection Policy and the policy ensures that all staff in our school are clear about the actions necessary with regard to a child protection issue. There is a named person ion our school who is the Child Protection Co-ordinator. If any teacher suspects that a child in his/her class may be a victim of abuse, they immediately inform the named person of their concerns. Any action the named person takes when dealing with an issue of child protection is in line with the procedures outlined in the LA Child Protection guidelines. If a child alleges abuse, the school usually makes a referral without communicating with parents first. In some circumstances we inform parents first. We regard all information relating to individual child protection issues as confidential, and we treat this accordingly. We require all adults employed in school and all adults working voluntarily in the school to have their application vetted through the Disclosure procedures in order to ensure there is no evidence of offences involving children or abuse.
School Uniform
The wearing of school uniform is desirable and to be encouraged at all times. We wish to promote the sense of identity that comes from wearing a uniform.
All items of clothing should be clearly labelled with the child's name.
Boys Girls
Green Sweatshirt
Green Sweatshirt or Cardigan Gold Blouse/Gold Polo shirt Polo shirt Grey Long Trousers Grey Skirt or Grey Pinafore or Non-fashion, straight leg mid-grey trousers Green Check dress Reversible Jacket
Gold Shirt/Gold
Grey Shorts
Reversible Jacket
Polishable black shoes/boots (No Ugg-type unsupported boots)
PE
(Indoor) Plain Black Shorts or Black Skirt Plain White T Shirt Black Pumps
(Outdoor)
As Indoor + Black Jogging Bottoms Black/White Trainers
Swimming Kit
Swimsuit/trunks and towel. All children must wear a swimming cap.
Certain items are embroidered with the school logo and can be purchased directly from the school.
Lost Property
The golden rule here is 'if it moves, name it!' The School does not accept responsibility for lost property and if articles are accepted for safekeeping, neither the council nor its employees are legally liable. Therefore, expensive items such as watches, jewellery, as well as toys should not be brought to school where they may be lost or damaged. Please ensure that clothing is clearly marked with your child's name – the garment can then be handed to the owner or placed in the lost property box.
General Safety
Please do not allow your children to bring the following items to school:
knives; fireworks; chewing gum; dangerous toys; glass containers; gadgets; mobile phones; jewellery.
Jewellery
Children should not wear jewellery to school. Often it gets damaged or lost, earrings in particular, can be a hazard when changing for PE. For those children with pierced ears, wearing a small stud retainer (only) is acceptable.
Your co-operation is appreciated.
House Point System
On entry to school, the children are placed in one of the following houses:
Wren
– Red
Woodpecker – Green
Swallow
– Blue
Skylark – Yellow
School Meals
Lunchtime Arrangements
Cooked meals are available during the lunch break, supplied by AIP which operate from Earl Mortimer Kitchens. Since September 2014, all pupils in our Reception Year and Years 1 and 2 are entitled to a free school meal. All other pupils remaining at school not electing for a cooked meal should bring a sandwich lunch and a drink.
Children are supervised throughout the lunch period by Lunchtime Supervisors.
Free School Meals
Applications for free school meals which are based on parent's income are dealt with by the County Education Officer, PO Box 185, Hereford. Forms for application are available from the School Secretary on request.
Water
It is very important that the children drink plenty of water during the day, as research has shown that this increases the brain's ability to absorb new information. Water is accessible throughout the day.
Mid-morning snack
The school is part of the National Fruit Scheme which allows all infant children to access free fruit.
For parents/carers who wish to provide a snack for their child, please read the School Parliament's list of suggested healthy snacks.
Milk
Children are entitled to receive a third of a pint of free milk until their fifth birthday. After this milk can be bought. Orders are processed on-line through Cool Milk.
The Early Years Foundation Stage
Our aims are to support the four themes that underpin the care, development and learning of young children.
- A unique child
- Positive relationship
- Enabling environment
- Learning and development
Children develop at varying rates and in individual ways. We continue to build on the foundations from other settings and home.
We believe that a positive partnership with parents plays a key and important role in the development of each child.
The Reception year is a time of exploration and experimenting within the world around them to develop skills and understanding. The main aim of the curriculum is for children to feel safe and secure within their environment to build self-esteem and confidence. With positive attitudes children will build up ideas, concept and skills. They will be enthusiastic about being a learner.
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity and
enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
ocial and emotional development.
We will also support children in four specific areas. The specific areas are:
All areas of learning are equally important and inter-connected.
The curriculum is often delivered through play which allows children to practice, consolidate and reflect. They can use their developing imaginations to take risks and make mistakes. The class reflects the children's needs and encourages activities that are challenging but achievable.
Often activities have links to more than one development area and can often be extended by children's own knowledge.
The Reception year is about becoming part of the school community and forming firm relationships with their peers.
Foundation Stage Assessment
The Foundation Stage Profile which will be completed on individual children by the end of the Reception Class is based on the six areas of the Curriculum Guidance to develop children's physical, intellectual, linguistic, spiritual, emotional and social development. All the areas will provide a picture of the whole child. We begin the academic year with a Baseline Assessment to indicate the starting point for each individual child.
The profile is an ongoing assessment of development. Beginning with observations which focus on achievements. This is used to set individual targets for each child to move forward. The profiles are updated each half term and are finalised in the summer, summarising each child's progress.
Curriculum
The aim of our school is to encourage the development of our children intellectually, socially, emotionally, physically and morally and to provide them with the basic skills they will need to enable them to make a positive contribution to society.
The requirements under the National Curriculum state that there are four core subjects; English, Mathematics, Science and Religious Education. In addition we teach the foundation subjects of Art, Computing, History, Music, Geography, Design and Technology, Physical Education, Personal, Social and Health Education with Citizenship.
Our Personal, Social and Health curriculum, alongside our Science curriculum, includes age appropriate discussion on Sex and Relationships. We see this as fundamental to the development of each child, and will answer questions honestly and sensitively. Parents have the right to withdraw their children from this area of the planned curriculum of they so wish.
We seek to promote excellence and enjoyment within our creative themed curriculum. Making connections across all subjects and having explicit focus on skills and 'learning to learn' children are encouraged to take ownership of their own learning. Wellington uses creativity to inspire learning through exciting and enjoyable experiences. The themed curriculum gives deeper understanding of general knowledge, providing the platform for personalised learning experiences, enabling children to think for themselves and branch out into areas of curiosity and interest.
English
English is fundamental to all subjects and drives our curriculum. Closely following the Primary Framework children learn the skills of communication through speaking and listening, reading and writing. Through a variety of activities such as role play, presentation and discussion, children develop confidence and skills which enable them to speak with confidence, read with understanding, write purposefully and spell fluently. Our creative curriculum allows these skills to be taught and to be applied in all subject areas. Creative writing is carried out at least once a week with a focus on description and detail. We believe that reading offers children opportunities to improve vocabulary choices and impacts of their writing. We foster the enjoyment of reading and writing through praise and celebration in classes, in our assemblies and through opportunities to enter competitions for reading and writing.
Children are given challenging and achievable targets each half term and understand the steps needed to reach them thus improve their attainment.
Maths
Maths is taught using a variety of methods throughout the school. Teachers develop lessons which enable children to apply the skills they have learnt to real life situations, such as school fete, cake sales and bring and buy sales which the children are involved in. Opportunities to link maths to other subject areas are made with particular links to science and computing. Targets are set throughout the year and children enjoy the challenge these give. Teachers understand that children learn in many different ways and are given opportunities to try out different methods and strategies in all areas of maths. Calculators and computer based interactive programmes are introduced at an early stage. Maths at Wellington Primary School is an enjoyable learning experience.
Science
At Wellington Primary School we aim to develop children's natural curiosity in order to develop their understanding of scientific enquiry. Children are given the opportunity to carry out practical investigations. Emphasis is placed on questioning and thinking where children are encouraged to use prior experience to predict 'what will happen if ….'. Children plan their investigations, considering all aspects of science such as prediction, method, testing, measuring, recording observations, questioning and concluding.
Structure within the Curriculum
For each subject programmes of study set out what pupils should be taught and attainment targets set out the expected standards of pupil's performance within the parameters of 'knowledge, skills and understanding' which pupils of different abilities and maturities are expected to have by the end of each Key Stage. A few pupils will be taught elements from a previous or later Key Stage or year group if their rate of progress warrants. A tiny minority may be disapplied from some parts of the programme of study.
Design Technology
Design Technology encourages children to become autonomous and creative problemsolvers both individually and as part of a team.
They have opportunities to experiment, design, make decisions and evaluate their work through areas such as construction, textiles and food technology.
Religious Education
'Under the Education Act 2011' schools must provide religious education for all registered pupils. Parents can choose to withdraw their children. Schools, other than voluntary aided schools and those of a religious character, must teach religious education according to the locally agreed syllabus.' The National Curriculum 2014.
Each day we have an assembly that is broadly Christian in nature. Our assemblies follow our Values system and include moral issues, current affairs, festivals, children's work and contains hymns and prayers. We celebrate Christmas, Harvest Festival and Easter.
Our class work follows the Agreed Syllabus for Religious Education in Herefordshire. The children will investigate beliefs, practices and lifestyles of Christianity and other religions, learning about and from religion.
We are helping pupils appreciate the contribution that religious and spiritual ideas can make in their own lives.
One of the tasks of religious education is to promote the pupils' search for a system of values. It is not the role of religious education in the school to indoctrinate or persuade.
Music
Throughout the school our aim in music is to give opportunity for listening, singing, performing and composing and to provide enjoyment at every level.
The children have opportunities to take part in voice work with structured singing periods where whole, part and harmony singing is practised. In addition there is a choir, performing for festivals and productions.
Percussion instruments (pitched and unpitched) have an important role in helping children to become aware of pitch, dynamics and rhythmic patterns. For the older children, the music lesson will offer and opportunity to listen to classical, diverse cultural and popular music, so communicating ideas, emotions and feelings which can be interpreted in other areas of the curriculum including literacy and drama. Movement and dance are also associated with music and all classes are involved with the interpretation of sounds and music through movement.
The school is also fortunate enough to have access to County based peripatetic teachers for instrumental tuition. Contact the school office for further details.
Visiting musicians are invited into school frequently, in order to share their enthusiasm for music with the children.
Computing
Computing is used as a tool to deepen children's understanding of all subjects. As well as being taught specific skills, children benefit from teachers use of interactive whiteboards and associated software packages.
Physical Education
Physical Education is available to and undertaken by all pupils. In Reception – Year 4 the elements of PE focus mainly upon four fundamental areas; games, gymnastics, dance and swimming. This extends in Years 5 – 6 to include athletics, outdoor/adventurous activities, multi-skills and team sports competing against other schools. Through these activities we will be aiming to promote physical activity and a healthy lifestyle as well as developing positive attitudes all within the context of safe practice.
The school runs additional activities through lunchtime and after school clubs.
Details of clothing for PE can be found elsewhere in this Prospectus.
On safety grounds, items of jewellery must not be worn for any PE activity. Children wearing any items will be expected to remove them, or in the case of 'sleeper' earrings which cannot be removed for up to six weeks, they must be covered up with elastoplast or similar. It is strongly advised that if children are considering having their ears pierced at all that this happens at the start of the summer holidays.
PE Funding
In 2019-2020 PE Funding delegated to our school from the DfE was used to support staff professional development, purchase resources for lunchtime play to help improve our pupils' fitness, enjoyment and engagement in sport and inter-house games to prepare pupils for competitive tournaments with other school. Please see our PE Funding report on the school website for more detailed information.
Swimming
At present we have one half-hour session per week, at Leominster Leisure Pool. This session is for all children in Years 1 - 6 and works on a rota basis. Children are encouraged to work towards a number of swimming awards and are taught by professional coaches and others. Each year a number of swimming galas and other competitive events are held in which children are encouraged to take part.
Homework Policy
In our school, homework is seen as an opportunity to:
- develop an effective partnership between the school and parents and other carers in pursuing the aims of the school
- consolidate and reinforce skills and understanding, particularly in literacy and numeracy
- exploit resources for learning, of all kinds, at home
- extending school learning, for example through additional reading, and
- encourage pupils as they get older to develop the confidence and self discipline needed to study on their own, and preparing them for the requirements of secondary school.
The time spent per week will vary according to each individual child and class. The amount of time to be spent by children in particular years is not possible to quantify but it should increase as the children move through the school. The time between the homework being given and when it is to be handed in will vary depending upon factors such as subject matter and task.
Parents are informed of the activities going on and homework opportunities in each class through a letter sent early each term from their class teacher. Parents may wish to support their child(ren) by encouraging an interest in particular projects at home. Remember homework should never be allowed to cause distress to children or parents. Do discuss any problems with the class teacher as soon as they arise. Homework is meant to be an enjoyable, shared experience for parent and child.
Pupil Premium
In 2019-2020 pupil premium funding was used to deliver targeted interventions, offer oneto-one support and to develop social and emotional skills through extended hours' provision.
Children with Special Educational Needs
Children with special educational needs may be identified by their class teacher, parents, medical or social services. Help and support will be offered to the child initially in the classroom by the class teacher.
Further help and advice is available from our Special Needs Co-ordinator, Mrs Rawlings, and if necessary, more specialist guidance may be sought from the LA Support Services– www.herefordshire.gov.uk/education.
Parents are informed at each stage, and have the opportunity to participate in progress reviews. We aim to work in partnership with parents and their help may be requested with activities to support learning at home.
Most Able Children
Most able children also have a special need which we, at Wellington, recognise. In our planning we take account of their individual needs and give them more challenging tasks in order for them to achieve their full potential.
Assessment and Monitoring Of Pupils Progress
At Wellington School we view assessment as an integral part of the learning process. We use it to
- support the children's learning
- support the teacher in evaluation of the curriculum
- provide information for succeeding classes and school transfer, parents, governors and education officers
Throughout your child's time in school his/her progress will be monitored by his/her class teacher as an on-going process.
A variety of methods including discussion, commercial schemes and school developed tasks are used to build up a picture of each child's achievements in each year group.
In the Reception class 'pupil profile' is used in relation to 5-year old children after a period of settling into school.
More formal assessment is used to prepare the children for Key Stage 1 (yr2) and Key Stage 2 (yr6) SAT tests.
As your child progresses through Year 3, Year 4 and Year 5 more assessments will be made to help the teacher support your child's learning. Towards the end of each of these years, a standardised test is currently used to monitor progress.
Throughout your child's years at our school, you, as parents, are invited into school to meet the class teacher at Consultation Evenings. At present, these are held in November and March, but we welcome you into school at other times if you feel you need to discuss your child's progress, as long as a prior appointment has been made.
Towards the end of the school year you will receive a written report on your child's attainment and progress. This report will cover pupil's performance in Mathematics, Science and English as well as brief particulars of all National Curriculum subjects and other activities.
Year 2 children and Year 6 will have details of statutory assessment included in separate paperwork sent home during the latter part of the summer term.
The statutory tests for Key Stage 2 (Yr6) are in Maths and English and are held in May with the results being available in July.
Personal and Social Education (PSHE)
The NC 2014 sets out two broad aims for the school curriculum.
- To provide opportunities for all pupils to learn and achieve
- To promote children's spiritual, moral, social and cultural development and prepare children for opportunities, responsibilities and experiences for life.
These interdependent aims cannot be fully achieved without the provision of PSHE and citizenship. At Wellington School we try to develop the 'whole' child, through a positive selfimage, open mindedness, tolerance, sense of justice and a willingness to contribute and participate. There are a variety of ways in which this is achieved:
- School parliament
- Residential experiences
- 'whole school days'
- collective worship/shared positive celebrations
- shared links with the community
- outside speakers
- drugs education
Sex and Health Education
Governors' Policy on Personal Development (Sex Education)
Children in Year R-5 are given sex education as a separate and specific subject. However, their questions are answered in a sensitive and honest way according to the individual child's understanding and stage of development. Questions of this type would most likely come through personal development topics. Under the National Curriculum the main area that touches on sex education is 'Life and Living Processes'.
Information will be given in such a manner as to encourage the regard for moral considerations and the value of family life.
Year 6 children, as part of their autumn topic, focus upon personal development. As part of their sex education, children will learn about puberty and the reproductive process. The children are guided through a sensitively arranged series of learning situations aimed to broaden their understanding of this area of the curriculum. The children are given the opportunity to view B.B.C 'Sex Education' videos. The school nurse and the Year 6 teacher lead discussions following sex education lessons.
Parents of Year 6 children are given the opportunity to watch the videos and discuss queries prior to the commencement of the topic on personal development.
Parents may withdraw their children from sex education lessons if they so wish.
Extra Curricular Activities
During the course of the school year children can expect to take part in excursions to local places of interest and also a longer educational visit, usually in the Summer term. Years 5 and 6 have the opportunity to take part in residential trips.
Various additional activities take place during and after the school day. These are run by teachers, peripatetic teachers, coaches and volunteers.
Other activities include:
- Harvest Festival Service*
- Christingle Service*
- Hereford Music Festival
- Various Sports Tournaments
- Inter-school Sports meetings
- Visiting Christian groups leading assembly regularly
- School Productions
* Collections given to Charity
Racial Equality
The Race Relations (Amendment) Act 2000 places a duty of care on all public bodies to promote race equality. Here at Wellington School we recognise the need and aim to:-
- eliminate unlawful racial discrimination
- promote equality of opportunity
- promote good relations between people of different racial groups.
Pastoral Care And Discipline
We at Wellington School, expect our pupils to conform to the highest standard of behaviour, politeness and honesty. We offer encouragement to achieve these goals by presenting dojo points and certificates.
Parents will be consulted in cases of persistent difficult behaviour and, in extreme cases the aid of the Local Authority Behaviour Team will be sought.
Parents are requested to bring to the notice of the Headteacher any medical, behavioural, emotional or otherwise unusual problems which they consider should be known to the school.
Bullying
The school has always been aware of the need to watch out for any kind of bullying, but now we are required by law to have a policy statement, and there are guidelines laid down for all staff. The issues are discussed in the classroom and are part of the PSHE curriculum. The general ethos of the school is such that pupils are encouraged to be caring towards each other and develop their own self respect.
Should you as a parent/guardian become suspicious of any problem with bullying we would encourage you to approach a member of staff immediately. Both victim and bully will be helped to overcome the problem and any appropriate action will be taken. We all know that children learn more effectively if they are happy and not worried, and all children deserve a happy school life. The sooner any bullying is dealt with, the better for everyone involved so that a secure working environment can be maintained.
Moral Development
The moral development of the children of Wellington County Primary School is implicit in the whole atmosphere and ethos of the school.
Positive values encouraged at all times are:-
- Telling the truth
- Keeping promises
- Respecting the rights and property of others
- Acting considerately towards others
- Helping those less fortunate than ourselves
- Taking personal responsibility for ones actions
- Self discipline
Negative values discouraged at all times are:-
- Bullying
- Cheating
- Deceit
- Cruelty
- Irresponsibility
16
- Dishonesty
Complaints Procedures
This is rarely needed, but parents should know that the 2011 Education Act provides clear guidelines. The full guidelines are available in school but, briefly, any complaint should first be made to:
a) the Headteacher and only if that matter is not settled satisfactorily should the parent proceed further
b) to the school's Governing Body, and if still not satisfied
c) to the Local Education Authority. A formal complaint can also be made directly to Children's Services if it relates solely to the L.A. and not the school.
Change of Information
Urgent changes will be notified by letter from the Headteacher.
Please Note:
The information in this booklet applies to the academic year 2019/2020 and though the particulars are correct in relation to this year, it should not be assumed that there will be no change affecting relevant arrangements before the start of or in relation to subsequent school years. | <urn:uuid:463ef87f-28f1-47da-ac98-ede2cb84b3d3> | CC-MAIN-2020-50 | https://wellingtonhereford.webs.com/Prospectus%202019-2020-3.pdf | 2020-11-27T08:33:52+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00605.warc.gz | 557,918,205 | 7,143 | eng_Latn | eng_Latn | 0.994973 | eng_Latn | 0.998386 | [
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WHIMIS 2015 TEST
PLEASE BRING THIS TEST TO REGIONAL ORIENTATION
NAME:
(print)_____________________________________________________________________
DEAPARTMENT: __________________________________DATE: _________________________
1. What do these letters stand for:
W ______________________________
H ______________________________
M ______________________________
I ______________________________
S ______________________________
2. Circle the correct answer. WHMIS applies to:
a) All products in use in the workplace
b) Only those products that the employer designates.
c) Only those products that are classified by the manufacturers as being controlled products.
3. WHMIS provides information to all staff in the workplace in 3 ways. List the 3 ways:
1) _____________________________________________________________________
2) _____________________________________________________________________
3) _____________________________________________________________________
4. WHIMIS is divided into 2 groups - name these:
a) ___________________________ b) ___________________________
5. How many pictogram symbols are in WHIMIS?
_____________
WHIMIS Test
Page 1 of 3
6. Match the Hazard Description with the Pictogram
HAZARD DESCRIPTION
Pictograms
Short exposure can cause death____________
Flre hazard ____________
Health hazard ____________
Gas under Pressure ____________
Skin or eye Irritation ____________
Highly self-reactive ____________
Corrosive ____________
Biohazardous infectious materials ____________
7. There are 2 types of labels used in WHMIS. What are they ?
a) ____________________________
b) ____________________________
8. On a Safety Data Sheet - how many sections are there?_______________
9. What general information is contained under the following sections on any Safety Data Sheet?
a) First aid measures____________________________________________
b) Handling and Storage_________________________________________
c) Personal Protection Equipment_________________________________
1.
2.
3.
4.
5.
6.
7.
8.
WHIMIS Test
Page 2 of 3
10. A Safety Data Sheet (SDS) is a detailed technical document that describes what the manufacturer/supplier should reasonably know about the controlled product.
TRUE__________ FALSE__________
11. The employer must make the SDS freely available to staff and provide instructions within the workplace.
TRUE__________ FALSE__________
12. Do all SDS look the same?
TRUE__________ FALSE__________
13. Reading a Safety Data Sheet - answer the following questions.
(Safety Data Sheet will be given to you by your instructor)
Product Name____________________________________________________
a) What is this products physical state and odor?
b) What is this products first aid measures?
c) List the exposure controls/ PPE required?
d) What is the pictogram name and signal word for this product?
Signature_____________________________________ Date____________________________
WHIMIS Test
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Caribbean American Heritage Month Resources and Social Media Highlights (June 1-30)
Since 2006, June has been designated as Caribbean American Heritage Month by Presidential Proclamation. The month-long observance promotes the rich culture and heritage of the Caribbean American people and their contribution to the United States of America.
The Caribbean comprises a group of diverse islands distributed between the south tip of Florida to a few miles north of Venezuela. To the northwest of these islands is the Atlanta Ocean, where the Bahamas and Bermuda are located, and to the south is the Caribbean Sea. The size of these islands ranges from Cuba, which is 42,827 square miles, to the small island of Saba, which is only 5 square miles. The islands have a combined population of almost 30 million inhabitants.
Resources*:
* National Archives: https://www.archives.gov/news/topics/caribbean-american-heritage
* National Women's History Museum: https://www.womenshistory.org/articles/caribbean-american-heritage-month
* Institute for Caribbean Studies https://www.icsdc.org/home
* Caribbean American Heritage Month: http://www.cahmusa.com/ and https://www.caribbeanamericanmonth.org/home?#
* Caribbean Studies Association: https://www.caribbeanstudiesassociation.org/
* U.S. Census https://www.census.gov/newsroom/stories/2019/carribean-americanheritage.html
The Georgia Standards of Excellence integrates the history and work of Caribbean Americans throughout the school year, K-12. However, we know that there is always room for improvement. As part of FCS' Diversity, Equity and Inclusion Plan, we are collecting information on school diversity activities and plan to provide additional diversity resources for national commemorative months and all school days beyond the one month. Caribbean American history is American history. Acknowledging all our dimensions of diversity, even if it's a small gesture, gives us a chance to be intentional about learning that history. This list below highlights Caribbean Americans in a variety of areas and occupations. Some of the names will be known to most who read this list; other names are less well known. Regardless of their fame, we celebrate the efforts of all and look forward to adding more in the future.
Social Media Highlights*:
Week 1 (6/1-5):
Intro to month.
Alexander Hamilton: Throughout our history Caribbean Americans have helped create and maintain the strength and independence of our Nation. Alexander Hamilton, who came from the Caribbean island of Nevis, was a key contributor to our Constitution, served as the first Secretary of the Treasury, created the United States Coast Guard, and founded the New York Post newspaper https://www.britannica.com/biography/Alexander-Hamilton-United-Statesstatesman #CaribbeanAmericanHeritageMonth #FCSDEI
Shirley Chisholm: Today for #CaribbeanAmericanHeritageMonth, we honor Shirley Chisholm, the first black congresswoman in U.S. History and first black candidate for a major party's nomination for President of the United States. The daughter of Caribbean immigrants, Ms. Chisholm had a decades-long career battling for gender and racial equality https://www.biography.com/political-figure/shirley-chisholm #FCSDEI
Roberto Clemente: Roberto Clemente, a native of Puerto Rico, not only had a stunning Hall of Fame baseball career, but he also served in the U.S. Marine Corps Reserve for 6 years. Renowned for his humanitarian work, he died in a plane crash in 1972, en route to bringing much-needed supplies to survivors of an earthquake in Nicaragua.
https://www.biography.com/athlete/roberto-clemente #ForsythSalute
#CaribbeanAmericanHeritageMonth #ForsythAthletics #FCSDEI
Celia Cruz: Celia Cruz, born born Ursula Hilaria Celia Caridad Cruz Alfonso, was a Cuban American singer, who reigned for decades as the "Queen of Latin Music" and the "Queen of Salsa." Her many honors included three Grammy awards and four Latin Grammy awards. https://www.britannica.com/biography/Celia-Cruz #CaribbeanAmericanHeritageMonth #FCSDEI #ForsythFineArts
Week 2 (6/8-12):
Claude McKay: Jamaican born Claude McKay, author, poet and journalist, was a literary voice for social justice during the Harlem Renaissance https://www.biogr aphy.com/writer/claudemckay #CaribbeanAmericanHeritageMonth #FCSDEI #ForsythELA #ForsythLiteracy
William Thornton: Dr. William Thornton, a native of the British Virgin Islands, designed the United States Capitol and is generally considered the first "Architect of the Capitol". He also first superintendent of the U.S. Patent Office https://www.capitol.gov/html/TOP_2010083029442.html #CaribbeanAmericanHeritageMonth #FCSDEI
Colin Powell: General Colin Powell, the first African American Secretary of State, is the son of Jamaican immigrants. A retired four-star general in the U.S. Army, General Powell held many military and political leadership roles serving our country.
https://www.biography.com/political-figure/colin-powell
#ForsythSalute
#CaribbeanAmericanHeritageMonth #FCSDEI
Simone Edwards: Simone Edwards is an author and retired basketball player who played for the New York Liberty and the Seattle Storm. She was the first Caribbean and first Jamaican player in the Women's National Basketball Association. The 6'4" center was known to fans as the "Jamaican Hurricane." https://www.basketball- reference.com/wnba/players/e/edwarsi01w.html
#CaribbeanAmericanHeritageMonth
#ForsythAthletics #FCSDEI
Carmen Herrera: Carmen Herrera, the Cuban American abstract, minimalist painter who struggled for decades to break into the male-dominated art world, celebrated her 105th birthday recently. She held her first solo show at a major New York City gallery at age 100. https://www.britannica.com/biography/Carmen-Herrera #CaribbeanAmericanHeritageMonth #ForsythFineArts #FCSDEI
Week 3 (6/16, 17 and 19):
Eric Holder: Eric Holder served for six years as the 82nd Attorney General of the United States. Holder, who is of Barbadian origin, was our country's first Black Attorney General. Learn more about his work at https://www.britannica.com/biography/Eric-Holder #CaribbeanAmericanHeritageMonth #FCSDEI
Cicely Tyson: Cicely Tyson, who parents immigrated to the U.S. from Nevis, is an American actress and model. With a career spanning seven decades, Cicely is a Kennedy Center honoree and recipient of the Presidential Medal of Freedom.
http://www.mnialive.com/articles/caribbean-american-heritage-month-wall-of-fame-cicelytyson-a-living-legend #CaribbeanAmericanHeritageMonth #ForsythFineArts #FCSDEI
Juneteenth: Today is #Juneteenth, a day to celebrate the end of slavery in the U.S. and also to reflect on the history of slavery, its impact on our country, and how we can work towards racial equality for all Americans. Learn more at http://ow.ly/BNlr50AcMfN #FCSDEI
Week 4 (6/22, 24 and 26):
John Russwurm: John Russwurm was born in Jamaica and moved to the U.S., where he became one of the first Black university graduates in the country. John helped found the first newspaper owned and operated by Black Americans https://www.encyclopedia.com/history/historiansand-chronicles/historians-miscellaneous-biographies/john-brown-russwurm #CaribbeanAmericanHeritageMonth #FCSDEI #ForsythELA
Sir Sidney Poitier: Sir Sidney Poitier, the first Black American actor to receive an Academy Award (1963) for best actor, was born in Miami while his parents visited from the Bahamas. He also directed, served as an Ambassador, was knighted, and was a recipient of the U.S. Presidential Medal of Freedom. https://www.britannica.com/biography/Sidney-Poitier #CaribbeanAmericanHeritageMonth #ForsythFineArts #FCSDEI
Audre Lorde: Audre Lorde was a native New Yorker and daughter of Caribbean immigrants. Both her activism and poetry speak to the importance of ending oppression and organizing in coalition across many differences https://www.biography.com/scholar/audre-lorde #CaribbeanAmericanHeritageMonth #FCSDEI #ForsythELA
Week 5 (6/30):
Claire Nelson: To conclude #CaribbeanAmericanHeritageMonth, we recognize Dr. Claire Nelson, founder and past president of the Institute of Caribbean Studies, who spearheaded the establishment of this important heritage month.
https://www.caribbeanstudiesassociation.org/dr-claire-nelson/
#CaribbeanAmericanHeritageMonth #FCSDEI
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Start Preparing for Tornado Season
While tornadoes can occur at any time of the year, emergency management officials agree that tornado season generally runs from March through August.
possible. A TORNADO WARNING means a tornado has been sighted.
Make sure your family discusses where you will go to seek shelter. Developing a family communications plan is an important part of emergency planning. If you haven't assembled an emergency kit, now is the time to put one together.
TORNADO SAFETY
When a TORNADO WARNING is issued, take shelter in a basement, away from windows. If there is no basement, go to an interior room, like a closet, on the ground floor.
It's important to monitor local weather reports via television, radio or a weather radio, when you know that severe weather is approaching.
When a severe storm or tornado threatens, the Oklahoma Department of Emergency Management wants you to know these basic guidelines:
GET IN
- get as far inside a strong building as you can,
Remember, A TORNADO WATCH means tornadoes are away from doors and windows.
GET DOWN - get to the lowest floor.
Continued on page 2
Receive Free Weather Alert Notifications
Sign up to receive automated weather alerts from the National Weather Service. This free service is available when you create an account through Connect CTY (Blackboard Connect).
2. If you need to set up an account, click on "Sign Me Up".
1. Go to www.BrokenArrowOK.gov and click on "Connect CTY". This will take you to a new webpage.
3. Follow the instructions to receive alerts by phone, email and/or text. You may edit your subscription at any time.
The City of Broken Arrow uses the Connect CTY system to distribute mass notifications regarding emergencies, neigh borhood meetings and other important information. By signing up for notifications, you'll stay connected and ready for any event.
Bond Sale to Fund 2014, 2011 Construction Projects
The City of Broken Arrow recently completed the sale of $14,880,000 in General Obligation (GO) bonds.
Projects Authorized in 2014
The staff recommended and City Council approved the 2014 list, based on contractual or other binding commitments to proceed with the project or complete it in the next year. The list of 2011 projects includes roadway improvements in four subdivisions where staff has determined the existing condition of the streets are in substantial disrepair. Plus, the improve ments at Nienhuis Park will enhance the most heavily used facilities and expand recreational activities that do not cur rently exist.
The 2014 GO bond sale will not increase the ad valorem rate, which is used to calculate property taxes. The City is able to keep the ad valorem rate the same by issuing new bonds as old bonds are paid off.
View a summary of all bond projects dating back to 1997 by visiting www.BrokenArrowOK.gov/bondprogress.
Start dates for construction will vary because bids have yet to be received for most of these projects. City employees will work expeditiously to complete these projects within a reasonable time frame.
FOCUS Newsletter March 2015
Tornado, From page 1
A reinforced underground storm shelter, storm cellar, enclosed basement or safe room are usually the safest places in a tornado. Underground shelters get you out of the way of flying and falling debris, which is a tornado's most lethal weapon.
Get as low as you can. Go to the lowest floor of the building you're in.
COVER UP - use whatever you can to protect yourself from flying or falling debris.
supply kits in advance can save precious time in the event you must evacuate or go without utilities for an extended period.
If you cannot get underground, remember the basic guidelines. Get as far inside the strongest building you can find. Stay away from doors, windows and other openings to the outside. Put as many walls between you and the outside as you can.
Cover up to protect yourself from flying and falling debris. Use whatever you can find - pillows, blankets, sleeping bags, mattresses. Wearing a helmet or hardhat will help protect your head from debris.
If you are outdoors and a tornado is heading your way, do not seek shelter under a bridge or overpass. Emergency officials say it is safer to lie flat in a low spot, as far from the road as possible
Being outdoors, in a mobile home, or in a vehicle are all unsafe in a tornado or severe thunderstorm. Find stronger shelter before the storm arrives and remember to get in, get down and cover up.
DISASTER SUPPLY KIT
Electricity, water, heat, air conditioning or telephone service may not work in an emergency. Preparing disaster
COMMUNITY CALENDAR
March 3-26 — Green Country Watercolor Society Exhibit, BA Historical Museum, Tuesdays-Fridays, 10 a.m. - 4 p.m. and Saturdays 10 a.m. - 2 p.m.
March 3 — Broken Arrow City Council 6:30 p.m., City Hall Council Chambers, 220 S. First St.
March 12 — Planning Commission 5 p.m., City Hall Council Chambers, 220 S. First St.
March 14 — 'ShamRock the Rose' St. Patrick's Day Festival, 11 a.m. - 11 p.m., Main Street. For more information call 918-850-3654.
March 14 — Pickleball Tournament (Ages 45+), 8 a.m., Central Park Community Center. For more details, call 918259-8437.
March 17 — Broken Arrow City Council 6:30 p.m., City Hall Council Chambers, 220 S. First St.
March 26 — Planning Commission 5 p.m., City Hall Council Chambers, 220 S. First St.59-5778.
March 27 — BAHS Project Graduation Golf Tournament, Forest Ridge Golf Course. For details call 918-269-4647.
April 3 — City offices closed for Good Friday. No Trash service pickup that day.
April 7 — Broken Arrow City Council 6:30 p.m., City Hall Council Chambers, 220 S. First St.
April 7 — City Council Election. For more details, visit www. BrokenArrowOK.gov.
April 9 — Planning Commission 5 p.m., City Hall Council Chambers, 220 S. First St.
Consider including the following items when putting together your disaster supply kit:
Store items for a "go" kit in an easy-to-carry bag and keep in a car or in the garage. The "home" kit can be stored in a plastic tub or garbage can and kept in your home's safest place where you will take shelter.
* At least a 3-day supply of water (1 gallon per person per day). Store water in sealed, unbreakable containers. Replace every 6 months.
* A change of clothing, rain gear and sturdy shoes.
* A 3- to 5-day supply of nonperishable packaged or canned food and a non-electric can opener.
* Blankets, bedding or sleeping bags.
* An extra pair of glasses or contact lenses and solution.
* A first aid kit and prescription medications (be sure to check expiration dates).
* Special items for infants, the elderly or family members with disabilities.
AFTER THE STORM
* A battery-powered radio, a flashlight and extra batteries.
Once severe weather has passed, be prepared for possible flooding to occur. Also, watch for downed power lines and never drive into high water.
Long-time City Employee Hired as Events Coordinator
The City of Broken Arrow takes pride in hosting a wide variety of festivals and events throughout the year. That's why it's important to have a knowledgeable point of contact who can facilitate the event planning process.
If you have an event you'd like to host in Broken Arrow, contact Vaunda at 918-451-4211 or firstname.lastname@example.org.
Vaunda Olivera is now serving as the Events Coordinator for the City. Vaunda brings a wealth of knowledge and experience with her, as she's been employed with the City since 1999. During her tenure, she has worked in Inspections, Engineering, Stormwater, Community Development and Development Services. She has extensive knowledge of event permitting and licensing and has served as chair of the Special Events Committee for the last two years.
Mark your calendars now, the Rose District Farmers Market will re-open April 18! Market hours will be 8:00 a.m. to 12:00 p.m. every Saturday from April 18
to September 26. To receive real time posts of produce in season and other valuable food tips, like us on Facebook @Rose District Farmers Market. More details to come in the April issue of the FOCUS. | <urn:uuid:6bfafeab-656a-45fd-a930-675eedfa5ff4> | CC-MAIN-2018-05 | http://www.brokenarrowok.gov/DocumentCenter/View/3088 | 2018-01-18T12:08:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00367.warc.gz | 412,324,052 | 1,816 | eng_Latn | eng_Latn | 0.997255 | eng_Latn | 0.997232 | [
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Block Talk: Spatial Language During Block Play
Katrina Ferrara 1 , Kathy Hirsh-Pasek 1 , Nora S. Newcombe 1 , Roberta Michnick Golinkoff 2 , and Wendy Shallcross Lam 1
ABSTRACT—Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple-to-execute educational interventions.
spatial visualization are related to geometric problem solving in high school (Battista, 1990; Delgado & Prieto, 2004; Kersh, Casey, & Mercer Young, 2008), to mathematics achievement (Fennema & Tarte, 1985; Guay & McDaniel, 1977; Hegarty & Kozhenikov, 1999), and to success in chemistry (Stieff, 2007; Wu & Sha, 2004).
Spatial skills are a crucial component of human intellect. They allow us to encode information about small and large-scale objects—such as the location of our watch under a book, or which way to turn to reach a destination. They also allow us to mentally transform this information, such as imagining what we might see if approaching an intersection from an alternative direction. Spatial skills provide a foundation for learning in the disciplines of science, technology, engineering, and mathematics (STEM) (Burnett, Lane, & Dratt, 1979; Casey, Nuttall, & Pezaris, 1997; Casey, Nuttall, Pezaris, & Benbow, 1995; Tracy, 1987). For example, mental rotation and
1
Department of Psychology, Temple University
2 School of Education and Departments of Psychology and Linguistics and Cognitive Science, University of Delaware
Address correspondence to Katrina Ferrara, Johns Hopkins University, Room 237 Krieger Hall, 3400 North Charles Street, Baltimore, MD 21218; e-mail: firstname.lastname@example.org.
How do spatial skills develop? One important answer may lie in the relationship between human spatial cognition and the symbol systems we use to describe spatial concepts. In particular, the representational system afforded by spatial language may provide an accessible introduction to spatial concepts, such as the relationship between objects, as illustrated by words like under and next to. By directing children's attention to spatially relevant aspects of their environment, language highlights patterns that might otherwise go unnoticed, for example, how one block is situated under another is a tower. This spatial language offers a categorical label that emphasizes qualitative divisions in what is otherwise continuous space. As such, spatial language might support spatial reasoning ability. The role of vocabulary as a guide for future behavior and learning has already been demonstrated in the area of literacy (Christie & Enz, 1992; Christie & Roskos, 2006). With regard to early spatial development, Casasola (2008) suggests that, as infants acquire spatial terms, they form more perceptually diverse spatial categories. In addition, individual differences in children's spatial language production predicts performance on a variety of spatial skills assessments (Pruden, Levine, & Huttenlocher, 2010). Gentner and colleagues (Gentner, 2003; Gentner & Loewenstein, 2002) suggest that spatial vocabulary may prove central for developing spatialrelational understanding; ''. . .relational language fosters the development of representational structures that facilitate mental processing—that is, that relational language provides tools for thought (p. 316).''
Despite its relevance to the development of spatial skills, little is known about the contexts in which children may be exposed to rich spatial language, or the settings in which they are prone to use spatial language on their own. Research suggests that the amount of exposure to different words
predicts vocabulary development (Hart & Risley, 1995; Hoff, 2006; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991), especially when the words are used in a way that helps the child understand their meaning (Weizman & Snow, 2001). But when are spatial words used, and in what contexts? Block play is one common spatial activity in which spatial language might naturally occur. Blocks have been frequently mentioned as contributing to the development of spatial skills (Brosnan, 1998; Caldera et al., 1999; Ginsburg, 2007; Ness & Farenga, 2007). During the second and third years of life, children pile blocks on top of one another (Shutts, Ornkloo, von Hofsten, Keen, & Spelke, 2009). As their play becomes moresophisticated,childrenpayspecialattentiontothecolors, shapes, and sizes of blocks. They may also compare the relative sizes of the towers they create (Leeb-Lundberg, 1996). Reifel (1984)suggeststhatblocksallowchildrentoplaydirectlywith spatial concepts, which in turn could assist their developing representations of spatial relationships between objects in the physical world (e.g., into, out, together, on top, beside, etc.). In an analyses of open-ended forms of block play, researchers concluded that the inherent geometric properties of blocks encourage logico-mathematical thinking in young children (Kamii, Miyakawa, & Kato, 2004). A relationship has also been found between 3- and 5- year-olds' block building skill and their spatial visualization abilities (Caldera et al., 1999). Furthermore, Wolfgang, Stannard, and Jones (2003) identified a significant relationship between complex LEGO building during preschool years and later achievement in middle and high school mathematics. Most recently, in an experimental study that incorporated a story-telling context, Casey et al. (2008) concluded that block building interventions have an impact on spatial visualization and block building skills.
Review of the current literature highlights the point that there are several kinds of block play. Children sometimes engage in free play with blocks, but they may also strive to copy a structure depicted on a box or follow step-bystep instructions. Does the context of block play significantly impact the amount of spatial language that children and parents are apt to use in joint play sessions? It seems likely that block play will encourage the use of more spatial language than simple free play, but free play with blocks may still elicit more spatial language than playing with materials that do not involve construction of any kind. To investigate this question, in Experiment 1, we focused on three common contexts of play. In the freeplay condition, parents and children played with blocks without any form of guidance. In the guided play condition, the parent and child were given five numbered photographs that pictorially depicted the steps to build a particular final structure. In the preassembled play condition, a glued-together model was given to the pair, and the prefabricated structure served as a prop for play.
Method
Participants
Thirty-six, 3- to 4.5-year-old children (18 females, mean age 46 months, range 36.5–69 months) and 36, 4.5- to 5-yearold children (18 females, mean age 63, range 54–71 months) participated, with either a parent or a guardian. Two of the parentswhoparticipatedinthestudywerefathersand74were mothers. Data from 10 additional children had to be discarded due to failure to complete the task (8) or experimental error (2). Potential participants were identified through a direct marketing list and were contacted by an introductory letter, followed by a phone call. Additional participants responded to advertisements or heard about the study through word of mouth. As the area in which recruitment was targeted is predominantly middle to upper-middle class Caucasian, the majority of children who participated came from families belonging to this demographic group.
Materials
A set of MegaBloks containing various sized blocks, as well as vehicles and figures, was used. From these blocks, two critical structures could be created (a garage or a helipad). A full set contained 114 building blocks, 8 flat block panels that could create ground surfaces, 2 window-shaped blocks, a lamp-shaped block, a ladder-shaped block, 4 figures depicting different occupations (a firefighter, a pilot, and 2 civilians), and 2 vehicles (a fire truck and a helicopter). A video camera set unobtrusively in the corner of the room, approximately 5 ft from where parent and child were seated, was used to record the session and to later transcribe the footage.
Procedure
The study contained two 10-min phases. Participants were randomly assigned to one of three conditions in Phase 1. In the free play condition, parents and children were told to play with the set of blocks as they would at home. In the guided play condition, the parent and child were given five numbered photographs depicting the steps to build either the garage or the helipad (much like the instructions one receives for IKEA furniture assembly). In Step 1, the picture illustrated the placement of the board upon which to build. Step 2 portrayed the first ground layer of blocks, and so forth, up to Step 5 which showed the finished structure, complete with placement of the figures around or in the building. Parents and children were encouraged to build the structure using the pictures for guidance. In the preassembled play condition, a glued-together model of the garage or the helipad was given to the dyad, as well as the vehicles and figures. No extra blocks were provided for building. The dyad was instructed to play as they naturally would. Thus, all three play conditions in
STUDY 1
Phase 1 offered parents and children an opportunity to play with blocks. However, each differed in terms of the structure of the play situation. Children in each of the conditions had access to the same number of blocks, figures, and vehicles. The experimenter left the room during building times.
After 10 min of play, Phase 2 began. In this phase, all dyads were assigned to the guided play condition. The purpose of this manipulation was to assess whether spatial language is affected positively or negatively by prior styles of interaction with block materials. Participants were given a picture of the structure that they had not played with or attempted to build during Phase 1 (e.g., those who had built the heliport were now asked to build a garage). The order of which structure the groups built and played with first was counterbalanced. Parents were told that they could help, but that the goal was for the child to build. After 10 min, the experimenter returned and told the children that they could keep playing or stop.
Coding
All videotaped interactions were transcribed for Phases 1 and 2. The transcripts were analyzed for child and parental spatial language using the spatial categories of the University of Chicago spatial language coding system (Cannon, Levine, & Huttenlocher, 2007). Specifically, coders identified terms and phrases that described the following spatial categories: (1) spatiallocations(up,down),(2) deicticterms(here,there), (3) dimension (long, tall), (4) spatial features or properties (curvy,straight),(5) shapes(rectangle,square),and(6) spatial orientations or transformations (''turn it around,'' ''the man is facing the block''). Coders only identified words that were spatial in context and avoided idioms and/or spatial terms that were used in a metaphorical way (e.g., ''that building is on fire,'' ''the doctor performs surgery on the patient''). Repetitive statements were only considered once, such that if the parent of child repeated the same exact statement twice in a row, only the first would be included in the analysis.
For each building phase, the total number of individual spatial words (e.g., down) and phrases (a collection of words that describe a single spatial meaning, e.g., in the middle, on each side) were tallied. A ratio of spatial terminology to non-spatial talk was calculated for each parent–child dyad. The ratio is represented as:
Spatial words + Spatial phrases
Spatial words + Spatial phrases + Nonspatial ndividual words
To take into account the variation in verbosity across different pairs, this ratio captures the proportion of total utterances in each phase that were spatial in nature. Spatial words and spatial phrases were independent of one another—no spatial content was counted more than once.
Proportions of child and parental spatial language were calculated and averaged separately for Phase 1 and Phase 2.
Reliability
Three independent coders followed the criteria of the coding system and coded transcripts from identical participants (7% of the total transcripts included in the dataset) and were in high agreement (r = .89) concerning the proportion of spatial language present in both phases. A third coder second-coded 17% of the 72 transcripts and was in high agreement with both primary coders (r = .87 and r = .95).
Results and Discussion
As is shown in Table 1, individuals varied a great deal in both verbosity and use of spatial language. To elucidate the degree to which block play in the three play contexts elicited spatial language from parents, a repeated measures ANOVA was performed.Spatiallanguageinbothphases(2) wasthewithinsubject variable, and condition (3), sex (2), and age (2) were the between-subjects variables. The dependent variable was the proportion of parent spatial language in Phases 1 and 2. A significant effect was found for condition, F(2, 60) = 10.62, p < .05, η 2 = .26, as well as a significant phase by condition interaction F(2, 60) = 13.99, p < .05, η 2 = .32. Post hoc comparisons (Tukey HSD) indicated that parents in the guided play condition demonstrated significantly higher proportions of spatial talk than those in the free play (mean difference = .025, p < .001), or preassembled conditions (mean difference = .022, p < .001). The preassembled and free play conditions showed no significant difference from one another (mean difference = .003, p = .866). To clarify the main effect for play condition in Phase 1, independent sample t tests were conducted. Parents in the guided play condition (M = .096) demonstrated significantly more spatial language than parents in the free play condition (M = .057), t(46) = −5.454, p < .05, or parents in the preassembled condition (M = .057), t(46) = 5.77, p < .05. No significant differences were found between parents in the free play and preassembled play condition, t(46) = .062, p = .95.
An additional question was whether children's spatial language would differ with the condition assigned. An ANOVA analogous to the one above was conducted with the proportions of child spatial language in Phases 1 and 2. A significant main effect was found for condition, F(2, 60) = 4.65, p < .05, η 2 = 0.90. Independent sample t tests showed that children in the guided play condition (M = .067) demonstrated significantly more spatial language than children in the free play condition (M = .046), t(45) = −2.13, p < .05. Just as with the parents,nosignificantdifferenceswerefoundbetweenthepreassembled(M = .059)andfreeplayconditions, t(46) = −1.86, p = .07. However, children in the guided play condition did not significantly differ in their spatial talk from those in
Table 1 Mean, Standard Deviation, and Range of Total Word and Spatial Word Counts for Parents and Children in Phases 1 and 2, Shown for the Guided, Free Play, and Preassembled Conditions of Study 1
the preassembled condition, t(45) = .88, p = .38. Post hoc comparisons (Tukey HSD) indicated that children in the free play condition demonstrated significantly lower proportions of spatial talk than those in the preassembled (mean difference = −.017, p = .023) and guided conditions (mean difference = −.016, p = .033). The difference between guided play and preassembled conditions was not significant (mean difference = .0011, p = .98). Overall, the observed differences in child spatial talk indicate the beginnings of a trend similar to that demonstrated by parents, but does not significantly follow through to the assembled and guided play conditions. Perhapsiftheparametersofthestudyhadbeenalteredslightly, suchthattheplaysessionlastedforlongerthan10 min,orifthe guided condition had contained more steps, children's spatial language would follow the pattern of parents in this respect.
ToseeiftheconditionassignedinPhase1borearelationship to the amount of spatial language demonstrated in Phase 2 (in which all dyads engaged in guided play), correlations were computed across each of the three conditions, for both parents and children. For each of the conditions in Phase 1, the proportion of parent spatial language in Phase 1 correlated with the same measure in Phase 2; free play (r = .62, p < .001), guided (r = .66, p < .001), and preassembled (r = .41, p < .05). This relationship was not found for children in any of the conditions (rs < .15, ps > .05). Proportions of parent and child spatial talk did not correlate in the Phase 1 free play condition (r = .32, p > .05), or the guided play condition (r = −.17, p > .05) but did correlate in the preassembled condition (r = .49, p < .05).
In recognition of the possibility that a particular type of spatial word category could be driving the observed results for both parents and children, separate ANOVAs were conducted to determine whether the use of certain kinds of spatial word categories (as defined by the coding system, such as deicticterms,locationterms,ordescriptionsoforientationand transformation)variedbycondition.Spatialwordtype(6) was thewithin-subjectvariable,andcondition(3) andsex(2) were the between-subjects variables. The dependent variable was the proportion of spatial language as categorized by the spatial word categories. For parents, a significant effect was found for condition, F(2, 60) = 20.63, p < .001, η 2 = .385, as well as a significant phase by condition interaction F(2, 60) = 3.35, p < .001, η 2 = .09. Post hoc comparisons (Tukey HSD) confirmed that the instances of the spatial word categories weresignificantlygreaterintheguidedplayconditionthanthe free play (mean difference = 7.54, p < .001) and preassembled play (mean difference = 6.50, p < .001) conditions; the preassembled play and guided play conditions did not significantly differ from one another (mean difference = −1.04, p = .70). For children, a significant phase by condition interaction was found, F(2, 60) = 10.20, p < .001, η 2 = .236. Tables 2 and 3 illustrate the means for each spatial category for parents and children, for both Phases 1 and 2. As was found in the analyses of overall proportions of spatial talk, children do not show as dramatic an effect of condition as their parents.
Were children differentially engaged in play during these three conditions? To answer this question, video footage was coded for the amount of time 80% of the subjects spent building, talking about, and generally interacting with the block materials. On average, outof the 10-min session, children spent9 min,37 sengagedwiththeblocksinPhase1,and9 min, 25 s in Phase 2. To asses whether condition had an effect on levels on engagement, an ANOVA was conducted with time spent playing in Phases 1 and 2 as the within-subjects variable, gender (2) and condition (3) as the between-subjects variables. No significant differences were found among the conditions assigned in Phase 1 (Mfree play = 9.75, Mguided = 9.81, Mpreassembled = 9.43), F(2, 55) = 0.43, p = .84, η 2 = .001. In summary, the analyses demonstrate that play context (free, guided, and preassembled) impacts the spatial vocabulary that children are apt to hear. The strength of
Table 2 Means for Spatial Word Categories Demonstrated by Parents in Phases 1 and 2
the effect of construction contexts on parental talk is further evidenced by the fact that no explicit instructions to use spatial language were given. The guided play context in particular elicited the most spatial language from parents, perhaps because the dyad was most influenced by the shared goal of the condition. For parents, the guided play condition was also shown to elicit significantly higher amounts of spatial words per category. Child data indicated the beginnings of this trend, in that the free play context contained significantly lower proportions of spatial talk; however the guided play and preassembled play conditions did not differ from one another in spatial proportions of speech or spatial word categories.
Study 1 leaves open the question of what baseline levels of spatial language might be present when children and parents interact in situations without blocks or other types of spatial materials. We therefore sought to analyze the language of
Table 3 Means for Spatial Word Categories Demonstrated by Children in Phases 1 and 2
parents and children during other everyday non-spatial play activities. In order to capture a naturalistic and heterogeneous array of language in diverse non-spatial contexts, Study 2 used the CHILDES database to investigate the quantity of spatial language demonstrated by parents and children in other types of play and daily life activities thatdo notinvolve construction.
STUDY 2
Method
Recruitment Method and Materials
To remain consistent with the methods of Study 1, transcripts from the CHILDES database were selected to fit the following criteria: (1) children were within the age parameters of Study 1 (3 through 5 years of age), (2) the transcribed interaction was restricted to one caregiver speaking to one child (e.g., avoided group dialogue), and (3) the interaction involved task(s) that did not involve play with construction toys. Furthermore, when time information was included, 10-min interactions were used to parallel the methods of Phase 1 in Study 1. If no time information was given, efforts were made to closely match total word counts to those demonstrated in Study 1. Ultimately, the collection of transcripts represented the following activities (which were not mutually exclusive across transcripts): lunch with parent, play with puppets, drawing, playing house, playing store, dressing up, playing ''zoo'' with animal figurines, pretending to talk on a telephone, playing tea party with dolls, playing with pretend food and kitchen utensils, playing ''school,'' and throwing a ball.
Participants
Thirty-one transcripts were gathered and analyzed. In keeping with the age groups of Study 1, 14 transcripts were obtained for children approximately between the ages of 3 and 4.5 (6 males, 8 females, mean age 43 months, range 31–43 months) and 17 from children approximately between the ages of 4.5 and 5 (7 males, 10 females, mean age 63 months, range 54–71 months).
Procedure and Coding
Transcriptswereanalyzedaccordingtothecodingsystemused in Study 1. Two reliable coders from Study 1 calculated the proportions of parent and child spatial language demonstrated in the CHILDES transcripts.
Results
To compare the spatial content of the language that preschool children hear from caregivers when participating in other types of play (CHILDES control) to that of the language elicited when playing with construction toys like blocks, a one-way ANOVA was conducted. As illustrated in Figures 1
and 2, significant differences were found between the spatial languageproportionsinStudy1andtheproportionscalculated from the set of CHILDES transcripts, F(1, 102) = 55.02, p < .001. A series of independent samples t tests were performed to probe the difference between the block construction play groupsandthegeneralplaygroup.Itwasfoundthatinthethree block play contexts, parents used significantly more spatial language than those depicted in the CHILDES transcripts (MCHILDES = .03, SE = .003): in the preassembled condition (Mpreassembled = .057, SE = 3.32), t(53) = 6.29, p < .001, the guided play condition (Mguided = .096, SE = 6.46), t(53) = 10.59, p < .001, and the free play condition (Mfree play = .057, SE = 3.15), t(53) = 5.71, p < .001.
Similarly, children themselves used spatial language more frequently in the conditions of Study 1 than those depicted in the CHILDES transcripts, F(1, 101) = 23.15, p < .001 (Figure 2). As with parents, independent t-tests revealed that, when broken apart, each block play condition elicited significantly more child language than the selected CHILDES activities (MCHILDES = .03, SE = .003): preassembled (Mpreassembled = .059, SE = 5.79), t(53) = 5.65, p < .001;guided(Mguided = .067, SE = 1.79), t(52) = 4.23, p < .001; and free play (Mfree play = .047, SE = 4.53), t(53) = 3.00, p = .005. These results lead us to conclude that introducing blocks to a play context is likely to elicit conversation containing a host of spatial vocabulary above and beyond what is used in other types of play.
GENERAL DISCUSSION
Thepurposeofthesestudieswastoexplorewhetherchildren's learning of spatial language might be enhanced in settings
involving play with blocks, paying particular attention to the role of verbal descriptions of spatial concepts. The first study revealed that parents and children do use spatial language in block play, and even more importantly, that different play contexts were more or less supportive of the use of spatial language. In particular, the guided play context in Study 1 promoted more spatial talk from parents than the other two conditions.
Child spatial language followed a similar trend, in that children in the guided play condition demonstrated more spatial language than those in the free play condition, but not in the assembled condition. Based upon what was observed in the play conditions, it seems that the preassembled structure afforded play that involved different types of spatial relations apart from those used in construction contexts, for example: ''Mommy let's drive the cars in and out of the garage,'' or, ''The fireman is climbing all the way up to the top of the building.'' Parents and children often elicited and commented on spatial actions with the figures and vehicles provided. In contrast, in the free play condition, children would put blocks together somewhat randomly and seemed to not pay as much attention tothefiguresandvehicles.Thiswasalsoobservedintheguided play condition at times. If parents played less of an assertive role, children would sometimes became more absorbed with the activity of building, rather than building in a way that followed the prescribed steps (it should be noted that in the guided play condition, no strict rules were imposed such that the building would have to be finished by the end of the play session.) When children became absorbed with the materials, not as much conversation about spatial configurations was elicited as in the preassembled condition. We hypothesize that stretches of this type of play may have contributed to the lack of a difference between proportions of children's
spatial talk in the preassembled and guided play conditions. It may be that with a slightly older age group of children who have a wider range of conversational and block building skills(perhaps6–7 yearolds),theguidedplayconditionwould show significantly higher proportions of spatial talk for both parents and children alike.
The second study allowed us to conclude that ordinary, everyday interactions of parents and preschoolers do not necessarilyinvolvespatialtalktoasgreatanextentasplaywith construction materials. In these forms of play, it is notable that the mean proportions of spatial phrases and words were found tobethesameforparentsandchildrenalike(MCHILDES = .03). Thus, it seems likely that block play confers an advantage for children's exposure to spatial language and encourages them and their parents to use spatially relevant terms.
These findings hold substantial educational implication for the enhancement of spatial instruction. Many current organizations have recognized the need to bolster this area in the classroom. In 2006, the National Research Council's report entitled Learning to Think Spatially, outlined the importance of developing spatial skills not only for success in the STEM disciplines, but also for normal functioning in everyday life. Despite its fundamental role, spatial learning is not specifically addressed in many preschool and kindergarten curriculums (National Research Council, 2006). The Council's report specifically advocated for greater inclusion of direct spatial ability training, and defined spatial ability as the ability to process, manipulate, and visualize spatial information. A recent meta-analysis of the efficacy of such spatial ability training showed that it is malleable and can benefit from training (Hand, Uttal, Marulis, & Newcombe, 2008). As set forth in their Geometry Standards for Pre-K to Grade 2, the National Council of Teachers of Mathematics (2000) highlight the following spatial reasoning objectives: Describing spatial relationships (e.g., the ability to use words such as top and bottom), and creating mental images of geometric shapes.
Blocks may be one such educational tool that provide young children with an accessible and playful introduction to these spatial concepts and abilities. It has been demonstrated that words embedded in playful contexts are learned better and faster (Neuman & Roskos, 1992). The current study indicates that play with blocks in a semi-structured guided play context, in the company of a more experienced partner, is especially beneficial for children's exposure to spatial language. The particular benefits of a guided play approach have additionally been demonstrated in children's learning of the properties of shapes (Fisher et al., 2009). This hearkens back to Vygotsky's classic theory of scaffolded learning within the zone of proximal development, in which anovice's learning is facilitated by an expert instructor (Vygotsky, 1978). Block play in the preschool years may be additionally appropriate as an educational tool in that it coincides with observed trends in language development. It is between the ages of 2 and 5 that children begin to express and understand relational concepts such as big/little, wide/narrow, tall/short, in/on, high/low, and here/there (de Villiers & de Villiers, 1979, 1992). Around the age of 3, children use these terms to make appropriate judgments of function (Gelman & Ebeling, 1989). With the guidance of an adult partner, children will be exposed to new and more sophisticated forms of spatial language to add to their growing lexicons, granting them opportunities to elaborate and expand upon their developing knowledge of spatial relations and corresponding categorical labels.
The fact that no gender differences were found in the current study additionally speaks to the educational validity of blocks as a tool in the classroom. Although prior research has typified a greater male preference for play with blocks (Farrell, 1957; Farwell, 1930; Saracho, 1994, 1995), it seems that girls may be just as motivated to play with construction materials. Indeed, for all of the conditions in the current study, it was found that girls and boys did not differ from one another in the amount of time spent engaging with the blocks. In assessments of competency in block building skills, boys have been shown to have no advantages over girls (see review by Kersh et al., 2008). Thus, teachers may incorporate blocks into their pedagogical techniques without overt concern for alienating female members of the class.
The delivery of spatial language through block play may also prove particularly powerful as an educational tool for children of low-SES (socioeconomic status) households, who may face specific contextual challenges in acquiring language (Case, Griffin, & Kelly, 2001; Whitehurst, 1997). It has been found that although low- and high-SES children start out with the same number of spatial words at 30 months of age, the linear rate of growth of spatial words is slower for low-SES children when compared to middle- and high-SES children (Pruden et al., 2010). Block play may also prove to be a particularly useful and accessible tool in introducing at-risk children to fundamental mathematical concepts (Park, Chae, & Foulks, 2008), and address differences in mathematics achievement scores(Jordan,Huttenlocher,&Levine,1992;Saxe,Guberman, & Gearhart, 1987).
Blocks offer one play context that may enhance learning. Here, we examined block play between parents and children, and found that, in comparison to many other types of play activities, blocks encourage parents and children to use significantly more spatial terms in conversations with one another. The fact that the guided play condition elicits more spatial language suggests that experimental and educational interventions may follow such a model to increase the frequency of spatial language children hear and come to use on their own. Pre-K and kindergarten teachers may not fully recognize the educational value of block play (National Association for the Education of Young Children [NAEYC] 1997; Park, Chae, & Foulks, 2008; Wellhousen & Keoff, 2000; Zacharos, Koliopoulos, Dokomaki, & Kassoumi, 2007). These
finding bear direct relevance to implementation in classrooms, in which a teacher may use goal-directed block play as a means of introducing and acting out spatial concepts and relationships.
A recent meta-analysis (Alfieri, Brooks, Aldrich, & Tenenbaum, 2010) of discovery-based learning speaks to this issue. The authors define discovery learning as occurring when ''the learner is not provided with the target information or conceptual understanding and must find it independently and with only the provided materials. . . .there is an opportunity to provide the learners with intensive or conversely, minimal guidance, and both types can take many forms'' (p. 2). The guided condition of this study fits within this approach, in which the end product of a complete structure is obtained by sequential stages at which children receive guidance and feedback from their parents as needed. Based upon their findings in the meta-analysis, Alfieri et al. (2010) suggest that pedagogical approaches that employ scaffolded tasks with predefined objectives confer particular benefits for learners. Teachers may adopt this strategy in the context of guided play withblocks,providingchildrenwithexplanationandsupport, yet also allowing them the space to build and discover on their own.
Because of the unique language it elicits, playing with blocks may be one of the means by which young children begin to develop the spatial abilities that have been found to be linked to a number of academic achievements later in life (Humphreys, Lubinski, & Yao, 1993; Shea, Lubinski, & Benbow, 2001). These data are among the first to show that naturalistic interactions between parents and children can build a foundation for important spatial concepts and the means of expressing them through language. Future research will further elucidate the way in which block play may be utilized as a mode that fuses together playful learning and spatial education.
Acknowledgments—This research was supported in part by funding from the National Science Foundation Science of Learning Center (Grant #SBE 0541957) to Nora S. Newcombe, the National Institutes of Health Stimulus Grant (Grant #1RC1HD0634970-01) to Roberta Michnick Golinkoff and Kathy Hirsh-Pasek, as well as a gift from MEGA Brands™. We are grateful to the contributions to this work made by the members of the Temple Infant Lab and the Research in Spatial Cognition Lab.
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Wolfgang, C. H., Stannard, L. L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 46–75.
Wu, H., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88, 465–492.
Zacharos, K., Koliopoulos, D., Dokomaki, M. & Kassoumi, H. (2007). Views of prospective early childhood education teachers, towards mathematics and its instruction. European Journal of Teacher Education, 30, 305–318. | <urn:uuid:d4f0eeb8-15f4-4bfd-9bb3-b3eaa7edf224> | CC-MAIN-2020-50 | http://www.mnafee.org/uploads/1/3/7/0/13709464/d-1_ferrara_block_study_2011.pdf | 2020-11-27T07:59:06+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00609.warc.gz | 138,229,853 | 10,973 | eng_Latn | eng_Latn | 0.96464 | eng_Latn | 0.993876 | [
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112TH CONGRESS 1ST SESSION
S. RES.
ll
Expressing the sense of the Senate relating to the 150th anniversary of the admittance of the State of Kansas to the United States as the 34th State.
IN THE SENATE OF THE UNITED STATES
llllllllll
llllllllllsubmitted the following resolution; which was referred
to the Committee onllllllllll
RESOLUTION
Expressing the sense of the Senate relating to the 150th anniversary of the admittance of the State of Kansas to the United States as the 34th State.
Whereas January 29, 2011, marks the 150th anniversary of the admittance to the State of Kansas to the United States as the 34th State;
Whereas the sesquicentennial of the statehood of the State of Kansas is cause for celebration and reflection;
Whereas the name Kansas is derived from the Kansa Indians who, among many other Indian tribes, have inhabited the plains of the United States for centuries;
Whereas Kansas received official recognition as a territory in 1854;
Whereas the territorial years of Kansas, commonly known as ''Bleeding Kansas'', were marked by violence and bloodshed over whether Kansas would join the United States as a State that permitted slavery;
Whereas the territorial population of Kansas was committed to the ideals of personal freedom and individual liberty, which led to armed conflict with neighboring regions;
Whereas the battle between pro-freedom and pro-slavery interests over the future of Kansas were fought politically and violently in both Kansas and Washington, District of Columbia;
Whereas Kansas was admitted to the United States as a free State on January 29, 1861, under President James Buchanan following a debate that served as a factor in the outbreak of the Civil War;
Whereas the legislature of the State of Kansas convened for the first time in March 1861, only a month prior to the commencement of the Civil War with the firing on Fort Sumter in the State of South Carolina in April 1861;
Whereas two-thirds of the able-bodied males in the State of Kansas served in the Union Army over the course of the Civil War;
Whereas the State of Kansas was born in the midst of blood and battle, has established itself as a national leader in agriculture and aviation, and is a key contributor to the culture of the United States;
Whereas Kansas agricultural producers produce food, fuel, and fiber that is used throughout the United States and exported across the globe;
Whereas Kansas aircraft manufacturers have led the world in producing quality aircraft since the early days of aviation;
Whereas throughout the State and across generations, the people of the State of Kansas employ a work ethic and sense of duty befitting the American Dream, none better exemplify this than President Dwight D. Eisenhower, the boy who rose from humble beginnings to lead as Supreme Allied Commander in World War II and later serve as the 34th President of the United States;
Whereas from the days of the ''Bleeding Kansas'' border wars through the current deployments in the Middle East, patriotic people of the State of Kansas have answered the call of duty to fight for the United States and the cause of liberty, including Senator Bob Dole who was wounded as a young infantry officer in World War II and later served as Senate Majority Leader and the Republican Nominee for President of the United States in 1996;
Whereas the State of Kansas continues its proud military tradition by supporting troops and their families in the National Guard in towns across the State and at Fort Riley, McConnell Air Force Base, and the Army Staff and Command College in Leavenworth; and
Whereas the motto of the State of Kansas, ''Ad Astra per Aspera,'' which means ''To the Stars through Difficulty,'' pays respect to the turbulent past of the State of Kansas, while remaining hopeful about the future: Now, therefore, be it
1
Resolved,
That—
2
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My Neighbour Totoro (1988)
FILMCLUB Guide to… Writing Effective Film Reviews - Primary
"Whether you're a first-time reviewer or an experienced film club critic, this worksheet will help take your review-writing skills to the next level." FILMCLUB Film Programmer
Review writing is one of the most important aspects of FILMCLUB, helping to improve literacy, critical thinking and engagement with learning. What's more it offers an outlet for expression.
FILMCLUB is an education charity which helps schools set up and run film clubs for pupils to watch, review, discuss and learn through a variety of fantastic films from past and present. Free to all state schools, FILMCLUB provides weekly screenings, online reviewing, industry events and hands-on support to engage, challenge and open new avenues for informal learning. Teachers receive the support they need to introduce pupils to the world of film, creating a memorable experience with proven academic benefit. Now even easier to join through online start up sessions!
Pupils are encouraged to upload their film reviews to www.filmclub.org where they can rate films and read the opinions of their peers.
Many more resources are available free from www.filmclub.org when you join FILMCLUB. Follow FILMCLUB on twitter @filmclubuk or find us on facebook /filmclubuk www.filmclub.org
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Activity 1: Interesting Adjectives
Adjectives are words that describe something or someone. 'Good', 'bad' and 'nice' are all common adjectives, but your film review could include words that are a lot more interesting than that!
f f Colour the words for films you like BLUE
f f Colour the words for films you don't like RED
f f Colour the words that could apply to both PURPLE
Look up any words you don't understand in a dictionary
Silly funny
sad exciting
boring scary
cheering exquisite
unassuming
MEAN-SPIRITED
confusing
Exotic joyful
manipulative mundane
benevolent shallow
pretentious hilarious
UNBELIEVABLE Smug
cinematic Luscious spell-binding
Activity 2: One-Word Film Reviews
Below is a list of films you might have watched with your film club, at home or in the cinema. Next to each film you've seen write a word that describes how you feel about it. Make sure you use a different word for every film!
f f The Secret of Kells
f f Fantastic Mr Fox
f
f
f f Cloudy With A Chance of Meatballs
f
f
f f Toy Story 3
f
f
f f Up
f
f
f f The Secret Garden
f
f
f f Duck Soup
f
f
f
f Laurel & Hardy: Way Out West
f
f
ffA Kid In King Arthur's Court
f
f
f
f
f f The Muppets
f
f
f f Tangled
f
f
f f Lost & Found
f
f
f f Matilda
f
f
f f Ratatouille
f
f
f f Diary of A Wimpy Kid
f
f
f f How To Train Your Dragon
f
f
Activity 3: Snappy Synopses
The part of a review that describes the plot is called the 'synopsis' (plural: synopses). We want a review to tell us a little bit about what happens in the film – but not too much! Too much detail can be boring for the reader and might even ruin the film. That's why giving away the end of the film in a review is called a 'spoiler'.
Get into pairs. Pick a film you have seen and your partner hasn't. Describe what the film is about in no more than 20 words. Try to get them excited about the film, but remember to keep it snappy!
www.filmclub.org
Registered Charity No. 1136558
Activity 4: Comparisons
One of the best ways to help your reader understand something they haven't experienced is by comparing it to something they have.
Pick a film you have seen from the list on Activity 2 and complete the following sentences:
f f If this film were an animal it would be
f f If this film were an ice cream flavour, it would be
f f If this film were a book it would be
f f If this film were a celebrity it would be
Activity 5: Writing Your Review
Now it's time to piece together the skills you've learnt into a finished review. This will contain three paragraphs, each doing a different job…
f f Paragraph 1: Synopsis
Using your snappy synopses skills from Activity 3, describe what happens in the film. Don't include any spoilers!
f f Paragraph 2: Context
Use your favourite comparisons from Activity 4 to help your reader understand what watching the film is like. You might also want to include information like the names of the actors or other films the director has made.
f f Paragraph 3: Evaluation
Did you like the film? Why? Why not? Use your favourite adjectives from Activity 1 to describe how you feel about the film. You might also want to include a star rating or a mark out of 10.
f f Vocabulary List
synopsis
An outline of the plot of a play, film, or book
adjective A describing word or phrase
spoiler
A description of an important plot development in a television show, movie, etc., before it is shown to the public
context
The set of circumstances or facts that surround a particular event, situation, etc.
evaluation The act of judging value or worth
www.filmclub.org
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HM Government
Keep Warm Keep Well
Information for…
Over 60s Low-income families People living with a disability
2
About this booklet
This booklet aims to help you maintain good health during winter and take advantage of the financial help and benefits available.
For further information on public health and cold weather, please refer to the Cold Weather Plan for England.
For further information about winter wellness in Wales, please visit Public Health Wales.
For further information about winter wellness in Scotland, please visit Ready Scotland.
For further information about winter wellness in Northern Ireland, please visit NI Direct.
Contents
Your top tips for keeping warm and well
1 Keep warm Heat your home to at least 18°C (65°F). You may prefer your main living room to be slightly warmer. Keep your bedroom window closed on a winter's night. Breathing in cold air can increase the risk of chest infections.
2 Get financial support There are grants, benefits and sources of advice available to make your home more energy efficient, improve your heating or help with bills.
3 Look after yourself • Contact your GP to get your free flu jab if you are aged 65 or over, live in a residential or nursing home, or are the main carer for an older or disabled person. NHS Choices provides information about flu. Visit www.nhs.uk/flu to learn more.
* Don't delay in getting treatment for minor winter ailments like colds or sore throats. Visit your local pharmacist for advice on treatment before it gets worse so you can recover quicker.
* Layer your clothing whether you are indoors or outside. Wrap a scarf around your mouth to protect your lungs from the cold air.
* Wear shoes with a good grip if you need to go outside.
* When you're indoors, try not to sit still for more than an hour or so. Get up, stretch your legs and make yourself a warm drink.
3
4
* Have your heating and cooking appliances checked by a Gas Safe registered engineer to make sure they are operating safely.
* Contact your water and power suppliers to see if you can be on the Priority Services Register, a service for older and disabled people.
* For more winter wellness tips visit NHS Choices
4 Check on others Check on older neighbours or relatives to make sure they're safe and well. Make sure they're warm enough, especially at night, and have stocks of food and medicines so they don't need to go out during very cold weather.
If you're worried about an older person, contact a family member, the local council or ring the Age UK helpline on 0800 00 99 66.
Be prepared for the cold weather
Although winter weather and snow can be fun, it is also associated with an increase in illnesses and injuries. There's more to feeling 'under the weather' than most people realise. Cold and wintry conditions can cause severe illness and, in the worst cases, people can die. The cold weather, combined with low levels of sunlight after the clocks go back, means that many of us can feel in poor health. However, with some simple precautions, most people can be prepared for the cold weather and prevent much of the misery often associated with winter weather.
Severe cold snaps can have dramatic effects on everyday life, especially for those people who are already vulnerable because of their age, illness or disability.
The Met Office provides weather forecasts on radio and TV, and tuning in to these bulletins regularly can help you keep up to date with the weather. Severe weather warnings are also issued on the Met Office website, through the Met Office Twitter feed (www.twitter.com/metoffice) or you can ring the Weather Desk on 0370 900 0100 or 01392 885 680.
The Weather Desk is open 24 hours a day, 7 days a week to provide you with accurate and timely weather information so that you can stay one step ahead of the weather.
6
Staying healthy this winter
We're all likely to feel the chill in winter, but cold weather can lead to very serious health problems, such as heart attacks, strokes or pneumonia, and sometimes the cold weather can even kill – especially if you have a long-term health condition or are 65 or over. There are several things that you can do to help yourself stay healthy in winter.
Get a free flu jab
Not only is flu unpleasant, but it can also cause serious illnesses, such as pneumonia or bronchitis – in the worst cases it can result in a stay in hospital, or even death. You are more at risk if you have a long-term health condition, are older, or are pregnant.
Contact your GP or pharmacist if you think you, or someone you care for, might qualify for a free flu jab There are four flu leaflets available in England: one general, one for pregnancy, one about children and one for people with learning disabilities.
Free flu vaccinations are available for those who:
* are aged 65 or older
* are aged two, three or four years old
* are children in school years 1, 2 and 3
* are pregnant
* are aged six months to 64 years old and
-- have a serious medical condition such as chronic heart, lung, neurological, liver or kidney disease or diabetes
-- have a weakened immune system due to disease or treatments that suppress the immune system such as chemotherapy
-- have had a stroke or transient ischaemic attack (TIA)
* are living in a long-stay residential care home or other long-stay care facility (not prison or university halls)
* are the main carer for an elderly or disabled person whose welfare may be at risk if you fall ill
If you are the parent of a child who is over six months old and has a long-term condition listed above, you should also speak to your GP about your child having the flu vaccine. Your child's condition may get worse if they catch flu.
If you live in England you can visit NHS Choices for more information about flu.
If you live in Scotland you can visit the Immunisation Scotland website for more information. There are different arrangements in place for the child flu programme in Scotland, please check the website for more information.
If you live in Northern Ireland you can visit the Flu Aware NI website for more information.
If you live in Wales you can visit NHS Direct Wales for more information.
There are different arrangements in place for the child flu programme in Wales. Please visit NHS Direct Wales for further details.
Avoid catching colds or flu
Colds and flu spread very easily. Young children in particular can be at risk of becoming unwell, as their immune systems are still developing. It's worth
8
following these simple and obvious hygiene measures to reduce the risk of catching and spreading infections.
* Always cover your nose and mouth with a tissue when you cough or sneeze, and encourage visitors and relatives to do the same.
* Throw away used tissues as soon as possible.
* Wash your hands regularly with soap and water, and use a hand sanitiser gel when you're out and about.
* Stock up on over-the-counter cough and cold remedies.
Living a healthy lifestyle
You probably know that keeping yourself as fit and healthy as you can is important all year round, but your lifestyle can make even more of a difference when it comes to keeping well in winter.
Eat well
Eating regular meals will help keep your energy levels up during winter.
* Hot meals and drinks help keep you warm, so eat at least one hot meal a day and have plenty of hot drinks.
* Plan your meals and keep your diet as varied as possible. Aim to include your daily five portions of fruit and veg. Remember that tinned and frozen fruit and vegetables count towards your five a day.
* Stock up on tinned and frozen foods, so that you don't have to go out too much when it's cold or icy.
Parents of children under four and women who are at least 10 weeks pregnant and are on certain benefits may be eligible for free weekly Healthy Start vouchers. The vouchers can be swapped for milk, fresh and frozen fruit and vegetables, infant formula milk and vitamins. To find out if you qualify and for more tips and advice on healthy eating visit www.healthystart. nhs.uk or call the Healthy Start Issuing Unit on 0345 607 6823.
You also qualify if you are under 18 and pregnant, even if you don't receive benefits or tax credits.
Stay active
We all know that exercise is good for your overall health – and it can keep you warm in winter. If you can stay active, even moderate exercise can bring health benefits.
* If possible, try to move around at least once an hour. Remember to speak to your GP before starting any exercise plan.
* Keeping active generates heat and helps keep you warm. When you're indoors, try not to sit still for more than an hour. Get up and walk around, make yourself a warm drink and spread any chores throughout the day.
* Chair-based exercises and simply moving your arms and legs and wiggling your toes are helpful if walking is difficult.
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Dress for the weather
* Wear lots of thin layers – clothes made from cotton, wool or fleecy fibres are particularly good and help to maintain body heat.
* Wear shoes with a good grip to prevent slips and falls when walking outside. Always take a mobile phone with you when outside.
* A hat is especially effective for keeping warm outdoors.
Heating your home effectively and safely
Some of these heating tips may seem obvious, but they can make a big difference when it comes to protecting your health and reducing your fuel bills.
* Heating your home to at least 18ºC (65°F) in winter is particularly important if you have reduced mobility, are 65 and over, or have a health condition, such as heart or lung disease. Having room temperatures slightly over 18°C (65°F) could be good for your health.
* If you are under the age of 65, active and wearing appropriate clothing, you may wish to heat your home to a temperature at which you are comfortable, even if it is slightly lower than 18ºC (65°F).
* Overnight in winter, people who are 65 and over or who have pre-existing health conditions, may find bedroom temperatures of at least 18ºC (65°F) are good for their health; this may be less important if you are a healthy adult under 65 and have appropriate clothing and bedding.
* To reduce the risk of sudden infant death syndrome, rooms in which infants sleep should be heated to between 16 – 20°C
Set your heating to come on just before you get up and switch off after you've gone to bed. If it is very cold, set your heating to come on earlier and turn off later rather than turning the thermostat up.
* Heat your home as best you can but if you can't heat all the rooms you use, heat the living room during the day and your bedroom just before you go to sleep.
* Remember to close curtains and shut doors to keep heat in the rooms you use most.
* Heating your home safely is really important. Remember to get your heating system checked regularly by qualified professionals, and keep your home well ventilated. Please remember to keep the trickle vents open (the small opening in your window frame) to ensure that your home is adequately ventilated.
* If you have open fires, make sure they are properly ventilated. Use safety guards and don't hang your washing near the open flames. If you use a fire to heat your bedroom, avoid using it at night and use an alternative safe heating method.
* Use your electric blanket as instructed and get it tested every three years. Remember never to use an electric blanket and a hot water bottle together.
* Do not use a gas cooker or oven to heat your home – it is inefficient and there is a risk of carbon monoxide poisoning.
* If you are not connected to gas or electricity mains, and use a heating oil, LPG or wood products as the main heating source, make sure that you have a sufficient supply to avoid running out in winter. You might be interested in joining an oil club to save money. These are groups of people, mainly in rural areas, who combine their orders for domestic heating oil. For more information visit www. citizensadvice.org.uk/oilclubs
* If you live in Northern Ireland you can contact Bryson Energy for information about oil buying clubs in your area, or call their Freephone on 0800 142 2867.
Keeping the heat in
Insulating your home not only helps to keep you warm and healthy, but it can also help to keep your heating costs down.
* Fit draught proofing to seal any gaps around windows and doors.
* Make sure that your loft has at least 10–11 inches (270mm) of insulation. Any home with 4 inches (100mm) or less should have it topped up.
* If you have wall cavities, make sure that they are insulated too.
* Insulate your hot water cylinder and pipes.
* Draw your curtains at dusk to help keep the heat generated inside your rooms.
* Make sure that your radiators are not obstructed by curtains or furniture.
In England, contact the Energy Saving Advice Service (ESAS) for more advice on how to reduce fuel bills and make your home more energy efficient. ESAS is a government-funded telephone advice service that offers impartial information about available heating and insulation measures. ESAS can signpost callers to a wide range of organisations that can help install energy-saving measures in their homes to help reduce their fuel bills and also give details on eligibility for the schemes mentioned above, including to which parts of the UK they apply. ESAS can be contacted on 0300 123 1234 (9am to 8pm Monday to Friday and 10am to 2pm on Saturday).
For free and impartial advice in Scotland, including support on making your home warmer and cheaper to heat, contact Home Energy Scotland on 0808 808 2282.
If you live in Northern Ireland, free and impartial advice is available from Bryson Energy or you can call their Freephone number on 0800 142 2865.
For heating advice in Wales people can contact Nest on 0808 808 2244 or visit the Nest website. Nest is a Welsh Government scheme which aims to make the least energy efficient homes in Wales warmer and cosier.
13
Carbon monoxide poisoning
Incorrectly installed, poorly maintained or poorly ventilated cooking and heating appliances which burn carbon-containing fuels can give off carbon monoxide – a poisonous gas which you can't see, smell or taste, but which causes approximately 30 accidental deaths per year in England and Wales. Low levels of carbon monoxide can cause serious harm to your health, if breathed in over a long time.
* You should have cooking and heating appliances, that burn carbon-containing fuels (such as gas, coal, charcoal, oil and wood), as well as flues and chimneys, serviced at least once a year, at the doorstep of winter, by a suitably trained, reputable, registered engineer.
* You may need to remind your landlord that they are legally obliged to have an annual gas safety check completed in the property – please remember to ask for a copy of the certificate.
* Don't block flues or chimneys, even if they are draughty, because these allow carbon monoxide to escape.
* Fit an audible carbon monoxide alarm that meets European Standard EN50291, in any room that contains a gas fuel burning appliance, like a boiler and gas fire, and a solid fuel burning appliance, and test it regularly to ensure that it is working, as effectively as possible.
* According to the Smoke and Carbon Monoxide Alarm (England) Regulations 2015, the landlord has the duty to install a smoke alarm on each storey of your home and a carbon monoxide alarm in any
room that contains a solid fuel burning combustion appliance.
* Follow all instructions for the appliance, keeping rooms well ventilated and stop using an appliance if you think it may be giving off carbon monoxide gas.
* If you suffer from repeated or severe headaches, symptoms similar to that of food poisoning or viral infections, flu or simple fatigue and think they could be caused by carbon monoxide, see your doctor at once and say you think it might be carbon monoxide poisoning.
To find out more about carbon monoxide safety, visit the Health and Safety Executive (HSE) website (www. hse.gov.uk/gas/domestic) or call the Gas Safety Advice Line on 0800 300 363 (9am–5.30pm Mon–Thurs and 9am–5pm Fri).
To find a gas engineer in your area call 0800 408 5500.
If you use solid fuel to heat your home, you can find a HETAS (Heating Equipment Testing and Approval Scheme) registered engineer by calling 0845 6345626 For oil and biofuel appliances, registered technicians can be found at OFTEC (Oil Firing Technical Association) at 0845 658 5080.
For general health advice and information about carbon monoxide poisoning visit NHS Choices.
Advice and guidance on carbon monoxide (CO), and the prevention, diagnosis and treatment of CO poisoning can be downloaded from gov.uk CO collection https://www.gov.uk/government/collections/carbonmonoxide-co
15
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Financial help to heat your home
There are grants, benefits and sources of advice available to make your home more energy efficient, improve your heating or help with bills. It's worthwhile claiming what you are entitled to.
Winter Fuel Payment
This is a tax-free benefit to help pay for heating during winter. You could be eligible if you have reached the qualifying age and you normally live in Great Britain.
For winter 2016/17 people born on or before 5 May 1953 will have reached the qualifying age.
How much could I get?
This year you could get a Winter Fuel Payment of up to £200 for households with someone who qualifies aged up to 79, or up to £300 for someone aged 80 or over. The exact amount you'll get depends on your circumstances during the qualifying week of 19- 26 September 2016, such as your age, whether you live alone and whether you're getting Pension Credit, income-based Jobseeker's Allowance or income-related Employment and Support Allowance.
You will get the payment automatically if:
* you qualify; and
* you got a Winter Fuel Payment last winter and you still meet the conditions for getting it, or you got State Pension or another benefit, except Housing Benefit, Council Tax Reduction, Universal Credit or Child Benefit, during the week of 19- 26 September 2016.
Most payments are made over a number of weeks from November onwards. You should get your payment by Christmas – if you haven't, you should make a claim. All claims must be received on or before 31 March 2017.
To find out more about Winter Fuel Payments, call 03459 15 15 15 (8.00am-6.00pm Mon–Fri, textphone 0345 606 0285) or visit www.gov.uk/winter-fuelpayment
Cold Weather Payment
Cold Weather Payments are made during periods of very cold weather to help people to pay for extra heating costs. To get a Cold Weather Payment, the average temperature where you live must be recorded as, or forecast to be, 0°C or below for seven days in a row. You may be able to get Cold Weather Payments if you are getting:
* Pension Credit;
* Income Support and have a pensioner or disability premium, or you have a child who is disabled or under 5 years old, or Child Tax Credit that includes a disability or severe disability element, or child disability premium in Income Support;
* Income-based Jobseeker's Allowance and have a pensioner or disability premium, or you have a child who is disabled or under 5 years old, or Child Tax Credit that includes a disability or severe disability element, or child disability premium in Jobseeker's Allowance; or
18
* Income-related Employment and Support Allowance in the main phase or in the assessment phase and you are in receipt of a pensioner or disability premium or have a child who is disabled or under 5 years old, or Child Tax Credit that includes a disability or severe disability element, or receive the support or work-related component of Employment and Support Allowance, or child disability premium in Employment and Support Allowance.
* Universal Credit – you will usually get Cold Weather Payments if you get Universal Credit, you are not employed or self-employed and one of the following applies:
-- you or your partner receive either a limited capability for work element or a limited capability for work element with a work-related activity element; or
-- you receive a disabled child element within your assessment; or
-- you have a child under the age of five years living with you.
An exception to this criteria has been made for families with a disabled child; i.e. Universal Credit recipients who are employed or self-employed will be eligible for Cold Weather Payments if they have a disabled child in the family.
A Cold Weather Payment is £25 for each period of very cold weather. To find out more about Cold Weather Payments contact your Pension Centre or Jobcentre Plus (you can find your nearest office in the phone book) or visit www.gov.uk/cold-weather-payment
Energy Company Obligation – ECO
Under the Energy Company Obligation (ECO) the largest domestic energy suppliers are obligated to fund energy efficiency improvements in the homes of certain consumers. To meet their obligation, participating energy companies promote and subsidise the cost of installing improvements to make homes warmer, healthier and more energy efficient.
For homeowners or people living in privately rented accommodation, and who are in receipt of certain benefits and/or tax-credits, there may be support available for boiler repairs or replacements and a range of insulation improvements.
The Energy Saving Advice Service (ESAS) will be able to discuss with you whether you may be able to get assistance. If you are likely to be eligible, with your consent, they can check your eligibility with the Department for Work and Pensions (DWP) and then pass your details on to a participating energy supplier who will contact you directly to set up a free, no obligation home assessment. After your assessment the Energy Supplier will be able to give more information about suitable improvements and whether they can subsidise the costs. These improvements may include boiler replacement, loft and cavity wall insulation, and tariff advice. Eligible customers could also get checked to see if they are eligible for the Warm Home Discount, a rebate worth £140.
In addition, if you are not in receipt of benefits and/ or tax credits, but live in a property that requires energy efficiency measures, other financial support may be available to you to help cover the costs of these improvements. Again, the Energy Saving Advice Service
19
will be able to tell you more about other schemes that may be available to help you.
Please note that the Energy Company Obligation does not apply to Northern Ireland.
How to apply
To find out more, including what type of support you could be eligible for, contact the Energy Saving Advice Service on 0300 123 1234 (9am–8pm Mon–Fri and 10am–2pm Sat) in England and Wales.
You do not have to be an existing customer of a participating supplier to qualify for support.
If you live in Scotland, you can contact Home Energy Scotland on 0808 808 2282 for advice, support and possible grants or loans to help you achieve a warmer home.
If you live in Northern Ireland, visit NI Direct for information and advice on energy efficiency and grants. You can also contact Bryson Energy for free, independent energy advice on 0800 142 2865.
Warm Home Discount scheme
The Warm Home Discount scheme helps low-income and vulnerable households with energy costs.
Participating energy companies will be providing a discount of £140 on the electricity bills of certain customers in winter 2016/17.
The following suppliers are part of the scheme:
Atlantic, British Gas, Co-operative Energy, EDF Energy, E.ON, Equipower (Ebico), Equigas (Ebico), First Utility, Manweb (Scottish Power), M&S Energy, npower, OVO, Sainsbury's Energy (British Gas), Scottish Gas (British
Gas), Scottish Hydro, ScottishPower, Southern Electric, SSE, SWALEC, Utilita and Utility Warehouse.
Not applicable to Northern Ireland. If you live in Northern Ireland, visit NI Direct for information and advice on energy efficiency and grants. Or call Bryson Energy for free, independent energy advice on 0800 142 2865.
Am I eligible for the discount?
You qualify for the discount if, on the qualifying day, 12 July 2016, your supplier was part of the scheme, your name (or your partner's) was on the bill and you were:
* getting the Guarantee Credit element of Pension Credit (even if you get Savings Credit as well).
What do I need to do if I am eligible for the discount?
You do not need to do anything now to claim the discount. Most people will receive their discount without having to do anything.
If you are eligible for a discount for winter 2016/17 you will receive a letter from Government before the end of December 2016. The letter will either:
-- tell you that a discount has been paid automatically and that you do not need to do anything; or
-- ask you to call a helpline so that you can provide some information from your electricity bill. The helpline will then check whether you can get a discount.
Further information on the Warm Home Discount scheme is available online at www.gov.uk/the-warmhome-discount-scheme/what-youll-get
I'm not eligible for the discount – can I get any other help through the Warm Home Discount scheme?
Participating energy suppliers will also be providing discounts to a Broader Group of their vulnerable and low-income customers.
There is standard eligibility criteria for the Broader Group, which include certain means tested benefits, which participating energy suppliers are required to adopt. Energy suppliers can also set their own eligibility criteria for the Broader Group discount, which have been approved by Ofgem (the energy regulator). You can contact your electricity supplier to find out whether you are eligible. A list of participating suppliers is available on the Warm Home Discount Scheme website.
Other sources of financial support
If you're struggling to pay your energy bills, there are plenty of sources of help. Remember to contact your energy supplier in the first instance, as they may be able to offer you a special tariff or payment plan to help you stay on top of your bills.
Compare and switch energy suppliers
There are different energy suppliers in the market. Comparing their prices and switching to a cheaper deal if possible could save you money. Switching to the cheapest dual-fuel, direct debit accounts at the start of the year could save you hundreds of pounds. Savings could be even higher for customers who switch from standard credit or pre-payment meters.
Be an Energy Shopper is a campaign from Ofgem to help people understand their energy bills and to find a better deal. Visit www.goenergyshopping.co.uk for free, impartial advice and information.
You can switch if you rent your property and energy bills are not included in your rental payments. For more information visit www.goenergyshopping.co.uk/ tenants. If you pay for your energy by Pre Payment Meter you can switch even if you have debts of up to £500 for each fuel with your current supplier. You can find out more at www.goenergyshopping.co.uk/ppm
There are a number of price comparison websites that can help you to find a better deal for your gas and electricity. The Ofgem Confidence Code is a Code of Practice that governs some independent energy price comparison sites. All the Ofgem-approved energy comparison sites are independent, and the options and prices you find on them will be calculated and displayed in a fair and accurate way – meaning you can be confident when shopping for energy. You can find an up to date list of approved sites here: www. goenergyshopping.co.uk/confidence-code
You can get further independent advice about switching energy supplier from the Citizens Advice consumer service on 03454 04 05 06 (9am-5pm Mon-Fri).
If you live in Northern Ireland, you can get independent advice about switching energy supplier from the Consumer Council or you can call their Freephone number 0800 121 6022 for more information.
If you live in Scotland you can call Home Energy Scotland on 0808 808 2282 who can refer you to Citrus Energy for support through the switching journey.
Change your payment method
The cheapest way to pay your energy bills is often by monthly direct debit. Many energy suppliers offer better deals for customers who pay this way and some have special deals online. You can also cut down on your energy costs by getting paperless billing. This is called e-billing. Many energy suppliers offer discounts on your bills for this.
Contact your supplier to ask about the best deal that they can offer you. They should tell you how to do this on the front of your bill.
Save Money on your water bills
All water companies in England and Wales provide ways to help customers who are struggling to pay their water bill and for those eligible offer special tariffs to reduce your water bills.
You can get free independent advice on how to save money on your water bill by contacting the Consumer Council for Water on 0121 345 1017 or visit website www.ccwater.org.uk
Water charges in Scotland are set by reference to Council Tax Band and are collected by Local Councils. Discounts (such as single person) also apply to water charges. To get advice on water charges contact Citizens Advice Scotland on 0808 800 9060 or visit website www.citizensadvice.org.uk/scotland/
Water charges currently only apply to non-domestic customers in Northern Ireland.
Help and advice
Stay Well This Winter
Winter conditions can be seriously bad for our health, especially for people aged 65 or over, and people with long-term conditions. We want to help protect you and those you care for. Find out more at http://www.nhs. uk/staywell/.
England
NHS Choices provides information on flu
Wales
NHS Direct Wales
Scotland NHS Inform
You can also call 0800 224488 (8am to 10pm, 7 days per week)
Ready Scotland
Northern Ireland
NI Direct provides information on taking care in winter
Energy Saving Advice Service (ESAS)
ESAS provides advice on how to reduce bills and make homes more energy efficient. It also gives details on eligibility for the schemes mentioned above, including which parts of the UK they apply to.
Call the Energy Saving Advice Service on 0300 123 1234 (9am-8pm Mon-Fri and 10am-2pm Sat).
Wales, Scotland, Northern Ireland
Home Energy Scotland (HES) from the Scottish Government is your one-stop shop for energy saving advice and support. A warmer home this winter could be just a quick call away. Call to see what help is available on 0808 808 2282.
If you live in Northern Ireland Bryson Energy provides advice on how to reduce bills and make homes more energy efficient. It also gives details on eligibility for local schemes and grants. Freephone 0800 142 2865.
If you live in Wales you can contact Nest on 0808 808 2244 or visit Nest online. Nest is a Welsh Government scheme which aims to make the least energy efficient homes in Wales warmer and cosier.
Citizens Advice
Your local bureau will be able to give you advice on benefits, heating, grants and debt.
Look under 'C' in the Yellow Pages or visit www. citizensadvice.org.uk for more information or to find your local bureau.
Age UK
Age UK offers advice and information for people in later life on a range of issues including welfare and disability benefits, health and social care, housing and help with heating. Local Age UK branches are independent charities which offer a variety of services, including benefit checks, exercise and social activities, lunch clubs and day centres.
For free information or contact details for your local Age UK branch, call Age UK Advice on 0800 169 6565 (8am–7pm, seven days a week). Or you can visit www. ageuk.org.uk
If you live in Northern Ireland, visit www.ageuk.org. uk/northern-ireland/ online or call their Freephone number 0808 808 7575.
Gingerbread
Gingerbread provides advice and practical support for single parents. Call the helpline on 0808 802 0925 (10am–6pm Mon, 10am–4pm Tues, Thurs, Fri and 10am–1pm and 5pm–7pm Wed). Your call is confidential. Visit www.gingerbread.org.uk for more information.
If you live in Northern Ireland, visit http://www. gingerbreadni.org/ online or call their Freephone number 0808 808 8090.
Scope and DIAL UK
These organisations offer a combination of local knowledge and national disability expertise, providing free, impartial and expert information, advice and support to disabled people and their families.
To contact Scope, call the freephone helpline on 0808 800 3333 (9am–5pm Mon-Fri), email helpline@scope. org.uk or visit www.scope.org.uk
To contact DIAL UK or your local DIAL UK group call the Scope helpline free (9am–5pm Mon-Fri), or visit www.scope.org.uk/dial
Please note, DIAL UK is not applicable to Northern Ireland.
28
Call charges
If you call any of the information lines featured in this booklet make sure you know what call charges to expect.
From a BT landline:
* 0800 and 0808 numbers are free of charge, including from mobiles;
* 0845, 0870 and 0345 numbers may be free of charge or costs may vary, depending on your package, check with your service provider
* 0300 numbers are typically charged up to 10p a minute
Calls from mobiles and other networks may vary – check with your service provider .
For more information visit Ofcom's website
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Compliments of
FROM THE GROUND UP
Unique Garden Centre & Landscaping has been busy this season! Check out some of our projects and new initiatives!
Container Garden Design
Market Garden
Our "Spotlight On" page provides information on a different tree, shrub and perennial in each addition of "From the Ground Up"
White Garden Phlox
Phlox paniculata 'David'
This tall perennial has bright white clusters of fragrant blooms in July and August and is very attractive to butterflies. Growing to a height of 3' (1m) and spreading 24" (60cm), it is also resistant to powdery mildew. It prefers full sun and evenly moist soil conditions. This perennial is hardy to zone 3.
My Monet Weigela
Weigela florida 'Verwig'
A dense multi-stemmed shrub, this Weigela is covered in rose colored trumpet shaped flowers. It has attractive white and green variegated foliage with hints of pink that turns brick red in the fall. Its height and spread is about 18." It prefers full sun and should not be allowed to dry out. Placed in a protected position in is hardy to Zone 3.
Austrian Pine
Pinus nigra
This tall evergreen has long dense green needles and an upright spreading habit of growth. It is tolerant of poor soils or dry sites. This tree prefers full sun and will grow to a height of 60' and spread 40' wide. It is hardy to zone 3.
Understanding Hardiness Zones
We receive many questions regarding a plant's hardiness here. The Canadian hardiness zone map is a good starting point but many other site conditions can affect a plant's ability to survive. Here are some tips to help you determine how your conditions affect your zoning. Below are the corresponding minimum temperatures for some of the zones.
Regina area is considered zone 3.
Zone 2 (-45C)
Zone 3 (-45C to -40C)
Zone 4 (-40C)
Although the Canadian plant hardiness map is primarily determined by temperatures, it does take into consideration the length of frost free period, moisture, winds, etc. The hardiness map does not take into consideration microclimates that may be naturally present or created by human intervention. Natural microclimates occur as a result of things such as a body of water, hills and valleys. Humans create microclimates through construction and landscaping etc.
Factors that may increase plant hardiness
- Moisture conditions during the summer go a long way to helping a plant through the winter. A plant that struggles all summer is weak in the fall and often dead in the spring.
- Good snow cover acts like a blanket protecting the plant roots from thawing on a warm day with a rapid refreeze at night. This is especially important for perennials as their upper growth dies off anyways.
Factors that may decrease plant hardiness
- Poor plant health going into winter
- Improper moisture levels in the soil at freeze up (most plants like to be relatively moist when the ground freezes, but some like to be almost soggy and some like to be drier).
- Compacted soil
- Poor snow cover
- No wind protection
- Freeze thaw cycles in mid to later winter
Fall Garden Chores
1. Remove any weeds which may have germinated late in the season and invaded the soil near or over top a perennial. Left unchecked, robust weeds can kill the perennial underneath.
2. Surround each perennial or shrub with a generous supply of compost. This adds organic matter to the soil and assists in promoting a healthy environment for beneficial soil microorganisms. You may also want to add bonemeal or a high phosphorus fertilizer.
3. Trees, shrubs and perennials can all be planted in the fall.
4. Transplanting and dividing plants is ideally done in the fall. The soil is generally easy to work with and the active root growth of the plant will quickly repair any root injury which occurs during the digging process.
5. Bulbs can be planted as you divide and transplant perennials. Consider the flowering time and colour of the perennial and plant a bulb which would be a good companion. For example ornamental onions are a perfect companion to artemesia or crocus & daffodils with evening primrose.
CHECK OUT THE OPENING OF THE NEW GIFT SHOP ON OCTOBER 7!!
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Obama's Background
Eighty six-year-old Sarah Obama, the US Democratic president Barack Obama's grandmother seems to be his biggest supporter. A day after the Illinois senator formally accepted his party's nomination the elated grandma said she would visit him if he was elected as the President of United States. "It is about give and take if you want to win a battle," the 86-year-old said in her native Luo language. "I stayed up late on Thursday night watching clips of the convention," she added. Sarah Obama was the third wife of Obama's paternal grandfather Hussein Onyango Obama. Although not a blood relation, Obama often refers to her as his grandmother.
Obama's candidature has already stirred excitement in Kenya. Kenyan Prime Minister saying his ascent was good for Africa. The Prime Minister is an ethnic Luo, as was Obama's late father. Barack Obama, who was born in the United States, barely knew his Kenyan father who returned to his homeland when Barack was a young boy. However, Obama was given a hero's welcome during his last visit to the rural village in 2006 when he visited his grandmother. Barack Obama's life story has been unconventional from the start. His biography — white mother, African father, a childhood spent in Hawaii and Indonesia, working in one of the nation's poorest communities, studying and teaching at some of America's most prestigious universities — was unlike that of any other presidential candidate.
If his eclectic background has fuelled his extraordinary rise, his foreign-sounding name and race also made his candidacy a tough sell in some corners of America. He has fended off countless rumours that he's Muslim (he's Christian) and this summer, he told the crowd at a Missouri fundraiser that he knew it was "a leap" electing a black man with his name.
1. Comprehension exercises (2 points)
1.a. According to the text (0.5 points)
a. Obama was born in Indonesia.
b. His father didn't know him.
c. Obama's father was Kenyan and returned to Kenya being young.
1.b. According to the text (0.5 points)
a. His background has been good for his career.
b. His background has been tough for his career.
c. His background, race and name have been good for his career.
```
1.c. Sarah Obama is Obama's real grandmother. (Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
```
-
1.d. His life has been absolutely different from any other candidate's. (Answer 'True' or 'False' AND write the sentence supporting this idea) (0.5 points)
-
2. Do the following grammar exercises according to the instructions given (2 points)
2.a. Complete the second sentence using 'likely' so that it has a similar meaning to the first one. (0.5 points)
- It will probably rain tomorrow.
-
2.b. Turn the two sentences into a clause containing 'as well as' (0.5 points)
- I'm interested in mountaineering. I'm interested in running.
-
2.c. Complete the second sentence using 'used to' so that it has a similar meaning to the first one (0.5 points)
- Oliver liked collecting stamps when he was a child.
- Oliver
2.d. Write the appropriate verb form of the verb in brackets (0.5 points)
- This time tomorrow
(to lie) in the sun.
3. Identify ONLY FOUR words from their definitions (1 point)
- A person who backs a politician or a team.
- Exultantly proud and joyful.
- The fluid that is pumped by the heart.
- By a small margin.
- Unfortunate or hard to bear.
- A sudden and decisive increase.
4. Write a summary of the text of about 30 – 45 words using your own words (2 points)
5. Write a composition of about 100 – 150 words on ONLY ONE of the following topics (3 points)
5.a. Write a story about something frightening that happened to you or somebody you know.
5.b. Discuss the advantages and disadvantages of being famous today. | <urn:uuid:3ea47000-508c-4339-9f2b-23a444405fdb> | CC-MAIN-2018-05 | https://publicaciones.unirioja.es/catalogo/online/pau_ingles/unidades/PAU05A.pdf | 2018-01-18T12:04:36Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00370.warc.gz | 807,387,092 | 857 | eng_Latn | eng_Latn | 0.998221 | eng_Latn | 0.999516 | [
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Welcome back to The Very Clever Caterpillars!
We hope you all had a good summer break and we are looking forward to getting to know you and your child over the next year. Below you will find some useful information about our class.
Class Team
Our class team consists of Miss Wood and Miss Miller. As you will probably be aware all teaching staff have half a day non-teaching time to plan and resource lessons. This year that time will be on a Thursday afternoon and Miss Matthews will be covering the class. Mrs Beard (from the other Year 2 class) will help to support her during this afternoon. Please feel free to speak to any member of staff should you have any concerns or queries.
Our Topic
Our topic this half term is 'Charlie and the Fitness Factory'. We will be learning about our bodies and different aspects of keeping healthy – healthy eating, fitness, sleep. We will also be investigating healthy food and planning our own healthy snacks.
The children will be learning about hygiene and discover how hospitals have changed over by learning about Florence Nightingale, Mary Seacole and Edith Cavell. We will also be locating different places linked to Florence and where different foods come from and plotting them on a map.
Reading and Rewards
All children in Key Stage 1 are encouraged to read regularly at home. Lease support your child by reading with them for a short time each day. A signature and/or comment in the Reading Diary would be a great help. Each child who reads at home on a given day will receive healthy 'reading treats' as a way to motivate them. Regular, short reading sessions really do make a huge difference to your child's progress, just a few minutes a day would be really helpful.
Your child will be reading daily on an individual or group basis during Shared Reading. They should also have their Reading Eggs log in for the following website – www.readingeggs.com If you do not have your child's log in details or are new to the school please speak to a member of the team.
Spellings
Children will be practising spelling patterns, phonics and handwriting on a daily basis. A copy of the Year 2 common exception words are attached and are the words we will be focusing on throughout the year.
Maths
Our Maths focus this half term will be on Place Value. We will be learning to use hundreds, tens and ones. It is important that the children know their number bonds to 10 – pairs of numbers that add up to make 10 – and their times tables. This is something you could practise at home. www.mathletics.co.uk is a useful website to help too.
P.E Days
The Very Clever Caterpillars have PE on a Monday afternoon and a Wednesday morning. Please ensure your child has their PE kit in school, clearly labelled with their name.
We are really excited about the upcoming year and are looking forward to working closely with you to ensure your child reaches their full potential. If you have any worries or concerns, big or small, we would like to encourage you to come and speak to us as soon as possible. We understand that little worries can often grow in to bigger ones if left unchecked so please ask or chat to us about anything. We are here to help.
A huge thank-you for all the hard work you have put in over the summer holidays with reading and homework.
Miss Wood and Miss Miller. | <urn:uuid:5b09cfd0-fc56-46a7-8af6-929da168b902> | CC-MAIN-2018-05 | http://beardallfields.org.uk/sites/default/files/2W%20Newsletter-%20Autumn%201.pdf | 2018-01-18T11:58:21Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00368.warc.gz | 33,715,657 | 701 | eng_Latn | eng_Latn | 0.999173 | eng_Latn | 0.999116 | [
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Supplementary Notes: (PJ Shlachtman): Food Resources
How is Food Produced?
What Plants and Animals Feed the World?
* 15 plant and 8 animal species supply 90% of our food
* wheat, rice and corn provide ~50% of the calories people consume; all three are annuals
* 2/3 of the world's people live primarily on grains (rice, wheat and corn)
The Two Major Types of Food Production
* Industrialized agriculture (high-input agriculture)
o uses large amts. of fuel energy, water, commercial fertilizers & pesticides
* Traditional subsistence agriculture
* Plantation agriculture (cash crops)
* Traditional intensive agriculture
The Green Revolution (1950-1970)
Increased yields per unit of area of cropland
Involves three steps
1. developing and planting monocultures of key crops
2. lavishing fertilizer, pesticides and water on crops to produce high yields
3. increasing the intensity and frequency of cropping
A second green revolution (1967+) began when fast-growing dwarf varieties of rice and wheat were introduced into developing countries
Case Study: Food Production in the U.S.
* Production doubled since 1940
* Agribusiness – replacing smaller family farms w/ large corporate farms.
* Each US farmer feeds about 140 people
How Are Livestock Produced?
* 10% of the world's land is suitable for producing crops
* 20% is used for grazing cattle and sheep
* Poor developing countries eat mostly grain and live low on the food chain
* Developed countries consume >50% of the world's grain
Traditional Agriculture
* Interplanting - simultaneously grow several crops on the same plot of land
* Common interplanting strategies:
1. Polyvarietal cultivation
2. Intercropping
3. Agroforestry (alley cropping)
4. Polyculture
World Food Problems
1950-1990:
* amount of food traded in the world market quadrupled
* population growth is outstripping food production
* Factors leading to the slowdown in the growth of per capita grain production:
1. population growth
2. increasing affluence (incr. demand for food, esp. meat products)
3. degradation and loss of cropland
4. little growth in irrigation since 1980
5. 10% decline in global fertilizer use between 1989-1997
How many people can the world support?
Earth's carrying capacity depend on:
1. quality of life (cultural carrying capacity)
2. whether future food production can be increased
3. the length of the food chain (grain eaters vs. meat eaters)
Undernutrition, Malnutrition and Overnutrition
1. Undernutrition
* Chronically undernourished – people w/ <90% of mimimum daily calorie intake
* Seriously undernourished – people w/ <80% min. daily calorie intake.
2. Malnutrition
* Marasmus – diet low in calories and protein
* Kwashiorkor – severe protein deficiency in infants and children 1-3
* The number of chronically malnourished fell from 940 million to 840 million (19701995)
* The number of chronically undernourished fell from 36% to 14% (1970-1995)
* Vitamin and mineral deficiencies (iron and iodine)
3. Overnutrition
* obesity, coronary heart disease, cancer, stroke, diabetes
* Healthy Diet: largely vegetarian, 10% of calories from fat,
Can we produce enough food to feed the world's people?
* goods news – we produce enough, BUT
* The principal cause of hunger and malnutrition is poverty
* bad news – we don't get it to the right places
Environmental Effects of Producing Food:
* soil erosion
* salinization
* desertification
* waterlogging
* water deficits
*
* droughts
* loss of wild species
Environmental constraints that limit food production:
* Increased UV radiation form ozone-layer depletion
* Projected global warming
Increasing World Food Production
* The gene revolution - bioengineering
* monoculture vs. polyculture
* Food production: from exponential growth to logistic growth
Can we cultivate more land to increase crop production?
* 36% of the world's land is devoted to raising crops.
* Clearing Rain Forests (?)
* Desert areas (?)
* A major economically profitable and environmentally sustainable expansion of cropland is unlikely over the next few decades.
Catching and Raising More Fish
* Fisheries
* Sustainable Yield
* Overfishing
* Commercial Extinction
* Destruction of wetlands, estuaries, coral reefs, salt marshes and mangroves; pollution of coastal areas
* Habitat Degradation
Aquaculture - "The Blue Revolution" - Two basic types:
1. Fish Farming
2. Fish Ranching
* Advantages – efficient and high yields in a small volume of water
* Pesticide runoff
* Problems – require large inputs of land, feed, water, energy; large outputs of wastes
Agricultural Policy, Food Aid and Land Reform
1. Keep food prices artificially low
2. Give farmers subsidies to keep them in business, and encourage food production
3. Eliminate most or all price controls and subsidies
Sustainable Agriculture (low-input agriculture)
* Guidelines for sustainable agriculture | <urn:uuid:f6d54dd6-ddf5-49e3-8efb-a501c912315b> | CC-MAIN-2018-05 | http://kwanga.net/apesnotes/pj-miller-food-resources.pdf | 2018-01-18T11:33:12Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00370.warc.gz | 196,423,477 | 1,123 | eng_Latn | eng_Latn | 0.984753 | eng_Latn | 0.985671 | [
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Using Robots for the Study of Human Social Development
Hideki Kozima and Cocoro Nakagawa and Hiroyuki Yano
National Institute of Information and Communications Technology Hikaridai 3-5, Seika-cho Soraku-gun, Kyoto 619-0289, Japan {xkozima, cocoron, firstname.lastname@example.org
Abstract
We built a child-like humanoid, Infanoid, and a small creature-like robot, Keepon, by which we investigate human social development, especially of interpersonal communication. The approach we take here includes (1) to implement on the robots psychological models of social development, (2) to observe how human children interact with the robots through various social actions like pointing at and showing objects. These two sides are complementary: findings from the observation will then be used for upgrading the robots' structure and function, thus forming an elaboration cycle. This position paper introduces our research project, Epigenetic Robotics, in which we do both implementation and observation in order to provide a promising and productive field of synergy for exploring the developmental mechanism of human communication.
Introduction
Developmental Robotics is a newly emerging approach to modeling and building autonomous artificial intelligence with the human-level adaptability to the physical and social environment. This interdisciplinary field is expected to provide both developmental psychologists and AI/robotics researchers with the linkage between theories in the laboratories and practices in the field (Breazeal 2000; Zlatev 2001). The most of the early efforts were, however, just trying to transfer the psychological and neurological findings onto robotic platforms in rather ad hoc and restricted settings. In order to create the synergistic effect, AI/robotics should make more influence on developmental psychology.
In this paper we introduce our research project, Epigenetic Robotics (Kozima 2001), with an emphasis on utilizing our robots in psychological research. Since we are interested in human social development, especially of interpersonal communication (Kaye 1982; Trevarthen 2001), (1) the cognitive models we implement on the robots have to be evaluated in the real social environment with human interactants, (2) from that Copyright c ⃝ 2005, American Association for Artificial In- telligence (www.aaai.org). All rights reserved.
evaluation we need to investigate the underlying mental mechanism of human social communication, and (3) we would like to contribute the research outcomes to the pedagogical and clinical fields (Dautenhahn 1999), from where we have had a great influence. Based on the motivations above, we built the robots and use them for investigating how humans, especially children and babies, perceive and act on (and finally relate to) the robots.
Building Robots
To get started, we built a child-like humanoid, Infanoid, and a small creature-like robot, Keepon, which are capable of primordial embodied communication with humans, especially children and babies, respectively.
Fig. 3 Keepon and its expressive functions.
attentive expression
emotional expression
Infanoid — An Upper-torso Humanoid
Infanoid, shown in Fig. 1, is an upper-torso humanoid robot which is as big as a 3- to 4-year-old human child (Kozima 2001, 2002). It has 29 actuators (mostly DC motors with encoders and torque sensing devices) and a number of sensors arranged in the relatively small body. It has two hands capable of pointing, grasping, and a variety of hand gestures; it also has lips and eyebrows to produce various facial expressions, like surprise and anger, as shown in Fig. 1, left.
The head of Infanoid has two eyes, each of which contains two different color CCD cameras for peripheral and foveal views; the eyes can perform saccadic eye movements and smooth pursuit of a visual target. The video images taken by the cameras are fed into a cluster of PCs for real-time detection of human faces (for eye-contact, as shown in Fig. 2, left) and a primordial form of joint attention (as shown in Fig. 2, right) by reading the human's face direction to a third object. From the microphones at the ears, Infanoid hears human voices and analyzes the sound into a sequence of phonemes. By feeding the phoneme string with the extracted pattern of fundamental frequency, Infanoid performs vocal imitations while sharing attention with the interactant.
Keepon — Not a Toy nor a Human
For psychological experiments with younger children, we built another robot, Keepon (Kozima 2003). Comparing with Infanoid, which has human-like sophisticated structure and function, Keepon is a small (12cm in height, 8cm in diameter), soft (made of silicone rubber), creature-like robot, as shown in Fig. 3, left. It
Fig. 5 Children interacting with Infanoid.
can perform only two kinds of motion, as illustrated in Fig. 3, right: (1) expressing its attention by orienting its face to a certain target in the environment, and (2) expressing its emotional states, such as pleasure and excitement, by rocking its body from left to right and by bobbing up and down. Keepon is connected by wireless links to a remote PC, from which a human operator or a computer program controls the motion. Although its appearance is quite simple, Keepon has two color CCD cameras and one microphone at the nose tip, which provide almost the same audio-visual capabilities as those of Infanoid, as shown in Fig. 4.
Observing Interaction with Children
We carried out a series of observations of child-robot interaction, where normal children and mentally challenged children played with our robots almost without any experimental constraint.
Interacting with Infanoid
Fourteen normally developing children (about 5 years old on average) interacted with Infanoid (Kozima 2003). The robot ran in Automatic Mode, in which it alternates between eye-contact and joint attention with pointing; if necessary, a remote operator made adjustments to the robot's attention (e.g. direction of the gaze and bodily posture). First, each child was seated alone in front of the robot, without having been given any prior knowledge about the robot. About 3 to 4 minutes later, the child's caregiver (usually mother) came in and sat next to the child. Interaction continued until the child get tired or bored; on average, each child had an interaction of about 30 minutes.
We found from the observations that each child's ontological understanding of Infanoid changed with the progress of the interaction in the following manner.
* Neophobia phase: For the first 3 to 4 minutes, the child showed embarrassment, not knowing how to deal with this moving thing. In fact, there was no reciprocal interaction, but just staring at the robot.
* Exploration phase: Next, by poking the robot and showing his/her hand or toys to the robot (Fig. 5 (a), left), the child started exploring what stimuli the robot could perceive and what action the robot could perform in response.
* Interaction phase: Finally, the child gradually got into the loop of social exchanges. For example, the child responded to the robot's pointing to a toy by handing it to the robot (Fig. 5 (a), right), as if he/ she recognized the robot as a mental agent that has desire and likes/dislikes.
In addition, we observed a 6-year-old high-functioning autistic child interact with Infanoid (Kozima 2004a), where we found almost the same tendency in the progress of the interaction, except that the autistic child did not get bored even after 45 minutes intensive interaction with the robot. For details, refer to (Kozima 2004a).
We hypothesized that children change their ontological understanding of Infanoid in the following way. First, children recognize the robot as a moving thing; then, observing the robot's motion responding to various environmental disturbances, they recognize that the robot is an autonomous, subjective system that possesses attention and emotion as an initiator of the motion. Next, they find that the robot's response (in terms of attention and emotion) has a spatio-temporal relation with what they have done to the robot; then, they recognize the robots as an intersubjective companion with which they can exchange or coordinate their attention, emotion, and actions.
Interacting with Keepon
Twenty-three normally developing babies in three different age groups, namely 0-year-olds (from 6 months of age), 1-year-olds, and over-2-year-olds, interacted with Keepon together with their mothers (Kozima 2003). The robot ran in Manual Mode, where a remote operator controlled the robot's attentional and emotional expressions manually with the help of the images and sounds taken by the on-board and off-board cameras. The robot usually alternated between eye-contact (with the baby or the mother) and joint attention (to some toys on the floor); when the baby showed any meaningful response (touching, pointing, etc.), the robot made eye-contact and showed positive emotion by rocking and bobbing its body. Interaction continued until the babies showed any sign of fatigue or boredom; on average, each baby had an interaction of about 10 minutes.
We found from the observations almost the same tendency that we found the interaction with Infanoid; however each of the three age groups showed different
Fig. 6 Babies/children interacting with Keepon.
depths to which they deepened the level of the interaction.
* 0-year-olds: The interaction was dominated by tactile exploration using hands and mouth. The babies did not pay attention to Keepon's attention.
* 1-year-olds: The babies showed awareness of Keepon's attentional and emotional expressions. Some mimicked the robot's emotional expressions (by rocking and bobbing their bodies).
* 2-year-olds: They socially interacted with Keepon, by showing toys (Fig. 6 (a), left) for instance. When the robot's response was meaningful to the babies, they often soothed the robot by stroking its head (Fig. 6 (a), right).
We assume that the different ways each group took in the interaction reflect their ontological understanding of the robot.
Meanwhile, we also longitudinally observed 15 preschool children (2 to 4 years old) with developmental disorders (e.g. PDD and autism) interact with Keepon (Kozima 2004b). We placed Keepon in the playroom at a day-care center for children with special needs. The children, often with their parents and nursing staffs, could interact with Keepon spontaneously anytime during the remedial session (about 3 hours). Through a series of longitudinal observations for about five months (12 to 15 sessions for each child), we observed various types of change in the children's ways to interact with Keepon, each of which displays the distinctive characteristics of the child and his/her difficulties. The video record of the interaction that had taken from the view point of Keepon and its preliminary analysis are being used for planning and evaluating the remedial service. For details, refer to (Kozima 2004b).
Conclusion
We described here some of our preliminary attempts to utilize interactive robots for the psychological study of human social development. The child-like humanoid, Infanoid, and the creature-like robot, Keepon, are being used as (1) research platforms on which we implement and test our models of social intelligence and its development, (2) tools for psychological investigation, where the robots display various types of social actions to human interactants, and (3) a medium through which we contribute to the social needs in the pedagogical and therapeutic practices. These aspects of robot utilization are, of course, complementary ones; further knowledge exchange by which the researchers could share their seeds and needs is certainly important for the success of this interdisciplinary undertaking.
Acknowledgments
The authors are grateful to the following people who have collaborated with the authors in the psychological experiments on human-robot interaction: Yuriko Yasuda (Omihachiman City Day-Care Center for Children with Special Needs), Nobuyuki Kawai (Nagoya University), Yoshio Yano (Kyoto University of Education), Daisuke Kosugi (Shizuoka Institute of Science and Technology), and Chizuko Murai (Kyoto University).
References
(Breazeal 2000) Breazeal, C. and Scassellati, B. Infant-like social interactions between a robot and a human caretaker, Adaptive Behavior, Vol. 8, pp. 49– 74, 2000.
(Dautenhahn 1999) Dautenhahn, K. Robots as social actors: Aurora and the case of autism, in Proceedings of the International Cognitive Technology Conference, pp. 359–374, 1999.
(Kaye 1982) Kaye, K. The Mental and Social Life of Babies, University of Chicago Press, 1982.
(Kozima 2001) Kozima, H. and Hiroyuki Yano A robot that learns to communicate with human caregivers, in Proceedings of the First International Workshop on Epigenetic Robotics (EpiRob-01, Lund, Sweden), 2001.
(Kozima 2002) Kozima, H. Infanoid: A babybot that explores the social environment, in Dautenhahn, K. et al. (eds), Socially Intelligent Agent, Kluwer Academic Publishers, pp. 157–164, 2002.
(Kozima 2003) Kozima, H., Nakagawa, C., and Yano, H. Attention coupling as a prerequisite for the social interaction, in Proceedings of the International Workshop on Human-Robot Interactive Communication (ROMAN-03, San Francisco, USA), 2003.
(Kozima 2004a) Kozima, H., Nakagawa, C., Kawai, N., Kosugi, D., and Yano, Y. A humanoid in company with children, to appear in Proceedings of the International Workshop on Humanoid Robotics (Humanoids04, Santa Monica, USA), 2004.
(Kozima 2004b) Kozima, H., Nakagawa, C., Yasuda, Y., and Kosugi, D. A toy-like robot in the playroom for children with developmental disorder, to appear in Proceedings of the International Conference on Development and Learning (ICDL-04, San Diego, USA), 2004.
(Zlatev 2001) Zlatev, J. and Balkenius, C. Introduction: Why "epigenetic robotics"?, in Proceedings of the First International Workshop on Epigenetic Robotics (EpiRob-01, Lund, Sweden), 2001.
(Trevarthen 2001) Trevarthen, C. Intrinsic motives for companionship in understanding: their origin, development, and significance for infant mental health, Infant Mental Health Journal, Vol. 22, pp. 95–131, 2001. | <urn:uuid:efd4a287-4aae-47b8-8119-2e46bcb61170> | CC-MAIN-2018-05 | https://cs.brynmawr.edu/DevRob05/schedule/papers/kozima.pdf | 2018-01-18T11:30:27Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00368.warc.gz | 637,968,809 | 3,215 | eng_Latn | eng_Latn | 0.97366 | eng_Latn | 0.994121 | [
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Fluoride
For decades, fluoride has been held in high regard by the dental community as an important mineral that strengthens tooth enamel, which thereby helps to prevent decay of tooth structures.
Water fluoridation is endorsed by nearly every major health and safetyrelated organization in the world. Communities make it a common practice to "fluoridate" their drinking supplies in order for the general population to benefit from this inexpensive and effective preventative treatment.
According to the American Dental Association, more than 144 million U.S. residents in more than 10,000 communities drink fluoridated water, most from public water supplies with sodium fluoride added artificially.
Bottled water, home water treatment systems, and fluoride exposure
Can the consistent use of bottled water result in individuals missing the benefits of optimally fluoridated water? Can home water treatment systems (e.g., water filters) affect optimally fluoridated water supplies? The answer is yes to both. Read how you can avoid some of the pitfalls that may be preventing you from getting the maximum value of fluoride, in this article from the American Dental Association.
ADA statement on FDA toothpaste warning labels
The American Dental Association`s Council on Scientific Affairs believes that one part of the warning now required on fluoride toothpastes by the Food and Drug Administration (FDA) could unnecessarily frighten parents and children, and that the label greatly overstates any demonstrated or potential danger posed by fluoride toothpastes. The label language, "If you accidentally swallow more than used for brushing, seek professional help or contact a poison control center immediately," is now required on all fluoride toothpastes. But the ADA, in a letter sent to the FDA last year, pointed out that a child could not absorb enough fluoride from toothpaste to cause a serious problem and that the excellent safety record on fluoride toothpaste argues against any unnecessary regulation.
Enamel fluorosis
According to the American Academy of Pediatric Dentistry, a child may face a condition called enamel fluorosis if he or she receives too much fluoride during the years of tooth development. Too much fluoride can result in defects in tooth enamel.
CDC web site provides information on community water fluoridation
People seeking information on whether their water system is fluoridated, can now find out by visiting a new Web site at the Centers for Disease Control and Prevention (CDC). The new feature, "My Water`s Fluoride," allows consumers in participating states to check out basic information about their water system, including the number of people served by the system and the target fluoridation level. Optimal levels recommended by the U.S. Public Health Service and CDC for drinking water range from 0.7 parts per million (ppm) for warmer climates, to 1.2 ppm for cooler climates accounting for the tendency to drink more water in warmer climates. States that are currently participating include Arizona, Colorado, Delaware, Florida, Georgia, Illinois, Indiana, Iowa, Maine, Massachusetts, Michigan, Minnesota, Nebraska, New Hampshire, Nevada, North Dakota, Oklahoma, Pennsylvania, and Wisconsin.
Family Dentistry Associates
677 Commerce Street, Thornwood, NY 10594 (914) 741-1296 1040 Hempstead Tpk, Suite 10, Franklin Square, NY 11010 (516) 565-6622 Fax/Voicemail (866) 424-2201 www.FamilyDentistryAssociates.net | <urn:uuid:04500bde-f059-4888-8b3c-b6686cec4b9b> | CC-MAIN-2018-05 | http://familydentistryassociates.net/fluoride.pdf | 2018-01-18T11:22:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00370.warc.gz | 113,575,959 | 692 | eng_Latn | eng_Latn | 0.993205 | eng_Latn | 0.993205 | [
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Saint Francis Care's e-waste initiatives save environment, costs
Discarded computers comprise part of the fastest growing portion of our nation's waste stream – almost three times faster than our overall municipal waste.
According to the EPA, more than 2 million tons of electronic waste, or "e-waste," is disposed into landfills each year. Moreover, a significant amount of e-waste is hauled away from American businesses, only to be exported to third-world
countries, where it is often dismantled for valuable components under less-than-safe conditions.
Electronic waste contains toxins such as lead, mercury, and cadmium, which can cause long-term damage to our health and environment when improperly managed and disposed.
In recent years, some U.S. hospitals have taken proactive measures to minimize or eliminate the impact of hazardous e-waste on our nation's environment.
Hartford, CT-based Saint Francis Care, the largest Catholic hospital in New England, recently began an e-waste management and recycling program that's not only saving the environment, but valuable dollars as well.
"Back in 2002, we did an environmental audit and discovered that we were disposing of a lot of things that contained heavy metals," said Robert Falaguerra, vice president for Facilities, Support Services and Construction for the 617-bed medical center. "We knew there was a problem."
Falaguerra said the facility's Information Services department would remove the circuit boards of computer equipment; and either disposed of the boards and shells as universal waste or recycled them when feasible. The costliest component of the process was the labor involved in removing the circuit boards, he said.
After extensively studying the process, Saint Francis entered into an agreement in 2005 with WeRecycle! Inc., a company that provides environmentally sound recycling services for computers, electronics, light bulbs, batteries, and a variety of other items.
In September 2005, the company signed the Electronics Recycler's Pledge of True Stewardship, which affirmed its commitment to provide the highest environmental and social standards possible for dismantling and recycling of used computers and other electronic devices. Members of the Computer TakeBack Campaign, including the Basel Action Network (BAN), and the Silicon Valley Toxics Coalition (SVTC), created the pledge. Pledge signers agree not to allow hazardous e-waste, as defined internationally, to
be sent to solid waste landfills, incinerators, prison recycling operations or developing countries. WeRecycle! Also maintains a no export policy of hazardous e-waste to nonOECD (Organization for Economic Co-operation and Development) member countries.
"The company provides services at a very reasonable fee or free," Falaguerra said, adding that Saint Francis expects to save as much as $20,000 a year in disposal and labor costs.
Return to:
GreenLink newsletter
Green Corner home page for more success stories | <urn:uuid:8da634ed-66e6-461e-a796-cf71e1745223> | CC-MAIN-2018-05 | http://www.premiersafetyinstitute.org/wp-content/uploads/st-francis-ewaste.pdf | 2018-01-18T12:04:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00369.warc.gz | 542,977,630 | 581 | eng_Latn | eng_Latn | 0.994494 | eng_Latn | 0.995621 | [
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TS
Presentation to be shown to learners before they work on Tons of teeth
The text in the right-hand boxes (but not italics) should be read to learners. You can use your own words, or provide additional explanation of contexts, if necessary. However, if you are using this as an assessment item, no help must be given with the numeracy that is to be assessed.
Slide 1
Reasoning in the classroom
Tons of teeth
(Keep this slide on the screen until you are ready to start the presentation.)
Slide 2
Slide 3
Shhh . . . I wonder what is sleeping inside this cot? It's a baby . . .
. . . dragon! And what a beautiful dragon it is too. It has just been born and already it has two teeth.
Of course, dragons need a lot of teeth so that they can eat all the nasty things that dragons eat. But just like we do, dragons get more teeth as they grow.
And, just like we do, dragons lose some teeth as they grow, to make room for the new teeth coming through. Let's find out more.
Slide 4
Slide 5
2
Every month, fall out but
6
more grow
1 month old
6
teeth months old
2
teeth?
TS
How strange! Every month exactly the same thing happens. Two teeth fall out, but six more grow.
The baby dragon has two teeth now. How many teeth will it have in one month's time? That's right, it will have six teeth because these two teeth will fall out but six new ones will grow.
So when the baby dragon is one month old it will have six teeth. Talk with the person next to you. How many teeth will it have when it is two months old?
(Allow discussion and then agree the dragon will have 10 teeth because two of the six teeth will fall out, leaving four teeth, but another six will grow, and four and six equals 10. If learners mention number patterns do not seek to develop their ideas as this will influence the assessment that follows.)
So, every month the same thing happens. It's a good job that dragons have such large mouths!
Now you are going to answer some questions about dragons and their teeth.
Remember to show your working so that someone else can understand what you are doing and why.
(If you are using this item for assessment purposes, you may wish to limit the time available, e.g. 10 minutes.) | <urn:uuid:23fce118-cbbf-4cf6-8a53-06c17b4a5819> | CC-MAIN-2018-05 | http://tycroes.amdro.org.uk/media/88025/Tons-of-teeth-Dragon-Story.pdf | 2018-01-18T11:35:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00372.warc.gz | 355,931,753 | 517 | eng_Latn | eng_Latn | 0.999693 | eng_Latn | 0.999766 | [
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BEHAVIOUR MANAGEMENT
Our Aims
- To create a safe and supportive learning environment that enables students to develop socially, emotionally and academically to their full potential.
- To establish rules and procedures that protect the rights of all individuals.
- To promote positive behaviour and recognise those members of the school community who model exemplary behaviour and uphold the school motto, "Strength in Honour."
- To implement rules and procedures in a consistent and supportive manner.
- To teach students to take responsibility for their behaviour and to accept the consequences of their actions.
- To resolve conflicts in a peaceful and constructive manner.
Our School Rights
- The right to be free from harm.
The right to teach and learn.
-
- The right for our property to be looked after.
Our Values
1. A pursuit of knowledge and a commitment to achievement of potential.
2. Self-acceptance and respect of self.
3. Respect and concern for others and their rights.
4. Social and civil responsibility.
5. Environmental responsibility
CLASSROOM BEHAVIOUR MANAGEMENT
Classroom rules are formulated by teachers after negotiation with students. The rules assist our students to demonstrate the following socially acceptable behaviours:
1. Be considerate and courteous.
2. Let others learn.
3. Respect other people.
4. Respect the property of others.
5. Be prepared for learning activities.
Behaviour Tracking Sheets:
These are to be used to monitor and record minor behaviour infringements and will follow the consequences outlined in this policy. The consequences are over the course of one school day. Each day the students are given a fresh start. The consequences are:
1
st infringement - Verbal warning.
2
nd infringement - Second warning.
3 rd infringement - "Time out" within room – teacher determines time – usually 10 minutes. At this stage a resolution form or "think spot" form is given to the student to complete.
4 th infringement - Student sent to Buddy Class with Buddy Class card for 10 -15 minutes. While at Buddy Class students are required to complete a form and reflect on their behaviour. Teachers may wish to inform parents that their child has been sent to Buddy Class – via homework diary or phone.
th
5
infringement – Administrator referral.
If a student's inappropriate behaviour is deemed to be severe enough they may bypass warning steps and be required to go straight to Time Out, Buddy Class or to an administrator.
Referrals to an Administrator
When referring a student to an administrator the teacher must record all details of the event in the Classroom Behaviour Management Book. The responding administrator must record the actions taken on Integris, the electronic school information system.
- The Deputy Principal or Principal may contact parents by phone. Students will commence a 30 min or 60 min time-out. During the time-out session students complete a "think" sheet. This is an educative and restorative process. The students must realise that they are responsible for their behaviour and that there is a consequence for inappropriate behaviour.
- If a child is referred 3 times within one term for class misbehaviour their parents will be contacted to attend a case conference with the School SAER Co-ordinator and the classroom teacher. As a result, an Individual Behaviour Plan may be formulated in full consultation with all parties (inclusive of the student, parent and class teacher) with appropriate inter-agency support or intervention as appropriate.
- Further interventions, time-outs and/or suspensions will be as directed by the student's Individual Behaviour Management Plan and may require the student to be referred to the School Psychologist.
PLAYGROUND RULES
Playground rules assist our children to demonstrate socially acceptable behaviours. These rules refer to areas outside classrooms but within school grounds at the start of the school day, during recess, lunch and at the end of the school day.
Children will:
1. Follow teacher direction at all times
2. Stay on school grounds
3. Play safely – no rough games, no playing with sticks, stones or honky nuts
4. Enter the classroom and wet areas only when a teacher is present
5. Show respect for people and their property
6. Walk bikes from bike racks along outward paths and the school oval
7. Play only in allocated areas
8. Wear hats outside of covered areas
9. Walk on paths
Consequences will be consistently applied when students fail to adhere to the playground rules.
1. Duty teacher speaks to the child about inappropriate behaviour for minor rule breaches or invokes minor consequence on the spot.
2. More serious offences should be referred to an administrator via the blue Playground Behaviour Management Book located in the duty bag and the student should be removed or isolated from others immediately.
3. Parents are informed of student behaviour either by an administrator or via the Parent Copy of the form in the blue book.
4. Students who are given detention from the playground go to the front office at the end of the eating period.
5. Students who receive detention are excluded from the half term reward for that period.
6. The school reserves the right to exclude students from attending excursions or represent the school in carnivals or events if student behaviour has been of a significant concern and where parents have been duly notified.
Guidelines for Suspension
In School and Out of School suspensions may be used at any time. (Severe Clause Provision).
- Parents are to be notified at every step.
- Parent contact to be initiated by Deputy Principal or Principal at 1 day in-school suspension phase.
- Where deemed appropriate, Individual Behaviour Management Plans will be developed inclusive of the student, class teacher(s), SAER coordinator and other personnel as required.
In School Suspension (1/2 or full day).
- This is to be used at the discretion of the Principal or Deputy Principal as another step in the discipline process for re-occurring acts of inappropriate behaviour or for acts of behaviour that require a more serious consequence than a "time out" or "detention".
- A parent/teacher conference for students placed on in-school suspension may be held at half day in-school suspension stage.
- The Principal or Deputy Principal will conduct a parent interview or case conference when a student reaches the whole day in-school suspension stage.
While on In-School Suspension:
- The class teacher provides work for the student.
- The student is to stay in the allocated area.
- Deputy Principals and Principal provide alternative supervision and a suitable place for the student to work.
- The student will need to be cooperative and obedient.
- In-school suspension allows for both half day and full day periods according to the school's BMIS policy and procedures.
- Inability to follow in-school suspension procedure will result in out of school suspension.
- Parents are informed of in-school suspension by letter or phone call.
- Any student who receives a suspension is automatically excluded from attending excursions or interschool sporting events for that term. Students that have multiple detentions or may be considered a risk will also be excluded.
Out of School Suspension
At the discretion of the school principal and in accordance with Department of Education guidelines, a student may incur out of school suspension for repeated unacceptable behaviour or for serious breaches of discipline.
Behaviour Management Recording
Triplicate behaviour books are an ongoing record of student behaviour. Students who misbehave in class and need to be sent to an administrator for intervention must have details recorded in the green Class Behaviour Management Book and signed by the person referring. Students who misbehave in the playground will be recorded in the blue Playground Behaviour Management Book. These triplicate carbonised booklets allow one copy to be sent to an administrator for recording, one to be sent home to parents and one to be retained by the class teacher. All behaviour referrals and intervention details will be recorded by an administrator on Integris using the SIS Behaviour Management Program. Specialist teachers will have Class Behaviour Management Books for their area. | <urn:uuid:0e872e16-8fdb-4b3b-b1d9-4eea346ab49b> | CC-MAIN-2018-05 | http://eastbeechboroprimary.wa.edu.au/assets/Behaviour-Management.pdf | 2018-01-18T11:55:52Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00373.warc.gz | 104,094,482 | 1,599 | eng_Latn | eng_Latn | 0.998661 | eng_Latn | 0.998759 | [
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Year Four Core Reading Skills
I can easily read and explain words with root words, prefixes and suffixes.
I can read more exception words with unusual spellings.
I can retell some fairy tales or traditional tales orally.
I notice different themes and features in books.
I can perform plays and poems aloud with expression and actions.
I can listen to and discuss different fiction/poetry/plays/non-fiction/ reference and text books.
I can use a dictionary to check the meanings of words.
I can check that a text makes sense, including explaining the meaning of words as I read them.
I can find and summarise the main ideas drawn from more than one paragraph.
I can draw inferences about characters feelings, thoughts and motives.
I can give examples to justify inferences.
I can discuss words and phrases which capture my interest.
I notice how language contributes to meaning.
I can explain how structure and presentation contribute to meaning.
I can find and record information from non-fiction texts.
Year Four Key Writing Skills
I can spell all the words from the Year3/4 word list.
I can write simple sentences dictated by the teacher with words and punctuation I have been taught so far.
I can use a dictionary to check a spelling.
I can use the correct handwriting joins, including choosing unjoined letters.
I can use the features of texts I know to shape my own writing.
I can make sentences with different words and structures.
I can organise paragraphs around a theme.
I can add details of characters, settings and plot in stories.
I can use headings and sub-headings to help organise my writing.
I can say how to improve my grammar and vocabulary.
I can re- read my own work for spelling and punctuation mistakes.
I can use 'a' or 'an' correctly.
I can use different conjunctions to extend my sentences with more than one clause.
I can choose the correct pronoun or noun to help my writing flow.
I can use conjunctions, adverbs and prepositions to express time, cause and place.
I can use fronted adverbials.
I know the difference between plural and possessive '-s'
I can use Standard English instead of local spoken forms of verbs.
I can use extended noun phrases, including with prepositions.
I can use and punctuate direct speech correctly.
Year Four Key Maths Skills
I can count in multiples of six, seven, nine, 25 and 1,000.
I can count backwards through zero to include negative numbers.
I am able to order and compare numbers beyond 1,000.
I can round any number to the nearest 10, 100 or 1,000.
I can solve addition and subtraction two-step problems in real situations, deciding which operations and methods to use and why.
I am able to recall multiplication and division facts for multiplication tables up to 12 x 12.
I am able to recognise and show, using diagrams, families of common equivalent fractions.
I can count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10.
I can rounds decimals with one decimal place to the nearest whole number.
I am able to solve simple measure and money problems involving fractions and decimals to two decimal places.
I can convert between different units of measure eg kilometre to metre; hour to minute.
I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
I am able to identify lines of symmetry in 2D shapes presented in different orientations.
I can plot specified points and draw sides to complete a given polygon.
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. | <urn:uuid:e1ad1270-18b3-4eff-89f4-0238b2b78e7a> | CC-MAIN-2019-35 | https://s3.eu-west-1.amazonaws.com/jotter2.files/3861330?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dyear-4-core-skills.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190822%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190822T224641Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=a7d3dbd9a60384814166f319c1090708b739af589ca5acbbdca970adb4002d9a | 2019-08-22T22:46:42Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00241.warc.gz | 624,097,736 | 755 | eng_Latn | eng_Latn | 0.99916 | eng_Latn | 0.999393 | [
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Name_______________________________ Date__________ Period_______
Biology Honors Sample Genetics Quiz
1. In one experiment, Mendel crossed a pea plant that bred true for green pods with a pea plant that bred true for yellow pods. All the F1 plants had green pods. Which is the recessive trait? Explain your answer.
Recessive trait is____________
2. What are the genotype and phenotype ratios that result from the cross of two pea plants heterozygous for green pods? Use a Punnett square to demonstrate your answer
Genotype ratio: ____________
Phenotype ratio: ____________
3. Tall is a dominant allele in pea plants (T). If two tall plants are crossed, some of the offspring are short. What are the possible genotypes of the parents?
Possible genotypes_______________
4. In carnations, flower color shows lack of dominance. If plants with red flowers are crossed with plants with white flowers, all the F1 plants have pink flowers. Is it possible for the pink-flowered plants to breed true? Explain using a diagram
True-breeding pink ___________
5. List the possible gametes produced by a pea plant that is heterozygous for the tall trait (T) and heterozygous for the smooth pod (N) trait.
______________ ______________ ______________ ______________
6. What are the genotype and phenotype ratios for the cross between pea plants heterozygous for the tall trait but homozygous for the constricted pod trait?
Genotype ratio:____________
Phenotype ratio:____________
7. In mice the allele for colored fur (F) is dominant to the allele for albinism (f) and the allele for running behavior (R) is dominant to the allele for waltzing behavior (r). Predict the phenotype ratio for the offspring of a heterozygous colored heterozygous running mouse with a white waltzing mouse.
Phenotype ratio:______________
8. In mice the allele for colored fur (F) is dominant to the allele for albinism (f) and the allele for running behavior (R) is dominant to the allele for waltzing behavior (r). Predict the phenotype ratio for the offspring of a homozygous colored heterozygous running mouse with a white waltzing mouse.
Phenotype ratio:______________
9. In Labrador retrievers coat color is determined by 2 genes that sort independently: melanin production (B for black is dominant to b for brown) melanin deposition (E for deposition is dominant to e for no deposition)
Yellow Labrador retrievers may be homozygous dominant or heterozygous for pigment production but are homozygous recessive for melanin deposition. Chocolate Labrador retrievers are homozygous recessive for melanin production but may be homozygous dominant or heterozygous for melanin deposition. Black Labrador retrievers may be homozygous dominant or heterozygous for melanin production and for melanin production.
Write all possible genotypes for yellow, chocolate, and black Labrador retrievers:
Yellow__________________
Chocolate__________________
Black___________________
10. Male and female chocolate Labrador retrievers were mated and had a litter of 12 puppies. Two of the puppies were yellow.
What were the genotypes of the parents?
Parent genotypes______________
How many of the other puppies were chocolate and how many were black? (Please show your work!)
Chocolate________________
Black________________ | <urn:uuid:f8af99f1-42bc-498f-8b0d-8f4e7bacb93a> | CC-MAIN-2018-05 | http://jdenuno.com/PDFfiles/SampleGenQuizBH.pdf | 2018-01-18T11:51:04Z | crawl-data/CC-MAIN-2018-05/segments/1516084887253.36/warc/CC-MAIN-20180118111417-20180118131417-00373.warc.gz | 172,513,225 | 723 | eng_Latn | eng_Latn | 0.991663 | eng_Latn | 0.992265 | [
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Acces 4.0 Database
When you start Acces (PISD Apps\Administrative Tools), you will see a list of databases from which to choose. The databases available will depend on your grade level and school.
Selecting Problems (Math)
In the Database Browser, double-click one of the modules to open it. Continue opening categories or topics until you see a problem or question appear on the right side of the screen.
- When you see a problem you like, double-click the problem to add it to your document. Problems will be displayed on the lower half of the screen as you add them.
- Repeat this process to add more problems. To return to a different category, press the "up" button in the top left. ( )
- To remove an item from your document, click on it and then press Delete on your keyboard.
Selecting Problems (Reading)
In the Database Browser, double-click one of the modules to open it. You will notice that the categories for Reading (and the old math databases) are not based on the TEKS. Each grade level at your school should have manuals that show all of the reading passages and problems using these categories.
Once you double-click a question to select it, you will get a message about the associated passage. The recommended action has already been selected for you. Click OK.
Editing questions
On the bottom part of the screen, right-click a question and select Edit Problem. A text editor will appear for you to make changes. Click OK when you are done.
Formatting Your Document
From the Format menu, you will see a list of options for selecting document types and changing the appearance of the document.
1. The first group of options in the Format menu is for changing the overall layout, such as number of columns, font size, and headers and footers.
2. The second group of options is for further customization and for changing the layout of individual problems or parts in your document. (For instance, you can format the test so that multiple choice answers do not appear.)
Document Type
There are several different types of documents that you can create with this program—Test/Worksheet, Flash Cards, Overheads, and Calendars (Weekly or Monthly).
From the Format menu, select Document Setup. From the Type drop-down menu, select the type of document you want to create.
On the following pages, you will see some of the types of documents. Please note that the monthly calendar can only handle problems that can fit into a small square. Therefore, problems with large graphics will not work with a monthly calendar.
Calendars – Weekly & Monthly
Flashcards – with and without multiple choice answers
Test/Worksheet
Formatting options can allow for answer selections to be shown in vertical format giving more room for students to show work. Headers and Footers can be added to the document with many different formats available. From the Format menu, select Headers & Footers and scroll through the available formats (see red arrows).
Test/Worksheet (with Reading Passage)
Here is an example of a worksheet for Reading. If you only want to print the reading passage, first preview the document to determine the number of pages for the passage. Then, set your print options to print only the pages for the reading passage.
Previewing and Printing
- Preview what your document looks like by going to the File menu and choosing Print Preview. Use the buttons at the top of Print Preview to navigate through the pages.
- If you are satisfied with the way your document looks, press the Print button at the top left. (Notice that you can also convert your document to PDF format.
- If you want to add more problems or change the way your document is formatted, press the Close button at the top right. You will return to the Acces4 main screen where you can make further changes. | <urn:uuid:724624db-e388-4543-ba9f-2110a5069794> | CC-MAIN-2019-35 | https://www.pisd.edu/site/handlers/filedownload.ashx?moduleinstanceid=63286&dataid=37151&FileName=Acces4_Instructions.pdf | 2019-08-22T22:34:30Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00245.warc.gz | 937,410,654 | 777 | eng_Latn | eng_Latn | 0.996726 | eng_Latn | 0.997753 | [
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NUISANCE ANIMALS: SQUIRRELS
Squirrels can be a great source of entertainment and a beautiful part of nature, but when they invade our homes and garage, it can quickly become a different story.
If you want to have some fun with squirrels try this trick! If you have a deck and a fishing pole and some peanuts in a shell you'll be set. Tie the peanut to the fishing line (make sure there are no hooks or anchors on the line) and using the fishing pole, dangle it over the edge of your deck, the squirrels love it, and it can provide hours of entertainment to watch them go after the peanut.
FACTS
There are over 365 species of squirrels in seven families. The most common in Orono are tree, grey or red squirrels.
Health Issues / Concerns
Carriers of fleas and parasites.
Can and will bite humans! Never try to feed them by holding food between your fingers.
Activity
Squirrels are most active in the winter when the mating season begins. Babies are then born in the early spring; a second litter can occur in mid‐summer.
They are most active 2‐3 hours after sunrise and 2 hours before sunset. Squirrels do sleep at night.
What Attracts Squirrels?
- Garbage
- Garbage cans
- Pet food
- Bird food
- Warm places like garages or attics
Squirrels Have Been Known to Nest in These Places
- Automobiles
- Chimneys
- BBQ Grills
- Under Porches
- Attics
- Garages
NUISANCE ANIMALS: SQUIRRELS
TIPS
The best form of squirrel control is prevention! This includes proper sanitation and maintenance of your home and yard.
Long Term Solutions
- Purchase feeders or nest boxes for the squirrels.
- Move bird feeders 20+' from the house.
- Close all garbage cans; enclose if possible.
- Keep BBQ grills clean and covered.
- Place grids on your flower pots.
- Cage all vegetable plants.
- Fix any exposed wires or rubber hoses; they like to chew on them.
- Close or seal off any holes, openings or cracks in your home or foundation.
- Remove any branches overhanging your home.
Short Term Solutions
All of these solutions work, but once the squirrel figures out that it can tolerate these methods, they no longer work.
- Moth Balls
- Squirrel Repellent Sprays
- High Frequency Sound Emitters
і "Squirrel Place", Squirrel Place Website, Squirrel Control.
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Kate (Kit) Flux
Born: 1891 White Horse Inn, Hambrook. Died 1980
Lived: Walton Farm, Hambrook
School: Whiteshill School, Hambrook
Colston's Girls Secondary School, Bristol
Parents: Alfred William Flux
Emily Flux (sister to Albert Hill )
Brothers: Albert Thomas. 1889 - 1915
Alfred Ernest. 1893 – 1918
Francis Charles. 1895 - 1981
Sister: Mabel Emily. 1897 – 198?
Occupation: Land Girl in the Great War
This is Kit, probably with her sister Mabel delivering the milk on the cart from their own farm. Tom, the eldest brother stayed at home to run the farm whilst his two brothers and his Hill cousins went off to war.
After being taken ill in the fields at hay making Tom died of peritonitis or blood poisoning in a local hospital on August 10th. 1915 aged 26. This would have left the two girls to run the family farm for most of the war.
Like so many, Kit is thought to have lost a sweetheart in the War and never married.
Here is Kit Flux with her School class in Whiteshill School about 1900.
Her big brother Tom Flux is behind her in the back row, second boy from the left.
Kit Flux stands second child in, in the third row.
Arthur Hill the first boy in the back row is her cousin.
Charlie Flux is in the front row fourth boy from the left in the middle.
Arthur's sister Winnie Hill, is third girl from the left in the second row.
More of the Hill children are there too.
This is Walton Farm with Kit and her brother Charlie in the 1960's.
The Family lived here at Walton Farm until it was bulldozed to make way for the ring road in the 1960's. It stood where the Hambrook traffic lights are now. The house had been built and owned by the same family for over 100 years.
Links
http://www.frenchaymuseumarchives.co.uk/
http://www.frenchaymuseumarchives.co.uk/arch_parish_mags.htm
Google street view http://www.southglos.gov.uk/leisure-and-culture/tourism-and-travel/museums-andgalleries/ww1-museums-and-galleries/
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Rhodes Traveled: East Texas
The size of Texas makes it difficult to experience some of what the state has to offer in just one day, or even a weekend. Some cities take at least three or four days to visit if you need to drive there, spend some time sightseeing, and then drive back. What better way to spend spring break than on a week-long road trip to some of Texas' most remote destinations?
The different regions of Texas can be defined by some of the major cities within them. El Paso is the most prominent city in West Texas, Amarillo is associated with Northwest Texas, the panhandle of the state. Austin and San Antonio are big in Central Texas, and the small cities of Lufkin and Nacogdoches define the East.
Now, East Texas might not have the best reputation among political progressives, but if you can look past that, East Texas, especially the cities of Lufkin and Nacogdoches, have a rich history, interesting sights to see and some good restaurants.
About a four-hour drive from Austin, Lufkin is not the ideal distance for a day trip, which is why it's nice spring break destination. After you visit Lufkin, Nacogdoches is only 20 minutes away.
Picasa
The Texas Forestry museum, located in Lufkin, is a good place to learn about Texas' pine trees and the loggers who cut nearly all of them down. Inside, you can see the enormous blades used to cut the trees down, and the communities that sprang up with the loggers. Photo used with permission from the Texas Historical Commission.
Founded in 1882, the city of Lufkin, population of about 35,000, is 120 miles northeast of Houston and not far from the Texas/Louisiana border. A good way to learn about the history of the city and region is the Texas Forestry Museum. If you haven't been to the eastern part of the state, one important thing to know is that it's famous for its pine trees, or the lost pines, as they're called. In the mid-to-late 1800s, loggers cut down nearly all of the Texas forests, then left when all the trees were gone. A portion of the forests have grown back, and laws have been put in place to protect the remaining trees.
All of this information and more are detailed in the museum, as well as old logging equipment, fascinating black-and-white photographs and 12-foot-long "two-man saws." Outside, there is a restored logging train and a fire lookout tower, which, as the name implies, was used to look for forest fires before the invention of helicopters. It's an impressive structure, reaching dozens of feet high, and holding a small square room at the top with large windows. When in use, the real towers would be built on the top of a hill to have the furthest visibility. Not many of these towers are still standing, and this is one of the only public places where you can see one.
Lufkin Bar-B-Q, opened in 1950, is a classic barbecue restaurant and a good place to get your fill on brisket, pork ribs and delicious deep-fried rolls. Photo used with permission from the Texas Historical Commision.
There are several spots to stop for lunch, and one of the best is Lufkin Bar-B-Q, with classic choices like brisket or sausage, excellent pork ribs and amazing deep-fried rolls. Other restaurant options include Ray's Drive In Cafe, a 50s style burger joint with old fashioned carhop service.
Just a couple miles to the west of Lufkin is the Davy Crockett National Forest. These 250 square miles of protected forest are probably what most of this region would have looked like before it was cut down. Within the forest, there are campgrounds, hiking trails, lakes for fishing and the small town of Ratcliff, which consists of a gas station, a Baptist church, and not much else. If the weather is nice, the National Forest is a good way to spend an afternoon experiencing the unique landscape natural to the region .
If you'd like to see more, the forest that surrounds Lake Sam Rayburn is just to the southeast of Lufkin. One of the biggest lakes in Texas, Sam Rayburn offers more fishing opportunities as well as boating. To the south of the forest, and between Highways 63 and 69 is Boykin Springs Recreation Area, which makes a good place for a hike or a picnic.
If your feeling more adventurous and would like to experience East Texas history firsthand, you can head to the abandoned
The Aldridge sawmill ruins, located to the southeast of Lufkin, are a very interesting place to explore. Built in 1912, the ruins are difficult to get to, as locals disapprove of teenagers going there because of all the graffiti on the walls. However, it's worth the effort. Photo used with permission from the Texas Historical Commission.
Aldridge Sawmill about five miles south of Boykin Springs.
Built on the banks of the Neches River for easy transport of lumber, the sawmill was originally founded by Hal Aldridge in 1912. After his previous sawmill went up in flames, Hal chose to make this site out of concrete, which is why it can still be seen to this day. To house the 1,500 workers needed to run the mill, the small community of Aldridge was created, consisting of a hotel, saloon, school and about 200 houses. The sawmill continued work successfully until a series of fires and the closing of the railroad forced Hal Aldridge to sell the property.
The enormous empty concrete ruins are an impressive sight but a little difficult to get to. Although you can get directions on Google Maps, you must drive on several small dirt roads dotted with threatening "private property" and "no trespassing" signs, some with what appear to have bullet holes in them. If you brave that, however, the sawmill ruins are definitely worth the trip.
Nacogdoches, with a population of 34,000, is just a quick 20minute jaunt from Lufkin and is considered to be the oldest town in Texas, with settlements of Native-American tribes dating back 10,000 years. The Spanish set up a mission there in 1716 under the command of Colonel Antonio Gil Y'Barbo. One of the first buildings built by the Spanish settlers was La Casa Piedra, or The Stone House. Today called the Old Stone Fort, this building is famous for flying more flags than the state of Texas, a total of nine. In addition to the six flags of Texas, Nacogdoches has been under the Flag of the Gutiérrez-Magee Expedition from 1812 to 1813, the Flag of the Fredonia Rebellion from 1826 to 1827 and the flag of the Dr.
James Long Expedition in 1819 and 1821. Although the Old Stone Fort was demolished in 1912, most of the bricks were saved and used to construct a replica in 1936 on the campus of the Stephen F. Austin State University. This building, called the Old Stone Fort Museum, is now considered historic and features exhibits like artifacts, paintings and maps of Spanish settlement as well as the many uses of the original building, such as its time as a state courtroom under judge Robert McAlpin Williams, who had the nickname "Three Legged Willie" because of his use of a cane.
The Old Stone Fort museum, build in 1936, is a replica of the Old Stone Fort, which was built in 1716. The museum is built mostly out of bricks from the original building, and is famous for having flown more flags than the state of Texas itself. Photo used with permission from the Texas Historical Commission.
A good place to spend the night in Nacogdoches is the Fredonia Hotel. It was built in the 1950s and has been restored, making the style of the hotel an interesting blend of contemporary and mid-century modern.
When someone mentions East Texas, the first thing you might think of is rednecks and decaying mobile homes, but there is much more to be seen. Although there certainly are those things, the eastern part of the state is filled with a rich history from the Spanish conquests of the early 1700s to the logging era of the mid-to-late 1800s to restaurants and hotels in the style of the 1950s. | <urn:uuid:c8e792d8-8511-49bf-9ae8-256539b67a22> | CC-MAIN-2019-35 | https://macshieldonline.com/15144/blogs/rhodes-traveled-east-austin/?print=pdf | 2019-08-22T22:56:42Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00249.warc.gz | 541,617,161 | 1,991 | eng_Latn | eng_Latn | 0.999246 | eng_Latn | 0.999287 | [
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Pilton Playgroup
Inspection report for early years provision
Unique Reference Number 142986
Inspection date
04 July 2005
Inspector
Beverly Anne Self
Setting Address
Methodist Hall, Top Street, Pilton, Shepton Mallet, Somerset, BA4 4DH
Telephone number
01749 899147
E-mail
Registered person
Pilton Playgroup
Type of inspection
Integrated
Type of care
Sessional care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
WHAT SORT OF SETTING IS IT?
Pilton Playgroup opened in 1966. It operates from one large playroom, which is situated in the Methodist Hall in Pilton, Somerset. A maximum of 14 children may attend the playgroup at any one time. The playgroup is open Monday, Tuesday, Wednesday and Friday from 09.30 until 12.15, with an optional lunchtime club finishing at 13.00 during term time. All children share access to a secure enclosed outdoor play area.
There are currently 17 children aged from 2 to under 5 years on roll. Of these 9 children receive funding for nursery education. Children who attend are from the local area and surrounding villages.
The playgroup is run by a committee, who employ three members of staff. One of whom works full time and two work part time. All of the staff hold or are working towards early years qualifications.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good.
Children participate in an exciting and fun range of activities that help contribute to their healthy growth and development. The children are familiar with the clear hand washing routines, they know that "you must wash your hands after going to the toilet to make them nice and clean". This helps them to learn about the spread of infection and their own personal health care.
The children have regular opportunities to develop their large muscle skills and enjoy the freedom of physical activity through daily outside play. They move around confidently, negotiating obstacles and using balancing and climbing equipment, demonstrating good control of body movements and co-ordination. They are able to describe how their body feels and changes after exercise, explaining that "I feel tired after running and I need a rest".
Staff have a good knowledge of first aid, ensuring medical emergencies can be dealt with immediately. All necessary records and documentation regarding children's health are in place, this means that their individual health care needs can be consistently met and respected.
Children are offered a healthy snack each day and some bring lunch boxes to the optional lunch time session. They delight in discussing the contents and talk about what they are going to eat, they identify different foods, and know where the food comes from or how it grows knowing that, "apples come from an orchard, they grow on orchard trees". The children enjoy the social occasion of mealtimes, they interact and communicate with each other and are starting to choose and pour their own drinks, helping to develop their independence.
Protecting children from harm or neglect and helping them stay safe
The provision is satisfactory.
Children are cared for in a warm and welcoming environment. The staff carry out thorough risk assessments each morning to reduce potential hazards to the children. The play area is well set out to allow the children to move around safely, and enjoy a variety of play opportunities within a safe environment. Children can self select from a wide range of toys and resources. These are stored at child level, so the children can develop independence when choosing and tidying away the toys.
Planning shows how the staff are deployed within the setting, although appropriate adult:child ratios are not always maintained. This means that at certain times during the daily routine, children cannot be as closely supervised and can become boisterous. The children are encouraged to learn about safety when at pre-school, through planned activities such as, transport and traffic. This helps them to learn about road safety and begin to develop their knowledge of personal safety and their own well being.
Children are very well protected by staff, who have a good understanding of children protection policies and procedures. Staff have attended relevant training courses to support their knowledge of child protection, making sure the children's welfare is always a priority.
Helping children achieve well and enjoy what they do
The provision is satisfactory.
Children benefit from a well resourced environment, they are well occupied, generally well behaved and interested in the activities available. Staff encourage the children to talk about what they know and share home experiences. They ask questions to make the children think, which helps to extend and improve their language skills and vocabulary.
The daily routine is organised to include supervised activities, indoor and outdoor play, as well as quiet times, so the children's day has a balance of different experiences. The children are familiar with the routine and mostly follow known boundaries, they are confident and show increasing independence. Although, at certain times during the day, particularly getting ready for snack and lunch times, the children can become lively and boisterous. Planned activities and topics help to develop the children's learning, they are currently looking at 'transport and traffic'. The children are learning about different types of transport and know how they got to playgroup, telling you "I came in the car today, but I'm going to walk home". They are enjoying discovering what tracks different vehicles make by using the paint.
Nursery Education
The quality of teaching and learning is satisfactory. The children are encouraged to take part in a wide variety of play opportunities and activities to help them make sound progress towards the early learning goals.
The children arrive and settle with ease, selecting which activity or toys they want to play with. They enjoy each others company, interacting and socialising well, they are beginning to take turns and play together in small groups. Children know where resources are kept and help to tidy away the toys, they are aware of the daily routine and line up to wash their hands before snack time, but can become disruptive when preparing for large group activities.
The children are confident communicators and initiate conversations. They give lots of eye contact when talking to you and use facial expressions during a conversation to demonstrate 'being cross or sad'. The children freely access the books, looking at
pictures and describing what they see. They enjoy story time and join in enthusiastically with known stories and phrases. Most of the children are able to recognise their own names and some of the older children can write their names without help.
Children count confidently and show an interest in numbers. They have lots of opportunities to see numbers, shapes and colours on displays around the room. Children use mathematical language during play describing objects as big and little, empty and full when playing with the sand and water. Calculation is encouraged in everyday activities such as, cutting pieces of fruit for snack time. The children help to work out if enough pieces of fruit have been cut and if they need more or less. They also recognise that when an apple is cut there are "two halves, cut it again and you get four quarters".
The children have access to every day technology in the home corner such as, cash registers, kettle, iron and cooker. They also enjoy regular opportunities to use a computer, they use this confidently and mostly without adult help. They know how the programmes work and use the mouse effectively. Topics on 'mini beasts' and 'pets' help them to learn about nature and the environment around them. In the garden they have a 'digging box', where they can plant flowers, dig holes and look for insects. They enjoy telling you "we are looking for worms, because they live in the mud".
There are lots of opportunities for the children to develop 'free expression' through creative activities, they enjoy painting, sticking, modelling and play dough. They take part in role play, recreating every day situations and conversations whilst pretending to 'cook dinner or eat breakfast'. The children use musical instruments to make different sounds, learning to play loudly and quietly, beating a rhythm and moving in time to the music.
Staff have a good knowledge and understanding of the foundation stage, using the six areas of learning and stepping stones to devise weekly activity plans. Assessment is used effectively and children's progress and achievements are observed and monitored closely. However, at times the children can become lively and disruptive due to staff organisation and deployment. This compromises the children's ability to reach their full learning potential. Overall, children are making sound progress in all areas of learning.
Helping children make a positive contribution
The provision is satisfactory.
Children are encouraged to learn about the local community through planned activities and topics. They talk about the village in which they live, local festivals and community celebrations. Planning shows that children are taken on outings to the library and to explore the village and their surroundings, learning how they fit into the community.
Children generally behave well, they play together in small groups, seeking out particular friends to play with. Once settled, the children sit quietly at story time and
enjoy taking part in familiar stories and songs. They have made relationships with each other and staff, feeling part of the group and showing a sense of belonging.
The children enjoy each others company, interacting and socialising well. They take turns and show independence when choosing and taking part in activities. They feel confident to speak in front of the group and talk about their families and homes. The provision fosters children's spiritual, moral, social and cultural development.
A good partnership with parents contributes to consistency in the children's care and well-being whilst at the playgroup. When children begin their placement parents are asked to complete a registration form to share what they know about their child. Information about the provision is regularly shared with parents through newsletters, a notice board, the prospectus and parents are asked for their feedback by filling out an annual questionnaire. A yearly meeting with playgroup staff to talk about the children's progress and achievements ensures parents are well informed about their children's care. Also helping to contribute to the children's future development and learning.
Organisation
The organisation is satisfactory.
Children's care is adequately supported by the appropriate organisation and satisfactory leadership and management of nursery education. The premises and outdoor areas are organised to allow the children access to a variety of different play opportunities to support development and learning, although required adult:child ratios are not maintained at all times. All necessary documentation which helps contribute to children's health, safety and well being is available. An informative operational plan and activity plans show how staff work within the setting, however a formal system to monitor and evaluate the provision of nursery education, care and the outcomes for children is not in place.
Staff at the pre-school have a sound understanding of child development. They continue to attend ongoing training courses to improve and update their knowledge of child care and education. The effective use of planning, recording and monitoring of children's individual progress, helps children to learn and achieve. Overall, the playgroup meets the needs of the range of children who attend.
Improvements since the last inspection
The previous care inspection recommended that the playgroup provide hot and cold running water in the toilet area, conduct a risk assessment and devise good hygiene practises. It was also recommended that the playgroup provide toys and resources that positively reflect all diversities and ensure staff deployment met individual needs of all children.
There is now running water in the toilets and the daily routine includes hygiene routines for hand washing, which the children are familiar with. A full risk assessment of the provision is carried out regularly and safety checks of the premises are
conducted each morning. Activity plans and the operational plan show how staff are deployed within the setting and toys and resources that reflect positive images of all diversities are accessible to the children. As a result, children now practice good hygiene routines, they are supported in their play and are cared for in safe surroundings. The implementation of these recommendations have improved the health and safety of the provision.
Complaints since the last inspection
There are no complaints to report.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* ensure required adult:child ratios are maintained at all times
* improve staff deployment to enable children to reach their full learning potential, (also applies to nursery education)
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* develop a system to monitor and evaluate the provision of nursery education, care and the outcomes for children
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:64ea7609-c9bb-4e8e-89bd-c9110634f036> | CC-MAIN-2019-35 | https://files.api.ofsted.gov.uk/v1/file/1114887 | 2019-08-22T22:09:18Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00264.warc.gz | 458,569,327 | 3,009 | eng_Latn | eng_Latn | 0.955528 | eng_Latn | 0.998342 | [
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The Ultimate Make-at-Home Medicine
This post is dedicated to the outstanding group of health conscious individuals who attend meetings of the newly formed Nourishing the Lakeshore of West Michigan chapter of the Weston A. Price Foundation.
Sally Fallon Morell, the author of Nourishing Traditions and co-founder of the Weston A Price Foundation shares some thoughts about bone broth here.
The reason to use bone broth is 2 fold. One – it is key to good health and two, having it on hand makes preparing delicious meals in the kitchen so much easier.
Bone broth provides electrolyte minerals from bone, marrow, and cartilage (calcium, magnesium, phosphorus, silicon, and sulphur). Since minerals are extracted from natural living tissues, they are in the ideal balance and form to be easily taken in and used by the body. You could call broth the ultimate mineral supplement. It works to accelerate overall healing and supports our bones, joints, teeth, digestion and immunity. It is an ideal "prescription" for any disease and a wonderful preventative of future illness. As a mental health professional, I am excited about the prospects of better mental/emotional health due to improved digestion and assimilation.
Ramiel Nagel in his book Cure Tooth Decay says broth is one of the most potent medicines for reversing and preventing tooth decay. He recommends 1 -2 cups per day either drank by itself or used in soups, stews or sauces.
Bone broths also provide gelatin which attracts digestive juices to itself and thus helps us utilize proteins and other nutrients more completely. This is helpful for those on a tight budget (who can't afford to buy a lot of meat)…since it allows the body to make better use of proteins.
Gelatin also prevents bad bacteria from attacking the gut wall neutralizing them so they don't cause problems for us. There is a significant amount of research proving that gelatin can heal chronic digestive disorders (by balancing stomach acid to normal levels), Crohns Disease, colitis, irritable bowel syndrome – all of which are on the rise, especially in teens and young adults.
Who's heard of glucosamine and chondroitin? These supplements for joint health have been proven to reduce arthritic pain and swelling…and they're in bone broth – again in the natural form your body recognizes.
One important note: use bones with integrity, that is from animals who have grazed out in the sun eating grass and nongmo feeds. The bones from these animals will have more minerals and little or no toxins (like arsenic) than those conventionally raised. The ideal is to know your farmer.
Chicken Stock – any birds – turkey, duck, goose:
Can be made from raw chicken, either whole or cut up into parts, or you can use the bones from a prepared chicken meal. Skin adds flavor and additional nutrients.
Recipe
In a large stockpot place:
1 whole chicken or 2-3 pounds of bones…including neck, back, wings (can be browned for flavor),
About 2T of vinegar – to about 3-4 quarts filtered water,
1 large onion, 2 carrots and 3 celery stalks (with leaves) and/or any other vegetables you have on hand – all coursely chopped,
and let sit for 30-60 minutes – this starts the process of drawing out the minerals. Bring pot to a boil and remove the
"floaties" that rise to the top – don't worry if you don't do this. Cover and simmer 6-48 hours. 10 minutes before removing from heat, add a bunch of parsley for added minerals. Then remove the bones; you can use the meat in recipes. Throw the veggies in your compost pile.
Strain into glass bowl or jars. Put in the frig until the fat solidifies on top…scrape it off and you can save it for sautéing vegetables. Store 5 days worth of broth in the frig and the rest in pint and quart jars in the freezer. LABEL with date and type. If you want to store in plastic…make sure the broth is cool and the plastic safe. Broth keeps several months in the freezer…you'll use it up way before that.
Beef recipe is similar…
Beef Stock – same for deer, bison and lamb Best bones are knuckle, marrow, meaty rib, neck and tail.
Again…local and grass fed is best.
Recipe
For those who are just beginning or get overwhelmed with too many details, brown some bones in a 350 degree oven for about half hour, put them in a kettle with good clean water, a chopped up onion, chopped carrots and celery and a tablespoon or 2 of raw apple cidar vinegar and let stand for an hour or If you have reason to believe your gut is leaky, stick with 6 hours or less. Glutamate is created after a lengthy simmer, so using the broth after 6 hours may be more safe for those two, bring to a gentle boil, then simmer for 6 – 72 hours. with intestinal permeability.
Just DO it. You can master the details later.
Here's Sally Fallon's recipe:
In a big pot place about 4 pounds of marrow and knuckle bones and 1-2 T Vinegar for every quart of filtered water – let this stand about an hour.
In the meantime, brown about 3 pounds of meaty rib and neck bones (in a shallow casserole pan) in the oven at 350 about 20
minutes per side. Then put them in the water . You can pour out the fat, add water to the pan and scrape it to get those yummy drippings unstuck and then pour that into the stockpot. Add your choice of veggies if you like.
Bring to a boil. Skim off floaties – this is more important with beef than chicken. Turn heat down and simmer for at least 12 and up to 72 hours. The longer it cooks, the richer the flavor. Again, the last 10 minutes, you can add parsley for extra minerals.
Remove bones, strain into glass bowl or jars, cool, remove fat. There are times when I know I'm going to use the stock for a casserole so I just leave the fat in it…as we've learned these are healthy for us. It all depends on your taste. Pour into storage containers and LABEL.
How can you use your broth? Anytime you are making soup, sauce or a casserole, it is a delicious healthy addition. You can also start your day with a warm cup of broth, a touch of sea salt, and that wondrous coconut oil we've talked about recently.
"Add"itional thoughts.
***For those who don't want the stove on all night:
– You may use a crockpot (please be sure it is made of safe material)
– Make fish stock
***For added nutrients:
– Add egg shells, chicken feet, or heads (yes, chicken/turkey heads add healing nutrients)
– Add extra gelatin to the finished broth
***For added flavor:
– Add basil or thyme the last hour
– Add garlic
– Add miso
***For economy – re-use your bones, adding new bones with cartilege each time.
It is not advisable to buy most canned and boxed soups and broths as well as boullion cubes and powders even if they are labeled organic – they have all sorts of unwanted substances like MSG, artificial flavors and trace amounts of the material in the container in which they are packaged.
Wishing you REAL food, for REAL health so you can be REAL happy.
More reading from Sally Fallon Morrell – Broth is Beautiful. And the book Nourishing Broth, by Sally and Kaayla Daniel, Ph.D.
Does it bug you that you're eating Roundup? It should.
I watched this video last week and felt so sad knowing many of my loved ones are seeking help for illness from the medical field while they're eating foods that not only can't sustain them, but are literally harming them. In this interview, the actual mechanisms of harm are identified. I just had to share.
Many thanks to Jeffrey Smith and Dr. Stephanie Seneff for describing in detail what happens to the body as a result of exposure to Round-up. These destructive actions are contributing to most, if not all, of the diseases of our time. If you or anyone you know has one of the concerns listed directly below the video, I urge you to take an hour and watch. For those who can't, I've summarized key points below, along with the time reading from the interview so you can go directly to that topic if you like. This IS effecting you. It
Jeffrey Smith interviews Dr. Stephanie Seneff about Glyphosate from Kristin Canty on Vimeo.
Problems influenced by glyphosate – the active ingredient in Roundup: anxiety, aggression, autism, ADHD, Alzheimers, cancer, depression, diabetes, fibromyalgia, gastrointestinal problems, heart disease, infertility, multiple sclerosis, and Parkinsons. If you have any of these issues and your health care professional has not advised you to stop eating conventionally raised food, you have not been given the whole truth. That professional has likely not been made aware of the danger, but it is real.
The interview begins by explaining that crops are now "Roundup Ready", meaning the plants actually drink up the pesticide which leaves more in the food end product. Smith points out that the allowable residues have gone up since the plants were made Roundup Ready. Initially we were told Roundup would make it so less pesticides would have to be used, but the pests became resistant, and now its use has more than doubled. In the first 16 years, 527 million pounds of Roundup has been used. Current studies show, in the Midwest {7:20}, 60% to 100% of ALL samples of air, water and rain contain glyphosate. This is call for alarm. It is even found in the blood of newborn babies.
In a recent post on my site, I talk about how disease is caused by exposure to toxins and not having enough nutrients to protect ourselves. These are exactly the concerns Dr. Seneff cites {2:45} that Roundup is responsible for. She relates that glyphosate depletes calcium, magnesium, iron, zinc, cobalt and other minerals causing nutritional deficiencies AND leaves toxins in the body.
Dr. Seneff points out that Monsanto was able to say that the active ingredient in Roundup didn't effect human cells because it works on a metabolic pathway called the shikimate pathway, which humans don't have. However, as I pointed out in last week's post on the Microbiome, we have 10 times more bacterial cells than human cells, and those bacteria ARE negatively effected by glyphosate, causing inflammation and other harmful responses.
What does glyphosate do in the body?
1. Harms our good bacteria and then bad (pathogenic) bacteria can take over (autism {5:oo}) and produce toxins (i.e. ammonia and formaldehyde) that can lead to encephalopathy (Alzheimers {20:00}) and DNA damage {13:00} (cancer {34:30}). Dr. Seneff stressed the #1 action to take for Alzheimers is to remove all sources of glyphosate (it is in processed food and used often in lawn/yard care).
2. Blocks the CYP 450 enzyme pathway {17:00} which harms the liver, ezymes that help us detoxify, hormones and our ability to make vitamin D.
3. Destroys amino acids in food as well as interrupting the body's ability to make aromatic essential amino acids {25:03} like tryptophan and tyrosine. We need these aminos to make serotonin (lack = depression, aggression, obesity) and dopamine (Parkinson's {32:00} and fibromyalgia).
4. Contributes to multiple sclerosis {41:00} both by destoying the myelin sheath and by causing leaky gut which leads to the body attacking itself (autoimmune disorders – of which we are seeing a dramatic increase). Leaky gut, or intestinal permeability, also leads to bowel inflammatory disorders {45:30} like Crohn's disease, colitis and IBS.
5. Since minerals like zinc, cobalt and manganese are no longer available in our foods and our body requires these to function, we keep eating more and more in our body's desperate attempt to get what it needs (Obesity {59:00}.
6. Disrupts our cells' ability to store sugar (Diabetes {59:00}).
What about safety studies? {36:20} Monsanto did do short term (90 day) studies for safety. However, when independent studies were done, in the fourth month of research, the female test animals (80%) developed mammary tumors (breast cancer) and the males developed tumors in their kidneys and liver problems. Much more on Monsanto's pseudo-science is available from the Institute for Responsible Technology.
GMO crops in this country include alfalfa, canola, corn, cotton, papaya, soy, sugar beets and squash (zucchini and yellow summer squash). And it's not just GMOs anymore, Folks. Smith points out {60:00} that glyphosate is now being sprayed on non GMO crops such as barley, rice, wheat and rye immediately before harvest.
Bottom line…the mechanisms showing glyphosate/Roundup cause disease are now known and while you and I may not understand them in the detail Dr. Seneff does, we can take action to minimize their damaging effects on us. Eat NO GMOs. Eat organic. Do NOT spray your lawn and yard with Roundup or other toxic chemicals (that get on your shoes, your pets' feet, young children playing outside).
If you haven't already, I urge you to watch the film Genetic Roulette – The Gamble of Our Lives.
As always, wishing you REAL food, for REAL health so you can be REAL happy.
Why Organic?
In my last article I touched on how what we put on our skin affects our health. Hard for some people to believe. Today we'll look at the more accepted premise – we are what we eat. Think about it. We consume "stuff" and it becomes our bodies. Shouldn't we be aware of what is in that "stuff"? What we put in our mouth is the #1 contributor to our wellness (or lack thereof). The way we eat changes our immune system, our muscles and joints, our brain and moods. With the degradation of the food supply, our wellness is running into major trouble.
So let's take a look at pesticides. Organophophate pesticide poisons were developed during Hitler's reign as chemical warfare. And we're using them on our crops?? There are over 180 identified pesticides used in this country that are endocrine disruptors. That means they mess with our hormones (like insulin) which oversee the functioning of all the necessary activities in the body. The average American consumer is exposed to between 5 and 10 pesticides per day on the Standard American Diet (SAD) . Even with a well functioning liver, those toxins are going to build up. Proponents of the chemical industry say the trace amounts in our food are too small to negatively effect health (100 parts per billion). Did you know that the NuvaRing, the birth control vaginal ring, contains .019 parts per billion and it prevents reproduction?! Albuterol, the asthma inhaler, works at 2.1 parts per billion, quite effectively for those in distress. We're kidding ourselves if we think the pesticide residues in and on our food are inert.
Why aren't physicians advising everyone to eat organic? Because they are not being educated about the damaging, even life threatening effects of pesticides on living cells/tissues/bodies. They're treating diseases AFTER they occur. The information is out there, but it has not been considered a priority in med school. Who is going to advocate for including it in the curriculum?
Consider this. Back in the 80's when I was raising my family, kids just didn't have the health problems they're having today. It was rare to see a child or adolescent with high blood sugar or blood pressure, abnormal cholesterol or triglycerides, or a waist size above 40 inches. Now, 2/3 of high school students have at least one of these markers (Dr. Alan Greene, lecture to organic farmers, 2009). During the last 30 years our food supply has experienced MAJOR compromises (pesticides, GMO's, high fructose corn syrup, additives, preservatives, colorings, and more). The way we are feeding our children is setting them up for a lifetime (often abbreviated) of illness.
So let's talk about diabetes for a minute. Studies have confirmed a link between diabetes prevalence (and auto-immune diseases) and pesticides. Adult onset diabetes is now called type II diabetes because so many young people are getting it. A diagnosis of diabetes for a child is likely to reduce their lifespan 10-20 years. The cost of caring for them over their lifetime is estimated somewhere between $300,000 and $3 million – per child! Why then, do we continue sourcing our school lunches from conventionally grown and processed foods? Because it's cheap, "inexpensive" if you will. We can feed a lot of children for very little money. The long term price tag however, is astronomical. And the pain and sadness are priceless. Imagine what we could do if we spent more for organic food and prevented diabetes in thousands (and thousands) of young people.
OK, so pesticides are dangerous. What about the hormones they use to fatten up livestock, make more milk and get those huge chicken breasts we think are good for us? Well, there is NO evidence anywhere to show the safety of the hormones used on animals. There are studies however, that show increased cancer in people who consume conventionally raised meat. That was why in 1989, Europe banned the import of meat raised in this country.
The great thing is, there are farmers with integrity out there that understand the connection between sustainable farming and sustaining human life. Animals raised on smaller farms are roaming the grass in the sunshine and taking in life sustaining nutrients that are passed on to us when we eat them. Organic vegetable and fruit farmers do not use toxic, cancer causing pesticides, AND they add needed minerals back into the soil so plants and trees can bear produce that builds healthy human bodies. Research shows that organically grown foods contain significantly more nutrients and antioxidants AND those nutrients are more bioavailable to your cells. Anyone who consumes organically raised food on a regular basis also knows it tastes great! I encourage you to find local sources for organically raised food. There are more and more every day as we spread the word of true healthy living.
Until next time…Wishing you real food for real health so you can be REAL HAPPY.
Additional recommended reading:
Mounting Evidence Links Pesticides to Parkinson's Disease
Serum organochlorine pesticide residues and risk of gallstone disease: A case-control study in Xiamen.
Childhood brain tumors, residential insecticide exposure, and pesticide metabolism genes.
New study confirms atrazine's effects across a range of species (including us)
Organic Foods Contain More Nutrients!
Study links Honey Bee Deaths to Corn Insecticides
Eat Red Meat!*
* from grass fed cows – local farms if you can
I just got done listening to an interview with Dr. James Carlson about the importance of red meat and saturated fat in the diet and how the recent study that came out from Harvard is fraught with poor research and advice. That report says any level of red meat consumption increases the rate of mortality. I strongly encourage you to take a listen at red-meat-bane-orboon.
Dr. Carlson is the author of a book entitled Genocide: How Your Doctor's Dietary Ignorance Will Kill You. Think about that title, please, because it speaks a sad and deadly truth. Dr. Carlson specializes in treating patients with heart disease, diabetes and obesity and does so by encouraging his patients to eat more red meat and animal products and reduce their consumption of whole grains and fruits. He says he sees "wonderful health benefits" when they change their diet in this way.
Because I know how busy everyone is and how inundated we are with SO much information, I felt compelled to note some of the highlights of the interview. This is very very important information that is contrary to the mainstream ill-advice the media is perpetuating.
The above mentioned "study" is based on questionnaires filled out by people from memory. Inferences were then drawn from those results. Lifestyle factors (confounding factors) like smoking, drinking, BMI and being sedentary were not adequately considered. No differentiation in the source of the meat was made. So corn fed, hormone and antibiotic laden factory cows were put in the same catagory as beef from cows raised in the sunshine on pasture. There is a difference. We are what we eat and the cows are what they eat.
Dr. Carlson points out in the interview the importance of cholesterol and saturated fat in the diet for proper nervous and circulatory system function. As a biochemist, he stresses that the danger comes not from eating cholesterol but from when our body creates cholesterol out of glucose and fructose. In the modern U.S. diet, this means processed food – and items like whole grains, pasta, rice and fruit. These products contain an overabundance of carbohydrates that break down to simple sugars which form the cholesterol that causes deadly plaque in the arteries. When his patients back off on carbs, their critical lab numbers (i.e. blood sugar and blood pressure) improve. He also contends that he has seen HDL increase more with the consumption of good saturated fats than with exercise.
Denise Minger's analysis of the Harvard study was discussed. I encourage you to look further into her critical, well written examination of the faulty research.
Carlson's "take home" from the interview is to be VERY cautious about the advice from this study. He ends by saying if you're obese and have issues with diabetes and heart disease, grass fed red meat is the way to go (and back off whole grains and fruit)…based on his clinical practice of over 20 years.
As always, I encourage you to do your own research and come up with your own conclusions.
Until next time, wishing you Real Food for Real Health so you can be Real Happy | <urn:uuid:81f31786-577e-4d94-b771-77efd910a756> | CC-MAIN-2019-35 | https://thriveforreal.com/tag/diabetes/?print=pdf-search | 2019-08-22T22:30:09Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00266.warc.gz | 662,028,193 | 5,247 | eng_Latn | eng_Latn | 0.996609 | eng_Latn | 0.999056 | [
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What is meningococcal meningitis?
Meningococcal Meningitis is an infection that is spread by direct contact with secretions from the nose and mouth of an infected person. The infection can be in the blood (meningococcemia) or in the lining of the brain and spinal cord (meningitis)
Who Can Get Bacterial Meningitis?
Anyone can get bacterial meningitis. It is spread by direct contact with secretions from the nose and mouth through activities such as kissing, sharing food, drinks, water bottles, toothbrushes, eating utensils or cigarettes.
What are the Symptoms?
Symptoms may include:
- fever
- headache
- change in the level of alertness and/or altered mental state
- stiff neck
- rash (that spreads rapidly and begins as reddish/purplish spots that don't disappear when pressed)
- nausea
- vomiting
- increased sensitivity to light
Anyone with these symptoms should seek prompt medical attention.
What should I do if I think I have symptoms?
Anyone with severe symptoms should go to an emergency department or call 911. If unsure, call 811 for advice in Nova Scotia or similar service in other provinces.
If you require further information, or if you are concerned that you may have been directly exposed, please contact Public Health at 1-844-468-6805 (toll-free in North America).
What is the Treatment?
Bacterial meningitis can be treated with antibiotics. Early diagnosis and treatment are important. If symptoms occur, contact your family doctor or visit the nearest emergency department to you immediately.
Health Services -Dairy Building Monday – Friday / 830-430pm
How Can Bacterial Meningitis be Prevented?
- Individuals should reduce direct contact and exposure to discharges from the nose and mouth.
- Do not share eating utensils, drinking glasses, water bottles, tooth brushes, or any other object that transfers saliva or mucus.
- Follow hand washing and hygiene practices by using plain or antimicrobial soap with running water or an alcohol-based hand sanitizer.
- Limit exposure to overcrowded spaces
- Immunize following the Nova Scotia Immunization Schedule
How do I know if I was immunized against meningitis?
You can check with your family doctor or Public Health who would have immunization records. Nova Scotia began immunizing 12-month-olds and Grade 4 children against meningitis C in 2005, then switched ( from Grade 4) to Grade 7 in 2007. This fall, we are switching to the quadravalent vaccine which includes strains A, C, Y and W. The vaccine is free for Nova Scotians through the childhood and school vaccination programs (ie, babies at 12 months and Grade 7 students).
If you are from another province, you can check their public health website for recommended immunization schedules.
What If I Have Contact With Someone Who Has Been Diagnosed With Bacterial Meningitis?
Only those who have had close contact with someone diagnosed with bacterial meningitis needs further assessment. A close contact may be defined as:
- Household contact with the patient
- Someone who shares a sleeping arrangements with the patient
- People who have direct contamination of their nose or mouth with the oral/nasal secretions of the patient (i.e. kissing on the mouth, shared cigarettes, shared drinking bottles, etc.)
- Health care workers (HCWs) who have had intensive unprotected contact (without wearing a mask) with the patient (i.e. intubating, resuscitating or closely examining the oropharynx)
Bacterial meningitis is not spread by sitting next to someone, talking with someone, being in the same room with someone who has the illness or by simply breathing the air in a room where the person has been. | <urn:uuid:ea2417d1-7f81-4d39-96eb-eff6b77fa753> | CC-MAIN-2019-35 | https://cdn.dal.ca/content/dam/dalhousie/pdf/about/agricultural-campus/Student%20Services/Health%20Services/meningococcal%20meningitis%202015.pdf | 2019-08-22T22:55:23Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00274.warc.gz | 403,603,333 | 773 | eng_Latn | eng_Latn | 0.997484 | eng_Latn | 0.997553 | [
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Grades 3-5 Mathematics
Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing
Pennsylvania English Language Proficiency Standard 3
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.
Pennsylvania Core Standards
Speaking and Listening
CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
CC.1.5.5.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly.
Mathematics
CC.2.1.3.C.1 Explore and develop an understanding of fractions as numbers.
M03.A‐F.1.1.1, M03.A‐F.1.1.2, M03.A‐F.1.1.3, M03.A‐F.1.1.4, M03.A‐F.1.1.5
CC.2.1.4.C.1 Extend the understanding of fractions to show equivalence and ordering.
M04.A‐F.1.1.1, M04.A‐F.1.1.2
CC.2.1.5.C.1 Use the understanding of equivalency to add and subtract fractions.
M05.A‐F.1.1.1
The PA ELL Overlays for English Language Arts and Mathematics assist educators in developing instructional units, lessons, or activities that are meaningful and comprehensible for English language learners. They illustrate the dynamic process of adapting instruction and assessment based on the English language proficiency of students. The PA ELL Overlays for English Language Arts and Mathematics are models that exemplify adaptations for a select instructional context and provide resources to extend this process to other instructional units.
Speaking Model Performance Indicator (MPI)
Classroom Context: Understand and explain fractions and fraction problems.
Cognitive Function: Students at all levels of English proficiency will UNDERSTAND and EXPLAIN fractions and fraction problems.
Writing Model Performance Indicator (MPI)
Classroom Context: Understand and explain fractions and fraction problems.
Cognitive Function: Students at all levels of English proficiency will UNDERSTAND and EXPLAIN fractions and fraction problems.
Building Productive Model Performance Indicators (MPI) to differentiate and scaffold instruction per English language proficiency level by adjusting the language function and support. | <urn:uuid:0d912b13-dae2-4e30-9111-558ce6e98bf1> | CC-MAIN-2019-35 | http://static.pdesas.org/content/documents/ELL_Overlays_for_Mathematics_Speaking_and_Writing/Mathematics_Overlay_Speaking_and_Writing_Grades_3-5.pdf | 2019-08-22T22:03:57Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00274.warc.gz | 179,040,907 | 537 | eng_Latn | eng_Latn | 0.929475 | eng_Latn | 0.939757 | [
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5 Ways to Find Career Ideas
Many high school students feel that they need to have their whole lives planned out before graduation. That's a lot of pressure to take on, and it really isn't practical because your goals and desires change over time. At this point, the best way to prepare for the process of career planning is to take some steps to get to know more about yourself.
Start by considering your options. You can take many paths, and you may discover new talents and passions in the process of exploring. The quick exercises below can help lead you in the right direction.
1. Think About What You Love
What classes have you found especially inspiring? What activities keep you so absorbed that you don't even notice how much time has passed? Listing 10 things you love can help reveal possible paths.
Can you make connections between elements on your list? Are a group of items related to the arts or social activities or technology? What can you build by combining your passions?
Many people work in a few different jobs before choosing a career path.
2. Identify Defining Experiences
Think about three experiences that taught you something about yourself. Choose the one that gave you the greatest sense of satisfaction and write a sentence that explains why that was so. If you can pinpoint what makes you happy, you can aim toward a career that will provide those types of experiences.
3. Create a Self-Portrait
Are you friendly, creative, impatient, funny, organized? Try writing down a list of 10 qualities you feel describe your personality. Ask your friends and family to name some of your qualities — sometimes other people see us more clearly than we see ourselves. Add their suggestions to your list. Now think about what sort of career fits the person your list describes.
4. Consider Your Strengths and Weaknesses
Make a list of your five top strengths and weaknesses. What sorts of employers would be interested in your strengths? If you're a good public speaker, for example, explore what types of careers call for that skill.
Your weaknesses can also tell you a lot about where you might go. You can either steer away from careers that require skills you're not confident about or work to improve weaknesses that may keep you from your goals.
5. Explore Careers
What do actuaries or archaeologists really do? What sorts of opportunities will there be in the future for architects or art directors? Imagine yourself in different roles as you explore Major & Career Profiles. You can find information on more than 300 careers here, which range from air traffic controller to wildlife technician.
Remember, even if you know someone who has been planning to be a doctor since the age of seven, most young people don't know what they want to do or be. Many adults actually work in a few different jobs before selecting a career path. You have time to get to know yourself and find a career that suits you. | <urn:uuid:f15385e8-5323-494b-a702-645d76debe30> | CC-MAIN-2019-35 | https://www.redclayschools.com/site/handlers/filedownload.ashx?moduleinstanceid=1662&dataid=2701&FileName=5_Ways_to_Find_Career_Ideas.pdf | 2019-08-22T22:09:10Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00289.warc.gz | 936,605,929 | 583 | eng_Latn | eng_Latn | 0.999304 | eng_Latn | 0.999304 | [
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Eating Well While Spending Less
Whether you're a college student on a budget, just starting out as a new couple, coping with a limited income or simply trying to be more frugal with your food dollars, there are plenty of ways to eat well while spending less.
Before you begin…
l Get a copy of "Eating Well with Canada's Food Guide" . www.healthcanada.gc.ca/foodguide, which promotes healthy eating for Canadians. Use it to plan your meals and grocery list. You can also personalize the food guide to meet your needs at "My Food Guide" . www.hc-sc.gc.ca/fn-an/food-guidealiment/myguide-monguide/index-eng.php.
l Know the healthy foods you and your family enjoy eating, so that you can shop and cook to meet their taste and avoid waste.
l Plan your meals. Get a notebook and use it to plan your meals, make your grocery list and keep track of food prices. A little meal planning goes a long way to prevent waste, stretch your food dollars to get the best nutrition and avoid impulse buying at the grocery store.
» Plan your meal around the most expensive item, usually the meat item. Then, fill in the rest of the meal with starches (grains and starchy vegetables), vegetables and fruits. Think about preparing meals that can serve as 'extras' for lunches or for leftovers for another meal.
» Try a vegetarian meal option once or twice a week. Using home prepared recipes with beans, peas or lentils is an economical way to get healthy protein.
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
» Plan your grocery list for several days of meals and snacks to make as few grocery store trips as possible.
» Check your fridge and pantry first to see what you have at home and then create your grocery list.
Getting Started...
l Check newspapers and store flyers on-line or in the store for grocery store specials and food items on sale.
l Get to know the usual prices of foods so you can tell if the advertised or special price is really a bargain.
l Shop at grocery stores or supermarkets. Food prices at convenience stores are generally more expensive and these smaller stores have less variety.
l Shop above and below your eye level. Food companies pay a lot of money to have their products placed at eye level where it's easy for you to see them. Look above and below eye level for bargains.
l Compare prices of various foods and brands from different stores; keep a notebook handy to record prices while shopping.
l Clip coupons and use them to buy food you need - it's only a bargain if you can use the food.
l No-name or store brands offer the same nutrition as name brands but at a lower price. The only differences are the label may not be as fancy and the product inside may look a little different. Try store brand canned fruit, vegetables, soup, cereals, pasta, beans and many other products.
l Use unit pricing. Unit pricing shows the price of food for a specific unit. The price is usually listed per 100 grams and is sometimes written on the same sign as the price of the item.
Here's an example of unit pricing on cereal, showing the larger box of cereal is a better buy:
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
l Buy from bulk bins. Staple items like flour, whole grain rice or pasta, cornstarch, sugar and spices can be much cheaper from bulk bins- check the unit prices.
l Prevent waste. Buy only what you need, eat what you prepare or use what's leftover in another meal or freeze for another day.
l Make time to prepare big batches of food that can be refrigerated or frozen for later use. Maybe your family or friends would like to join in; this way you can share the work and everyone gets to take a variety of food home. You can also consider joining a community kitchen.
l Plan for leftovers by using a whole chicken or large cut of meat. (It takes time for the butcher to cut meat products into smaller portions, resulting in a higher price.) For example, roast a whole chicken one day; then use leftovers for sandwiches, stir-frys or stews or freeze for another use on another day.
l Avoid buying junk food! The price you pay for a large bag of chips could likely be used to buy a large jar of no-name or the store brand of peanut butter that could serve dozens of lunches.
l Drink tap water - no need for pricey bottled waters or pop.
l Prepared foods - Usually, the less prepared a food is, the cheaper it is. Here are some examples:
» a bag of dry pasta is much less expensive than a frozen pasta dinner.
» a block of cheese is cheaper than shredded cheese.
» a home-made salad is cheaper than one bought at a grocery salad bar.
l Avoid recipes that call for 'one-time only' ingredients that you're not likely to use again.
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
l Buy only what you need. If you can't use it, it's not a bargain.
l Stick to your grocery list. Avoid impulse buying by shopping alone (if possible, without the kids) and avoid shopping when you're hungry and may be tempted to buy more food.
Economical Eats and What To Do With Them!
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
May be reproduced in its entirety provided source is acknowledged. This information is not meant to replace advice from your This information is not meant to replace advice from your medical doctor or individual counseling with a registered dietitian. It is intended for educational and informational purposes only.
dietitian. It is intended for educational and informational medical doctor or individual counseling with a registered
purposes only.
Try this frittata for supper one evening as an alternative to a meat entree.
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
Preheat oven to 350°F (180°C). In a small bowl, whisk eggs and milk. Add salt and pepper. Set aside. In a large skillet, heat oil over medium heat. Sauté onion until softened, about 5 minutes. Stir in sweet potato, tomato and cooked vegetables. Transfer vegetable mixture to 8 cup (2 L) greased baking dish. Pour in egg mixture and top with cheese. Bake in preheated oven for 20-30 minutes or until topping is golden and puffed and a knife inserted in the center comes out clean. Makes 6 servings.
Nutrients per serving:
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational
Very high in: Vitamin A and vitamin B12. High in: Vitamin C, riboflavin, niacin and folate. A source of: Dietary fibre.
l Get help making a meal plan at EatRight Ontario's new "Menu Planner Tool" . www.eatrightontario.ca/en/menuplanner.aspx
l Health Canada, Interactive Nutrition Labelling Tool www.onpen.ca/Docviewer.aspx?id=9139.
l EatRight Ontario, Food Choices When Money Is Tight (series of handouts) . www.eatrightontario.ca/en/Articles/Budget/Foodchoices-when-money-is-tight---Budget-friendly.aspx
These resources are provided as sources of additional information believed to be reliable and accurate at the time of publication and should not be considered an endorsement of any information, service, product or company.
Distributed by EatRight Ontario:
Get answers to your nutrition and healthy eating questions from a place you can trust.
1. Call EatRight Ontario. Talk to a Registered Dietitian for FREE 1-877-510-510-2, Monday – Friday 9 am to 5 pm ET. Evening hours Tuesday and Thursday to 9 pm ET.
3. Visit . www.eatrightontario.ca
2. Email a Dietitian from . www.eatrightontario.ca.
Dietitians of Canada acknowledges the financial support of EatRight Ontario by the Ontario government. The views expressed do not necessarily reflect those of the Province.
medical doctor or individual counseling with a registered purposes only.
dietitian. It is intended for educational and informational | <urn:uuid:b6f86df2-f2c5-4f94-85b7-ff493fee130e> | CC-MAIN-2019-35 | http://www.healthyweightsconnection.ca/ModuleFile/resource?id=3097 | 2019-08-22T22:14:33Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00284.warc.gz | 259,274,786 | 1,728 | eng_Latn | eng_Latn | 0.99579 | eng_Latn | 0.998457 | [
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SESSION : 2024-25 WORKSHEET
CHAPTER:- 7 SUB :- Civics
CLASS: VIIDATE :-
Multiple-Choice Questions (MCQs)
1. What is a local market called where fruits, vegetables, and daily essentials are sold?
a) Supermarket b) Wholesale market c) Retail market d) Weekly market
2. Which type of market involves buying and selling in bulk quantities for resale?
a) Retail market b) Wholesale market c) Flea market d) Night market
3. What is the term for markets that are set up on specific days of the week in different locations?
a) Retail market b) Online market c) Weekly market d) Seasonal market
4. Which market involves the sale of goods directly from producers to consumers?
a) Flea market b) Retail market c) Farmers' market d) Wholesale market
5. What is the name of a market where used goods are sold, often in an open-air environment?
a) Supermarket b) Flea market c) Wholesale market d) Online market
One-Word Answer Questions
1. What is the term for a system where goods and services are exchanged without using money?
2. What is a place called where goods are stored before they are sold in the market?
3. What term is used for the sale of goods to the public in relatively small quantities?
4. Name the market type that operates over the internet.
5. What term describes the act of buying and selling goods and services?
CHAPTER:- 8 SUB :- Civics
CLASS: VII DATE :-
Multiple-Choice Questions (MCQs)
1. What is the primary source of cotton for making a shirt?
a) Jute b) Silk c) Cotton plants d) Wool
2. What is the process of turning cotton fibers into fabric called?
a) Weaving b) Spinning c) Dyeing d) Stitching
3. Which country is one of the largest producers of cotton in the world?
a) Brazil b) India c) Australia d) Canada
4. What term is used for people who work in the cotton fields?
a) Farmers b) Miners c) Weavers d) Artisans
5. What is the main market for selling cotton fabric in India?
a) Wholesale market b) Retail market c) Export market d) Street market
One-Word Answer Questions
1. What is the term for the removal of seeds from cotton fibers?
2. What machine is used to weave cotton threads into fabric?
3. What process involves coloring the fabric?
4. Name the final step of making a shirt, where fabric pieces are put together.
5. What is the main crop used for making cotton fabric? | <urn:uuid:6fd59c47-6953-48dc-a1c1-50db3176ce0f> | CC-MAIN-2025-08 | https://marsgurukul.com/media/content/CLASS_7TH_SST_Civics_CH_-_7-8.pdf | 2025-02-08T18:48:33+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00717.warc.gz | 350,929,059 | 578 | eng_Latn | eng_Latn | 0.993784 | eng_Latn | 0.993784 | [
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EatRight Ontario
FoodChoices
When Money isTight
PLANNING HEALTHY MEALS
Planning meals for my family is hard when money is tight. How can I make it easier?
Planning your meals and snacks ahead of time is a good way to make sure you eat well and save money.
* Start by planning your main meals for the week. Choose some favourite meals.
Try these tips to help stretch your food dollar when you plan your menu:
* Find new recipe ideas in cookbooks, magazines or on the web. Go to the library or swap recipes with friends. Choose low cost recipes that use only a few ingredients and are easy to prepare.
* Next, make a list of breakfast and other meal and snack ideas.
* Write your meal ideas on a calendar or on a chart.
* Make a shopping list that includes the items you need for your meal ideas.
* Check food supplies in your fridge, freezer and cupboard to see what you can use in your menu.
* Check flyers for foods that are on sale. Plan meals around good buys.
* Plan meals that have less meat and more dried beans, peas, lentils, vegetables and grain products. For example try stir-fries, pastas, egg dishes, soups, casseroles and bean dishes.
* Cook your own meals at home when you can. Buy less prepared food.
* Make larger amounts of food and plan to use leftovers for lunches or suppers the next day. Add leftover vegetables, meats, fish, or poultry to salads, pastas, soups or spaghetti sauces.
Eat
Right
Ontario
When
Money
is
Tight
Food
Choices
My family is busy. We spend a lot of money on restaurant meals and take out and prepared foods. What can we do to save money and time?
* Prepare your meals at home more often. Get the whole family involved in planning, shopping, preparing and clean up.
* Bring lunches to work or school. Pack lunches the night before.
* Check to see if there is a nutrition program at your child's school. These programs can help with breakfast, lunch or snacks.
* Bring a thermos of coffee or tea from home instead of going to coffee shops.
* Pack healthy snacks when you go out. For example,try fruit, nuts, granola bars, homemade muffins, crackers and cheese.
Questions to ask your community service provider OR contact EatRight Ontario
* What are some ways to save money at the grocery store?
* What are some family-friendly, healthy and low-cost meal ideas?
Create your own menu plan on the EatRight Ontario web site at http://www.eatrightontario.ca/en/MenuPlanner
To find answers to your healthy eating questions or get more Food Choices When Money is Tight factsheets speak to a Registered Dietitian at EatRight Ontario at 1-877-510-510-2 (in Ontario) or visit www.eatrightontario.ca/en/budget
Factsheet distributed by:
©Dietitians of Canada, 2011. All rights reserved. Permission to reprint in its entirety. For non-commercial use only.
EatRight Ontario
When Money isTight
FoodChoices
PLANNING HEALTHY MEALS OUR MENU
Main Meal
Sunday
Homemade stew and whole grain rolls
Monday
Baked cabbage roll skillet supper*
Tuesday
Muffin tin meatloaf & vegetable quinoa salad
Wednesday
Sweet chili tofu stir-fry and vermicelli*
Thursday
Leftover sweet chilli tofu stir-fry and vermicelli*
Friday
Tandoori haddock with mixed frozen vegetables and rice*
Saturday
Leftover tandoori haddock with mixed frozen vegetables and rice
*Look for these recipes at http://www.eatrightontario.ca/en/recipes
Other Meals and Snacks
Lunches
Leftover stew and whole grain rolls
Leftover cabbage rolls
Egg salad dip with pita and raw vegetables
Snacks
Air-popped popcorn
Mixed dry whole grain cereal and banana
Carrot-apple salad
Eat
Right
Ontario
When
Money
is
Tight
Food
Choices
PLANNING HEALTHY MEALS
OUR MENU
Our Main Meal
Other Meals and Snacks
Breakfasts
Lunches
Snacks
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
To find answers to your healthy eating questions or get more Food Choices When Money is Tight factsheets speak to a Registered Dietitian at EatRight Ontario at 1-877-510-510-2 (in Ontario) or visit www.eatrightontario.ca/en/budget
Factsheet distributed by:
©Dietitians of Canada, 2011. All rights reserved. Permission to reprint in its entirety. For non-commercial use only.
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Dear Parents and Carers
Screen Time – Impacts on Education and Wellbeing
The Parliamentary Education Committee has recently published its report "Screen time: impacts on education and wellbeing".
The report includes some interesting, if not surprising statistics. Screen use has been found to start as early as six months of age. One in five children aged between three and four years old have their own mobile phone, increasing to one in four children by age eight and to almost all children by age 12.
A more concerning excerpt from the report states: Research by the Children's Commissioner for England found that 79% of children had encountered violent pornography before the age of 18, with the average age that children first see pornography as being 13 years old.
It is difficult, if not impossible, to prevent children viewing pornography whether intentionally or (as is often the case) by accident and so we all have a duty to inform and educate children. It is normal and natural for children to be curious, but they need to understand what is healthy and what is not.
At Cranbury College, we cover the themes of Healthy Relationships and Online Safety within our Personal Development lessons. We specifically deliver lessons on the Consequences of Viewing Pornography in Year 11 as part of our curriculum.
We understand that the idea of talking to your child about pornography is awkward and embarrassing and something you would really rather not do. But it is also important that they hear these messages from the people who love them most. You don't need to sit them down for a big conversation it could be via message, in the car or whilst walking the dog. And you should acknowledge how awkward it is. An opener could be "I had a letter from school about pornography and…"
Some key messages for children are:
* Bodies in pornography are often altered.
* Pornography is staged to look a specific way.
* Pornography is not a private encounter.
* The sex in porn is usually rough and without intimacy.
* Most male porn actors are well-muscled.
* Most female porn characters are slender and curvaceous.
* Most female porn characters do what they are told without regard to comfort or their consent.
Cranbury Road, Reading, RG30 2TS
0118 937 6847
email@example.com
www.cranburycollege.co.uk
@CranburyCollege
12 June 2024
* Most sex in pornography does not include safe sex precautions, such as birth control methods.
The following websites all offer useful advice on how to start these and other difficult conversations:
Action for Children: How do I talk to my teenager about healthy relationships and consent? Brook: Important things to know about porn
How to Talk to Your Children About Pornography
NSPCC: Talking to your child about online safety
For more advice and information or to discuss anything you are concerned about please do not hesitate to contact me on 0118 9376847.
Yours sincerely
Charlotte Baggley
Assistant Headteacher – Behaviour, Personal Development and Wellbeing | <urn:uuid:33624075-8d5e-4191-827d-12bd2c7d0964> | CC-MAIN-2025-08 | https://www.cranburycollege.co.uk/attachments/download.asp?file=642&type=pdf | 2025-02-08T18:48:06+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00717.warc.gz | 668,190,037 | 621 | eng_Latn | eng_Latn | 0.997007 | eng_Latn | 0.998552 | [
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UN: Change Land Use To Avoid A Hungry Future
If global warming isn't personal enough to scare you to death, the UN trots out the rabid notion that you are going to starve to death as a result of it. Coupled with rising sea levels and shortages of drinking water, mankind has no future unless… it adopts Sustainable Development. ⁃ TN Editor
Human-caused climate change is dramatically degrading the Earth's land and the way people use the land is making global warming worse, a new United Nations scientific report says. That creates a vicious cycle which is already making food more expensive, scarcer and less nutritious.
"The cycle is accelerating," said NASA climate scientist Cynthia Rosenzweig, a co-author of the report. "The threat of climate change affecting people's food on their dinner table is increasing."
But if people change the way they eat, grow food and manage forests, it could help save the planet from a far warmer future, scientists said.
Earth's land masses, which are only 30% of the globe, are warming twice as fast as the planet as a whole. While heat-trapping gases are causing problems in the atmosphere, the land has been less talked about as part of climate change. A special report, written by more than 100 scientists and unanimously approved by diplomats from nations around the world Thursday at a meeting in Geneva, proposed possible fixes and made more dire warnings.
"The way we use land is both part of the problem and also part of the solution," said Valerie Masson-Delmotte, a French climate scientist who co-chairs one of the panel's working groups. "Sustainable land management can help secure a future that is comfortable."
Scientists at Thursday's press conference emphasized both the seriousness of the problem and the need to make societal changes soon.
"We don't want a message of despair," said science panel official Jim Skea, a professor at Imperial College London. "We want to get across the message that every action makes a difference."
Still the stark message hit home hard for some of the authors.
"I've lost a lot of sleep about what the science is saying. As a person, it's pretty scary," Koko Warner, a manager in the U.N. Climate Change secretariat who helped write a report chapter on risk management and decision-making, told The Associated Press after the report was presented at the World Meteorological Organization headquarters in Geneva. "We need to act urgently."
The report said climate change already has worsened land degradation, caused deserts to grow, permafrost to thaw and made forests more vulnerable to drought, fire, pests and disease. That's happened even as much of the globe has gotten greener because of extra carbon dioxide in the air. Climate change has also added to the forces that have reduced the number of species on Earth.
"Climate change is really slamming the land," said World Resources Institute researcher Kelly Levin, who wasn't part of the study.
And the future could be worse.
"The stability of food supply is projected to decrease as the magnitude and frequency of extreme weather events that disrupt food chains increases," the report said.
In the worst-case scenario, food security problems change from moderate to high risk with just a few more tenths of a degree of warming from now. They go from high to "very high" risk with just another 1.8 degrees Fahrenheit (1 degree Celsius) of warming from now.
"The potential risk of multi-breadbasket failure is increasing," NASA's Rosenzweig said. "Just to give examples, the crop yields were effected in Europe just in the last two weeks."
Scientists had long thought one of the few benefits of higher levels of carbon dioxide, the major heat-trapping gas, was that it made plants grow more and the world greener, Rosenzweig said. But numerous studies show that the high levels of carbon dioxide reduce protein and nutrients in many crops.
For example, high levels of carbon in the air in experiments show wheat has 6% to 13% less protein, 4% to 7% less zinc and 5% to 8% less iron, she said.
But better farming practices — such as no-till agricultural and better targeted fertilizer applications — have the potential to fight global warming too, reducing carbon pollution up to 18% of current emissions levels by 2050, the report said.
If people change their diets, reducing red meat and increasing plantbased foods, such as fruits, vegetables and seeds, the world can save as much as another 15% of current emissions by mid-century. It would also make people more healthy, Rosenzweig said.
The science panel said they aren't telling people what to eat because that's a personal choice.
Read full story here… | <urn:uuid:ed997086-9cfb-441c-aa25-03ca641b796c> | CC-MAIN-2019-35 | https://www.technocracy.news/un-change-land-use-to-avoid-a-hungry-future/?print=pdf | 2019-08-22T22:14:42Z | crawl-data/CC-MAIN-2019-35/segments/1566027317516.88/warc/CC-MAIN-20190822215308-20190823001308-00286.warc.gz | 988,130,724 | 1,025 | eng_Latn | eng_Latn | 0.999502 | eng_Latn | 0.999563 | [
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Statement of Intent
DT offers children the chance to use critical thinking and creativity with a defined purpose and a tangible outcome. Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in a process of designing and making. They work in a range of contexts through our topic-based approach which allows for cross-curricular links to be made.
Children will:
* develop the creative, technical and practical expertise needed to perform everyday tasks confidently and participate successfully in an increasingly technological world
* build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
* critique, evaluate and test their ideas and products and the work of others
* understand and apply the principles of nutrition and learn how to cook
DT at Boxgrove
BIG IDEAS
Children realise that DT incorporates a range of skills using a variety of materials.
Children at Boxgrove are provided with opportunities to use DT to express themselves.
Children recognise that DT is not just a creative process but also a practical one. It is all around us and an important component in everyday life.
Children in EYFS have access to clearly-labelled construction materials at all times. This includes: lego, blocks, outdoor tyres, scissors, glue etc.
CONTENT & SEQUENCING
Throughout their DT journey children should:
* Master practical techniques This concept involves developing the skills needed to make high-quality products.
* Take inspiration from design
This concept involves appreciating the design process that has influenced the products we use in everyday life.
This concept involves developing the process of design thinking and seeing design as an iterative
* Design, make, evaluate and improve process
Concepts should be enhanced by the following knowledge categories:
Across the school the breadth of experience includes:
Food
Textiles
Mechanics
Materials
Construction
Electricals and Electronics
LINKS WITH ENGLISH & MATHS
MATHS
* Number
* Weight and measure (using scales, using rulers, estimating)
* Fractions and proportion
* Shape and space
* Geometry (angles)
ENGLISH
* Imperatives
* Instructional texts
* Explanations
* Writing an evaluation (discursive)
* Advertising (persuasive)
RETRIEVAL PRACTICE
Recalling skills used for previous creations.
Retrieval happens throughout the DT process as children: think, make, break, repeat.
PROGRESS
Through the milestones progress is measured through the increasing complexity of skills and knowledge required to complete a task.
SUPPORT
Practical support handling materials and equipment for younger children.
Develop fine motor skills.
Lots of opportunities to 'have a go'/test/trial equipment. This is known as 'finger fluency'
Safety: modelling is vital especially when equipment such as saws or hot ovens are being used.
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INSPECTION REPORT
THE RIDGEWAY PRIMARY SCHOOL
Reading
LEA area: Reading
Unique reference number: 109789
Headteacher: Mrs J Parkes
Lead inspector: Mr Peter Sudworth
Dates of inspection: 4 – 6 May 2004
Inspection number: 258160
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2004
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Primary
School category:
Community
Age range of pupils:
3 – 11
Gender of pupils:
Mixed
Number on roll:
193
Willow Gardens
Reading
Berkshire
Postcode:
RG2 7EL
Telephone number:
0118 901 5530
Fax number:
0118 901 5531
Appropriate authority:
Governing body
Name of chair of governors: Mr M Drammeh
CHARACTERISTICS OF THE SCHOOL
This average-sized one-form entry primary school, plus nursery, for pupils aged three to 11 years is situated in Whitley, about three miles from the centre of Reading. There are 228 pupils on roll with roughly equal numbers of boys and girls, including 46 part-time nursery children, who are educated in one of the two daily sessions. Attainment on entry to the nursery is well below average. Pupils mainly come from housing in the area surrounding the school, most of which is low cost and of which a substantial amount is rented. The socio-economic backgrounds are much less favourable than usual. The percentage of pupils entitled to free school meals is double the national average, as is the percentage of pupils with special educational needs, mainly for learning and emotional difficulties. Three pupils have statements for special educational need. Whilst most pupils are of white British heritage, approximately thirty per cent of the pupils are from a wide range of other ethnic groups, the largest group being black African. The percentage of pupils with English as an additional language is above the national average. A higher percentage of the pupils leave or join the school at times other than at the end and beginning of the school than is usual. Due to the secondment of a member of staff to another school, a local education authority leading primary teacher was taking the Year 4 class during the inspection and another had just temporarily taken up post to support staff development and subject management arrangements. A job share arrangement was operating in Year 2. The headteacher took up her duties in September 2002 after a long period of staff stability. The school is a member of a local schools excellence cluster.
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
Nord Anglia School Inspection Services
Anglia House Carrs Road Cheadle Stockport SK8 2LA
Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections' , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk).
REPORT CONTENTS
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
31
PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION
The Ridgeway Primary provides a satisfactory education for its pupils and is improving under a headteacher, who is very effective. There is a clear programme for its further development. Whilst overall attainment is below average, pupils achieve satisfactorily given their well below average attainment on entry. Teaching is satisfactory overall and with some good features. Pupils relate well to their teachers. The school provides satisfactory value for money.
The school's main strengths and weaknesses are:
* Pupils' attainment is below average in English, mathematics, science and ICT and boys have tended to make less good progress than the girls;
* The very good leadership of the headteacher is moving the school forward;
* Roles and management responsibilities of key staff are not developed enough, leading to some inconsistencies in the way they monitor the quality of provision;
* The school takes very good care of the pupils and they enjoy school and try hard;
* Pupils' behaviour and attitudes are good, as are the relationships between teachers and pupils;
* The contribution of the governing body to the school's development has been unsatisfactory in recent months;
* Links with the parents are good, although home reading books could be changed more regularly, and some parents do not explain reasons for absence.
* The individual education plans for pupils with special educational needs do not focus precisely enough on the targets for improvement;
The school has made satisfactory progress since the last inspection. Standards in religious education and science have improved and curriculum provision in ICT is better. Pupils' spiritual development has improved and acts of worship now comply with requirements. The quality of individual education plans for pupils with special educational needs has not improved enough. There is still room for improvement in standards in key areas of work.
STANDARDS ACHIEVED
Key: A – well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.
* Grades have been put into the next category because the percentage of pupils with special educational needs is double the national average, and the increased number of pupils entitled to free school meals.
Pupils achieve satisfactorily in much of the school given their well below average attainment on entry to the nursery, although the girls tend to make better progress than the boys. Overall attainment is still below average in key areas of work by ages seven and 11. The children achieve well in the Foundation Stage, particularly in the nursery, though attainment is below average in the goals they are expected to reach at the end of reception and well below average in knowledge and understanding of the world. Pupils achieve satisfactorily in most classes in Years 1 to 6 with progress accelerating in Year 6. The overall attainment of the current group of Year 6 pupils is higher than that for the previous year. In religious education pupils' attainment meets local expectations. It was not possible to judge attainment in other subjects, given the short duration of the inspection.
Pupils' personal qualities, including their spiritual, moral, social and cultural development are nurtured satisfactorily. Pupils' moral and social development is good and their spiritual and cultural development is satisfactory. Pupils' behaviour and their attitudes to their work are good. Most pupils are punctual and attendance in the present academic year is currently running at around the national average.
QUALITY OF EDUCATION
The school provides a satisfactory education for its pupils. The quality of the curriculum is satisfactory. Teaching and assessment are satisfactory in the main, but with some good features, as in the teaching in the nursery and Year 6. Pupils' learning is satisfactory, but individual education plans for pupils with special educational needs are unsatisfactory and do not focus precisely enough on their learning needs. Current provision for extra-curricular provision is unsatisfactory, though plans are well advanced to improve this aspect. The staff take very good care of the pupils. There are good links with the parents and satisfactory links with the community.
LEADERSHIP AND MANAGEMENT
Leadership and management are satisfactory with strengths in the work of the headteacher, who leads and manages the school very well. The priorities for improvement have been clearly identified and are now being worked upon with the added support of advisory staff. In recent months, governance has been unsatisfactory and its work has suffered. Leadership of key staff is satisfactory, but they are not all equally effective.
PARENTS' AND PUPILS' VIEWS OF THE SCHOOL
Parents and their children have good opinions of the school. The school enjoys good relationships with parents. Pupils enjoy school. The school works well in partnership with parents and other schools.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are:
* Motivate boys more effectively so that they do not continue to make slower progress than the girls in key areas of work;
* Improve standards in English, mathematics, science and ICT throughout the school;
* Develop the role of subject leaders and senior managers to support the quest for improved standards by better monitoring of classroom practice and ensuring more consistent practice across the school;
* Improve the quality of individual education plans for pupils with learning and emotional difficulties.
* Improve the quality of work of the governing body and its involvement in the life of the school;
Minor issues
* A small number of parents should co-operate more effectively in providing reasons for absence to reduce the amount of unauthorised absence.
* Ensure reading books are changed more regularly so that pupils can make better progress by practising their reading at home.
PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS
Standards achieved in areas of learning, subjects and courses
The children's attainment on entry is well below average. Standards are below average at the end of the Foundation Stage in most areas of learning and in key areas of learning by ages seven and 11. Pupils achieve satisfactorily.
Main strengths and weaknesses
* Very good provision for the children's personal, social and emotional development in the nursery and reception class helps them to achieve very well in this aspect.
* The history of results indicates inconsistencies in the performance of boys and girls, as they move up through the school.
* There are signs of recovery from falling national test results.
* Good provision in science and religious education helps the pupils to achieve well.
Commentary
1. The children enter the nursery at the start of the Foundation Stage with skills well below those normally seen at this age. In particular, many have poor speaking skills and very limited vocabularies, though they listen well to story. In the main they achieve well in the Foundation Stage, making particularly good progress in the nursery in many aspects of their development, though progress is less marked in the reception class. The children make very good progress in their personal, social and emotional development throughout the Foundation Stage, enabling them to reach the expectations for their age by the end of the reception year. In other areas of their learning 1 , despite good achievement in most aspects of their work, their attainment is below average by the end of the reception year. It is well below average in their knowledge and understanding of the world, and in this aspect of work their achievement is satisfactory.
2. In recent years, results in national tests have been in line with the national trend for pupils at the end of the infant department. In 2003, significant numbers of the pupils did not reach the expected level in reading, writing and mathematics at age seven in national tests. Over the period 2001-03, both boys and girls have done less well in reading, writing and mathematics when compared with seven-year-old boys and girls nationally. In 2003, the results in writing were in the lowest five per cent of schools in the country. At this age, the school's girls have been doing better than the boys in all aspects of their work. Teacher assessed results in science in 2003 were above average at the expected level and average at the higher level. The proportion of pupils reaching the higher levels in reading, writing and mathematics is well below the national average.
3. The trend of results at age 11 is below that nationally because results have been falling in English and mathematics since 2000, and in science since 2001. In 2003, almost half the pupils did not reach expectations in English and science and over half in mathematics. Results in science and mathematics were in the lowest five per cent nationally. The percentage of pupils reaching the higher level was below the national average. Boys have been performing better than the girls in national tests in mathematics in Year 6, but girls have done better than the boys in English and science. There are clear signs that the initiatives undertaken by the headteacher, and the involvement of advisory staff, are reaping benefits in pupils' attainment.
1 Early learning goals – these are the standards that children are expected to reach by the end of their reception year. They refer in particular to achievements children make in connection with communication, language and literacy; mathematical development; personal, social and emotional development; knowledge and understanding of the world; physical and creative development. There are many goals for each area of learning, for instance, in language and literacy children should be able to write their own name and be beginning to write simple sentences.
This is shown in the significant increase in the targets of the pupils expected to reach the expected level in English and mathematics for the current year at age 11.
4. Standards remain, however, below average in mathematics, science and ICT by ages seven and 11. Currently they are well below average in all aspects of English in Year 2, reflecting the ability of the group of pupils, and below average in Year 6. Current standards mainly reflect the picture at the last inspection, though with an overall improvement in pupils' ICT skills across the school through the setting up of the ICT suite and increasingly effective use of this facility. Pupils achieve satisfactorily in these subjects with an acceleration of progress in Year 6. The improved provision for religious education has resulted in better progress in the subject and the pupils now achieve well, reaching the expectations in the local agreed syllabus. There was not enough evidence to judge attainment in other subjects because of the inspection focus and its short duration.
5. Pupils with special educational needs, from different ethnic groups and pupils who have English as an additional language all make satisfactory progress, as do pupils with special talent. New initiatives are at an advanced stage of planning in conjunction with other local schools to extend opportunities for pupils who show special talent. Pupils who are more capable academically make satisfactory progress in lessons, though in some, they are not challenged effectively to extend them, for example in some mathematics and English lessons.
Standards in national tests at the end of Year 2 – average point scores in 2003
There were 29 pupils in the year group. Figures in brackets are for the previous year
Standards in national tests at the end of Year 6 – average point scores in 2003
There were 28 pupils in the year group. Figures in brackets are for the previous year
Pupils' attitudes, values and other personal qualities
Attendance and punctuality are satisfactory . Pupils' behaviour and attitudes are good. Spiritual, moral, social and cultural development is satisfactory overall, and with some strengths.
Main strengths and weaknesses
* Attendance has improved during the current year, but some parents do not provide reasons for absence.
* Pupils try hard in lessons.
* Pupils relate well to one another and with their teachers.
* Pupils' social and moral development is good.
Commentary
6. Pupils enjoy school and this is reflected in the improved attendance, which in the current year reflects the most recent national average level. The school's initiatives to promote good attendance are proving successful. Nevertheless, despite the school's best efforts to ensure good attendance and punctuality, a small group of pupils regularly arrive late and unauthorised absence is still above the national average. This is because a few parents do not inform the school of the reasons for absence and the school applies the rules rigorously.
Attendance
Attendance in the latest complete reporting year (%)
The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
7. Parents' views confirm the great deal of enjoyment the pupils get from their education. This is reflected in the same good approach to their work as at the last inspection, and in the pupils' good behaviour and attitudes. There is little evidence of bullying because the staff promote a racially harmonious community and pupils from different ethnic groups work well alongside one another. Pupils are polite and helpful. They are expected to take some responsibility and are keen to do so. They exercise their duties conscientiously, as when they take part in the assembly arrangements and in school council duties. They are keen to represent their school in events, such as singing in the local festival. All show a concern for others. Pupils with special needs are fully included in the life of the school. Their emotional needs and self-esteem are well supported in the caring atmosphere. The children in the Foundation Stage make very good progress in their personal, social and emotional development and reach the goals expected in this area of learning by the end of the reception class.
8. Pupil's spiritual, moral, social and cultural development is satisfactory overall, and with some good features. Pupils' moral and social development is good and it is satisfactory for their cultural and spiritual development. This represents an improvement in the pupils' spiritual development since the last inspection. Acts of worship now fulfil requirements and are of a sound quality, though spirituality is not planned for across the curriculum, for example in mathematics and science. Pupils have a good understanding of the rights and wrongs of issues. The good provision for pupils' social development and maturity, evidenced in their attitude to the responsibilities that they hold, is enhanced further through residential visits. The school prepares the pupils well for life in a diverse multi-cultural society through the fostering of very good relationships between different ethnic groups in the school. This results in secure friendships between pupils from a wide range of cultural and ethnic backgrounds. Occasional good use is made of these differences to help pupils appreciate different cultures, as in religious education lessons, but music and art do not enhance their knowledge of cultures sufficiently well. In assemblies, music is played as pupils enter, but little reference is made to it. Pupils are developing a sound knowledge of other cultures through their work in religious education.
Exclusions
Ethnic background of pupils
Exclusions in the last school year
The table gives the number of exclusions, which may be different from the number of pupils excluded. There have not been any exclusions during the current academic year.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
The school provides a satisfactory education for its pupils. The quality of the curriculum, teaching, assessment and learning is satisfactory. However, current provision for enrichment activities is unsatisfactory , though plans are well advanced to improve this aspect. The staff take very good care of the pupils. There are good links with the parents and satisfactory links with the community.
Teaching and learning
Teaching, learning and assessment are satisfactory .
Main strengths and weaknesses
* Teaching in the nursery and Year 6 is frequently good.
* The opening to mathematics lessons does not develop pupils' mental skills enough.
* Medium-term planning is detailed and contributes well to the structure of lessons.
* Assigned activities in lessons are sometimes not matched well enough to pupils' needs.
* Reading books are not changed regularly enough in the lower school to support pupils' progress
* Individual education plans for pupils with special educational needs are not well enough planned to focus on their learning needs.
* The tracking of pupils' progress is developing well.
Commentary
9. Overall the quality of teaching and learning is satisfactory, but with less good teaching than in the previous inspection. Teaching observed was best in the nursery and in Year 6. In the nursery, a good range of well planned activities, which provide a good balance of individual choice and group work, keeps the children interested. The calm atmosphere helps the children to focus on their work for long periods of time. This was evident in the use of story sacks; 'Miffie', a stuffed toy, emerged from one to keep an eye on the children and helped them to listen attentively to a story about himself. Organised group activities appeal to the children's interest. In the making of gingerbread men, a group of children mixed the ingredients and acquired descriptive language, as they stirred them round with their hands. The very well established relationships and purposeful working atmosphere in Year 6 help maintain a good work ethic in which all pupils want to do their best and evidenced in the good quality of the presentation in much of their work.
Summary of teaching observed during the inspection in 36 lessons
The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.
10. Teachers have good relationships with the pupils. As a result, many pupils are keen and confident to answer questions and they listen well to what others have to say. They readily, and often profitably, engage in focused, partnered conversations when requested. Teachers mostly preserve a calm working atmosphere. The explanation of tasks the pupils are to undertake is satisfactory, a strength being the language that the teachers use to ensure the pupils understand. However, occasionally the tasks are not explained well enough, and in such instances, or if the pupils cannot manage them, they can lose their interest. In English and mathematics, work is usually well matched to the pupils' needs, but there are occasions when higher attaining pupils find the work too easy. The opening to mathematics lessons is often not sharp enough to develop mental skills effectively and the conclusions to lessons are sometimes not timed well enough to bring out key points from learning or to extend the pupils' thinking further.
11. The support for pupils who have special educational needs and English as an additional language is satisfactory and enables them to achieve soundly, but pupils with special educational needs occasionally miss other important key learning when they are withdrawn from class for group work. The work of teaching assistants ranges in quality. It is often good in Years 5 and 6, where they are well briefed about what they have to do, and quietly engage with the pupils in the opening to lessons to make sure the pupils understand or encourage them to contribute an answer. They are equally effective in the Foundation Stage and engage with the children in the group tasks, promoting an understanding of language. However, a number of assistants lack experience or confidence and are, therefore, less effective. Teachers do not always modify tasks for pupils with special educational needs. As a result, tasks can be too challenging and pupils are not always able to finish. The individual education plans written by the co-ordinator and teachers are unsatisfactory. They do not include specific achievable targets from which teachers, pupils and parents can easily identify progress.
12. Teachers usually share the learning objectives with the pupils in language that is easily understood so that they know what they are going to learn. However, they rarely return to the objectives in the middle of lessons to ensure the pupils are still on track, and only occasionally at the end of lessons to share in a self-assessment of their success. Usually pupils indicate their understanding with a simple thumb sign, but this does not engage the learner in discussing specific areas of difficulty.
13. Lessons are well prepared and planning is detailed in both the medium- and short-term. Teachers research the content of their lessons well and they make good use of resources in the best teaching, such as artefacts in religious education to help pupils' understanding about rituals in faith. In a Year 1 history lesson, the teacher demonstrated a game from her own childhood, which not only helped the pupils to understand change over time, but incorporated humour and good fun.
14. The pace of lessons is usually satisfactory and sometimes brisk. Occasionally good use was made of time limits for task completion and this prompted the pupils to move quickly into their work and provided an extra impetus to their efforts. Pupils' below average speaking skills are, however, an impediment to a brisk pace in some lessons, as they are slow to explain their thinking and often do not speak up enough so that others can hear and share their own thoughts. Work in the computer suite was sometimes affected by unsatisfactory seating arrangements with some children standing for much of the lesson, as they shared a computer in pairs.
15. Homework is used satisfactorily to support learning in school, but there are some unsatisfactory features. There is some inconsistency in its regularity and pattern and pupils in the infants are not changing books regularly enough to share with their parents. This is affecting their progress in reading.
16. Assessment is satisfactory with some good features. Some recent improvements have taken place, such as progress tracking, with further improvements planned. Teachers' marking of pupils' work is up-to-date and accurate. There is some inconsistency in marking techniques, but a new marking policy to overcome this was ready for implementation at the time of inspection. Marking is often supportive, but overall insufficiently developmental. In mathematics, pupils do little to correct their errors and learn from their mistakes. Good analysis is made of the school's national test results by gender, ethnic groups and pupils' responses to test questions. Staff know the pupils well because of the good record keeping systems. Teachers have begun to set group targets for mathematics and English, but involvement of pupils in target setting and more individualised targets to promote progress await further development. Good progress has been made in setting predictions and tracking pupils' attainment levels since the arrival of the headteacher, and pupils' progress towards them is monitored termly. This is helping to identify pupils, who are not making expected progress and an analysis of reasons is being sought.
The curriculum
The school provides a sound curriculum with a satisfactory range of experiences across most subjects. Opportunities for enrichment are limited, but some are provided by visits and visitors. Few extra-curricular clubs or other activities take place, so there is little opportunity for pupils to widen their experiences. Accommodation and resources are good overall.
Main strengths and weaknesses
* The curriculum is well managed.
* The provision of extra-curricular clubs and activities is under-developed.
* Good use is made of the extensive grounds.
* Opportunities for pupils to learn musical instruments are limited.
* Individual education plans for pupils with special educational needs are not written well enough to ensure that they make the best possible progress.
Commentary
17. The provision for children in the Foundation Stage is satisfactory and has been greatly improved by the development of a thoroughly planned scheme of work since the last inspection. There is a clear emphasis on the promotion of personal, social and emotional development in all activities. Resources for nursery and reception children are good and support most areas of learning. Activities are well planned according to national guidance. The outside area is secure and used well to promote the learning of the nursery children. However, the outdoor area for the reception children is in the early stages of development.
18. The curriculum in Years 1 to 6 is well planned and well managed and the co-ordinator maintains a good overview. Members of staff monitor provision and ensure that long- and medium-term plans match the learning objectives of the programmes of study.
19. There is a strong emphasis on the teaching of literacy and numeracy throughout the school and more recently there has been a focus on the further development of information communications technology. Teachers actively plan to use skills learned in these areas to support work in other subjects, for example pupils made good use of computers to learn about symmetry in Year 3.
20. The school has a clear policy for the development of pupils' personal, social and health education. This work is reflected in learning across the school. In a science lesson in Year 2 pupils used plastic food to identify and select healthy eating options. Pupils are also given opportunities to explore moral and social issues, such as friendship, bullying and drugs awareness.
21. The provision for pupils with special educational needs is satisfactory. The school employs a number of teaching assistants who support groups and individuals in class, but they are not always deployed to the best effect. Individual education plans are of variable quality, but most are not well enough written to ensure precision in learning targets. The pupils who are having most difficulty with their learning are withdrawn from classes for short sessions to follow specific programmes to meet their individual needs. This aspect of the provision is good. Work in the classrooms is not always well matched to pupils' abilities. The management of home-school reading is not sufficiently supportive to those pupils having difficulty with reading. The provision for pupils with English as an additional language and those who show greater ability in different subjects is satisfactory.
22. Whilst enrichment activities are limited and overall unsatisfactory, a programme of visits and visitors to the school supports the breadth of curriculum satisfactorily. Pupils also participate in a limited range of extra musical activities, such as the local music festival and demonstrations from a musical group. There are strong links with a local farm, which profit the younger children's breadth of learning experiences. Older pupils make residential visits, which support their ICT studies and outdoor adventurous activities.
23. The accommodation is good. Classrooms are generally spacious, although the open plan accommodation for pupils in Years 5 and 6 with one side used as a thoroughfare can be distracting and allows for noise intrusion. The school grounds are extensive, used regularly to enhance pupils' learning with further plans to develop their use. The small library is well organised and well equipped, although pupils do not often use it. The ICT suite is an improvement since the last inspection and it is being used well to support and extend the learning of pupils in computer skills. Improvements have been made to the dining hall. The spacious hall supports the quality of work in physical education and facilitates whole-school gatherings. The accommodation is well cared for and maintained by the site manager and his team. Learning resources are satisfactory overall.
24. The school has a sufficient number of teaching staff who are suitably qualified for the roles and responsibilities they have. They are satisfactorily supported by a number of teaching assistants. Good induction arrangements are in place for newly qualified staff and all staff have good opportunities for in-service training. There is good administrative support, which contributes to the efficient management of the school on a day-to-day basis.
Care, guidance and support
The care, welfare, health and safety of pupils are ensured very well. Satisfactory support, advice and guidance are provided based on monitoring of achievement and personal development. The school seeks, values and acts on the views of pupils well.
Main strengths and weaknesses
* The care, protection and support for children are good.
* Induction arrangements are good.
* The trusting relationships that pupils have with adults are very good.
Commentary
25. Staff work in the best interests of all pupils to safeguard their welfare. Child protection matters are handled sensitively, effectively and promptly. Child protection is well supported by comprehensive arrangements, where the school, parents and other agencies work together very well. Judgements are similar to those of the previous report.
26. The school ensures that pupils work in a healthy and safe environment. All reasonable steps are taken to keep children safe and protect them from injury or ill health. The health and safety
policy is good and is effective in practice. Regular audits and inspections of school premises are carried out. Staff have been trained through recognised courses to a good level. A governor has designated responsibilities for health and safety. Risk assessment is comprehensive, thorough and up-to-date. The procedures for promoting pupils' health and safety are much improved since the last inspection.
27. The school provides a most secure, caring environment where pupils feel safe and are happy. Relationships with adults are very good. Pupils are known very well as individuals. If they have a problem, pupils are extremely confident that they can go to an adult and get help. It is clear that the school is making increasing efforts to ensure that all children can achieve what they are capable of through much improved and thorough, yet recent, monitoring of pupils' academic progress, which is beginning to bear fruit. The school operates as a supportive family.
28. There are very good procedures to monitor attendance, supported by effective records, communication with parents and highly prized rewards, such as the opportunity to learn circus skills if pupils have had good attendance. This has resulted in a significant improvement in attendance.
29. The school has good procedures to monitor personal development. This has a good impact on the achievements made by pupils both academically, and in the development of their personal qualities. This practice is very effective because staff know their children very well and they use every opportunity through encouragement, support or target-setting to develop all pupils.
30. Good behaviour and attitudes to work are recognised and rewarded accordingly. Pupils understand the consequences of anti-social behaviour and develop very good relationships. They become increasingly independent, self-confident and knowledgeable about themselves and safe living. The school equips pupils very well with the skills necessary to become good citizens.
31. The school council shows good organisational ability to represent the views of pupils and to develop initiatives. Members were concerned about litter and have organised a litter-picking rota at playtime. They have obtained extra playground equipment and visited another school so that they can provide advice to improve playground markings. Additionally, pupils complete questionnaires with questions such as " Is there someone who you would go to if you were worried?" The responses are analysed most thoroughly.
32. There are good induction arrangements for children into the nursery and into the reception classes, which are flexible enough to suit the needs of children as individuals. These are based on very good relationships with new children and their parents. The nursery is seen very much as a part of the school community.
Partnership with parents, other schools and the community
The school's partnership with parents is good. Links with other schools are good and there are satisfactory links with the community.
Main strengths and weaknesses
* Parents have very positive views of the school.
* Parents are well informed and complaints are dealt with well.
* The school has worked hard to try to develop a partnership.
Commentary
33. Parents are well informed by regular, well-presented newsletters. The prospectus provided for parents is of good quality and communicates effectively what the school does. The homeschool community link officer assists in the translation of school information for parents whose
first language is not English. There are good opportunities to receive information on their child's progress throughout the year. Information for parents, whose children have special educational needs, is good and includes an annual report specifically for these pupils with helpfully written comments. The annual report to parents on pupils' progress is thorough and includes useful detailed assessment of a child's personal and social development. Targets are set clearly and parents are informed what their children will be studying at the start of term. The good links with parents are similar to those reported previously.
34. Parents are very pleased with what the school provides. They think their children make good progress. The school encourages a strong sense of partnership based on mutual trust and confidence. The school has an open door policy and is very welcoming to parents, which results in very good relationships with them. Parents are committed to the school, although as yet only a few help in school. If they are concerned about anything, they are confident to approach the school. Parents are appreciative that their children receive the help and support they need. The school seeks the views of parents through an annual questionnaire and acts, where it can, on these views. For example, it has increased its provision of extra-curricular opportunities, such as chess and a craft club.
35. Parents support the school very well through the active Parent Staff Association, which raises very significant additional funds for the school. These funds are used to improve the learning environment of the pupils, for example, imminent seating in the newly established outside quiet area.
36. Occasional visitors from the local community contribute to the school's work such as conducting assemblies. There are productive links with local supermarkets, which provide bottled water and fresh fruit at reduced rates. The school uses the local community satisfactorily to enhance the learning of its pupils through local visits in the surrounding locality.
37. There are good induction arrangements for pupils joining the school which enable them to settle very well into school. The transition from nursery is handled well through good liaison, which ensures children settle well into their next class. There are productive links with other schools supported by transfer days, staff liaison and transfer of information. A secondary school physical education teacher teaches Year 5 and Year 6 pupils once weekly.
LEADERSHIP AND MANAGEMENT
Leadership and management are satisfactory . The leadership of the headteacher is very good. Leadership of other key staff is satisfactory. The effectiveness of management overall is satisfactory. Governance of the school is unsatisfactory.
Main strengths and weaknesses
* The head teacher has a very clear vision and has made a very good start towards achieving her high aspirations for the school.
* The governing body had been ineffective in the recent months.
* Very good use has been made of the information gathered from the headteacher's evaluation of school performance.
* Leadership of key staff, including the deputy headteacher, has been identified as an area for improvement.
Commentary
38. Leadership of the headteacher at the last inspection was judged 'strong' and remains very good with the change of headteacher. The headteacher has worked closely and effectively with the local education authority, as well as using the services of an external monitor and her own observations, to identify strengths and weaknesses in teaching and learning. The headteacher has completed the first phase of an energetic and rigorous evaluation of the school, whilst
maintaining a well-ordered atmosphere where pupils are cared for very well, behave well and enjoy their schoolwork. She has already made a number of key improvements including:
* Establishing clear expectations for pupils' progress;
* Changing roles and responsibilities of key members of staff;
* Strengthening curriculum planning;
* Formulating a new strategic plan;
* Raising the profile of the school in the community and reversing the recent decline in pupil numbers.
39. Throughout this process, the headteacher has placed a strong emphasis on consultation with all members of staff, parents and pupils. This has led to a new vision statement and an achievable plan to work towards it. Senior staff's involvement in a government initiative for 'primary school leadership' together with visits and links to other schools by teachers, have given the whole school a new impetus. In particular, the need for consistency in school practices and procedures has been recognised and is being addressed. A number of changes have already been implemented, such as consistency in planning, but the school is working through an agenda to secure consistency in other areas. The headteacher's introduction of a new system to track pupils' progress is helping everyone to focus more clearly upon pupils' achievement.
40. There has been little emphasis in recent times on the role of subject leaders in monitoring standards and the quality of teaching and learning in their subjects. An important part of the current development of the school is the priority being given to the development of key staff in their subject and other leadership roles. Job descriptions have been revised and responsibilities changed to take advantage of individual strengths. A 'lead-teacher' has been employed specifically to assist with professional development. Subject and area leaders have contributed to the school improvement plan by writing specific action plans. In particular the role of deputy headteacher is being re-evaluated. The current post holder, who is very committed, has already taken on new responsibilities. Changes have been made to the way that the provision for pupils with special educational needs is managed and this remains under review. The present arrangements do not allow the special educational needs co-ordinator to monitor and develop the role of the learning support assistants or to monitor the provision within classroom for pupils with special educational needs.
41. The governing body meets statutory requirements, but has been ineffective in recent time mainly because there has been a significant reduction in the numbers of governors over the last eighteen months, leading to the collapse of the committee structure, with the exception of the finance committee. This situation is now improving with new governors being appointed in recent months. The governing body has relied too much upon the leadership of the headteacher. Current governors are very committed and determined to continue the improvement of the school. They are aware that they need to develop their own effectiveness as a first priority. The school bursar is very efficient and financial management of the school has been good. A number of good decisions have been made to ensure that the best use is being made of the funds available.
42. The headteacher's vision for the school has been a major determining factor in the improvement that the school is making. This, combined with the support from the local education authority, involvement in the government's initiative for 'primary leadership' and the opportunities arising in the local schools excellence cluster and the realisation that standards can be raised is moving the school forward. Barriers to the school's development and pupils' attainment have been the decline in the work of the governing body in recent months and pupils' below average skills in key areas of learning. Despite the school's efforts, the above average level of unauthorised absence contributes to the school's workload in following attendance issues through. There has not been a culture in the school of effective monitoring of teaching and learning and tracking pupils' progress, but this is beginning.
Financial information for the year April 2002 to March 2003
PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES
AREA FOR LEARING IN THE FOUNDATION STAGE
The provision for children in the Foundation Stage is satisfactory .
43. Depending on places available, children may begin their education part-time in the term after their third birthday in either a morning or afternoon session. The children transfer to the reception class at the start of the term in which they will be five. The teaching is satisfactory overall and good in the nursery, where the children make good progress. Assessment of children's progress is good in the main. Very detailed records of the children's progress in the nursery help the staff to know their next learning needs. The quality of assessment in the reception class is not yet so detailed and the next learning steps for individual children are not so clearly identified, but the quality is beginning to improve. Overall the children achieve well, given their well below average attainment on entry, although their attainment is still below average in most areas of their learning by the end of the reception class. They do, however, reach expectations in their personal, social and emotional development, but their attainment is well below expectations in their knowledge and understanding of the world and their achievement is satisfactory in this aspect of their work. Resources for learning are good. The school has developed the outside environment well since the last inspection to extend learning opportunities for children in the nursery with similar facilities now being developed for the reception children.
44. The leadership and management are satisfactory. The teachers have put into place a soundly organised curriculum, which is focused on the Early Learning Goals. They are well supported by the nursery nurse and teaching assistants in the various planned activities and there is a clear understanding of the respective roles that each will play in the daily sessions. Staff make good use of time and have high expectations of behaviour, which contributes very well to the pupils' social development. There are better arrangements than at the previous inspection for the continuity of education between the reception class and Year 1, though standards remain below average. The staff show very good care for the children and have very good relationships with them that help the children to feel secure and develop their confidence with adults.
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
Provision in personal, social and emotional development is very good.
Main strengths and weaknesses
* Planning is good.
* Pupils are very well supported by the care and encouragement shown to them by staff.
* Pupils are very clear about established daily routines, which make them feel secure and confident.
* There are clear and high expectations about behaviour within a warm, caring environment.
Commentary
45. This area of learning has a high priority from the time children enter the nursery. The teaching is very good enabling the children to achieve very well, make very good progress and to reach expectations for the end of the reception class. Activities are carefully planned to help children to learn the difference between right and wrong and to become more independent. Children know, like and trust their teachers and other adult helpers and they relate to them confidently. The very thoughtfully established daily routines allow children to develop the confidence and ability to take turns, share resources and equipment and help them to understand clearly how
to behave and work well together. There is a good balance between adult-initiated and childselected activities. Children learn to listen carefully and follow instructions. They have many opportunities to talk to each other and to adults and these develop their social skills. They enjoy school and join in activities with enthusiasm and interest. In the 'Baby Clinic' they chat comfortably whilst bathing their dolls. All pupils are encouraged to value each other and learn about each other's cultures and beliefs.
Communication, Language and Literacy Skills
Provision in communication, language and literacy skills is good.
Main strengths and weaknesses
* Planning is good and ensures a range of activities to develop and reinforce language skills.
* Each room has a writing area well equipped with pencils, crayons, markers and paper to encourage children's writing skills.
* Children are encouraged to enjoy books.
* Teachers read stories very expressively and children ask questions, give opinions and predict outcomes.
* Instructions are sometimes unclear in the reception class and activities not well enough planned and structured.
Commentary
46. Despite the very limited language skills of many when they enter the Foundation Stage and the below average attainment by the end of the reception class, the high priority given to this aspect enables the children to achieve well. The teaching is good overall, particularly in the nursery. The range of planned activities, including encouragement to communicate with each other and with adults, ensures that the children experience, use and develop a widening vocabulary. The use of stories, poems, songs and discussions throughout the day add to their acquisition of vocabulary. The many opportunities for role-play help to extend their language skills further, as when they take on the character of Goldilocks and visit the cottage of the 'three bears'. Children identified as having special educational needs, and who have particular communication difficulties, also make good progress because they are fully included in all activities.
47. Children show a real enjoyment of books. They became totally engrossed when the teaching assistant read the story of the 'Gingerbread Man', with an immediate request for it to be read again. Children understood the story, answered questions with understanding, and some children made predictions about what would happen next. They are making good progress in their knowledge of letter sounds and in their recognition of simple frequently used words, although their early reading and writing skills are below those normally seen at this stage. Opportunities for children to write their names and record ideas contribute to their understanding that print carries meaning. Good opportunities are provided in the nursery for children to develop letter formation and pencil control and furthered in the reception class where older pupils begin to copy simple sentences. Some children write their own words. The good use of labels, diagrams and wall displays contributes well to the pupils' awareness of the importance of print and this is furthered through the good selection of both fiction and nonfiction books, which stimulates their imaginations.
MATHEMATICAL DEVELOPMENT
Provision for the development of children's mathematical skills is satisfactory .
Main strengths and weaknesses
* Daily routines and practical situations involving counting and other mathematical activities help build up the children's confidence and understanding in number and shape from a well below average picture on entry.
* The activities sometimes do not inspire the children enough to sustain their interest.
* Carefully planned play opportunities reinforce more formal learning and encourage the continued enjoyment of mathematics.
Commentary
48. Teaching is satisfactory overall and good in the nursery. The children achieve well, although attainment is below average at end of the reception class. Displays of work to stimulate enquiry and both formal and informal activities support the children's mathematical development well and enable them to learn basic mathematical skills. On occasions the mathematical activities are insufficiently varied to keep the children interested. Good use is made of other activities, such as art, to consolidate and extend their knowledge of shape and counting skills. Nursery children acquire the skill to count accurately through the daily routine of counting all the children present at registration, though many still find this difficult. Children develop early knowledge about volume and capacity through sand and water play and the importance of measuring skills, as they count in and balance the ingredients in the regular baking sessions. Good planning identifies the links between different aspects of work, which help to consolidate the children's understanding. When the story theme was the Gingerbread Man, children baked gingerbread men and learnt a lot about measuring and shapes. Good use is made of stories and rhymes to further the children's understanding of number.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Provision in the knowledge and understanding of the world is satisfactory .
Main strengths and weaknesses
* Teachers provide a good range of activities to develop children's general knowledge of the world about them.
* Some of the independent activities lack sufficient structure to develop children's learning suitably.
* Children are given opportunities to investigate and explore by using the outdoor area and the school grounds.
Commentary
49. Teaching is satisfactory and pupils' achievements are satisfactory, although the children's attainment is still well below expectations by the end of the reception class. Through soundly planned activities, children develop their skills of observing and commenting on the world around them, often through experiences which the children are meeting for the very first time. Well-chosen computer programmes enable them to extend their knowledge of language and mathematics, whilst learning how to use a keyboard and develop mouse skills. Imaginative play areas, such as a vet's surgery or a baby clinic, and the many opportunities for role-play help to support the children's knowledge and understanding of the world. Visitors to the school help children to learn more about the traditions and beliefs of others. A parent in the nursery class shared many aspects of how her family celebrated the festival of Eid. However, the freeplay opportunities are sometimes not structured enough to build upon these activities and support further learning and they can be repetitive. The purpose of some of activities is not
sufficiently clear to the children. Teachers make good use of simple scientific skills to encourage children to develop their senses and to investigate. Walks around the school grounds at different times of the year, for example, allow children to compare the seasons, whilst older children visit a local farm and record and discuss the many things they have observed. These activities are often linked to their creative skills, such as a simple collage of the farmer and his sheep. By the time children leave reception, they are beginning to show an understanding of the natural world. They have also learned and understand more about themselves and their families. They are beginning to acquire some knowledge of the geography of the school and the local area.
PHYSICAL DEVELOPMENT
Children's physical development is satisfactory .
Main strengths and weaknesses
* Resources are varied and used well.
* Regular use of a range of construction equipment enables children to begin to develop fine manipulative skills and control.
* Opportunities are provided for pupils to develop their physical skills in the hall, the playground and the outdoor area.
* The range of large outdoor equipment is limited.
Commentary
50. Children experience many planned opportunities to help them to develop skills when using pencils, scissors, brushes and other tools, together with handling a range of equipment when making models. Children respond positively to these activities and achieve well in the acquisition of fine control and manipulative skills, which are often under-developed when they begin school. Use of the computer keyboard and the mouse helps to reinforce these skills, and eye/hand co-ordination.
51. Teaching is satisfactory. The outdoor area in the nursery class is used well, giving the children opportunities to develop their skills in running, jumping and skipping. Good use of the mobile apparatus helps to develop other aspects of their co-ordination. The outdoor area for the reception class has only recently been established and is still in the early stages of use and development. Opportunities for activities, such as climbing, are currently limited by the lack of appropriate equipment.
52. Good use is made of the school hall for more formal lessons, in which the children develop physical skills satisfactorily. Reception class children were able to use skipping skills they had learnt when they performed a maypole dance outside.
CREATIVE DEVELOPMENT
Provision in creative development is satisfactory .
Main strengths and weaknesses
* Effective teaching of skills is combined with many good opportunities to learn through play.
Commentary
53. Teaching in this area is satisfactory overall and good in the nursery. Most children are in the earliest stages of their creative development. They enjoy experiencing and experimenting with various media, tools and instruments. Staff plan a satisfactory range of activities and children achieve well with the support of adults through the teaching of specific skills, the opportunities
to investigate paint and modelling materials, which stimulate their imagination, and when playing together. Role-play is used extensively and profitably to stimulate thought. Children make up their own stories as well as acting out real life situations, often based on their own experiences. They have access to a good range of resources to enhance their work.
SUBJECTS IN KEY STAGES 1 and 2
ENGLISH
The provision in English is satisfactory.
Main strengths and weaknesses
* Management of home-school reading is insufficiently rigorous.
* Pupils in Year 6 achieve well.
* Pupils try hard in lessons.
* There is not a consistent approach to pupils' extended writing.
* The teaching of phonics is not developed methodically and rigorously.
Commentary
54. Pupils enter the school with well below average communication and social skills. Speaking skills are underdeveloped, although listening skills are stronger. Pupils achieve satisfactorily in Years 1 and 2 and, by the time they reach the end of Year 2, close to seventy per cent of pupils are achieving expected standards. Very few exceed these standards so that, overall, performance is well below average in all aspects of English at age seven. Although standards are below average for eleven-year-olds in English, an analysis of pupils' work in Years 3 to 6 shows that standards are improving. Pupils achieve satisfactorily in Years 3 to 5 and they achieve well in Year 6. Standards are similar to those reported at the previous inspection.
55. Reading is below average throughout the school. Pupils' progress in reading is being inhibited by the current system of organising home-school reading. There has been a good effort to promote an interest in reading by awarding points when pupils have made the effort to read at home. However, there has been too little emphasis in ensuring that pupils are changing books regularly. This is particularly so in Years 1 and 2, with the result that the pupils become bored with their book or do not progress as quickly as they should through the reading schemes. The monitoring of older pupils' reading is inconsistent.
56. Teaching is satisfactory overall with some good features. Pupils' progress is now tracked well. Relationships are good between teachers and pupils and teachers insist on good conduct, which helps to ensure pupils adopt good work attitudes. However, the individual education plans are unsatisfactory and do not focus thinking enough on the next steps in learning. Lessons usually have a good structure but sometimes the time structure of lessons is not managed well enough. Questioning is often good and many pupils are keen to contribute, but the pupils' below average speaking skills often slow down the lesson pace. Whilst learning is satisfactory overall, pupils are keen to get on with their work, behave well and show good attitudes to learning. Work in books is often presented well, reflecting the teachers' high expectations for presentation.
57. The new subject leader has made a satisfactory start to her new role and plans to make further improvements to teaching and learning. The headteacher has organised extensive monitoring of the subject and, as a result, a number of improvements are already in place. These include a greater consistency in planning and close monitoring of pupil performance. However, further development is still required and these include:
* The development of extended writing throughout the school;
* The way in which the balance of the different components of literacy is organised and time-tabled;
* A consistent and effective approach to the teaching of phonics.
Satisfactory improvement has been made since the previous report and standards are at similar levels. An action plan has been drawn up for further improvements, which includes the development of phonics and speaking and listening opportunities.
Literacy across the curriculum
Too little use is made of the potential of drama and role-play to stimulate creative writing. However, the opportunities provided by ICT are being used well by a number of teachers to encourage pupils to write in different ways. Older pupils especially write independently in other subjects, such as history, geography and science. The library is under-used as a teaching resource, but pupils in Year 2 and upwards know how to use information books.
MATHEMATICS
Provision in mathematics is satisfactory.
Main strengths and weaknesses
* Pupils present their work well, which contributes to its accuracy.
* Pupils do not apply their mathematical knowledge enough to real life situations.
* Teachers do not use a sufficient variety of strategies at the start of lessons to improve pupils' mental skills.
* Some good use is made of ICT in improving pupils' mathematical skills.
Commentary
58. As at the last inspection, pupils' overall attainment is below average in Years 2 and 6, though there is a wide range of ability, but with a very small minority of pupils reaching the higher levels. On average, boys do not achieve as well as the girls by age seven and there is a significant difference in their performance, but they recover ground in Years 3 to 6 and then surpass the girls. Pupils achieve satisfactorily overall given their well below average attainment on entry to nursery. There are signs of improving standards in the current Year 6 compared to the previous year and this is due to better tracking of the pupils' progress, better record keeping and the use of ICT to re-inforce and extend their learning.
59. Year 2 pupils are gaining a good understanding of two-digit place value, but as yet, many find difficulty in writing down three-figure numbers correctly. They are progressing steadily in calculations involving addition and subtraction to 20, but several work inaccurately when dealing with more than two sets of numbers, particularly where there are mixed addition and subtraction signs in the equation. Many Year 6 pupils have a good understanding of probability, but sometimes choose over-complicated methods to work out answers in mental calculations, which can lead to inaccuracies.
60. The teaching of mathematics and pupils' learning are satisfactory across the school. Teaching is occasionally good. In a good Year 2 lesson, the teacher made very good use of biscuit and chocolate packaging to consider ways of adding up quickly by examining the lay out of the biscuits in the box and pupils made the connection with multiplication. Pupils make satisfactory progress in acquiring new skills and in gains in understanding, but several lack confidence when working independently and need support. Teachers manage the pupils well and so they are well behaved. They quickly settle them down at the start of lessons, although they do not draw on enough different starter activities to promote pupils' mental skills and, as a result, pupils are not as sharp as they could be in working out examples in their heads. The very good relationships between teachers and pupils facilitate a good flow to lessons, help pupils to enjoy
their activities and to work purposefully and with a good effort. Pupils enjoy sessions in the computer suite. Good use is made of individual pupil whiteboards in mathematics lessons, so that the pupils' minds are kept alert as they record answers individually, and sometimes after thoughtful discussion with a partner. In the written and practical mathematics activities they undertake, there is usually a good match of work to pupils' different needs. The pupils with English as an additional language or with special educational needs are supported effectively, though in some lessons seen, the pupils of a higher ability could have been challenged more effectively. Whilst marking is up to date, teachers' efforts are not always rewarded because pupils rarely correct errors so that they profit from their mistakes.
61. Most pupils take care with their work and placing neatly formed numbers centrally in the squares of their exercise books contributes to the accuracy of what they do, although in some work, better use could be made of rulers to improve presentation. Pupils with special educational needs, however, often find it difficult to record their work neatly, although they try hard.
62. The leadership and management of mathematics are satisfactory. A good curriculum has been established and recent initiatives have improved the quality of weekly and medium-term planning, which are now good. Monitoring of standards across the school is developing well. Some recent shared work with local education authority advisory support has proved profitable and shown the way forward. The subject leader has a clear plan of action for improvement in the subject. Record keeping and target setting have improved in the past two years and these combined procedures now give teachers a clear analysis of the pupils' progress.
Mathematics across the curriculum
Satisfactory use is made of mathematics in other subjects. Developing use of ICT consolidates and extends pupils' mathematical understanding, as in their understanding of symmetry. Pupils measure and record results in tables and graphical form in science and learn to read co-ordinates in geography. They apply sequence of pattern in their artwork and consider proportion as when drawing facial features.
SCIENCE
The provision for science is good.
Main strengths and weaknesses
* Pupils have positive attitudes in the subject and achieve well.
* There is good curriculum coverage with a good emphasis on investigation.
Commentary
63. Pupils make good progress in science throughout the school and their learning is good. They generally achieve well by the end of Years 2 and 6, particularly in investigative work, where the common sense approach of many of the pupils lends itself to practical activities. The good progress they are making is leading to improving standards in the subject, although the most recent results in national tests were well below average. Observation of lessons and pupils' work show that pupils are working well and record their work carefully. Pupils' attainment is, however, remains below average, as at the last inspection. Pupils perform much better in lessons and in recording their findings than they do in tests, where their comprehension skills and lack of vocabulary affect their performance. Over time, girls have performed significantly better than the boys in national tests at age 11, although there is no significant difference between different ethnic groups. No noticeable difference was noted between girls' and boys' attainment during the inspection.
64. The quality of teaching is good overall. Pupils' enthusiastic response in lessons and the good progress they make are a response to this. In the best lessons there are high expectations, teachers have good subject knowledge and they plan their lessons well. Challenging questions are asked and lessons are well planned. Activities build on previous work so pupils can use prior knowledge and understanding to help their learning. All teachers make good use of resources and organise them efficiently. Pupils with special educational needs are well supported. Work is marked consistently and there is an emphasis on the correct spelling of scientific vocabulary, which many pupils find difficult to learn and retain.
65. Learning is good. Pupils are well motivated to work. Most maintain concentration and work with interest and enjoyment. Most pupils are able to answer questions confidently. They collaborate well and have good relationships with their teachers. Some good use is made of other subjects within science work. Pupils record their work in a variety of ways and the effective use of charts, tables, graphs, written accounts and diagrams helps to develop numeracy and literacy skills. Older children make some good use of ICT skills. Pupils use the Internet effectively to research their work and they have acquired good skills in using a digital camera to record their observations and in storing them on the computer for their work in science.
66. Leadership and management of the subject are satisfactory. The temporary, acting subject manager is well supported by experienced senior staff, who have good knowledge and understanding of the subject. The scheme of work has been thoroughly revised to accommodate the single-age classes and good plans guide all the work. Teachers undertake some assessments at the end of study units and these help to track pupils' progress. The use of these records is increasingly being incorporated into the planning. There is a clear vision and enthusiasm for the development of the subject and this is reflected in the improving standards.
INFORMATION AND COMMUNICATION TECHNOLOGY
Provision in information and communication technology is satisfactory.
Main strengths and weaknesses
* There has been good improvement in provision since the last inspection when it was unsatisfactory.
* Pupils are often slow with keyboard skills and they have limited computer knowledge.
* The accommodation makes a good contribution to the progress pupils make.
* Pupils have not yet undertaken any monitoring work with sensing equipment.
Commentary
67. Pupils achieve satisfactorily in ICT across the school, but standards of work are below expectations by the end of Years 2 and 6. Nevertheless, there are signs of improvement. Much has happened to increase provision since the previous inspection and considerable effort has gone into developing the facilities for teaching computer skills.
68. There are still variations in the confidence and competence of teachers despite the training received, but overall, the quality of teaching and learning is satisfactory. On occasions pupils make good progress in the use of ICT to communicate ideas, so that by the time they are 11, they are able to use multi-media packages to design presentations, using text and graphics. Pupils from Year 2 upwards use the Internet with increasing confidence to find out information. Standards in other aspects of ICT are not as good. Year 3 pupils struggled to retrieve their digital photographs from the computer memory base and also later in the lesson in re-sizing them and their word-processing skills were laboured. Nevertheless, teachers are increasingly providing opportunities for pupils to record the results of investigations by creating tables, charts, graphs and spreadsheets on the computers. Older pupils have used control devices
satisfactorily to operate lights and to make and modify series of instructions to operate simple robots. No work has yet been done using sensory equipment.
69. The relatively new subject leader has made a satisfactory start to developing the subject and is leading and managing the subject satisfactorily. The curriculum is now secure and meets requirements in all respects, except where specialist equipment, such as sensing materials is awaited. Appropriate software has been purchased. The new suite of computers is well organised and is still being improved. The training that all teachers and teaching assistants have received has improved their competency and increased their confidence. The involvement of a learning support assistant, who has a special responsibility for assisting with ICT, is proving to be a very valuable asset to teachers and pupils.
Information and communication technology across the curriculum
Word-processing programs are being used satisfactorily to develop writing across the school, although a few teachers make insufficient use of these resources for pupils to draft their ideas. There is satisfactory use of ICT to support learning in other subjects through the use of the Internet to research information and to make presentations. Software in art helps pupils to design in the style of famous artists. Increasing use is being made of computers to consolidate and develop mathematical concepts, such as symmetry.
HUMANITIES
Geography, history and religious education. One lesson was observed in each of geography and history and three lessons in religious education.
70. Geography was not an inspection focus and attainment and achievement were not judged. Only one lesson was observed. The major focus in this lesson was to develop ICT skills as a follow-up to geographical work conducted in the local area. Pupils were being taught to combine photographs of the local environment with their own text. Evidence indicates that satisfactory attention is given to geography with pupils gaining basic skills in understanding maps of the local area and of the British Isles. They gain some understanding of simple physical geography and places with different climates and life style by the end of Year 6. Younger pupils begin to develop environmental awareness through giving their opinions of the facilities locally.
71. Only one lesson was seen in history . Pupils showed interest in, and enthusiasm for, the subject. They displayed good understanding of the Celts, as they researched the Celtic way of life. Older pupils are developing good research skills and often continue to put them into practice in their own time. The quality of written work seen ranged in quality but the older, more able pupils produce some good written accounts. Year 6 pupils wrote well presented and informative accounts comparing life in Britain in the 1930s with present day life. There is a good balance of personal accounts, researched work and notes, imaginative writing and illustrative work. Younger pupils develop a satisfactory feeling for time through studies about themselves. Some good links are made with other subjects. Year 6 pupils use their computer skills confidently to research their projects. Observational drawings in art are sometimes based on places and artefacts seen on school visits, which make a significant contribution to pupils' understanding of the past.
RELIGIOUS EDUCATION
Provision in religious education is good.
Main strengths and weaknesses
* The well planned curriculum encourages a respect for different faiths.
* Good use is made of resources in lessons to help pupils' understanding.
Commentary
72. Pupils' attainment is in line with local expectations throughout the school and pupils achieve well. The school has made good improvements since the last inspection. Curriculum provision is much better, now meets the local agreed syllabus and the subject commands its rightful place as a regular feature on all time-tables. Resources have been purchased and these are used to good effect to help pupils' understanding in lessons.
73. Three lessons were observed during the inspection, but insufficient to make an overall judgement on quality of teaching throughout the school. Of these, one was very good, one good and one satisfactory. In all lessons, the teachers made the content interesting to the pupils and engaged their thinking. The pupils made good progress in two of the three lessons in understanding faith and the centrality and importance of holy books. The sampled lessons indicate that the subject is helping the pupils to develop tolerance and a respect for different beliefs. They contributed effectively to pupils' cultural development. In the best of these lessons, pupils learned about the role of prayer in the Islamic tradition. Through the use of a decorative Muslim prayer mat and through playing a recording of the call to prayer, the teacher helped pupils to understand the rituals of prayer and also the prelude to worship at a mosque. Pupils came to appreciate cleanliness as an essential in the pre-prayer ritual. The reading of excerpts from the Qu'ran about prayer helped the pupils to see the connections between the written word and the practice of the faith on the issue of prayer. Good use was made of a Muslim pupil in the class who had brought her father's prayer mat from home. The pupil demonstrated the way that she prayed and the positions adopted on the mat before reading out an excerpt from the Qu'ran in Arabic. The other pupils were enthralled and clapped spontaneously.
74. In another lesson seen, pupils were introduced to the story of creation from Genesis. Respect for holy scriptures was again keenly promoted, and achieved, as the teacher showed her own treasured Bibles that she had been given as a child, one in pictorial form. These were used effectively to discuss the story of creation. Pupils were given an opportunity to give their own views about creation and to express their opinions about the creation story in the Bible.
75. Learning is good. Pupils make good progress in religious education. The work is taken seriously and planned well. The pupils show a keen interest and are well behaved in lessons. They show a good level of respect for different beliefs and are already coming to their own simply reasoned views about such issues as creation and the existence of a God.
76. Leadership and management of religious education are satisfactory. The subject leader has done much to improve provision since the last inspection, but does not actively monitor work across the school. Too much of her knowledge about what is happening in religious education is informally gathered without hard evidence.
CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS
Art and design, design and technology, music and physical education. No full lessons were seen in art and design, design and technology and physical education and one lesson was observed in music.
77. There are limited opportunities for pupils to use a wide variety of materials in art to develop their skills in different techniques, though satisfactory studies are made of the work of famous artists as a stimulus for their own ideas. Some useful links are made with other subjects, such as Year 5's design and completion of an Egyptian wall-hanging as part of their topic on Ancient Egypt. Year 2 pupils have created their own computer designs based on one of Mondrian's paintings. Year 6 pupils used the Internet to research landscape paintings before creating their own. In one part-lesson observed, pupils in Year 4 showed suitable understanding about designing symmetrical patterns and made appropriate colour choices for the pattern and the background. Younger pupils are given opportunities to explore colour and colour-mixing,
resulting in bright, attractive displays such as Year 1's warm and hot colour pictures. Displays of artwork around the school contrast in quality. At their best they enhance the learning environment. The carefully executed and colourful collages in the school hall, depicting the four seasons, provide attractive focal points in the large space.
78. The curriculum for music is based on a published scheme, which gives good support to class teachers. In the one lesson observed, Year 1 pupils handled instruments confidently, carefully and were familiar with techniques to produce different sounds. They followed the teacher's guidance well so they controlled timing and the volume of sound satisfactorily. Their evaluations of their own performances, noting differences and comparing the quality of the different sounds they had created were satisfactory. They sing confidently, enthusiastically and harmoniously and their smiles reflect their evident enjoyment. This good attitude to singing was also seen in the good quality in assemblies. A small but successful choir from the upper school practises after school and it has participated in the local music festival. Pupils' musical experiences are enriched by links with the Berkshire Musical Trust, whose members organise workshops and demonstrations for pupils. Recently, involvement in a local cluster has encouraged the setting-up of a recorder club. There are no other opportunities for pupils to learn an instrument. Recorded music plays an important part in school assemblies, but much more could be done to discuss the music and its composer.
79. Pupils' attainment and achievements in design and technology could not be judged. Planning evidence available indicates that pupils cover the National Curriculum requirements and make use of nationally produced guidance to plan the curriculum provision. Displays of work and photographic evidence indicate that pupils engage in the full design process, as in designing, making and evaluating sandwiches in Year 3 and biscuits in Year 5, including research and evaluation of the packaging. Good use was made of instructional writing after completion of hat making designs from various fabrics in the upper juniors.
80. It was only possible to observe one lesson in physical education during the inspection so that no judgement can be made on the quality of teaching or overall provision. It is clear from the time-tabling arrangements that the school places a good level of importance on pupils receiving frequent opportunities for physical exercise and a chance to develop their skills. All pupils have three physical education sessions per week, including one lesson outside on the field or playground. One of these is taken by a specialist teacher from the secondary school, which helps to forge good links between the schools. Pupils in Years 3 and 4 have regular swimming lessons. There are few opportunities for physical activities after school hours, although this has been identified as a point for future development.
PERSONAL, SOCIAL AND HEALTH EDUCATION
Provision in personal, social and health education is good.
Main strengths and weaknesses
* All classes undertake regular lessons.
* The school has been successful in obtaining a healthy school's award.
Commentary
81. The school gives a good emphasis to developing pupils' personal, social and health education development and takes this subject seriously. It contributes significantly to the pupils' respect for each other, for themselves and for their surroundings. Pupils look after their school and its grounds and, as a result, it is free from litter and graffiti. A recent litter-picking operation in the school neighbourhood was designed to influence the local community in this regard and obtained good support. There is a good emphasis on healthy eating, which has enabled the school to obtain the bronze award and it continues to work for further awards in this regard. There is satisfactory drugs and sex and relationships education content. The school uses
published material to guide its personal, social and health education programme, but realises that this is now in need of revision to create a better structured programme across the school and to provide better resources to accompany the work.
82. A good development has been the school council. Their work and suggestions are taken seriously. A school council meeting observed was successfully chaired and managed by the pupils themselves. In this, class representatives discussed the fruit they would like to be available at playtimes, having discussed favoured choices with their class colleagues. A further useful school development has been the extra provision for a few chosen children to take part in a social skills course led by an external teacher. This work is helping them to develop sharing and co-operative skills.
83. One personal, social and health education lesson was observed in which the teaching was satisfactory. Pupils discussed issues to do with right and wrong and making correct choices. They listened very carefully to each other's contributions and the teacher got over the idea that listening to others could make them change their viewpoint. In a brief visit to another lesson, the focus of work was largely geographical, as pupils gave their views in turn about local photographs of the area.
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
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This document details coverage of EGPS (English Grammar, Punctuation and Spelling) throughout the school year within KS1 and KS2. For Reception, please refer to the separate Writing Progression and Phonics Progression Overview documents.
In KS1, EGPS teaching is year specific within our mixed year class due to the systematic teaching of synthetic phonics for reading and spelling. This enables targeted teaching as children in Year 1 approach their compulsory phonics screening. Grammar and punctuation are taught within our chosen phonics programme - Twinkl Phonics.
Twinkl PlanIt SpaG resources are used for our EGPS in KS2. In UKS2, EGPS is taught on a 2-year cycle, reflecting the DfE's mixed year statutory spelling requirements. However in LKS2, to support the transition from KS1, spellings and the EGPS are taught as a mixture of Y3 and Y4 objectives that suit the needs and abilities of the children.
Mars Year 1 EGPS Objective Overview
This overview shows the DfE-approved progressive KS1 Level 5 phonics teaching in yellow from the Twinkl Phonics Programme. Tricky/Common Exception words are taught each week alongside the phonics. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it. The final term is designated for revision and application of phonetical and grammatical knowledge gained.
Mars Year 2 EGPS Objective Overview
This overview shows the DfE-approved progressive KS1 Level 6 phonics teaching in yellow from the Twinkl Phonics Programme. Tricky/Common Exception words are taught each week alongside the phonics. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it. The final term is designated for revision and application of phonetical and grammatical knowledge gained.
Neptune Year 3/4 Cycle A EGPS Objective Overview
This overview shows the statutory requirements for Year 3/4 in pink. The black objectives either practice a statutory spelling rule, revise spelling rules from previous year groups or relate to a word, sentence or punctuation objective from the English Appendix 2 of the National Curriculum 2014. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it. They may also wish to adjust where they position their Assess and Review weeks. Reference is made to the year/term/week (e.g. y3 1a wk1) to guide towards the relevant Twinkl resources.
Neptune Year 3/4 Cycle B EGPS Objective Overview
This overview shows the statutory requirements for Year 3/4 in pink. The black objectives either practice a statutory spelling rule, revise spelling rules from previous year groups or relate to a word, sentence or punctuation objective from the English Appendix 2 of the National Curriculum 2014. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it. They may also wish to adjust where they position their Assess and review weeks. Reference is made to the year/term/week (e.g. y3 1a wk1) to guide towards the relevant Twinkl resources.
Jupiter Year 5/6 Cycle A EGPS Objective Overview
This overview shows the statutory requirements for Year 5/6 in pink. The black objectives either practice a statutory spelling rule, revise spelling rules from previous year groups or relate to a word, sentence or punctuation objective from the English Appendix 2 of the National Curriculum 2014. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it.
Jupiter Year 5/6 Cycle B EGPS Objective Overview
This overview shows the statutory requirements for Year 5/6 in pink. The black objectives either practice a statutory spelling rule, revise spelling rules from previous year groups or relate to a word, sentence or punctuation objective from the English Appendix 2 of the National Curriculum 2014. The green objectives focus on the grammatical aspects of reading/writing. The outline below is a cohort dependant breakdown of weekly teachings. Teachers may wish to spend longer on certain areas to secure learning for those who need it. | <urn:uuid:81be0d1f-a274-4114-84cb-683a02191a62> | CC-MAIN-2025-08 | https://www.brabourne.kent.sch.uk/wp-content/uploads/2024/01/Brabourne-EGPS-Progression-Overview-2024.pdf | 2025-02-08T18:24:07+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00723.warc.gz | 639,690,577 | 983 | eng_Latn | eng_Latn | 0.996705 | eng_Latn | 0.996603 | [
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Cambridge International Examinations Cambridge International General Certifi cate of Secondary Education
www.mymathscloud.com
MATHEMATICS (US)
0444/11
Paper 1 (Core)
October/November 2014
1 hour
Candidates answer on the Question Paper.
Additional Materials: Geometrical instruments
*3404985620*
READ THESE INSTRUCTIONS FIRST
Write your Center number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fl uid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
CALCULATORS MUST NOT BE USED IN THIS PAPER.
All answers should be given in their simplest form.
If work is needed for any question it must be shown in the space provided.
The number of points is given in parentheses [ ] at the end of each question or part question.
The total of the points for this paper is 56.
2
Formula List
0444/11/O/N/14
www.mymathscloud.com
www.mymathscloud.com
3
1
y
x
5
4
3
2
1
–1 –2 –3 –4 –5
0 –1
1 2 3 4
–2
–3
–4
–5
–6
A
B
Points A and B are shown on the grid.
Write as a column vector.
Answer
f p
[1]
__________________________________________________________________________________________
2 Write 15.0782 correct to
(a) one decimal place,
Answer(a) ................................................ [1]
(b) the nearest 10.
Answer(b)................................................ [1]
__________________________________________________________________________________________
www.mymathscloud.com
3
Write down the letters in the word above that have
(a) exactly one line of symmetry,
(b) rotational symmetry of order 2.
Answer(b) ................................................ [1]
__________________________________________________________________________________________
4
In the diagram, all four lines are straight.
Angle
A
= 105°, angle
B
= 90° and angle
Find the value of k.
= ................................................ [2]
Answer k
__________________________________________________________________________________________
0444/11/O/N/14
= 98°.
C
4
www.mymathscloud.com
Answer(a) ................................................ [1]
5
5 These are the heights, correct to the nearest centimeter, of 12 children.
132 114 151 130 132 145 163 142 153 170 132 125
Find the median height.
Answer .......................................... cm [2]
__________________________________________________________________________________________
6 Write the following in order of size, smallest fi rst.
2 3 75% 0.78 3 2 0.096
Answer ..................... < ..................... < ..................... < ..................... < ..................... [2]
smallest
__________________________________________________________________________________________
7 Work out 4 1 + 6 1 .
Give your answer as a fraction in its simplest form.
Answer ................................................ [2]
www.mymathscloud.com
__________________________________________________________________________________________
8 Factor completely.
8
w
2
x
– 12
wy
www.mymathscloud.com
Answer ................................................ [2]
__________________________________________________________________________________________
9 The diagram shows an information sign.
All four sides of this sign are equal in length.
Find the area of this sign.
Answer ......................................... cm 2 [3]
__________________________________________________________________________________________
10 Cheryl recorded the midday temperatures in Seoul for one week in January.
(a) Write down the mode.
Answer(a) ........................................... °C [1]
(b) On how many days was the temperature lower than the mode?
Answer(b) ................................................ [1]
__________________________________________________________________________________________
11
Simplify.
www.mymathscloud.com
Answer................................................ [2]
__________________________________________________________________________________________
12 (a) Write down a 2-digit odd number that is a factor of 182.
Answer(a)................................................ [1]
(b) Find all the prime factors of 182.
Answer(b)................................................ [2]
__________________________________________________________________________________________
13 (a) Write 2.8 × 10 2 in standard notation.
Answer(a)................................................ [1]
(b) Work out 2.5 × 10 8 × 2 × 10 –2 . Give your answer in scientifi c notation.
Answer(b) ................................................ [2]
__________________________________________________________________________________________
14 To hire a bicycle it costs $6 for each day, plus a fi xed charge of $15.
(a) Maria pays $39 to hire a bicycle.
How many days does she hire it for?
(b)
The cost,
C
dollars, of hiring a bicycle for
Find
C
(
d
) in terms of
d
d.
Answer(b) C(d) = ................................................ [1]
__________________________________________________________________________________________
15
The diagram shows two sides, AB and BC, of a regular polygon. Angle ABC = 140°.
Find the number of sides of this regular polygon.
Answer
................................................ [3]
__________________________________________________________________________________________
0444/11/O/N/14
www.mymathscloud.com
Answer(a) ........................................ days [2]
days is given by the function
C
(
d
).
16
9
NOT TO
SCALE
www.mymathscloud.com
The diagram shows a circle with center O.
is a tangent to the circle at
ED
C.
AB is parallel to ED and angle ACO = 24°.
Find the value of
(a)
x,
(b)
y.
= ................................................ [2]
Answer(b) y
__________________________________________________________________________________________
0444/11/O/N/14
Answer(a) x = ................................................ [1]
17 Dominic invests $800 at a rate of 5% per year compound interest.
Work out the interest received after 2 years.
www.mymathscloud.com
Answer $ ................................................. [2]
__________________________________________________________________________________________
18 On a ship, the price of a gift is 24 euros (€) or $30.
Work out the difference in the price on a day when the exchange rate is €1 = $1.30 . Give your answer in dollars.
Answer $ ................................................. [3]
__________________________________________________________________________________________
19 (a) Find the value of 5x 2 when x = –4.
Answer(a) ................................................ [2]
(b) Solve for x.
y=
z
x w +
Answer(b) x = ................................................ [2]
__________________________________________________________________________________________
20 Solve the system of equations.
5x + 2y = 16
3x – 4y = 7
www.mymathscloud.com
Answer x= ................................................
y= ................................................ [3]
__________________________________________________________________________________________
21 (a) In this question use a straight edge and compass only.
Construct an equilateral triangle inscribed in the circle.
[2]
(b) Write down the size of an interior angle of an equilateral triangle.
................................................ [1]
Answer(b)
__________________________________________________________________________________________
0444/11/O/N/14
11
22 (a)
(b)
www.mymathscloud.com
The diagram shows the graph of the function y = f(x) where f(x) = x 2 + 2x + 1 for 0 Y x Y 5.
Write down the range of this function.
................................................ [2]
Answer(a)
The diagram shows part of the graph of the function g(x) = x 2 for –5 Y x Y 5, x ≠ 0.
Complete the graph of this function.
[2]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included the publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:8b60352c-0641-4901-95c5-2a5af77f3b91> | CC-MAIN-2025-08 | https://www.mymathscloud.com/api/download/modules/GCSE-iGCSE-O-Level/Past-Papers/iGCSE/Cambridge-0444-US/0444_w14_qp_11.pdf?id=20060091 | 2025-02-08T18:21:19+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00728.warc.gz | 843,331,776 | 1,780 | eng_Latn | eng_Latn | 0.943564 | eng_Latn | 0.984426 | [
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Science Policy
Contents
Policy Statement
This policy outlines Manor Multi Academy Trust's ('we' / ''our' / 'us') expectations of our employees' ('you') in relation to the Science Policy.
We are committed to equality and value diversity. As such we are committed to fulfilling our Public Sector Equality Duty (Equality Duty) obligations and expect all staff and volunteers to share this commitment.
This policy should also be applied in accordance with: our Staff Code of Conduct, Safeguarding and Child Protection, ICT Acceptable Use Policies and Procedures, Health and Safety Policy and Curriculum Policy. Copies of all policies and procedures can be accessed via the All MAT Staff area on Teams.
The Equality Duty requires us to have due regard to the need to:
* Eliminate unlawful discrimination, harassment, and victimisation.
* Advance equality of opportunity.
* Foster good relations between people who share protected characteristics, such as age, gender, race and faith, and people who do not share them.
If you consider that any of our practices, policies or procedures may be indirectly discriminatory, you should report your concerns and the basis for them to your line manager, who will take appropriate action and ensure that you receive a written response in respect of the concerns that you have raised.
This policy does not form part of your contract of employment. We reserve the right to amend or withdraw this policy at any time.
We are responsible for ensuring the effective implementation of this policy. As part of equality monitoring, we will review and monitor the operation and impact of the policy on a regular basis and in accordance with the policy review date. As part of this monitoring and review this policy will be equality impact assessed.
Scope
This policy applies to employees, workers, agency workers, consultants, volunteers and pupils, whether during working hours or otherwise.
Aims & Principles
At East Park Academy, as part of the Manor Multi-Academy Trust (Manor MAT), we are committed to bringing the "Manor Mindset" to life within our science curriculum. The Manor Mindset, focusing on integrity, resilience, and excellence, underpins our approach to fostering a rich, enquiry-based learning environment in science. This policy outlines how we aim to build meaningful connections with learners, families and the wider community through the exploration of scientific concepts, helping every learner understand their place in the natural world and the wider universe.
The Manor Mindset inspires us to encourage learners to engage deeply with scientific enquiry, fostering curiosity, critical thinking and problem-solving skills. We believe that by investigating the world around them—through experimentation, observation and analysis— learners can develop a clearer sense of how science shapes their everyday lives. Effective communication is central to our science curriculum, ensuring that learners not only grasp key concepts but can also apply their understanding in real-world contexts long after the lesson ends.
Through compassionate support and structured challenges, our approach reinforces the values of resilience and reflection, encouraging learners to experience both success and failure in scientific discovery. We employ diverse teaching techniques—including hands-on experiments, group investigations and real-world problem-solving—to make science accessible and engaging, always guided by the Manor Mindset's commitment to excellence. By nurturing a culture of enquiry, respect, and collaboration, this policy ensures that every learner can connect with science in meaningful ways, growing into informed, thoughtful citizens who can use the lessons of scientific exploration to create brighter futures together.
Vision
At East Park, our vision for science education is to develop a strong foundation of knowledge, skills, and character—empowering learners to contribute meaningfully to their families, community and the world. Our science curriculum is guided by our vision for an End of Year 6 East Parker and our East Park 8 values: Voice, Creativity, Independence, Collaboration, Leadership and Responsibility, Determination, Kindness, and Self-Belief. These values shape learners' experiences, ensuring they grow into confident, capable and compassionate individuals with a deep understanding of the scientific world and its impact on their everyday lives and the future.
We prioritise voice by encouraging learners to articulate their scientific ideas and findings confidently. Creativity is embedded through hands-on experiments, problem-solving and innovative projects, making science learning engaging and memorable. Independence is fostered as learners ask questions, investigate and analyse data, empowering them to draw evidence-based conclusions.
Collaboration is key as learners work together to conduct experiments, share discoveries and build on each other's ideas. Leadership and responsibility are cultivated through understanding the impact of scientific advancements on society and the environment, encouraging learners to think critically about their roles as future scientists and informed citizens. Determination is nurtured by encouraging learners to persist through scientific challenges and refine their problem-solving skills. Kindness teaches learners to approach ethical dilemmas in science with empathy and a sense of responsibility for the wider world. Finally, self-belief is developed as learners grow in confidence through mastering scientific methods and processes, trusting their abilities to explore, discover and contribute meaningfully to discussions about the natural world.
Our science curriculum is purposeful, engaging and inclusive, adapting to meet each learner's needs and providing access to challenging, real-world content. Ultimately, we aim for every child to leave East Park with a deep understanding of science, the ability to think critically and the knowledge, skills and character to grow both in mind and heart, enabling them to be as happy as they are successful.
Intent
At East Park Academy, we are scientists…
"The feeling of awed wonder that science can give us is one of the highest experiences of which the human psyche is capable," Richard Dawkins.
Our science curriculum is coherently sequenced to ensure all learning builds on prior knowledge, progressing towards meaningful goals. From EYFS, where learners explore the natural world and engage in simple experiments, to KS1, where they begin to make observations, ask questions and draw conclusions, learners build foundational scientific enquiry skills. By KS2, they advance to more complex scientific investigations, problem-solving and applying critical thinking to a wider range of scientific concepts. This progression ensures learners are well-prepared for KS3, where they will apply these skills to solve real-world problems, conduct independent investigations and understand the broader implications of science in society.
We blend established teaching fundamentals with modern research to foster curiosity, creativity and critical analysis, preparing our learners for the evolving world around them and life beyond school.
We believe that science is an important part of our curriculum because it…
- Helps us to understand the world through chemistry, biology and physics.
- Is an extension of our every-day world.
- Has changed our lives.
- Is vital to the world's prosperity.
- Helps us to develop a sense of excitement and curiosity.
- Ignites a spark for future aspirations and careers.
- Provides the opportunity to pose questions about the world and scientific enquiry skills to seek answers.
Without science, we would not be able to…
- Develop a sense of excitement and curiosity about natural phenomena.
- Understand the world around them and how they use science in their daily lives.
- Ask questions and discover changes in the objects and events in their world.
- Explain and predict phenomena and apply their knowledge to new situations.
Implementation
At East Park Academy, our curriculum incorporates the statutory requirements set out in the Early Years Foundation Stage framework and the National Curriculum but has been designed to go above and beyond this to provide pupils with enriching learning opportunities that enhance their cultural capital. Our bespoke curriculum has been personalised to our school's geography and pupils' unique experiences.
Our carefully designed schemes of work ensure a progression of scientific concepts, knowledge and skills from Reception to Year 6. The following key scientific concepts are at the core of our curriculum:
- Adaptation
- Change
- Organisation and classification
- Cause and effect
- Scale and measurement
- Variation
Scientific vocabulary is also planned for and continually built upon to support learners to 'think and talk like a scientist'.
Science is taught weekly across the school year to ensure depth in coverage and to aid learners' recall and retention of their learning. Medium term plans for each topic reflect prior learning and future learning, including the future KS3 curriculum expectations, to ensure learning is well-sequenced and progressive. Links are explicitly made between their science topics and other curriculum subjects, to further enable children to build secure mental schema of the themes being taught.
We are committed to teaching high quality science lessons that meet the needs of our learners. Across their lessons, children will:
Impact
Formative assessment of a learner's progress takes place during each lesson through questioning, observation and written outcomes. As part of the East Park Academy feedback policy, verbal feedback is given to the learners regularly and over the shoulder marking happens where necessary so that immediate feedback can be given and acted upon.
Learners are assessed against identified criteria at least three times per year, and this is used to identify gaps or misconceptions that learners have in their learning and to inform future planning, including 'Return and Explore' sessions. These assessments inform the summative assessment that teachers make at the end of each academic year. As a result, learners make rapid and sustained progress from their relative starting points.
Lessons and outcomes are monitored frequently by the science subject lead, including pupil voice discussions, and evaluations of these are used to continually enhance our curriculum design and delivery.
Breach of Policy
Any breaches of this Policy will be managed under the Trust's Disciplinary Policy and Procedure, which can be located in the All MAT Staff area on Teams. | <urn:uuid:17144161-222e-4fd7-9ee8-73c6209c70e9> | CC-MAIN-2025-08 | https://www.eastparkacademy.com/_files/ugd/3b09df_42f7b88dad584f7d9768e2a9ae8fa162.pdf | 2025-02-08T18:16:42+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951572.80/warc/CC-MAIN-20250208180507-20250208210507-00724.warc.gz | 711,251,005 | 1,907 | eng_Latn | eng_Latn | 0.996301 | eng_Latn | 0.996699 | [
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