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Helen Jean Couch Darling Narrator
Robert A. Guzman Interviewer
August 21, 2003 Chemung County Historical Society Elmira, New York
RG: Helen, if you would introduce yourself for the camera, your name, where you live, your military history.
HD: I'm Helen Jean Darling, I live in Odessa, New York. I joined the WAVES in October, 1944. I was sent to Hunter College for six-week basic training.
RG: Hunter College, that's interesting.
HD: Yes, we were there. They had to get all the people out of the building, in order to have the waves live there and train there. That was a hardship. There we were measured for our uniforms, made by the best seamstresses they could find, all women that worked in New York, and good clothing stores and everything. My navy suit was made of wool gabardine and that was the best fitting suit I ever had, because they took every measurement possible, so they would really fit.
RG: So you joined in October ‘44, and you stayed in the WAVES until when?
HD: April, 1946.
RG: You went to Hunter College for your basic training and then where?
HD: Then they sent us to St. Albans Naval Hospital, which is located near Jamaica on Long Island, New York.
RG: And you stayed there until you were discharged from service?
HD: That’s right.
RG: For people who don’t know, what does “WAVES” stand for?
HD: Women's Auxiliary Volunteer Emergency Service.
RG: What was your job?
HD: I was training to be a bedside care person. These days you would call them nurses' aids. We were allowed to give pills, shots, and medications, which nurses' aids don't do these days. In charge of each ward we were assigned, there would be two or three navy nurses. They were women who already had their nursing degrees. They were in charge, and we enlisted personnel did the work on the wards in the hospital.
RG: And your rank was what?
HD: Pharmacist's mate, second class.
RG: From my military experience, the term I always heard was "hospital corpsman". How did a pharmacist's mate and a hospital corpsman work together, or was that not a rank that was used in your era?
HD: It's one and the same thing. The pharmacist's mates and hospital corpsmen trained navy men to go into the field–with marines–as the medics.
RG: So that's where my experience comes from, I was in the marine corps. I'm used to the term corpsman, we always used to refer to them as corpsmen. Were there corpsmen at St. Albans as well?
HD: Some were training there. Of course, then it was getting to the end of the war, so I think a few had left, but not a lot.
RG: You told me before we began the tape about your background before you went into the navy, would you share that as well, please? You grew up in Ithaca?
HD: I was born in Ithaca, grew up in Odessa.
RG: And went to college in?
HD: In Ithaca. Cornell.
RG: Cornell, for a degree in?
HD: Bachelor's of science in microbiology.
RG: And did you go directly from college into the service?
HD: The summer before October '44, I did work at Arnot, in the lab.
RG: That's Arnot Ogden Memorial Hospital in Elmira?
HD: Yes.
RG: What made you join the service?
HD: That was a long time ago, I felt patriotic and I wanted to do something in the medical field.
RG: An awful lot of people had the same kind of idea, they felt very patriotic and they wanted to do their part. Did you enjoy your time in the service?
HD: Yes, some of the best friends I have I made in the service.
RG: And are you still in touch with some of them today?
HD: Yes.
RG: That's wonderful. In some ways, that makes it all worthwhile, the sacrifice, because I'm sure, to one degree or another, there was sacrifice on your part . . . Tell me what a typical day was at St. Albans, while you were there.
HD: Well, they got us up early and we were in cubicles. Four girls in a cubicle. Then, they allowed us to go to breakfast, then we would just report to the ward that we'd been assigned to.
RG: And just a general day of patient care?
HD: Yes, I was first assigned to the plastic surgery ward, which was a new field at the time. There were two doctors there, Dr. Hammond and Dr. Hardy, and they did plastic surgery on arms, legs, whatever was needed.
RG: And were many of the patients men that were wounded then sent back to combat?
HD: Yes.
RG: I would assume that for plastic surgery, there were some radical injuries and wounds.
HD: Yes. Marines were hospitalized in naval hospitals.
RG: That's right. They saw some awful fighting. Must've been some horrific sights and experiences that you went through during that time.
HD: There were. We were there when Admiral Nimitz's fleet came into New York harbor. They unloaded many guys, and they all had to come to St. Albans to have a final physical exam before they were discharged, so we were pretty swamped. That trip, they brought men who had been on the March to Bataan. We saw some of those people.
RG: Talk a little bit about the hospital itself. Before we began taping, you were telling me about the size of the hospital. Fill the people in about how big that place was.
HD: The wooden wards housed fifty beds. They were built around a hallway, which was octagonal. To walk around the hallway was a mile, in a circle.
RG: The octagon was the center of the hospital, and everything radiated off of that. And the wards contained fifty beds, how many wards were there?
HD: Maybe forty or fifty.
RG: That was a very large hospital, that would compare with some of the largest hospitals today.
HD: I think so.
RG: And with some obviously very wounded and injured individuals. Did you enjoy your stay at St. Albans?
HD: Yes, I did. We had a lot of good times. On our days off, usually there was a bunch of us women, we would go to New York at night. Go from St. Albans to Jamaica on a bus and catch a subway to New York. We knew the subways by heart. We could go any place we wanted to. We learned where to get off and everything. We could walk to lower Manhattan at night with no fear of anybody.
RG: Did you go in uniform or in civilian clothes?
HD: Uniform.
RG: That would be just the opposite today, wouldn't it? People usually leave their uniform at the base. So, a woman from Odessa in the Big City, you felt comfortable there? But it was a different era from now, I guess.
HD: We always went together. Sometimes we got free tickets for shows. I think I saw Oklahoma four times. We went to a certain office to pick up free tickets.
RG: In some of the photos you showed me, there was one of a group of WAVES–and I think there were even some men on board–on what they call the "beach bus." Did you get to ride the beach bus very often?
HD: Yes. We were allowed to take patients to the beach, on stretchers or wheelchairs if they needed. The Atlantic Beach Club, which was a fancy beach club, had leased the whole beach area and the clubhouse to the hospital. It was for use of all the patients, so we could go and swim there. The beach club was part of what is now Kennedy Airport.
RG: That all got swallowed up? That would be amazing, something as exclusive as that, that they would lease it to the navy. But it was a different era. Would you do it again?
HD: Yes.
RG: Any regrets about it?
HD: Not really, no.
RG: Would you recommend to a young woman just graduating from college, as you had, that the service might be a good career choice?
HD: I think I would, yes.
RG: What did you do when you returned home? What kind of work did you go into?
HD: I worked back at the lab, at Arnot. Got married. Lived in Elmira and my husband worked on the dike the year it was built, after the flood of '35 or '36. We did move back to Odessa
because my husband didn't have work anymore. Then he went to work with a friend of his, building houses. Then we built a house next to my dad's house.
RG: But the whole time you worked, your worked at the Arnot, in the lab?
HD: From there, I went to Schuyler Hospital. I worked there part-time, until my kids were older. After the flood of '72, they moved Schuyler Hospital from the old hospital, which was on the ground level of the valley, so to speak, to the new hospital up on a hill. We had to move quickly because they had to bring people from Corning over to our hospital, because what they called the pavillion–where the old people lived–was flooded. They lived in the hospital and what's now the New York Fire Academy in Montour. It had been a local high school for ages.
RG: I'd been to the Academy a couple times but never knew what it was. I figured it had to be a school that was converted for the purpose of the Fire Academy . . . The experiences and the training that you had in service, did they help you in later life, after you had left the service?
HD: I think so. It made me more aware of who people are, how you should treat people, and what you should expect of people.
RG: That's an interesting perspective. I've never heard a veteran take it from that perspective.
HD: I learned to appreciate friends and friendships. I had met my husband after the war, he had been in the army in the South Pacific. I was on one side of the world, he was on the other.
RG: Did you know him before you served?
HD: I knew who he was, because he had lived only eight miles away, in Mecklenburg, New York.
RG: Is there anything about your time in the service that you would like to add? Any information I haven't asked you about?
HD: Yes, to get back to the hospital, we used to take patients to the auditorium. They had a big auditorium there, and they had shows and different things. One night, we were asked to take people down, and I was wheeling somebody in a wheelchair. It was a musical fair and it was Glenn Miller Orchestra. St. Albans was their first stop when they came from overseas. We didn't know that Glenn Miller was no longer with them, remember that?
RG: Yes, I remember he was lost in a plane crash. You weren't aware of that?
HD: No, I knew that Tex Beneke was leaving the band, however. We did hear the Glenn Miller Orchestra that night.
RG: Any other famous people that you ran into or had anything to do with?
HD: Besides seeing President Roosevelt?
RG: Well, let's talk about President Roosevelt.
HD: I didn't tell you that we had passed in review for the army?
RG: Tell me about that day, that had to be a highlight for all of you.
HD: We were just in our platoons and there were nine or ten platoons, nine rows of twelve girls each. We saw him, not closely, but we did now he was there. We marched by the car that he was in.
RG: Were there only the WAVES or were there others as well?
HD: Only the WAVES.
RG: And you have a picture of President Truman, tell a little about that.
HD: He was in New York on Navy Day. He was in a parade, in an open-top car, so we saw him. And on V-J Day, I was in New York with a bunch of friends. That day, everyone was milling around in Times Square. No cars there, just people walking around, hugging and kissing, yelling, and eating ice cream cones.
RG: Got to be a very happy memory. How long did that kind of celebration go on that day?
HD: All day.
RG: How did you get the news?
HD: I don't know, we just knew that it was V-J Day.
RG: Were you in New York already and the news came that it was V-J Day? Or did you come into New York because it was V-J Day?
HD: We went New York because we knew it was V-J Day.
RG: That's great, they had enough of your so that they could release some of you to celebrate.
HD: Yes, I remember on V-E Day I had to work, so I wasn't in New York on that day.
RG: You got the second one, and the bigger one. I can remember V-E Day and I remember there was a bit of caution. V-E Day was not the end, we were still at war and couldn't celebrate too much. That was my memory of it, you might have a different memory of it.
HD: I had to work on V-E Day, that's all I remember.
RG: What else would you like to tell us about your time in the service?
HD: They sent me to the Bronx, where they trained merchant marine men, to type medical records. I had not typed that much in my life, and I had to type the medical records and make four copies. It was kind of hard if you made a mistake. I remember I improved my typing, but some of the officers gave me a sidelong glance once in a while.
RG: Is it typical of the service to have a person with a medical degree in microbiology typing medical records?
HD: Yes. I couldn't be an officer in the medical corps because I didn't have any experience. The lady that was the head of the lab at St. Albans said she had done that before.
RG: But you seem to be pleased with the fact that you were enlisted, that doesn't seem to bother you at all.
HD: I don't think so.
RG: On a personal note, why microbiology? What made the young lady from Odessa go to Cornell for a degree in microbiology?
HD: I knew one girl who had done that. My father wanted me to go to Cornell because my three older sisters had not been Cornell graduates. Two went to Elmira, and one graduated from the Eastman School of Music. I was the last one left, I had to go to Cornell, because my dad had graduated from Cornell. In those days, home economics was the thing to go in, but I didn't want to be a home ec. person or a home ec. teacher. The other side was to go to the Adjutant General School and take basic sciences. So I did that.
RG: You're one of four girls. Very unusual in that era, to have four daughters, all college graduates, wasn't it?
HD: Yes, from a small town, I suppose. My dad was the son of a banker, and my grandfather died before he got to live in the big house in the town. He had to take over the bank business, and he did make money until the crash of '29, then he lost about everything. He still had two girls in college. I don't know he finally got them all the way through, but he did. He took out loans on the big house, and he told me it took until 1952 to pay off the loans.
RG: That's a long time. Did any of your sisters go into the service?
HD: No, they were all older.
RG: Anything more that you want to add?
HD: I can't think of anything at the moment.
RG: You really do have a fascinating background and a fascinating story. I've enjoyed doing this interview very much. Like I said, I'd like to make sure there's nothing left that you want to say.
HD: We all in my class wrote a history of our moments in the service, and it was put in a book. I've written down certain things before.
RG: Good, so it is recorded in more than one place. Thank you very much for your service number one, then thank you for your time.
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Summarised inspection findings
Les Voies School
20 May 2019
1.3 Leadership of change
This indicator focuses on collaborative leadership at all levels to develop a shared vision for change and improvement which is meaningful and relevant to the context of the school within its community. Planning for continuous improvement should be evidence based and linked to effective self-evaluation. Senior leaders should ensure the need for change is well understood and that the pace of change is appropriate to ensure the desired positive impact for learners. The themes are:
* Developing a shared vision, values and aims relevant to the school and its community
* Implementing improvement and change
* Strategic planning for continuous improvement
Developing a shared vision, values and aims relevant to the school and its community
* The headteacher opened the school in 2013 with a distinctive vision which differed from the predecessor organisation, the Link Centre. The vision is to provide all young people with the same opportunities that are available to others in mainstream schools. To deliver this vision, the school aims to reduce and remove the barriers which the young people have to learning in a school setting. In addition, the school and outreach service provide support and guidance for all schools in the Bailiwick in addition to a range of other services including education other than at school, and alternative provision for students who are not able to attend school.
* Young people have a wide range of barriers to learning. They include gaps in their knowledge and skills arising from interrupted learning, especially in mathematics and literacy; and mental health / social and emotional difficulties which impede young people's ability to focus on and persevere with specific tasks and communicate and collaborate with peers and adults.
* The headteacher has been very successful in bringing about a culture change in the school and sharing this vision with the school's partners, staff and parents. A great deal of success has been achieved in reducing the majority of young people's barriers to learning, enabling them to develop relevant skills and knowledge.
* The school's other senior leaders, middle leaders, teachers and learning support assistants (LSA) are fully committed to this vision and strive to implement it for the benefit of the young people.
* Senior leaders, middle managers and staff in school and in the Les Voies inclusion service value and care for the children and young people who have social, emotional and mental health issues. They are interested in and listen to these students and do not judge them when they cannot cope with learning or working with others.
* The service has been very successful in its outreach support work with other schools on the island to help them to meet the needs of their children and young people with social, emotional and mental health issues.
* The service also provides workshops and support for all families on children's and young people's social, emotional and mental health issues. In these workshops, staff share the school's vision well and the approaches taken to reducing students' barriers to learning.
Strategic planning for continuous improvement
* Over the last three years the school has adopted a consistent and coherent approach to improving its effectiveness. Within the overall vision of the school, the headteacher has put in place very ambitious plans to improve the effectiveness of the school and the outreach service.
* The improvement plans indicate that there has been a concerted effort to improve aspects of management, staffing, the school's facilities and resources, teaching and learning, curriculum and assessment, students' attendance, and students' social emotional and mental health. The school also dealt with the provision of food for young people as this is not provided by Education Services.
* A key element of the school's approach to continuously improving is to develop further the skills of teachers. This is particularly important given the island context of the school and the difficulty in recruiting teachers who are skilled and confident in working within the school's unique setting. The school has adopted a coaching approach in which a senior leader works regularly with two teachers, who in turn evaluate each other's teaching. The headteacher checks the effectiveness of this approach to developing teachers' skills when he carries out formal observations of each teacher's lessons.
* As part of its outreach support, the service helps develop further the skills of teachers in the other schools on the island to support children and young people with barriers to their learning.
* Regular meetings and supervisions are in place for learning support assistants. However, the approach adopted by the school to enhancing their skills and sharing good practice is not as well advanced as that provided for teachers.
Implementing improvement and change
* A great deal of emphasis has been placed by senior leaders upon developing an appropriate curriculum which meets the needs of all young people in school. Senior and middle leaders have worked hard to provide additional steps to enable young people to access and benefit from the Guernsey Big Picture Curriculum. In addition, the school has developed an associated assessment framework in tandem, to enable the school to track the progress and attainment of students as they advance through the school. The school is aware of the need to replace the BTEC courses in Years 10 and 11 as they are phased out and find suitable alternative courses.
* All classes now have dedicated LSAs who have developed strong relationships with students in their classes and with their families. This change from an earlier subjectbased deployment has improved relationships with students and their families. Teachers and LSAs have very positive relationships and work together very well as class-based teams in middle school and with their classes and subject specialists in
the senior school. Together, teachers and LSAs regularly reflect on their work and seek ways of enhancing their practice for the benefit of the students.
* The school now provides an innovative approach to supporting students with social emotional and mental health issues in other schools. Outreach learning mentors provide stable and reliable points of contact for these students. Staff take great care to match their support to an individual's needs. Young people, parents and teachers comment very positively about the impact the mentors have on young people's attendance, punctuality, attitudes to learning, confidence and social skills.
* Learning mentors make very effective use of approaches such as the Decider Skills framework to help children and young people talk about their strengths, their concerns and what they can change to make things better.
* The service also provides young people and parents with very helpful, practical guidance on how to develop positive habits and attitudes to improve their life chances.
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2.3 Learning, teaching and assessment
good
This indicator focuses on ensuring high-quality learning experiences for all children and young people. It highlights the importance of highly-skilled staff who work with children, young people and others to ensure learning is motivating and meaningful. Effective use of assessment by staff and learners ensures children and young people maximise their successes and achievements. The themes are:
* Learning and engagement
* Effective use of assessment
* Quality of teaching
* Planning, tracking and monitoring
Learning and engagement
* Respect for children and young people's rights is at the heart of the school's life and work. Teaching and support staff acknowledge students' positive behaviour promptly using the very practical points system. Staff regularly acknowledge students' views and opinions on what and how they learn in the course of lessons. Learning reviews include student views on their learning. As a result, most learning proceeds in a calm, measured and positive context in classrooms, and in outdoor learning such as field trips. Almost all learners confidently interact with each other, staff and visitors during lessons and break times.
* Learners across the school engage well with their learning, overall. Practical tasks in mathematics, for example, well-linked to real-life application, result in wellmotivated learning. Students regularly use digital technologies, with effective examples of creativity, for example in art and photography.
* Students work very well with the service's learning mentors. Successful outcomes include improvements in attendance, punctuality, attitudes to learning, attainment and achievement.
* For a significant proportion of students, maintaining regular attendance at school remains a challenge. Students show good progress in their social skills, in their interactions with each other and with adults. However, they do not always show resilience and persistence in their academic learning. This would help them make better progress in their subjects. When given the opportunity to learn actively, students engage well and cooperate effectively.
* In most lessons, students are clear about the purpose of their learning. However, they do not always find tasks and activities well-matched to their needs. Students increasingly take responsibility for their learning, particularly when engaged in practical tasks such as photography. In such contexts, young people independently follow productive routines and apply themselves carefully to meet or exceed expectations.
* In their learning activities, students regularly answer questions posed by teachers to extend their learning. Less commonly, they pose questions of their own about what and how they will learn. Collaborative learning in pairs and groups increasingly
features in lessons but is not yet a regular experience for all learners.
Quality of teaching
* Teaching across the school is consistently based on detailed daily lesson and longer-term curriculum planning, creatively reflecting the Big Picture Curriculum. These plans include personalised approaches well-focused on meeting individual students' academic and personal development needs. Class teachers and LSAs often play effective complementary roles in presenting tasks and activities and supporting students.
* Most lessons feature teachers' and students' effective use of digital technology for a range of purposes. These include finding key information, enhancing photography, and editing writing. This is well exemplified by attractively presented displays, for example illustrating and re-telling Greek myth and legend. In the best lessons, teachers share learning intentions and check students' understanding of these intentions through an effective plenary at the end of the lesson.
* Teachers provide opportunities for students to learn in a range of motivating and engaging contexts. These include practical classrooms, the local community and on field trips. There is scope to further develop creative learning opportunities, for example in practical settings such as design, manufacture and entrepreneurship, building on existing opportunities for active learning.
* Learning and teaching activities in the school are very well-supported by the team of LSAs. Many LSAs are long-serving and know children, young people, and their community very well. They make a major contribution to the establishment of positive learning environments wherever these are located, whether in school or on field trips.
* Staff in the service provide highly effective and valued support to schools across the Bailiwick. Learning Mentors work closely with school staff to support learners' access to and enjoyment of education. They provide relevant and helpful professional development for teachers. They run informative workshops for parents that present well-researched advice on children's emotional development. These sessions also include current thinking on topical issues such as recommendations on children's 'screen-time' and access to electronic devices.
Effective Use of Assessment
* Accurate assessment of students' academic progress and personal development drives teachers' lesson-planning to meet their students' learning needs. This results in personalised learning planning that takes good account of the ways each student learns best.
* Teachers use a suitable range of assessment methods to ensure that learners can demonstrate their learning to best effect. This can for example involve students in recording their evidence using digital technology.
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* The school's assessment procedures do not yet involve exercises in moderation with other schools which work with the four levels for each element of the curriculum. There is no use of standardised assessments. However, as set out in the following section, the school has its own rigorous approaches to assure the accuracy of teachers' judgements.
* The school is midway through its five-year planning cycle to develop the Bailiwick of Guernsey Curriculum in ways that meet Les Voies learners' needs. This curriculum planning process carefully integrates learning, teaching and assessment approaches in ways that meet students' learning needs increasingly effectively.
Planning, tracking and monitoring
* Leaders and teachers' skilful identification of step-by-step learning within each level of the Bailiwick Curriculum enables their detailed assessment of students' academic progress. As a result, the school can identify more precisely the extent to which their students are meeting or exceeding expected levels of progress through the curriculum.
* The school tracks and monitors all students' emotional health and wellbeing very carefully on its SLEUTH database. As a result, staff build an increasingly detailed understanding of how best to personalise learning to benefit these students as individuals.
* The school checks the accuracy of teachers' assessment of student progress through arranging termly meetings with each teacher and a senior leader. At these meetings teachers provide data and the supporting evidence at the step-by-step detail of the sublevel. This is helping to ensure that students are making appropriate progress in their learning.
School choice of Quality Indicator: 2.2 Curriculum
While this indicator is not evaluated, it highlights the importance of placing the needs of learners at the centre of curriculum design and development. The structure and delivery of the curriculum should take good account of local and national circumstances. The curriculum is the totality of learning experiences as delivered by the school and its partners. An effective curriculum results in strong outcomes for all learners. The themes are:
* Rationale and design
* Learning Pathways
* Development of the curriculum
* Skills for learning, life and work
Rationale and design
* Staff at all levels collaborate very effectively to develop the school's curriculum to meet their learners' needs as well as possible. Well-led by the headteacher, senior and middle leaders direct teachers' curriculum development planning in ways that bring together progressive learning and teaching, based on regular and reliable assessment.
* Staff engage wholeheartedly and very effectively with this very detailed approach to short and medium-term curriculum planning. As a result of this work, the school provides a progressive curriculum with consistent approaches to planning learning activities. Lessons are taught in ways that support students to make good progress with their learning, from their individual starting points.
* The school's curriculum provides Guernsey's Big Picture Curriculum to students up to the end of Year 9. Well supported by the headteacher, senior and middle leaders, and teachers are developing this curriculum in ways that are highly appropriate to the context of Les Voies School and its learners. As a result, teachers' curriculum planning takes very good account of the four core purposes, to develop successful learners, confident individuals, responsible citizens and effective contributors.
* The school's curriculum emphasises the four core outcomes to enable all students to be healthy and active, safe and nurtured, included and respected, and to reach their individual potential. The school's effective realisation of these purposes and outcomes is detailed in other sections of this report.
* Beyond Year 9, the school provides a well-planned range of courses that lead to recognised qualifications in academic subjects, vocational training, and personal development. Accordingly, almost all students achieve a range of IGCSE, BTEC and personal development awards by the time they leave Les Voies School.
Development of the Curriculum
* The school's adoption of the Big Picture Curriculum is matched by well-judged and very relevant curricular adaptation and addition. These additions enable teaching approaches and learning experiences that meet students' needs increasingly well.
* Two key features added by the school consist of the additional 'sub-levels' that
teachers have defined. These provide smaller step-by-step learning outcomes for each of the Early, Middle, Bridging, and Later learning outcomes, across all the subjects offered in Les Voies. The second key feature follows from this and relates to assessment planned alongside the curriculum and lesson plans. As a result, teachers can assess measurable progress more regularly, feed this back to learners more quickly, and plan next steps in learning more immediately.
* This major and continuing curriculum adaptation contributes significantly to the increasingly personalised learning experiences provided in Les Voies.
Learning Pathways
* Beyond Year 9, the school supplements the range of IGCSE and BTEC courses and personal development awards such as the John Muir Trust, Duke of Edinburgh's Award and other opportunities for wider achievement. Such supplements include flexible patterns of work experience that may take the form of a week's placement or may be extended into a one-day weekly placement based on vocational intentions. They can also include college placements that extend opportunities to students beyond those offered in schools.
Skills for learning, life and work
* Curriculum planning incorporates key entitlements well. Learning outside the classroom (LOtC) is well-planned to make effective use of the local environment. Students can pursue marine and landward activities that help them build selfconfidence. They do this through the Extreme Classroom experiences that challenge them to take calculated risks, or courses noted below that lead to qualifications.
* In addition to the work experience opportunities noted in the learning pathways above, the school has also introduced courses designed to support students' life skills. For example, Financial Literacy supports students well to develop their understanding of real-life financial transactions and money matters.
* The curriculum supports students to acquire qualifications that open up both local and wider employment opportunities. For example, students can access training to acquire powerboat and navigational qualifications in addition to land-based occupations. Nonetheless, there is scope to build further partnership working to support students to develop demonstrable employability skills, sustained over time.
2.7 Partnerships: theme 1 – The development and promotion of partnerships
* High quality partnership working with stakeholders is a key strength of the school and service which is leading to improvements in students' wellbeing and attainment. Partners are generally clear about the vision, values and aims of the service which puts the needs of students very firmly at the centre of joint planning. A significant number of parents and carers feel that the high levels of commitment shown by partners and the school has helped their children to return to school and this has had a positive impact on their family life.
* Parents of school students and those who are supported by outreach mentors are very positive about the support their children receive from school and service staff. They say that the headteacher, teachers and other members of staff are always willing to make time for them. They value the help and support they receive in dealing with other agencies and find the information gained at parent workshops on social, emotional and mental health issues very helpful. Above all, they remark upon the improvements to their children's attitude to school and their confidence and willingness to attend school. These improvements have had a marked and positive impact on their family life.
* Students are encouraged to share their views about their experiences of the school through review meetings. Where they are unhappy with any aspects of provision, their complaint will be followed up. The school's Junior Leadership Team (JLT) meets regularly with a member of staff to share their views on school matters. They have initiated and organised a school tuck shop and fundraising events including a swimmarathon and a fishing competition to buy new furniture, a water cooler and games for the breakroom.
2.1: Safeguarding
* The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and where appropriate, children and young people. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and Education Services.
3.1 Ensuring wellbeing, equality and inclusion
very good
This indicator focuses on the impact of the school's approach to wellbeing which underpins children and young people's ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of every individual. A clear focus on ensuring wellbeing entitlements and protected characteristics supports all learners to maximise their successes and achievements. The themes are:
* Wellbeing
* Inclusion and equality
* Fulfilment of statutory duties
Wellbeing
* Ensuring the wellbeing of students is central to the work of Les Voies. The school has developed unique and carefully considered approaches along with its partners which are improving the wellbeing of almost all students across the school community. Stakeholders know that learning within a caring and safe environment is the central focus of the school's work.
* Personalised learning experiences are providing very good opportunities for students to learn to manage risks in real life situations. Programmes aimed at developing resilience through activities outdoors and in the community are increasing students' ability to work with others and improving their self-confidence and perseverance skills.
* Commendably, the school has developed analytical and rigorous approaches to monitoring students' wellbeing across the whole school and uses this data very effectively to adapt student planning to meet their needs. As a result, staff can demonstrate clearly when students feel safe and respond promptly when concerns arise and adapt students' plans accordingly.
* Across the service, relationships between students and staff are very positive. Almost all students feel valued and respected by staff and their views are routinely taken into account in planning support. Overall, learning environments are caring and nurturing with predictable, consistent approaches aimed at anticipating and preventing incidents arising. These positive climates for learning are supporting most students to re-engage with education, often after significant interruptions in their learning.
* Almost all students feel safe and indicate they have an adult in the service whom they can talk to about any concerns or worries. Senior students' attendance is low. Overall, however, students' attendance is showing improvement. Service staff work closely with mainstream schools, modelling highly effective practice and supporting class teachers to meet students' needs more effectively and build trusting relationships. This is effectively supporting students to remain or reintegrate in mainstream schools.
* All staff and partners have a sound knowledge of students' individual circumstances. They model positive behaviour and remain calm and patient in their
interactions with learners. Well-designed individual plans provide strategies to support learners to make progress in their learning and behaviour. Staff are skilled in managing students' anxieties and intervene quickly when they show signs of distress or challenging behaviour. Their patience and persistence ensure that students are often able to re-engage quickly with learning.
* Most students feel that the school is teaching them to make healthy choices and to be active. For example, learners at all stages enjoy creating recipes and preparing food. As well as providing daily opportunities to prepare and eat a range of healthy foods, eating together develops students' social skills. Students know how to keep themselves safe through learning how to stay safe online and within the community in personal, social and health education (PSHCE). This is well supported by partners and visiting speakers.
* Students are learning to manage risks in real life situations and work collaboratively through increasing opportunities to learn and achieve outdoors. For example, they improve their physical fitness and achieve awards in sailing, swimming, and a range of local activities including paddle boarding, wall climbing, powerboating, fishing and coasteering. The school is looking to further extend opportunities to promote healthy lifestyles and recognise students' achievements outdoors and in the community.
Fulfilment of statutory duties
* The school actively complies with its statutory duties in its approaches to safeguarding students' welfare through clear, well established processes. All staff and partners undertake mandatory professional learning around child protection procedures. This ensures that staff can respond quickly to concerns arising and recognise the important role they play in ensuring that students are safe.
* The school and service have a very clear focus on meeting the needs of students who are at greatest risk including looked after children. Staff work in a variety of ways to build their capacity to meet the needs of their most challenging learners. This has increased staff's confidence in meeting the social, emotional and mental health needs of students in mainstream and reduced referrals to the service. As a result, senior managers and staff are able to focus on referrals for the most vulnerable students.
Inclusion and equality
* The school has successfully developed an ethos and culture of inclusion, participation and positive relationships. Almost all students and families feel that they are supported to do their best and treated with respect. This is helping students to re-engage with education. As a result, the attainment of almost all students is improving from placement and increasing numbers of students are now on college pathways. The school is now meeting the criteria as a Rights Respecting School. Students have opportunities to share their views with staff and managers through planning meetings and the Junior Leadership Team.
* The school has clear procedures to support students to reflect on their behaviour following any incidents arising in the school. This includes a return to school
interview with students and their parents/carers. However, in some cases parents and carers experience difficulties in attending meetings due to other commitments. This can sometimes delay students' return to school.
* Students recognise aspects of diversity through PSHCE courses and celebrate their own achievements and those of their peers in assemblies. In learning activities, students in the middle school show a very good understanding of issues around racism in football in English through debating. In humanities, they celebrate different religious customs and learn about the challenges facing various groups in society including those who are disabled. Visiting partners such as SHARE support young people to understand gender and LGBT issues. The school is planning to develop this area.
3.2 Raising attainment and achievement
good
This indicator focuses on the school's success in achieving the best possible outcomes for all learners. Success is measured in attainment across all areas of the curriculum and through the school's ability to demonstrate learners' achievements in relation to skills and attributes. Continuous improvement or sustained high standards over time is a key feature of this indicator. The themes are:
* Attainment in literacy and numeracy
* Overall quality of learners' achievement
* Attainment over time
* Equity for all learners
Attainment in literacy and numeracy
* Over the last three years students made good progress from their starting points in literacy and satisfactory progress in numeracy. Most Key Stage 4 students gained an A*-G IGCSE or equivalent award in English and the majority gained an A*-G IGCSE or equivalent award in mathematics. The school's data show that most Key Stage 2 and Key Stage 3 students made better than expected progress in literacy from their starting points over the last two years. The majority made better than expected progress in numeracy over this period.
* The outreach team has supported and advised primary and secondary school staff in the partner schools to improve their students' literacy and numeracy skills. This has been achieved through service staff skilfully addressing the social, emotional and mental health issues presented by these students and working collaboratively with mainstream staff to model and share good practice.
Literacy
Talk and listening
* Across the school, almost all students feel confident within the small group setting to respond to questions and contribute their views, sometimes very articulately, in class discussions. There are some missed opportunities for students to lead on talking and listening activities such as sharing research or views on a particular topic of interest to them and responding to questions and comments from peers.
Reading
* All students have regular opportunities to read for enjoyment and apply their reading skills in real life contexts such as cookery recipes and photography briefs, advertisements and researching information. The majority of students in the middle school and most at the senior stage can identify common language devices and their impact on meaning and understand how language can be used to create a particular effect.
Writing
* Students can develop and organise their ideas and responses in writing when teachers provide them with very helpful picture cues and scaffolded approaches. At the middle stages, a few students are beginning to develop a range of techniques for planning writing and a few at the senior stages can write for a range of real-life purposes including letters, recipes and reports and forms. There is scope to improve writing by increasing opportunities for self and peer evaluation of writing such as proof reading their own and others' work. Younger students are not always clear about what skills they are working to improve and would benefit from an easy reference note of their own areas for improvement in, for example, their notebook.
Numeracy
* Most students have considerable gaps in their numeracy knowledge and skills due to long periods of interrupted learning. Most are now developing and consolidating their skills in addition, subtraction, multiplication and division. They show increasing confidence in estimation, rounding and working with money as they progress through the school. At each stage students have opportunities to apply and consolidate their numeracy skills in other curricular areas.
* Students' skills in handling percentages, fractions and decimals varied considerably at each stage. They are improving their skills in handling data. For example, in Key Stage 2, students can accurately interpret pictograms and Venn diagrams; and in Key Stage 3, students can calculate speeds, plot and interpret these data on line graphs.
* At each stage, students' problem solving and investigative skills are less well developed. In most classes, students find it difficult to solve mathematical problems when they are expressed in words or when problems can only be solved by working through several stages. This is often as a result of limited confidence and resilience.
Attainment over time
* Over the last three years the school has been able to improve the range and number of qualifications gained by students at the end of Key Stage 4. The number of students in Year 11 is small and this number has varied over this period from 14 to 8. Students have attended the school for different lengths of time and arrived with various levels of prior attainment. Nevertheless, students typically leave the school with a cluster of six to twelve IGCSE and BTECH awards which can include A*-G passes in English and mathematics. Those who are not able to achieve IGCSE awards in English complete Adult literacy awards at Entry Levels one, two and three. ABC awards are also gained in hospitality and in art.
* The progress made and qualifications gained by Key Stage 4 students in English, mathematics and science depend very much on the provision and continuity of specialist teaching. Gaps in the appointment of specialist science staff have had an adverse effect on science results.
* The school's detailed tracking system enables teachers and leaders to monitor closely the attainment of students throughout the school from Key Stage 2 to Key Stage 4. This has enabled the school to provide specific interventions in literacy and numeracy to address students' barriers to learning.
* The outreach team has worked successfully with the other schools on a flexible and needs-driven basis. This arrangement has enabled Les Voies staff to respond
|
quickly to short term needs to tackle students' immediate social, emotional and mental health crises. The result of these interventions by Les Voies staff is that students have been able to refocus quickly on learning in the mainstream setting.
Overall quality of learners' achievement
* Across the school, students develop confidence, teamwork skills and resilience through a wide range of activities. They are very successful in a variety of challenges set in school and the wider community. In the House competitions, they work very well in groups to manage resources, solve problems, apply some of what they have learned in lessons and create complex constructions, such as a Viking longship.
* Beyond the school, a few students each year take on particularly challenging experiences within the Extreme Classrooms Project and develop resilience and skills for lifelong success from sailing and potholing. There have been notable successes in national art and photography competitions and one student won the prestigious E. J. Blight Award for overcoming adversity. Some students take on responsibilities by representing others' views as a member of the JLT. Others help to prepare and serve the Christmas lunch for the whole school.
* Students make an effort to help others through their support for local charities such as the Teenage Cancer Trust, Dogs Helping Kids and the GSPCA. The school basketball team represented the school successfully in the league.
* All students take part in the school's outdoor education programme, achieving accredited success including John Muir awards, the Duke of Edinburgh's bronze award, powerboating, sailing and navigation qualifications.
Equity for all learners
* The school has developed a very inclusive culture which strives for 'The Amazing Everyday'. School and service staff support all students to push themselves to achieve their utmost. All staff take very good account of the factors which create barriers to progress for their students. The school is successful in helping young people prepare for life after school. Almost all go on to college or into employment.
Particular strengths of the school
* The leadership provided by the headteacher which has resulted in a transformational change to the culture and practice of supporting students in Guernsey with social, emotional and mental health issues.
* The positive and beneficial partnership working established by the school with parents, other schools, supporting agencies and a range of organisations on the island.
* The impact of the school and outreach staff on the lives of families with children and young people who experience social emotional and mental health issues.
* The knowledge and skills of LSAs and the support and care they provide for students in class.
* The school's approach to enhancing the skills of teachers through coaching, peer evaluation and support.
Agreed areas for improvement
* Build on current good practice in teaching and provide more imaginative contexts which engage students more effectively in learning.
* Share with students their individual targets used by teachers when planning lessons.
What happens at the end of the inspection?
We are satisfied with the overall quality of provision. We are confident that the school's self-evaluation processes are leading to improvement. As a result, we will make no further visits in connection with this review. As part of its arrangements for reporting to parents on the quality of education, Education Services will inform parents about the school's progress.
Terry Carr Consultancy Ltd
44 Caledonia Street Clydebank Scotland G81 4ER
T +44 (0)141 952 5348
E email@example.com
Creative Commons License
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of its Creative Commons Attribution 4.0 International license and the licensor, Terry Carr Consultancy Ltd, must be acknowledged.
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Centre Number
………………………………….…..….…
EUROPEAN CONSORTIUM FOR THE CERTIFICATE OF ATTAINMENT IN MODERN LANGUAGES
For Examiners' Use Only
Candidate No.
………………………………….………
EN-B1
Signatures
Name (BLOCK CAPITALS)
..........…………………………………
ENGLISH LANGUAGE
Listening
Signature
Level B1
Marker 1
……………………..
……………………………….……....
Date
approx. 25 minutes
Marker 2
……………………...
…....… / ……….. /….
25 marks
INSTRUCTIONS TO CANDIDATES
Fill in the boxes on the left-hand side of this page.
Write all your answers in this test booklet.
Try to answer all the questions.
Write clearly.
Write all your answers with a blue or black pen.
No dictionary may be used.
The use of digital assistance is strictly prohibited.
INFORMATION FOR CANDIDATES
This test contains two parts. For the listening test you must use audio recordings. The Consortium will not be responsible for any additional information given by the invigilator.
Listening Part One
You are going to hear the story of the famous native American leader, called Crazy Horse. Listen to the text and choose the correct answer (1-10).
There is an example (0) at the beginning.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the listening you have 60 seconds to complete your answers. Now you have 2 minutes to study the sentences below.
Crazy Horse
6/ Crazy Horse
A/ prayed every day.
B/ killed only birds.
C/ became a hunter.
7/ The Lakota chiefs
A/ had no large families.
B/ gave food to the poor.
C/ ate a lot of meat.
8/ Crazy Horse liked
A/ living in his village.
B/ being a leader.
C/ being on his own.
9/ His name means
A/ wild horse.
B/ strange man.
C/ the chieftain.
10/ On the mountain he
A/ did not sing.
B/ had no food.
C/ did not dream.
FILL IN EACH SPACE WITH THE CORRECT LETTER.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| C | | | | | | | | | |
Marking – DO NOT WRITE HERE
Listening Part Two
You are going to hear part of a radio programme where a reporter named Julie is having a conversation with a lucky person. Listen to their conversation and answer the questions (1-10) with a few words with a few words.
The first one (0) has been done for you as an example.
You are going to hear the text twice. Do as much as you can the first time, and finish your work the second time. At the end of the recording you have 90 seconds to finalise your answers. Now you have 90 seconds to study the questions below.
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Residual Limb Care and Hygiene
For amputees, "an ounce of prevention is worth a pound of cure" as the saying goes. The skin on your residual limb needs to be healthy to enable you to be as active as possible without experiencing pain or discomfort. New amputees often need to gradually increase the time that they are wearing their artificial limb to let their residual limb adjust to being in a socket. During this time and once you are wearing your artificial limb regularly, proper residual limb hygiene is essential to prevent skin disorders.
Perspiration is one of the common irritants affecting the skin. The skin helps regulate body temperature by producing sweat (perspiration), which evaporates and cools the body. Especially as we head into summer, we often become more active and the heat makes us sweat more, making perspiration more of a concern.
Our perspiration contains solids which accumulate in the socket of an artificial limb and on the residual limb. These solids, combined with the warm, moist environment within the socket, make an ideal breeding ground for bacteria. In addition, as perspiration builds up it can also lead to "pistoning" (moving around within the socket), which in turn can chafe the skin and cause abrasions.
The residual limb is confined in a socket all day long. Air does not circulate around it to evaporate the perspiration, so sweat can be trapped against the skin. If the residual limb is not kept clean, it may become infected easily and may develop a bad odour. Small irritations from rubbing of the socket may become so serious that the artificial limb cannot be worn.
Tel.: 1 877 622-2472
Fax: 1 855 860-5595
The first – and most important – rule for the health of the residual limb is: KEEP IT CLEAN. Cleaning the residual limb should become part of your daily routine, just like brushing your teeth.
Keep it Clean
The Residual Limb
* Cleaning the residual limb should preferably be done at night. Morning washes are not advised unless a stump sock is worn because if the skin is damp it can swell and stick to the inside of the socket.
* Wet the skin thoroughly with warm water.
* Use mild fragrance-free soap or an antiseptic cleaner if you prefer.
* Work up a foamy lather. Use more water for more suds.
* Rinse with clean water, making sure all traces of soap are gone. A soapy film left on the skin may be an irritant.
* Dry skin thoroughly.
The Socket/Liner
* The socket/liner should be cleaned often – every day in warm weather, to cut down on the accumulation of dried perspiration on the inner surface.
* Wash it at night to give it time to dry thoroughly.
* Wash with warm water (not hot!) and mild soap.
* Wipe out with a cloth dampened in clean water.
* Dry your socket thoroughly before putting it on. Amputees who use silicone liners might want to consider having two, to allow one to be left for 24 hours to dry.
The Sock
Wearing a light stump sock may have a cooling effect, as well as providing additional padding for the residual limb. Stump socks can also help wick perspiration away from the skin, for instance one that contains CoolMax® fabric by DuPont.
* The stump sock needs to be changed every day (and sometimes more often in hot weather), and should be washed as soon as it has been taken off so perspiration doesn't dry in it. Use mild soap and warm (never hot!) water.
* Rinse thoroughly.
* A rubber ball of a similar size can be put inside to help retain its shape.
Residual limb
cleansing at night.
As well, freshening up partly through the day (or just after a recreational activity) by cleaning your residual limb, socket and/or liner or sock, is a good idea. Moist towelettes really do come in handy at this time!
Small disorders can quickly get out of hand and, if not properly treated, can lead to a more serious condition preventing you from wearing your artificial limb until the condition heals. If skin disorders do persist, amputees should consult their physician for treatment – a minor disorder may become worse if incorrectly treated. Other articles are available on skin conditions and treatments, that will help you identify skin problems, and cover products that are available to treat specific conditions. | <urn:uuid:25594874-e222-46e0-b37b-7ca6b8918d56> | CC-MAIN-2020-40 | https://amputesdeguerre.ca/pdf/english-site/ways-we-help/health-and-well-being/residual-limb-care-and-hygiene.pdf | 2020-09-25T21:41:16+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00691.warc.gz | 263,179,878 | 929 | eng_Latn | eng_Latn | 0.997301 | eng_Latn | 0.997291 | [
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Test Your Bible Knowledge By Katrina Cassel
The Bible is the most important book you'll ever read. It's the perfect Word of God. It's your guide for life (Psalm 119:105). How well do you know your Bible? Take the quiz below to find out. You might want to have your whole family take it together and see who does the best!
Circle the correct answer for each question.
1. What garden did Adam and Eve live in?
a. Gethsemane
b. Eden
c. Hanging gardens
2. Who committed the first murder in the Bible?
a. Cain
b. Abel
c. Adam
3. Where did God give Moses the Ten Commandments?
a. Egypt
b. Mt. Sinai
c. Canaan
4. How many years did the people wander in the wilderness?
a. 40
b. 12
c. 20
5. Which book of the Bible tells of a Jewish queen who saved her people?
a. Genesis
b. Esther
c. Ruth
6. Who was the only woman to be a Bible judge?
a. Ruth
b. Deborah
c. Esther
7. What Judge was able to kill a king because the judge was lefthanded?
a. Gideon
b. Samson
c. Ehud
8. What judge was known for his strength?
a. Gideon
b. Samson
c. Ehud
9. Who was the best friend of King Saul's son Jonathan?
a. Absalom
b. Solomon
c. David
10. Luke was a:
a. doctor
b. tax collector
c. lawyer
11. Besides being a missionary, Paul was also a:
a. tent maker
b. fisherman
c. doctor
12. The love chapter is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
13. The Fruit of the Spirit is found in what book of the Bible?
a. Romans
b. 1 Corinthians
c. Galatians
14. The book of the Bible that has the faith "hall of fame."
a. Ephesians
b. Hebrews
c. Revelation
1
15. The author who wrote the most New Testament books was a. John
b. Luke c. Paul
Answers: 1-b, 2-a, 3-b, 4-a, 5-b, 6-b, 7-c, 8-b, 9-c, 10-a, 11-a, 12-b, 13-c, 14-b, 15-c
10-15 right You're a Bible Expert! Way to go!
5-9 right You're a Bible Learner. Try to learn something new about the Bible each week.
0-4 right You're a Bible Beginner. Take time to read a bit of God's Word each day.
Katrina (Kathy) Cassel
The Christian Girl's Guide to Me: The Quiz Book, The Christian Girl's Guide to the Bible, The One Year Book of Bible Trivia for Kids
Kathy lives in the Florida panhandle with her husband, six of their eight children and an assortment of pets.
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Bugs & Other Arthropods
EXHIBITION EDUCATIONAL SUPPLEMENT
This guide is a supplement to the exhibition. Its aim is to help teachers, parents, caregivers, and children visiting Staten Island Children's Museum to further explore topics and ideas about insects and other arthropods. Use it to help further your discussions, to make connections, and to spark creativity and curiosity before and after visiting the gallery.
Bugs & Other Arthropods | Educational Supplement
Contents
Bugs & Other Arthropods| Educational Supplement
Big Ideas
Why an Exhibition About Bugs?
People often ask why Staten Island Children's Museum has an exhibition about insects and other arthropods. There are many good reasons to learn about this group of animals. Some people fear or avoid every bug, spider, or centipede—because of its unusual appearance or because they're concerned about being injured. However, the more you know about insects and related organisms, the more you will come to appreciate them. Insects and other arthropods are essential to the health of Earth's ecosystems, and whether you know it or not, we all rely on them to help sustain us.
Here are some surprising facts about insects and other arthropods:
* Arthropods and insects live on land, in water, and in air.
* There are more than a million known species of arthropods, and we are still discovering new species every year!
* Arthropods first appeared in the fossil record 500–600 million years ago, long before there were humans. (The earliest fossils of human (hominoid) ancestors only date back 67 million years.)
Why Do We Need Insects and Other Arthropods?
Insects are one category of arthropods, and they are largest single group of animals in the world. Insects include many beneficial organisms like pollinators. E.O. Wilson, a wellknown insect scientist or entomologist once wrote, "Every third bite of food you take, thank a bee or other pollinator." Arthropods are an essential part of every ecosystem in which they live. We humans rely on the roles they fill within those natural systems. This group of organisms does more than simply pollinate plants! Arthropods, like ants, help turn over and aerate the soil. Arthropods, like pill bugs and termites, help to break down and recycle nutrients from dead wood and leaves. Spiders, harvestmen, and dragonflies eat potential insect pests like mosquitoes and flies. We rely on insects and other arthropods for much more than most people know.
Visiting the Exhibition
Learning Through Observation
We invite you to enter the world of Bugs and Other Arthropods and learn about these wonderful creatures and what makes them so cool!
The exhibition is for everyone. It supports making observations, asking questions, and using all the senses. While you are visiting, help your children understand first that science is a way of thinking about and understanding the world. Second, that insects and other arthropods are organisms that you can learn more about beyond your visit to the Staten Island Children's Museum (SICM).
Organization of the Exhibition
SICM has selected five subjects to help you better understand and appreciate the fascinating world of insects and other arthropods. During your visit, these icons will help you navigate:
Taxonomy
Understanding Arthropod Groups
How do scientists know so much about the history of arthropods? They are following a trail of evidence found in fossils. Fossils are the recognizable remains, such as shells, bones, tracks, and impressions, of plants and animals preserved in rocks formed from sediments. By studying both fossils and modern animals, scientists have pieced together the evolutionary relationship among different groups and species. Connected by a common ancestor, this family tree is called their taxonomic relationship.
Arthropods, both those known from prehistoric fossils and those alive today, can be classified into five major subgroups (or subphyla) based on their characteristics:
Insects (subphylum Hexapoda) and several closely related groups are six-legged organisms that include bees, beetles, and butterflies.
Crustaceans (subphylum Crustacea) are in a large, diverse group of segmented animals that includes crabs, lobsters, shrimp, krill, barnacles.
Millipedes and Centipedes (subphylum Myriapoda) are in a group of arthropods that live on land and have many legs.
Arachnids and Horseshoe Crabs (subphylum Chelicerata) are part of a diverse group that includes spiders, scorpions, and mites.
Trilobites (subphylum Trilobitomorpha) were ancient marine animals that are known from fossils; the group is now extinct.
Adaptations
Arthropod Anatomy
Arthropods have evolved to include a wide variety of shapes, sizes, colors, and habits that make them suited to the environments where they live. They have a set of five characteristics in common:
(1) segmented bodies
(2) hard external skeleton or exoskeleton
(3) jointed legs
(4) many pairs of limbs or legs
(5) right/left symmetry
Over time, insects and other arthropods have evolved to develop characteristics like camouflage, specialized diets, and some unusual styles of living. These adaptations are a part of what makes them interesting.
Typical Arthropod Bodies
| A body divided into 3 parts: • head • thorax • abdomen | A body divided into 2 parts: • cephalothorax • abdomen | A body divided into 2 parts: • cephalothorax • abdomen |
|---|---|---|
| 1 pair of antennae | No antennae | 2 pairs of antennae |
| 3 pairs of legs | 4 pairs of legs | Usually 8 pairs of walking and feeding legs |
Bugs & Other Arthropods | Educational Supplement
Amazing Skeletons
Arthropods don't have bones, but they do have amazing skeletons! Their hard layer or shell is like a skeleton on the outside of their body. It is called an exoskeleton and made from a protein called chitin.
Because the exoskeleton is made of a rigid material, it does not grow when the animal does. To overcome this, an arthropod periodically sheds its hard-outer layer in a process called molting. When the animal has outgrown its exoskeleton, the older layer cracks open and the animal pulls itself out. It has a new soft exoskeleton that will expand and harden.
Symmetry
The left and right sides of an insect or other kind of arthropod body look the same. This trait is a defining characteristic of arthropods. Each side is the mirror image of the other; this is called bilateral symmetry. Looking at butterflies, moths, dragonflies, and other winged insects is a great way to see symmetry in action.
Protective Coloration
Colors, patterns, or features that hide an animal, protecting it from being eaten by predators, are known as camouflage. Some species also add behaviors and movements to complement their protective coloration. What looks like a leaf swaying in the breeze may be a giant leafshaped insect. Successful camouflage helps an animal blend into its background, whether that is a colorful flower, green leaves, brown bark, or speckled sand.
Bugs & Other Arthropods | Educational Supplement
There are other forms of protective coloration. When one species looks like an animal that a predator would choose to avoid—something dangerous, poisonous, or bad tasting—that is called mimicry. Some species, like milkweed bugs and monarch butterflies, absorb bad tasting toxins from the plants they eat. Their bright colors warn off potential predators. Eyespots, large colorful spots found on the wings of some moths or butterflies, are another way to avoid being eaten. These bright markings, or warning coloration, may help to scare hungry predators like birds.
Insect Communication
Insects and other arthropods use many forms of communication from scent to sound. Why do insects make sounds? Most have a purpose—to attract a potential mate, establish a territory, or send a warning. (For example, the sound the museum's hissing cockroach makes is intended to frighten off a predator).
Insects produce sound by rubbing body parts together, which is called stridulation. Katydids and crickets rub the rough inside edges of their wings together, while grasshoppers make sound by rubbing their hind legs against their front wings. The classic summertime sound of cicadas is made by the insects vibrating air across a pair of "drums" on the sides of their abdomen.
Insect sounds / © Staten Island Children's Museum
Environment
Role of Arthropods in Ecosystems
Insects and other arthropods make up 90% of the animal kingdom, and their biology and ecology are critical to the healthy functioning of Earth's ecosystems. Species in this group provide essential services, including pollination, pest control, wildlife nutrition, and decomposition. Their lives directly impact human lives in many positive ways. Removing arthropods from an ecosystem would be an environmental disaster. Yet we are in danger of doing just that with many species, especially our native bees.
Pollination
Plants and pollinators have evolved together. Flowers attract insects and communicate through scent and color. To reproduce, or make seeds, flowering plants must be fertilized. Bees, butterflies, and other types of insects gather sweet flower nectar, accidentally collecting male pollen grains on the hairs that cover their body. With each successive flower visited, the pollen is spread, it brushes off onto the female part of the next flower.
Most foods come from flowering plants. Pollen movers, or pollinators, like bees, butterflies, flies, and moths are essential to plants. Most of our flowering plants and nearly 75% of all our food crops are pollinated by these hard-working animals. Without pollinators, we would not have the varieties of food we enjoy today!
Imagine not having each of these arthropods around:
Bugs & Other Arthropods | Educational Supplement
Insects in Winter
One of the wonders of nature is the seemingly complete disappearance of insects once the temperature drops below freezing. Where do insects go in the winter? Some species, like monarch butterflies, move south or migrate. Other species like praying mantis reproduce and leave eggs, the adults die. Still others hide underground or in the leaves to hibernate. Hibernation is a special, very deep sleep in which an insect's metabolism remains just high enough for it to stay alive. Tree bark, dead logs, and brush piles can be a wonderful winter homes for insects. The first insects you see in the spring, like the mourning cloak butterfly, overwinter as adults in tree holes or other shelters until the temperature rises above freezing.
Use this diagram to help you find the hibernating insects:
Life Cycle
Metamorphosis
There are two distinct life cycles for insects: The first begins with a fertile egg that hatches into a larva. The young may not look much like the adult. The juvenile insect eats, grows, molts, and then gets bigger until it is ready transform, or undergo complete metamorphosis, and become an adult. The larva starts out very small but grows quickly due to the large amount of food it eats. A butterfly or moth is a good example; the larva called a caterpillar looks very different from the adult.
Complete metamorphosis
Other insects take a different path. The egg hatches as a nymph, or larva that looks a lot like a miniature adult. With each molt, the nymph becomes bigger and looks more like an adult. A grasshopper is a good example of this type of insect growth and development. This second type of life cycle is called incomplete metamorphosis.
Incomplete
metamorphosis
Complete Metamorphosis
Incomplete Metamorphosis
Bugs & Other Arthropods | Educational Supplement
Social insects
Ant Colony
There are over 12,000 known species of ants. Ants play an important role in every ecosystem where they are found. Ants are remarkable social organisms. When you see an ant mound in a crack in the sidewalk, you're only seeing a tiny portion of the animals' home and only a fraction of the number of individuals living there.
An ant colony may be less than a few feet or hundreds of feet across. Each colony is made up of rooms called chambers, and these are connected by tunnels. In a colony, each ant has a role to play. The soldiers guard and defend the colony. Workers clean, feed, build, remove garbage, and move the eggs from chamber to chamber depending on temperature and humidity. The queen is the only ant in the colony that lays eggs. The workers, soldiers, and the queen are all related females.
Bugs & Other Arthropods | Educational Supplement
Bugs & Other Arthropods | Educational Supplement
Bee Hive
The SICM has a colony of bees on exhibit in Bugs and Other Arthropods. A clear plastic tunnel allows the bees to move from their home, or hive, out through the window to the outdoors to find their food: flower nectar and pollen.
Like most insects, bees are active only when the air temperature is warm enough. When the temperature is above 50˚F (10˚C), it is warm enough for the bees to forage for their food. When the weather is below that, the bees will stay in the hive and feed on stored honey. If the temperature gets very warm, you may see the bees flapping their wings near the entrance of the hive. They fan their wings to move warmer or cooler air. They are like live heaters and air conditioners
As with most social insects, the bee hive has a queen bee. She lays the eggs and is the mother of all the bees that you see here. She is almost always surrounded by worker bees that help to feed, clean, and protect her.
The hive may contain the following types of bees:
Bugs & Other Arthropods | Educational Supplement
Helpful Resources
Helpful family-friendly set of websites for basic background information about insects and other arthropods:
American Museum of Natural History Explore Ology
http://www.amnh.org/explore/ology/search/(keyword)/insect
Animal Diversity Web
http://animaldiversity.org/
Bug Guide
http://bugguide.net
Accessible information about protecting our essential pollinators:
The Great Pollinator Project http://greatpollinatorprojec t. org /
Xerces Society for Invertebrate Conservation https://xerces.org/
Other useful information with links to resources:
Acorn Naturalist
http://www.acornnaturalists.com/
New York Entomological Society, Inc.
http://www.nyentsoc.org/
Scholastic Insects and Bugs
https://www.scholastic.com/teachers/collections/teaching-content/insects-and-bugs/
Understanding Evolution
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Catering Policy
Incorporating the EYFS
Rationale
This policy is written to comply with the standards set out in the 'Education England: Requirements for school food regulations' (2014). The governing body and SLT have developed this whole school food policy to in line with the national school food plan in terms of leadership, provision, food education and wider well being. The governors receive regular reports on compliance and the SLT, together with the chef, regularly review this policy to adhere to new legislation.
The role of the chef
The chef will be responsible for:
- Leading and managing the catering department under the guidance of SLT.
- Ordering food and supplies.
- Devising menus that comply with school food standards.
- Complying with government buying standards for food and catering services in terms of salt, fat and sugar levels.
- Undertaking monthly stock takes and food consumption analysis and reporting this to SLT.
- Ensuring the safe and secure storage of food and supplies.
- Ensuring that the environment is clean and tidy, meeting legal and statutory requirements for health and safety and food hygiene.
- Managing the catering budget in consultation with the headmistress.
- Ensuring the safe use and maintenance of both gas and electrical appliances according to regulations.
- Conducting health and safety risk assessments in liaison with the site manager.
- Reporting any repairs or defects to the site manager.
- Keeping up to date with safeguarding training and policies.
- Contributing to the school's SEF.
Menus
Menus are devised by the chef to provide a variety of food that meets the nutritional needs of the children. Children will be encouraged to make healthy choices. The science and PHSE curriculum reflect the school's healthy eating ethos.
The menu will take into account the school food standards in terms of requirements for fruit and vegetables, milk and dairy, starchy foods, foods high in fat, sugar and salt, meat, fish, eggs and beans. Fresh water will be provided for each child at lunch time, with continued access throughout the day.
Food Hygiene
The chef will comply with the Food Standard Agency's guide and will keep up to date with changes in regulations and legislation. All catering staff will be aware of the department of Environment guidance in terms of food safety. Monitoring of food quality on delivery, storage temperature, serving temperature and expiration dates will be conducted daily. Additionally, daily checks of the environment will be done alongside monitoring of compliance of all catering staff by the chef. Children will learn about food hygiene through science and PSHCE lessons and good practice will be promoted daily. | <urn:uuid:a6dd7b67-6c54-47e5-af40-c8e9a2bd2333> | CC-MAIN-2020-40 | https://harvingtonschool.com/wp-content/uploads/2020/07/Catering-Policy.pdf | 2020-09-25T22:07:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00690.warc.gz | 413,000,526 | 526 | eng_Latn | eng_Latn | 0.998303 | eng_Latn | 0.998319 | [
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15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP TOPICS FOR SITUATIONAL ROLE PLAY
1. A friend of your's is troubling his/her parent for a costly mobile.
2. A fire accident occurs in your neighbour's house and a child is trapped inside.
3. An officer demanding Bribe from a honest person and gets caught by officer.
4. A plane gets hijacked by terrorists.
5. Harassment by group of students a physically challenged student.
6. Water scarcity issues in your locality
7. Financially down parents arranging monetary funds and admitting child in the top most school.
15.07.19 EVERWIN MATRIC. HR. SEC.SCHOOL Std: IX-X LEADERSHIP CAMP (QUIZ)
1. When was Mr. K. Kamaraj born?
2. What did he possess at the time of his death?
3. What was the amount demanded by Mr. K. Kamaraj's mother?
4. How did Nehru (compliment) praise Mr. K. Kamaraj?
5. How was Tamilnadu called as earlier?
6. Where is Railway coach factory located?
7. 'Face the problem don't evade it' as said by Mr. K. Kamaraj. To whom did he say?
8. How did Mr. K. Kamaraj mention himself to his mother?
9. What was the amount sent by Mr. K. Kamaraj to his mother?
10. Who paid the rent for Mr. K. Kamaraj's house?
11. Name the factory which was established in Guindy by Mr. K. Kamaraj.
12. What Industry was started in Mettur?
13. When did Nehru die?
14. Mention the names of the Prime Ministers who were appointed after the death of Nehruji.
15. Who did exploit the small farmers?
16. What is the name of Mr. K. Kamaraj's sister?
17. With whom did Mr. K. Kamaraj's sister stay?
18. What were the two acts brought by him for the farmers?
19. How many factories were established by Mr. K. Kamaraj?
20. What formula (ruling) was followed by Mr. K. Kamaraj in administration?
21. What was the advice given by Mr. K. Kamaraj to his mother?
22. What was his position in congress party?
23. Mention 3 qualities of Mr. K. Kamaraj as a leader.
24. How was agriculture method improved by him?
25. Not only large scale industries but _____ and ______ industries were also improved by him. | <urn:uuid:a203e6c3-7a4a-4577-b1e2-e1f3fa10685b> | CC-MAIN-2020-40 | http://edc.evermat.in/competitions/documents/42-question-1564048306.pdf | 2020-09-26T00:01:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00690.warc.gz | 33,885,709 | 558 | eng_Latn | eng_Latn | 0.999129 | eng_Latn | 0.999129 | [
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MATHEMATICS KANGAROO 2011 Austria - 17.3.2011
Group: Benjamin, Grades: 5-6
Name:
School:
Class:
Time allowed: 60 min.
Each correct answer, questions 1.-8.:
3 Points
Each correct answer, questions 9.-16.:
4 Points
Each correct answer, questions 17.-24.:
5 Points
Each question with no answer given:
0 Points
Each incorrect answer: Lose ¼ of the points for that question.
You begin with 24 points.
Please write the letter (A, B, C, D, E) of the correct answer under the questions number (1 to 24) Write neatly and carefully!
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|
9 10 11 12 13 14 15 16
| 17 | 18 | 19 | 20 | 21 | 22 | 23 |
|---|---|---|---|---|---|---|
Information über den Känguruwettbewerb: www.kaenguru.at Wenn Du mehr in dieser Richtung machen möchtest, gibt es die Österreichische Mathematikolympiade; Infos unter: www.oemo.at
Mathematics Kangaroo 2011 Group Benjamin (Grades 5 and 6) Austria - 17.3.2011
- 3 Point Questions -
1) Bernd wants to paint the word KANGAROO. He begins on a Wednesday and paints one letter each day. On which day will he paint the last letter?
A) Monday
B) Tuesday
C) Wednesday
D) Thursday E) Friday
2) A motorcycle driver covers a distance 28km in 30 minutes. What was his average speed in km/h?
A) 28
B) 36
C) 56
D) 58
E) 62
3) A square piece of paper is cut in a straight line into two pieces. Which of the following shapes can not be created?
A) A Square
B) A rectangle
C) A right-angled triangle
D) A pentagon
E) An equilateral triangle
4) In Crazytown the houses on the right hand side of the street all have odd numbers. The Crazytowners don’t use any numbers with the digit 3 in them. The first house on the right hand side has the number 1. Which number does the fifteenth house on the right hand side have?
A) 29
B) 41
C) 43
D) 45
E) 47
5) Which of the following pieces do I need to complete the cuboid?
A)
B)
C)
D)
E)
6) 1000 litres of water is passed through the water system as shown, into two identical tanks. At each junction the water separates into two equal amounts. How many litres of water end up in Tank Y?
A) 800
B) 750
C) 666.67
D) 660
E) 500
7) The date 01-03-05 (1st March 2005) has three consecutive odd numbers. This is the first day in the 21st Century with this property. How many days with this property are there in total in the 21st Century?
A) 5
B) 6
C) 16
D) 13
E) 8
8) Andrew writes the letters from the word KANGAROO in the fields of a table. He can begin where he wants and then must write each consecutive letter in a field that shares at least one point with the previous field. Which of the following tables could Andrew not produce?
A)
B) N G A A K R O O
C)
D) K A N G O O R A
E)
K A
O O
K O
N O
K R
A O
O G
A A
R N
R A
G N
A G
- 4 Point Questions -
9) A shape is made by fitting together the four pieces of card with no overlaps. Which of the following shapes is not possible?
A)
B)
C)
D)
E)
10) When Liza the cat is very lazy and sits around the whole day, she drinks 60 ml of milk. When she chases mice she drinks a third more milk. In the past two weeks, she has chased mice on every second day. How much milk has she drunk in the past two weeks?
A)
840 ml
B) 980 ml
C) 1050 ml
D) 1120 ml
E) 1960 ml
11) Fridolin the hamster runs through the maze in the picture. 16 pumpkin seeds are laying on the path. He is only allowed to cross each junction once. What is the maximum number of pumpkin seeds that he can collect?
A) 12
B) 13
C) 14
D) 15
E) 16
12) All the four digit numbers with the same digits as 2011 (i.e. 0, 1, 1, 2) are written in a row in ascending order. What is the differrence between the two numbers that are next to 2011 in this list?
A) 890 B) 891
C) 900
D) 909 E) 990
13) Nina made a wall around a square area, using 36 identical cubes. A section of the wall is shown in the picture. How many cubes will she now need to completely fill the square area.
A) 36
B) 49
C) 64
D) 81
E) 100
14) Black and white tiles can be laid on square floors as shown in the pictures. We can see floors
with 4 black and 9 black tiles respectively. In each corner there is a black tile, and each black tile touches only white tiles. How many white tiles would there be on a floor that
had 25 black tiles?
A) 25
B) 39
C) 45
D) 56
E) 72
15) Paul wanted to multiply a whole number by 301, but forgot to include the zero and multiplied by 31 instead. His answer was 372. What should his answer have been?
A) 3010
B) 3612
C) 3702
D) 3720
E) 30720
16) In a tournament FC Barcelona scored a total of three goals, and conceded one goal. In the tournament the team had won one game, lost one game and drawn one game. What was the score in the game that FC Barcelona won?
A) 2:0
B) 3:0
C) 1:0
D) 4:1
E) 0:1
- 5 Point Questions -
17) If you are given the three corner points of a triangle and want to add a fourth point to make the four corners of a parallelogram. In how many places can the fourth point be placed?
A) 1
B) 2
C) 3
D) 4
E) That depends on the triangle.
18) The 8 corners of the shape in the picture are to be labelled with the numbers 1, 2, 3 or 4, so that the numbers at the ends of each of the lines shown are different. How often does the number 4 appear on the shape?
A) 1
B) 2
C) 3
D) 4
E) 5
19) Daniel wants to make a complete square using pieces only like those shown. What is the minimum number of pieces he must use?
A) 9
B) 10
C) 12
D) 16
E)20
20) 10 children are at a judo club. Their teacher has 80 sweets. If he gives each girl the same amount of sweets, there are three sweets left over. How many boys are at the club?
A) 1
B) 2
C) 3
D) 5
E) 7
21) A cat had 7 kittens. The kittens had the colours white, black, ginger, black-white, ginger-
white, ginger-black, and ginger-black-white. In how many ways can you choose 4 cats so that each time two of them have a colour in
common.
A) 1
B) 3
C) 4
D) 6
E) 7
22) The picture shows a rectangle with four identical triangles. Determine the total area of the triangles.
A) 46 cm²
B) 52 cm²
C) 54 cm²
D) 56 cm²
E) 64 cm²
23) Lina has already laid two shapes on a square playing board. Which of the 5 shapes can she add to the board so that none of the remaining four shapes will have space to fit.
A)
B)
C)
D)
E)
24) Numbers are to be built using only the digits 1, 2, 3, 4 and 5 in such a way that each digit is only used once in each number. How many of these numbers will have the following property; The first digit is divisible by one, The first 2 digits make a number which is divisible by 2, the first 3 digits make a number which is divisible by three, the first 4 digits make a number which is divisible by 4 and all 5 digits make a number which is divisible by 5.
A) It’s not possible
B) 1
C) 2
D) 5
E) 10 | <urn:uuid:a0d122f2-7f56-4eb6-9d84-801e910620f8> | CC-MAIN-2020-40 | https://www.matematica.pt/en/docs/kangaroo/enunciados/2011/2011_Benjamin.pdf | 2020-09-25T23:18:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00691.warc.gz | 908,359,077 | 2,143 | eng_Latn | eng_Latn | 0.943077 | eng_Latn | 0.991578 | [
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Lexical Approach Classroom Activities
Carlos Islam, The University of Maine Ivor Timmis, Leeds Metropolitan University
In our first THINK article – Lexical Approach 1 of language from a Lexical Approach perspective.
(www.teachingenglish.org.uk/think/methodology/lexical_approach1.shtml) - we explained a theory
Before reading our second article – Lexical Approach 2 (www.teachingenglish.org.uk/think/methodology/lexical_approach2.shtml) - we would like you to look at two TRY activities. Lexical Approach Classroom Activity 1 and Lexical Approach Classroom Activity 2
Lexical Approach Classroom Activity 1
The materials in this article aim to achieve the following goals:
General Goals
To develop students' reading skills
To increase students' store of lexical chunks
More Specific Goals
To motivate students to read by
providing texts with universally engaging themes providing activities that allow students to personalise texts encouraging meaningful and authentic initial reactions to texts
To raise student awareness of the idea of lexical chunking by
directing students' attention to specific lexical chunks already encountered in the text helping students analyse these chunks directing students to different means of analysing lexical chunks
To help students develop skills for independent learning by
providing opportunities to experience lexical chunks in authentic texts encouraging students to analyse, generalise, research and experiment with lexical chunks providing students with opportunities to discover chunks for themselves
TEACHER'S TASK 1
1: Read through this unit of classroom materials as if you were preparing to use them for a group of high intermediate to advanced learners and decide how you would need to adapt the materials.
2: If appropriate adapt and use these materials with your students. After using the materials think about these questions:
- Which goals do I think the materials achieved?
- Did I notice students doing anything differently with these materials than with other materials I've been using?
- Which goals do I think the materials fail to achieve?
- Did my students have a positive, negative or indifferent response to the materials?
- Did I, as a teacher, have a positive, negative or indifferent reaction to these materials?
- Did I, as a teacher, do anything differently using these materials?
Reading 1 - Away Day
Before you read
1: You are going to read a story about a young teenage boy from England. The boy has upset his parents.
Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story.
"I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word."
2: The story is called Away Day and the first sentence reads, "The only time I ever bunked off school, I was thirteen years old."
What do you think the story is about? Write down some guesses and share them with other students.
As you read
1: As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.
After you read
Reaction
1: Tell a partner, if you think the boy's punishment was appropriate and what you would have done if you were the parents.
2: Think about the following questions:
How do you feel about the boy in the story?
Why do you think the boy's mother reacted in the way she did?
Why do you think the boy went with the twins?
At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that?
Discuss your thoughts about the questions in a small group.
3: Discuss your answers to the following questions with a partner:
In paragraphs 1 and 2, what words tell you the housing estate is poor/working class? In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time? In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him?
The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?
Away Day
The only time I ever bunked off school, I was thirteen years old. It was break time and I hadn't done my history homework. The Grant brothers convinced me to go with them. The Grants were twins and were always in trouble with the teachers. We went to the bike sheds at the back of the playground. The twins took two shiny new bikes and I took a rusty old bike, which was lying on the floor. We got on the bikes and headed straight for the school gates. I pedalled as fast as I could to keep up with the twins, but my bike was so big for me I had to pedal standing up. My heart was pounding, partly from the pedalling but mostly because I was scared of getting caught.
We rode through the neighbouring housing estate. We raced between grey concrete houses with broken windows and graffiti walls, around broken bottles and over ripped magazines. It was the beginning of summer. The sky was clear, the sun had been out for days and the housing estate was quiet. We came out the other side of the estate onto a narrow country road. I'd never been this far from school or home on a bike before and I'd never been on this road.
After about half an hour, we reached the River Lea. I didn't know what we were doing here or where we were going. I was just following the twins. We hardly spoke and we definitely didn't discuss what we were going to do. The River Lea ends in London and flows into the Thames. That was common knowledge. Mark led the way down to the riverbed. The long hot summer had completely dried the river. Older people said it was the hottest July they could remember.
By lunch time we were hungry. The twins hadn't brought any lunch, so I offered to share mine. They took my melting Mars bar and left me with a sweaty cheese and tomato sandwich. The only thing I hated more than cheese was tomato.
We explored the river, finding dead frogs, crushed beer cans and empty cigarette boxes, until we got bored. Mark got on his bike saying, "Let's find London." Off he went with us in his wake. He rode the left edge of the riverbed beside the grassy bank and Ian rode the right edge. I rode straight down the middle. I don't know why I didn't just go home. I had no idea how long it would take to get to London, but I was sure it was a long way and I knew I was going to get in trouble.
Time flew by, I was getting tired and the sun was setting. We didn't seem to be any closer to London. As it got darker, the twins started to disappear ahead of me and I was beginning to forget what they looked like. Terrible thoughts entered my head. What would happen when I finally got back home. I could see my Mum screaming at me, pulling me by the hair and my Dad's angry face, very angry face. I couldn't see the twins any longer. I was becoming more and more frightened of being lost in the middle of nowhere than of my mum and dad. I began to hate the twins for getting me into this trouble although I knew it was really my own fault.
The sun had set when I reached Tring, a small town I had never heard of. I could see the twins had stopped. They were talking to a couple out walking their dog. To my surprise seeing the twins was comforting. My panic began to disappear.
We were in the couple's living room having a nice hot cup of tea when the police rang the doorbell. They were serious and treated us like suspects. "What are your names? Where do you live? Do your parents know where you are?"
They telephoned our parents and drove us home. As the police talked to my mum and dad, I quietly slipped up to my bedroom. I heard the police drive away and my Mum thumping up the stairs towards my room. I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word.
Look at the Language
1: Look at the lexical chunks below. All the expressions are from the story, Away Day.
For each chunk try to write an equivalent in your language. Are they lexical chunks in your language too?
Tell a partner about the lexical chunks in your language.
Lexical chunks (frozen or fixed)
in the middle of nowhere
I had no idea
Lexical Chunks (semi-frozen or semi-fixed)
She never said a word
I didn't know what we were doing
I didn't know where we were going adjective plus noun partnerships/collocations (words that naturally go together)
2: What other nouns can you use after the adjective 'shiny new'? e.g. shiny new shoes shiny new bike
3: What other nouns can you use after the adjective 'broken'? e.g. broken heart broken
window
What nouns can't you use after 'broken'? e.g. broken house
Examples of verb plus noun collocations (words that naturally go together)
I didn't do my homework. (do / homework)
They were always in trouble with the teachers. (be / trouble)
4: Underline the weakest verb and noun collocation.
Example:
Exam
take / pass / fail / study for / sit /revise
homework do / forget / lose / prepare / finish / hand in
trouble
be in / expect / make / discover / get into / ask for
School Days – student materials
Reading 2 - My Best Friend Kyle
As you read
1: Read the story about two friends who met at an American high school. The story is called My Best Friend Kyle.
As you read decide why Kyle is the writer's best friend.
After you read
Reaction
1: Explain to a partner: why you think Kyle is the writer's best friend. who you admire most in this story, Kyle or the writer.
2: Retell the story to a friend in another class and ask them why they think Kyle was the writer's best friend and who they admire most.
Look at the Language
1: Read the story again and make a list of collocations you think are useful to know.
Using English
1: Think of a time you were punished by your parents.
2: Tell a partner why you were punished and how you were punished.
3: With your partner decide if the punishment was fair.
4: Write about the time you were punished for other students in your class to read.
OR
1: Think about a time you helped a friend.
2: Tell a partner who your friend was and how you helped your friend.
3: Write about the time you helped your friend for another friend to read.
My Best Friend Kyle
One day, when I was a first year in high school, I saw a kid from my class walking home from school. His name was Kyle. It looked like he was carrying all of his books and I thought to myself, "Why would anyone bring home all his books on a Friday? He must really be a nerd." I had quite a weekend planned (parties and a football game with my friends tomorrow afternoon), so I shrugged my shoulders and went on.
As I was walking, I saw a bunch of kids running toward him. They ran at him, knocking all his books out of his arms and tripping him so he landed in the dirt. His glasses went flying, and I saw them land in the grass about ten feet from him. He looked up and I saw this terrible sadness in his eyes.
My heart went out to him. So, I jogged over to him and as he crawled around looking for his glasses, I saw a tear in his eye. As I handed him his glasses, I said, "Those guys are jerks. They really should get lives." He looked at me and said, "Hey thanks!" There was a big smile on his face. It was one of those smiles that showed real gratitude.
I helped him pick up his books, and asked him where he lived. As it turned out, he lived near me, so I asked him why I had never seen him before. He said he had gone to private school before now.
I would have never hung out with a private school kid before, but we talked all the way home, and I carried some of his books. He turned out to be a pretty cool kid. I asked him if he wanted to play a little football with my friends. He said yes. We hung out all weekend and the more I got to know Kyle, the more I liked him, and my friends thought the same of him.
Monday morning came, and there was Kyle with the huge stack of books again. I stopped him and said, "Boy, you are gonna really build some serious muscles with this pile of books everyday!" He just laughed and handed me half the books.
Over the next four years, Kyle and I became best friends. When we were seniors, we began to think about college. Kyle decided on Georgetown, and I was going to Duke. I knew that we would always be friends, that the miles would never be a problem. He was going to be a doctor, and I was going for business on a football scholarship.
Kyle was valedictorian of our class and he had to prepare a speech for graduation. I was so glad it wasn't me getting up there to speak. On graduation day, I saw Kyle. He looked great. He was one of those guys that really found himself during high school. He filled out and actually looked good in glasses. He had more dates than I had and all the girls loved him. Boy, sometimes I was jealous.
Today was one of those days. I could see that he was nervous about his speech. So, I smacked him on the back and said, "Hey, big guy, you'll be great!" He looked at me with one of those looks (the really grateful one) and smiled.
"Thanks," he said.
As he started his speech, he cleared his throat, and began. "Graduation is a time to thank those who helped you make it through those tough years. Your parents, your teachers, your siblings, maybe a coach, but mostly your friends. I am here to tell all of you that being a friend to someone is the best gift you can give them. I am going to tell you a story."
I just looked at my friend with disbelief as he told the story of the first day we met. He had planned to kill himself over the weekend. He talked of how he had cleaned out his locker, so his Mom wouldn't have to do it later, and was carrying his stuff home. He looked hard at me and gave me a little smile.
"Thankfully, I was saved. My friend saved me from doing the unspeakable."
I heard the gasp go through the crowd as this handsome, popular boy told us all about his weakest moment. I saw his mom and dad looking at me and smiling that same grateful smile. Not until that moment did I realize its depth. | <urn:uuid:7469a209-43cd-4e44-9291-9e5005e6d96a> | CC-MAIN-2020-40 | https://www.teachingenglish.org.uk/sites/teacheng/files/lexical_try1.pdf | 2020-09-26T00:17:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00691.warc.gz | 1,026,496,523 | 3,139 | eng_Latn | eng_Latn | 0.995506 | eng_Latn | 0.999616 | [
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0
Cream of
the crop
How three organic farmers and their families are working to make the world a healthier, more delicious place—one bite at a time
W hen you see a USDA Organic label on your food, what's the first thing you picture? Whether it's a lush green farm or an inspector with a checklist, you're probably right on. But there's more: At every organic farm, there's a story—and for many of them, it's a story about family.
Often, the eco-minded folks who worked to produce the organic broccoli, milk, and eggs you buy are moms, dads, and kids like you and your family. They take pride in the food they grow and raise, and in how it's grown and raised: free of synthetic pesticides, hormones, and antibiotics, and in a way that gives great care and consideration to the health of people and the environment. Meet these three organic farming families, and the next time that little green label shows up, an even more vivid picture just might come to mind.
The Early Adopters: Cobblestone Valley Farm
When Paul Knapp's great-grandfather started farming in 1896, the organic way was the only way. It wasn't long, though, before the rise of industrial farming would change how many farms produced their food in an effort to raise yields and eradicate pests. But the Knapp farm never used pesticides heavily, so organic farming wasn't a huge stretch. For more than a decade, Paul, his wife Maureen, and their three sons (Blaise, Casey, and Evan) have been committed to producing dairy very much like Paul's great-grandfather did. "Organic is the way nature intended, and these days it's doable in a way that often exceeds conventional agriculture. Why do it differently?" says Maureen.
Cobblestone Valley Farm back to its organic roots. Maureen had started reading more about organic farming, and the philosophy meshed with the family's outlook: The Knapps were already using homeopathic remedies instead of conventional medicine to treat their own ailments, and had a lightbulb moment when they realized they could use similar methods for their cattle. They also began other organic practices, like allowing the cows to graze on rotating fields. The farm became certified in 2000. "For us, it just makes sense. Why would we farm in a harmful manner to anybody involved if we can do it in a way that isn't harmful?" Maureen says.
Since 1980, Maureen and Paul, who met in college, have been working together on the farm. By the mid-nineties, they were gearing up to bring
Did you know?
The Knapps now keep 80 organic Holstein dairy cows, plus 10 acres of pick-yourown organic strawberries and 150 organic chickens, turkeys, and pigs. It's a major commitment: "There isn't a lot of time off or time away, since the cows need to be milked at least twice a day," says Paul. On a typical day, the couple wakes up at 5 a.m. to start up to five hours' worth of chores, like feeding the cows, milking them, cleaning up their waste, and cleaning the barn. After that, they spend a few hours on various smaller projects (like spreading compost or repairing machinery), then head back to the barn for a second round of milking, feeding, and cleaning.
While the Knapps might feel underrepresented in the fight against GMOs, they still do have a voice in the world of organic dairy as farmer-owners of the cooperative and national brand Organic Valley. "We're able to have a say in some of how Organic Valley runs, and get to come together with other farmer-owners at annual and regional meetings," says Paul. "Being part of the camaraderie [of organic farmers] is a cool experience."
* The average organic dairy farm has 82 cows; the number of cows on the average conventional dairy farm is nearly twice that, according to a 2009 USDA report.
Besides managing these full days, the Knapps and other organic dairy farmers have a new problem to handle: In 2011, the USDA loosened regulations on genetically engineered (GE) alfalfa (a major staple in dairy cows' diets), making it easier for GE alfalfa to contaminate organic alfalfa through cross-pollination. "As organic farmers, we do everything we can to assure that GE pollution doesn't come to our farm, but there's always wind and pollen drift that can't be planned for or controlled," says Maureen. "That's the scariest thing—and I wish the government would step up and protect organic farmers from GMOs."
* Organic dairy cows are more likely to munch on the food they were designed to eat—grass. Sixty-three percent of organic dairies feed their cows on pasture at least half the time, compared to 18 percent of conventional dairies.
* Other major dairy brands, like Stonyfield Farm and Horizon Organic, get their organic milk from family farmers, too.
59
The Johnson family's organic garden
has outgrown their backyard
The Community Advocates: Johnson's Backyard Garden
How does someone go from growing vegetables in his backyard to feeding an entire city? If anyone can figure out the answer, it's Brenton Johnson. In seven years, he's turned a few rows of broccoli and carrots into a farm that grows 1.5 million pounds of vegetables, flowers, and herbs. Johnson's Backyard Garden (JBG) supplies over 200 restaurants and several grocery stores in Austin, Texas, plus all of Austin's farmers' markets and more than 2,000 CSA members. At this rate, it won't be long before Johnson reaches his goal of growing 20 million pounds of vegetables a year—much of them for people who couldn't otherwise afford fresh, organic produce.
Did you know?
* Tomatoes are the most commonly grown organic vegetable, followed by potatoes, found an Organic Farming Research Foundation survey of nearly 6,500 organic farmers.
* Organic produce farmers manage pests and weeds in a variety of ways: Natural insecticides (like soaps or oils), trap crops (crops planted to attract species), and overhead sprinklers keep bugs away from harvest crops; straw mulch helps suppress weeds.
When the entire yard was taken over by vegetables and Johnson's four kids had nowhere left to play, he and his wife, Beth, decided to look for more growing space. They moved to a 20-acre plot—and a few years later, took over a 200-acre historic farm.
Johnson started gardening in 2004, and it wasn't long before his backyard plot ended up yielding more than his family of six could eat. So on the weekends, they started selling the surplus veggies like broccoli, collard greens, and carrots at a local farmers' market, asking people to pay whatever they thought the produce was worth. "The first time we sold $100, then $120 the next time, and more each time after that," says Johnson. By 2006, JBG was delivering boxes of fresh vegetables to a 30-member CSA they'd formed by word of mouth and distributing a weekly newsletter.
Johnson sees an even bigger picture: "I didn't want to just be a farm for people who could afford to pay for our vegetables," he says. JBG recently began providing free CSA shares to a local shelter for troubled families, provides weekly vegetable donations to the Salvation Army, and runs a program that offers a share of vegetables in exchange for five hours of volunteer farm work. The farm is also working with the University of Texas law school to form a nonprofit that will preserve farmland in Austin to grow food for underserved populations. "I like the idea of really having an impact on the local community," says Johnson. "With the nonprofit, people in Austin can make donations so that land can be bought and preserved and we can grow food to feed everyone. People need more organic food, and there's no reason why it shouldn't be local."
* Organic fruits and veggies get the nutrients they need through natural fertilizers, like compost and compost tea (a liquid version of compost that can be sprayed on crops), instead of synthetic fertilizers. Farmers also plant cover crops (such as rye or vetch plants in winter) to help bring nutrients from deep within the soil closer to the soil's surface.
The Newcomers: Swartz Organics
Bernie Swartzendruber had been working in the Detroit construction industry for 30 years when he had mini stroke in December 2010—and a major wake-up call. Realizing the need to make immediate changes to his diet and lifestyle, he told his wife, Debbie, and their four kids that he needed to stop eating unhealthy, processed foods.
For many farms, it can take up to three years to transition to organic, since land must be pesticide-free for at least that long before it's eligible for certification. But Swartzendruber could verify that pesticides hadn't been used since at least 2001 (when his family moved there), so an inspector was able to visit almost immediately. Swartz Organics was born in 2011, and in its first season, raised 500 poultry chickens and one calf. Instead of eating grain, the chickens and cows are rotated on four acres of pasture, where they graze. And to avoid antibiotics, Swartzendruber pays close attention to the animals' surroundings and behaviors to help keep them healthy.
Soon, the desire for cleaner food for his family mushroomed into a dream to produce healthier food for other people, too. Swartzendruber already kept a small number of cows on his property in rural North Branch, Michigan, so he got in touch with Global Organic Alliance, an international certifier, to get his farm certified organic.
The new job hasn't been easy: Swartzendruber works construction in Detroit (a 90- minute trip from North Branch) three days a week, and plans to continue until he can make the jump to farming full time. There's also the large volume of paperwork and detailed record keeping for organic farms. It's a challenge, but "helping consumers realize it's important to know how their food was raised—that's a challenge I enjoy."
Did you know?
* Nearly 500 farms were certified organic in 2011, bringing the total number of U.S. organic farms to 17,600.
* Farms can achieve organic certification through state or private certifying agents, which are accredited by the USDA's National Organic Program.
* More farmland than ever is going the organic route. As of 2008, nearly 5 million acres of U.S. farmland had become certified—compared to only about 935,000 acres in 1992.
How organic helps families
Organic food is grown without the use of pesticides—and when it comes to kids' health, that's crucial. Organophosphate pesticides can cause brain and nervous system damage during fetal development, infancy, and early childhood since babies' and children's smaller bodies are still developing and take in more air, food, and water relative to their body size than adults. In a study by the Center for Environmental Research and Children's Health (CERCH), organophosphate pesticide levels in children were found to increase with age, as well as with higher fruit and vegetable consumption. CERCH research indicates that fetuses and infants can be exposed to pesticides in the womb and through breast milk, too. Conventional fruits and vegetables, meat, and dairy are the obvious offenders, but also watch for packaged foods like applesauce, popcorn, and corn chips, since kids tend to consume those snacks frequently, says the Environmental Working Group.
How organic helps the planet
Just how much does organic farming benefit the environment? The Rodale Institute studied the issue for 30 years and published the results in a new report. Compared to conventional farming:
Organic farming uses 45 percent less energy
Organic farming generates 40 percent fewer greenhouse gases
Organic farming yields just as much food—and even more during drought years
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Modules
Commonly Used Sex Education Strategies
This module covers climate building, role plays, student values exploration, sorting activities, and small group work. These learning activities are used in a variety of sex education curricula and the best practices can be applied and adapted to fit the needs of diverse classrooms.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe at least three best practices for using a role play as a learning strategy.
Describe at least two techniques for intervening during a values exploration activity.
Describe at least two techniques for preventing controversy when using a values exploration activity.
By the end of the session, participants should be able to explain the best practices for implementing sorting as an educational strategy.
Identify at least two techniques that can help keep participants on task and engaged in the lesson when facilitating small group work.
LGBTQ Inclusive Sex Education
LGBTQ-identified youth experience health disparities at a much higher rate than heterosexualidentified youth. Using facilitation techniques that are inclusive of these youth is essential to helping them feel included in sexual health conversations. In this module, we will explore the foundational elements of sex education with an LGBTQ-inclusive lens.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Articulate an argument, grounded in data, illustrating the need for LGBTQ-inclusive sex education.
Define LGBTQ-inclusive sex education.
Identify two community or policy resources providing support for LGBTQ-inclusive sex education.
Match 17 key LGBTQ terms with the correct definition.
Describe two assumptions frequently made concerning LGBTQ youth.
List 4 elements of effective climate setting.
Describe 1 strategy to increase the inclusivity of climate-setting activities.
List 2 steps for inclusively answering questions.
Give an example of inclusive processing questions for each stage of the experiential learning cycle.
Trauma-Informed Sex Education
Trauma can have a direct impact on a young person's learning experience in sex education classes. Facilitating from a trauma-informed approach will reduce the changes of re-traumatizing your students and help to create compassionate, resiliency-focused classrooms. This module defines trauma and its impact, provides an overview of a trauma-informed approach, and helps educators apply it in their classes.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Describe three types of trauma.
Identify a range of traumatic experiences common to youth.
List three impacts of trauma.
List the six components of a trauma-informed approach.
Describe at least one facilitation strategy for each component.
Explain how core skills can be applied to a trauma-informed approach.
Cultural Proficiency Sex Education
A culturally proficient framework helps to inform and develop an environment where diverse students feel safe and comfortable discussing the many sensitive topics included in sex education. In this module, participants will become familiar with the Transtheoretical model. They will also explore how diverse identities, power and privilege may present in a multicultural classroom.
Learning Objectives:
Describe three strategies that can be used to create a safe and supportive learning environment for teaching sex education.
Participants will identify where their learning environment is on the Transtheoretical model.
Identify at least three visible identities that may present in a multicultural classroom.
Identify at least three invisible identities that may present in a multicultural classroom.
Explain how understanding assumptions and realities around various cultural values will help us navigate and answer values-laden questions and comments.
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Prior Knowledge|Graphic Organizers
Project Design
Project Plan Index
Teaching and Learning Strategies
ICT Resources
There are several online resources with strategies for managing ICT in the classroom.
Learn more >
: Projects to Engage Learners
Designing Effective Projects
| Co-operative Learning|Feedback| Recognition|Questioning|Modelling
Managing ICT
Classroom Management of Resources and ICT Access
ICT can play a big part in project-based learning. The use of ICT enhances the learning experience and allows learners make connections to the outside world. It gives learners a place to find resources and to create work products. Efficient management of available ICT during projects takes planning and organization.
The One-Computer Classroom
One of the biggest challenges many teachers face is the lack of computers. Even with only one computer in the classroom, there are many ways to use ICT effectively to improve learner learning.
* Pair learners up and set up a daily computer use schedule.
* Try to find time to have open blocks of time for individual learner use.
* Use a timer to keep learners to their time limits.
* Make sure computer time is used for creating products and doing research. All other pre-planning work should be done ahead of time (storyboards are a good way to do this).
* Use teacher-created templates for learners to fill in to save time.
* Display posters using computer terms and commands.
* Make sure computer etiquette and guidelines have been modelled.
In a one-computer classroom, learners can conduct research in smaller chunks of time, create work products piece by piece, and send and receive email to outside experts. Time is probably the biggest issue with a one-computer classroom, but through creative scheduling, computer use can happen. For example, allowing learners to work on the computer when they have finished with other work is a resourceful solution. Another solution is to group learners and give them a day of the week for their computer day.
On the designated days, particular groups of learners have access to the computer. They can work independently or in pairs depending on the work that needs to be completed. If a computer is open and not being used by a member of the assigned group, anyone can use it until it is needed.
Learning Stations
Learning stations provide teachers and learners a structured way to rotate through a small number of computers during class time. With access to three or four computers, learners get more time and extended opportunities to work with ICT to create projects. Stations should be connected to one another in a way that makes sense for the learners to rotate through in a timely fashion. These stations can be set up so the content they are learning and work they are producing relates to each other. For example:
* Station One: Storyboard planning
* Station Two: Peer reviewing and feedback
* Station Three: Revising and drafting
file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT... 5/14/2012
* Station Four: Computer use to create work products
* Station Five: Computer use: researching, working with experts on the computer, publishing
The amount of time devoted to learning stations depends on how much time is available and the amount of work that will be expected of the learners. The important piece in using learning stations effectively is making sure learners are aware of what to do at each station through teacher modeling and monitoring. They should be held accountable for their work with checklists and/or teacher conferencing and have a place to store their works in progress for the next day.
Computer Labs
Computer labs are another way to get learners using ICT. With the use of computer labs, learners are given chunks of time during the week to use computers. With these labs, learners must come prepared with the work they need to complete using the computer. Because time is always limited, learners need to be able to work independently and efficiently. Depending on how many computers there are, learners can work on the computers independently or in pairs. Non-computer learning stations can take place in the classroom beforehand, and the computer station can be saved for the visit to the lab.
Copyright © 2007 Intel Corporation All Rights Reserved file:///C:/Users/Andrew%20Moore/Documents/My%20Old%20Documents/My%20HT...
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5.4 CULTURAL RESOURCES
5.4.1 Methodology
Historic research included map research, data compiled from previous studies, information provided through the California State University Fullerton-South Central Coast Information Center (SCCIC), and data from the City of Anaheim Planning Department. This information was used to describe the cultural context for the preliminary evaluation of any resources that may be located within the City and its Sphere-of-Influence.
5.4.2 Environmental Setting
Prehistory
Archaeological data and correlations with ethnographic data have resulted in the determination of the following chronology for Southern California prehistoric times:
* Early Man Horizon: This period, pre-dating 6,000 B.C., is characterized by the presence of large projectile points and scrapers, suggesting reliance on hunting rather than gathering.
* Milling Stone Horizon: This period, from 6,000 B.C. to 1,000 B.C., is characterized by the presence of hand stones, milling stones, choppers and scraper planes; tools associated with seed gathering and shell fish processing with limited hunting activities; and evidence of a major shift in the exploitation of natural resources.
* Intermediate Horizon: This period, from 1,000 B.C. to A.D. 750, reflects the transitional period between the Milling Stone and Late Prehistoric Horizons. Little is known of this time period, but evidence suggests interactions with outside groups and a shift in material culture reflecting this contact.
* Late Prehistoric Period: This period, from A.D. 750 to European contact, is characterized by the presence of small projectile points; use of the bow and arrow; steatite containers and trade items; asphaltum; cremations; grave goods; mortars and pestles; and bedrock mortars.
History – Southern California
The earliest known records of European contact with Southern California Native Americans date to the mid-1500s, representing the early explorations of the Spanish. These explorations included the identification of populations from ships, but did not include direct contact. Personal contact was not made until the 1770s, when Father Garces traversed the Mojave Desert and entered coastal Southern California through the Cajon Pass.
In 1771, the Mission San Gabriel Archangel was founded. It soon became one of the richest missions controlling all of the property in Orange County north of Aliso Creek and a large portion of Los Angeles County. The Gabrielino Indians are named after the mission.
In the late 18 th Century, Felipe de Neve, Spanish Governor of California, saw the opportunity to establish a pueblo along the River Los Angeles north of the San Gabriel Mission. The primary purpose of the pueblo was to reaffirm Spain's claim over the territory in the face of encroachments by Russia in the north and Britain from the sea. The pueblo would also help to keep Spain's California military garrisons supplied and fed.
In August 1781, Governor de Neve, the settlers (11 men, 11 women, and 22 children), soldiers, mission priests, and a few Native Americans arrived at the new pueblo alongside the Los Angeles River. Governor de Neve recorded the date of September 4, 1781 as the official date of establishment of El Pueblo de la Reina de Los Angeles
Americans first arrived in Los Angeles by way of nearby San Pedro, then an unimproved port. Beginning in 1805, U.S. vessels kept up an intermittent trade with the area's farmers, and in 1818 a crewmember, Joseph Chapman, helped construct the town's first church. In 1826, Jedidiah Smith, a fur trapper, became the first white man to reach Los Angeles by traveling overland from the Missouri frontier.
Los Angeles was little affected by the revolution that replaced Spanish rule with that of an independent Mexican government in 1821. Mexico's Congress declared Los Angeles the capital of California in 1835, but the provincial governor refused to move south from San Francisco. Therefore, the City's relative isolation and the local authority of farmers and ranchers remained unthreatened. By the 1840s, Los Angeles had become the largest settlement in Southern California.
Historic Resources –City of Anaheim
Historic resources are defined as buildings, structures, objects, sites and districts of significance in history, archaeology, architecture and culture. These resources are preserved because they provide a link to a region's past as well as a frame of reference for a community. Often these sites are a source of pride for a City.
The historic period in Orange County began when Don Gaspar de Portola led 62 men from San Diego north towards San Francisco. On the night of July 29, 1769, the men camped at the mouth of Brea Canyon. Along on the expedition were two Franciscan missionaries, Fathers Crespi and Gomez.
Anaheim was founded in 1857 as a colony of German farmers and vintners. George Hansen, a founding member, identified the original 1,165 acres. The City's name is a composition of "Ana" from the nearby Santa Ana River and "heim," German for home. Those early pioneers considered this location their "home by the river." The early settlers constructed walls and fences made from willow poles to mark the boundaries of their settlement and to keep out herds of wild cattle. Some of these fence poles took root and became gates into the Colony. These first settlers were farmers, and also writers, artists and musicians. The first public buildings were not administrative facilities, but a school and an opera house. The North Gate is still preserved today at 775 N. Anaheim Boulevard and has been designated as a California State Landmark. Today this area comprises the City's downtown area and surrounding historic neighborhoods bound by North, South, East and West Streets.
Among the crops cultivated for the first few decades were grapes grown for wine. A plague in the 1870's wiped out the vineyards and in their place, groves of citrus trees were planted. The first commercially grown oranges in Orange County were grown in Anaheim, where the growers attributed their success to the local hills which protected the fruit against the cold winds coming down from the mountains. Other crops included walnuts and chili peppers.
The City was incorporated in 1876 with a population of 881. The community grew slowly, but steadily for the next several decades. By 1920, the population was 5,526, and had become a tight-knit agricultural community. In 1887, the construction of the Santa Fe depot linked Anaheim's citrus growers with the eastern United States, providing vital markets for their golden crops. The beginning of a local tradition began in 1924 with the first Anaheim Halloween Parade. Billed as the "Greatest Night Pageant West of Mardi Gras," the annual event drew some 150,000 spectators at the height of its popularity. Visitors lined the downtown streets and thousands more viewed the pageant from the La Palma Park grandstand.
Anaheim's small town lifestyle continued through the first half of the 20th century. Center Street was the hub of community activity, where people gathered to celebrate local events and festivities and to mark such national and international events as the end of both World Wars, the assassination of President John Kennedy, and the first steps on the moon. In 1950, the town's population had grown to 14,556. But the sleepy little community would soon be propelled into the modern era.
National Register
The National Register of Historic Places is the nation's official list of buildings, structures, objects, sites, and districts worthy of preservation. The National Register was established by the National Historic Preservation Act of 1966 and maintained by the National Park Service.
The purpose of the Act is to ensure that properties significant in national, State, and local history are considered in the planning of Federal undertakings; and to encourage historic preservation initiatives by State and local governments and the private sector. Registration is an integral part of the four essential components of historic preservation: identification, evaluation, registration, and protection.
The National Register recognizes resources of local, State, and national significance. The National Register lists eight properties within the City of Anaheim:
* Carnegie Library at 241 S. Anaheim Boulevard
* Kroger-Melrose District, roughly bounded by Lincoln Avenue, South Kroger, W. Broadway, and S. Philadelphia
* Kraemer, Samuel Building (American Savings Bank/First National Bank) at 76 S. Claudina Street
* Melrose-Backs Neighborhood Houses at 226 and 228 E. Adele and 303, 317, 317, and 321 N. Philadelphia
* Truxaw-Gervais House at 887 S. Anaheim Boulevard
* Stanton, Philip Achley House at 2200 W. Sequoia Avenue
The following buildings have been destroyed or demolished:
* Old Backs House at 215 North Claudina Street
* Pickwick Hotel at 225 S. Anaheim Boulevard
California Register of Historic Places
The State Historic Resources Commission has designed this program for use by State and local agencies, private groups and citizens to identify, evaluate, register and protect California's historical resources. The California Register is the authoritative guide to the State's significant historical and archaeological resources.
The California Register program encourages public recognition and protection of resources of architectural, historical, archeological, and cultural significance, identifies historical resources for State and local planning purposes, determines eligibility for State historic preservation grant funding, and affords certain protections under the California Environmental Quality Act. Nine properties (those listed above on the National Register) are also registered on the California Register of Historic Places.
State Historical Landmarks
Historical Landmarks are sites, buildings, features, or events that are of statewide significance and have anthropological, cultural, military, political, architectural, economic, scientific or technical, religious, experimental, or other value. The specific standards now in use were first applied in the designations of
Landmark number 770. State historical landmarks are recommended by the State Historical Resources Commission to the Director of California State parks for official designation. The nine-member commission is appointed by the governor and also reviews nominations for listing on the National Register of Historical Places. If a site is primarily of local interest, it may meet the criteria for the California Point of Historical Interest Program. The California Points of Historical Interest Program recognizes resources of local or countywide importance.
Two California Historical Landmarks listed with the Office of Historic Preservation currently exist within the City of Anaheim.
* No. 112 – North Gate of the City of Anaheim
* No. 201 – Pioneer House of the Mother Colony
The Anaheim Cemetery, located at 1400 E. Sycamore Street is the oldest public cemetery in Orange County. Established in 1866 by the original Anaheim settlers, it is also the location of the first public mausoleum on the West Coast. The cemetery became Orange County Historic Site #49 in 2002.
Anaheim Colony
The Anaheim Colony Historic District was established on October 21, 1997 by Anaheim City Council Resolution No. 97R-194. More than 1,100 buildings are on the Qualified Historic Structures List and are deemed "contributors" to the District. These buildings were chosen either for their historic architectural character of a specific time period or for the histories of the people who once lived in them. The boundaries of the Anaheim Colony Historic District are North Street, South Street, East Street, and West Street.
In 1999, area residents published the Anaheim Colony Historic District Preservation Plan to promote the preservation and restoration of historic homes in the area. The Plan provides illustrations and guidelines to guide preservation and rehabilitation efforts that are compatible with the scale, style, and character of the historic homes and neighborhoods within the District.
Archaeological Resources
Archaeological sites are locations that contain significant evidence of human activity. Generally a site is defined by a significant accumulation or presence of one or more of the following: food remains, waste from the manufacturing of tools, tools, concentrations or alignments of stones, modification of rock surfaces, unusual discoloration or accumulation of soil, or human skeletal remains.
Archaeological sites are often located along creek areas, ridgelines, and vistas. Many of these types of landforms are located within the Hill and Canyon Area of the City and its Sphere-of-Influence, and one major cultural resource site (CA-Ora-303) has been identified and registered. This site was first recorded in 1970 and listed of a series of small north-facing rockshelters adjacent to SR-91. The artifact assemblage was comprised of manos, hammerstones, choppers, lithic flakes, and some faunal bone.
Paleontological Resources
Paleontological sites are those areas that show evidence of pre-human activity. Often they are simply small outcroppings visible on the surface or sites encountered during grading. While the sites are important indications, it is the geologic formations that are the most important since they may contain important fossils. Maps for paleontology often show sensitive areas based on the underlying geologic formation.
Because most of the City is built-out, there are very few areas containing rock croppings. The Hill and Canyon Area contains sedimentary rocks ranging in age from Late Cretaceous to Middle Miocene. The oldest sedimentary rocks belong to the upper Cretaceous Holz Shale and the Schulz Ranch Member of the Williams Formation. These strata are confined to the southeastern corner of the Hill and Canyon Area and no fossils have been reported.
Parts of the northeastern, eastern, and southeastern portions of the Hill and Canyon Area include the Paleocene Silverado Formation. Although fossils do not appear to be abundant in the Silverado Formation, its Paleocene geologic age is an important time in the evolutionary history of terrestrial mammals, and any vertebrate fossils recovered would be of scientific importance. For this reason, the Silverado Formation is considered to have moderate paleontological sensitivity.
Parts of the northeastern corner, east-central, and most of the south-central portion of the Hill and Canyon Area contain exposures of the Santiago Formation, which is predominantly of Eocene age. Regionally, the Santiago Formation has not produced many fossils. However, because the Santiago Formation has some potential for producing terrestrial vertebrate fossils and the Eocene period was a critical time in the evolutionary history of land mammals, it carries a moderate sensitivity rating.
Although mapped as Sespe-Vaqueros undifferentiated, the deposits immediately on both sides of Gypsum Canyon consist entirely of the lower and middle members of the Sespe Formation. Although no fossils have been reported from Sespe rocks in the study area and only sparse remains have been recovered from Sespe beds anywhere in Orange County, it should be noted that significant vertebrate fossils have been recovered from Sespe beds in other areas. For this reason, the Sespe Formation has a moderate sensitivity rating.
The youngest bedrock unit exposed in the Hill and Canyon Area is the middle Miocene age Topanga Formation, which occurs along the western boundary of the Hill and Canyon Area. Several occurrences of marine invertebrate fossils have been reported from Topanga strata within this area. Regionally, the Topanga Formation has produced diverse marine invertebrate fossils, predominantly mollusks, and locally very significant marine vertebrate faunas with occasional mixing of terrestrial elements, giving the Topanga Formation a high sensitivity rating.
5.4.3 Thresholds of Significance
The criteria used to determine the significance of impacts on cultural resources are taken from Cityapproved Thresholds of Significance based on the City's Initial Study and the model Initial Study checklist in Appendix G of the State CEQA Guidelines. The project would typically result in a significant impact to cultural resources if the project would:
* Cause a substantial adverse change in the significance of a historical resource as defined in §15064.5;
* Directly or indirectly destroy a unique paleontological resource or site or unique geologic feature;
* Cause a substantial adverse change in the significance of an archaeological resource pursuant to § 15064.5;
* Disturb any human remains, including those interred outside of formal cemeteries;
5.4.4 Analysis of Environmental Impacts
IMPACT: WOULD THE PROJECT CAUSE A SUBSTANTIAL ADVERSE CHANGE IN THE SIGNIFICANCE OF A HISTORICAL RESOURCE AS DEFINED IN §15064.5
Impact Analysis: Identified historic structures and sites that are eligible for National Register of Historic Resources listing, particularly in the Anaheim Colony area, may be vulnerable to development activities accompanying revitalization. The majority of the historically designated structures are located in residential areas of the Anaheim Colony and generally are located within the Anaheim Colony Historic District. However, designation as a historic district does not prevent demolition or alteration of contributing structures.
The City of Anaheim, along with many of its citizens, has taken a key role in the preservation and enhancement of its historic resources, and the proposed General Plan and Zoning Code Update supports and expands those efforts. Policies within the proposed General Plan Community Design Element establish specific measures that the City and its citizens will take to continue to enhance its historic buildings and districts. The Historic Preservation section of the Community Design Element takes many of the voluntary policies of the 1999 Anaheim Colony Historic District Preservation Plan and restates them as General Plan policies. The Downtown Revitalization section also contains policies that require new development to incorporate the Colony's historic context into its design.
Relevant Goals and Policies
Proposed General Plan policies related to historic preservation in residential areas of the Colony include:
* Utilize The Anaheim Colony Design Guidelines as should be the basis for design review of renovations, remodeling, and new construction within residential neighborhoods in the Anaheim Colony Historic District. (Community Design Element, Goal 141.1, Policy 1)
* Restore and/or incorporate original streetscape patterns including consistent setbacks, parkways, alleys and landscape themes as part of the Colony's continuing preservation efforts. (Community Design Element, Goal 141.1, Policy 3)
* Continue to preserve and/or restore the Colony's historic structures and streetscapes to reflect the diverse architectural styles, historic features, character, scale and materials of the original house and community. (Community Design Element, Goal 141.1, Policy 2)
* Continue to support the use of the Mills Act Program for owners of eligible historic properties. (Community Design Element, Goal 141.1, Policy 4)
* Incorporate edges and boundary treatments into the design guidelines of the Anaheim Colony Historic District, including exploring the feasibility of restoring parts of the original colony gates in selected areas as a visual reminder of the City's origins. (Community Design Element, Goal 141.1, Policy 6)
* Pursue the rezoning of select residential areas within the Anaheim Colony Historic District as a disincentive for demolition of historic homes and to preclude more intense development. (Community Design Element, Goal 141.1, Policy 5)
* Designate select residential areas adjacent to the Anaheim Colony Historic District, which contains historic structures as zones of influence subject to the design guidelines of the Anaheim Colony. (Community Design Element, Goal 141.1, Policy 7)
Proposed General Plan policies related to promoting respect for historic context in downtown revitalization include:
* Use the Anaheim Colony Vision, Principles, and Design Guidelines to ensure that new development to ensure thatreflects the diverse architectural heritage, and that the detailing and
scale of the area is maintained and/or enhanced. (Community Design Element, Goal 130.1, Policy 1)
* Incorporate historic themes and community symbols into the design of the Downtown area to distinguish it as Anaheim's historic/civic core. (Community Design Element, Goal 130.1, Policy 2)
Existing Codes and Standard Conditions
* No existing codes or regulations related to cultural resources apply to the proposed General Plan and Zoning Code Update.
Level of Significance Before Mitigation: Potentially significant.
Mitigation Measures:
5.4-1 City staff shall require property owners/developers to provide studies to document the presence/absence of historic resources for areas with documented or inferred resource presence. On properties where resources are identified, such studies shall provide a detailed mitigation plan, including a monitoring program and recovery and/or in situ preservation plan, based on the recommendations of a qualified specialist.
Level of Significance After Mitigation: Less than significant.
IMPACT:
WOULD THE PROJECT CAUSE A SUBSTANTIAL ADVERSE CHANGE IN THE SIGNIFICANCE OF AN ARCHAEOLOGICAL RESOURCE PURSUANT TO § 15064.5, DIRECTLY OR INDIRECTLY DESTROY A UNIQUE PALEONTOLOGICAL RESOURCE OR SITE OR UNIQUE GEOLOGIC FEATURE, OR DISTURB ANY HUMAN REMAINS, INCLUDING THOSE INTERRED OUTSIDE OF FORMAL CEMETERIES
Impact Analysis: Archival research indicates a prehistoric resource area (CA-Ora-303) is located in the Hill and Canyon Area and a 1970 registry of artifacts comprised of manos, hammerstones, choppers, lithic flakes, and faunal bones was assigned to locations within north-facing rock shelters within this area. Subsequent field surveys failed to reveal additional artifacts. One geologic formation – the Topanga Formation – has a high potential for yielding paleontological material and grading there, as well as in other formations, will be closely monitored.
The Hill and Canyon Area contains the Gypsum Canyon and its drainage course that empties into the Santa Ana River. The topography of the project site is quite varied with steep slopes and ridgelines above the canyon bottoms. Of regionally significant interest is Windy Ridge, located at the southeastern end of the project site, approximately 2,050 feet above mean sea level. The other prominent landform feature, although not of regional significance, is a prominent center hill that is surrounded by a series of slopes and hilltops.
The General Plan does not contain any goals or policies that specifically address archeological and paleontological resources and their protection if they are encountered during any development activity. Review and protection are afforded by CEQA for those projects subject to discretionary action, particularly for archaeological resources. However, mitigation is recommended to ensure impact to previously undocumented resources can be avoided.
Relevant Goals and Policies
* There are no Relevant Goals and Policies related to the protection of archaeological, paleontological, or unique geologic features.
Existing Codes and Standard Conditions
* No existing codes or regulations related to cultural resources apply to the proposed General Plan and Zoning Code Update.
Level of Significance Before Mitigation: Potentially significant.
Mitigation Measures:
5.4-2 City staff shall require property owners/developers to provide studies to document the presence/absence of archaeological and/or paleontological resources for areas with documented or inferred resource presence. On properties where resources are identified, such studies shall provide a detailed mitigation plan, including a monitoring program and recovery and/or in situ preservation plan, based on the recommendations of a qualified specialist.
5.4-3 All archaeological resources shall be subject to the provisions of CEQA (Public Resources Code) Section 21083.2.
Level of Significance After Mitigation: Less than significant.
5.4.5 Significant Unavoidable Adverse Impacts
Implementation of the General Plan Goals and Policies, existing codes and regulations, and the mitigation measures listed above will reduce all cultural resource impacts to a level of insignificance. | <urn:uuid:d5579418-44d6-45c3-a904-50e38fd2f182> | CC-MAIN-2019-26 | http://www.anaheim.net/DocumentCenter/View/2186/54-Cultural-Resources-?bidId= | 2019-06-20T11:22:46Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00299.warc.gz | 213,018,417 | 4,863 | eng_Latn | eng_Latn | 0.986636 | eng_Latn | 0.992455 | [
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Air quality
Lead (Pb)
South Australia's
Environmental trend and condition report card 2018
Trend
Airborne lead is not an issue in South Australia, except in Port Pirie where annual average levels have been variable and below the national standard.
Airborne lead is generally not a concern in South Australia because of the banning of lead in petrol in 2002, with levels assumed to be very low and stable across most of the state.
An exception is Port Pirie, where emissions from the local smelter contribute to elevated levels.
This assessment is of the annual average level of airborne lead at two monitoring sites in Port Pirie (top figure).
Annual average levels have been variable since 2011 and have largely remained below the national standard (bottom figure).
In Port Pirie, the long-term trend in airborne lead is expected to improve significantly as a result of new technology being installed at the local smelter as part of the Port Pirie Smelter Transformation.
Why is air quality important?
Exposure to lead can have harmful effects on people, and there is no safe level of exposure. This applies to people of any age, but health risks are highest for unborn babies, infants and children under five years of age because their brains are still developing, and they absorb and retain more lead in their bodies.
Children's blood lead levels are indicators of community lead exposure. The National Health and Medical Research Council has a recommended exposure investigation level of 5 µg/dL.
Condition
The condition of airborne lead is rated as very good across most of the state and fair in Port Pirie.
In 2017, annual average levels of airborne lead across most of South Australia were assumed to be very low. In Port Pirie, the concentration of airborne lead was 0.37 micrograms per cubic metre (µg/m³) at Oliver Street and 0.44 µg/m³ at Pirie West. These are less than the national standard of 0.50 µg/m³ (bottom figure).
Blood lead levels of Port Pirie children aged under five years tested in 2017 averaged around 4.5 micrograms per decilitre (µg/dL). More than half of the tested population had blood lead levels of 5 µg/dL or below, which is a significant improvement on the results from 2008.
Levels of airborne lead in Port Pirie are below the national standard and are expected to reduce in the future
What are the pressures?
Port Pirie has an advanced metals recovery and refining facility, following an upgrade of the existing primary lead smelter. The smelter has been in continuous operation since 1889. It is an important contributor to the state economy and is a major employer in the region.
Over time, lead dust produced during smelter operations has deposited in the local environment. Together with ongoing emissions, this is a persistent source of lead exposure for the Port Pirie community
For further information see: technical information
What is being done?
A range of actions over decades to reduce lead exposure and emissions have achieved a sustained reduction in children's blood lead levels in Port Pirie. Elevated emissions, technology constraints and the need to further reduce community lead exposure, resulted in an agreement between the owners of the smelter and government to upgrade the facility. The Port Pirie Smelter Transformation is expected to significantly reduce airborne lead over the coming years, with subsequent reductions in community blood lead levels | <urn:uuid:d4884a78-a2f1-43ad-a934-1a014ee4f5d3> | CC-MAIN-2019-26 | https://data.environment.sa.gov.au/Content/Publications/Booklet_41_RC101_Lead.pdf | 2019-06-20T11:41:34Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00299.warc.gz | 414,989,018 | 699 | eng_Latn | eng_Latn | 0.997865 | eng_Latn | 0.997865 | [
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Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
Math Objectives
- Use a table and a graph to compare the changes in linear and exponential expressions as x is increased
- Recognize that as x increases a linear expression increases at a constant rate (additively) while an exponential function increases multiplicatively
- Recognize that an exponential function with a base greater than 1 will never be less than or equal to zero, but will get smaller and smaller as x decreases
- Determine whether a graph represents a linear or exponential function
- Use appropriate tools strategically (CCSS Mathematical Practice)
- Construct viable arguments and critique the reasoning of others (CCSS Mathematical Practice)
Vocabulary
- exponential function
About the Lesson
- Students will move a point that changes the value of x and observe and compare the values of a linear expression and an exponential expression.
Related Lessons
- After this lesson: Domain and Range of Exponential Functions
TI-Nspire TM Navigator TM
- Using Class Capture to compare linear and exponential expressions.
- Students will compare and contrast linear and exponential functions using a Notes page and Class Capture.
- Use the Teacher Software or Live Presenter to review student documents and discuss examples as a class.
- Use Quick Poll to assess student understanding throughout the lesson.
TI-Nspire™ Technology Skills:
- Download a TI-Nspire document
- Open a document
- Move between pages
- Grab and drag a point
Tech Tips:
- Make sure the font size on your TI-Nspire handheld is set to Medium.
Lesson Files:
Student Activity
- Compare_Linear_Exponential _Student.pdf
- Compare_Linear_Exponential _Student.doc
TI-Nspire document
- Compare_Linear_Exponential .tns
Visit www.mathnspired.com for lesson updates and tech tip videos.
Comparing Linear and Exponential Functions
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Discussion Points and Possible Answers
Tech Tip: If students experience difficulty dragging a point, check to make sure that they have moved the cursor until it becomes a hand (÷) getting ready to grab the point. Also, be sure that the word point appears. Then press / x to grab the point and close the hand ({).
Teacher Note: This lesson can be used to probe more deeply into the behavior of exponential functions by changing the base in the .tns document, using numbers such as 2 or 0.5 for the base.
Move to page 1.2.
1. Complete the table below by moving the point. Which column is growing faster?
Answer:
The 3 x column is growing faster.
| x | 3x | 3x |
|---|---|---|
| 0 | 0 | 1 |
| 1 | 3 | 3 |
| 2 | 6 | 9 |
| 3 | 9 | 27 |
| 4 | 12 | 81 |
| 5 | 15 | 243 |
2. a. As x increases from 2 to 3 in the table, how does the value of 3x change?
Answer: The value of 3x increases by 3.
Comparing Linear and Exponential Functions
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b. As x increases by 1, describe the pattern you notice in the numbers in the 3x column of the table.
Answer: The numbers increase by 3 each time.
Teacher Tip: Check for student understanding of the repeated operation of the addition of 3 at this point.
3. a. As x increases from 2 to 3 in the table, how does the value of 3 x change?
Answer: It triples; it increases 3 times as much.
b. As x increases from 3 to 4 in the table, how does the value of 3 x change?
Answer: It triples; it increases 3 times as much.
c. As x increases by 1, describe the pattern you notice in the numbers in the 3 x column of the table.
Answer: The numbers are always being multiplied by 3. The values triple.
Teacher Tip: Since the rate of change for 3x is constant, students might initially examine the values of 3 x in terms of rate of change. For instance, a student could respond "the value of 3 x increases by 18." In this case, you might ask the student if this pattern holds true for all changes in the value of 3 x . Since it does not, encourage the student to search for another pattern in the table.
4. Complete the bottom row of the table for x = 6. How did you determine the values for 3x and 3 x ?
Answer: Students might say that they added 3 to 15 (previous row) to get 18 and multiplied 243 by 3 to get 729; or any other acceptable method.
| x | 3x | 3x |
|---|---|---|
| 6 | 18 | 729 |
Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
5. Why are the values for 3 x increasing faster than the values for 3x?
Answer: The values of 3 x are increasing faster than 3x because you multiply the previous number by 3 instead of adding 3 to the previous number. When you have a whole number greater than 1 repeatedly multiplied by 3, the result gets larger faster than when you repeatedly add 3.
For example, if the whole number were 2, 2 ∙ 3 = 6 while 2 + 3 = 5. The product is larger at the beginning, and the sum will never catch up. 2 ∙ 3 ∙ 3 = 18 while 2 + 3 + 3 = 8.
Teacher Tip: While multiplying whole numbers greater than 1 by a positive integer greater than 1 makes the product increase, students should recognize that when a fraction between 0 and 1 is multiplied by a constant multiplier greater than one, the results get smaller and smaller. Ex: 1/3, 1/9, 1/27,…
You might want to have students reflect on how multiplication works as repeated addition, that is 3 ∙ 2 means two 3s or 3 + 3. Thus, comparing 3 x to 3x going from x = 5 to x = 6 means for 3x you have five 3s or 3 + 3 + 3 + 3 + 3 and the next term would have six 3s or (3 + 3 + 3 + 3 + 3) + 3 where you added a 3. With 3 5 , the next term would be found by multiplying three sets of 3 5 by 3. Or, 3 ∙ 3 5 = (3 5 + 3 5 + 3 5 ). Two 3 5 s were actually added to the previous term
6. The function f(x) = 3 x is called an exponential function, while the function f(x) = 3x is a linear function. Describe the difference in the two functions.
Answer: A linear function has the variable as a factor in defining the function. In an exponential function, the variable is part of the exponent.
Move to page 2.1.
7. Drag the point on the arrow to the right to produce two graphs—one red and one blue. Use the information from the table in question 1 to identify which graph represents an exponential function and which graph represents a linear function. Justify your answer.
Answer: The dashed graph remains closer to the x-axis and is f(x) = 3x because it is increasing at a slower rate than the graph f(x) = 3 x . f(x) = 3x increases at a constant rate, 3 units vertically for every 1 unit horizontally. The solid graph, f(x) = 3 x , increases at an increasing rate.
Comparing Linear and Exponential Functions MATH NSPIRED: ALGEBRA 1
8. How do the graphs of f(x) = 3x and f(x) = 3 x support your response to question 5?
Answer: When comparing the y-values, for f(x)=3x, each time x increases by 1 unit, the y-value increases by 3 units. For f(x) = 3 x , each time x increases by 1 unit, the new y-value is 3 times the previous y-value.
9. Aaron says that the values of f(x) = 5 x will increase faster than the values of the linear function f(x) = 5x. Do you agree or disagree? Support your answer.
Answer: I agree with Aaron, because for f(x) = 5 x , the y-values be multiplied by 5 every time the x-value is increased by 1. For f(x) =5x, 5 will be added to the previous y-value each time the x-value increases by 1.
Teacher Tip: This might be a good time to ask students to give you examples of other linear or exponential functions.
TI-Nspire Navigator Opportunity: Quick Poll and Class Capture See Notes 1 and 2 at the end of this lesson.
Wrap Up:
Upon completion of the discussion, the teacher should ensure that students are able to understand:
- Expressions of the form 3x increase by repeated addition.
- Expressions of the form 3 x increase by repeated multiplication.
- Graphs of linear functions increase at a constant rate.
- Exponential functions of the form y = b x where b is greater than 0 will never have values for f(x) that are 0 or negative.
- Graphs of exponential functions of the form y = b x where b is greater than 1 increase faster than graphs of linear functions of the form y = bx.
TI-Nspire Navigator Opportunity: Quick Poll and Class Capture See Note 3 at the end of this lesson.
Comparing Linear and Exponential Functions
MATH NSPIRED: ALGEBRA 1
TI-Nspire TM Navigator TM
Note 1
Question 9, Quick Poll and Class Capture
Use Quick Poll to determine the number of students agreeing with the statement in Question 9.
Have student press / G to show the function entry line on page 2.1. Then, press the £ on the Nav Pad twice to move to f1(x) and press the ¡ until the cursor is between the base and the exponent. Press . and change the base from 3 to 5. Press ·.
Have student press / G again and press the £ on the Nav Pad once to move to f2(x). Move the cursor until it is to the right of 3 and press .. Change the 3 to a five. Press ·.
Students then drag the point on the arrow to the right to see the 2 graphs. Use Class capture to view the screens. Was Aaron correct?
You might want to have different groups of students change the coefficient of the linear equation and the base on the exponential equation to other numbers greater than one and use Class Capture to compare the results. Numbers between 0 and 1 can be used, but you will need to press Menu > Window > Zoom Out, and · before moving the point on the arrow to the left.
Note 2
Question 9, Quick Poll
1. Have students enter a linear function.
2. Have students enter an exponential function.
Note 3
Question Wrap Up, Class Capture
Have student press / + I and choose Notes page to add a new page to the file. Have students compare and contrast linear and exponential function on the page. Capture their screens and discuss their responses. | <urn:uuid:d33c1904-810e-445f-a1da-40f009e0abde> | CC-MAIN-2019-26 | https://education.ti.com/-/media/37A2D57BFF5544A497C6642FA60AC23B | 2019-06-20T11:58:17Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00297.warc.gz | 419,775,787 | 2,503 | eng_Latn | eng_Latn | 0.994277 | eng_Latn | 0.996933 | [
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Potato Tubermoth
Phthorimaea operculella
Description and development
Potato moth larvae are usually dull white with a brown head but mature larvae may have a pink or greenish tinge.
Adult females lay eggs on foliage, soil, plant debris or exposed tubers. Moths and larvae can crawl through soil cracks or burrow a short distance through loose soil to reach tubers.
Newly hatched larvae on foliage begin feeding between the surfaces of the leaf, creating small hollowed out blotches. Later, larvae sometimes fold sections of leaf into shelters fastened together with silk. Leaves may curl and shrivel. Larvae may also bore into stems.
Larvae move from their feeding site on the foliage to tubers by crawling or dropping down to the soil. When larvae have finished feeding, they spin silk cocoons on the soil surface or in debris under the plant and develop into a smooth brown pupa. Pupation normally does not occur in tubers.
Adults mate and females begin laying eggs soon after they emerge from the pupa. Adults are active at night and at dusk. During the day, they hide in sheltered parts of the plant or on the ground.
The tubermoth completes a generation in just 3 weeks in hot summer conditions and up to 3 months in cold conditions - larvae and adults can survive long periods at temperatures near freezing. Feeding and breeding resumes when temperatures increase above 11ßC.
Orgilus wasp releases
As soon as foliage emerges the crop becomes an attractive site for potato tubermoth to lay their eggs. Orgilus wasps lay their own eggs into small potato tubermoth larvae. The wasp eggs then hatch inside the larva and develop into fully formed wasps in about 21 days.
Releases of Orgilus wasps aim to parasitise a portion of the early moth larvae. Orgilus wasps will not prevent the larvae causing some foliage damage but will prevent these larvae completing their life cycle. In this way, moth pressure is reduced and most 3 rd generation larvae are parasitised with very few larvae dropping to the ground to cause damage to tubers.
Other management practices to minimise damage.
* Moths generally cannot reach tubers covered with 50 mm of soil unless soil has deep cracks.
* Potato varieties that set tubers on relatively deep stolons are less vulnerable to infestation.
* Sprinkler irrigation is valuable in keeping soil surface sealed and moist enough so that it will not crack.
* Prompt and thorough harvesting as soon as tubers have matured. Avoid leaving tubers on the surface overnight.
* After harvest, ensure any unharvested or discarded tubers are deeply buried or destroyed.
* Minimise volunteer potato plants from fields, waste areas and from stands of other crops following potato.
BioResources Pty Ltd ABN 12 078 989 081
P.O. Box 578 Samford Qld 4520
Ph. 07 3289 4919 Fax 07 3289 4918 Mobile 0427 969 408
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Arts
12MUS Assessment Statement 2019
Course is endorsable
Year :12
Music
Course :
Mrs L Simeon
53
Total Credits :
Music is a practical and knowledge-based subject, which allows students to develop a range of skills, with students able to choose a course which best suits their individual strengths.
| Standard Number | Version | Level | Credits | Lit / Num | Full Title | Method of Assessment | Assessment Opportunities Offered | Approximate Date | Grade |
|---|---|---|---|---|---|---|---|---|---|
| 91270 | 2 | 2 | 6 | | Making Music 2.1 - Perform two substantial pieces of music as a featured soloist | Assignment | 1 | 23 September | |
| 91271 | 2 | 2 | 6 | | Making Music 2.4 - Compose two substantial pieces of music | Assignment | 1 | 23 September | |
| 91272 | 2 | 2 | 4 | | Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group | Assignment | 1 | 23 September | |
| 91273 | 2 | 2 | 4 | | Music Studies 2.8 - Devise an instrumentation for an ensemble | Assignment | 1 | 01 July | |
| 91274 | 2 | 2 | 3 | | Making Music 2.2 - Perform a substantial piece of music as a featured soloist on a second instrument | Assignment | 1 | 23 September | |
| 91278 | 2 | 2 | 4 | L1 Lit | Music Studies 2.9 - Investigate an aspect of New Zealand music | Assignment | 1 | 01 July | |
| 27703 | 4 | 2 | 4 | | Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context | | | 28 September | |
School Assessment Procedures - You can view your rights and obligations under the school's assessment procedures on the schools website.
Qualifications - You can see what qualifications the school offers and what qualification(s) this course leads towards on the schools webiste. Also you can see the courses, pathways, requirements for certificate endorsement, exclusion list of standards, and details on credit inclusion.
NZQA - For a range of information on the National Certificate of Educational Achievement, University Entrance, and Scholarship go to http://www.nzqa.govt. nz/ncea/index.html
Arts
12MUS Assessment Statement 2019
Course is endorsable
Music
Course :
Mrs L Simeon
53
Total Credits :
Year :12
Music is a practical and knowledge-based subject, which allows students to develop a range of skills, with students able to choose a course which best suits their individual strengths.
Teacher
Signature
| Standard Number | Version | Level | Credits | Lit / Num | Full Title | Method of Assessment | Assessment Opportunities Offered | Approximate Date | Grade |
|---|---|---|---|---|---|---|---|---|---|
| 27657 | 2 | 2 | 4 | | Demonstrate knowledge of the development and usage of music technology equipment and techniques | | | 28 September | |
| 27658 | 2 | 2 | 4 | | Demonstrate and apply knowledge of electronic music production and music notation application(s) | | | 28 September | |
| 91275 | 3 | 2 | 4 | | Making Music 2.5 - Demonstrate aural understanding through written representation | Exam | External | | |
| 91276 | 3 | 2 | 4 | L1 Lit | Music Studies 2.6 - Demonstrate knowledge of conventions in a range of music scores | Exam | External | | |
| 91277 | 3 | 2 | 6 | L1 Lit | Music Studies 2.7 - Demonstrate understanding of two substantial and contrasting music works | Exam | External | | |
School Assessment Procedures - You can view your rights and obligations under the school's assessment procedures on the schools website.
Qualifications - You can see what qualifications the school offers and what qualification(s) this course leads towards on the schools webiste. Also you can see the courses, pathways, requirements for certificate endorsement, exclusion list of standards, and details on credit inclusion.
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All students entering AP English Literature and Composition must complete the summer work listed below. This work will provide the foundation for the advanced course work we will complete throughout the school year. An assessment on the material will be given during the first few days of school. Students and/or parents who have questions may contact me at:
Mrs. Theresa Mendoza
Quizlet AP Literature Summer Class:
firstname.lastname@example.org https://quizlet.com/join/H9xCytG3n
Assignment #1: Read
Read the novel, Brave New World by Aldous Huxley. Students should check out this book from the Patriot High School Library before they leave for summer break. Students who own an e-reader can also purchase the book and download it. Read actively by taking notes, annotating your books, and highlighting and adding notes/questions to digital or paper copies of the text. These notes will not be collected, but will be useful in aiding your understanding of the text as you read.
Assignment #2: Literary Terms, Vocabulary, Literary Allusions
Students are required to (1) make paper flashcards or create Quizlet Flashcards for ALL of the AP Literature terms—and any of the Pre-AP English 9, 10. and AP LANG terms they don't already know—(term on the front, definition/examples on the back) and (2) memorize the definitions. Although we will work towards understanding and applying these concepts throughout the school year, students will need to know the basic definitions for the summer work test given during the first few days of school.
An understanding of the literary devices, 18 th and 19 th century vocabulary, and literary allusions that writers use is extremely important for the AP English courses taken during the junior and senior years. A list of terms is attached; the PAPE9, PAPE10, and AP LANG terms should be review.
If you create a Quizlet set, please join the summer class: https://quizlet.com/join/H9xCytG3n and submit your flashcards to this site as soon as you finish them. Make sure that your Quizlet name identifies you by your actual name. Paper flashcards will be checked on the first day of school.
The flashcards created for Assignment two are an investment in the work we will do all year. Make them early in the summer and study them frequently. Flashcards will be used all year, as students will be assessed on the terms and vocabulary over and over.
AP Literature & Composition Terms (Assignment #2): REQUIRED FLASHCARDS – All students must create flashcards for terms with definitions listed below. (46 Flashcards)
1. characterization: The various literary means by which characters are presented.
b. indirect presentation of character: The method of characterization in which the author shows us a character in action, compelling us to infer what the character is like from what is said or done by the character.
a. direct presentation of character: The method of characterization in which the author, by exposition or analysis, tells us directly what a character is like, or has someone else in the story do so.
c. stock character: a stereotyped character: one whose nature is familiar to us from prototypes in previous literature. (eg. the strong silent sheriff, the mad scientist who performs fiendish experiments, or the glamorous international spy of mysterious background etc.)
2. pastoral: a convention that celebrated the virtues of rural life and largely idealized them.
Drama
4. dramatic convention: any dramatic device which, though it parts from reality, is implicitly accepted by author and audience as a means of representing reality.
3. comic relief: in a tragedy, a comic scene that follows a scene of seriousness and by contrast intensifies the emotions aroused by the serious scene.
5. farce: A comic dramatic work using buffoonery and horseplay and typically including crude characterization and ludicrously improbable situations.
Poetry
7. accent: a syllable given more prominence in pronunciation than its neighbor's is said to be accented or stressed
6. rhythm: a wavelike recurrence of motion or sound.
8. foot: the basic unit used in the measurement of verse. A foot usually contains one accented syllable and one or two unaccented syllables.
.
b. trochee: a metrical foot consisting of one accented syllable followed by one unaccented syllable (ex. bár–tĕr).
a. iamb: a metrical foot consisting of one unaccented syllable followed by one accented syllable (ex. rĕ–heárse).
c. anapest: a metrical foot consisting of two unaccented syllables followed by one accented syllable (ex. uň–dĕr– stánd).
e. spondee: A metrical foot consisting of two syllables equally or almost equally accented (ex. true–blue).
d. dactyl: a metrical foot consisting of one accented syllable followed by two unaccented syllables(ex. mér–ři-ly˘ ).
9. meter: The regular patterns of accent that underlie metrical verse; the measurable repetition of accented and unaccented syllables in poetry.
b. dimeter: a metrical line containing two feet
a. monometer: a metrical line containing one foot
c. trimester: a metrical line containing three feet
e. pentameter: a metrical line containing five feet
d. tetrameter: a metrical line containing four feet
f. hexameter: a metrical line containing six feet
11. envoi: a brief ending, usually not more than four lines long – most often to the ballad, but also to the sestina – which contains a summary rounding off of the subject and argument of the poem.
10. couplet: two successive lines, usually of the same meter, linked by rhyme.
12. heroic couplet: poems constructed from a sequence of rhyming pairs
14. isometric stanza: a stanza using lines of the same length
13. heterometric stanza: a stanza using lines of differing lengths
15. blank verse: unrhymed iambic pentameter (most of Shakespeare's plays are written in blank verse)
16. free verse: nonmetrical poetry in which the basic rhythmic unit is the line, and in which pauses, line breaks, and formal pattern develop organically from the requirements of the individual poem rather than from established poetic forms.
18. masculine rhyme: when the rhyme sounds involve only one syllable (ex. decks and sex, support and retort).
17. internal rhyme: a rhyme in which one or both of the rhyme-words occurs within the line.
19. feminine rhyme: when the rhyme sounds involve two or more syllables (ex. turtle and fertile, spitefully and delightfully).
21. idyll: a brief descriptive poem, often dealing with rural life.
20. ballad: a song or poem, especially a traditional one or one in a traditional style, telling a story in a number of short regular stanzas, often with a refrain.
22. lyric: a short poem in which a single emotion, usually personal, is expressed.
24. sestina: a form of thirty lines and six stanzas, with a three-line envoi at the end. There are no rhymes. The form works by repetition of end-words, six in all, which are repeated throughout the poem in a shifting order and pattern. (ex. Edmund Spenser's ―The Shepheardes Callender ―)
23. ode: a poem, usually dignified, that is usually addressed to some person or object or composed for some special occasion.
25. sibilant (or sibilance): describes consonants that are pronounced with a hissing sound (usually associated with
26. sonnet: a fixed form of fourteen lines, normally iambic pentameter, with a rhyme scheme conforming to or approximating one of two main types.
the consonants s and z)
a. English (or Shakespearean) sonnet: a sonnet rhyming ababcdcdefefgg. Its content or structure ideally parallels the rhyme scheme, falling into three coordinate quatrains and a concluding couplet.
27. terza rima: an interlocking rhyme scheme with the pattern aba bcb cdc, etc.
b. Italian (or Petrarchan) sonnet: a sonnet consisting of an octave rhyming abbaabba and of a sestet using any arrangement of two or three additional rhymes, such as cdcdcd or cdecde.
28. tercet: a three-line stanza exhibited in terza rima and villanelle as well as other poetic forms.
30. villanelle: a nineteen-line fixed form consisting of five tercets rhymed aba and a concluding quatrain abaa, with lines 1 and 3 of the first tercet serving as refrains in an alternating pattern through line 15 and then repeated as lines 18 and 19.
29. truncation: In metric verse, the omission of an unaccented syllable at either end of a line.
VOCABULARY (Assignment #2): REQUIRED FLASHCARDS
A. Eighteenth and Nineteenth-Century Commonly Used Words (60 Flashcards)
2. ascetic (noun) – a person who renounces material comforts and leads a life of self-discipline
1. ague (noun) – fever
3. bark (noun) – small boat
5. besotted (verb) – to muddle or stupefy
4. benefactor (noun) – one that gives aid, especially financial aid
6. bier (noun): stand for carrying or displaying a corpse
8. casement (noun) – window with sashes opening outward on hinges
7. brood (verb) – 1. to sit on and hatch 2. to worry 3. to think resentful, dark, or miserable thoughts
9. charnel-houses(noun) – places of storage for the bones of the dead which had been exhumed to make room for new bodies
11. coquetry (noun) – dalliance; flirtation
10. copious (adj) – large; abundant
12. declamation (noun) – a speech marked by strong feeling; a tirade
13. degradation (noun) – a decline to a lower condition or quality
15. discomfiture (noun) – frustration or disappointment
14. disaffect (verb) – to cause to lose affection or loyalty
16. dissipation (noun) – wasteful expenditure or consumption
18. epistle (noun) – a letter, especially a formal one
17. dudgeon (noun) – a state or fit of intense indignation; resentment; ill humor
19. execrate (verb) – to feel loathing for; abhor
21. fastidious (adj.) – difficult to please; exacting
20. exigency (noun) - a pressing or urgent situation
22. fealty (noun) – faithfulness; allegiance
24. garrulous (adj) – talkative
23. fortnight (noun) – two weeks
25. gout (noun) – arthritic condition traditionally attributed to rich diet
27. importunity (noun) – urgent persuasion
26. heath (noun) – a wild, treeless tract of land; a moor
28. imprecation (noun) – the act of calling down a curse that invokes evil
30. insipid (adj.) – lacking qualities that excite, stimulate, or interest; dull
29. indolence (noun) – habitual laziness; sloth
31. interment (noun) – the act or ritual of burying
33. liege(noun) – lord or sovereign
32. lassitude (noun) – a state or feeling of weariness, diminished energy, or listlessness
34. lolling (verb) – lounge in a relaxed way; sprawling
36. paroxysm (noun) – a sudden outburst of emotion or action
35. pallid (adj) – dull or lackluster; pale
37. penitent (noun) – a sinner or wrongdoer who feels regret or sorrow for misdeeds
39. perfidious (adj.) – of, relating to, or marked by treachery
38. penurious (adj.) – unwilling to spend money; stingy
40. presentiment (noun) – a sense that something is about to occur; a premonition
42. propitious (adj.) – presenting favorable circumstance; auspicious
41. prodigious (adj.) – impressively great in size, force, or extent; enormous
43. prurience (adj.) – inordinately interested in matters of sex; lascivious
45. remonstrance (noun) – an act of protest, complaint, or reproof, especially a formal statement of grievances
44. refectory (noun) – a room where meals are served, especially in college or other institutions
46. revile (verb) – abuse verbally
48. smitten (adj.) – to affect sharply with great feeling
47. saturnine (adj.) – melancholy or sullen
49. solecism (noun) – a violation of etiquette
51. surfeit (verb) – to feed or supply to excess, satiety, or disgust
50. supercilious (adj.) – feeling or showing haughty disdain
52. turbid (adj.) – heavy, dark, or dense, as smoke or fog
54. unctuous (adj) – oily; excessively or insincerely
53. uncouth (adj.) – crude; unrefined
55. unmitigated (adj) – absolute
57. uxorious (adj.) – excessively fond or submissive to a wife
56. usurious (adj.) – greatly exceeding bounds of reason or moderation
58. vanquished (verb) – overcome in battle or in a contest
59. vignette (noun) – a short, usually descriptive literary sketch
60. waif (noun) – abandoned child
LITERARY ALLUSIONS (Assignment #2): REQUIRED FLASHCARDS (30 Flashcards)
1. Albatross: Something that causes persistent deep concern or anxiety or that is an encumbrance. [In ―The Rime of the Ancient Mariner,] a poem by Samuel Taylor Coleridge, a sailor shoots an albatross, a bird considered to be a good omen. As punishment, the sailor is forced to wear the carcass of the albatross around his neck.]
2. Artful Dodger: Any skillful crook. [from Dicken's novel Oliver Twist – The Artful Dodger, nickname of Charles Dickens's character Jack Dawkins, was the head pickpocket in Fagin's gang.]
3. Bedlam: A state of wild disorder or noisy uproar. [(Hospital of St. Mary of Bethlehem) first asylum for the insane in England; noted for brutal treatment of its patients.]
4. Big Brother: Any government or ruler that tries to dictate, eavesdrop, or gather personal information on its citizens. [from George Orwell's 1984 ] Big Brother was the Stalin-like dictator of Orwell's vision of the totalitarian future in his 1949 novel. His picture was everywhere, on placards which read ―Big Brother is watching you.]
5. Brobdingnagian: Marked by tremendous size. [It comes from Jonathan Swift's satire, Gulliver's Travels (1726) in which Brobdingnag was a country of giants who were twelve times larger than ordinary men.]
6. Byronic: Refers to any person who is like George Gordon, Lord Byron, who was an English Romantic poet who was considered a bit of a rake in his day. It also refers to anyone whose writing includes handsome, sad, brooding, and appealing characters like Byron's.
7. Catch-22: An absurd, no-win situation. [This phrase comes from a novel by Joseph Heller. Catch-22 is set on a U.S. Army Air Force base in World War II. The catch-22 refers to a regulation that states an airman's request to be relieved from flight duty can be granted only if he is judged to be insane. However, anyone who does not want to fly dangerous mission is obviously sane. Thus, there is no way to avoid flying the missions.]
8. Dantesque: Dante wrote with epic scope, vivid detail, and allegorically. Now any writing resembling this is considered Dantesque.
9. Dickensian: Charles Dickens wrote novels showing the poverty, injustices, and misery of England. Now situations or writings about similar topics are sometimes called Dickensian.
10. Doublespeak: Refers to the deliberate use of evasive or ambiguous language. [In his novel 1984, George Orwell used the term to refer to a type of propaganda practiced by the state in which language is used ambiguously. For instance, the Defense Department was called the ―Ministry of Peace.
11. Faustian/Faustian Bargain: Refers to sacrificing one's self or one's values in exchange for getting what one desires, often material wealth. [Faust is the subject of plays by Christopher Marlowe, (Dr. Faustus) and Goethe, (Faust). In both dramas, Faust strikes a bargain with Mephistopheles, or the devil. In Marlowe's play, Faust sells his soul in exchange for twenty-four years in which he can have everything he desires. In Goethe's version, Faust becomes the servant of Mephistopheles, again in exchange for having all his desires fulfilled. In both cases, Faust spends much of his time in despair.
12. Gilded Age: This phrase denotes the Civil War era. [ Mark Twain's novel entitled The Golden Age deals with greed in post-Civil War America.]
13. Holy Grail: An object that is extremely desirable or valuable and which is attainable only after a long and difficult quest. [In Medieval legend, the Holy Grail was on object of quest. It was supposedly the cup from which Jesus drank at the Last Supper. The grail became associated with the legends of King Arthur and the Knights of the Round Table. For the knights, the Holy Grail represented perfection and was constantly sought after.]
14. In Medias Res: Refers to anything that begins abruptly, in the middle of the action, or it can be used in its literal sense: into the middle of things. [One of the standard epic conventions is that the epic begins in the middle of the action. Events that occurred earlier are described later in the epic.]
15. Leviathan: Refers to anything that is huge and monstrous; esp. a totalitarian state with a vast bureaucracy. [Leviathan is a title of a treatise on government written in 1651 by Thomas Hobbes – a plea for a strong, controlling authority. Hobbes' Leviathan – government – was vast and powerful, and has become a favorite image of those who would like to shrink it.]
16. Lilliputian: Refers to anything very tiny that can control something larger than themselves. [In Jonathan Swift's novel, Gulliver's Travels, the Lilliputians were teeny people who were able to work together to subdue the giants.]
17. Machiavellian: Refers to anyone who is merciless, clever, and unethical to obtain his goals, particularly politically. [from Machiavelli's The Prince – Niccolo Machiavelli thought people were basically evil and that it was sometimes necessary to use evil means in order to rule the people.]
18. Man for All Seasons: Any respected person who sticks to his beliefs courageously. [Sir Thomas More, author of Utopia, was sent to prison and executed because he refused to accept the Pope as head of the Roman Catholic Church. He was called a man for all time or a man for all seasons for sticking to his beliefs so strongly.]
19. Man Friday: An efficient and devoted aide or employee; a right-hand man. [Friday is a character in Daniel Defoe's novel, The Life and Strange Surprising Adventures of Robinson Crusoe, of York, Mariner, published 17191720. Friday is the young native man rescued by Robinson Crusoe, certainly the best-known castaway in literature.]
20. Muckrake: To search out and expose real or apparent misconduct of prominent individuals or businesses. [A muckrake is an implement for cleaning stables. This was first used figuratively by John Bunyan in his 17th century work entitled Pilgrim's Progress, in which he spoke of the man with a ―Muck-rake in his hand‖ who raked filth rather than look up to nobler things. The term was later applied to someone interested in trashy affairs, including trashy scandals.]
21. Noble Savage: Refers to an uncivilized person who is really more worthy and sensible than some of his ―civilized‖ counterparts. [Jean-Jacques Rousseau (1712-17780 is frequently associated with the concept; in his writings he disputed the prevailing view in the 18th century that progress in science and the arts would advance the welfare of all. Instead, he rebelled against social and political authority, foreshadowing the Romantic movement.]
22. Platonic Love: Any strong affinity for another person, usually of the opposite gender. [from Plato's Symposium – The love Plato speaks of is based on mental and spiritual closeness, not sex.]
23. Pollyana: Someone who is unusually optimistic and always looking at the bright side. The term often has connotations of being excessively cheerful and naïve. [Pollyana is a character in children's stories written by Eleanor H. Porter. She is a little girl who teaches everyone she meets to play the ―lad game, a game in which a person tries to find something to be glad about in any situation, no matter how bad the situation is.]
24. Scheherazade: A person who is an excellent storyteller, especially one who is able to keep an audience in suspense. [Scheherazade is the narrator of Arabian Nights, also referred to as The Thousand and One Nights, a collection of Middle Eastern folktales. According to legend, the Arabian King Shahriyar, angered when he discovers his first wife's infidelity, vows to marry a new wife every day and execute her the morning after their wedding night. When it is Scheherazade's turn to be the bride, she tells her new husband a story on their wedding night, but she ends the story at the most critical point, promising to continue the story the next night. Scheherazade's cunning and her fascinating storytelling keep her alive for a thousand and one nights, by which time the king has fallen in love with her and cancels his vow.]
25. Shangri-La: A remote, beautiful, imaginary place where life approaches perfection; Utopia. [from James Hilton's 1933 novel Lost Horizon – Hilton portrayed a land of eternal youth and peace in his novel.]
26. Silent Spring: An ecological disaster; the death of nature from the unrestricted use of toxic chemicals. [It was the title of the 1962 book by Rachel Carson that raised an early alarm about the environmental effects of herbicides and pesticides; the book helped launch the environmental movement.]
27. Sound and Fury: Refers to a great, tumultuous, and passionate uproar that actually is unimportant or meaningless. [It is from Shakespeare's Macbeth, Act 5, Scene 5, but was later used as the title of William Faulkner's novel The Sound and the Fury about the decline and fall of the Compson family.]
28. Thought Police: Intolerant enforcers of a narrow orthodoxy of ideas and actions. Also the more diffuse but powerful social pressure or fear of reprisal that inhibit the free expression of nonconforming ideas. [Originates with George Orwell's 1984 where the thought police rooted out nonconformist ideas (―thought crimes‖) in Oceania. They were able to spy on everyone everywhere through the telescreens which could broadcast, but also watch and listen.]
29. Ugly American: An American who acts ugly in foreign countries and thus represents Americans poorly. [from The Ugly American by Lederer and Burdick – In this novel, the protagonist was physically ugly.]
30. Xanadu: Refers to any magnificent, beautiful, almost magical place. [Xanadu was an ancient city in Mongolia where the Mongo emperor of China, Kublai Khan had a magnificent residence. Xanadu was made famous by the poem ―Kubla Khan‖ (1816) by Samuel Taylor Coleridge. The first lines of Coleridge's poem are: ―In Xanadu did Kubla Khan/A stately pleasure-dome decree.‖]
You should have 137 flashcards (plus any extras for the PAPE9, PAPE10, and AP LANG literary terms you didn't know) by the time you are done. Now study them!
LITERARY TERMS (from Grades 9-11, Review):
Pre-AP 9 (Review): OPTIONAL FLASHCARDS – Create flashcards for any of these PAPE9 terms you don't already know
1. characterization: the method a writer uses to develop a character
b. round: a complex character that is multi-dimensional (displays many traits) (ex: Atticus Finch from To Kill a Mockingbird)
a. flat: a simple character that is one-dimensional (shows one trait) (ex: Mr. Ewell from To Kill a Mockingbird)
c. static: a character that stays the same from the beginning to the end of a work (ex: Calpurnia from To Kill a Mockingbird)
e. protagonist: the main character of a work
d. dynamic: a character that changes from the beginning to the end of a work (ex: Scout Finch from To Kill a Mockingbird)
f. antagonist: the character that opposes the main character of a work
2. point of view: the perspective from which a story is told
g. character foil: a character that acts as an opposite to another character and, because of this, emphasizes the differences between them (ex: Mercutio and Benvolio are character foils in Romeo and Juliet: In comparison to the hot-headed Mercutio, Benvolio's rational behavior is even more pronounced.)
a. narrator: a storyteller of any kind
c. third person limited: the narrator knows the actions, feelings, and motivations of only one or a handful of characters
b. first person: the narrator tells a story from his perspective and refers to himself as "I"
d. third person omniscient: the narrator knows all the actions, feelings, and motivations of all the characters
a. exposition: the point in the plot when background information is revealed
3. plot: the arrangement of events in a story
b. inciting incident: introduces the major conflict in a work
d. climax: the moment of highest tension in the story
c. rising action: the early part of the story which builds momentum and develops the story's main conflict
e. falling action: the latter part of the narrative in which the protagonist responds to the events of the climax
a. internal (man vs. self) vs. external (man vs. man, man vs. nature, man vs. society, man vs. fate/supernatural/machine
f. resolution: an ending that satisfactorily answers all the questions raised over the course of the plot 4. conflict: the central struggle that moves the plot forward
5. irony: a technique of detachment that draws awareness to the discrepancies between what is and what seems to be
b. situational: a technique in which one understanding of a situation stands in sharp contrast to another (ex: A sailor is stranded in a boat, surrounded by water, but he is dying of thirst we would expect him to have all the water in the world or for a sailor—if he were too die ANY way, by drowning in water—but, he is actually dying from a lack of drinkable water.)
a. verbal: the use of a statement that implies its opposite (ex: sarcasm is a type of verbal irony)
c. dramatic: a technique in which the author lets the audience or reader in on a character's situation while the character himself remains in the dark (ex: In Romeo and Juliet, the characters think Juliet is dead, but the audience knows she has just taken the Friar's sleeping potion.)
7. figures of speech: language not meant to be taken literally
6. symbol: a concrete thing that is used to represent an abstract idea or concept [ex: The American flag (a concrete object) represents freedom, patriotism, liberty (abstract concepts)]
a. metaphor: a direct comparison between two unlike things (ex: Shakespeare—"All the world's a stage, and all the men and women merely players…" comparing the world to a stage, people to actors on the stage)
c. personification: giving human attributes to animals, objects, or ideas (ex: Emily Dickinson— "Because I could not stop for Death,/ he kindly stopped for me…" giving Death the human characteristic of "kindly" stopping)
b. simile: an indirect comparison between two unlike things using "like" or "as" (ex: Carl Sandburg— "Life is like an onion: You peel it off one layer at a time, and sometimes you weep." comparing life to an onion using "like"; saying it is like something rather than it is something else)
8. mood: the atmosphere of a work (as the reader experiences it)
10. diction: a writer's word choices
9. tone: a writer's attitude toward his/her subject
a. denotation: the dictionary definition of a word (ex: group = more than one; this is a neutral definition and there are all types of groups)
11. foreshadowing: hints about what will happen later in the story
b. connotation: the implied, suggested, or "loaded" meaning attached to a word (Words can have the same denotative meaning, but very different connotative meanings. Ex: gang = this can also mean more than one, but there is a negative implied meaning; party = this can also mean more than one, but there is a more positive implied meaning)
12. flashback: an event or scene taking place before the present time in the narrative
14. theme: the central, universal idea explored in a literary work
13. setting: the time and place in which a story occurs
Pre-AP 10 (Review): OPTIONAL FLASHCARDS – Create flashcards for any of these PAPE10 terms you don't already know
1. allegory: a story with multiple levels of meaning – a literal level (what is ACUTALLY happening in the story) and a deeper, more symbolic level (commenting on religion, society, politics, etc.). (ex: Edgar Allan Poe's "The Masque of the Red Death" or George Orwell's Animal Farm)
3. rhetorical question: a question asked to emphasize a point, with no answer really expected
2. syntax: the way a writer chooses to join words into phrases, clauses, and sentences
4. appeal to ethos: an appeal to a person's character, credibility, sincerity, or trustworthiness
6. appeal to logos: an appeal to a person's sense of logic
5. appeal to pathos: an appeal to a person's emotions
7. pathetic fallacy: when events that are happening in nature (the setting) mimic what is happening in the plot of a story (ex: a clap of thunder at the most suspenseful moment)
9. oxymoron: the association of two contrary terms side by side (ex: same difference, wise fool)
8. analogy: a comparison between two things in which the more complex is explained in terms of the more simple (ex: Asking the wealthy nations of the world to feed the impoverished nations is similar to asking people on a full lifeboat to take on more passengers.)
10. paradox: a statement that appears to be contradictory or absurd on the surface, but actually expresses a deeper truth (ex: Oscar Wilde—" And all men kill the thing they love.")
12. anachronism: anything out of its proper historical time (ex: Shakespeare writing about a clock in The Tragedy of Julius Caesar – a clock had not yet been invented in Roman times)
11. hyperbole: an excessive overstatement or exaggeration (ex: My professor is a total psychopath.)
13. allusions: a reference to something that is believed to be commonly known
b. classical: a reference to Greek or Roman mythology
a. biblical: a reference to the Bible (also called, more generally, religious allusion)
c. historical: a reference to an important historical event
14. rhetorical modes: patterns of organization developed to achieve a specific purpose
d. literary: a reference to a famous work of literature
a. narration: writing that tells a story
c. persuasion/argumentation: writing that tries to convince the reader of a particular point
b. description: writing that describes
Poetry
d. exposition: writing that explains
15. speaker: the author, speaker, or person whose perspective (real or imagined) is being advanced in a speech or piece of writing
17. organization
16. persona: the speaker, voice, or character assumed by an author (the "mask" the writer wears when telling a story)
a. stanza: grouping of lines in a poem
c. quatrain: a four-line stanza
b. couplet: two successive rhymed lines that are equal in length
d. sestet: a six-line stanza
18. sound devices
e. octave: an eight-line stanza
a. rhyme scheme: the pattern of rhyme in a poem
c. alliteration: repetition of similar sounds at the beginning of words (ex: Dr. Seuss—"Barber, baby, bubbles, and a bumblebee.")
b. slant rhyme: an imperfect rhyme
d. assonance: repetition of similar vowel sounds in a sequence of nearby words (Edgar Allan Poe— "And so, all the night-tide, I lie down by the side/ Of my darling, my darling, my life and my bride." repetition of the long "i" sound)
f. onomatopoeia: the use of words that sound like the thing they refer to (ex: Bow-wow. Crackle. Buzz. Pop.)
e. consonance: repetition of similar consonant sounds in a sequence of nearby words
g. euphony: a pleasing arrangement of sounds
19. syntactical devices
h. cacophony: the clash of harsh sounds within a sentence or phrase
a. end-stopped line: when there is a break at the end of a line of poetry indicated by a comma, period, semicolon, or other punctuation mark
c. enjambment: a line of poetry that continues into the next line with no break
Drama
b. caesura: an abrupt break in the middle of a line of poetry
d. refrain: a phrase or group of lines that is repeated at significant moments in a poem
20. dialogue: speech between two or more characters
21. monologue: speech from one person
23. aside: when a character in a play speaks directly to the audience, but the other characters on the stage cannot hear his words
22. interior monologue: a record of a character's thoughts
24. soliloquy: when a character, alone on the stage, speaks her thoughts aloud
26. scene: the smaller sections into which an act is divided
25. act: the major (larger) section into which a play is divided
27. stage directions: instructions written into the script of a play, indicating stage actions, movements of performers, or production requirements
C. AP Language & Composition Terms (Review): OPTIONAL FLASHCARDS – Create flashcards for any of these AP LANG terms you don't already know
1. understatement: an intentional representation of something as less than it is
b. litotes: a form of understatement in which a statement is affirmed by negating its opposite (ex: He is not unfriendly He is friendly.)
a. meiosis: a form of understatement or "belittling" something; something is referred to in terms less important than it really deserves (ex: Mercutio in Romeo and Juliet refers to his mortal wound as a "scratch.")
2. pun: a play on words that have similar sounds but different meanings
4. cliché: an expression that has been used so often it has lost all its power (ex: Turn over a new leaf.)
3. double entendre: a type of pun or play on words, especially a play on words that has a sexual meaning
5. dialect: a distinctive variety of language spoken by members of an identifiable regional group, nation, or social class
7. jargon: terminology which is especially defined in relationship to a specific activity, profession, group, or event (ex: words understood by law enforcement, phrases understood by gamers)
6. colloquialism: an informal expression or slang
8. idiom: a common expression that has acquired a meaning that differs from its literal meaning (ex: It's raining cats and dogs.)
10. euphemism: the use of more polite language to express vulgar or distasteful ideas (ex: Saying someone "passed away" instead of "died")
9. malapropism: a confused, comically inaccurate use of a long word or words (ex: It was the very pineapple of success. – instead of the correct use: It was the very pinnacle of success.)
11. epithet: an adjective or phrase that describes a prominent feature of a person or thing (ex: Shoeless Joe Jackson, Richard the Lionheart)
13. apostrophe: a direct address to an absent or dead person or to an object (ex: Walt Whitman's poem "O Captain, My Captain" was written upon the death of Abraham Lincoln Lincoln could not respond.)
12. aphorism: a statement of some general principle, expressed in a memorable way by condensing much wisdom into few words (ex: Nietzsche—"The vanity of others offends our taste only when it offends our vanity.")
14. zeugma: the use of one word in a sentence to modify two other words in the sentence, typically in two different ways (ex: "Mr. Pickwick took his hat and his leave." This sentence uses "took" in two different ways.)
a. Balance
15. syntactical devices:
i. parallelism: the arrangement of similarly constructed clauses, sentences, or verse lines in a pairing or other sequence suggesting some correspondence between them (ex: Shakespeare—"Before, a joy proposed; behind, a dream.")
iii. antithesis: a contrast or opposition of ideas (ex: Shakespeare –"Not that I loved Caesar less,/ but that I loved Rome more.")
ii. balanced sentence: a sentence consisting of two or more clauses that are parallel in structure
b. Repetition
ii. epistrophe: repeating the same word or phrase at the end of lines, clauses, or sentences (ex: Ralph Waldo Emerson—"What lies behind us and what lies before us are tiny compared to what lies within us.")
i. anaphora: repeating the same word or phrase at the beginning of lines, clauses, or sentences (ex: Churchill—"We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills.")
iii. antimetabole: (type of chiasmus) a verbal pattern in which the second half of an expression is balanced against the first but with the words in reverse grammatical order (A-B-C, C-B-A) (ex: Malcolm X—"We didn't land on Plymouth Rock; Plymouth Rock landed on us.")
c. Omission (taking out)
iv. polysyndeton: ("poly-" many) repeated use of conjunctions (and, or, but, etc.) to link together a succession of words, clauses, or sentences (ex: Maya Angelou—"Let the whitefolks have their money and power and segregation and sarcasm and big houses and schools and lawns like carpets, and books, and mostly--mostly--let them have their whiteness.")
i. asyndeton: removing conjunctions between clauses (ex: I came, I saw, I conquered.)
d. Change of normal word order
ii. ellipsis: (hint: look for ellipses …) removing from a sentence a word or words that would be required for complete clarity but which can usually be understood from the context (ex: Romeo loves Juliet and Juliet, Romeo.)
i. anastrophe: an inversion (switching) of the normal order of words
iii. parenthesis: (hint: look for dashes or parentheses) a qualifying, explanatory, or appositive word, phrase, clause, or sentence that interrupts a sentence without otherwise affecting it, often indicated in writing by commas, parentheses, or dashes (ex: William Smith—you must know him—is coming tonight.)
ii. chiasmus: a verbal pattern (a type of antithesis) in which the second half of an expression is balanced against the first with the parts reversed (ex: Hillary Clinton—"In the end, the true test is not the speeches a president delivers; it's whether the president delivers on the speeches.")
e. stream-of-consciousness: the continuous flow of perceptions, thoughts, feelings, and memories; representing mental processes in an unpunctuated or disjointed form
17. synecdoche: a figure of speech in which the part of something stands for the whole (ex: One thousand sails pursued Paris when he fled with Helen of Troy. Actually, one thousand ships pursued Paris; the sail is just a part of the whole ship)
16. metonymy: a figure of speech that replaces the name of one things with the name of something else closely associated with it (ex: The crown carries many responsibilities. This actually means a role in the monarchy carries many responsibilities, but the crown is associated with the monarchy.)
18. conceit: an extended metaphor that runs throughout a work
19. motif: a situation, incident, idea, image, or character-type that is found in many different literary works, folktales, or myths
21. synaesthesia: a blending of different senses (ex: His shirt was a loud shade of blue. – blending the senses of sound and sight)
20. archetype: a symbol, theme, setting, or character-type that recurs in different times and places in myth, literature, folklore, dreams, and rituals so frequently to suggest that it represents some essential element of the universal human experience
22. fable: a brief tale that conveys a moral lesson, usually by giving speech and manners to animals and inanimate things (ex: Aesop's Fables)
24. satire: a mode of writing that exposes the failings of individuals, institutions, or societies to ridicule or scorn them (ex: The Adventures of Huckleberry Finn)
23. parable: a brief tale illustrating some lesson or moral (not using animals); a type of allegory
25. parody: a mocking imitation of the style of a literary work or works, ridiculing through exaggerated mimicry (ex: Saturday Night Live)
27. overstatement: a type of exaggeration; to state something too strongly
26. caricature: a picture, description, etc., ludicrously exaggerating the peculiarities or defects of persons or things
28. sarcasm: a sharply ironical taunt; sneering or cutting remark
30. trope: a figure of speech (using words in senses beyond their literal meanings)
29. wit: quick, amusing cleverness
31. in medias res (Latin: "into the middle of things"): when a narrator begins telling a story at some exciting point in the middle of the action
33. rhetorical strategies/devices/techniques: any strategy (such as all those listed above) used to communicate effectively given the speaker, subject, audience, context, and purpose
32. rhetoric: the study of effective, persuasive language use; the art of communicating effectively
Grammar Vocabulary
34. antecedent-word that is replaced by a pronoun (ex. AP classes are difficult, and they are time consuming.)
35. active voice-the subject of the sentence is doing the action (ex. Mike loves hockey.)
36. passive voice-the subject of the sentence is not performing the action (ex. Hockey is loved by Mike.); avoid this in writing
37. types of sentences
a. declarative-sentence that make a statement (ex. I am leaving.)
b. interrogative-sentence that asks a question (ex. Are you leaving?)
c. imperative-sentence that commands or request, and the subject is missing or implied (ex. Get out)
d. exclamatory-sentence that is emotional and declarative (Wow!
e. simple-a sentence consisting of only one clause, with a single subject and predicate
f. complex-a sentence containing a subordinate clause or clauses.
g. compound-a sentence with more than one subject or predicate.
h. compound-complex-a sentence having two or more coordinate independent clauses and one or more dependent clauses
39. phrases-groups of words that work together as a grammatical unit in a sentence but is missing a subject or predicate
a. appositive-a noun or noun phrase that is placed next to another noun or noun phrase to help identify it or give more specific information (ex. Mr. Rogers, my math teacher, is going to retire.)
b. prepositional-a group of words that begins with a preposition and ends with a noun or pronoun before the linking verb (ex. Keep that secret between you and me.)
40. clauses-a group of words that includes a subject and its related verb but that is not necessarily a sentence
a. dependent/subordinate-a group of words that includes a subject and verb but is incomplete
b. independent clause- a clause that could be a complete sentence if it stands alone
41. parts of speech
a. nouns-person, place, thing, or idea (Abraham Lincoln, library, flashcard)
b. pronouns-words that take the place of noun (he, she, it)
c. verbs-the predicate
i. action verb-something you physically do
ii. helping verb (auxiliary) verb-helps out the action verb by showing past or present tense
iii. linking verb-all alone links a subject to a noun or adjective
d. adjectives-words that describe nouns or adjectives (ex. Strong, confident, antagonistic)
i. Demonstrative- (ex. that, this, those)
ii. Proper- formed from a proper noun (ex. Japanese, Napoleonic, British)
e. adverbs-words that describe a verb, adjective, or other adverb (ex. where, how,
f. prepositions-the position or orientation of something (ex. during, to, with, along)
g. interjections-a word or short phrase used to express emotion (ex. Wow! No! Help!)
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Question 1.
Not many inventions last for more than 100 years without major modifications. One of these is the incandescent light bulb, which still produces almost half of the artificial light used in homes around the world. The bulb works by passing an electric current through a thin metal filament that heats up and then emits light. The filament is enclosed in a glass bulb filled with an inert gas, such as nitrogen, to prevent the oxygen in the air from reaching the hot filament, which would otherwise .rapidly burn away. Incandescent bulbs are very inefficient, converting only about 5 % of the energy they receive into light.
Which of the following statements is correct?
a) Since it was developed, the incandescent light bulb has not been modified in any way
b) For the last 100 years, the incandescent light bulb has produced about half of the light used in homes around the world
@ Incandescent light bulbs would not last very long if the filament was exposed to the air
d) Incandescent light bulbs are the least efficient light source, in terms of the percentage of energy they actually convert
Question 2.
Leprosy is a chronic infectious disease that affects humans by attacking the nervous system, particularly the nerves of the hands, feet and face. The disease is characterised by skin lesions that form on the body, coupled with a loss of sensation in the hands and arms, or legs and feet. It is difficult to diagnose leprosy accurately, as in the early stages of the disease people often have only minor symptoms. However, once it is diagnosed, it is curable with drugs. There are two forms of the disease: 'tuberculoid' and 'lepromatous'. Both produce skin lesions, but the 'lepromatous' form is more severe, producing disfiguring lumps and bumps all over the body.
Which of the following statements is correct?
a) The 'tuberculoid' form of leprosy is the less severe form
b) Although leprosy is curable with drugs, the damage it has already done is irreversible
c) The effects of leprosy are worse for the hands and arms than they are for the legs and feet
d) The 'lepromatous' form ofleprosy is the easier to diagnose
Question 3.
An oratorio is a large musical composition for orchestra, vocal soloists and a chorus of singers. Whilst it tells a story using music, it differs from an opera because it does not have scenery, costumes or any acting. The peak period for the composition of oratorios was the 17th and 18th centuries and, although oratorios are rarely composed nowadays, performances of famous old oratorios are regular and popular events. Most oratorios have biblical themes -however a number of composers, notably Handel, wrote oratorios based on famous Greek and Roman mythology to maximise their popular appeal. Whatever an oratorio was based on, it usually followed a formula a classic hero and a moral or message for the audience to learn.
Which of the following statements is correct?
a) Oratorios have biblical themes whereas operas tend not to
b) Handel wrote oratorios in the 1ih and 18 centuries
c) Nowadays, the majority of oratorio performances are of old rather than modem compositions
d) The most popular oratorios were based on Greek and Roman mythology, rather than biblical stories
Question 4.
Western Poison Oak is actually no more related to oak trees than Poison Ivy is to ivy. In fact, both Poison Ivy and the Western Poison Oak actually belong to the Sumac family of shrubs and trees (of which the cashew tree is another member). Western Poison Oak and Poison Ivy both contain a resinous sap that causes an irritating itchy rash, often accompanied with blistering of the skin, when humans come into contact with it. Whilst the shrubs do not naturally secrete the resin - it is only found on bark and leaves if the plant has been damaged in some way - some people are so sensitive that only a molecule or two of the toxin is necessary to cause a reaction.
Which of the following statements is correct?
a) Merely touching the cashew tree causes irritation to humans
b) The cashew tree is more closely related to the Western Poison Oak than an oak tree
c) Western Poison Oak is more irritating to humans than Poison Ivy
d) Most members of the Sumac family have a toxic sap
Question 5
Research suggests that eating walnuts at the end of a meal may help cut the damage that fatty food can do to the arteries. A team of scientists compared the effect of walnuts and of olive oil on people with normal and with moderately high levels of cholesterol. Tests showed that both the olive oil and the walnuts helped to reduce the sudden onset of harmful inflammation and oxidation in arteries that follows a meal high in saturated fat, regardless of people's levels of cholesterol. However, unlike olive oil, the walnuts also helped preserve the elasticity and flexibility of the arteries, which can decrease the risk of heart disease and stroke.
Which of the following statements is correct?
a) Olive oil has no effect on the risk of heart disease or stroke
b) The study showed walnuts lead to additional health benefits compared to olive oil
c) The most serious problems that affect the arteries are caused by saturated fat
d) The scientists expected to find that walnuts had different effects depending on people's cholesterol levels
Question 6
The colour of a cow's skin influences its ability to cope with heat and solar radiation. Cows with black skin absorb more heat and radiation from the sun than do cows with white skin, and excessive heat and solar radiation results in a decrease in milk production and milk quality. One large study found, amongst cows farmed in a tropical climate, a 2 litre increase in annual milk production for each 1% increase in the area of white skin.
Which of the following statements is correct?
a) In cold climates, black cows would produce more milk than white ones
b) Heat and solar radiation are the major determinants of milk volume
c) Skin colour in cows has been shown to affect their capacity to produce milk
d) The study suggests that white-skinned cows will generally produce more milk than dark-skinned ones
Question 7.
The Farm Advisory Board is considering proposals to reduce the impact of the regulations detailed in the new EU nitrates Directive. This Directive, aimed at improving the quality of drinking water, introduced restrictions on how much nitrate fertiliser can be used on farmland. The Board is studying a report from its scientific staff which supports an increase in the nitrogen limits in the Directive. However, speaking for the union, the Farmers' Union President said these new limits were still insufficient to allow even reasonably intensive commercial fanning to continue. Despite these criticisms, the Board's chairman said the proposals could potentially resolve many of the difficulties that farmers had with the recently introduced limits.
Which of the following statements is correct?
a) The nitrates Directive stopped the use of nitrates on farmland
b) The Farm Advisory Board is in favour of increasing the nitrogen limits in the nitrates Directive
c) The Farmers' Union opposes any directive that restricts nitrates use
d)' The Farmers Union believes that the new proposals do not go far enough to solve the problems that farmers face from the nitrates Directive
Question 8
The Lenape people were loosely organised groups of Native Americans who once lived in the US. Their language was also known as Lenape and had two main dialects, Munsee and Unarni. Sometimes the two were considered to be separate languages, despite being very similar. Munsee, also known as Minnisink, was spoken in New York, Long Island and the area surrounding the upper Delaware River. It is now only spoken by a few people in parts of Canada, where the last remaining fluent native speaker also lives. Unarni was spoken in the area surrounding the lower Delaware River and some parts of Oklahoma, but is now extinct. However, attempts are being made to resurrect the Unarni dialect, which would create a situation where more people speak Unarni than Munsee.
Which of the following statements is correct?
a) The last remaining speakers of Munsee were forced to leave the US and now live in Canada
b) The Lenape language had only two dialects -Munsee and Unarni.
c) In the future, more people may speak Unarni than Minnisink:
d) The dialect of the Lenape language that was spoken in the area surrounding the upper Delaware River is now extinct
Question 9
Many visitors from abroad are surprised to learn that the US economy is not dominated by giant corporations. 99 % of all companies in the country employ fewer than 500 people. These small businesses employ almost half of all US workers. Small businesses produced three quarters of all new jobs in the 1990s; this is an even larger contribution to employment growth than they made in the 1980s. They also represent an entry point into the economy for underrepresented groups such as women and part-time workers. For example, the number of femalerun small businesses climbed by 89 % to an estimated
8.1 million between 1987 and 1997.
Which of the following statements is correct?
a) 89% of small business set up between 1987 and 1997 were run by women
b) Businesses with fewer than 500 people generated more new jobs in the 1990s than giant corporations
c) The majority of new jobs created in the 1980s were in small businesses
d) Small businesses make a greater financial contribution to the US economy than giant corporations
Question 10
Although there are many more small and medium-sized firms than large companies, big businesses play a dominant role in the economy. Big businesses are important to the overall economy because they tend to have more financial resources to conduct research and develop new goods than do small firms. Large companies can supply goods and services to more people, and they frequently operate more efficiently than small ones. In addition, because large volumes tend to lead to lower costs per unit, they can often sell their products at lower prices because of the large volume of sales they achieve. Large businesses also have an advantage in the marketplace because many consumers are attracted to well-known brand names, which they believe offer a certain level of quality.
Which of the following statements is correct?
a) Developing new products is easier for large businesses than for small ones because large companies have lower research costs
b) The total number of products sold by large businesses is greater than the total number sold by small ones
c) Large businesses can offer goods at lower prices because they sell more of them than small businesses do
d) Large businesses can produce goods of a higher quality than small businesses can | <urn:uuid:befc1d04-6310-47d7-a0ee-58d2ddae1404> | CC-MAIN-2019-26 | https://www.dfa.ie/media/dfa/alldfawebsitemedia/ourrolesandpolicies/irelandintheeu/eujobs/Preparing-for-EU-Concours---Verbal-Reasoning-questions-A.pdf | 2019-06-20T11:21:39Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00304.warc.gz | 733,924,243 | 2,250 | eng_Latn | eng_Latn | 0.998842 | eng_Latn | 0.999054 | [
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UI UF CU IJSS
Working Notes
Depok City Government Session – Group 3 – Setu Rawa Besar
19 Jan 2016
Three Depok City planners met with Group Three Setu Rawa Besar and representatives from Group 1 Setu Babakan and Group 2 UI Lakes to discuss planning policy in relation to the lakes. A general discussion occurred around a sketch map of Setu Babakan in relation to land use, existing informal settlements and small enterprises. Most of the informal settlers are under contract and rent their places, rather than owning land with building certificates. A question-answer session started with the Depok City government officials asking the students about their impressions after their site visit, field surveys and direct interviews. Direct questions from the students were addressed to the government officials in the following discourse.
1. There seem to be small businesses like motorcycle repair shops and others alongside the roads. Does this kind of economic activity need to have a permit?
All economic activity needs to have a use permit certificate. Without a certificate the government can remove the unlicensed business from the area.
2. Why are there still buildings by the lake when there is a setback?
The buildings were built there before the regulation. Their permit is renewed every five years.
3. Yesterday we visited the site within 50-meters of the lake. There are also a lot of schools there. Does the government plan to move the schools?
The school buildings are located more than 50-meters away from the lake. The sports fields are located in the green setback. The schools themselves are not affected by the 50-meter setback.
4. Are there plans to regulate future development?
After the government has cleared the 50-meter distance between the lake and the legal settlements, the people will have to obtain a legal certificate to build in another area. But, if they don't have a building certificate the government has the right to demolish their buildings.
5. Is there any detailed plan for the 50-meter area from the government?
Question from Government official: Are we focusing on the 50 meter greenbelt or on the whole government plan?
1
What kinds of activities are proposed by the government in the interest of the local people?
For the 50-meter greenbelt, the government is planning a green open space. Also there are plans for water treatment, waste management and recreation. The government is not only talking about the 50-meter regulation, but the whole area, as it includes many informal settlements. It doesn't have to be exactly 50 meters as there is also a correlation with the depth of the river or lake as the setback is mainly to protect the eco-system.
We are talking about what will happen when the greenbelt is established. This is still under discussion this year. If the people have a certificate for their dwelling, it is possible to have legal ownership within an apartment (rumah susun).
6. If the 50-meter greenbelt is realized, who will be responsible for the area – the government or the private sector? What is the plan?
It depends on the cost. If we rely on the government to provide the budget, it may not be enough. If we can get investors, it will be a better opportunity for the community to develop. There is such an example in Surabaya.
If the private sector collaborates with the government to cultivate the lakeside, it will be easier to cover the maintenance costs.
7. Why did the government set a 50-meter limit on the setback?
This is the starting point between the lakes or the rivers and development. The focus is not necessarily on the 50-meter limit. There are many reasons. One reason is the government has to protect the distance between the water source and the housing (200 meters) in order to protect the lakes from trash.
8. Along the main road to the west of the lake, there are some small parks that are still under construction. What are they for and why is the construction seemingly halted?
The parks are meant to be a public space for the people who live in the housing area. The project was started last year and the budget is being recalculated. Afterwards the construction will start again. This is a government project to make a public space for gathering.
9. On our field trip yesterday, we noted that much of the sewage is being discharged directly into the river. Are there plans to have a separate sewage treatment system?
The housing area around Setu Babakan Besar was built by the government thirty years ago, before the Depok Spatial Plan (2012). That is why the grey water is not separated. After 2012, all the houses are required to have a separate system.
10. What are the government plans to socialize with the community and to communicate the city planning policy in the sense of working together (gotong royong)?
For socialization, each one of the sectors is divided into districts for environmental and water resources. For future planning, the government will hold organization meetings with the people in the area.
11. Is discussion with the local people just an idea or is it a regulation?
It is not actually written down, but in order to revitalize the area, it is necessary to work with the community.
12. Has the government socialization plan worked?
From the central government's point of view, the Urban Renewal Plan (2007) has been socialized. The people were given a temporary place to live while the revitalization is going on. But the people do not like the relocation place because it is too far away. So the plan failed.
The people could suggest a change in the regulations to formalize the socialization program.
13. What has the government done with the local people? Have they made an approach to the illegal settlers? For the future plan, will the government educate the local people about how to take care of the environment and how to handle their local waste?
In dealing with the illegal people who live in the area, the government has asked the illegal settlers to move back to their home town. But the reality is that the illegal people have settled in that area.
In dealing with the waste and the environment, Regulation No 5/2004 states that waste should be separated between organic and non-organic. If the waste is not separated, the government will not take the waste away. If someone is caught disposing of trash illegally, there is a fine.
14. Who should provide the waste bin?
The local government provides the bins. Contributions from the local people and the private sector are also accepted.
15. If there is only one land fill site, how is it possible to realize this policy?
Each household has to separate its waste.
3
16. Question from the Depok City Government Officials
After you visited the site, are there any suggestions to develop the site?
Our initial thoughts are related to the 50-meter wide green belt and what will be the potential public interest for its use? The students during their field surveys have asked people, "What do you associate with the green belt and what is your interest in it?"
One critical issue is to show how to improve the water quality. The main issue is sewage treatment and also it is about rubbish. The short term solution is in recycling. What about for the future? Education and training for local people is important. Also there is a use for tourism. It is necessary to recycle trash and a possibility is to burn it in an incinerator to generate electricity.
Other issues include a public place for the community. We notice that there are not many activities around the lake until after school. What kind of facilities does the local community demand generate to develop the greenbelt? Those are some of our thoughts.
17. Looking at the existing social assets, are there community groups besides the government?
The members of the community group are changing, so the community group is no longer as active as in the past. | <urn:uuid:6f5c0497-d155-41de-86f2-bc7e38f437f8> | CC-MAIN-2019-26 | http://ggi.dcp.ufl.edu/_library/files/The%20International%20Joint%20Studio%20and%20Seminar/UI%20UF%20UC%20Depok%20City%20Panel.pdf | 2019-06-20T11:49:31Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00303.warc.gz | 79,459,886 | 1,643 | eng_Latn | eng_Latn | 0.999416 | eng_Latn | 0.999485 | [
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Name/Title: Cardio Drumming
Suggested Grade Level: K-5
Materials Needed:
A drumming implementation as well as a surface to drum on. Our class used drumming sticks and yoga balls balanced/secured on overturned step platform bases.
Drumming Directions Card
Rednex - Cotton Eye Joe
Recommended music:
Beginning dance formation: A "window" setup is best to allow view of teacher.
Description of Idea
This is a fun cardio drumming dance that keeps students engaged in movement, rhythm, and a fun group experience! Use the description and video below and the directions card to guide students to do this successfully.
Students can be introduced the days lesson by viewing the video that is below. Before students start the routine, talk about the importance of safety with the rhythm sticks and where sticks should be during teacher instruction. You can show the entire routine on the video and then students can go to their yoga balls. This activity is performed with two students per yoga ball. Yoga or physio-balls can be held in place by using bases of an aerobic step or on top of 5 gallon buckets.
Once students are at their station, use the visual supplemental materials provided which have broken the routine down into chunks in which to teach. Depending on the level of your students, before starting the dance you may want to discuss the tempo and beat in which the routine will be performed. Once ready, begin teaching the first section with no music. Have students practice the first section and move on to the second section. Once they have learned the second part, have them practice sections 1 and 2 together. Continue this process until the full routine has been taught. Introduce the music whenever you see fit for your students.
Steps for Dance
First Section (Steps start 16 beats into the song) Forward taps, alternating feet x4 Backward taps, alternating feet x4 Forward taps, alternating feet with rhythm sticks x4 Backward taps, alternating feet with rhythm sticks x4
Hit ball with 1 stick on right x2
X2
Hit ball with 1 stick on left x2
Second Section
Hit ball with both sticks on left x2
Hit ball with both sticks on right x2
X2
Shuffle to left (away from ball) x4 steps
Third Section
Shuffle to right (back to ball) x4 steps
Fourth Section
X2
Hit ball on top both sticks x2
X4
Hit ball on side with both sticks x2
Fifth Section
Hit ball on top with both sticks x4
High knees marching with sticks x16 hits (8 high knees)
Hit ball on sides with both sticks x4
Hit sticks over-head x4
Hit floor with both sticks x4
Repeat x3
Variations:
Use different music
Use different drumming equipment (even hands)
Submitted by Diego M Lopez who teaches at Central Connecticut State University in New Britain, CT. Additional authors for this idea were Emily Cocola & Victoria Sperrazza. Thanks for contributing to PE Central! Posted on PEC: 11/28/2018.
Visit S&S Discount for all your physical education equipment and supplies! | <urn:uuid:6179a54e-66f0-4029-81a1-36f8953decd8> | CC-MAIN-2019-26 | https://www.pecentral.org/download-pdf.php?id=133546 | 2019-06-20T10:54:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00304.warc.gz | 875,083,356 | 650 | eng_Latn | eng_Latn | 0.997342 | eng_Latn | 0.998581 | [
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FIRE PREVENTION ON THE FARM
A barn fire is a farmer's worst nightmare and often, it brings significant emotional and economic damage to a farming community. Between 2007 and 2011, barn fires in Ontario accounted for over $175 million in property losses. In 2014, there were 150 fires in barns containing equipment, produce, or housing animals, resulting in losses of more than $28 million.
There are many steps that can be taken to establish a good f ire prevention plan to reduce the risk of fire on farm properties. The following information outlines simple measures to ensure farm buildings and livestock are safer from fire. These fires are largely preventable by following good fire safety practices.
HOW FIRES START
Fires require three elements: oxygen, fuel and heat. Farm buildings are particularly susceptible to fast-moving fires because they are well ventilated. Barns and farm buildings provide a plentiful fuel supply for fires to start and grow: the buildings themselves are constructed of wood and house solid fuels such as hay, straw and grain. The final element, the heat source, can take the form of sunlight, friction, electricity, open flame, gas compression and/or chemical reactions. Measures on how to help prevent farm fires are outlined below.
PREVENT FIRES ON YOUR FARM
1. START WITH A PLAN: It is a good idea to contact your local fire department to find out how to effectively prevent fire on your farm. Most fire departments will visit your farm and point out areas where you can decrease the risk of a fire. They will also provide advice on access routes to all areas of your property. Use this information to develop a plan for your farm. Introduce the plan to everyone who frequents your farm and ensure that procedures are up to date and practiced. If possible, make arrangements with neighbouring farmers to provide shelter for your livestock if the event they need to be evacuated from your farm.
2. ABSOLUTELY NO SMOKING: There should be no smoking permitted in any barn or farm buildings at any time. Strictly enforce a no smoking policy by posting signs and informing people who work or visit with you. Make sure that any cigarettes are extinguished thoroughly in a safe location prior to entering the barn or farm buildings.
3. PRACTICE GOOD HOUSEKEEPING IN THE BARN: Keeping a clean, organized barn is not only crucial to farm life: it is an excellent way to prevent fires from occurring. Loose hay and straw should be swept up. After using hay drops, always cover the opening with plywood, or better yet, cover the plywood with flame-retardant, one-hour gypsum board.
4. PROVIDE ADEQUATE VENTILATION: Chemical reactions, found in baled, damp hay, can be a cause for barn fires. Mows of tightly packed bales do not allow this build-up of heat to dissipate. Smouldering fires can go unnoticed for some time. Spontaneous combustion can occur when the smouldering fire has reached a high temperature and is exposed to oxygen, resulting in a full-blown fire. Store dry hay in barns and monitor the internal temperature of hay bales. Hazardous products should also be stored in well-ventilated areas to reduce risk of fire.
5. PRACTICE ELECTRICAL SAFETY: 'Electrical malfunctions' are a leading cause of fires. Wires should be enclosed in metal or PVC conduit (pipe) to protect them from exposure to weather, animals, and from mechanical damage from machinery and equipment. Keep combustibles away from heating appliances, and never leave them unattended. Regular cleaning of electrical appliances and equipment will prevent build-up of dirt and dust, which can contribute to overheating and malfunction. A regular maintenance cycle can also identify worn or defective parts, which can be repaired or replaced before they become a problem.
6. INSTALL AND MAINTAIN LIGHTNING RODS AND GROUNDING CABLES: Lightning can enter a building via metal objects such as antennas, cupolas or anything that extends upward. Lightning rods are the best solution to preventing lightning-source fires. These rods give lightning a direct path to follow to the ground, keeping your barn and the livestock inside safe. Check grounding cables frequently and repair if worn or damaged.
7. KEEP YARD AREAS FREE OF BRUSH AND DEBRIS: Clear the immediate areas surrounding all barns and farm buildings by removing brush, debris and machinery. Remove weeds and trim/prune under trees and bushes. Keep grass along a roadway closely mowed (a motorist's stray cigarette could be a source for fire).
8. REFUEL EQUIPMENT SAFELY: Refueling tractors and machinery should be done well away from buildings: so flammable vapours can dissipate. Always refuel equipment outdoors, away from open flames and sparks. Make sure engines or motors are turned off and cool before refueling.
9. INSTALL AND MAINTAIN PORTABLE FIRE EXTINGUISHERS: Install fire extinguishers in your barn, tool shed and other farm buildings. You should also have fire extinguishers on all mechanical equipment and machinery. Make sure that family members and farm employees know where the extinguishers are located and how to use them. Inspect your extinguishers regularly and recharge when necessary. Consult your local fire department for advice on the type, rating, and location of extinguishers. If you have water type fire extinguishers, protect them from freezing.
10. MAKE SURE EVERYONE FOLLOWS THE RULES: Ensure anyone visiting or working on the property learns and obeys the fire safety rules.
11. SPREAD THE WORD: Visit neighbouring farms and share what you know. Ask other farmers what kind of fire safety measures they have taken and participate in the exchange of information and ideas. Ensure your neighbours know your farm's municipal address and vice versa – it could be their call that saves your farm!
This information was developed by the Office of the Fire Marshal and Emergency Management with the assistance of Perth East Fire Department and the Farm Safety Association. | <urn:uuid:2649376f-5cc4-4bcd-89cc-30b90693a898> | CC-MAIN-2019-26 | http://www.mcscs.jus.gov.on.ca/sites/default/files/content/ofm/docs/Fire%20Prevention%20On%20the%20Farm.pdf | 2019-06-20T11:27:21Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00303.warc.gz | 271,396,942 | 1,239 | eng_Latn | eng_Latn | 0.997737 | eng_Latn | 0.998133 | [
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CDC Influenza Awareness Campaign Media Relations Toolkit
Created by the Centers for Disease Control and Prevention (CDC) November 2011
CDC Influenza Awareness Campaign Media Relations Toolkit
November 2011
Created by the Centers for Disease Control and Prevention (CDC)
CDC Influenza Awareness Campaign Media Relations Toolkit
November 2011
Created by the Centers for Disease Control and Prevention (CDC)
About the Campaign
Each year, the Centers for Disease Control and Prevention (CDC) invests in a national awareness campaign to educate the general population about the importance of influenza vaccination. As a critical public health issue, it is CDC's mandate to inform at-risk populations about the importance of vaccination and provide them with useful information about where to get vaccinated.
Throughout the fall and winter months, CDC promotes this campaign nationally through print and Internet ads, matte articles, TV and radio public services announcements, personal testimony videos featuring parents who have been greatly affected by influenza, radio interviews, bites and b-roll packages, special events, and collaboration with partners. One cornerstone of the campaign is National Influenza Vaccination Week (NIVW), December 4 through December 10, 2011. NIVW is intended to raise awareness about the importance of flu vaccination and encourage vaccination through December, January and beyond. CDC recommends that partners use this designated week to promote vaccination to their constituents, members, and employees through their various communications channels as well as host free flu clinics that will include the public as much as possible. In past years, NIVW included theme days to reach specific audiences and promote flu vaccination among these groups. NIVW 2011 will not include theme days in order to focus efforts on the universal flu vaccination recommendation. Though everyone 6 months of age and older is now recommended to get vaccinated, tailored messaging and materials for specific populations will still be available during NIVW.
Key Considerations for 2011-12 Campaign
While there are a number of factors about seasonal influenza that are beyond CDC's control, such as when influenza disease will surface, how severe the season will be, which groups it will hit hardest, and how much vaccine will be available, the following key considerations help guide CDC's planning for the 2011–12 influenza season.
Key Messages
- CDC recommends a yearly flu vaccine as the first and most important step in protecting against flu viruses
- Even though the vaccine composition is still the same, everyone needs to get vaccinated with this season's vaccine because immunity from last season's vaccine will have declined.
- People at high risk of serious flu complications include young children, pregnant women, people with chronic health conditions like asthma, diabetes, or heart and lung disease and people 65 years and older.
- Children 6 months through 8 years of age who did not receive at least one dose of the 2010-2011 vaccine, or for whom it is not certain whether 2010-2011 vaccine was
received, should receive 2 doses of the 2011-2012 seasonal vaccine, administered at least 4 weeks apart.
- There are two types of vaccines:
The "flu shot" — an inactivated vaccine (containing killed virus) that is given with a needle, usually in the arm.
There are three different flu shots available:
o a regular flu shot approved for people ages 6 months and older
o a high-dose flu shot approved for people 65 and older, and
o the new intradermal flu shot approved for people 18 through 64 years of age.
The age indications for the different flu shots vary, but all may be given to people with chronic medical conditions.
The nasal-spray flu vaccine — a vaccine made with live, weakened flu viruses that is given as a nasal spray (sometimes called LAIV for "Live Attenuated Influenza Vaccine"). The viruses in the nasal spray vaccine do not cause the flu. LAIV is approved for use in most healthy* people 2 through 49 years of age who are not pregnant. (See http://www.cdc.gov/flu/about/qa/nasalspray.htm for a complete list of those who can and cannot receive the nasal spray flu vaccine.)
- Additional information and/or recommendations can be found at http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6033a3.htm
Using Media to Support the Campaign
To achieve the goals of this campaign, CDC relies heavily on its network of partner organizations to promote its messages and activate communities to get vaccinated. One way in which partners can help support this effort is by working with their local media to help inform the public about the serious complications of the flu and the importance of vaccination. We encourage partners to reach out to local media with powerful information and "pitch" them to cover the issue in newspapers, television and radio programs, websites, magazines, and other outlets.
This toolkit is intended to help CDC partners expand and enhance their abilities to educate their communities on this issue through media outreach. Designed as a resource for media novices and experts alike, this toolkit offers a variety of tools, proven resources, models, and templates to help you reach out to your local media.
Outlined within this document are the five critical steps to help you develop a media strategy and prepare for the "pitch."
- Step 1: Developing Key Messages
- Step 2: Developing Press Materials
- Step 3: Preparing for Outreach
- Step 4: Training your Spokespeople
- Step 5: Pitching the Media
Developing Key Messages
Before reaching out to the media, it is important to articulate who your audiences are and what you want them to know or do. In every awareness campaign key messages are developed in the initial stages to ensure consistency and accuracy in communications throughout campaign activities.
Each year, CDC develops key messages for its annual National Influenza Vaccination Awareness Campaign. To ensure consistency across the United States, we encourage CDC partners to use CDC's key messages to inform their materials (i.e., press releases, public service announcements, speeches, articles, locally produced PSAs, interviews with reporters, etc.).
Below is a sample of key messages from CDC. Please contact email@example.com to request CDC's Influenza Key Messages document in English or Spanish.
Sample CDC Key Messages
1. Influenza (the flu) is a serious disease that can lead to hospitalization and sometimes even death. Anyone can get sick from the flu.
2. While flu can make anyone sick, certain people are at greater risk for serious complications from the flu, causing hospitalization or even death, such as:
a. older people
b. young children
c. people with chronic lung disease (such as asthma and COPD), diabetes (type 1 and 2), heart disease, neurologic conditions, and certain other long-term health conditions, and
d. pregnant women
3. Flu seasons are unpredictable and can be severe. Studies going back 30 years to 1976 show that seasonal flu-related deaths have ranged from about 3,000 people to 49,000 people.
4. Protect your family from the flu by getting yourself vaccinated. A flu vaccine reduces your risk of illness, hospitalization, or even death and can prevent you from spreading the virus to your loved ones.
5. Over the years, hundreds of millions of people in the U.S. have safely received seasonal flu vaccines.
For more information on CDC's key messages, please see Appendix A.
Developing Press Materials
When you are conducting media outreach, it is important that you have materials to provide reporters as a resource to help them write their articles. Outlined below are common and effective materials used in working with the media. Please note that CDC has many of these products already available for partners to use. To access CDC press materials, please contact firstname.lastname@example.org or 1-800-CDC-INFO
Press/News Releases
A press release is a one-page description of your news or event designed to inform media of high-level information—the "who," "what," where," "when," "why," and "how." A press release should include the partner's contact information, a captivating headline, and a quote from your organization's president or spokesperson and should only include essential information about your issue or event. Other tips for writing a press release include:
- Describe the main news in the first paragraph.
- Ensure that your press release is only one page.
- Check your facts two or three times.
Type "FOR IMMEDIATE RELEASE" at the top of the page in the left margin and "# # #" centered at the bottom of the release.
-
For more information on writing press releases, see Appendix B.
Public Service Announcements (PSAs)
PSAs are non-commercial, unpaid radio and television messages used to promote information intended for the public good. Before pitching a PSA to the local radio or television stations, ask how long, in number of words and in time, your PSA can be, as different stations tend to prefer different lengths depending on their other advertising constraints. There are generally four different lengths: 15 seconds (40 words), 20 seconds (50 words), 30 seconds (75 words), and 60 seconds (150 words).
TV PSAs:
- "Why Flu Vaccination Matters: Personal Stories of Families Affected by Flu" (English- :60, 6:47)
- "Flu Ends with U" (English/Spanish:30, :60,)
- "I never get the flu" (English- :30, :60)
- Everyone Needs a Flu Vaccine (English/Spanish- :30, :60)
- "Who Needs a Flu Vaccine (English/ Spanish; :15, :30)
Radio PSAs:
A selection of radio and television PSAs are available to partners to pitch to their local media outlets and/or post on their websites. The PSAs currently available target a variety of audiences, including the general public and minority populations. The PSAs are available in 15-, 30-, and 60-second spots and some are available open-ended (or untagged) so that you can tailor them to your group's needs. For example, you
- "¿Vacuna contra la influenza para los chicos grandes?" (:30, :60)
- "Dinner Party" (English/Spanish- :30, :60)
- "Flu Vaccine for Big Kids?" (English:30, :60)
- "I never get the flu" (English- :30, :60)
- "Yo me vacuno. La historia de un amor." (Spanish- 3 episodes)
could add local information such as a flu clinic date and time or a mention of your organization and contact information.
Available PSAs can be viewed at: http://www.cdc.gov/flu/freeresources/media.htm
For more tips on distributing PSAs, see Appendix C.
Letters to the Editor or Op-Eds
Letters to the editor are letters that can be written by any reader of the publication in response to an issue that has been covered in the publication or is of interest to its readers. Letters to the editor provide a wide public forum that can be used to your advantage, before and after your event. Newspapers are most likely to publish a letter to the editor if it addresses an article that has been published in the paper. When creating your letter, make sure to note the article you are referring to in your letter.
Op-ed is the abbreviation for "opposite editorial" because these opinionated pieces are usually placed on the page opposite the editorial page. While an editorial is written by the news organization that expresses the opinion of the editor, editorial board, or publisher; an op-ed represents the opinion of an individual contributor, such as an "expert," public official, or anyone who represents an organization.
For both letters to the editor and op-eds, contact your local newspapers to find out about any word count limits or deadlines. All letters must be signed and include an address.
Matte Articles
Matte articles, also known as drop-in articles, repro-proofs, or camera-ready news, are an effective, cost-efficient way to spread information on influenza vaccination, as well as to share your success stories. A matte article is a type of news article that is written for direct insertion in community and weekly newspapers. Similar to a feature story in content, your matte article should focus on "soft" news and have a longer shelf life than more time-sensitive news releases.
Tips for creating effective matte articles:
- Offer solutions.
- Keep articles to one page.
- Include a photo or graphic.
- Link your article to the local audience.
Before sending your article, find out what format the publications prefer. Some prefer to receive camera-ready materials on slick paper, while others prefer electronic layouts, usually in PDF format. Still others prefer to lay out the articles themselves, so they will want to receive articles as Word documents.
For an example of a matte article for use during flu season, see Appendix D.
Events Calendar
Many newspapers and radio and TV stations have community calendars or bulletin boards that feature listings of local events. By assembling a local calendar of vaccination events and activities, you can provide a service to the media and save them the time of collecting the information. Be sure to include National Influenza Vaccination Week (NIVW) on your calendar lists.
News Conference or Special Events
When planning an event such as a community flu clinic, send a media advisory to the local media at least 3 days prior to the event as well as the day of the event to entice press attendance and coverage. Call reporters and news desks the morning of the event as a reminder and to confirm attendance.
If press representatives have confirmed their attendance, set up a media hospitality area where reporters can sign in and gather media materials such as an event agenda, a fact sheet or bio of the special guest speaker(s). Make sure you know when and where your spokespeople will be available.
Please see Appendix E for a checklist for conducting a news conference and Appendix F for information on writing a media advisory.
Preparing for Outreach
Compile Media Lists
Preparing for outreach begins with developing media lists. Media lists help you organize local editors', reporters' and producers' names, outlets, and contact information (i.e., TV, radio, print). Media lists should be detailed and include journalists' beats or topics they cover, submission deadlines, conversation notes, contact information, and best times to call. Use media lists to keep track of public service directors, program producers, and the names of health reporters in your area.
Developing media lists requires research. You can compile information by calling local newsrooms, keeping track of journalists that have contacted your organization in the past, or by tracking the
media that covers health-related stories. There are also news sources that offer (for a fee) access to databases of specific media contacts.
Be creative about where you pitch your news. Examples of non-traditional media outlets may include:
- Supermarket or pharmacy news handouts
- Medical center or clinic newsletters
- Faith-based organization publications
- Public health journals
- Ethnic media newspapers or community newsletters
- Business journals
- E-blasts or fax blasts to your mailing list
- PTA/PTO newsletters or school newspapers
- Bilingual publications
Establish Relationships
Once you establish your media lists, introduce yourself with a phone call or a get-to-know-you meeting to present your organization as a resource on influenza or vaccination. Remember to have your media materials readily available to send as follow-up information.
Maintain Relationships
Once you have made contact, maintaining relationships with the media should be a priority. The following tips will help you to maintain good relations with the media.
- Be mindful of reporter's deadlines. Don't call or email when reporters are rushed.
- Be responsive and provide follow-up information as soon as possible.
- Know your reporter's beat or area of coverage and send only relevant news.
- When your story is covered, follow up with that reporter and thank them for attending.
- Offer background information when a related news story breaks.
4
Training Your Spokespeople
Identifying a Spokesperson
For many of the materials and activities mentioned throughout this toolkit, you will need to identify a spokesperson who will serve as the "voice" to carry the messages. This can be a health officer, a subject matter expert, or a public information officer. A spokesperson should have a healthy balance of technical expertise and an engaging personality.
Preparing a Spokesperson
Regardless of who serves as your media spokesperson, he or she should be prepared. Prior to an interview or press event, prepare your spokesperson by practicing questions and answers, reviewing key messages, and giving him or her background information on the journalists conducting the interview. You can also create a list of potential questions that you expect to be asked along with sample responses. For example, a common question may include debunking common "myths" about influenza and the flu vaccine (e.g., the vaccine can give you the flu; you must get a flu vaccine before November for it to be effective; flu is only a danger for older people and small children).
The following tips might help provide guidance to your spokesperson:
- Be courteous and patient when answering (or re-answering) questions.
- Speak in layman's terms and avoid jargon so that all audiences can understand.
- Never be too casual in your conversation. There is no such thing as "off the record."
- If you tell a reporter you'll get back to him or her with information, remember to do so, and provide it as soon as possible.
- Discuss what you know, not what you think.
- Do not express personal opinions.
- Say if you are confused by a question. If you say something that is wrong, or misstate a fact, just admit your error and make sure the correct information is conveyed in the end.
Staying "On Message"
Once goals and messages have been established, the challenge becomes one of delivery and ensuring that messages are heard and goals are met. Take every opportunity in an interview to reiterate your key messages. Another way to stay on message is to exercise some control over the conversation you are having, be it during an interview, press conference, or when taking questions from an audience. Do not allow the conversation to go down paths that are not pertinent to your goals or message—no matter how persistent the questioner might be in pursuing a line of inquiry. For example, if you are trying to promote a vaccination clinic at the local hospital, do not allow yourself to get bogged down by questions related to issues you aren't comfortable answering such as national vaccine supply.
For more guidance on preparing your spokespeople, see Appendix G for tips on writing speeches and presentations, and Appendix H for tips on public speaking.
"Pitching" the Media
Getting reporters and the local media interested in influenza vaccination and National Influenza Vaccination Week (NIVW).
NIVW is an important part of increasing public awareness about seasonal flu and the importance of vaccination. Remember that you have a compelling story to tell—one that affects the health and well-being of the entire community. If you develop a strong relationship with a reporter, you will become a resource for influenza-related issues when that reporter does a related story in the future. Be sure to record your activities/events on CDC's NIVW page: http://www.cdc.gov/flu/NIVW/activities.htm and encourage others to take the flu vaccination pledge, found on: http://www.cdc.gov/flu/nivw/pledge/
There are several ways to pitch the media to cover your issue. Depending on the type of media, you can "pitch" (request) articles, PSAs, calendar items on NIVW, letters to the editor, or op-eds. Your "pitch" can focus on a vaccination drive, drive-through clinic, or other community event.
Timing is important. When sending out information prior to your event, do not send it too early, or it may be discarded or "filed." On the other hand, do not send information so late that it becomes "old news." Consider whether the publication is daily, weekly, monthly, or quarterly. For daily papers, send information 4-5 days prior. For weekly publications, send information 8-10 days in advance. Contact monthly or quarterly publications to find out their deadlines.
Be Respectful and Prepared
Be cognizant that reporters get hundreds of phone calls, emails, faxes and requests each day all of which compete for their time and coverage. Remember a few helpful tips when reaching out to the media.
- Provide the right information to the right reporters; know their topic areas.
- Contact the news desk to find out about specific deadlines before making your pitch.
- Ask the reporter or editor how he or she likes to receive information (e.g., by email or fax).
- Be responsive if a reporter calls you for information.
- If a reporter doesn't call you back right away, don't take it personally.
- Provide information in the appropriate formats. If it's a print publication, provide documents. For TV, provide a visual. If it's radio, provide an interview.
- Be prepared with information about the issue and/or event(s).
- Don't offer a spokesperson unless you have one ready and prepared.
- Thank the media when they cover your story.
Be Creative
Being creative with your story will help your news stand out from competing news. Below are some helpful tips to help your news stand out.
- Tie NIVW activities and your messages to a larger local story.
- Provide a unique angle with supporting data (e.g., the number of local people who remain unvaccinated each year and why, the importance of employers encouraging their workers to get vaccinated to reduce absenteeism, common myths, etc.).
- Events, such as health fairs or clinics, are good topics for local media because they are visual, and provide opportunities for interviews.
- If one reporter says "no," move on to the next. A medical/science reporter may not be interested in covering your event, but a lifestyle reporter or community affairs reporter might want to highlight the event. A political reporter may be interested in covering your activities as an example of government in action, and an education reporter might want to focus on the importance of vaccinating school-aged children.
- Write a compelling or provocative subject line to grab a journalist's attention. Keep in mind that the subject line is the first thing reporters and editors see.
- Be quotable to bring your story to life.
Conclusion
Now that you have the tools, you can begin to develop your own media outreach plans in support of CDC's National Influenza Awareness Campaign. The templates and ideas presented here are designed to be adaptable for your individual organization's use. Use these media components wisely so that they will represent your organization, promote the goals of this campaign in a compelling way, and help build visibility for your activities.
Additional resources for your use are listed in Appendix I.
Appendices
Appendix A: CDC Influenza Awareness Campaign Key Messages and Talking Points The key messages listed below were developed in support of the 2011-2012 CDC Influenza Vaccination Awareness Campaign. Use these messages as written or tailor them as appropriate to make them more relevant and supportive of your media outreach work. To receive the complete 2011-12 flu key messages document in English or Spanish, email email@example.com.
General statements for use during NIVW:
- CDC recommends a yearly flu vaccine as the first and most important step in protecting against flu viruses.
- While there are many different flu viruses, the flu vaccine protects against the three viruses that research suggests will be most common this season.
- The 2011-2012 flu vaccine will protect against an influenza A (H3N2) virus, an influenza B virus and the H1N1 virus that emerged in 2009 and caused a pandemic.
- Even though the vaccine composition is still the same, everyone needs to get vaccinated with this season's vaccine because immunity from last season's vaccine will have declined.
- Everyone 6 months of age and older should get a flu vaccine as soon as the 20112012 vaccines are available.
- While the flu can make anyone sick, certain people are at greater risk for serious complications from the flu, causing hospitalization or even death, including:
a) adults 50 years of age and older
b) children younger than 5, but especially younger than 2 years old
c) people with chronic lung disease (such as asthma and COPD), diabetes (type 1 and 2), heart disease, neurologic conditions, and certain other long-term medical conditions,
d) those who are morbidly obese (BMI of 40 or greater)
e) pregnant women and women within the first two weeks after delivery (2 weeks post-partum)
f) other groups at increased risk of flu complications are listed at http://www.cdc.gov/flu/flu_vaccine_updates.htm
o Flu seasons are unpredictable. The severity of influenza seasons can differ substantially from year to year. Over a period of 30 years, between 1976 and 2006, estimates of yearly flu-associated deaths in the United States range from a low of about 3,000 to a high of about 49,000 people.
- Each year in the United States on average: An estimated 5-20 percent of the population can be infected with the flu, and more than 200,000 people may be hospitalized during a flu season.
o The composition of the flu vaccine is reviewed each year. If needed, the vaccine is then updated to protect against the three flu viruses that research indicates will be the most common during the upcoming season. New vaccine is manufactured every season.
- Research indicates that the same 3 strains that circulated most during the 2010-11 flu season will continue to be the most prominent 3 strains during the 2011-12 flu season.
- Therefore the strains in the 2011-12 flu vaccine are the same as those included in the 2010-11 flu vaccine.
- The 2011-2012 flu vaccine will protect against an influenza A (H1N1) virus, an influenza A (H3N2) virus and an influenza B virus.
o Vaccination of high risk persons and their close contacts is especially important to reduce the risk of severe flu illness in high risk persons. For a list of high risk people who should get a yearly flu vaccination, visit: http://www.cdc.gov/flu/flu_vaccine_updates.htm
o Flu vaccines are offered in many locations, including doctor's offices, clinics, health departments, pharmacies and college health centers, as well as by many employers, and even in some schools.
o Even if you don't have a regular doctor or nurse, you can get a flu vaccine somewhere else, like a health department, pharmacy, urgent care clinic, and maybe your school, college health center, or work.
o CDC recommends that influenza vaccination begin as soon as 2011-2012 flu vaccine becomes available and continue throughout the flu season. People should begin getting vaccinated as soon as vaccine becomes available in their community.
o Influenza seasons are unpredictable, and can begin as early as October. It takes about two weeks after vaccination for antibodies to develop in the body and provide protection against influenza virus infection.
Flu Vaccine Safety Statements for General Audiences
o Influenza vaccines have been used in the Unites States for more than 50 years.
o Hundreds of millions of people have safely received seasonal influenza vaccines.
o Each year, CDC works closely with the U.S. Food and Drug Administration (FDA), health care providers, state and local health departments, and other partners to ensure the highest safety standards for influenza vaccines. CDC also works closely with the FDA to ensure systems are in place to promptly detect unexpected or unusual patterns of adverse events following vaccination.
o The influenza shot (also called inactivated influenza vaccine) cannot give you influenza because the viruses in it have been inactivated and are not infectious. Most people generally do not experience any side effects from the influenza shot. When side effects do occur, they are usually mild. The most common side effects from the influenza shot are soreness, redness, tenderness or swelling where the shot is given. Low-grade fever, headache and muscle aches also may occur.
Appendix B: Press/News Release Template
Use the template below to draft your own press release, which should answer, who, what, where, when, why, and how of the event or activity. It also should include a quote from the appropriate person in your organization. The following sample press release includes further explanation of each section.
FOR IMMEDIATE RELEASE
For Immediate Release – These words should appear in the upper left-hand margin, just under your letterhead. You should capitalize every letter.
CONTACT: Tom Jones
California Department of Health Services
Phone: (916) 555-5555
Fax: (916) 555-5500
Contact Information – Skip a line or two after release statement and list the name, title, telephone, and fax numbers of the person with the most information. It is important to give your cell number since reporters often work on deadline and may not be available until after hours.
______________________________________________________ [NAME OF YOUR DEPARTMENT] Holds Flu Shot Clinic as Part of
National Influenza Vaccination Week
Local Pharmacy Hosts Fall Festival
Headline – Skip two lines after your contact info and use a boldface type.
[CITY, State]—Today, [NAME OF YOUR DEPARTMENT] is hosting a [EVENT], which is expected to involve more than [MINIMUM NUMBER OF EXPECTED PARTICIPANTS] from [NAME(S) OF AREA(S)]. Some of the activities planned for today include [LOCAL ACTIVITIES].
[INCLUDE ANY OTHER PERTINENT INFORMATION REGARDING YOUR EVENT HERE.]
Subhead – Fleshes out the headline to further entice the editor.
"National Influenza Vaccination Week provides an important opportunity for our community to tell people how important it is for people to get an annual flu shot," said [NAME AND TITLE OF SPOKESPERSON]. "Getting vaccinated is the single best way for people to protect not only themselves against flu, but their loved ones as well."
For more information about influenza and influenza vaccine visit www.cdc.gov/flu and [INSERT DEPARTMENT/ORGANIZATION WEBSITE, IF APPLICABLE].
Appendix C: Public Service Announcement Tip Sheet
Public service announcements (PSAs) offer you the opportunity to promote flu vaccination and NIVW activities and program to the general public for free.
Body – Double check your release for accuracy and keep it to one page if possible.
Motivating Public Service Directors and Producers
Most radio stations have public service directors who decide which PSAs will air. Public service directors are busy people who receive many PSAs every day. They are more likely to use PSAs that they believe are of local interest to their communities, and they often favor issues and causes related to health. Because influenza vaccination is an important issue that affects many families in your community, public service directors will likely find NIVW or flu vaccination PSAs highly appealing.
The following tips will help you get your PSAs placed on radio stations.
Know Who Is in Charge
Radio station public service directors may have various titles, including community affairs director, advertising manager, or general manager. Often, the on-air personalities or the producers decide which PSAs will air. Call the station and ask whom you should contact about placing your PSAs.
Write a Letter of Introduction
Once you have determined whom to contact, send a letter of introduction that includes the following information:
- Your success stories and how they have made an impact on your community
- The importance of seasonal flu vaccination
- Your plans for NIVW or the flu season in general
- A call-to-action—ask the radio station to support your activities by running PSAs.
Remember to keep it local. The people in charge of PSA placement want to know how the issue affects their community.
Meet Face to Face
Follow up your letter by scheduling meetings with the public service directors at the radio stations where you want your PSAs to air. These meetings put a face on the issue and provide an opportunity for you to educate public service directors about issues related to influenza vaccination. It generally takes a few weeks for radio stations to put PSAs on the air, so you should schedule your meetings well in advance of your events or NIVW. Then, ask the radio station to run your PSAs before the event.
Say "Thank You"
Follow up your visits and meetings with thank-you notes. Acknowledge radio stations once they use the PSAs. Send thank-you notes, and let them know you are delighted that they were able to help raise awareness about the importance of seasonal flu vaccination.
Use Your Connections
Perhaps you or someone in your program already knows someone in a management position at a radio station. Take advantage of that connection to encourage your contact to use your PSAs.
Approach Radio Stations That Use PSAs
Not all radio stations use PSAs. So listen to the radio stations in your community and approach those stations that already air PSAs. If you live in a large metropolitan area, it might be challenging to get your PSAs placed on the most popular radio stations. On the other hand, there are probably several less popular radio stations that will be willing to air your PSAs.
Seek a Media Partnership
Often the media, including TV and radio stations, newspapers, and magazines, will sponsor community events. When they do, they actively promote the event by giving PSAs premium placement and even producing PSAs. If a media outlet does agree to a sponsorship, they usually ask that the organization co-brand the event. For example, they might ask you to name the event "The Channel 4 National Influenza Vaccination Week Flu Clinic." There is one downside to a media-sponsored event—competing media will not use your PSAs. This downside could be far outweighed by the benefits of gaining premium PSA placement and visibility with the media outlet with which you form the partnership. Weigh your options and assess whether a media partnership makes sense for your event or organization.
Reaching Diverse Audiences with PSAs
The key to placement in ethnic and specialized media is to make all communications meet the needs of that outlet's target audiences. Share any immunization data and research related to the diverse subgroups that is relevant to their listening audience. For example, if the listening audience is primarily Puerto Rican, convey research findings and include that this was tested among Puerto Ricans.
If you are focusing on Hispanic radio stations, for example, make sure you provide both Spanish and English versions of the PSAs—there has been a growing trend toward Spanish media using both languages. Be sure any correspondence to the media outlet is in Spanish. Although public service directors at Spanish-language radio stations are likely fluent in both English and Spanish, they will appreciate the sincerity of your pitch if it is in Spanish, and the gesture will increase your opportunity for placement. Independently owned Spanish language radio stations at the local level, for example, are more willing to play PSAs if they are culturally relevant. These stations have a vested interest in their communities.
Appendix D: Sample Matte Article
Audience: African Americans
CDC 2011-2012 Flu Season
Word Count: 532
Think You're Not at Risk for the Flu? You Might be Dead Wrong
Did you know that while the flu can make anyone sick, people with long-term health conditions— such as asthma, diabetes (type 1 and 2) and heart disease—are at greater risk for serious complications from the flu? African Americans are more likely to live with the chronic diseases that are known to increase the risk of flu complications. Serious flu complications can lead to hospitalization and sometimes even death.
The good news is that you can take a simple step to protect yourself and your family from the flu by getting the flu vaccine each year. The bad news is that many African Americans are not doing this.
The Centers for Disease Control and Prevention (CDC) says a flu vaccine is the first and best way to guard against the flu. CDC recommends that everyone 6 months and older get the flu vaccine every year. "We've seen an increase in the number of children getting the flu vaccine," says Dr. Anne Schuchat, Assistant Surgeon General of the U.S. Public Health Service and CDC's Director of the National Center for Immunization and Respiratory Diseases. "However we are concerned that vaccine coverage rates remain low in the United States for adults, particularly in African Americans."
So why are so few African Americans getting the flu vaccine? Some people may have concerns about vaccine safety. It is important to know, however, that flu vaccines (both the shot and nasal spray) have excellent safety records, and are constantly being monitored. The most common side effects reported after flu vaccination are minor, and are far outweighed by the vaccine's benefits.
Millions of flu vaccines have been given safely over the years, and vaccine safety remains a priority every single year.
It's also important to know that the flu vaccine cannot give you the flu. Why? Because the flu shot contains killed viruses, and the nasal spray has weakened viruses that cannot cause illness. If you get flu-like symptoms soon after getting vaccinated, it can mean you may have been exposed to the flu before getting vaccinated, or during the two-week period it takes the body to gain protection after vaccination. It might also mean you are sick with another illness that causes symptoms similar to the flu.
Some people may think that because they received the flu vaccine last season, they don't need another one this year. "Even though the vaccine composition is still the same this year, everyone needs to get vaccinated with this season's vaccine because immunity from last season's vaccine will have declined" says Schuchat. "You need to get vaccinated with this season's vaccine to best protect against flu this season. People who do not are risking a possibly long and serious illness, as well as placing their close contacts at risk for the flu."
Remember, the flu can be especially serious for babies, children, pregnant women, people 65 and older and people with certain long-term medical conditions. However, even healthy people can get the flu and should protect themselves by getting the flu vaccine every year.
For more information, talk to your doctor or contact CDC at 1-800-CDC-INFO or http://www.cdc.gov/flu.
###
Appendix E: Checklist for Conducting a News Conference
If properly used, a news conference can be a good way to provide media with information on influenza vaccination events, particularly during NIVW. Consider the following items when planning and implementing your press conference.
Plan Date, Time, and Location
Have you given the media as much advance time as possible?
Is your event in a location that is easily accessible to the media?
Invite Key Media to Attend By Sending Out a Media Advisory
Have you made sure the media advisory gives the date, time, and location of the news conference, the subject to be discussed, the names of the people who will be speaking or otherwise participating, names of contact people from whom they can obtain advance (and follow-up) information, and a list of languages in which materials will be provided?
Have you placed follow-up calls before the conference to remind reporters about the event?
Prepare the Room
Have you made sure your news conference site includes staging, chairs, a podium, and microphones and checked to ensure all equipment is working properly?
Do you need a mult box from an audio/visual company for broadcast reporters to plug into to obtain clear sound? Be aware that mult boxes may not be needed in areas with more advanced technology.
Is your department’s name (and logo) clearly visible on the front of your podium, or behind the speaker?
Do you have a backup plan for possible glitches?
Prepare the room with video or photography, such as campaign posters on easels or banners hanging overhead.
Provide Media Materials
Have you prepared media kits including news releases, speaker names and bios, fact sheets, or other materials that might help reporters write their stories?
Be Prepared
Have the main spokespersons rehearsed the key messages developed for the event and are they ready to answer questions?
Have you made sure your spokespeople know what the most important information is and how to stay focused, even if asked questions that concern other issues?
Have you developed answers to potentially controversial questions that may be asked, such as concerns about the vaccine’s effectiveness and safety?
Have you discussed in advance which key points will be presented by each spokesperson?
Have you designated a moderator prior to the news conference to keep the conference on
schedule, established ground rules, and fielded reporters' questions?
Have you set a clear end time for the news conference?
Have you made a Spanish-speaking or other appropriate language spokesperson available at the news conference and have you referenced that in your media materials?
Be Thorough
Have you made sure all questions are answered during the news conference? If a spokesperson does not know the answer to a question, make sure a member of the team finds the answer after the news conference and makes it available to the reporter as soon as possible. If possible, allow spokespeople to be available one-on-one with reporters following the conference to answer questions.
Have you designated someone to ask questions during the news conference that reporters may not raise?
Monitor Attendance and Follow Up
Have you asked reporters to sign in? This will provide a list of who attended and who did not attend.
For key media personnel who were not able to attend, have you offered them a phone interview with the spokespersons or sent them a media kit?
Appendix F: Media Advisory Template
Use the template below to create your media advisory. The advisory should answer “who,” “what,” “where,” “when,” “why,” and “how” of the event or activity. It also should include contact information for your organization. A media advisory should be sent out before an event and again the day of the event.
MEDIA ADVISORY FOR IMMEDIATE RELEASE
CONTACT: Tom Jones
California Department of Health Services
Phone: (916) 555-5555
Fax: (916) 555-5500
______________________________________________________
[NAME OF YOUR DEPARTMENT] Holds [EVENT] as Part of National Influenza Vaccination Week
_______________________________________________________
Contact Information – Skip a line or two after the advisory statement and list the name, title, telephone, and fax numbers of the person with the most information. It is important to give your cell number since reporters often work on deadline and may not be available until after hours.
Headline – Skip two lines after your contact info and use a boldface type.
[CITY, State]—[NAME OF YOUR DEPARTMENT] is hosting a [EVENT], which is expected to involve more than [MINIMUM NUMBER OF EXPECTED PARTICIPANTS] from [NAME(S) OF AREA(S)].
WHO:
[LIST ANY VIPS AND OTHER ATTENDEES OF NOTE WHO MAY BE OF INTEREST TO THE PRESS. INCLUDE TITLES WHENEVER POSSIBLE.]
WHAT:
[PROVIDE ADDITIONAL DETAILS ABOUT THE EVENT (I.E., WHAT ACTIVITIES ARE SCHEDULED, ETC.)]
WHERE: [ADDRESS OF THE EVENT LOCATION]
WHEN: [DATE AND TIME OF THE EVENT]
WHY:
National Influenza Vaccination Week provides an important opportunity for our community to tell people how important it is for people to get an annual flu vaccine. Getting vaccinated is the single best way for people to protect not only themselves against flu, but their loved ones as well.
CONTACT: [NAME, PHONE NUMBER(S), FAX AND EMAIL ADDRESS OF CONTACT]
For more information about influenza and influenza vaccine visit www.cdc.gov/flu and [INSERT DEPARTMENT/ORGANIZATION WEBSITE, IF APPLICABLE].
###
Appendix G: Speechwriting Tip Sheet
If you are conducting National Influenza Vaccination Week activities, there is a good chance that someone from your department will deliver your messages through a short speech or presentation. A detailed outline can provide the framework for an organized and compelling speech. The outline should include the topic, purpose, and audience, as well as three main ideas that support the topic and purpose.
A good length for the average speech is 10 to 20 minutes. If you need more time to make your point, do not be afraid to take it. Because your audience cannot go back and review confusing parts of your speech, it is important for you to deliver a clear, organized presentation and repeat your central points. Below is a general speech outline that you might be able to adapt to suit the special needs of your audience.
I. Introduction—Tell them what you're going to tell them. This should take 1 to 3 minutes.
A. Grab your audience's attention
B. State your topic and purpose
C. Preview your speech
II. Body—Tell them. Illustrate the points that support your theme. This should take 8 to 15 minutes.
A. State first main idea
Don't:
B. State second main idea
C. State third main idea
III. Conclusion—Tell them what you told them. This should take 1 to 2 minutes.
A. Restate your main ideas
B. Add a memorable conclusion
After your first draft of the presentation, go back and revise, reword, and rearrange your ideas, as necessary. Refer back to your outline to make sure that items are parallel and logical. Make sure you have sufficient support for each of the statements you have included.
Dos and Don'ts of Speechwriting
Do:
- Ask how much time you have to give your speech.
- Find out everything you can about the group you are speaking to, the venue, and the event.
- Check to see if they have what you need for visual aids—overhead projector, LCD projector, etc.
- Deliver your speech to someone before the event to practice.
- Prepare an outline of your speech before you start to write it.
- Give facts and figures with references to back them up.
- Concentrate on your message(s).
- Have a clear objective in giving the speech (what you want the audience to know and take away from the speech).
- Visualize yourself giving the speech.
- Use humor unless you are positive about what the reaction will be.
- Use jargon or confusing phrases.
- Assume the audience knows all of the background information about your topic.
- Exaggerate, stretch the truth, or lie.
- Rely too much on visual aids to tell your message.
- Say more than you need to.
- Talk down to the audience.
- Use the same speech for every venue.
Appendix H: Public Speaking Tip Sheet
The best speakers are those who believe in what they are saying and whose sincerity and dedication to their topic are apparent. Before you choose your speakers, consider your audience. What messenger will they best respond to? Would it be physicians or nurses? Older adults? People with chronic health conditions such as asthma or diabetes? Someone from the health department or a respected local community health worker? No matter whom you choose, the speaker needs to convey expertise, experience, interest, and commitment to the importance of influenza vaccination.
These tips can help you prepare your spokespeople to present a confident and compelling speech.
Content. Share information about yourself up front. This personalizes you to the audience and makes listeners feel that they know you. This also is the opportunity to share your own experiences with influenza vaccination initiatives.
Eye Contact. The only way you will know if your audience is getting the message is through eye contact. Look for eyes and heads nodding with you.
Facial Expressions. Your facial expressions can tell the story of how much you care about the issues you are talking about. Allow your passion for the issue to show, as this gives off energy, and energy makes you convincing.
Gestures. Some of what people retain from speeches is through body language. Gestures reinforce and highlight your story and give you energy in your delivery.
Voice. Try not to speak in a monotone. Avoid "language helpers" such as "ums," "ahs," and "you knows." Never try to camouflage a regional dialect. All you have to do is tell people where you are from and they will expect you to sound the way you do.
Pauses/Silence. There are four good times to pause: when you move from one subject to another, when you want the message to sink in, when you want or need to collect your thoughts, and when you receive laughter or applause.
Avoid Distractions. Do not fiddle with your hair, shuffle your feet, sway back and forth, jingle change in your pockets, play with your eyeglasses, or otherwise do something that will take away from what you are saying.
Practice. Practice, practice, practice. If possible, spend time alone just prior to your speech; take some deep breaths and think about your central theme.
Being Nervous Is Normal. Try and "reframe" your fear into excitement and enthusiasm. Remember that you are the expert and people have come to hear you talk about what you know.
Is Your Presentation Culturally Competent? When presenting to audiences from different cultural backgrounds, use the following tips from the National Center for Cultural Competence at Georgetown University.
- Consult with people from the community about customs and taboos in speaking and presenting. Do not assume anything about practices and customs. Is it acceptable to look a person in the eye when they are speaking? Is it considered rude to shake hands before someone else introduces you?
- Think about your message. Is it crafted in a way that is relevant (and not offensive or condescending) to your audience?
- Consider asking someone from that community who can effectively deliver your message to co-present or conduct the entire presentation.
- Be open to suggestions, and be willing to adapt and modify your message and presentation style to your audience.
If you have to use an interpreter, keep these points in mind.
- Do not use clichés or jargon that might confuse the interpreter or may not be translatable.
- Talk directly to the audience and not the interpreter. Give the presentation as if they speak your language, and try to connect with them.
- Jokes are seldom funny when translated, and they may be culturally offensive.
- Notice the pace and manner of the interpreter. Practice with the individual if possible. Try to adjust your speech to that pace.
- Give the interpreter as much information ahead of time as possible. If you have a copy of the speech, share it even if you know you won't follow it to the letter.
- If you want to put in a few words or phrases in the audience's language, make sure you can pronounce them properly, that you are saying what you mean to say, and that the interpreter knows what you are trying to say beforehand.
Appendix I: Additional Resources
CDC Seasonal Flu website: http://www.cdc.gov/flu
Main Government Flu Site: http://www.flu.gov
Immunization Coalitions Technical Assistance Network website: http://izta.blogspot.com/
American Lung Association's Influenza Prevention Program: http://www.facesofinfluenza.com
MMWR 2011-12 Influenza Vaccination Recommendations: http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6033a3.htm
Vaccine Adverse Events Reporting System (VAERS) website: http://vaers.hhs.gov
World Health Organization Influenza website: http://www.who.int/csr/disease/influenza/en/
U.S. Food and Drug Administration Influenza Virus Vaccine Safety & Availability website: http://www.fda.gov/BiologicsBloodVaccines/SafetyAvailability/VaccineSafety/UCM110288 | <urn:uuid:aceb1ef0-91ce-4dcf-ae11-060104161363> | CC-MAIN-2019-26 | https://www.cdc.gov/flu/pdf/nivw/NIVW_Media_Toolkit_112011.pdf | 2019-06-20T11:57:36Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00303.warc.gz | 701,238,647 | 10,778 | eng_Latn | eng_Latn | 0.916723 | eng_Latn | 0.997772 | [
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AP LANGUAGE AND COMPOSITION SUMMER ASSIGNMENTS 2019
May 2019
Dear Future AP Language and Composition Student,
Welcome to AP Language and Composition. The curriculum for this course is challenging, but it is designed to prepare you for the rigorous AP exam in May (which can earn you college credit if you pass with a score of 3 or better), as well as help you develop the close reading and analytical writing skills you will need at college and professional levels. In addition to keeping your reading and writing skills sharp over the break, the work we are asking you to complete during the summer is a critical foundation for your success in this class.
This summer, in preparation for AP Language and Composition, you will be building your critical reading skills and learning to engage with texts in new ways. You will also be reviewing and/or learning the terms and vocabulary that are essential to understanding the multitude of texts we will be analyzing and the various writing styles you will not only see through the authors we read, but you will also use yourself.
Make sure that you have your readings and flashcards completed by the first day of school. You will be given the following assessments beginning the second week of school (dates of the assessments will be given the first week of school0:
- Quizzes on The Catcher in the Rye
- Quiz on literary and rhetorical terms
- Quiz on tone vocabulary
- Final assessment on The Catcher in the Rye
- Timed writing on summer readings
Please note: we will be referring to these summer assignments throughout the entire year, so it is essential that you come to class prepared in August.
If you have any questions, please do not hesitate to contact either AP Language Teacher:
Heather McIntosh
Ashley Cunningham firstname.lastname@example.org
email@example.com
Join the Remind group to help stay connected during the summer:
AP Language Summer Group 2019
Text: @summer3019 to 81010
Also, show us how you are getting your summer reading a work completed. Post pictures using: #phssummerreading2019
If you have any questions during the summer, you may contact Ms. Cunningham or Ms. McIntosh via email.
Part 1: Required Reading of The Catcher in the Rye by J.D. Salinger
The first reading assignment will be the novel The Catcher in the Rye by J.D. Salinger. You may obtain this book from the school or local library. Purchasing a book is optional; however, it is strongly recommended so that you can annotate directly in the book.
It is critical that students read carefully. The more effort and consideration students put into critically analyzing, annotating, and responding to the texts, the better prepared they will be for AP Language and Composition.
Part 2: Required Reading of a Self-Selected Memoir
The second reading assignment will be to choose one of the following memoirs to read. You may want to look up these titles on Goodreads.com or check the Amazon reviews of the book prior to selecting to ensure that you choose a book that interests you.
Some of the books on this list are available in the PHS Library and others are not. You may check local public libraries for the titles. Purchasing a book is optional; however, it is strongly recommended so that you can annotate directly in the book.
Choose one book from the following list of memoirs:
o Educated by Tara Westover (2018)
o Becoming by Michelle Obama (2018)
o When Breath Becomes Air by Paul Kalanithi (2016)
o I Am Malala by Malala Yousafzai (2014)
o A Long Way Gone by Ishael Beah (2007)
o American Chica by Marie Arana (2001)
o Bird by Bird by Anne Lamott (1995)
o Breaking Night: A Memoir of Forgiveness, Survival, and My Journey from Homeless to Harvard by Liz Murray
o On Writing: A Memoir of the Craft by Stephen King
o Reading Lolita in Tehran: A Memoir in Books by Azar Nafisi
o This Boy's Life: A Memoir by Tobias Wolff (1989)
o The Liar's Club by Mary Karr
o Me Talk Pretty One Day by David Sedaris (2000)
o The Distance Between Us by Reyna Grande (2013)
o Lab Girl by Hope Jahren (2016)
o A Heartbreaking Work of Staggering Genius: A Memoir Based on a True Story by Dave Eggers (2001)
o Hillbilly Elegy: A Memoir of a Family and Culture Crisis by J.D. Vance
o Let's Pretend This Never Happened (A Mostly True Memoir) by Jenny Lawson (2013)
o I know Why the Caged Bird Sings by Maya Angelou
o Three Little Words by Ashley Rhodes-Courter
o The Woman Warrior by Maxine Hong Kingston (1989)
You may use the reader's guide for memoirs (appendix A) to help you as you read and as you respond in your reader's journal (see Part 3).
Part 3: Reader's Journal
A reader's journal is a collections of notes, summaries, reflective responses, quotations, and other elements a reader keeps while working through books. You will keep a reader's journal for the two books you will be reading for the AP Language summer assignments. You may use a composition notebook, digital document (Google Doc, Word Doc, spiral notebook, or a binder with paper).
This journal will be maintained throughout the school year and will be a resource you may use when conferencing with you AP Language teacher.
Suggestions for setting up your reader's journal:
- Begin each entry with the date, book title and pages read
- Think about this journal as a conversation with yourself, the text, and the teacher
- Record your thoughts as you read the book/text
- Speculate and make predictions
Possible ways to start your journal entries:
- I notice…
- I wonder…
- What puzzles me is…
- I predict…
- I do not understand…
- I notice the author/writer is...
- As the text progresses, I see that…
Activity 4: Literary Terms
To prepare you for the literary terminology you will see and use throughout the school year, you will create flashcards for the essential vocabulary. You will use the words and definitions from Appendix B. You may use 3x5 index cards, or you may use a flashcard app; please number the flashcards in the upper right-hand corner. It is your job to study and to know the terms for the school year. You will be quizzed and assessed on your knowledge of these terms in the first weeks of the year as well as throughout the school year.
Activity 5: Grammar Vocabulary
It is necessary to have strong background in grammar and grammatical terminology for this course. In Appendix C, there is list of basic grammar vocabulary. Follow the same flashcard formatting for these words that you do for the literary terms flashcards; however, group and number these flashcards separately (do not combine them with your literary terms flashcards). You will be quizzed and assessed on your knowledge of these terms in the first weeks of the year as well as throughout the school year.
Activity 6: Tone Vocabulary
At the end of each school year, AP Language students reflect on the importance of knowing their tone words for writing essays and understanding the complex passages they must read. In Appendix D, you will find a list of essential tone vocabulary words. Follow the same flashcard formatting for these words that you do for the literary terms flashcards; however, group and number these flashcards separately (do not combine them with your literary terms flashcards). You will be quizzed and assessed on your knowledge of these terms in the first weeks of the year as well as throughout the school year.
- Reflect on characters, events, and techniques used by the author/writer
- Record your reactions to major events, plots twists, etc.
- Pose questions about the text
- Write down key quotations
- Brainstorm about themes/topics/motifs
- When ________________, then _______________...
- A literary techniques used in this section is...
- The _____________ tone of this passage/chapter is...
Appendix A: Reader's Guide for Memoirs
1. For the person who chose this book: What made you want to read it? What made you suggest it to the group for discussion? Did it live up to your expectations? Why or why not?
2. What do you think motivated the author to share his or her life story? How did you respond to the author's "voice"?
3. Do you think the author is trying to elicit a certain response from the reader, such as sympathy? How has this book changed or enhanced your view of the author?
4. Discuss the book's structure and the author's use of language and writing style. How does the author draw the reader in and keep the reader engaged? Does the author convey his or her story with comedy, self-pity, or something else?
5. Were there any instances in which you felt the author was not being truthful? How did you react to these sections?
6. What is the author's most admirable quality? Is this someone you would want to know or have known?
7. Compare this book to other memoirs your group has read. Is it similar to any of them? Did you like it more or less than other books you've read? What do you think will be your lasting impression of the book?
8. What did you like or dislike about the book that hasn't been discussed already? Were you glad you read this book? Would you recommend it to a friend? Do you want to read more works by this author?
From https://www.readinggroupguides.com/memoir-discussion-questions
Appendix B: Literary Terms
(47 flashcards – every term that is in bold)
1. understatement: an intentional representation of something as less than it is
2. meiosis: a form of understatement or "belittling" something; something is referred to in terms less important than it really deserves (ex: Mercutio in Romeo and Juliet refers to his mortal wound as a "scratch.")
3. litotes: a form of understatement in which a statement is affirmed by negating its opposite (ex: He is not unfriendly, i.e., He is friendly.)
4. pun: a play on words that have similar sounds but different meanings
5. double entendre: a type of pun or play on words, especially a play on words that has a sexual meaning
6. cliché: an expression that has been used so often it has lost all its power (ex: Turn over a new leaf.)
7. dialect: a distinctive variety of language spoken by members of an identifiable regional group, nation, or social class
8. colloquialism: an informal expression or slang
9. jargon: terminology which is especially defined in relationship to a specific activity, profession, group, or event (ex: words understood by law enforcement, phrases understood by gamers)
10. idiom: a common expression that has acquired a meaning that differs from its literal meaning (ex: It's raining cats and dogs.)
11. malapropism: a confused, comically inaccurate use of a long word or words (ex: It was the very pineapple of success. – instead of the correct use: It was the very pinnacle of success.)
12. euphemism: the use of more polite language to express vulgar or distasteful ideas (ex: Saying someone "passed away" instead of "died")
13. epithet: an adjective or phrase that describes a prominent feature of a person or thing (ex: Shoeless Joe Jackson, Richard the Lionheart)
14. aphorism: a statement of some general principle, expressed in a memorable way by condensing much wisdom into few words (ex: Nietzsche—"The vanity of others offends our taste only when it offends our vanity.")
15. apostrophe: a direct address to an absent or dead person or to an object (ex: Walt Whitman's poem "O Captain, My Captain" was written upon the death of Abraham Lincoln à Lincoln could not respond.)
16. zeugma: the use of one word in a sentence to modify two other words in the sentence, typically in two different ways
(ex: "Mr. Pickwick took his hat and his leave." This sentence uses "took" in two different ways.)
17. metonymy: a figure of speech that replaces the name of one things with the name of something else closely associated with it
(ex: The crown carries many responsibilities. This actually means a role in the monarchy carries many responsibilities, but the crown is associated with the monarchy.)
18. synecdoche: a figure of speech in which the part of something stands for the whole (ex: One thousand sails pursued Paris when he fled with Helen of Troy, i.e., Actually, one thousand ships pursued Paris; the sail is just a part of the whole ship)
19. conceit: an extended metaphor that runs throughout a work
20. motif: a situation, incident, idea, image, or character-type that is found in many different literary works, folktales, or myths
21. archetype: a symbol, theme, setting, or character-type that recurs in different times and places in myth, literature, folklore, dreams, and rituals so frequently to suggest that it represents some essential element of the universal human experience
22. synaesthesia: a blending of different senses (ex: His shirt was a loud shade of blue. – blending the senses of sound and sight)
23. fable: a brief tale that conveys a moral lesson, usually by giving speech and manners to animals and inanimate things
(ex: Aesop's Fables)
24. parable: a brief tale illustrating some lesson or moral (not using animals); a type of allegory
25. satire: a mode of writing that exposes the failings of individuals, institutions, or societies to ridicule or scorn them (ex: The Adventures of Huckleberry Finn)
26. parody: a mocking imitation of the style of a literary work or works, ridiculing through exaggerated mimicry (ex: Saturday Night Live)
27. caricature: a picture, description, etc., ludicrously exaggerating the peculiarities or defects of persons or things
28. overstatement: a type of exaggeration; to state something too strongly
29. sarcasm: a sharply ironical taunt; sneering or cutting remark
30. wit: quick, amusing cleverness
31. trope: a figure of speech (using words in senses beyond their literal meanings)
32. in medias res (Latin: "into the middle of things"): when a narrator begins telling a story at some exciting point in the middle of the action
33. rhetoric: the study of effective, persuasive language use; the art of communicating effectively
34. rhetorical strategies/devices/techniques: any strategy (such as all those listed above) used to communicate effectively given the speaker, subject, audience, context, and purpose
Syntactical Devices:
Balance
35. parallelism: the arrangement of similarly constructed clauses, sentences, or verse lines in a pairing or other sequence suggesting some correspondence between them (ex: Shakespeare—"Before, a joy proposed; behind, a dream.")
36. balanced sentence: a sentence consisting of two or more clauses that are parallel in structure
37. antithesis: a contrast or opposition of ideas (ex: Shakespeare –"Not that I loved Caesar less,/ but that I loved Rome more.") Repetition
38. anaphora: repeating the same word or phrase at the beginning of lines, clauses, or sentences (ex: Churchill—"We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills.")
of lines, clauses, or sentences (ex: Ralph Waldo Emerson—"What lies
39. epistrophe: repeating the same word or phrase at the end behind us and what lies before us are tiny compared to what lies within us.")
40. antimetabole: (type of chiasmus) a verbal pattern in which the second half of an expression is balanced against the first but with the words in reverse grammatical order (A-B-C, C-B-A) (ex: Malcolm X—"We didn't land on Plymouth Rock; Plymouth Rock landed on us.")
41. polysyndeton: ("poly-" à many) repeated use of conjunctions (and, or, but, etc.) to link together a succession of words, clauses, or sentences (ex: Maya Angelou—"Let the whitefolks have their money and power and segregation and sarcasm and big houses and schools and lawns like carpets, and books, and mostly--mostly--let them have their whiteness.")
Omission (taking out)
42. asyndeton: removing conjunctions between clauses (ex: I came, I saw, I conquered.)
43. ellipsis: (hint: look for ellipses …) removing from a sentence a word or words that would be required for complete clarity but which can usually be understood from the context (ex: Romeo loves Juliet and Juliet, Romeo.)
Change of normal word order
44. anastrophe: an inversion (switching) of the normal order of words
45. chiasmus: a verbal pattern (a type of antithesis) in which the second half of an expression is balanced against the first with the parts reversed (ex: Hillary Clinton—"In the end, the true test is not the speeches a president delivers; it's whether the president delivers on the speeches.")
46. parenthesis: (hint: look for dashes or parentheses) a qualifying, explanatory, or appositive word, phrase, clause, or sentence that interrupts a sentence without otherwise affecting it, often indicated in writing by commas, parentheses, or dashes (ex: William Smith—you must know him—is coming tonight.)
47. stream-of-consciousness: the continuous flow of perceptions, thoughts, feelings, and memories; representing mental processes in an unpunctuated or disjointed form
8.
Appendix C: Grammar Vocabulary
(30 flashcards – every term that is in bold)
1. antecedent-word that is replaced by a pronoun (ex. AP classes are difficult, and they are time consuming.)
2. active voice-the subject of the sentence is doing the action (ex. Mike loves hockey.)
3. passive voice-the subject of the sentence is not performing the action (ex. Hockey is loved by Mike.); avoid this in writing
4. types of sentences
a. declarative-sentence that make a statement (ex. I am leaving.)
b. interrogative-sentence that asks a question (ex. Are you leaving?)
c. imperative-sentence that commands or request, and the subject is missing or implied (ex. Get out)
d. exclamatory-sentence that is emotional and declarative (Wow!
e. simple-a sentence consisting of only one clause, with a single subject and predicate
f. complex-a sentence containing a subordinate clause or clauses.
g. compound-a sentence with more than one subject or predicate.
h. compound-complex-a sentence having two or more coordinate independent clauses and one or more dependent clauses
5. fragments-any phrase or clause that is not a sentence
6. phrases-groups of words that work together as a grammatical unit in a sentence but is missing a subject or predicate
a. appositive-a noun or noun phrase that is placed next to another noun or noun phrase to help identify it or give more specific information (ex. Mr. Rogers, my math teacher, is going to retire.)
b. prepositional-a group of words that begins with a preposition and ends with a noun or pronoun before the linking verb (ex. Keep that secret between you and me.)
7. clauses-a group of words that includes a subject and its related verb but that is not necessarily a sentence
a. dependent/subordinate-a group of words that includes a subject and verb but is incomplete
b. independent clause- a clause that could be a complete sentence if it stands alone
parts of speech
a. nouns-person, place, thing, or idea (Abraham Lincoln, library, flashcard)
b. pronouns-words that take the place of noun (he, she, it)
c. verbs-the predicate
i. action verb-something you physically do
ii. helping verb (auxiliary) verb-helps out the action verb by showing past or present tense
iii. linking verb-all alone links a subject to a noun or adjective
d. adjectives-words that describe nouns or adjectives (ex. Strong, confident, antagonistic)
i. Demonstrative- (ex. that, this, those)
ii. Proper- formed from a proper noun (ex. Japanese, Napoleonic, British)
e. adverbs-words that describe a verb, adjective, or other adverb (ex. where, how,
f. prepositions-the position or orientation of something (ex. during, to, with, along)
g. interjections-a word or short phrase used to express emotion (ex. Wow! No! Help!)
h. conjunctions-a word that joins two or more words together (ex. for, and, nor, but, or yet, so)
Appendix D: Tone Vocabulary
(83 flashcards)
compassionate feeling sadness for another person’s bad situation and wanting to relieve that person’s pain
giddy to be light-headed or ditzy with joy
pedantic showing off one’s intelligence (for example, by correcting small errors or giving too much attention to small
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Agricultural land
Soil acidity
South Australia's
Environmental trend and condition report card 2018
Trend
Since 2005, the trend in agricultural soil acidity has been getting worse.
A soil is acidic if its pH is below 5.5. Increasing soil acidity can be counteracted by adding lime to the soil. If not enough lime is applied over time, the soil will become more acidic. The amount of lime used each year to manage acidic soils is monitored to help estimate the trend in soil acidity.
Since 2005, soil acidity has continued to increase (worsen) in each of the six key agricultural regions (Eyre Peninsula [EP], Northern and Yorke [NY], Adelaide and Mount Lofty Ranges [AMLR], South Australian Murray–Darling Basin [SAMDB] and South East [SE]) (top figure).
The area of land with acidic soils is also increasing.
Why is agricultural land important?
Agricultural land supports food and fibre production through crops and livestock, with South Australian agriculture valued at $4.5 billion annually.
Soil acidity reduces the growth and production of most agricultural plants. The annual loss of agricultural production in South Australia due to soil acidity is estimated at $88 million.
Condition
Soil acidity is fair, with two-thirds of acid-prone soils in the agricultural areas of the state being acidic.
The condition rating for soil acidity depends on the amount (proportion) of acid-prone soils that are currently acidic. Statewide, 67% of acid-prone agricultural soils are currently acidic, giving a fair condition rating. Most of the agricultural regions have a fair condition rating for soil acidity (bottom figure).
Adequate application of lime is required to overcome increasing acidity and maintain the productivity of important agricultural land in South Australia.
Soil acidity is getting worse across South Australia. Lime is needed to help maintain agricultural productivity
What are the pressures?
About 20% of the state's agricultural land has soils that are prone to acidity.
Agricultural production accelerates soil acidification. Acidification rates are increasing because of higher agricultural productivity and greater use of nitrogen fertilisers.
Soil acidification is a complex chemical process, and its effects are not always recognised or understood.
Treatment of acidic soils relies on the availability of good-quality and affordable lime, which varies at times and between regions.
technical information
What is being done?
Soil mapping information and soil test data are used to estimate the extent and severity of soil acidity.
The state government works with industry to increase awareness, detection and treatment of soil acidity.
The Managing Soil Acidification Action Plan guides activities to improve management of soil acidity.
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The Art of Talking without Talking
Learn GSL (Gyani's Sign Language) in 5 minutes
Introduction
Scene 1
The teacher raps the table with her stick and shouts "Silence! No talking! If I catch anyone talking, I'll send him out immediately." The poor students try to stay quiet and feel miserable. Their young and fertile minds are full of ideas and thoughts which they want to share with their friends. But they need to talk in order to do that. The ban on talking by their teacher makes them feel suffocated and they try whispering. Soon the whispers become louder and the irritated teacher once again raps the table with her stick and shouts "No whispering either!" The frustrated students engage their remaining time in coining the choicest abuses for their 'behated' teacher. They wish they could talk without making a sound.
Scene 2
Rohit had a severe throat infection which required an operation. After the operation he was ordered to be on complete voice rest for a month. In other words, he was not allowed to utter a sound for a month, so that his vocal chords could heal properly. He found it very difficult to communicate with his family, friends and colleagues in the office during that time. He wished he knew a simple sign language which could be learnt in 5 minutes and so could be easily taught to his friends and colleagues. It would have made life so much more easier for him.
Scene 3
It was the final round of the inter-college DumbCharades Competition organized by the Physics department of D.G.Vaishnav College, Chennai. One team had a lead of almost a thousand points over the rest of the teams. No word seemed difficult for this team. They never took more than 10 seconds for the longest and toughest words. Everyone suspected that they used some sign language, but it was impossible to prove it. The rules of the game say that alphabets should not be signaled using actions. And they were clearly not doing that. The guy who was miming just seemed to be turning his head this way and that while driving an imaginary car by changing gears with his hands. The guy who was guessing the word, guessed it correctly and easily in the very first attempt every time. Needless to say they won the first prize in every Dumbcharades competition they participated. The mimer in that team called himself Gyani and said he had invented a secret technique which he called GSL which he would not reveal.
Scene 4
Mohan is deaf and dumb and has a horrid time trying to communicate with people who don't know the language of the deaf and the dumb. But he understands that it's not easy to learn the sign language of the deaf and the dumb and people who can talk and hear would never bother to learn it. But he wishes that there was a much easier sign language which anyone could learn in just 5 minutes. That way people would be more eager to learn it and he would be able to communicate with everyone easily.
I was reading the book 'Memory Makes Money' by Harry Lorrayne when I got the brainwave for this sign language. I was in college at that time and we were planning to take part in Dumbcharades competitions. This technique helped my team make a clean sweep of all the prizes that year. Then recently I found that I have 'Spasmodic Dysphonia' (a problem with the vocal chords). It makes talking an ordeal for me. So I refined my Sign Language and taught it to my family, friends and colleagues in the office. No one took more than 5 minutes to learn it. So now we have a great time communicating with each other. It's easy, it's simple and it's fun!
You too can learn it and teach it to anyone in just 5 minutes. From my own experience I can tell you that it is a lot of fun and creates a lot of laughter and bonding among family and friends. Since this sign language is based on sounds, you can use it to speak in any language, or even a mixture of languages. And of course, the best part is that you can now talk even with your mouth full, by using just your left hand (in case you are holding a spoon in your right hand)!
The Basic Principle
Every word we speak can be broken up into syllables.
For example, the previous sentence in syllable form will be:
Av-ri vard v speek can b bro-ken up in-to sy-la-bels.
Elephant will be a-li-fant.
Hippopotamus will be hi-po-po-ta-mus.
Human will be he-u-mun.
Yes will be e-a-s.
"Please come here" will be p-lee-s co-m he-ar.
"How are you?" will be hov r u?
Each of these syllables is made up of a combination of a consonant and a vowel sound.
'a', 'e', 'i', 'o', 'u' are the vowel sounds of the English language. For my sign language I've added an extra vowel sound 'ah' ( the 'h' is silent. The 'a' here is pronounced as in 'saw'.)
The rest of the alphabets are the consonants of the English language.
The English language has 26 alphabets and all existing sign languages have created a sign for each alphabet of their language. So each language has its own sign language and the deaf and dumb people have a hard time learning it. Learning to associate each of the 26 signs with its corresponding alphabet and then remembering it, is not an easy task. Yet, that is what the most popular sign language so far – the ASL (American Sign Language) wants us to do. This is where GSL (Gyani's Sign Language) differs radically from the existing sign languages. The fact is that while talking, we don't need the 26 alphabets. Just 11 will do. Well, actually it's 17, but some of the similar consonants are grouped in pairs, so that you have only 11 major consonants to remember. And these can be easily remembered (thanks to Harry Lorrayne) by associating them with their respective numbers (from 0 to 10). So each of these 17 consonants has a sign, which is very easy to remember because it has a story (or, reason) behind it. The 6 vowel sounds (including the 'ah') are represented by the 6 possible directions – up, down, front, back, left and right.
So now all we have to do to make a syllable is to make a sign with the hand (for the consonant) and take it to the respective directions (for the vowel sounds). For example, if you make the sign for 'g' with your hand in front of you, and then push the sign upwards (up direction is for 'o'), it will mean g + o = go.
The 6 directions and the vowel sounds they represent
To avoid confusion about the directions, please understand this part very clearly:
Let's call the person who does the signs - "Mimer" and the person who interprets the signs – "Interpreter". They stand or sit facing each other. The 'up-down' directions are the same for both of them. But the 'left-right' and the 'front-back' directions are not the same for both of them. So let me first clarify these two sets of directions for the Mimer and the Interpreter.
When you are the Mimer, your right-hand side represents the first vowel – 'a'. When you become the interpreter and interpret the signals made by the Mimer in front of you, your left-hand side will represent the first vowel 'a'. The Mimer will show 'a' with his right-hand side which appears on your left-hand side when you are the interpreter.
To avoid confusion, remember it as follows:
The vowels are in the order 'aeiou' and 'ah'. 'a' comes first and is followed by 'e'. When you are the Mimer, you are going to 'write'(mime) with your right-hand and so you start with 'a' on your right-hand side and proceed to 'e' on your left-hand side.
When you are the Interpreter, you are going to 'read' (interpret the signs) from left to right as in a book. So you start with 'a' on your left-hand side and proceed to 'e' on your right-hand side.
Similarly for the 'front-back' directions, when you are the Mimer, the front direction (for 'u' sound) is in front of your body and going away from it (towards the interpreter). The back direction (for 'i' sound) is going backwards towards your chest (away from the interpreter).
But when you are the Interpreter, the direction towards the mimer (and away from you) will represent the 'i' sound. The direction towards your chest (when the Mimer points towards you) will be the 'u' sound.
That leaves us with the non-confusing 'up-down' pair of directions which are the same for both the Mimer and the Interpreter. 'Up' represents the 'o' sound. You can remember it easily by telling yourself that people often look up and exclaim "Oooh!" when they suddenly understand something after pondering over it for a long time. So 'up' means 'o' sound.
The 'down' direction means 'ah' sound. You can remember this easily by telling yourself that you were delighted to see a gold coin on the ground and exclaimed "Aha!" So 'down' means 'ah' sound.
So if you make a sign for one of the consonants and move it in one of these directions, it forms the corresponding syllables. The position right in front of your chest is the 'neutral' position. Here the consonant is in its 'root' form without any vowel sound attached to it. So 'k' when showed in this neutral position is not 'k' as in 'cane', but is actually 'k' as in 'pack'. As a Mimer, if you want to show 'k' as in 'cane', you must add the 'a' vowel sound after the 'k' consonant. So you must first make the 'k' sign in the 'neutral' position and then move it to your right-hand side. Then it will become 'k' as in 'cane'. If you want to show 'k' as in 'cone', then you must move the 'k' sign upwards from the 'neutral' position.
If the vowel sound precedes the consonant like in 'act', then you make the sign for 'k' in your right-hand side (which represents 'a') and then bring the 'k' sign to the 'neutral' position in front of your chest. That will mean 'ak' as in 'act'. If you follow it up with the sign for 't' in the 'neutral' position, you get 'act'.
Suppose there's a word that has two different vowel sounds in the beginning, like 'out'. This word can be split up as ah-u-t. So start the sign for 't' from down (for 'ah') and then move it to the front (for 'u') and then bring it to the neutral position. This means you showed 'out'.
Suppose there's a word that has no consonant in it, like 'you'. 'you' is just 'u' in syllable form and it has no consonants. For such cases we need to rotate or move our heads in the respective directions:
1. Turn your head to your right to show 'a' when
you are the Mimer. If you are the Interpreter, note that when the Mimer turns his head to his right, he will appear to turn his head to your left and so that is 'a' for you (you read from left to right and so 'a' is at left and 'e' is at right).
2. Turn your head to your left to show 'e' when you are the Mimer. If you are the Interpreter, note that when the Mimer turns his head to his left, he will appear to turn his head to your right and so that is 'e' for you (you read from left to right and so 'a' is at left and 'e' is at right).
3. Turn your head up to show 'o'.
4. Turn your head down on your chest to show 'i'.
Unfortunately we can't bring our head down. We can only turn it down inwards, towards our chest. So that becomes the 'IN' direction and represents 'i'.
5. Move your head forward in front of you to show
'u'
6. For the 'ah' sound, rest your head on your left shoulder. To remember this easily, imagine you got a severe neck pain and exclaimed "ah!" while doing this most clumsy sign. Fortunately you won't have much use for it.
The Eleven Consonants
Just wave your hand in front of your face to indicate that the word is complete, or to indicate that you are going to start a new word.
1. (0) : s, sh. Zero is also known as 'cypher'. The first syllable of cipher is 'si'. The consonant of 'si' is 's'. So '0' represents the letter 's'. More importantly understand that it represents the letter 's' without any vowel sound attached to it. It is 'ss'. If you move 'ss' to the right, it becomes 'say'. Move it to the left, it becomes 'see'. Move it in towards your chest, it becomes 'sigh'. Move it out to the front and it becomes 'su'. Move it up and it becomes 'so'. Move it down and it becomes 'saw'. If you start the 'ss' sign from your right ('a') and bring it to the central neutral position, you get 'as'. If you start the 'ss' sign from your left ('e') and bring it to the central neutral position, you get 'is'. Please note carefully that in this sign language you must follow the way the word is pronounced and not its spelling. 'Is' is not I + s, but instead it is e + s.
'sh' is related to 's' and so it is also represented by cipher. The linking of the consonants with the numbers 0-10 is to help us quickly recollect the consonants and their signs.
So build up this chain of thought in your mind: The number '0' is also known as cipher. The first sound of 'cipher' is 's'. 'sh' is a related sound to 's'. So the number '0' represents 's' and 'sh'.
This is the sign for 's'. It looks like the number '0'. So the moment you look at it, tell yourself that you are looking at '0' which represents 's'.
This is the sign for 'sh'. You just close the sign for 's' to get the sign for 'sh'. So if you make this sign and move it up, you get 'show'. Make this sign and move it forward to get 'shoe'. Make this sign and move it in towards your chest to get 'shy'. Make this sign to your right side and then bring it to the neutral position in front of your chest to get 'ash'.
2. (1) : T, D. Look at the letter 'T'. It has just one vertical stick and resembles 1. So '1' represents 'T'. Repeat the word 'tin' loudly ten times. You will find that 'tin' starts sounding as 'din'. So 'T' and 'D' are related sounds and so both are represented by the number '1'.
This is the sign for 'T'. It just shows the number '1' and so you know that it represents 'T'. Bring it forward to make 'two' or 'to'. Take it up to make 'toe' or 'tow'. You can guess the correct word from the context of the word in the sentence. Take it in towards your chest to make 'tie'.
This is the sign for 'D'. Observe that it is also shown by the forefinger, but now it is bent like the 'D'. Take it forward to show 'do'. Take it in to show 'die'. Take it up to show 'doe'. Make the sign up and bring it to the central neutral position to show 'ode'. Make the sign down and bring it up to the neutral position in front of your chest to get 'odd'. Note that 'odd' is pronounced as 'ah-d'. Make the sign to your left and bring it to the neutral position to get the Muslim festival 'Id' which is pronounced as 'eed'.
3. (2) : n. Note that 'n' has two vertical sticks. So '2' represents the
letter 'n'. This is the symbol for 'n'. Note that it literally shows the letter 'n' using the forefinger and the middle finger. So there should be no problem in remembering this sign for 'n'. Take this sign up to get 'no'. Take it down to get 'nah'. Take it to your right to say 'nay'. Take it to your left to say 'nee'. Make this sign down and bring it up to
the neutral position to say 'on' which sounds like 'ahn'.
4. (3) : m. Note that 'm' has three vertical sticks. So '3' represents the letter 'm'.
This is the sign for 'm'. Note that it literally shows the letter 'm' using the forefinger, middle finger and the ring finger. So there should be no problem in remembering this sign for 'm'. Take this sign in towards your chest to say 'my'. Take it forward to say 'mu'. Take it to your right to say 'may'. Take it to your left to say 'me'. Take it up to say 'mow'. Take it down to say 'ma'. Make the sign at your right and bring it to the neutral position in front of your chest to say
'am'. Make the sign at the top and bring it to the neutral position in front of your chest to say 'om'.
5. (4) : R. The last letter of 'FouR' is 'R'. So the number '4' represents 'R'.
The sign is just to show 4 fingers. Take the sign up to say 'row'. Take it down to say 'raw'. Take it to your right to say 'ray'. Take it in towards your chest to say 'rye'. Take it forward to say 'rue'. Make the sign at your right and bring it to the neutral position to say 'air'. Make the sign down and bring it to the neutral position to say 'are'. Make the sign up and bring it to the neutral position to say 'or' or 'ore'. The correct word will become obvious from the context of the sentence. Make the sign to your front, take it up and bring it to the neutral position to say 'u-o-r' which is 'your'. Make the sign down and bring it to the neutral position to say 'are'. Make the sign close to your chest (the 'in' direction) and bring it to the neutral position to say 'ire'.
6. (5) : L. You can use the five fingers of your palm to form the letter 'L' as shown.
So the number '5' represents the alphabet 'L'. Make the sign in the neutral position and bring it forward to say 'loo'. Make the sign and take it up to say 'low' or 'lo'. Make the sign and take it in towards your chest to say 'lie'. Make the sign and take it to your right to say 'lay'. Make the sign and take it to your left to say 'lee'. Make the sign and take it down to say 'law'. Make the sign to your left and bring it to the neutral position to say 'ill'. Make the sign down and bring it to the neutral position to say 'all'. Make the sign to your right and bring it to the neutral position to say 'ale'. Make the sign to your left, bring it to your right and then to the neutral position to say 'e-a-l' which is 'yell'. Make the sign close to your chest ('in' direction) and bring it to the neutral position to say 'i'll'.
7. (6) : Ch, j. Look at the mirror image of the number '6'. It resembles the letter 'j'. So the number '6' represents the alphabet 'j'. Remember that the 'j' here is just the consonant sound without any vowel sound like 'a' attached to it. Repeat the word 'cheese' loudly ten times. You will easily end up saying 'Jees'. This shows that 'ch' and 'j' are related and so are represented by the same number '6'. So when you come to number '6' during your revision, think of the mirror image of '6', which is 'j'. Then you know that 'ch' and 'j' form a pair linked with the number '6'.
The sign for 'ch' is the famous 'thumbs-up' sign which resembles the upright '6'. Make the sign and take it to your left to say 'chee'. Make the sign and take it up to say 'cho'. Make the sign, bring it down and then take it to your left to say 'chai' which means tea in Hindi.
The sign for 'j' is a modification of this sign and resembles the fallen '6'. You get the sign for 'j' from the sign for 'ch' by closing your thumb and drawing out your little finger instead. Make the sign and take it up to say 'Joe'. Make the sign and take it down to say 'jaw'. Make the sign and take it to your right to say 'jay'.
8. (7) : K, G. Look at the alphabet 'K'. It is made up of two '7's' joined together as shown. So the number '7' represents the letter 'K'. Repeat the word 'core' loudly ten times. You will find that soon you are saying 'gore'. So the 'kah' sound and the 'gah' sound are very similar and are represented by the same number '7'.
The sign for 'k' is the famous sign for making a phone-call. When you say that you want to 'call' someone you often use that sign. So it should be easy to remember the sign for 'k'.
The sign for 'g' is the famous sign for a 'gun'. So it should be easy to remember the sign for the 'guh' sound represented by the letter 'g' ('g' for gun). Make the sign and take it up to say 'go'. Make the sign and take it to your right to say 'gay'.
9. (8) : f, V. Look at the letter 'f' when it is written in cursive writing. It resembles the number '8'. So the number '8' represents the letter 'f'. Repeat the word 'fan' loudly and as fast as possible, ten times. You will find that it starts sounding as 'van'. So 'f' and 'v' are similar and are represented by the number '8'.
The sign for 'f' has the following logic: It is made using the 'Five' fingers. So it represents the 'F' of 'Five'. Moreover, it is curved at the top like the small letter 'f'. Make the sign and take it to your left to say 'fee'. Make the sign to your left and bring it to the neutral position in front of your chest to say 'if'. Make the sign at the top and bring it to the neutral position to say 'of'.
The sign for 'v' is the famous 'Victory' sign. So it should be easy to remember the sign for 'V'. Make the sign in the neutral position and bring it down to say 'wah'. Make the sign and take it up to say 'woe'. Make the sign and take it to your left to say 'wee'. Make the sign and take it to your right to say 'way'. Make the sign and take it forward to say 'wu'. Make the sign and bring it in towards your chest to say 'why'.
10. (9) : P, b. If you take the mirror image of the number '9', you get the capital letter 'P'. Invert it upside down and you get the small letter 'b'. Moreover, if you repeat the word 'pee' loudly ten times, you will find that it sounds like 'bee'. So 'p' and 'b' are similar sounding consonants and are represented by the same number '9'.
The sign for 'P' can be remembered easily if you imagine that you are producing the "POM-POM" sound by honking the rubber horn of a bus by pressing it with your five fingers. The sign for 'P' which comes first is the starting position of the pressing of the horn. Make the sign and take it to your left to say 'pee'. Make the sign and take it up to say 'po'. Make the sign and take it towards your chest ('IN' direction) to say 'pie'. Make the sign and take it down to say 'paw'. Make the sign to your right and bring it to the neutral position to say ‘ape’.
The sign for 'b' is the final fully pressed position of the horn. So remember that '9' represents 'P' and 'b' and their signs are related because they are related sounds. Make the sign and take it to your left to say 'bee'. Make the sign and take it down to say 'bah'. Make the sign and take it towards your chest to say 'bi' which represents 'buy' or 'by'. The correct word will be obvious from the context of the word in the sentence.
Make the sign and take it down and then to your left to say 'bah-e' which represents 'bye'.
11. (10) : H. The last and the 11 th consonant is the letter 'H'. Notice that it resembles the number 11. So it must be easy to remember that the last and the 11 th consonant is 'H'.
It's sign resembles the two vertical sticks of 'H'. So it must be easy to remember the sign of 'H'. Make the sign and take it towards your chest to say 'high'. Make the sign and take it down and then to your left to say 'hah-e' which represents 'hi'. Make the sign and take it to your left to say 'he'. Make the sign and take it to your right to say 'hay' or 'hey'. The correct word will be obvious from the context. Make the sign and take it down to say 'h-ah' which represents 'ha'. Do this action twice to say 'haha'.
So that is all you need to know to master the Art of Talking without Talking using GSL!
Some sample words and sentences using GSL
When you are the Interpreter, remember to add the consonant sounds and the vowel sounds in the exact order in which they are shown by the Mimer. It helps to say aloud as the Mimer makes the signs so that you can make sure that you are not making any mistake. Keep saying the entire word upto the point of completion. For example, as the Mimer signals the word 'elephant' keep saying the word aloud up to the part he has just completed. Like, first you say 'a', then 'alee', then 'aleefa', then 'aleefan', and finally the complete word 'aleefant', which you can easily guess to be 'elephant'. If you follow this method while interpreting, many times you will guess the correct word even before the Mimer completes the word.
1. Gyani : G-e-a-n-e. So make 'G' sign in the neutral position, take it to your left ('Ge') then down ('Gea'). Then make the 'n' sign in the neutral position and move it to your left ('Geane'). Then wave your hand in front of your face to signal the completion of the word.
2. I Love You : I L-o-v u. This is the most important sentence if you are teaching GSL to your girlfriend! Move your head down on your chest ('I'). Then wave your hand in front of your face to signal a new word. Make the 'L' sign in the neutral position and then take it up ('Lo'). Then make the 'V' sign in the neutral position to get 'I lov'. Again wave your hand in front of your face to signal a new word. Now jerk your head forward ('u') to get 'I lov u'.
3. I Hate You : I H-a-t u. If you do the 'I Love you' sign to a girl who doesn't love you, be prepared to read this sign! Jerk your head down on your chest ('I'). Then wave your hand in front of your face to signal a new word. Make the 'H' sign in the neutral position and then take it to your right ('Ha' which sounds like 'hay'). Then make the 'T' sign in the neutral position to end up with 'I hate'. Again wave your hand in front of your face to signal a new word. Now jerk your head forward ('u').
4. Philanthropist : f-e-l-a-n-t-r-o-p-e-s-t. Start with 'f' sign in the neutral position and move it to your left to get 'fe'. Then make the 'L' sign in the neutral position and move it to your right to get 'La' which sounds as 'lay'. Then make the 'n' sign in the neutral position, followed by 't' and 'r' signs in the same neutral position ('felantr'). Now move the last sign 'r' up to get 'felantro'. Then make the 'p' sign in the neutral position and move it to your left to get 'felantrope' which sounds like 'felantropee'. Now make the 's' sign in the neutral position followed by the 't' sign to get the complete word 'felantropest' which represents 'philanthropist'.
5. Sumptuous : s-ah-m-p-ch-u-ah-s. Start with 's' sign in the neutral position and move it down to get 'sah'. Then make the 'm' sign in the neutral position followed by 'p' and 'ch' to get 'sahmpch'. Now move the 'ch' sign forward to get 'sahmpchu' and then move it down to get 'sahmpchuah'. Then make the 's' sign in the neutral position to get 's-ah-m-p-ch-u-ah-s' which you can easily guess to be 'sumptuous'.
6. Rendezvous : r-ah-n-d-a-v-u. Notice how much simpler the word is when spoken compared to its spelling. Start with 'r' sign in the neutral position and move it down to get 'rah'. Then make the 'n' sign in the neutral position followed by 'd' sign to get 'rahnd'. Move the 'd' sign to your right to get 'rahnda' which sounds as 'rahnday'. Then make the 'V' sign in the neutral position and move it forward to get 'rahndavu' which you can easily guess to be 'rendezvous', because that's the way it is pronounced.
7. Scribbling Pad : s-k-r-e-b-l-e-n-g p-a-d. Remember that in sign language, 'i' always sounds like 'i' in 'pie' and never as 'e' of 'see'. Start with 's' sign in neutral position followed by 'k' and 'r' signs to get 'skr'. Then move the 'r' sign to your left to get 'skre'. The make the 'b' sign in the neutral position followed by 'L' to get 'skrebl'. Move the 'L' sign to your left to get 'skreble'. Then make the 'n' sign in the neutral position followed by 'g' to get 'skrebleng'. Now wave your hand in front of your face to indicate a new word. Make the 'P' sign in the neutral position and take it to your right to get 'skrebleng pa'. Then make the 'd' sign in the neutral position to get 'skrebleng pad' which you can easily guess to be 'scribbling pad'.
8. Synergism : s-I-n-ah-r-j-e-s-m. Make the 's' sign in the neutral position and move it towards your chest (inside) to get 'si'. Then make the 'n' sign in the neutral position and take it down to get 'sinah'. Now make the 'r' sign in the neutral position followed by 'j' to get 'sinahrj'. Move the 'j' sign to your left to get 'sinahrje'. Now make the 's' sign in the neutral position followed by the 'm' sign to get 'sinahrjesm' which you can easily guess to be 'synergism'.
9. aquiduct : a-k-v-e-d-ah-k-t. Make the 'k' sign at your right side (which indicates that the vowel sound 'a' precedes the consonant 'k') and then bring it to the neutral position to get 'ak'. Now make the 'v' sign in the neutral position and move it to your left to get 'akve'. Then make the 'd' sign in the neutral position and move it down to get 'akvedah'. Then make the 'k' sign in the neutral position followed by 't' sign to get 'akvedahkt' which you can easily guess to be 'aquiduct'.
10. Czechoslovakia : s-a-k-o-s-l-o-v-ah-k-e-ah. Start with 's' sign in the neutral position and move it to your right to get 'sa'. Then make the 'k' sign in the neutral position and move it up to get 'sako'. Then make the 's' sign in the neutral position followed by 'L' sign to get 'sakosl'. Move the 'L' sign up to get 'sakoslo'. Make the 'v' sign in the neutral position and move it down to get 'sakoslovah'. Make the 'k' sign in the neutral position and move it to your left and then down to get 'sakoslovahkeah' which you can easily guess to be 'Czechoslovakia'.
11. I am hungry : I a-m h-ah-n-g-r-e. Jerk your head down to say 'I'. Wave your hand in front of your face to indicate a new word. Make the 'm' sign at your right side and bring it to the neutral position to get 'I am'. Wave your hand in front of your face to indicate a new word. Make the 'H' sign in the neutral position and bring it down to get ' I am hah'. Make the 'n' sign in the neutral position followed by 'g' sign and 'r' sign to get 'I am hahngr'. Move the 'r' to your left to get 'I am hahngre' which you can easily guess to be 'I am hungry'.
12. Xmas : a-k-s-m-ah-s. Make the 'k' sign to your right side and bring it to the neutral position to get 'ak'. Now make the 's' sign in the neutral position followed by the 'm' sign to get 'aksm'. Bring the 'm' sign down to get 'aksmah'. Now make the 's' sign in the neutral position to get 'aksmahs' which you can easily guess to be 'Xmas'.
13. Yatch : e-ah-ch. Turn your head left to get 'e'. Then turn your head sideways (simulating a sprain in the neck) to get 'eah'. Don't worry, if you already have any neck sprain, my sign language will cure it! Then make the 'ch' symbol in the neutral position to get 'eahch' which you can easily guess to be 'yatch'.
Or, you can also signal the word without using your neck by making the 'ch' sign to your left ('e' position) and then bringing it down ('ah' position) before finally bringing it to the neutral position to get 'eahch'.
14. Queen : k-v-e-n. Make the 'k' sign in the neutral position followed by the 'v' sign to get 'kv'. Then move the 'v' sign to your left to get 'kve'. Then make the 'n' sign in the neutral position to get 'kven' which you can easily guess to be 'queen'. Remember that in sign language 'e' always sounds like the 'e' in 'bee' and never like the 'e' in 'when'. So 'kven' in GSL sounds like 'queen'.
15. Zebra : s-e-b-r-ah. Make the 's' sign in the neutral position and move it to your left to get 'se'. Then make the 'b' sign in the neutral position followed by 'r' sign to get 'sebr'. Move the 'r' sign down to get 'sebrah' which you can easily guess to be 'zebra'.
Conclusion
So that's it folks! Have fun! I'm sure you'll agree that once you've learned GSL by reading this book (or rather, booklet) you can teach it to anyone in just 5 minutes. So please do that and if everyone in the world knows GSL, life will become much more easier for the deaf and dumb people of this world. They won't feel isolated from the non-deaf-and-dumb people anymore. More importantly, if you have a family, you can spend quality time with them by having fun through GSL. It'll also keep your minds active and drive away the boredom from your life.
And all the harassed mothers who want some silence and respite from the constant chatter of their teenage kids, can also teach GSL to their kids. This applies equally well to the more common case of harassed teachers and talkative students in school.
Of course GSL will be invaluable to all space missions. It is the easiest and most efficient way to communicate in the vacuum of space and makes wireless sets redundant for short distance communication.
Those who want to use GSL for Dumbcharades competitions, please substitute some dramatic action for each of the signs, so that it will seem that you are acting something. No one can even suspect that you are using sign language if you remove a gun from an imaginary holster ( sign for 'g'). Even if they do, by the time they muster enough courage to question you, the competition will be over and you would've won the first prize! So good luck for your competitions!
All those people who are recovering from throat problems (like me) and have been ordered complete voice rest, please pass this book (or rather, booklet) to all your friends and relatives and request (no, order) them to learn GSL. I'm sure it'll solve all your communication problems.
For all those who plan to cheat in exams by using GSL when the invigilator is looking the other way, my only word of caution is that you may get caught (even though the invigilator cannot produce any evidence unless they have a video camera in the examination hall to record your signals). You may be so busy doing the signals that you may stop watching the invigilator. Besides it's not ethical to cheat in exams.
Of course all those working in very noisy environments (factories, etc) can now comfortably wear their ear-plugs and communicate using GSL.
To recollect all the signs and the sounds of GSL, just start counting from 0 to 10 and recollect the corresponding sounds and actions.
Lastly I would like to express my gratitude to my colleague Mr Vishnu Vardhan for patiently taking all those snaps which I used for illustrating this book (or rather, booklet). | <urn:uuid:45710797-2360-4d29-8f52-216c67f63589> | CC-MAIN-2019-26 | http://www.freegyan.org/gyani/wp-content/uploads/2016/08/The_Art_of_Talking_Without_Talking_-_GSL.pdf | 2019-06-20T11:41:21Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00306.warc.gz | 220,292,978 | 8,478 | eng_Latn | eng_Latn | 0.97894 | eng_Latn | 0.998426 | [
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by Catherine Hapka illustrated by Hollie Hibbert
SCHOLASTIC INC.
For Becky Shapiro, who started the magic
If you purchased this book without a cover, you should be aware that this book is stolen property. It was reported as "unsold and destroyed" to the publisher, and neither the author nor the publisher has received any payment for this "stripped book."
No part of this publication may be reproduced or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.
For information regarding permission, write to Scholastic Inc.,
Attention: Permissions Department, 557 Broadway, New York, NY 10012.
ISBN 978-0-545-75024-0
Text copyright © 2015 by Catherine Hapka Illustrations copyright © 2015 by Scholastic Inc.
All rights reserved. Published by Scholastic Inc. scholastic and associated logos are trademarks and/or registered trademarks of Scholastic Inc.
12 11 10 9 8 7 6 5 4 3 2 1 15 16 17 18 19 20/0
Printed in the U.S.A. First printing, January 2015 Book design by Jennifer Rinaldi Windau
40
First Day of School
"Do you think the other dolphins at school will like me?" Pearl asked.
She was swimming through the blue waters of the Salty Sea with her pod. A pod is a dolphin family. Pearl's pod was made up of herself, her parents, and her little sister, Squeak.
"Of course they'll like you!" Pearl's father told her.
Pearl's mother slowed down to let a school of fish swim by. The sun made the silvery little fish sparkle in the clear water. The sea was shallow here among the beautiful coral reefs that grew all over the area.
"Just be yourself, Pearl," Pearl's mother said. "You'll make lots of friends."
Pearl hoped her parents were right. Her pod was much smaller than most and lived in a quiet lagoon far away from other pods.
That meant Pearl hardly ever saw other young dolphins. Well, except for Squeak, of course. But she was too young to count.
"I'm sure you'll love school, Pearl," her father said. "You want to learn how to use your magic, right?"
"That's true." Pearl blew a stream of bubbles out of her blowhole as she thought about that. Dolphins were the protectors of the ocean. They helped other sea creatures whenever they could. The reason Pearl and her pod lived in their lagoon was because sea turtles laid their eggs on the beach nearby. Pearl's pod helped the baby turtles swim safely out to sea after they hatched.
Most of the time that was an easy job. All the dolphins had to do was steer the tiny creatures into deeper waters or show them where to find food. Pearl's parents used a special magical skill called guiding to do that. It made the turtles want to do whatever the dolphins were thinking. Magical guiding could also help the hatchlings swim faster to escape from hungry crabs and fish.
But that wasn't the only type of dolphin magic Pearl's parents used. For instance, the dolphins could sing magical songs, or create sparkly light displays in the water to distract the gulls that liked to swoop down and snatch the baby turtles out of the shallows.
Pearl wanted to be able to do all of those things someday, just like her parents. She was already good at using mental magic to communicate with the baby turtles and other sea creatures. Dolphins were the only ones who could send mental messages to one another using words and ideas, though all fish and animals understood the simple pictures and emotions that the dolphins sent. Pearl and Squeak practiced that kind of mental magic all the time. They could use their skills to talk an octopus into playing with them, or to convince a pair of cranky crabs to stop fighting. The dolphin sisters were pretty good at sending more complicated messages to each other, too, even when they were half a lagoon apart. And now, finally, Pearl was old enough to go to school and learn the rest of her dolphin skills.
"I can't wait until I'm old enough to go to school!" Squeak flapped her fins. "What classes will you take, Pearlie?"
"Magic class, of course," Pearl told her sister. "I can't wait to start that one! I'll also be
taking Music, Ocean Lore, and Jumping and Swimming."
"I'm going to be great at Jumping and Swimming!" Squeak demonstrated by zipping to the surface and leaping into the air. Then she swam back down, dodging around a prickly bit of fire coral. "Wait, but what's Ocean Lore?" she asked.
"That's where you'll learn all about our world here in the Salty Sea," Pearl's father explained, wiggling his flukes —his tail fins— to move forward. "You'll also learn more about the other creatures who live here with us, like fish and lobsters and jellyfish and—"
"Oh!" Pearl's mother broke in suddenly. "Someone is in trouble!"
Pearl had seen it, too. An image had just popped into her mind. It was shadowy and
dark and filled with fear.
"Here!" Pearl's father led the way past another coral formation.
A spotted eel was thrashing around near the reef. His long, slender body was all tangled up in something white and crinkly. He shook and jerked his whole body trying to get loose from it. He was so frantic that he kept slamming into the spiky coral.
"Stop!" Pearl's father cried. "Hold still, friend. We want to help you."
Pearl could feel magic energy flowing out toward the eel from both her parents. But the eel only thrashed harder.
"He's panicking," Pearl's father said. "He doesn't even hear us."
"Come," Pearl's mother told her children. "Join in. We need to get through to him before
he hurts himself."
Pearl and Squeak swam forward. Pearl focused her mind on the eel and sent a mental message. Peace, friend, she thought. Be still so we can help you.
She knew the eel wouldn't understand the words of her message. But she hoped he would feel that the dolphins were trying to help.
"It's still not working," Pearl's father said after a moment.
Pearl's mother swam forward, letting the eel's body slam against her sleek gray side instead of the sharp coral. Once again, Pearl felt strong magic flowing out from her mother.
"Is she guiding the eel?" Squeak whispered.
"I think so," Pearl replied. "She might even be pushing him."
Pushing was a stronger form of magical guiding. Usually dolphins tried not to use it, since it forced other creatures to do what the dolphins wanted rather than allowing them a choice. But sometimes, in an emergency, pushing was necessary. Pearl kept focusing on the eel, adding her tiny bit of magic to the stronger magic coming from her parents.
This time, it worked. The eel's frantic motions slowed, and then stopped. He hung in the water, still and dull-eyed.
"Hurry," Pearl's mother said. "I can't push him to stay still for long. Get him untangled."
Pearl zipped forward to help her father and sister. They pulled at the white substance with their snouts.
"Yuck," Squeak said, spitting out a piece that had come loose in her mouth. "What is this junk, anyway?"
"It must be something the Land Leggers dropped in the water," her father replied.
Land Leggers were a species of two-legged creature that lived on the islands and shore above the surface of the Salty Sea. Pearl had never seen one, since there were none on the turtles' island. But she'd seen lots of things that had washed into the sea from the Land Leggers' world.
"There—I think the eel is loose," her father said. "Back away in case he panics when your mother releases him."
Pearl and her family backed off. Her mother stopped her flow of magic energy. The eel hung there in the water for a moment. Then, with a single flip of his whiplike body, he disappeared into a hole in the coral. A grateful feeling floated into Pearl's mind, and she
smiled in the direction of the eel.
"How far are we from dolphin school?" Squeak wondered.
Her father nodded his sleek gray head toward a coral wall nearby. "We're here."
Pearl realized he was right. Coral Cove Dolphin School was located in a shallow lagoon protected by a colorful ring of coral reef.
"Thanks for swimming me to school," she told her parents and sister when they reached the entrance.
"You're welcome," her mother said. "Will you be okay swimming home by yourself after school?"
"I think so." Pearl wiggled her fins nervously.
"Just remember to stay away from Bigsky Basin," Pearl's father said. "The water is very deep there."
"Yeah," Squeak said. "There could be sharks!"
Pearl shivered as she glanced up at her father's dorsal fin. There was a scar there. Long ago, a shark had bitten him while his pod was rescuing an octopus from becoming the shark's dinner. Pearl had heard the story many times. But it seemed even scarier here, so close to Bigsky Basin.
"Maybe your new school friends will swim you home," Squeak told Pearl.
"Maybe." Pearl forgot about sharks as she looked into the school lagoon. Inside, she could see lots of dolphins of all ages swimming around. "But what if nobody likes me? What if they think I'm weird?"
"Don't worry, little one." Her father rubbed his fin against hers. "If you want to have friends, you just have to act like a friend."
"How do I do that?" Pearl wondered.
"Always choose kindness," her father replied.
Squeak laughed and did a flip in the water. "You always say that, Daddy!" she exclaimed.
Her father smiled. "That's because it's always true."
Pearl's mother rubbed her fin against Pearl's, too. Then she gave her a gentle shove toward the entrance. "You'd better go in, Pearl," she said. "It's almost time for school to start." | <urn:uuid:40ea2cd2-d6ad-450b-84b4-abdd4b7c4319> | CC-MAIN-2019-26 | http://scholastic.ca/books/app/webroot/img/pdfs/9780545750240.pdf | 2019-06-20T12:15:19Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00309.warc.gz | 161,144,768 | 2,217 | eng_Latn | eng_Latn | 0.954892 | eng_Latn | 0.999722 | [
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Quality Standards for NAFCC
Accreditation
Fifth Edition
With 2017 Updates
The National Association for Family Child Care
1
Quality Standards for NAFCC Accreditation
Revised 2017
Kathy Modigliani, Ed D, and Juliet Bromer of the Family Child Care Project-Wheelock College lead the development of the NAFCC Accreditation system.
The Quality Standards for NAFCC Accreditation and the accreditation process were developed through a consensus building process that included hundreds of providers, parents, resource and referral staff members, and many other early childhood experts.
NAFCC would like to thank all contributors for their hard work and dedication to the field of family child care.
Sponsored by
The National Association for Family Child Care Foundation
1743 W. Alexander Street
Salt Lake City, UT 84119
Phone: 801-886-2322
Email: email@example.com
Website: www.nafcc.org
2017, National Association for Family Child Care Foundation
All rights reserved including that of translations. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical recording or otherwise without the prior written permission of the copyright holder and publisher, the National Association for Family Child Care Foundation.
The NAFCC Quality Standards are built around the concept that relationships are a critical component in providing high-quality care. The relationships that a provider develops with individual children, those that are formed among the children themselves, and the relationships with each family are all important factors in how well the program meets the needs of both the provider and the families served.
2
The standards are divided into 5 content areas:
* Relationships
* The Environment
* Developmental Learning Activities
* Safety and Health
* Professional and Business Practices
Relationships
The most important aspect of a high-quality family child care program is its human relationships. Providers set the emotional climate of the program. Good quality relations with the children and their families form the foundation of support needed for great experiences. Children thrive when they feel nurtured, appreciated, and have a sense of belonging to a group that is part of a community. All kinds of development are supported in the context of warm, responsive human relationships.
The Provider with Children
1.1 *The provider cares about, respects, and is committed to helping each child develop to his or her full potential.
1.2 Updated 2017 The provider is responsive to the needs of children and respects their individual needs for comfort to ensure that their well-being is met.
1.3 The provider holds or carries infants frequently, depending on their individual preferences as shown by expressions of discomfort, such as crying or fussing, as well as their expression of well-being, such as smiling and cooing, as well as their body language of settling in or pulling away.
1.4 *The provider is sincere and comfortable with children and enjoys being around them.
1.5 *The provider observes and documents children's abilities and behavior, including but not limited to, verbal, non-verbal, and body language. The provider uses this information to coordinate and adapt activities, routines, and interactions to meet the needs of each individual child.
1.6 The provider seeks information about each family's cultural traditions and is sensitive to them when responding to the children and families.
1.7 The provider shows positive attitudes toward adapting for individual children's needs, such as, but not limited to, bottle weaning, diapering, toilet learning, discipline, and additional individual needs.
1.8 The provider recognizes signs of stress in children's behavior and responds with appropriate stress-reducing activities.
1.9 Updated 2017 *No form of physical punishment or humiliation is ever used by the provider, or anyone who comes in contact with children in the family child care home (FCCH). Children are never yelled at, bullied, criticized, shamed, teased hurtfully, threatened, or physically roughed in any way.
The Provider with Parents and Families
Trust and Respect
1.10 *The provider encourages parents to visit any time their children are present.
1.11 *The provider is available to communicate with parents when children are present, or regularly checks for messages from parents.
1.12 The provider respects diverse family structures and recognizes the strengths of each family.
1.13 The provider is attentive to parents' specific requests, preferences, and values, and individualizes each child's care as appropriate.
Communication and Involvement
1.14 The provider keeps parents informed about how their children are spending their time in care. This happens daily for infants and toddlers and at least weekly for older children.
1.15 The provider engages in and maintains open communication with each family.
1.16 In addition to ongoing conversations, the provider has a conference with each child's parents/guardians at least once per year. Together they review the child's progress and needs and set goals for the child.
1.17 The provider shares concerns with parents when they arise, and together they develop a mutually satisfying plan of action.
1.18 The provider encourages breastfeeding and offers a place for on-site breastfeeding.
The Children with Each Other
1.19 The provider supports children in developing friendships with each other. The provider supports children in finding positive ways to interact with others.
1.20 The provider supports children in identifying and describing their own feelings and those of others.
1.21 The provider encourages children to help and support each other.
1.22 Children are engaged in play, activities, or conversations with each other and the environment reflects positive affect.
Other Relationships
The Provider's Family
1.23 When the provider's own child is a part of the program, the provider balances the roles of parent and caregiver to make this a positive experience for all.
1.24 The provider's family members are courteous and respectful when they interact with the children in care and their families.
Family and Community Engagement
1.25 The provider plans occasional activities where the child care families can get together.
1.26 The provider has the social support of friends, family, and other providers, and participates in community events and/or organizations.
1.27 The provider offers a variety of ways for parents to be involved in the child care program. Consideration is given to the parents' interests, culture, and time availability. Although involvement is encouraged, it is never required.
1.28 If parents do not speak the language of the provider, the provider finds an effective way to communicate with them.
1.29 Provider and parents work together on issues such as guidance/discipline, eating, toileting, etc.; always keeping in mind the best interest of the child.
The Environment
The next important aspect of quality in family child care is the environment. The provider's home is welcoming and comfortable, with enough materials and equipment to engage children's interest in a variety of ways, supporting their activities across all the domains of development.
Home Environment
2.1 The areas of the home used by children are welcoming and friendly, appearing like a family home, a small preschool, or a combination of the two.
2.2 The environment is arranged so children can use what they can reach most of the time.
2.3 The arrangement of the home, and use of space, are balanced to meet the needs of both the child care program and the provider's family.
2.4 The home has adequate ventilation and room temperature between 68-90°(F). If the temperature is over 90°(F), air conditioning or safe fans are used.
2.5 Updated 2017 Areas where children read, make art, or play with manipulatives have enough light for children and adults to see and to accomplish the different tasks in each area. There are areas in the child care environment with soft or natural light. There are areas where infants can lie on their backs and look up into lighting that is not bright nor harsh.
2.6 The home does not smell of urine, feces, garbage, pets, tobacco smoke, air deodorizers, mildew, cleaning products, nor other fumes.
2.7 The environment does not over stimulate nor distract children.
2.8 At least half the time there is no background noise such as music, radio, nor electronic games.
2.9 The child care space is well organized.
2.10 There is enough indoor space used for childcare, which allows approximately 35 square feet of usable space per child. Children move freely and safely, when engaged in active play.
2.11 Outdoors, the play area has open space for active movement, some play equipment and materials, and places for open-ended explorations.
2.12 The provider makes reasonable adaptations to the environment to meet the specific needs of each child.
2.13 The environment includes a comfortable and cozy space for children, and a quiet place for children who choose to use it.
2.14 Each child has a space for storing personal belongings.
2.15 Space is available for infants to explore safely and freely, to crawl, and to stand. Sturdy, low furniture is available for those who are learning to walk.
2.16 Updated 2017 The space is organized to meet the individual needs of each child in care. For example:
- Infants can experience floor time without being exposed to small objects that could be choking hazards or other objects and toys that are not developmentally appropriate.
- Toddlers and Preschoolers have enough space to move about freely without being a safety risk to Infants.
- Preschoolers have a space to play with small manipulatives that is out of reach of infants and toddlers.
- School-agers have a quiet space to do homework.
2.17 If a child is present whose disability requires use of a wheelchair, there is sufficient space for it to move around.
Equipment and Materials
2.18 Equipment and materials are modified to accommodate children's individual special needs, or special equipment/materials are provided.
2.19 The children are learning to take care of the equipment, materials, and the environment.
2.20 There are enough toys and materials, home-made or purchased, to engage all the children in developmentally appropriate ways.
Suggested Materials and Equipment for Large and Small-Motor Development
2.21 FOR INFANTS
balls
grasping toys
stacking and nesting toys
-toys to look at, feel, and chew on
2.22 FOR TODDLERS
equipment for climbing (at home or nearby)
riding toys
balls
large interlocking blocks and puzzles
water and sand for sensory play
2.23 FOR PRESCHOOLERS
Toddlers' equipment plus:
peg boards
blocks
sewing materials
dancing music and props
2.24 FOR SCHOOL-AGERS
Preschoolers' equipment plus:
other sports equipment and games
games that require participation
arts and crafts materials
construction toys
materials for building
2.25 Materials are stored in consistent places and some of them are easy for children to find, help themselves to, and put away. Separate containers are provided for various kinds of materials.
2.26 No toy guns or other weapons are offered as play options. Material that is violent, sexually explicit, stereotyped, or otherwise inappropriate for children is not available.
2.27 Some materials are rotated, put away for a while and then brought out again, to stimulate children's interest and development.
2.28 Materials reflect the lives of the children enrolled and people diverse in race and ethnicity. They show girls and boys, women and men, and older people in a variety of positive activities. Materials include items such as books, dolls, puzzles, and pictures. They do not include stereotyped pictures such as Indians with tomahawks.
2.29 The books are in readable condition.
2.30 Art materials are non-toxic.
Suggested Materials for Language and Literacy Development
2.31 BOOKS FOR CHILDREN UNDER THE AGE OF TWO
at least 10 books
made of durable materials
simple pictures of people and familiar objects
short stories about every-day activities
2.32 BOOKS FOR CHILDREN AGE TWO AND OLDER
at least 10 books
nursery rhymes
a variety of stories about pretend and real situations
information books
2.33 BOOKS FOR SCHOOL-AGERS
at least 10 books
chapter books
adventure stories
mysteries
information books
magazines
comics
a variety of reading levels and topics
2.34 OTHER LANGUAGE MATERIALS
telephones
puppets
interactive games
written or audio materials in the child's home language (supplied by the provider or family)
Art, Math, Science, Dramatic Play and Real Tools
2.35 Updated 2017 Developmentally appropriate art materials are available and offered daily to children age 12 months and older.
2.36 Updated 2017 Developmentally appropriate math materials are available and offered to children age 12 months and older.
2.37 Updated 2017 Developmentally appropriate science materials are available and offered to children age 12 months and older.
2.38 Updated 2017 Developmentally appropriate dramatic play materials are available and offered to children age 12 months and older.
2.39 Updated 2017 Developmentally appropriate real tools are available and offered to children age 12 months and older.
Developmental Learning Activities
Children's spontaneous play is ideally suited to helping them practice their developing skills and gain understanding of their world. As the provider observes their activities and interests, the provider supports and extends their play and offers new activities and materials to build upon their learning.
The early years are a prime time for children's development. Most basic, is learning to get along well with others and to feel secure in one's own identity. From infancy through the school years, children are capable of learning and building competency across a wide range of areas. These include physical development, cognition and language, social and self-development, and creative development. A high-quality provider has individualized goals for each child as well as goals for the group as a whole. The provider plans activities and builds on spontaneous opportunities to support these learning goals.
Child-Directed Activities
3.1 *Children have opportunities to make choices and explore their own interests.
-They direct their own free play for at least ½ hour at a time, totaling at least one hour in each half day.
-Free play may occur indoors or outdoors.
3.2 Children are engaged in learning experiences most of the time. Their faces often reflect concentration.
The Provider's Activities
3.3 The provider supports and extends children's self-directed play as well as offering learning experiences and materials that are appropriate for, and extend, the abilities and interests of the children.
3.4 Updated 2017 The provider has a system in place to gather and document information about children's interests, behavior, development, learning progress, and needs. The provider uses this system to analyze the information and set goals that support the children's development.
3.5 The provider understands how children grow and learn. The provider uses this knowledge to design the environment and plan learning experiences that are developmentally appropriate for each child.
3.6 The provider plans learning experiences that build on the needs and interests of the children, being flexible in adapting the plans.
3.7 If the child has been diagnosed with a specific condition, and a plan has been implemented (i.e. Individual Family Service Plan (IFSP) or the Individual Education Plan (IEP), or 504 Plan), the provider follows the proscribed plan, and provides activities that support learning based on the age and abilities of the child.
3.8 The provider seeks information about each families' cultural traditions and is sensitive when using this information during curricula planning and other learning activities.
3.9 Most of the children's learning experiences promote many kinds of development simultaneously – the curriculum is integrated and holistic rather than focused on one area of development at a time. For example, a play dough activity includes art, math, science, self, social, and language development.
3.10 Children age 4 and older can pursue special interests or hobbies, working on projects that may evolve over days or weeks. (This could be N/A if no children are 4 or older).
3.11 The provider offers opportunities to practice and explore new skills in a range of developmental areas.
3.12 The provider gives the children the support they need to succeed in a range of learning experiences, scaffolding them to success. This available support helps the child feel comfortable trying new activities.
3.13 When appropriate, the provider extends children's learning by describing what they are doing and asking them open-ended questions.
3.14 The provider helps children engage in activities by breaking complex tasks into simple ones or increasing the difficulty of activities by combining familiar materials in innovative ways and contexts.
3.15 The provider finds opportunities to support children in learning specific skills and concepts when they show interest in learning them.
3.16 The provider takes advantage of, and builds upon, the many natural learning experiences and "teachable moments" associated with daily life in a home.
3.17 Updated 2017 The provider supports children's play, without dominating it, by simply observing, offering materials, joining in, or making gentle suggestions as needed.
3.18 Updated 2017 The provider plays interactive games with children, especially with infants and toddlers. (Interactive games include imitating infants' sounds, peek-a-boo, call and response rhymes, Simon Says, and card or board games).
3.19 Except for necessary routines and transitions, the provider encourages but does not force children into activities. Most of the time, children can move in and out of an activity, stand and watch, or choose not to participate at all.
3.20 The provider is physically active enough to keep up with the children. The provider or an assistant can lift infants and toddlers.
Schedules and Routines
3.21 The provider usually maintains a consistent, yet flexible, sequence of daily events and learning experiences, which are adapted to meet the individual needs of each child and the changing group.
3.22 Learning experiences and transitions are generally smooth and unhurried; children can usually finish activities at their own pace. They seem to know what is expected of them.
3.23 Updated 2017 *The provider greets children and parents warmly every day. Upon arrival, based on the child's needs, the provider helps the child become engaged in what is happening, or provides a quiet place until they are ready to be engaged.
3.24 The provider helps children and parents to cope with separation at drop-off and pick-up times.
3.25 Updated 2017 The provider takes the children outdoors (when neighborhood conditions are safe) 1 to 2 or more times during the day, for a total of at least 60 minutes per day, weather permitting (i.e. no active precipitation, extreme weather conditions or advisory warnings that may affect the health or safety of the children). During colder and warmer weather temperature and conditions, children are dressed appropriately for active outdoor play.
3.26 Rest time is appropriate, relaxing, and comfortable to meet the individual needs of children. Non-sleepers can have books and quiet toys during rest time.
3.27 Infants and toddlers can nap when they are sleepy. If needed, the provider helps them fall asleep through rocking, patting, and/or soft music.
3.28 The provider talks to infants and toddlers throughout the day during transitions and routines about what is happening in the moment.
3.29 If children wear diapers, the provider does a visual check at least once every 2 hours and changes them as needed, if wet or soiled.
3.30 If a child is learning to use the toilet, parents and the provider agree on toilet learning approaches based on each child's developmental readiness, not on age. The process is respectful, free from embarrassment, punishment or power struggles.
3.31 The provider models a positive attitude about cleaning up, and encourages children to clean up after themselves as they are able.
3.32 School-agers should have age-appropriate, comfortable space and time that meet their needs to relax after the school day.
Positive Discipline
3.33 *Guidance is positive and appropriate for the developmental abilities of each child and is used to help children gain self-control and take responsibility for their own behavior.
3.34 Updated 2017 Expectations are appropriate and are clearly explained to children in a positive, developmentally appropriate way.
3.35 The provider minimizes toddlers' frustrations through redirection.
3.36 As opportunities arise, the provider allows children to experience the natural consequences of their own negative behavior in a safe, non-threatening manner.
3.37 The provider avoids power struggles with children by allowing opportunities for them to experience responsibility as leaders and helpers within the group.
3.38 Updated 2017 Time outs are not used, but rather time is given for a child to cool off or go to a safe place until they are ready to return to the group. The provider uses redirection whenever possible.
Social and Self-Development
Empathy
3.39 The provider helps children to gain awareness of other people's feelings and to understand how their own actions affect others.
3.40 Updated 2017 The provider supports children in resolving conflicts and disagreements by assisting them, as needed, in communicating their feelings and finding solutions.
3.41 The provider helps children learn to respect the possessions, personal space, and activities of others.
Belonging to a Group
3.42 Some activities involve all the children working together for a common purpose. The provider encourages children to work on projects and play games together.
3.43 Children are learning about sharing, taking turns, and working together.
3.44 Sometimes children help with safely preparing food, setting the table, or cleaning up after meals.
3.45 Updated 2017 The provider helps children know neighborhood helpers, such as mail carrier, health professionals, fire fighter, or police officer, by meeting them or through pictures, books, videos, or play experiences.
Respecting Differences
3.46 The provider helps children understand and respect people who are different from themselves. The provider responds factually to children's curiosity about similarities and differences among people.
3.47 The provider assures that children and their families are treated fairly. All children and families are included in activities regardless of race, gender, ethnicity, sexual orientation, religion, or ability. Girls and boys have equal opportunities to take part in all activities and use all materials.
3.48 The provider helps children notice incidents of bias and learn effective ways to stand up for each other and themselves in the face of teasing, bullying, or other forms of discrimination.
3.49 The provider introduces cultural activities based on the authentic experiences of individuals rather than a "tourist curriculum" of exotic holidays and stereotyped decorations.
Self-Esteem and Self-Awareness
3.50 The provider supports children in their growing self-awareness and self-acceptance.
3.51 The provider provides ongoing acknowledgement and recognition of specific aspects of each child's accomplishments and efforts.
3.52 The provider accepts children's emotional needs and see-sawing demands for both dependence and independence.
3.53 Updated 2017 The provider is accepting of each child and does not criticize, tease, bully, or allow criticizing, teasing, or bullying to take place in the family child care home. Especially when children make mistakes.
3.54 The provider helps children take responsibility for themselves and their belongings, building self-help skills when they are ready.
Physical Development
3.55 *Children are engaged in large motor activities for at least 30 minutes in each half day either indoors or outdoors. These activities may occur at one time or may be accumulated during each half day.
3.56 *When they are awake and alert, non-crawling infants spend short periods, of three to five minutes, in each half day, with the provider in supervised time on their tummies. Time may be increased as the infant develops and gains more head and neck control.
3.57 *Children have daily opportunities for developmentally appropriate small-motor activities, such as grasping, scribbling, cutting with scissors, buttoning, tying shoes, using art materials, or playing with manipulatives.
3.58 Children, especially infants and toddlers, have rich experiences throughout the day using their senses- seeing, hearing, tasting, smelling, and touching.
Cognition and Language
Cognitive Development
3.59 Updated 2017 The provider facilitates activities and guides children's understanding and learning experiences through a variety of methods such as interactions with others, audio, visual, hands-on exploration, books, music, and movement.
3.60 Updated 2017 The provider encourages children to develop their understanding of objects, events, and people by providing a variety of activities, such as pretend play, art materials, and songs that involve imitation. The provider actively interacts with children during these activities to help develop their understanding.
3.61 The provider introduces time concepts through consistent routines, and helps children age 2 and older recall past experiences and plan future events.
3.62 The provider encourages children to think for themselves, to solve problems on their own and with others, and to have confidence in their ability to find solutions.
Language and Communication
3.63 The provider encourages children to express their thoughts and feelings and listens with interest and respect.
3.64 *The provider takes time every day for meaningful conversation with each child. The provider takes an interest in and responds positively to infants' vocalizations and imitates their sounds.
3.65 The provider encourages children to listen to and respond to each other.
3.66 Updated 2017 The provider adapts communication and language to match the needs and understanding of each child.
3.67 When the child's home language is different from the provider's, the provider shows respect for both languages by learning and using key words or songs in the child's home language.
Literacy
3.68 *The provider reads to all children for at least 15 minutes during each half day. Books are used to stimulate conversation that expands upon children's interests and imagination, to build vocabulary, or to introduce new ideas and information.
-If the children or infants have short attention spans and can't attend to the stories, reading time can occur in brief moments and be comprised of showing and talking about the pictures, colors, and textures in the book.
-Children who can read independently spend at least ½ hour in each ½ day engaged in literacy activities (such as reading, writing, listening to stories, or performing plays).
3.69 Updated 2017 *Children of all ages have access to age appropriate books every day. The provider encourages children to look at or read books on their own. The provider teaches children to take care of books as needed.
3.70 The provider builds on children's emerging interest in print and writing according to each child's developmental level. Examples are: scribbling, recognizing signs and alphabet letters and their sounds, writing names, notes, and stories, labeling drawings, making books, or writing in journals.
Math and Science
3.71 Children learn math and science concepts in the context of everyday activities, such as setting the table, preparing food, sorting the mail, cooking, gardening, and playing games. As they are able, they match, sort, arrange things in sequence, count things, measure, and recognize and create patterns.
3.72 Children have opportunities (indoors and outdoors) to explore the natural and physical environment, through experiences such as watching insects, planting seeds and caring for plants, playing with water and sand, and playing with cars or balls and ramps.
3.73 The provider encourages children age 3 and older to observe and make predictions about things in the learning environment using language, hands on activities, analysis, reasoning, problem solving, and experimenting by asking "why, how and what if" questions.
Creative Development
3.74 The provider encourages children's creativity by offering a variety of daily opportunities for children to explore and use their imagination.
Art
3.75 Updated 2017 The provider sets out inviting art materials based on the children's developmental levels. Additionally, children age 3 and older have direct access to basic art materials during free play opportunities.
3.76 Most art activities are open-ended and child-directed. Children decide what they will create and how they will do it. Coloring books, pre-cut materials, or activities that require children to produce a specific product are not examples of open ended or child directed art activities.
3.77 The provider comments on specific aspects of children's art, focusing on the children's exploration and use of the materials and descriptions of their work. The provider is careful in the use of language during praise, encouragement, or affirmation, and does not show preference for work that looks more realistic or pretty.
3.78 The provider values all children's work and helps parents appreciate children's creative art, child made games, and books. Some work is displayed throughout the learning environment (such as on the refrigerator, on wall hangings and mobiles, in photo albums, scrap books, or portfolios) including spaces where children and parents have access.
Music, Movement, and Dramatic Play
3.79 The provider uses music in a variety of ways such as singing, finger plays, clapping games, playing instruments, and listening to a variety of recorded music.
3.80 Children have opportunities to participate in music making activities, using their own voices, and with purchased or home-made instruments.
3.81 The provider encourages children to dance or use movement as a method of selfexpression, to recreate meaningful experiences, tell stories, or act out concepts.
3.82 Updated 2017 The provider offers daily opportunities for children's pretend play and is involved in the facilitation of children's creativity throughout the day.
Television and Computers
3.83 If screen media is used, the provider assures the content (including cartoons and animation) is appropriate for the ages of the children using or viewing the source; which includes but is not limited to, being free from violent, sexually explicit, stereotyped content, and advertising.
3.84 Updated 2017 If children use screen media, including computers, the provider limits their time of use to no more than 30 minutes per week, and for educational use or physical activities. Engaging alternative activities are offered to all children when screen media is offered.
3.85 Children under the age of 2 years are strongly discouraged from participating in media viewing (TV, computer, video, DVD, iPad, etc.). Developmentally appropriate, engaging alternative activities are provided when screen media is offered to older children.
3.86 If a computer is used by the children, the provider limits each child's computer time to no more than fifteen minutes at a time. When school-agers are engaged in an educational project or when children require the use of assistive technology, time using the computer may be extended.
3.87 When used, all computer software is developmentally appropriate, promotes positive learning experiences, requires children's active involvement, group participation, creativity, or fun.
3.88 Updated 2017 If the Internet is used by children, the provider actively monitors its use in all forms including, but not limited to, computers, tablets, smartphones, and television.
Safety and Health
Children's physical well-being is assured through careful supervision, preparation for emergencies, minimizing the spread of disease, and serving of nutritious food.
Safety
Supervision
4.1 *Children under the age of 3 are in the provider's line of sight always, except when attending to personal needs for up to 5 minutes. The provider assures the safety of all children while attending to her personal needs.
4.2 *Children age 3 and older may be out of the provider's line of sight for short periods of time, if the provider is close by and listens carefully to assure all children are safe.
4.3 *Children under the age of 6 are never inside or outside by themselves. When children are inside, the provider is inside. When children are outside, the provider is outside.
4.4 *When children are sleeping:
The provider can hear them (monitors are permitted)
The provider visually checks on infants under the age of 8 months every 15 minutes (visual monitors are not permitted as a substitute for a visual check).
The provider's own children may sleep in their own bed regardless of age.
4.5 *The provider is particularly careful supervising children in high risk activities including, but not limited to, swimming, water play, woodworking, cooking, field trips, and other pursuits that could be potentially dangerous to the children involved.
4.6 Children are not left in equipment that restrains their movement for more than 20 minutes at a time, and no more than half the time in care, except when eating or sleeping. Such equipment includes, but is not limited to, cribs, play pens, swings, baby seats, high chairs, exercisers. Back and front packs are excluded.
4.7 If children are transported, take walks, or go on field trips, the provider has a comprehensive plan which addresses potential safety issues and strategies for keeping children from being separated from the group.
4.8 New 2017 A qualified assistant is present when there are more than 6 children in care, and no more than 12 children are in care at any one time.
4.9 New 2017 When there are 6 or fewer children present, no more than two are under the age of two years. When there are 7 or more children present, no more than 4 are under the age of two years.
Checklist for Outings
4.10 Updated 2017 The provider brings:
first-aid kit
emergency telephone numbers
emergency treatment permission forms
coins for a pay phone, calling card number, or cellular phone
notepaper and pen
items that meet children's basic health and personal care as needed, such as medications, food or snacks, and toileting necessities
4.11 Children carry the provider's name and telephone number and their own name, where it is not visible, in case they become separated from the provider.
4.12 Updated 2017 *If children are transported in the provider's vehicle:
Seatbelts are used, at all times, by all passengers and the driver when transporting children
All vehicle restraint systems used meet the Federal Motor Vehicle Safety Standards contained in the Code of Federal Regulations, Title 49, Section 571.213
Excluding public transportation, all vehicle restraint systems used, including car seats, booster seats, and seat belts, are approved for the height and weight of the child using them, and has been properly installed and fitted according to the instructions of both the vehicle and the restraint system manufacturers
Infants, toddlers, preschoolers, and children under age 12 do not sit in the front seat
Children are never left unattended in a vehicle.
Emergency Preparation
4.13 *The provider has a first-aid kit readily accessible but out of reach of children.
The first-aid kit includes, but is not limited to:
first-aid instructions
disposable non-porous gloves
soap and water
tweezers
bandage tape
sterile gauze
scissors
a thermometer, infant-safe if infants are enrolled (may be kept separately from first aid kit)
adhesive bandages
cold pack
CPR mouth guard
4.14 *There is a working telephone, and emergency phone numbers are easy to access by all caregivers.
Emergency phone numbers include parents' daytime numbers or the local emergency numbers for:
ambulance, police, and fire department
poison control
a nurse, doctor, or other medical consultant
an emergency back-up caregiver
two back-up contacts for each child
4.15 The provider helps children, as they are able, to learn their full names, addresses, phone numbers, and how to dial 911 using equipment that is available, accessible, and familiar to them.
4.16 *If the provider does not speak English, the provider is able to communicate basic emergency information in English and can understand English instructions printed on children's medication.
Fire Prevention
4.17 *Flammable materials, including matches and lighters, are kept out of children's reach, and are not stored in areas used for child care.
Injury Prevention
4.18 *Equipment and materials, indoors and outdoors, are safe for the ages and ability of the children who use them, and in good repair. There are no sharp points, rough edges, peeling paint, or missing parts.
4.19 Updated 2017 If high chairs or boosters are used, they have a wide base or are securely attached to a table or another chair. The chair has a T shaped restraint/harness that is fastened every time they are used, unless the child is able to get in and out of the seat independently or the seat is used according to manufacturer's recommendations for age and weight.
4.20 *Heavy furniture, climbing equipment, swings, and slides are stable or securely anchored.
4.21 Sufficient cushioning materials are placed under all climbers, swings, and slides over 36 inches high, both indoors and outdoors.
4.22 *There are no movable infant walkers or saucers.
4.23 Updated 2017 Helmets fitted to the individual child using the equipment are always worn when riding bicycles, skateboards, and scooters, or when using in-line or roller skates.
4.24 *If there is a toy chest, it has safety hinges and air holes, or there is no lid.
4.25 The provider has an effective system to check for new safety hazards, indoors and outdoors.
4.26 Updated 2017 The provider conducts monthly emergency drills and keeps a log which includes the type of drill, date, and time of drills practiced.
4.27 Children under the age of 6 do not wear necklaces (unless the necklace can be easily broken), pacifiers on a cord around the neck, or clothing with draw strings around the neck. There are no toys with cords, strings, or straps long enough to wrap around the neck (over 12 inches long).
4.28 There are no latex balloons within reach of children under the age of 4.
4.29 *If there is a working fireplace, woodstove, or space heater, it is safely screened and inaccessible to children when in use, or not used or cool to the touch when children are present.
4.30 Updated 2017 *Poisonous items are kept in a locked or out-of-reach location.
Poisonous items include, but are not limited to:
medications
poisons
alcoholic beverages
tobacco
pesticides
cosmetics
cleaning supplies
air fragrance products
pet food and pet care products
4.31 *Weapons and firearms are in a locked place inaccessible to the children. Firearms are kept unloaded and ammunition is stored in a separate, locked place.
4.32 The provider helps children understand dangerous situations and the reasons for safety rules. The provider involves children age 3 and older in discussions about their safety.
Special Precautions for Infants and Toddlers
4.33 If there are children under the age of 3, toys or objects less than 1 ¼ inches in diameter and 2 ¼ inches in length are kept out of reach.
4.34 Updated 2017 *Children are never left alone on a changing table. The provider keeps one hand on the child or diapering occurs on a non-porous mat on the floor.
4.35 Infants under 1 year of age are placed on their backs for sleeping.
4.36 Updated 2017 If children under the age of 3 participate in water play, water play is limited to:
A stable water table with the height at or above the chest level of the smallest child, and the water is less than 6 inches deep
Sprinklers and containers less than 6 inches wide, or water less than 1 inch deep.
4.37 Children cannot lock themselves into rooms. Privacy locks on bathroom or bedroom doors are inaccessible to children, or locks can be opened quickly from outside.
4.38 Updated 2017 *Working smoke, fire, and carbon monoxide detectors are properly installed according to manufacturer's instructions. Smoke and fire devices are on each floor of the home. Smoke and fire devices and carbon monoxide detectors are adjacent to or where children sleep. Monthly maintenance checks of all equipment are conducted and recorded, including batteries being changed annually or as needed.
4.39 Updated 2017 *A fully charged and operable ABC-type fire extinguisher is in plain sight and available in or near the kitchen and on each floor of the home used for child care. All extinguishers are inspected and tagged annually. Non-rechargeable extinguishers shall be replaced according to manufacturer's instruction.
4.40 *Hot radiators and water pipes are covered or out of reach of children.
4.41 Updated 2017 *All tap water used by children does not exceed 120 degrees F.
4.42 *Hot items, including beverages, are kept out of children's reach.
4.43 Paint on the walls, ceilings, woodwork, and any other surface is not peeling or flaking. There are no paint chips or paint dust on floors or window sills. Walls and ceilings are free of holes or large cracks.
4.44 There are no toxic plants within children's reach.
Electrical Cords and Outlets
4.45 Updated 2017 All cords, including power cords and non-power cords, are safely secured and out of reach of children.
4.46 No cords are placed under rugs or carpeting.
4.47 *Every electrical outlet within children's reach is covered with a choke-proof, childresistant device or otherwise "child proof".
Exits and Stairs
4.48 Each floor used by children has at least two exits that lead to the ground level.
4.49 Exits are unobstructed and usable by toddlers and older children.
4.50 Stairs with more than 3 steps, or a total rise of 24 inches or more, have railings usable by the children.
4.51 Secure and safety gates or barriers close off access to all stairs adjoining areas used for children under the age of 4. There are no pressure gates or accordion gates with openings large enough to entrap a child's head. Safety gates are hardware installed and can be easily opened by adults in an emergency.
Windows
4.52 *If windows more than 3 feet above ground are opened, they cannot be opened more than 6 inches, or they are opened from the top and have safety guards – with bars no more than 4" apart. The safety guards must be removable from inside or outside by an adult in case of an emergency.
4.53 Windows that are opened have screens in good repair.
Kitchen
4.54 The stove and other cooking appliances are used safely or not used while children are present. Basic stove and oven safety guidelines:
Pot handles are turned to the back.
Back burners are used when available.
Knobs are removed or covered when not in use, or there are safety knobs, or they are out of children's reach.
Children do not play within 3 feet of stove while in use. (School-agers may cook on stove if they are carefully supervised.)
4.55 Updated 2017 Lower cupboards are free of dangerous items or have child-proof latches.
4.56 Dishes, utensils, cooking and serving items, and bottles are washed in a dishwasher, or washed in clean, hot, soapy water, rinsed, and air dried; or disposable dishes, cups, and utensils are used.
4.57 Updated 2017 Garbage containers are plastic-lined, covered, and hands free, or are located out of reach of children.
4.58 A cold pack or equivalent is easily accessible when needed for first aid.
Bathroom and Diapering Area
4.59 Diapering and toileting areas are separated from food areas. If the same sink is used for hand washing after toileting or diaper changing, it is disinfected before being used for hand washing for any other reason, including food preparation.
4.60 Updated 2017 The diapering surface is made of non-porous padding and is disinfected after each diaper change.
4.61 Diapers are disposed of in a plastic-lined, hands free container, out of reach of children.
4.62 *If a potty chair is used, it is washed and sanitized after each use.
4.63 A safe and age appropriate step stool is located next to any sink where children wash their hands, or children can reach faucets without a step stool. Children may be held while washing hands.
4.64 *Soap, running water, and paper towels or single use towels are provided.
Sleeping Areas
4.65 Updated 2017 *If a crib, porta-crib, or playpen is used, it meets current federal safety standards.
4.66 Sleeping areas for infants do not have any surface that can conform to the face, such as a soft pillow, soft mattress, comforter, or stuffed animal.
4.67 Children are provided with individual sleeping spaces allowing their faces to be at least 3 feet apart from each other.
Outdoor Safety Checklist
4.68 Outdoor play equipment is spaced to avoid safety hazards for active children.
4.69 Play space, including neighborhood playground if used, is free of animal feces, broken glass, paint chips, and trash. There is no flaking or peeling paint or bare soil within 15 feet of a structure.
4.70 Updated 2017 A fence or natural barrier, a minimum of 4 feet in height, encloses the play space.
4.71 *Ponds, wells, tool sheds, and other hazards are not accessible to children.
4.72 No trampolines are accessible to the children in care, except for therapeutic equipment used with supervision.
Swimming Pool
4.73 Updated 2017 *If there is a swimming pool:
It is inaccessible to children except when supervised by more than one adult, one of whom is a certified lifeguard.
It has a barrier such as a gate or door which is locked when the pool is not in use.
In-ground: it is surrounded by a barrier at least 4 feet above grade that children cannot climb.
Above-ground: pool sides are at least 4 feet high and the ladder is locked or removed when not in use.
Life-saving equipment is located nearby.
4.74 *Any hot tub or spa that is not fenced off has a locked cover strong enough for an adult to stand on.
Swings
4.75 Updated 2017 If there are swings, they are safe and meet or exceed current standards from the U.S. Consumer Product Safety Commission for outdoor home playgrounds.
Swings are surrounded by a clearance area and fall zone that extends at least 6 feet beyond the stationary swing.
Each swing hangs at least 30 inches away from the support poles and frame.
There are no exposed, moving parts which may present a pinching, crushing, or entanglement hazard, including all swing seat hooks
All connecting devices or fasteners, such as hooks, are closed, including those at the top of the swing -ropes or chains
Swing sets must be securely and adequately anchored.
Health
4.76 Updated 2017 If a child has been diagnosed as having a special need, the provider understands the7diagnosis, requests a copy of the child's plan, and works with parents and specialists to follow the plan.
4.77 Updated 2017 *Smoking of any kind, drinking alcohol, or using marijuana does not take place in the presence of children or on the premise during child care hours.
4.78 Updated 2017 *Prescription medication is only administered from the original container with the original label intact, listing the child's name. Written prescription directions are always followed. The provider obtains written permission of the parent and administers medications as prescribed by the child's heath care professional. Non-prescription remedies may be administered with both written directions and permission from a parent or guardian. The first dose of any medication, including prescribed medications, topical ointment, and other non-prescription remedies, is first administered outside of the child care.
4.79 Children are learning to keep themselves safe and healthy.
Nutrition and Food Preparation
4.80 *The provider serves nutritious and sufficient food following Child and Adult Care Food Program guidelines. If parents bring food, the provider assures that it is nutritious or supplements it.
4.81 *Food, including breast milk, is stored, prepared, and served to children in a safe and sanitary manner. Solid food is cut into cubes no larger than 1/4 inch for infants and 1/2 inch for toddlers.
4.82 Updated 2017 Baby bottles containing milk or other liquid food, or beverages should never be heated in a microwave and should always be checked to ensure that it is at a safe temperature before offering it to a child. Any other foods heated in the microwave should be allowed to rest for several minutes to ensure that it is at a safe temperature before offering it to a child.
4.83 When parents bring in food for their child, perishable items are refrigerated immediately. Infant formula is in factory-sealed containers. If powdered formula is used, it is brought in its original container. All food brought by parents is labeled with the child's name and date of preparation. Breast milk is labeled with the date and time it was expressed.
4.84 The current daily or weekly menu is posted and shared with parents, unless parents provide food. Modifications are noted when changes occur.
4.85 Updated 2017 Children's food allergies and special diet information are posted in the food preparation and/or eating areas in a manner that will both accurately and efficiently identify the child while maintaining confidentiality to visitors. If there are no children with food allergies or special diets enrolled, notification is posted in the food preparation and/or eating areas: "There are no children with food allergies enrolled at this time".
Meals and Snacks
4.86 Meals or snacks are available at least every 3 hours. These times are relaxed, with some conversation.
4.87 Children are encouraged to drink water and it is available at all times. Cold-water faucets that are used for drinking or cooking are flushed for 30-60 seconds every morning before use. Hot tap water is never used for cooking or for formula.
4.88 Children are encouraged to taste new foods, but they do not have to eat anything they do not want.
4.89 Updated 2017 *Children always sit down to eat meals and drink beverages. Meals and snacks are not rushed nor are children forced to stay at the table for more than a few minutes after they have finished eating. There is no use of screen media at these times.
4.90 *Food is never used as a reward or withheld as a punishment.
4.91 *The provider feeds infants when they are hungry.
4.92 Updated 2017 *Infants under the age of eight months are held when bottle fed, and beyond eight months if the child is unable to hold the bottle. Bottles are never propped. Infants over eight months sit while holding their own bottles.
4.93 *The provider is attentive and responsive to infants during feeding.
4.94 Updated 2017 Children have opportunities to help plan and prepare meals and snacks according to their abilities.
Minimizing Disease
4.95 Updated 2017 Children with mild symptoms of illness may stay at the provider's discretion. Children with severe or contagions symptoms are separated from other children and parents are contacted to pick up the child.
4.96 Updated 2017 Upon enrollment, the provider examines children's immunization records to ensure they are consistent with local and national standards. Ongoing, the provider has a system in place, which monitors the immunization status of the children enrolled and provides families with information about the importance of keeping children's immunization current. If children are exempt from immunization, written documentation is kept on file.
4.97 Updated 2017 *The provider practices standard health precautions.
Disposable, non-latex, non-porous gloves are worn when the provider has contact with blood, other bodily fluids, or feces.
Surfaces contaminated with bodily fluids or fecal matter are immediately cleaned and disinfected. -Contaminated articles are wrapped in plastic and carefully disposed of or sent home with parents.
If provider is unable to use disposable gloves to wipe a child's nose, the provider washes their hands with soap and water immediately after wiping.
Provider removes gloves and washes hands with soap and water before touching non-contaminated items and prior to handling another child.
4.98 Children do not share personal items including combs, brushes, toothbrushes, bibs, towels, washcloths, bedding, or personal clothing.
4.99 New 2017 Toothbrushes are stored in a manner that prevents the bristles from coming into contact with one another or dripping on one another. (NEW)
4.100 New 2017 Provider offers an opportunity for children to brush their teeth after eating at least once during each day. (NEW)
4.101 Updated 2017 All floors used by children are swept and/or vacuumed daily. Washable floors used by children are mopped daily with a disinfectant solution that is not harmful to children. Washable floors in child diapering and toilet areas are mopped with disinfectant.
4.102 Toys and surfaces are cleaned and sanitized regularly. Toys that are mouthed by a child are not used by others until sanitized.
4.103 If there is water play, water containers are emptied and sanitized daily.
4.104 If there is a sand area or box, it is covered when not in use.
4.105 Updated 2017 Individual children's bedding is laundered at least once a week, when visibly soiled, or before being used by another child. Each child's bedding is stored so that it does not come into contact with other bedding.
4.106 Updated 2017 *The provider washes hands with soap and running water and dries with individual disposable or single use cloth towel at the following times:
Upon arrival at the program, or before the first child arrives
Before and after: handling food, eating, or feeding a child, giving medication or applying a medical ointment or cream, diapering a child, joining children in water play or play dough that is used by more than one person
After: using the toilet or helping a child use the toilet, contact with bodily fluids, handling animals and/or their waste, cleaning, handling garbage, coming inside from outdoors
When needed
Alcohol based hand sanitizer (60-90% alcohol) is a suitable alternative for hand hygiene only when running water is unavailable. Pre-moistened wipes do not effectively clean hands and should not be used as a substitute for washing hands with soap and water.
4.107 Updated 2017 Children's hands are washed with soap and running water and dried with individual disposable or single use cloth towels at the following times:
Upon arrival
Before and after: handling food or playing in water or with sand, or play dough that is used by more than one person
After: toileting, diapering, contact with bodily fluids, handling animals, cleaning, handling garbage, and playing outdoors
Alcohol-based hand sanitizer is a suitable alternative for children over the age of 24 months only when running water is unavailable. Pre-moistened wipes do not effectively clean hands and should not be used as a substitute for washing hands with soap and water.
Pets
4.108 *Families are informed in writing before enrollment if there are any pets in the home. They are also informed in writing before new pets are introduced into the home.
4.109 Updated 2017 *Pets present no hazard to the safety of the children. Pets should be in good health, free of parasites and fleas, even tempered, friendly, and comfortable around children or kept in areas inaccessible to children. There are no exotic or poisonous animals, hermit crabs, birds from the parrot family, ferrets, or wolf hybrids.
4.110 *Reptiles and amphibians must be kept behind a glass wall in a tank where children cannot touch them.
4.111 *If there are cats or dogs, current rabies and distemper immunization records are on file and a document signed by a veterinarian within the past year verifies that the animal is rabies free.
4.112 Litter boxes, pet feces, pet food, pet medications, and pet toys are kept out of reach of children.
Professional and Business Practices
As a small business owner, the provider is ethical and caring in relations with children and families. The provider's contracts and policies are sound. The provider is reflective and intentional about her work, seeking continuing education and support from others. The provider abides by legal requirements and makes use of resources in the community.
Ethics and Legality
5.1 *The provider's attention is focused on children. Phone use, errands, or personal interests do not take priority over children's needs. The provider does not operate another business during child care hours.
5.2 Updated 2017 The provider is intentional and reflective in her work, thinking about what occurs with the children and their families, respecting the dignity, worth, and uniqueness of each child and family member.
5.3 Updated 2017 *The provider maintains confidentiality, respects the privacy of children and families, and does not share any information about the child or family unless required to by state law or with the written permission of the parents.
5.4 New 2017 The provider does not discriminate against a child or family based on race, color, sex, religion, national origin, or disability. If the state prohibits discrimination against additional protected classes, the provider will follow these laws. (NEW)
5.5 *There is no child abuse, domestic violence, or illegal drug use in the home.
5.6 Updated 2017 *Children are not permitted to leave the program with anyone other than their parent or specific individuals designated by their parent in writing or verbally; or as noted in court documents in child's file.
Professional Activities
Continuing Education and Support
5.7 *The provider seeks continuing training and education and is open to innovative ideas about family child care.
5.8 The provider keeps up-to-date with topics related to program quality. When needed, the provider consults with experts to gain specific information, such as how to support children with special needs and their families.
5.9 The provider is actively involved with other providers or a related professional group, if available.
5.10 The provider takes precautions to minimize personal stress.
Resource and Referral
5.11 The provider shares information with parents about common child-rearing issues such as temper tantrums and signs of infectious disease.
5.12 *The provider knows how to detect signs of child abuse and neglect, understands the responsibility to report suspicious cases to child protective services, and, if appropriate, files a report.
5.13 The provider has information about community resources that offer services to parents and children. These resources may include but are not limited to health, mental health, nutrition/fitness, child care resource and referral, special needs, care for infants, including breast feeding supports, and child care subsidies.
5.14 The provider informs parents about tax credits, child care subsidies, and employer child care benefits if available.
Business Contracts and Policies
5.15 The provider follows an enrollment process that facilitates an exchange of information between the provider and parent, working to assure a good match. Discussion includes a description of the program and policies as well as parents' values and wishes around such topics as eating, sleeping, toileting, and discipline.
5.16 Prospective parents are given the names and telephone numbers of three current or recently enrolled parents, with their permission. If unavailable, character references are given.
5.17 The provider or sponsoring agency has a signed child care contract with each family.
Child Care Contract
Areas covered in the contract include:
Hours
Fees
Payment schedule
Provider's and child's vacation
Provider's and child's sick leave and absences
Responsibility for alternate care
Termination policy
5.18 Updated 2017 The provider operates according to the agreed-upon terms of the contract with parents and provides notification in advance of any planned changes.
5.19 Updated 2017 The provider gives parents receipts upon payment of fees upon parent request. If the fees are subsidized the provider will give receipts of parent co-payments upon parent request. Provider will give parents her employee identification number (EIN) upon request.
5.20 *If a child receives an injury beyond a minor scrape or bruise, the provider contacts a parent as soon as possible. Parent is given a written accident report within 24 hours which includes a description of the accident, action taken, outcome, and how the child responded.
5.21 Updated 2017 The provider implements and shares with parents an illness policy defining mild symptoms with which children may remain in care, and more severe symptoms that require notification of parents or back-up contact to pick up child.
5.22 The provider gives written policies to parents.
Areas covered in written policies may include but are not limited to:
Substitute care arrangement
Persons authorized to pick up child
Illness
Medication administration
Emergencies
Guidance and discipline
Developmentally appropriate learning activities
The use of screen media
Parent participation and conference
If relevant, transportation, field trips, and religious activities and teaching are also included in written policies.
5.23 Updated 2017 The program is covered by insurance, including accident insurance for children and assistants (if employed), professional business liability insurance, and vehicle insurance.
Record Keeping
5.24 Updated 2017 The provider uses an organized system to keep observational notes on a regular basis of the children in care. These notes include the children's interests, accomplishments, concerns, and behaviors. These notes are used for program planning and parent conversations.
5.25 The provider gathers information about the children and their families such as special needs, fears, food preferences, important holidays and traditions and updates the information as needed.
5.26 *The provider keeps updated medical information for each child, which is signed by parents or guardians. These include but are not limited to child's allergies, chronic illness, immunizations (or written documentation of objections) and other known health or medical conditions.
5.27 *If children are transported or go on field trips, the provider has signed permission from parent(s).
5.28 Updated 2017 The provider keeps accurate daily attendance records of children, making sure the children are signed in and out each time they enter or leave the program.
5.29 New 2017 The provider keeps records of all business and income expenses. (NEW)
Assistants and Substitutes
Assistants-Assistants are scored on all standards, together with the provider.
5.30 The assistant understands and supports the goals for each child, as well as the rules and routines of the program.
5.31 Parents have met any regular assistant or substitute, except in emergencies.
5.32 The provider and the assistant share observations of children and families and plan some activities together.
5.33 The provider offers the assistant helpful, consistent, and constructive feedback, and encourages the assistant's professional growth.
5.34 The assistant, unless a family member, has a written job description defining responsibilities. The provider conducts an annual review of the assistants' job performance.
5.35 Updated 2017 The assistant is paid at least the minimum wage.
5.36 New 2017 The provider will comply with all federal and state payroll tax rules and purchase worker's compensation when required under state law. (NEW)
5.37 Assistants who work more than 5 hours a day with the children have a break of at least ½ hour.
Substitute Providers
5.38 Except in emergencies, parents are notified in advance when a substitute provider will be responsible for their children.
5.39 *If an assistant is left in charge of children in the provider's absence, they meet all the requirements of a substitute.
Qualifications of Substitutes
5.40 *EXCEPT IN EMERGENCIES, ANY PERSON LEFT ALONE WITH CHILDREN:
is at least 18 years of age
holds a current certificate in first aid and pediatric CPR
has an acceptable TB screening (see "Required Documentation" on page XX)
has spent time with the children before being left in charge
understands the program policies and routines, children's special health and nutrition needs including allergies, and emergency procedures.
5.41 *Children are not left with a substitute for more than 20% of the time (such as 1 hour per day every 5 hours, or 1 day per 5-day week, may be averaged over time).
5.42 At least one person is available for emergency back-up care and is able to arrive within 10 minutes.
Accreditation Terms
Accreditation – a process in which certification of competency, authority, or credibility is presented.
Accreditation Commission – The NAFCC body responsible for accreditation decisions.
Accreditation Council – The Council ensures that NAFCC Accreditation policies and standards are current and relevant.
Accreditation Period – A family child care provider is accredited for a period of three years based on successful completion of annual renewals.
Age Groups – Age groups in NAFCC accreditation are defined in the following ways:
Infants – under the age of 1
Toddlers – age 1 and older and under the age of 3
Preschoolers – age 3 and older and under the age of 5
School-Agers – age 5 and older and under the age of 12
Ages-Ages in the standards are stated as either "age and older," or "under the age of__."
Ex. Children age 3 and older. This applies beginning on the 3rd birthday.
Ex. Children under the age of 3. This applies until the 3rd birthday.
Annual Renewals – Providers assess themselves and their programs to ensure continuous compliance with the Quality Standards, verify they continue to meet all eligibility requirements, and report their professional development activities and quality improvements they have completed during the year.
Appeal – The process used to request that an accreditation decision be reconsidered.
Application – Provider eligibility is assessed, which includes verification of CPR and First Aid certification, background checks, and family child care specific training.
Assistant – An assistant to the provider works with and under the supervision of the provider. An assistant must be age 16 or older. The assistant is not left in charge of the children unless he or she meets all the qualifications of a substitute.
Candidate – A family child care provider who is in the accreditation process.
Child-Directed Activities – Times during which the children take the lead role in choosing or designing how activities will take place.
Conditional Accreditation – A temporary decision given in cases when an issue concerning a standard can be easily resolved and the resolution documented for NAFCC. When a conditional accreditation decision is made, the candidate receives specific feedback which includes the resolution that is required and a time frame within which the resolution must be made.
Conflict of Interest – A relationship or perceived relationship between an accreditation candidate and an observer that might influence the observer's objectivity.
Co-Providers – Two providers who share equally in the decision making and responsibility of the program. Both providers must meet all eligibility requirements and submit all provider documentation. Each co-provider must be on site and actively involved at least 60% of the time. Both co-providers are scored on all standards during the observation visit and both participate in the interview.
Decision – NAFCC reviews documentation from the observer and
the candidate, as well as data from the parent surveys. The Accreditation
Commission uses that information to determine the candidate's accreditation status.
Deferral – A decision given in cases when the Commission concludes that significant improvements need to be made in the child care program and additional time is needed in self-study. The provider may apply for accreditation when eligible.
Developmentally Appropriate Practice – This important concept (Bredekamp & Copple, 1997, 2009), identified by the National Association for the Education of Young Children (NAEYC), means that a caregiver's practices are appropriate for the developmental levels of the children enrolled, as well as being appropriate for each individual child in his or her social and cultural context. The concept applies throughout the accreditation standards.
Documentation - Provider – Data required from a provider to process an accreditation application. Provider documentation includes certificates, forms, and specific written information.
FCC / Family Child Care – Child care that is offered in a home environment for children from infancy through the school-age years. Many providers have their own children and/or relatives in their family child care programs.
Field Trip – An outing where children go to a destination other than their home or school. The outing may or may not require transportation. Walking field trips are included in this definition.
Free Play – An unhurried time for children to choose their own play activities, with a minimum of adult direction. Providers may observe, facilitate, or join the play, as needed. Free Play may be indoors or outdoors. Several choices must be available.
Fully Met – The designation used to refer to a standard when there is full and consistent evidence demonstrating high-quality care.
Intentional No – Providers may choose not to meet a non-starred standard if there is sound reason to do so, however, the intention of the standard must be met in some way. The reasoning must take all health and safety aspects into consideration. NAFCC will make the decision as to whether the intentional no is accepted or not.
Mandatory Standard – A standard that has been determined to be required for high quality care. Providers must meet all mandatory standards. A mandatory standard is also referred to as a "starred" standard.
Manipulative Toys – Small toys that foster small-motor development and eye-hand coordination, such as nesting cups, puzzles, interlocking blocks, and materials from nature.
Mentor – An individual who offers support and guidance.
NAFCC – The National Association for Family Child Care is the professional organization dedicated to promoting high quality care by strengthening the profession of family child care.
Not Applicable – The designation that a standard does not apply to the family child care program. Not applicable standards are not considered when deciding about a candidate's accreditation status.
Not met – The designation that there is little or no evidence that a standard is being met.
Not Observed –The designation that there is not observable evidence that a standard is being met.
Observation – NAFCC trained observers conduct observations of candidates and their programs. The observer gathers information based on the Quality Standards and objectively documents what is seen and heard.
Observer – A professional trained by NAFCC who observes the family child care environment home to document if the accreditation standards are being met and interviews the provider to inquire about any standards that are not fully met or that were not observed. Observers have experience and knowledge about family child care programs, as well as knowledge of child development.
Open-Ended Art – Open-ended art allows children to construct their own creations. Children decide what they will make, draw, or paint, etc. and deicide how they will go about the creative process.
Open-Ended Questions – Open-ended questions have many possible answers, not just one correct answer. They include "what if" questions which require children to make predictions and other questions that encourage children to use their imaginations.
Parent – In the NAFCC system, the term "parent" includes parents, grandparents, foster parents, same-gender co-parents, and any guardian or other adult committed to caring for the child.
Partially Met – The designation that a standard is met some of the time, or some of the standard is met, but not most of the time or most of the standard.
Power Struggle – On-going competition for power where each person tries to control and subdue the other.
Project (Accreditation Facilitation) – An entity offering accreditation support services to family child care providers.
Provider – The person in charge of the family child care program. NAFCC Accreditation requires the provider to be on site and actively involved at least 80% of the time care is offered. When a standard refers to "the provider," it also applies to the co-provider, assistant, or substitute.
Provider Interview – A time built into the observation visit during which the provider is able to give NAFCC additional information about what was seen or not seen during the observation. The provider interview also includes a series of scripted questions the provider is asked to answer.
Re-accreditation – The process an accredited provider engages in to maintain current accreditation status at the end of the three-year accreditation period. There is no limit to the number of times a provider can be re-accredited.
Relocation – The term used when the accredited provider moves her program during the threeyear Accreditation period.
Safety Hinge - a hinge on a toy box or other lidded box, that prevents the lid from closing quickly. The lid is also able to be opened from the inside of the box, preventing someone from being trapped.
Scoring – The designation chosen by the observer to indicate whether the provider fully meets, partially meets, or does not meet a standard. Scoring in the Decision Phase refers to the process of assessing the observer's documentation, the provider's self-observation and the parent surveys prior to the Accreditation Commission's decision.
Screen Media- Screen media is any electronic device which has a screen for viewing TV, videos, DVD's, internet, or for playing games.
Self-Certified Standards – Standards that are not assessed by the observer which must be certified by the provider. If a provider indicates that a self-certified standard is less than fully met, an explanation of circumstance or rationale must be included. The provider must sign and date a self-certified compliance affidavit.
Self-study – During self-study, providers evaluate themselves and their programs using the Quality Standards for NAFCC Accreditation and make quality improvements.
Special Needs – Children with special needs are not usually placed in a separate category in the NAFCC Accreditation. The provider should respond to the unique needs of every child.
Standard – The designation used by NAFCC to refer to accreditation criteria.
Substitute – A person who is left in charge of children, when the provider or an assistant is absent. Substitutes must meet the qualifications described in the Quality Standards.
Support Group – Providers who come together to identify ways to meet accreditation standards and offer each other support in preparation for accreditation.
Teachable Moments – Unplanned events that can be used as learning opportunities. They provide meaningful contexts to introduce or expand on something you want children to learn about. Teachable moments can include meal times, experiences with pets, or events children witness while traveling.
The Family Child Care Project – The Family Child Care Project is dedicated to improving the quality of family child care through research, demonstration, and dissemination. Kathy Modigliani, Ed.D., is the project director.
Tourist Curriculum – Inappropriate cultural activities in which children are exposed to a sampling of exotic holidays, heroes, events, foods, or customs from other cultures with no real exploration of how people truly live or any understanding of their values.
Waiver – Providers may request a waiver for any of the requirements to become accredited by writing and sending supportive documentation to the NAFCC Commission. The commission reviews each request on individual bases and responds accordingly.
What if Question – Questions that require a prediction.
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On Australias Constitution
by Gough Whitlam
Australian Constitution Learning Parliamentary Education Office . 4 Aug 2015 . Australias Prime Minister has rejected a proposal to consult Aboriginal people first about recognising them in the nations constitution. Australian Constitution Learning Parliamentary Education Office . ?An Act to constitute the Commonwealth of Australia. Goughs gift - 40 years on Australian constitution still clinging to . Will completing the Constitution without making any substantive changes satisfy Indigenous Australians or make any real difference to their lives? Ahead of the . Articles on the Australian Constitution :: Australians for Constitutional . A constitution is a set of rules by which a country or state is run. The Australian Constitution was drafted at a series of constitutional conventions held in the 1890s. It was passed by the British Parliament as part of the Commonwealth of Australia Constitution Act 1900 and took effect on 1 January 1901. Australian Constitution – National Archives of Australia Aboriginal and Torres Strait Islander Peoples are still not recognised in the Australian Constitution as Australias first peoples. Most people would be surprised Constitution Act 1934 - South Australian Legislation This is the blueprint of the Commonwealth, setting out how the new federation would be established and the guidelines for the way Australians would shape . Australian Constitution – News, Research and Analysis – The . The Australian Constitution has operated since the federation of the Australian . The Constitution is technically an act of the British Parliament passed in 1900.
Constitution of Australia - Wikipedia, the free encyclopedia 6 Jun 2013 . Anthony Albanese: Local government plays a huge role in our lives, but the constitution makes no mention of it. The referendum, an example of Constitution: 11/02/2014, Behind the News - ABC Articles on the Australian Constitution presented by Australians for Constitutional Monarchy - Toowoomba Branch. Aboriginal and Torres Strait Islander Australians and the Constitution The Australian Constitution is the set of rules by which Australia is run. It came into effect on 1 January 1901, establishing the Commonwealth of Australia. The Australian Constitution – Parliament of Australia Facts about the modern relevance of the Constitution of Australia. The Australian Constitution is the single most important document in Australias history. ?Recognising Aboriginal and Torres Strait Islander . - Oxfam Australia The Constitution was approved in a series of referendums held over 1898–1900 by the people of the Australian colonies, and the approved draft was enacted as a section of the Commonwealth of Australia Constitution Act 1900 (Imp), an Act of the Parliament of the United Kingdom. Commonwealth of Australia Constitution Act - ComLaw 20 Jun 2015 . THE AUSTRALIAN CONSTITUTION Chapter & section Contents Chapter 1: The Parliament Sections 1 to 60 describe the composition and Commonwealth of Australia Constitution Act 1900 - Legislation.gov.uk The Australian Constitution came into effect on 1 January 1901, having been passed as a British Act of Parliament and given royal assent by Queen Victoria in . Larry Hannigans Voice of the Australian Constitution Australians possess an appalling lack of knowledge about their system of government. A 1987 survey conducted for the Australian Constitution Commission Homepage - RECOGNISE Facts about the Commonwealth of Australia Constitution Act « CLRA . Table of Provisions. View the Constitution as a single document (PDF 92KB). An Act to constitute the Commonwealth of Australia [9th July 1900] (63 & 64 Constitutional reform: Fact Sheet - Recognising Aboriginal & Torres . The Australian Constitution - Parliamentary Education Office Full text of the Australian Constitution available in chapters, on a single page, or section-by-section. Commonwealth of Australia Constitution Act 1900 Documenting . Produced by the South Australian Schools Constitutional Convention. Committee The Australian Constitution originated in the 1890s when the delegates. Commonwealth of Australia Constitution Act History Today Constitution Brochure - Parliament of South Australia . of Aboriginal and Torres Strait Islander peoples from Australias Constitution and impressive first cultures of our country – and constitutional recognition is Federation australia.gov.au The Text of THE VOICE OF THE AUSTRALIAN CONSTITUTION. I am the Constitution of the Commonwealth of Australia - I am the most important document in Australian · Museum of Australian Democracy at Old Parliament House 11 Feb 2014 . But the constitution is a bit more important than that. The Australian Constitution: Parliament of Australia · Referendums: Australian Electoral Full Text of the Australian Constitution AustralianPolitics.com 18 Jul 2014 . A silence lies at the heart of the Australian constitution. The document reflects Australias history of white settlement, but fails to mention the COMMONWEALTH OF AUSTRALIA CONSTITUTION ACT. TABLE OF Operation of the Constitution and laws [see Note 3] 6. Definitions 7. Repeal of Federal An Act to provide for the Constitution of the State; and for other purposes. . the Parliament of South Australia, and shall be constituted in the manner provided Time to fix a silence at the heart of Australias constitution - The Age The Australian Constitution is the most important document in Australian government history. It established the Commonwealth of Australia government, defined An Overview of the Australian Constitution AustralianPolitics.com What does the Australian Constitution do? 2. Does the Constitution recognise or mention Aboriginal and Torres Strait Islander. Australians? 3. Why doesnt the Australias constitution must reflect
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our modern world Anthony . Notation: The Commonwealth of Australia Constitution Act (the Constitution) comprises the Constitution amended as indicated below. COMMONWEALTH OF AUSTRALIA CONSTITUTION ACT 30 Oct 2014 . Fast forward 40 years, to John Anderson AO telling us still, even now, the wider Australian public is not yet ready to cut from our constitution What is the Commonwealth of Australias Constitution? The Australian Constitution contains eight chapters and 128 sections and may be changed by referendum according to the rules set out in section 128 of the . Australian PM knocks back Indigenous constitution plan - BBC News A draft constitution was accepted at a conference in Melbourne in 1898 and after a succession of referenda six states New South Wales, Queensland, South . | <urn:uuid:93495f3e-eb53-4893-87b5-353d6a29f184> | CC-MAIN-2018-39 | http://pietmondrianband.com/gough-whitlam-on-australias-constitution-free-english-pdf-ebooks.pdf | 2018-09-23T01:03:14Z | crawl-data/CC-MAIN-2018-39/segments/1537267158766.65/warc/CC-MAIN-20180923000827-20180923021227-00398.warc.gz | 188,783,086 | 1,395 | eng_Latn | eng_Latn | 0.980184 | eng_Latn | 0.972569 | [
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Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
BIOLOGY
Paper 1 Multiple Choice (Core)
Additional Materials:
Multiple Choice Answer Sheet Soft clean eraser
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.
Do not use staples, paper clips, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you.
DO NOT WRITE IN ANY BARCODES.
There are forty questions on this paper. Answer all questions. For each question there are four possible answers A , B , C and D .
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet.
Electronic calculators may be used.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
0610/12
February/March 2016
45 minutes
1 The equation shows a chemical reaction that occurs in living organisms.
glucose + oxygen → carbon dioxide + water
Which of these characteristics of living organisms is this equation associated with?
2 What is a correct way of naming an organism using the binomial system?
Common buttercup
ranunculus acris
Ranunculus acris
Ranunculus sp.
3 The diagram shows a leaf.
Use the key to identify the plant to which the leaf belongs.
leaf in
one piece
leaf edge
smooth
Fagus
sylvatica
leaf edge
jagged
Ulmus
minor
leaf in more than
one piece
leaf edge
smooth
Fraxinus
americana
leaf edge
jagged
Sorbus
aucuparia
leaves
4 A palisade cell and a nerve cell are observed under a light microscope.
Only the palisade cell has a
cell membrane.
cytoplasm.
nucleus.
vacuole.
5 The diagram shows a palisade mesophyll cell from a green leaf.
In which labelled part does photosynthesis occur and where is starch stored?
| photosynthesis occurs | starch is stored | |
|---|---|---|
| X X Y Y | W Z X Y | |
| | | X Y |
6 Which row describes a root hair cell?
| allows water to pass into the plant | increases the surface area of the root |
|---|---|
| | |
7 The diagram shows a test-tube containing clear jelly. A drop of blue ink is injected into the middle of the jelly.
The blue colour of the ink spreads throughout the jelly.
By which process does the blue ink spread through the jelly?
active transport
catalysis
diffusion
osmosis
8 Which diagram shows the changes in appearance of a plant cell when it remains in a concentrated sugar solution for thirty minutes?
The diagram shows a large food molecule changing into smaller molecules.
process X
What is process X?
absorption
chewing digestion
secretion
10 The table shows the conditions in four test-tubes containing equal amounts of starch and salivary amylase.
In which test-tube is the starch broken down fastest?
pH
2
2
7
temperature
/ °C
27
37
27
7
37
11 Plants manufacture their own supplies of carbohydrate.
What are the raw materials and the waste product of this process?
12 A plant with variegated leaves has the starch removed from its leaves by placing it in a dark cupboard for 48 hours.
Black paper is then fixed on one leaf as shown and the plant is exposed to light.
After 24 hours, which part of the leaf contains starch?
13 The diagram shows part of the alimentary canal and associated organs.
Which structures secrete enzymes that digest proteins?
T and U
U and V
V and W
W and T
14 The graph shows pH changes in the mouth after eating.
35
Why is it a good idea to brush teeth after eating?
A Acidic conditions help bacteria to grow.
B Acids dissolve tooth enamel.
C Alkaline conditions help bacteria to grow.
D Alkalis dissolve tooth enamel.
15 The diagram shows part of a protein molecule.
What does X represent?
amino acid
fatty acid
glycerol
sugar
16 By which process is water lost from a leaf?
active transport
diffusion
osmosis
photosynthesis
17 The lower end of a plant stem is placed in water coloured with red dye. After three hours, the stem is cut as shown in the diagram.
Which labelled region is stained red?
18 The diagram shows a section through the heart.
Which part pumps blood to the aorta?
19 The diagram shows a section through a blood vessel in the leg.
Which type of blood vessel is shown, and in which direction does the blood flow?
20 The table shows the approximate composition of air breathed out by a mammal.
| gas | air breathed out/% |
|---|---|
| nitrogen oxygen carbon dioxide | 80 16 4 |
Where does the nitrogen in the air breathed out come from?
It is a product of proteins broken down in the mammal.
It is a product of respiration.
It is exchanged for oxygen which is taken into the blood.
It is in the air that was breathed in.
21 What is produced by yeast during anaerobic respiration?
carbon dioxide and water
ethanol and carbon dioxide
ethanol and water
lactic acid
22 What helps oxygen to be absorbed rapidly into the blood in the lungs?
Air breathed in has less oxygen than air breathed out.
Alveoli have thick walls and a large surface area.
Alveoli have thin walls and a large surface area.
The concentration of oxygen in the blood is higher than in the alveoli.
23 The diagram shows an experiment to investigate gas exchange in a leaf.
leaf
substance
to absorb
carbon dioxide
black cover
ink drop
In which direction does the ink drop move and for what reason?
24 Where is urea formed?
kidneys
liver
muscles
small intestine
25 The diagram shows the structures involved in a reflex action.
S
What is the sequence in which impulses pass through these structures?
P→S→R→Q
Q→
Q
R
→ →
P
S
→ →
R
P
→S
S→P→Q→R
26Which part of the human eye is sensitive to light?
A iris
B lens
C optic nerve
D retina
27 The diagram shows an experiment to investigate the response of a plant stem to gravity.
in dark
What is a suitable control for this experiment?
rotated
slowly
in dark
in dark
28Possible effects of drug abuse include
1 addiction,
2 reduced self-control,
3 severe withdrawal symptoms.
Which effects may occur as a result of drinking too much alcohol?
1, 2 and 3
1 and 2 only
1 only
2 and 3 only
29 What must always be available to allow seeds to germinate?
carbon dioxide
light
mineral salts
water
30 The diagram shows a flower.
In which structure do seeds develop?
31 The graph shows the number of pregnancies in four groups of 100 women. Each group used a different method of contraception.
The method of contraception which is the least effective is barrier.
chemical.
natural.
surgical.
32 The following statements are about some hormones in the human body.
V causes changes in the ovaries during the menstrual cycle
W promotes the development of stronger muscles
X causes the voice to deepen at puberty
Y produced by the pancreas
Which statements are correct for testosterone?
V and W
V and Y W and X
X and Y
33 Which substance is coded for by a length of DNA?
fat
fatty acid
glycerol
lipase
34 What are alleles?
a pair of chromosomes
different versions of the same gene
the total number of genes on one chromosome
two genes side by side on the same chromosome
35 A pure-breeding plant with smooth stems was crossed with a heterozygous plant with hairy stems.
What will be the ratio of hairy : smooth stems in the resulting plants?
1 hairy : 1 smooth
1 hairy : 3 smooth
3 hairy : 1 smooth
all hairy
36 Which processes are part of the carbon cycle?
decomposition evaporation
ingestion
37 The diagram shows organisms feeding on a dead rat and one of the organisms which, in turn, feeds on them.
What is needed to complete the food chain?
carnivore
consumer
predator
producer
38 The diagram shows a food web.
tiny floating
plants
tiny floating
animals
mussels
sea lettuce
lugworms
limpets
crabs
prawns
lobsters
whelks
seagulls
Which organisms feed on the greatest variety of other organisms, as shown in this food web?
crabs
limpets
lobsters
mussels
39 The diagram shows how sewage is treated.
air out
screen
water to river
settling
tank
second
settling
tank
aeration
tank
air in
sludge
digester
sludge disposal
sludge
sludge
Why is air bubbled through the aeration tank?
to encourage microorganisms to reproduce quickly
to float the sludge
to settle the sludge
to stop microorganisms from reproducing too quickly
40 Three human activities are listed.
1 burning fossil fuels
2 deforestation
3 overusing fertilisers
Which activities can cause the change shown in the graph?
concentration of
carbon dioxide in
the atmosphere
time
1, 2 and 3
1 and 2 only
1 only
2 and 3 only
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
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:550f1698-7641-418a-8d4d-6a31f31799c0> | CC-MAIN-2019-26 | http://www.atpworld.net/wp-content/uploads/2019/01/0610_m16_qp_12.pdf | 2019-06-20T11:29:21Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00311.warc.gz | 206,380,420 | 2,291 | eng_Latn | eng_Latn | 0.994913 | eng_Latn | 0.997589 | [
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Wildlife Biologist on Assignment
Today you will act as a wildlife biologist and observe animals to learn more about them. Since you cannot go to the animals, you will use video footage to see them up close and personal. What is a Wildlife Biologist? They are scientists that observe and study the behaviours of animals. They frequently observe the features of certain wildlife and determine the creatures' role in specific ecosystems and/or how they interact with human beings. In addition, they will often perform various experiments to either increase our knowledge about a certain species or see how humans influence the ecosystem in question. Source: https://www.environmentalscience.org
Part 1: Go to www.RipleyAquariums.com/Canada/Live-Cameras and browse through the available live cameras (Dangerous Lagoon Sharks, Ray Bay, Planet Jellies, and Rainbow Reef). Choose one that appeals to you.
a) Record the name of the camera you have selected: ______________________
b) Take a screen shot of the video you will watch and paste it below:
Part 2: Set a timer for three (3) minutes, and watch the camera for at least that length of time (feel free to watch longer if you like!)
Complete the table on the next page with 5 observations, 3-5 inferences and 3 questions.
| OBSERVATIONS (See) What do you notice? What animals to do you see? How many different types of animals are there? What colours are the animals? How many animals are there? What behaviours are the animals doing? | INFERENCES (Think) What kind of habitat do you think the animals live in? What do you think the behaviours mean? | QUESTIONS (Wonder) What questions to you have? What do you need to learn more about these animals? |
|---|---|---|
| • • • • • | • • • • • | • • • . |
Part 3: Visit the Gallery page related to the camera you watched. Read through the facts about the various animals and identify three (3) of the most interesting. Record them below.
1.
2.
3.
Part 4: Choose one or more of the animals you observed today. Research and record three (3) additional fun facts about them you discovered while researching.
1.
2.
3.
Part 5: Keep on learning! Many zoos and aquariums have live videos of their exhibits. Or observe a local animal from your window.
Here are a few of our favourites:
Ripley's Aquarium of the Smokies Penguin Cam
Monterey Bay Aquarium Live Cams Explore.org - Live Cams San Diego Zoo Live Cams Vancouver Aquarium Live Cams Georgia Aquarium Live Cams | <urn:uuid:990abdd5-64e5-4738-85a9-37c0042a9ecf> | CC-MAIN-2020-50 | https://www.ripleyaquariums.com/canada/files/2020/04/Wildlife-Biologist-Assignment.pdf | 2020-12-04T05:02:47+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00424.warc.gz | 842,113,169 | 572 | eng_Latn | eng_Latn | 0.994685 | eng_Latn | 0.99615 | [
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Stepping Stones for Stepfamilies
Understanding a Child's Realities
Charlotte Shoup Olsen, Ph.D., CFLE, Professor and Family Studies Specialist
Children look at the world differently than adults. Much of what they understand depends on their age. At each age, there are certain feelings and reactions children will experience.
Being a part of a stepfamily can be exciting. Because of all the changes, children need support to handle the stresses of their new situation. Forming a stepfamily may feel like a loss. Children who have experienced separation and divorce always hope their parents will get back together.
The new stepfamily shatters their hopes and forces them to deal with the divorce being final. This can be difficult.
Even when the children know and like the stepparent and are looking forward to the new family, they cannot forget the loss of their old family.
The relationship between a parent and their children will change. The parent's time, affection, attention, and finances will be shared with the new partner. If the stepparent has children, even more sharing will occur.
For some children it is a happy event to have a new family with more brothers and sisters. For others, the many changes and uncertainties are difficult and challenging.
Lesson 4
Children will experience changes in their routines and responsibilities with the formation of a stepfamily. The parent who involved children in decision making and expected them to help with household responsibilities prior to the stepfamily may now turn to the partner.
This change may leave children, especially teenagers, feeling rejected and unimportant. This may also cause tension and resentment to build toward the stepparent. Changes may make the children feel sad or angry. As a parent, you can recognize these feelings. Encourage them to talk about their feelings, rather than act them out.
A counselor or support group can be helpful for children who experience a great deal of difficulty.
Living space becomes an issue. The child may wonder, "Is there room for everyone in our house?" Children may worry about fitting into this new household.
Whether the new household is the primary home, the home where they visit, or the home where they stay for short periods of time, there are many questions and fears that will cause stress.
Children need their own space. Making room for each child's belongings is important and will help the child feel more a part of the family. The space might be:
* A bedroom.
* A drawer.
* A closet.
* A shelf.
* The corner of a room.
Personal and private space is especially important for children who visit part-time. They need to feel part of the household and not just a visitor.
Children need to be involved in planning and helping with family chores and daily activities. This too will make them feel more a part of the family.
Roles and rules will be challenged and changed when a stepfamily is formed. The addition of new family members brings confusion and conflict.
2
K-State Research and Extension —
Two families with different habits and values must decide how to function. Decisions must be made about everything including schedules, eating routines, and even recreational choices.
These decisions do not have to be made all at once.
If differences in styles and values between members of the new family are not discussed and dealt with, they will become constant sources of stress.
Deciding on "names" can be troublesome. Stepchildren often do not know what to call the stepparent.
* What does the stepparent want to be called?
* How does the parent feel about what the stepparent is called?
* Is the stepchild comfortable with the name?
Many names are possible. Sometimes the stepparent is referred to as:
* My other mother or father.
* My second mom or second dad.
* Mom or Dad.
* Their first names.
Research shows the name used for the stepparent is no indicator of the quality of the relationship.
If the child seems a bit uncertain, it might be helpful to talk together to help the child decide. Communicating with the child and agreeing on a name comfortable
Understanding a Child's Realities for the stepchild and stepparent is a positive step in building a new relationship.
Children also want to know what to call this new family. As Lesson 1 indicated, a family discussion and agreement on what to call your new family will be helpful to all family members. This means different persons can use different names and it is okay with everyone. Mutual agreement upon names for stepfamily members and for the family unit builds family unity and identity.
Stepping Stone: Understanding Changes Children Experience in Stepfamilies
Stepfamilies vary greatly when it comes to the number and ages of children. With the addition of other children to the family, a child may experience a change in birth order. For example, the youngest child may become a middle child overnight.
An only child may become the oldest child with younger stepbrothers and stepsisters. This shift in birth order causes many changes for the child.
Sibling rivalry is common to all families, but the stepfamily will likely experience a great deal of conflict during the first 18 to 24 months. It takes time to work out the new relationships.
Children's ages are important in stepfamilies. Children at various ages respond differently to family changes. Research indicates that children ages 9 to 15 may have the hardest time adjusting to stepfamily living. Children ages 15 and older are concerned about a growing independence from the family. They might even welcome the thought that their parent will shift attention from them to a new partner.
It is important, therefore, for parents and stepparents to learn the developmental changes naturally occurring in children. Children of different ages require different approaches.
Becoming knowledgeable of these natural changes will help you cope and not feel responsible for all the conflicts that occur.
K-State Research and Extension —
Young Children
They may experience guilt over the breakup of the first family, fear the loss of a parent, or may spend time thinking about putting Mommy and Daddy back together. To them, nothing is ever final.
Yet young children adapt to stepfamilies with fewer conflicts and less hassles than older children. They tend to adjust easily to two homes and two sets of rules.
However, it is not unusual for young children to revert to baby-like behaviors. This happens when they are under stress or their schedules are disrupted. They may cry more. They may not sleep through the night. They may cling to a parent.
To help young children:
* Talk about what is happening in their lives and what they should expect.
* Use simple language and explanations.
* Reassure the child both parents love them.
* Try establishing a routine. Young children need things that are predictable. Prepare the child for changes in the routine ahead of time. Talk to them about details. For example, tell your child that a step-sibling will be coming to dinner tonight. Tell your child what your family will do while the stepsibling is there. If the two are both young, talk to your child about sharing toys and playing together.
* Let the child know it is okay to love the stepparent. A child should not be forced to choose between parents, stepparents, or other important people in their lives. This can be very difficult for the child.
* Remember crying and clinging are normal for young children who are confused and upset. Comfort and reassurance are important in helping them adjust.
School-aged Children from 6 to 12
They express their feelings more openly than younger children. School-aged children tend to sense family tensions very easily. The following behaviors may be
Understanding a Child's Realities
3
signs they are having difficulties dealing with the changes:
* Having problems in school.
* Doing poorly in subjects in which they normally do well.
* Isolating themselves from friends.
* Withdrawing from activities.
Encouragement from parents and stepparents will help children talk about their problems and fears.
To help school-aged children:
* Involve them in family discussions and decisions whenever possible. Tell children about plans that affect them.
* Make sure they know and understand they did not cause their biological parents to separate or divorce.
* Let your children know even though you get angry at them for their actions or behavior, you still love them. Help them understand you will accept their feelings, but not their behavior.
* Keep plans and promises you make with your children. This helps them feel more secure.
* Invite your children to share their thoughts and feelings. Listen to them and reassure them their feelings are okay.
K-State Research and Extension —
4
The Teen Years
They can be stressful in any family. Teenagers are learning to break away and become more independent. They often switch back and forth between wanting to be looked after and wanting to be independent.
Conflicts with stepparents are more common with teens than with younger children. Now that there is another adult in the family, teenagers may feel they are being pushed back into childhood. This can cause resentment toward the stepparent.
The parent and stepparent should try and involve teens in many family decisions. When a teenager's responsibilities are changed, it should be discussed.
For instance, if the teenager is no longer expected to babysit their natural brothers and sisters, the parent and stepparent should talk to him or her about the reasons for the change. If teens feel their contributions to the family and opinions on family matters are valued, it will help reduce the number of conflicts.
Teens turn to their peer group for support rather than parents or other family members. Teens may never establish a close relationship with stepparents. This distant relationship does not mean you have failed as a stepparent or as a family.
Resist blaming yourself for the lack of a meaningful relationship with teen stepchildren. This is often a stepfamily reality.
Stepfamilies with teens will benefit if:
* Teens are given some options when to be involved with the stepfamily. Allow teens the opportunity to help define their role and expectations in certain stepfamily activities. For instance, they may have no interest in going to a school activity for a stepbrother or stepsister. Forcing the issue might create more conflict than family unity.
* Teens are included in decision making and establishing stepfamily roles and rules. This will help them feel important and valued.
* Teens are given time to themselves. Try not to shower them with attention and affection. They will only resent it.
Understanding a Child's Realities
* Teens are given privacy. They can be assured that step or biological siblings or parents will not bother their things and will honor a closed bedroom or bathroom door.
* Teens are encouraged to respectfully share their viewpoints and observations on family issues. Accepting these views and feelings is important. However, it doesn't mean parents and stepparents have to accept rude and inconsiderate behaviors. Furthermore, parents and stepparents need to be respectful to the children, even when disagreeing.
Stepping Stone: Accept the Fact that Parenting Stepchildren is Different
Studies rank child rearing among the highest sources of difficulty in stepfamilies. Conflict and stress will exist regardless of the ages of the children, but they can be reduced by:
* Allowing children the opportunity to vent their frustrations.
* Keeping promises and plans that involve the children.
* Developing consistent expectations for behavior.
Disciplining children is hard. Disciplining stepchildren is even harder. In most stepfamilies, two systems of discipline must be combined and adjusted.
This situation is especially true when there are older children or teenagers familiar with one particular approach. Making discipline changes and establishing new roles and rules in a stepfamily is no easy task and will take time.
Stepparents are advised to leave much of the disciplining up to the biological parent at first. The stepparent's role is supporting the partner in discipline situations.
Time is needed for children to learn to respect and trust a stepparent before accepting discipline from them. The stepparent and parent also need time to discuss their differences on child discipline. They need to agree on what will work best for them.
However, if a stepparent is left alone with the stepchildren, the stepparent needs to discipline. This
K-State Research and Extension —
will be more effective if the biological parent, prior to leaving, has transferred authority to you with the children present.
For example, "Jan and Scott (children), you know that I will be gone for five days. While I'm gone, we have agreed Susan (stepparent) will be in charge. If there is a problem while I'm gone, Susan will handle it."
The stepparent should also respond to stepchildren's misbehavior directed at them. If a child makes a mess of the stepfather's personal desk drawer, the stepfather should respond and not wait for or expect the parent to discipline.
Stepping Stone: Present a United Front
Just as in any family, dealing effectively with discipline requires a unified approach. Parents and stepparents must reinforce each other and be consistent with their discipline practices.
Children who are able to use one adult against the other will soon have control of the situation. If the rules and consequences have been agreed upon by everyone, the whole family will feel more secure.
The lives of children in stepfamilies are much like life in any family. The changes that come when a stepfamily is formed bring opportunities to grow and learn. A parent and stepparent who care and can talk things out together and with the children are taking the necessary first steps for building a strong stepfamily.
Week 4 Activities
1 — Sharing Family Chores
Dividing household chores equally among family members helps children to learn responsibility.
This activity makes sure children get to do every chore at least once. This is a fair way to distribute chores and a good way to introduce children to all household tasks.
* You will need a cookie jar or screw top jar, two colors of construction paper, and pencils or pens. Schedule a family meeting to:
Understanding a Child's Realities
5
6
* Make a list of chores (inside and outside) family members can help to do.
* Mark a "W" next to weekly chores.
* Mark a "D" next to daily chores.
* Cut construction paper into "chore" strips. Write one daily chore on a strip of the same color and one weekly chore on each strip of the other color. Put chore strips into the jar. Have the family decide how long each chore duty period should be (one week, two weeks, or a month).
* Decide how many slips of each color family members should draw for each chore duty period. Discuss how the number of individual assignments should reflect the different ages and abilities of family members. Your family may agree to make a separate jar for the very young children filled with easier tasks.
* Have family members draw from the jar at the beginning of each chore-duty period.
* Review each person's chores to make sure the more time-consuming and strenuous chores are distributed fairly.
* At the end of each chore-duty period, evaluate the process and repeat the drawing. You may decide to assign chores for longer periods so that family members develop more expertise on the job.
2 — Building a Sense of Belonging
Think about how many people there are in your stepfamily. The actual number may vary as noncustodial children visit and custodial children go to visit the other parent.
* Think about the names of all these people, both first and last names and what the parents/ stepparents are called by different children. List all of these names on paper.
* Using a large piece of paper and markers or crayons, draw a house with enough spaces for "rooms" to include all the family members listed. If custodial children share rooms with noncustodial
K-State Research and Extension —
children when they visit, put their names in the same room.
* Include noncustodial children's names to show they are sometimes a part of the household. Use whole names of each family member in their "room." In the parents' room, put in parentheses what they are called by the noncustodial children and custodial children.
* After placing everyone in his or her "room," place the stepfamily name on the roof or under the picture of the house so everyone is included. (i.e. "The Brown/Smith Family") Next, stepfamily members draw in their favorite possessions in their own rooms. The completed picture can be placed on the refrigerator or in a special place.
3 — Determining Family Rules
Family rules can be a special challenge in stepfamilies. Rules may have been different in previous families. Some children move back and forth between two households with different rules.
This activity will help stepfamilies clarify family rules and increase the likelihood all family members understand them.
* Make a copy of the worksheet from the last page of this lesson for each family member or write out the questions so each person can answer the questions independently. Follow the directions on the worksheet. (If you have young children, you might want to do the worksheet and discuss it at a level appropriate to the children's understanding.)
* After everyone has finished with the worksheet, discuss your answers as a stepfamily. This needs to be done in an accepting and understanding way. Remember people are sharing the way they see things.
* After each person has an opportunity to share, discuss the differences. If these differences are few, try to agree about what you want the rule to be.
* If there are many differences of understanding, work on only one easy rule now and schedule time to talk about and work out others at later times.
Understanding a Child's Realities
Be sure to schedule a specific time and honor that commitment.
It is important parents let the children know it is acceptable to have one set of rules at one house and another set of rules at another.
References
Ganong, L. H., & Coleman, M (2004). Stepfamily relationships: Development, dynamics, and interventions. New York: Kluwer Academic/Plenum Publishers.
Gottman, J. (2012). Why marriages succeed or fail… and how you can make yours last. New York: Simon & Schuster.
Pasley, K., & Garneau, C. (2012). "Remarriage and stepfamily life." In F. Walsh (Ed.), Normal family processes: Growing diversity and complexity. New York, New York: The Guilford Press.
The activities were taken from Renew for Strengthening Stepfamilies, a five-part publications by Stephen F. Duncan and Geneva Brown, Montana State University Extension Service.
Acknowledgments
Building Strong Stepfamilies, a seven-part letter series written by Judith J. Winckler, Cornell University Cooperative Extension, Broome County, New York, 1992, was used as a primary resource for the original publication series which was supported by a grant from the United Methodist Health Ministry Fund, Hutchison, Kansas.
Thanks to Gayle Price, the original author of this lesson. Stepping Stones for Stepfamilies, Lesson 4: Understanding a child's realities. (1997) Manhattan, KS: Kansas State University Agricultural Experiment Station and Cooperative Extension Service.
Thanks to Elizabeth Brunscheen-Cartagena for reviewing this lesson and translating it into Spanish.
Author
Prepared by Charlotte Shoup Olsen, Ph.D., CFLE, Extension Specialist, K-State Research and Extension and Kansas State University School of Family Studies and Human Services.
K-State Research and Extension — Understanding a Child's Realities
7
Family Rules Worksheet
Family rules may cover a lot more than you ever thought about.
This worksheet is a way to help understand some of the rules that may exist in your family.
Think carefully about the following questions and statements, and then fill in the blanks or choose the answer that fits the way you think it is in your family.
Be sure to answer the way you see it, not the way you think it ought to be or the way you think someone else in the family thinks it should be.
Questions
1. Something we do as a family every week is__________________________________.
2. The way we usually make family decisions is _______________________________.
3. I know what my chores or duties are. I am supposed to________________________.
4. If I don't do my chores or carry out my duties . . . (write what will happen) ______________________________________________
________________________
5. If I got hurt or had a problem, I would know I could go to_______________ for help.
6. When it's meal time in my family, we … (choose one of these answers or write down your own to fit your family)
* ___ All sit down and eat together.
* ___ Each eat what we want when we're hungry.
* ___ Do different things at different times.
* ______________________________________________________________
7. (For children) I usually know, before I ask, what I will be allowed to do or not be allowed to do. Yes No
8. (For children) My ________________is the one I ask for permission to do something special, like spend the night with a friend or have a friend over.
9. (For parents) When the children ask, I usually make decisions without feeling the need to first talk with my partner about ________________________________________________.
10. (For parents) I consult with my partner before giving an answer if the decision involves ______________________________. (Your responses may vary depending on which child you are dealing with.)
Publications from Kansas State University are available at: www.ksre.ksu.edu
Publications are reviewed or revised annually by appropriate faculty to reflect current research and practice. Date shown is that of publication or last revision. Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Charlotte Shoup Olsen, Ph.D., CFLE, Extension Specialist, Stepping Stones for Stepfamilies, Lesson 4: Understand ing a Child's Realities, Kansas State University, October 2014.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, John D. Floros, Director. MF2238D rev. October 2014 | <urn:uuid:2b3383bc-3e00-4a6c-9ac2-4fa058ad075a> | CC-MAIN-2020-50 | https://bookstore.ksre.ksu.edu/pubs/MF2238D.pdf | 2020-12-04T05:25:11+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00424.warc.gz | 232,192,087 | 4,612 | eng_Latn | eng_Latn | 0.994221 | eng_Latn | 0.998804 | [
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Grade 7
Civics and Economics
Civic and economic education also must emphasize the intellectual and practical skills required for responsible citizenship. Students will learn to consider their own talents, aptitudes, personalities, and market demand as they explore future decisions. Students will practice these skills both inside and outside the classroom as they extend their understanding of the essential knowledge defined by the standards for Civics and Economics.
Standards for Civics and Economics examine the roles citizens play in the political, governmental, and economic systems in the United States. Students will examine the foundational documents and principles with which the constitutions of Virginia and the United States were established, identify the rights, duties, and responsibilities of citizens, and describe the structure and operation of government at the local, state, and national levels. Through the economics standards, students will compare the United States economy to other types of economies and consider the government's role in the United States economy. Students will investigate the process by which decisions are made in the American market economy and explain the government's role in the United States economy. The standards identify personal character traits, such as patriotism, respect for the law, willingness to perform public service, and a sense of civic duty, that facilitate thoughtful and effective active participation in the civic life of an increasingly diverse democratic society.
Skills CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
e) constructing informed, evidence-based arguments from multiple sources; f) determining multiple cause-and-effect relationships that impact political and economic events; g) taking informed action to address school, community, local, state, national, and global issues;
a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons; b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
h) i) j)
using a decision-making model to analyze and explain the costs and benefits of a specific choice; applying civic virtue and democratic principles to make collaborative decisions; and
d)
determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
Thinking Map Images for Copying and Pasting
VUS Curriculum Framework, Additional icivics resources,
In top row, click the number of the CE # to go to that SOL
Q2 Ce 5, 2, 3
international borders.
Q3 Ce 9, 10, 11
Q4 Ce 12, 13
| Q1 Ce 14, 6, 7, 8 | Q2 Ce 5, 2, 3 | Q3 Ce 9, 10, 11 | |
|---|---|---|---|
| Essential Understandings | Essential Knowledge | | Skill Focus and Exemplars |
| | | | Ce 1 Skills in ( ) |
| | | | (Instructions for linking to a Google |
| | | | Doc) |
| CE.14 The student will apply social science skills to understand personal finance and career opportunities (2 weeks) | Human capital Career planning starts with self- assessment. A strong work ethic. Higher skill and/or education levels generally lead to higher incomes. Supply and demand also influence job income. Keep pace with technological changes by updating skills. Technological advancements create new jobs. Technology and information flows permit people to work across international borders. | a) identifying talents, interests, and aspirations that influence career choice; b) identifying human capital such as attitudes and behaviors that strengthen the individual work ethic and promote career success;(1h) c) identifying human capital such as abilities, skills, and education and the changing supply of and demand for them in the economy; d) examining the impact of technological change and globalization on career | |
globalization on career opportunities;(1d)
How a Bill becomes a law - 6c
Presidential T-Shirts project- 6d
CE.7 The student will apply social science skills to understand the American constitutional government at the state level (2 weeks)
The Virginia Constitution distributes power.
The legislative branch is the General Assembly, a bicameral legislature.
The executive power is exercised by the governor.
The lieutenant governor and the attorney general.
The judicial power is exercised by a court system that consists of four levels of courts.
The Constitution of the United States of America establishes a federal form of government.
The powers reserved for the states.
Certain powers denied to both the national and state governments.
Concurrent powers.
a) describing the structure and powers of the state government;(1c)
b) explaining the relationship of state governments to the national government in the federal system;(1c)
c) explaining and/or simulating the lawmaking process; (1j)
d) describing the roles and powers of the executive branch and regulatory boards. (1a)
Ce 7a Vocabulary definitions
Ce 7b Vocabulary definitions
- 7b Federalism (Venn Diagram)
Primary responsibilities of each level of government.
Tensions exist when federal mandates require state actions without adequate funding.
CE.5 The student will apply science skills to understand the political process at the local, state, and national levels of government (3 weeks)
funding from its ability to raise revenue in addition to money that the state provides.
Differences between parties.
An elected board of supervisors is responsible for passing laws (ordinances) in counties.
Strategies for evaluating campaign speeches, literature, and advertisements for accuracy.
Third parties (ex. Green Party, Constitution Party, Libertarian Party, etc.).
Mass media roles in elections.
Legislation and constitutional amendments.
Rising campaign costs.
Campaign finance reform.
Qualifications to register to vote in Virginia.
How to register to vote in Virginia.
Reasons why citizens fail to vote.
Electoral College Process. The Electoral College casts the official vote for president and vice president.
Factors in predicting which citizens will vote.
a) describing the functions of political parties; (1d)
c) analyzing campaigns for elective office, with emphasis on the role of the media;(1a,b)
b) comparing and contrasting political parties;(1d)
d) evaluating and explaining the role of campaign contributions and costs;(1c,e)
f) describing the role of the Electoral College in the election of the president and vice president.(1e)
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections;
Create campaign posters for candidates and/or issues - 5ab
Propaganda Techniques lesson -5c
Political Party Brochure -5ab Political Party Brochure rubric
Honest Politician Video - 5cd
Propaganda Techniques gallery walk -5c
Electoral College interactive maps 270towinit.com -5f iCivics -Win the White House - 5ef
Mock Election/Debate
-5b
(Venn Diagram)
CE.2 The student will apply social science skills to understand the foundations of American constitutional government (3 weeks)
Fundamental political principles.
Purposes of United States government.
Influence of earlier documents on the Constitution of the United States of America.
The Preamble to the Constitution of the United States of America.
Constitution of Virginia (amending).
Constitution of the United States (amending).
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government;
c) describing the purposes for the Constitution of the United States as stated in its Preamble; and
b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;(1a)
d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.
icivics games - 2a
Anatomy of the Constitution -icivics - preamble, articles, amendment process
Brace map of the Constitution
Just Right Govt -Articles of Confederation -2b -lesson icivics - You got Rights - 2b
Just Right Govt -Articles of Confederation -2b -sheets(ppt)
View excerpts from primary sources--2b
Tree map of the Founding documents- 2b
Illustrate the principles of the earlier documents--2b
Preamble in 52 parts -2c
Schoolhouse Rock Preamble song 2c
CE.9 The student will apply science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of the United States (5 weeks)
Terms to Know: jurisdiction, original jurisdiction, appellate jurisdiction, felony, and misdemeanor.
Virginia, like each of the other 49 states, has its own separate court system whose organization and jurisdiction are derived from Virginia's constitution and state laws.
The United States has a court system whose organization and jurisdiction are derived from the Constitution of the United States and federal laws.
Judicial Review.
Marbury v. Madison.
Criminal case (definition).
The Constitution of the United States of America is the supreme law of the land.
Civil case (definition).
Procedure for civil cases. Due process of law definition and
Procedure for criminal cases.
e) evaluating how civic and social duties address community needs and serve the public good.(1i)
b) describing the exercise of judicial review;
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction;
c) comparing and contrasting civil and criminal cases; (1j)
d) explaining how due process protections seek to ensure justice.
SpongeBob civil trial video - 10c You, the Jury-trial video - 10c
Show the 1957 movie "Twelve Angry Men" - use the questions in civics resource folder- 9c
- 9c
Students Perform scripted trials: Stolen computer Scripted trial
Texting while driving scripted trial protections.
Command economy. Mixed economy.
CE.12 The student will apply social science skills to understand the United States economy (4 weeks)
CE.13 The student will apply social science skills to
Characteristics of the United States economy.
Government intervenes in a market economy when the perceived benefits of a government policy outweigh the anticipated costs.
The United States economy has characteristics of a free market economy; but because it has some aspects of command and traditional economies it is characterized as a mixed economy.
Terms to know: price, demand, supply,and equilibrium price. Basic types of business ownership.
Entrepreneur.
Private financial institutions.
Entrepreneurs increase competition by bringing new goods and services to market or delivering products in innovative ways. They often foster technological progress and economic growth. Economic flow (circular flow).
Reasons that states and nations trade.
Global economy (definition).
Impact of technological innovations.
Ways the government promotes marketplace competition.
a) describing the characteristics of the United States economy, including limited government, private property, profit, markets, consumer sovereignty, and competition;(1c,h,f)
c) describing the types of business organizations and the role of entrepreneurship;
e) explaining how financial institutions channel funds from savers to borrowers
b) describing how in a market economy supply and demand determine prices;
-12a
Fear the boom and bust-Rap anthem-12b
Fear the boom and bust II-12b
Circular Flow 12d
13e- Warning labels page
d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;
f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
a) examining competition in the marketplace;
understand the role of government in the United States economy (5 weeks)
Government agencies that regulate and promote competition in the marketplace.
Government agencies establish regulations that protect public
b) explaining how and why government provides certain goods and services;
13bc - Monty Python video - What have the Romans done for us?
health and safety, and promote competition.
Three types of money generally used in the United States. | <urn:uuid:ea059d0a-eee4-4897-92fe-79bc9687f0d1> | CC-MAIN-2019-26 | http://www.amherst.k12.va.us/documents/pacing/7-CE_17-18.pdf | 2019-06-20T11:09:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627999210.22/warc/CC-MAIN-20190620105329-20190620131329-00311.warc.gz | 202,057,563 | 2,559 | eng_Latn | eng_Latn | 0.976741 | eng_Latn | 0.989299 | [
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In Case of Emergency
The compliance of fire safety rules and regulations is not a formality or a way to avoid penalties and other sanctions it is undoubtedly a vital necessity and duty of all citizens and organizations. Fires occur when people do not take precautionary measures, demonstrate carelessness and negligence with fire. The careless use of fire whiles. Smoking in bed, in prohibited areas, cigarette butts thrown out from the balconies or out the window of the car lead to a big disaster. The statistics shows that careless fire handling is the most common cause of fire, and often results people's death.
The main causes of fires in public and private buildings are: carelessness and negligence in handling with fire, defective electrical outlet, gas leakage, electrical appliances left without supervision and others. In order to prevent fires and explosions, to preserve life and property avoid the storage of flammable and combustible liquids at home. Be careful when using household chemistry items, don't to dump them in the trash, don't spray aerosol on an open fire. Flammable materials cannot be stored in the attics, cellars and subbasements. It is not recommended to install electric heaters next to flammable items. If you smell smoke you must unplug all the electrical appliances immediately.
Be careful and cautious with fire! Take care of you children, home and property from fires. But if the fire had happened, you must immediately call the fire service, clearly answering the questions of the service manager. Sometimes it is impossible to extinguish fire with your own efforts without Special professional equipment such as Toronto fire sprinkler systems that is used to extinguish big fires.
According to statistics the majority of fires occur in the housing (about 40% of the total). First of all it is explained by the fact that, people often contact with the open flame (matches, gas, and furnace) in everyday life. And secondly, there is a huge number of household appliances in modern apartment that can result the fire (electric heaters, TV set etc.). That's why in some housings, fire extinguisher is a mandatory part of the apartment. Every family member should know how to use this special mean of fire protection. Mississauga fire extinguishers will immediately give you a helping hand in the case of emergency.
The practice shows that a few people know how to behave in case of fire. And most of the tragedies happened due to the panic and incorrect uncoordinated actions. To avoid tragedy follow these steps: try to extinguish the fire source, if impossible evacuate immediately breathing through soggy fabric. If it is impossible to leave the apartment close the doors tightly and wait for the saving service. We hope that this simple guidance will help you to prevent fire in your house and stay alive if the emergency situation happened. You can share this article with your family members, friends and neighbors to inform them.
This information has been gladly provided by Expertcrownmoulding.ca - the best architectural cornice moulding contractor in Toronto.
Back to Home Page | <urn:uuid:45dbc22c-993f-4abf-b256-4ad197b3d058> | CC-MAIN-2020-50 | http://www.quebecadventuretours.com/firefighters.pdf | 2020-12-04T04:15:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00426.warc.gz | 155,626,078 | 694 | eng_Latn | eng_Latn | 0.99697 | eng_Latn | 0.999012 | [
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SAFE INTERNET DAY ANSWER KEY
STATION 1
1. Google drive – to store your files
2. Amazon – to do shopping
3. Avast – to protect your computer from viruses
4. Kahoot – to do quizzes
5. Google Chrome – to browse the web
6. G-mail – to send and receive e-mail
7. Quizizz – to do quizzes
8. Google maps – to find a location or way
9. Google translate – to translate documents
10. Quizlet – to learn vocabulary
11. Viber – to call or chat
12. Blogger – to write ablog
STATION 2
1. screen
2. cybernaut
3. cyberbullying
4. hacker
5. virus
6. website
7. laptop
8. software
9. e-mail
10. chatroom
11. cyberspace
key word : CYBERSAFETY
STATION 3
Message 1
Could I see you tonight for dinner at 7?
Message 2
Are you coming tonight? Be here before 8. Will wait for you. See you later.
ABBREVIATIONS
1. CU 2. 2L8 3. BF 4. HAND
STATION 4
1. A 2. B 3. B
STATION 5
Tips mentioned in the video:
1. Keep your personal info private.
2. Don't tell anyone your password.
3. Make a password no one can guess.
4. Don't chat with strangers.
5. Don't share your photos, address etc.
6. Don't open e-mail/attachements from senders you don't know.
7. Don't open / close pop-up windows.
5. PLZ 6. JK 7. TX 8. ? 9. F2F 10. B/C
STATION 6
ADVANTAGES
It can help children with their homework.
It provides online shopping.
A source of education for students.
Finding out old friends through social network sites.
Helpful to people of all ages.
Chat rooms, songs, movies and other entertainment.
Online classes for students (e-learning).
People can connect and interact with others quickly and cheaply.
It helps to promote businesses
DISADVANTAGES
Talking to strangers on chat rooms.
Negative effects on family communication.
Cyber bullying.
Pornography.
Pedophile/ sexual predators in chat rooms.
If you shop online, your credit card number can be copied and used.
Spamming and viruses threat.
Provides a vast library of knowledge and information.
Hackers can steal sensitive information and other people's identity.
It can distract children from homework and adults from office work.
Chatting online without adult supervision can be dangerous for young children.
Internet addiction. | <urn:uuid:a35ddc35-ef84-421f-8a5e-a1f07eb57030> | CC-MAIN-2020-50 | http://t-room.skalna1.edu.pl/wp-content/uploads/2018/03/SAFE-INTERNET-DAY-answer-key.pdf | 2020-12-04T05:17:57+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00427.warc.gz | 93,890,512 | 645 | eng_Latn | eng_Latn | 0.99476 | eng_Latn | 0.996957 | [
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High Point Academy's Early Access Process
Early Access Background
Early access refers to the early entrance to kindergarten or first grade for highly advanced or gifted children under the age of six. Early access is not an acceleration pattern recommended for the majority of age 4 or age 5 gifted children. The purpose of early access is to identify and serve the few highly advanced gifted children (which is defined as students scoring at or above the 97 th percentile) who require comprehensive academic acceleration.
Early Access Criteria
In order to evaluate whether a student will qualify for early access, a portfolio will be submitted on the student's behalf by the family which will contain a profile of strengths, performance, readiness, needs and interests, and a determination of appropriate placement. All criteria must be considered in making the determination-test scores alone do not meet the standards of a determination. While High Point Academy does not charge a fee to review portfolios, some required criteria may require a fee by outside evaluators such as aptitude and achievement tests, Families with students who are eligible for free or reduced lunch may seek assistance from the school for the assessment process.
Criteria include:
1. Aptitude- To be completed by a Psychologist or similarly trained professional
a, Highly advanced level of performance or 97 th percentile
i. Every child with a score above the 97 th percentile may not benefit from early access to kindergarten or first grade
b. Measured using a developmentally appropriate tool
i. e.g. individualized ability test such as the Differential Ability Scales {DAS), Wechsler Preschool and Primary Scale of Intelligence, Woodcock Johnson Cognitive Ability Scale, or Kaufman Brief Intelligence Test
2. Achievement- To be completed by a Psychologist or similarly trained professional
a. Highly advanced level of performance or 97 th percentile
i. Typically, early access children function two or more years above their peers
b.
Measured using
an assessment
that determines
knowledge and
skills in reading
1
writing and
mathematics
i. e.g. curriculum-based assessment, above-level testing, and individualized achievement tests, such as the test of early math ability/reading ability1 Woodcock Johnson Ill Tests of achievement, or Iowa Tests of basic skills
3. Performance
a. Performance supporting early access is indicated by work samples and informal teacher and/or parent data indicating demonstrated ability above peers.
i. Measured using actual demonstration of the student's work (e.g. work samples, independent reading1 advanced vocabulary1 observational data).
4. Readiness, Social Behavior and Motivation
a. Readiness 1 social behavior and motivation for early access are determined by the child's ability to demonstrate the indicators deemed necessary for kindergarten or first grade by national standards
b. Measure the child 1 s readiness for kindergarten or first grade, social maturity, and eagerness to learn.
i. e.g. district readiness checklist, normed checklists and rating scales, such as the California Preschool Competency Scale or the Preschool/Kindergarten Behavioral and Social Scale or Bracken School Readiness
Once the portfolio containing all criteria is complete it will be submitted to the Elementary Assistant Principal to be reviewed. The Assistant Principal along with other school administrators will make a determination based on the evidence in the portfolio. Once the determination is made, the Assistant Principal will contact the family for a meeting to review the results. The deadline to submit a portfolio is April 1, in order to be considered for early access the following school year. | <urn:uuid:9dab7d25-7d2e-48c0-85d3-5c576574e380> | CC-MAIN-2020-50 | https://www.highpointacademy.net/wp-content/uploads/2018/11/HPA-Early-Access-Process.pdf | 2020-12-04T04:12:31+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00425.warc.gz | 688,888,994 | 713 | eng_Latn | eng_Latn | 0.9919 | eng_Latn | 0.9919 | [
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FIRE PREVENTION AND FIRE SAFETY TIPS
KEEP FIRE DOORS CLOSED
Fire doors are found between stairwells and corridors, corridors and elevator lobbies and other distinct building areas. They are designed to contain fire and smoke and to keep it from spreading throughout a building. Keeping them closed will give you time to exit safely during a fire. Fires happen unexpectedly, so keep them closed at all times. Blocking them open even momentarily places other occupants at risk.
NEVER BLOCK EMERGENCY EQUIPMENT
Never place anything in front of fire alarm pull boxes, fire extinguishers, fire hoses or exit signage. During an emergency this equipment may be needed to alert occupants of an emergency or to help extinguish a fire. Keep access to this equipment free of obstructions at all times.
DO NOT PLACE OBJECTS IN STAIRWELLS OR NEAR EXITS
Stairwells are intended to be a safe avenue for escape to the exterior of buildings. They are required by fire code to be free of any and all objects that might impede egress. Never store anything, even temporarily, in stairwells. Exits are useless unless they are available and usable. Do not place objects in hallways or near exit doors. People may be endangered while attempting to evacuate in an emergency.
KEEP ALL MATERIALS AT LEAST 18 INCHES BELOW FIRE SPRINKLERS
Fire sprinklers will not operate properly or extinguish fires if they are blocked. Sprinklers require at least 18" of space to disperse the water properly.
FAMILIARIZE YOURSELF WITH LOCATIONS OF EXTINGUISHERS AND EXITS AND OTHER FIRE DEVICES
Check your immediate work or residential area. Find out where the fire extinguishers are. Know where the fire alarm stations are located and how they work. Locate two exits from your area or floor. Find "landmarks" in the exit path, something that might aid in navigating during evacuation if the corridor is dark during an emergency.
LIMIT THE USE OF MULTIPLE OUTLET ELECTRICAL DEVICES AND DO NOT USE EXTENSION CORDS
Electrical circuitry is designed to carry a reasonable load, but operating several devices from one outlet can seriously overload the wiring causing it to overheat and start a fire. Use only one device per outlet. If electrical service is inadequate, call the Maintenance Department at (216) 373-5206 to correct the situation. Always utilize surge protectors and follow Residence Hall procedures for electrical devices.
NEVER STORE FLAMMABLE LIQUIDS
Even in a lab, you should only keep the absolute minimum necessary to accomplish the immediate task at hand. Never stockpile or allow flammable liquids to accumulate. Keep them away from ignition sources.
OPERATE SPACE HEATERS CAREFULLY
Do not use small, portable electric heaters unnecessarily. Heaters on campus must have emergency tipover switches, and thermostatic limiting controls. Heating problems should be directed to the Maintenance Department at (216) 373-5206.
DO NOT USE UNAUTHORIZED COOKING OR HEAT SOURCES IN RESIDENCE HALL ROOMS
Do not use electric skillets, hot plates, or other unauthorized devices. Refer to the Notre Dame College Student Handbook for additional information on authorized and unauthorized devices. You may also ask the Residence Life staff about what devices are authorized.
SMOKING is prohibited in all buildings on campus. Open flame devices including candles are also prohibited. Fire safety concerns may be directed to the Emergency Preparedness Coordinator at (216) 373-7145. | <urn:uuid:89208ec6-14b6-40fb-b193-739ec11c4075> | CC-MAIN-2020-50 | https://www.notredamecollege.edu/sites/default/files/NDC-Fire-Prevention.pdf | 2020-12-04T04:59:55+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00430.warc.gz | 817,089,216 | 747 | eng_Latn | eng_Latn | 0.996485 | eng_Latn | 0.997751 | [
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Summer Holiday Homework
Session 2020-2021 Class -II
Integrated Projects
Topic: Home
English: "I love my home" Write five lines on the topic. Paste or draw pictures for the same.
Maths: Count the rooms of your house and multiply them with 1, 10 and 100.Then arrange
them in descending order .
E.V.S: Write the names of the rooms of your house. Also write what activities / work you do
in these rooms . You may also paste the pictures for the same.
G.K: Write names of five animals with their houses and paste related pictures.
ह िंदी:
"मेरा प्यारा घर "विषय पर चित्र चिपकाकर पााँि पंक्तियााँ लिखें।
Note: Do integrated project in coloured page spiral file.
Maths: Learn tables 1 to10 and Complete page number 29, 42, 43, 52 to 55, 80 and 101 in book "Maths wisdom."
English:
1. Do page number 16, 17 and 18 in English grammar worksheet book.
2. Read lesson 1, 2 and 3 of Gateway (Main Course Book)
3 .Read and learn page number 19 to 22 0f Excel in English Grammar
Computer- a) Paste pictures of monitor, keyboard, mouse, CPU, speaker, printer in scrap book.
b) Do question no. 3 of Activity Corner page no. 28 in computer book.
ह िंदी-1. " नई आशाएाँ" पुस्िक से पेज नंबर 11 पर दी गई कवििा सुन्दर शब्दों में लिखें ि याद करें I
2. ककन््ीं 8 पशु पक्षियों के चित्र चिपकाकर उनकी बोलियााँ लिखखये I
-Block, Amrapali Circle, Vaishali Nagar, Jaipur www.defencejp.com
3. पुस्िक के पेज नंबर 21 पर ददए गए चित्रों को देखकर 5 िातय लिखखए I
EVS- Do Modal test paper 1 in book page no. 110 and learn the hard words of chapter 1 to 4.
Gk- Do page number 5 to 10 in your book.
Drawing- Do any five drawings of your own choice from your drawing book.
Note . This work is to be done in subject note books (copies)
-Block, Amrapali Circle, Vaishali Nagar, Jaipur www.defencejp.com | <urn:uuid:8efd3b6c-b713-45c8-84e3-5ca4386e0a82> | CC-MAIN-2020-50 | https://defencejp.com/wp-content/uploads/curriculam/1589520512_CLASS%202.pdf | 2020-12-04T05:02:39+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00435.warc.gz | 258,891,308 | 572 | eng_Latn | eng_Latn | 0.958299 | eng_Latn | 0.952296 | [
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Gdynia
Local action for greener energy
A Covenant of Mayors Case Study
Recently distinguished as the most energy-efficient city in Poland, Gdynia has been looking at how it can improve people's quality of life, while at the same time cutting municipal spending. The city has worked on solutions including refurbished buses, better performing street lamps, using waste to produce energy and creating a digital city hall for clean easy access to local services.
Waste-to-energy plant
460,000 people served by the waste-to-energy plant
50% of buses running on biofuel by 2030
How to invest in refurbishments and low-carbon technology in an economic downturn? Make sure nothing goes to waste... not even waste! The entire metropolitan area subscribes to that thanks to Gdynia's wasteto-energy plant, which uses local technology to minimise pollution and lower energy costs. The plant has been so successful that the municipality now plans to expand it in order to produce biofuel from biodegradable waste. In the long-term, half of the local bus fleet would run on this type of gas, ensuring low ticket prices and cleaner air in the city.
Sustainable transport
Public transport has already demonstrated to be an area where small investments can have large benefits for residents: the past two years have seen Gdynia's energy-efficient trolleybuses decrease municipal power
consumption by 20%. While the local public transport company wants to adapt to clean and silent electric vehicles, new trolleys generally come with a high price tag. European funds have helped the city retrofit its old diesel buses into efficient trolleybuses for only a quarter of the cost of a new vehicle.
Converting a disused diesel bus into an energy-efficient trolley costs less than a new trolleybus. 75%
Energy efficient street lamps
Gdynia's energy bills have also been reduced through the replacement of half of the city's street lamps with more energy efficient alternatives. This has allowed the city to greatly decrease costs and re-invest in its public lighting system. While people feel safer due to an increase in the number of light posts by more than 50%, low consumption lamps and smart control systems now ensure that no energy is wasted.
Congestion avoidance scheme
The use of synchronised green lights at peak hours results in shorter travel
60
junctions
covered by the
congestion
avoidance
system
key areas.
times, better air quality and more relaxed residents. The Polish municipality has taken that into account when developing its metropolitan congestion avoidance scheme. Congestion-detecting cameras have been installed at key junctions in the city and its surroundings; whenever they detect queues, the traffic management system adapts the rythm of green lights throughout the area to increase traffic fluidity. Gdynia also engages its car and public transport users in improving their daily commute by providing real-time information about traffic conditions and by presenting pedestrian and cycling alternative routes to the city's
E-government
Easy access to the municipality is not only about finding one's way through the streets, but also about improving the way in which citizens navigate its paperwork. To improve efficiency and lower emissions from travel to the city hall, Gdynia has developed a virtual municipal office, where residents and businesses can receive information, submit documents and comment on city developments.
Gdynia's plans for energy efficiency and emission reductions go beyond the actions mentioned above. As a signatory to the Covenant of Mayors, the city of Gdynia voluntarily commits to reducing its CO 2 emissions by at least 20% by 2020. For more information on how the municipality will achieve that goal, contact:
Hanna Gorecka-Banasik, City of Gdynia, email@example.com
Covenant of Mayors, firstname.lastname@example.org | <urn:uuid:7122f5eb-eea5-4148-8519-cebcfa036486> | CC-MAIN-2020-50 | https://www.polgarmesterekszovetsege.eu/index.php?option=com_attachments&task=download&id=253 | 2020-12-04T04:30:07+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00433.warc.gz | 821,647,879 | 784 | eng_Latn | eng_Latn | 0.998783 | eng_Latn | 0.998852 | [
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NATIONAL HURRICANE CENTER TROPICAL CYCLONE REPORT
TROPICAL STORM HANNA
(AL092014)
22 – 28 October 2014
John P. Cangialosi National Hurricane Center 16 December 2014
Hanna had two brief periods as a tropical cyclone and made landfall as a tropical storm near the Nicaragua/Honduras border.
TROPICAL STORM HANNA
22 – 28 OCTOBER 2014
SYNOPTIC HISTORY
The genesis of Hanna was associated with the remnants of eastern Pacific Tropical Storm Trudy. Trudy made landfall along the southern coast of Mexico on 18 October. Although the lowlevel circulation of Trudy dissipated over the rugged terrain, the associated moisture and midlevel vorticity moved northward into the southwestern portion of the Bay of Campeche a day or so later. A weak area of surface low pressure developed in association with the mid-level feature around 0000 UTC 21 October about 60 n mi east of Veracruz, Mexico, and the low moved slowly eastward while producing disorganized showers and thunderstorms that day. An Air Force Reserve reconnaissance aircraft investigated the low on 21 October, and although the cyclone had a well-defined center, deep convection was not sufficiently organized for it to be declared a tropical depression at that time. Deep convection increased a few hours later, however, resulting in the formation of a tropical depression by 0000 UTC 22 October, when it was located about 150 n mi west of Campeche, Mexico in the Yucatan peninsula. The "best track" chart of the tropical cyclone's path is given in Fig. 1, with the wind and pressure histories shown in Figs. 2 and 3, respectively. The best track positions and intensities are listed in Table 1 1 .
The depression changed little during the next 12-18 h while it continued to move eastward to east-southeastward toward the Yucatan peninsula. After that time, southwesterly shear and dry air caused the cyclone to lose deep convection, and the system degenerated into a remnant low by 0000 UTC 23 October when it was located just to the west of the southwestern coast of the Yucatan peninsula. The remnant low made landfall a few hours later and weakened while it moved generally eastward across the southern Yucatan and northern Belize. The weak low moved over the northwestern Caribbean Sea on 24 October. Although the low was over warm water, it was located in an unfavorable environment of strong shear and dry air associated with a nearby frontal boundary. The low opened into a trough when it became entangled with the front around 0000 UTC 25 October, and the disturbance moved southeastward just east of the front during the next day or so.
The frontal boundary began weakening on 26 October, and the remnants of the depression became a little better organized as they slowed down and moved southeastward and then southward. Satellite images and surface observations indicate that the remnant trough developed into a small closed area of low pressure around 1200 UTC 26 October about 100 n mi east-northeast of the Nicaragua/Honduras border. The low then turned westward back toward the coast of Central America while deep convection gradually increased. It is estimated that the low became a tropical depression again by 0000 UTC 27 October, when it was located about 70
1 A digital record of the complete best track, including wind radii, can be found on line at ftp://ftp.nhc.noaa.gov/atcf. Data for the current year's storms are located in the btk directory, while previous years' data are located in the archive directory.
n mi east of the Nicaragua/Honduras border. The cyclone strengthened to a tropical storm 6 h later and maintained minimal tropical storm strength until it moved inland over extreme northeastern Nicaragua around 1600 UTC 27 October. Hanna weakened to a tropical depression a couple of hours after it moved inland, and then degenerated into a remnant low over eastern Honduras by 0600 UTC 28 October. The remnant low moved over the Gulf of Honduras later that day, and although some deep convection did redevelop, it did not become sufficiently organized to regain tropical cyclone status before moving inland over Belize around 0300 UTC 29 October. The remnant low dissipated over northwestern Guatemala later that day.
METEOROLOGICAL STATISTICS
Observations in Hanna (Figs. 2 and 3) include subjective satellite-based Dvorak technique intensity estimates from the Tropical Analysis and Forecast Branch (TAFB) and the Satellite Analysis Branch (SAB). Observations also include flight-level, stepped frequency microwave radiometer (SFMR) from flights of the 53 rd Weather Reconnaissance Squadron of the U. S. Air Force Reserve Command. Data and imagery from NOAA polar-orbiting satellites including the Advanced Microwave Sounding Unit (AMSU), the NASA Tropical Rainfall Measuring Mission (TRMM), the European Space Agency's Advanced Scatterometer (ASCAT), and Defense Meteorological Satellite Program (DMSP) satellites, among others, were also useful in constructing the best track of Hanna.
There were no ship or land-based reports of winds of tropical storm force associated with Hanna.
Winds and Pressure
Hanna's estimated peak intensity of 35 kt, from 0600 UTC 27 October until landfall along the Nicaragua/Honduras border around 1600 UTC that day, is based on ASCAT data around 0300 UTC that showed maximum winds in the 30 to 35 kt range. The estimated minimum pressure of 1000 mb is based on data taken by the Air Force hurricane hunters when the cyclone was in the Bay of Campeche.
Rainfall
Although no rainfall totals are available, there were reports of heavy rains over the northeastern portion of Nicaragua and much of eastern Honduras associated with Hanna.
CASUALTY AND DAMAGE STATISTICS
There were no reports of damage or casualties associated with Hanna.
FORECAST AND WARNING CRITIQUE
The genesis of this tropical cyclone was not particularly well forecast (Table 2a). The disturbance that became the tropical depression in the Bay of Campeche was introduced with a low chance of development in the 5-day Tropical Weather Outlook (TWO) 78 h before genesis, and was included in the 2-day portion of the outlook 54 h before formation. The 5-day formation probability was raised to the medium category (30-50%) 60 h before genesis, and the short-range probability was raised to that category 36 h before development occurred. The forecast probabilities never reached the high category.
The reformation of the tropical cyclone was not well anticipated either (Table 2b). Although the remnants of the depression were included in the TWO 78 h before it redeveloped, the probability of formation never increased above the low category, primarily due to the limited time the system was expected to have over water before reaching Nicaragua and Honduras.
A verification of NHC official track forecasts for Hanna is given in Table 3a. Only a small number of forecasts were made for Hanna since it was a short-lived tropical cyclone. The official forecast track errors were similar to the mean official errors for the previous 5-yr period. A homogeneous comparison of the official track errors with selected guidance models is given in Table 3b. Due to the very small sample, no meaningful comparisons can be made.
A verification of the small number of NHC official intensity forecasts for Hanna is given in Table 4a, and a homogeneous comparison of the official intensity errors with selected guidance models is given in Table 4b.
Watches and warnings associated with Hanna are given in Table 5.
Table 1. Best track for Tropical Storm Hanna, 22-28 October 2014. Positions and pressures given during the disturbance stage are representative values for the lowlevel vorticity center.
| Date/Time (UTC) | | Latitude (°N) | | Longitude (°W) | | Pressure (mb) | | Wind | |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | Speed | |
| | | | | | | | | (kt) | |
| | 21 / 0000 | | 19.5 | | 95.3 | | 1002 | 25 | low |
| | 21 / 0600 | | 19.5 | | 94.8 | | 1002 | 25 | " |
| | 21 / 1200 | | 19.5 | | 94.2 | | 1001 | 25 | " |
| | 21 / 1800 | | 19.5 | | 93.7 | | 1000 | 30 | " |
| | 22 / 0000 | | 19.5 | | 93.3 | | 1000 | 30 | tropical depression |
| | 22 / 0600 | | 19.5 | | 92.9 | | 1001 | 30 | " |
| | 22 / 1200 | | 19.4 | | 92.4 | | 1002 | 30 | " |
| | 22 / 1800 | | 19.3 | | 91.9 | | 1003 | 30 | " |
| | 23 / 0000 | | 19.2 | | 91.3 | | 1004 | 25 | low |
| | 23 / 0600 | | 18.9 | | 90.8 | | 1005 | 20 | " |
| | 23 / 1200 | | 18.6 | | 90.5 | | 1006 | 20 | " |
| | 23 / 1800 | | 18.2 | | 90.0 | | 1007 | 20 | " |
| | 24 / 0000 | | 17.9 | | 89.4 | | 1008 | 20 | " |
| | 24 / 0600 | | 18.1 | | 88.5 | | 1008 | 20 | " |
| | 24 / 1200 | | 18.4 | | 87.7 | | 1008 | 20 | " |
| | 24 / 1800 | | 18.8 | | 87.0 | | 1008 | 20 | " |
| | 25 / 0000 | | 19.0 | | 86.2 | | 1008 | 20 | disturbance |
| | 25 / 0600 | | 18.8 | | 85.3 | | 1008 | 20 | " |
| | 25 / 1200 | | 18.3 | | 84.5 | | 1008 | 25 | " |
| | 25 / 1800 | | 17.7 | | 83.7 | | 1008 | 25 | " |
| | 26 / 0000 | | 17.1 | | 82.9 | | 1007 | 25 | " |
| | 26 / 0600 | | 16.5 | | 82.2 | | 1007 | 25 | " |
| | 26 / 1200 | | 16.0 | | 81.8 | | 1006 | 30 | low |
| | 26 / 1800 | | 15.5 | | 81.8 | | 1006 | 30 | " |
| | 27 / 0000 | | 15.1 | | 82.0 | | 1006 | 30 | tropical depression |
| | 27 / 0600 | | 15.0 | | 82.4 | | 1005 | 35 | tropical storm |
| | 27 / 1200 | | 14.9 | | 83.0 | | 1005 | | 35 | " |
|---|---|---|---|---|---|---|---|---|---|---|
| | 27 / 1600 | | 14.9 | | 83.3 | | 1005 | | 35 | " |
| | 27 / 1800 | | 14.9 | | 83.5 | | 1006 | | 30 | tropical depression |
| | 28 / 0000 | | 15.0 | | 84.3 | | 1007 | | 30 | " |
| | 28 / 0600 | | 15.4 | | 85.2 | | 1008 | | 25 | low |
| | 28 / 1200 | | 15.9 | | 85.9 | | 1009 | | 20 | " |
| | 28 / 1800 | | 16.5 | | 86.7 | | 1010 | | 20 | " |
| | 29 / 0000 | | 16.8 | | 87.6 | | 1010 | | 20 | " |
| | 29 / 0600 | | 16.9 | | 88.6 | | 1011 | | 20 | " |
| | 29 / 1200 | | 16.9 | | 89.6 | | 1011 | | 20 | " |
| | 29 / 1800 | | 16.8 | | 90.5 | | 1012 | | 15 | " |
| | 30 / 0000 | | | | | | | | | dissipated |
| | 27 / 0600 | | 15.0 | | 82.4 | | 1005 | | 35 | maximum wind |
| 27 / 1600 | | 14.9 | | 83.3 | | 1005 | | 35 | | landfall near |
| | | | | | | | | | | Nicaragua/Honduras |
| | | | | | | | | | | border |
Table 2a. Number of hours in advance of formation associated with the first NHC Tropical Weather Outlook forecast in the indicated likelihood category. Note that the timings for the "Low" category do not include forecasts of a 0% chance of genesis.
| | 48-Hour Outlook |
|---|---|
| Low (<30%) | 54 |
| Medium (30%-50%) | 36 |
| High (>50%) | - |
Table 2b.
Number of hours in advance of regeneration associated with the first NHC Tropical Weather Outlook forecast in the indicated likelihood category. Note that the timings for the "Low" category do not include forecasts of a 0% chance of genesis.
| | 48-Hour Outlook |
|---|---|
| Low (<30%) | 78 |
| Medium (30%-50%) | - |
means are shown in boldface type.
| | Forecast Period (h) | | | | | | |
|---|---|---|---|---|---|---|---|
| | 12 | 24 | 36 | 48 | 72 | 96 | 120 |
| OFCL | 33.1 | - | - | - | - | - | 210.1 |
| OCD5 | 34 | - | - | - | - | - | 702.1 |
| Forecasts | 3 | - | - | - | - | - | 4 |
| OFCL (2009-13) | 28.8 | 45.5 | 61.2 | 77.8 | 114.5 | 158.4 | 208.2 |
| OCD5 (2009-13) | 48.2 | 100.1 | 160.2 | 220.8 | 326.6 | 410.7 | 479.4 |
Table 3b. Homogeneous comparison of selected track forecast guidance models (in n mi) for Tropical Storm Hanna. Errors smaller than the NHC official forecast are shown in boldface type. The number of official forecasts shown here will generally be
smaller than that shown in Table 3a due to the homogeneity requirement.
| Model ID | Forecast Period (h) | | | | | | |
|---|---|---|---|---|---|---|---|
| | 12 | 24 | 36 | 48 | 72 | 96 | 120 |
| OFCL | 33.1 | - | - | - | - | - | |
| OCD5 | 34 | - | - | - | - | - | |
| TCLP | 30.2 | - | - | - | - | - | |
| GFSI | 36 | - | - | - | - | - | |
| GHMI | 26.7 | - | - | - | - | - | |
| HWFI | 11 | - | - | - | - | - | |
| GFNI | 44 | - | - | - | - | - | |
| AEMI | 21.1 | - | - | - | - | - | |
| TVCA | 27.3 | - | - | - | - | - | |
| LBAR | 33 | - | - | - | - | - | |
| BAMS | 47.2 | - | - | - | - | - | |
| BAMM | 13.1 | - | - | - | - | - | |
| BAMD | 20.7 | - | - | - | - | - | |
| Forecasts | 3 | 0 | 0 | 0 | 0 | 0 | |
Table 4a. NHC official (OFCL) and climatology-persistence skill baseline (OCD5) intensity forecast errors (kt) for Tropical Storm Hanna. Mean errors for the previous 5-yr period are shown for comparison. Official errors that are smaller than the 5-yr means are shown in boldface type.
| | Forecast Period (h) | | | | | | |
|---|---|---|---|---|---|---|---|
| | 12 | 24 | 36 | 48 | 72 | 96 | 120 |
| OFCL | 6.7 | - | - | - | - | - | 2.5 |
| OCD5 | 3.3 | - | - | - | - | - | 9.5 |
| Forecasts | 3 | - | - | - | - | - | 4 |
| OFCL (2009-13) | 6.3 | 9.7 | 11.9 | 13.7 | 15.3 | 15.4 | 15.7 |
| OCD5 (2009-13) | 7.4 | 11.1 | 13.8 | 15.7 | 18.3 | 18.2 | 18.1 |
Table 4b. Homogeneous comparison of selected intensity forecast guidance models (in kt) for Tropical Storm Hanna. Errors smaller than the NHC official forecast are shown in boldface type. The number of official forecasts shown here will generally be smaller than that shown in Table 4a due to the homogeneity requirement.
| Model ID | Forecast Period (h) | | | | | | |
|---|---|---|---|---|---|---|---|
| | 12 | 24 | 36 | 48 | 72 | 96 | 120 |
| OFCL | 6.7 | - | - | - | - | - | |
| OCD5 | 3.3 | - | - | - | - | - | |
| TCLP | 0.7 | - | - | - | - | - | |
| DSHP | 1.7 | - | - | - | - | - | |
| LGEM | 0.3 | - | - | - | - | - | |
| GHMI | 4.3 | - | - | - | - | - | |
| HWFI | 6 | - | - | - | - | - | |
| ICON | 1.3 | - | - | - | - | - | |
| IVCN | 1.3 | - | - | - | - | - | |
| Forecasts | 3 | 0 | 0 | 0 | 0 | 0 | |
Table 5. Watch and warning summary for Tropical Storm Hanna, 22-28 October 2014.
| Date/Time (UTC) | Action | | Location | |
|---|---|---|---|---|
| 22 / 0300 | Tropical Storm Warning issued | | Celestun to Frontera, Mexico | |
| 22 / 2100 | | Tropical Storm Warning changed | Celestun to Frontera, Mexico | |
| | | to Tropical Storm Watch | | |
| 23 / 0000 | Tropical Storm Watch discontinued | | Celestun to Frontera, Mexico | |
| 27 / 1500 | Tropical Storm Warning issued | | | Punta Patuca, Honduras to Puerto |
| | | | | Cabezas, Nicaragua |
| 27 / 2100 | Tropical Storm Warning discontinued | | Punta Patuca, Honduras to Puerto Cabezas, Nicaragua | |
Figure 3. Selected pressure observations and best track minimum central pressure curve for Tropical Storm Hanna, 22-28 October 2014. AMSU intensity estimates are from the Cooperative Institute for Meteorological Satellite Studies technique. KZC P-W refers to pressure estimates derived using the Knaff-Zehr-Courtney pressure-wind relationship. Dashed vertical lines correspond to 0000 UTC, and solid vertical lines correspond to landfalls. | <urn:uuid:da6bd393-0468-4031-b35e-acd5b249e765> | CC-MAIN-2020-50 | https://www.nhc.noaa.gov/data/tcr/AL092014_Hanna.pdf | 2020-12-04T06:47:50+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00433.warc.gz | 794,609,557 | 5,123 | eng_Latn | eng_Latn | 0.967477 | eng_Latn | 0.995775 | [
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www.letsgo.org.uk
Fuller’s Earth and the geology of Bedfordshire:
www.bedsrigs.org.uk
This leaflet was published by Aspley Guise Parish Council
and sponsored by Central Bedfordshire Council and the
Marston Vale Community Rail Partnership.
About Aspley Guise
Many people have walked these roads and paths before us. The word 'Aspley' comes from the Old English meaning the glade or clearing in the aspen wood, and is first documented in an Anglo-Saxon charter of AD969. The village existed before that time in some form; a minor Roman road from Dorchester-on-Thames to Alconbury passes through the parish, and in 1958 Roman pottery was found during building
works on Aspley Hill. Aspeleia in the Domesday Book (1086) included Aspley Heath, which only became a separate civil parish in 1885. The de Gyse family acquired the Manor of Aspley by 1276; the name Aspelegise appears in the 14th century.
A church has stood on the site of St Botolphs since before 1188. From the outside the building appears to be Victorian, but this is due to enthusiastic restoration in the 19th century; the nave, north chapel and some other features date from the 15th century. The rust-red ironstone is a local building material quarried from layers in the Greensand.
Aspley seems to have remained a quiet agricultural village for several centuries. Traces of the ridge and furrow created by medieval ploughs survive in fields north of the village. Wheat, barley and oats grown here would have been ground at local mills to be eaten by the people of Aspley Guise. A watermill was recorded here in 1066; in 1684 there were three watermills, probably at the same site just off Mill Way, where dams were visible in 1979. The last mention of a miller at Aspley Mills was in 1834. There were two windmills here in the 18th century.
Although the Manor of Aspley existed before 1066, the original manor house fell into disrepair and was probably demolished in the 18th century. The building known as The Manor today was the manor farmhouse, built c. 1700. It stands near the site of earlier manor houses; some features of these, such as the manorial fish ponds, still exist nearby. In the Middle Ages rabbits were valued for their meat and fur, and were kept in special warrens; a Warren was recorded here in 1560 (probably the area still shown as 'The Warren' on old OS maps).
Aspley Wood is mentioned in Domesday Book, and would have remained an important source of timber and wood for centuries. Fragments of fossilised wood from the underlying Greensand found in Aspley Wood led to stories of a 'petrifying spring' that turned wood to stone. Some conifers have been planted into the ancient wood; in the late 18th century Francis Moore (for whom Moore Place was built c. 1786) bought part of what was then Wavendon Heath and planted 51,376 Scotch Fir to create the pinewood known today as Aspley Heath. In 1792 the 500 acre wood was sold to the Duke of Bedford. Two of the woodland paths run past Mermaid's Pond, which was listed under that name in a Bedford Estate management book in 1791.
In 1857 Dr James Williams recommended Aspley Guise as having a climate equivalent to many health resorts. The relatively small difference between summer and winter temperatures was considered beneficial, as were the altitude, and the pinewoods Moore had planted on the Heath nearly a century earlier. In the late 19th and early 20th century Daneswood, Edgbury, Homewood and The Mount (in what is now Aspley Heath) were sanatoriums in which invalids and convalescent patients could enjoy the healthful atmosphere.
Aspley was also famous for its Classical Academy, a public school founded c. 1715 'to prepare the sons of gentlemen for careers in the services, church and commerce'. Considered the equal of Eton and Harrow in its heyday, the school closed and its buildings were sold in 1874. The main school, Guise House, is now a private residence. The masters' accommodation and dormitories were purchased by John Kemp & Co, a Londonbased printer which by 1898 was known as the Powage Press (the Powage was a piece of land owned by the Classical Academy). The original buildings were lost to fire in 1911, but the replacements were built in a similar style.
The Bedford–Bletchley railway line was opened in 1846, the first line in Bedfordshire, but Aspley Guise station was not built until 1905. As a quiet village with good transport links to Bletchley Park, Aspley Guise played its part in WWII. Moore Place (then The Holt) on The Square was a hostel for the Code and Cypher School at Bletchley Park and from 1946–8 housed 40 'land girls' of the Bedfordshire Land Army who worked on local farms. The Rookery and The Shrubbery were part of the Political Warfare Executive, where Sefton Delmer produced radio broadcasts of news and music to undermine the German war effort.
Today Aspley Guise remains a peaceful and attractive village set in the distinctive landscape of the Greensand Ridge.
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Copyright : venusdemo.com
Physical Science Thermal Energy Chapter Assessment Answers
physical science 8th grade chapter 8 thermal energy ... Physical Science: Chapter 5 Thermal Energy Flashcards ... Thermal Energy - Science Class 3000 Unit A : Matter and Energy : Chapter 4. Heat and Temperature PS 3.2a: 4.1d: Also covered:4.1e, 4.2a, 4.2b, 4.5a, 5.2c. TExES Physical Science 6-12: Heat, Energy ... - Study.com Glencoe Physical Science Chapter 6: Thermal Energy ... Glencoe Physical Science Chapter 6: Thermal Energy ... science chapter 16 heat thermal energy Flashcards ... Chapter 16: Thermal Energy and Heat - Videos & Lessons ... Chapter 6: Energy | Conceptual Academy Unit 5 Heat and Thermal Energy - Physical Science Physical Science PowerPoints Mr.E Science Physical Home Physical Science Thermal Energy Chapter Thermal Energy - Mr. Edwin P. Davis' Science Classes Thermal Energy: Physical Science Notes, PowerPoint & Test ... chapter 6 test physical science thermal energy glencoe ... physical science thermal energy chapter 6 glencoe ...
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Glencoe Physical Science Chapter 6: Thermal Energy ... Glencoe Physical Science Chapter 5 Thermal Energy. The sum of kinetic energy and potential energy of the particle… The average kinetic energy of the particles that make up a mat… The movement of thermal energy from a warmer object to a coole… The transfer of thermal energy from one material by electromag… Thermal Energy The sum...
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Physical Science Workbook Chapter 6 – Thermal Energy 2016 Mr. Davis Physical Science Vocabulary Vocabulary for Chapter 6 – Thermal Energy No.# DefinitionTerm Page # 1. Degrees 2. Higher Specific Heat 3. Heat of Vaporization 4. Radiation 5. Temperature 6. Conduction 7. Boiling Point 8. 100 C 9. Joules 10. Heat of Fusion 11. Expand 12. Heat 13.
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* How did being at the crossroads of civilization affect the early development of the Judaic faith?
* Discuss how Judaism survived over centuries despite dispersal and persecution.
* List and explain three core theological beliefs of Judaism as described by the video.
* Compare and contrast one of Judaism's major moral concepts, free will, with the concept of predestination.
Follow-up Activities
* Have students research and chart three or four major sects of the Judaic practice found today. Include the name of a specific founder if applicable, the philosophy and theological principles of the group, and any characteristics that distinguish the group from others in Judaism.
* Have students research and present the important Jewish holidays. The report might include the calendar dates, religious significance and the practices associated with each holiday.
* Actions inspired by anti-Semitism and prejudice are prevalent issues in many areas of the world. Have students research, debate and develop an action plan for their community to prevent anti-Semitic and prejudicial activities from occurring.
* Have students research and present the 20th-century history of Israel, including the Zionist movement, the role of both World Wars and the conflicts in the Middle East.
Internet Resources
www.jewfaq.org/
Judaism 101 — Online encyclopedia of Judaism, covering Jewish beliefs, people, places, things, language, scripture, holidays, practices and customs.
www.mfa.gov.il/facts/hist/fhist1.html
History of the Israelites and Israel — A time line beginning from the 6th century B.C.E. to modern times as well as information about the state of Israel, its people and culture.
http://members.aol.com/LazerA/index.html
Talmud Torah Center for Basic Jewish Education — A basic outline to Judaism, the Torah and mitzvos.
www.adl.org/
Anti-Defamation League — Founded in 1913, the Anti-Defamation League (ADL) is "the world's leading organization fighting anti-Semitism through programs and services that counteract hatred, prejudice and bigotry." The ADL's web site includes general information about the organization, press releases, ADL report summaries and human-relations materials.
5
Suggested Print Resources
* Black, Benjamin. Understanding Judaism. Northdale, NJ: Jason Arsonson, Inc., 1991.
* Garcs, Fay Carol. Judaism. Facts on File, 1991.
* Hertzberg, Arthur and Hirt-Manheimer, Aron. Jews. New York: Harper, 1998.
* Mack, Stan. The Story of the Jews. New York: Villard, 1998.
* Rosenburg, Roy A. Everything You Need to Know About America's Jews and Their History. New York: Plume, 1997.
* Scheindlin, Raymond P. A Short History of the Jewish People. New York: Macmillan, 1998.
TEACHER'S GUIDE:
Paul J. Sanborn
Assistant Professor of Intelligence, American Military University Historian, Freedoms Foundation
TITLES IN THIS SERIES
* AFRICAN AND AFRICANAMERICAN RELIGIONS
* NATIVE AMERICAN SPIRITUALITY
* ANCIENT RELIGIONS OF THE MEDITERRANEAN
* BUDDHISM
* CONFUCIANISM & TAOISM
* HINDUISM
* ISLAM
* JUDAISM
Teacher's Guides Included and Available Online at:
* ORTHODOX AND ROMAN CATHOLIC CHRISTIANITY
* PROTESTANT CHRISTIANITY
* RELIGIONS OF SMALL SOCIETIES
* SHINTO
* SKEPTICISM & RELIGIOUS RELATIVISM
800-843-3620
CHLESSINGE
CHLESSINGE
CHLESSINGE
A DIVISION OF LIBRARY VIDEO COMPANY
TM
MEDIA
SS
RR
®
P.O. Box 580,Wynnewood, PA 19096 800-843-3620
©1998 Religions of the World, LLC under license from Liberty International Entertainment, Inc. Produced and directed by Greenstar Television
™
Liberty
International Entertainment Inc.
JUDAISM
T he study of world religion is the examination of the specific beliefs, customs and traditions of a particular religion as well as its impact on world culture and history. The Religions of the World video series and its accompanying Teacher's Guides are designed to supplement World Cultures and History curriculum. These teaching aids are meant to invite classroom study and dialogue and challenge students to make connections between the past and the present. Questions and insights are likely to develop and will reveal striking similarities and vast differences among the world's major religions as well as the unique perspective of its many individual cultures.
®
Historical Overview
Almost four thousand years old, Judaism is among the world's oldest surviving religions, and it was one of the first religions to subscribe to monotheism. It is comprised of a complex system of ethical codes and laws that are transcribed in two major texts, the Torah and Talmud. Judaism provides its followers with a way of life that is centered around the synagogue and the home where God, family and community are the focus. Judaism is a religion of many cultural practices, rituals and traditions that have survived despite the persecution of its followers and the absence of a homeland until the 20th century.
Time Line
960 B.C.E. — Solomon builds the sacred Temple in Jerusalem.
c760 B.C.E. — The Assyrians conquer northern Israel.
586 B.C.E. — The Babylonians conquer southern Judea.
c520 B.C.E. — The Jews return to Jerusalem & build the second sacred Temple.
165 B.C.E. — The Maccabees rule a free Judea independent of Assyrian control.
63 B.C.E. — The Romans capture Judea.
70 C.E. — During the Jewish revolt,Roman troops destroy the second sacred Temple in Jerusalem. The Romans then deport the Jews from Judea to the far reaches of the Roman Empire.
c200–250 C.E. — The Mishna, the first Rabinic literature, is written. It is based on the oral traditions of Judaism and explains how to apply the sacred scriptures and the oral traditions to everyday Jewish life.
550–600 C.E. — The Talmud is compiled. It consists of discussions of cases, precedents and interpretations of the Mishna's understanding of Biblical law and how it is applied to new situations.
18th Century C.E. — Hasidism is founded by the Ba'al or Shem Tov.
19th Century C.E. — The Reform branch of Judaism begins.
1941–1945 C.E.
— The worst years of the Holocaust for European Jews,who are persecuted and systematically murdered by Hitler and his Nazi followers.
1948 C.E. — Israel is established as a modern nation state in Palestine.
Vocabulary
Abraham — Considered to be the father of the Jewish people. He is the first to embrace the concept of one god, and it is with Abraham that God makes the first covenant.
Monotheism — The belief in one god, in opposition to polytheism or the belief in more than one god.
Canaan — The original name of the land promised by God to the followers of Moses when they left Egypt in search of a new land upon which to settle.
(Continued)
2
Mount Sinai — The mountain on which Moses received the complete code of ethics and laws, known as the Ten Commandments.
Torah — The first five books of the Hebrew Bible which presents the Mosaic law and moral codes. Torah comes from the Hebrew word for "instruction."
Israelites — The children of Israel and the name God gave to Jacob,the third patriarchal ancestor of the Jews.
Cyrus — The Persian king who conquered Babylonia.He allowed the Jews to return to Jerusalem and to rebuild the Temple.
Messiah — The Expected One who will free and elevate the Jewish people to new levels of devotion in practicing God's law.
Diaspora — The Jews who live outside of Israel in other countries around the world; a phenomenon originating when Jews were sent out of Palestine into exile under Babylonian rule.
Synagogue — The central place for congregational worship and fellowship for Jewish communities and the place where customs, religious practice and faith are maintained.
Talmud — One of the major texts of Judaism,it contains three million words that instruct on codes of behavior for both religious and secular life.
Rabbi — The respected teacher and leader of worship usually associated with a particular congregation at a specific synagogue.
Minion — The necessary quorum of at least ten men so that the rabbi can conduct full religious services.
Sabbath — The weekly holiday (sundown Friday to sundown Saturday) reserved for worship and attention to family and community.
Bar Mitzvah & Bat Mitzvah — Respectively mean "son" and "daughter" of the Commandment and are religious rites of passage for thirteen-year-old boys and twelve-year-old girls. After the ceremony, they are fully responsible in the eyes of God and are seen as adult members of the congregation.
Kosher — Very specific dietary laws regarding food restrictions as well as proper animal slaughter.
Zionism — The political and religious movement that gained momentum after the Holocaust as a campaign for Jews to return to Zion, a Jewish homeland, and in 1948 resulted in the state of Israel.
Pre-viewing Discussion
* Discuss the concepst of monotheism and polytheism. Explain that Judaism was the first truly monotheistic religion.
* Discuss what it must have been like for people to go from believing in many gods to believing in a single god.
* To set the stage for the study of Judaism, share the Old Testament story of Abraham and his covenant with God.
(Continued)
3
* Ask students to draw and discuss a time line for the inception of the three major monolithic religions: Judaism, Christianity and Islam.
* Important to Judaism is the ethic that the individual is also responsible for the community's relationship with God. Ask students to suggest examples of behaviors or events that demonstrate their understanding of this concept. Also, ask them to think of other groups of people who hold similar religious views (The Amish).
Focus Questions
1. What is the significance of Canaan and where is it today?
2. What is monotheism? How does it define Judaism?
3. What was Abraham's Covenant with God?
4. What did Moses contribute to Judaism after his meeting with God on Mount Sinai?
5. What is the Torah?
6. Who are Saul, David and Solomon, and what did they do to help establish a Jewish homeland?
7. What happened to the Israelites between the reign of Solomon and the building of the second Temple?
8. What are the three parts of the Hebrew Bible?
9. How did the Jews fare under Roman rule?
10. How did Judaism change as it became synagogue-centered rather than temple-centered after 70 C.E.?
11. What is the purpose of the Talmud?
12. What impact did Islam have on the evolution of Judaism?
13. What is the role of education in Judaism?
14. What are the diverse roles of the synagogue today?
15. What is the importance of the Jewish Sabbath?
16. What are the most sacred of the High Holy Days during the Jewish religious year?
17. What three laws take precedent over the preservation of a human life? 18. What does being kosher mean?
19. How does Jerusalem serve as a central theme in Judaism?
20. What is the Zionist movement? What was its main goal?
Follow-up Discussion
* Judaism is often referred to as more than a religion; it is also a culture and way of life. Are there other religions like Judaism in this regard?
* Why is Jerusalem such a powerful and important part of the Judaic tradition? What does it mean politically in the Middle East today?
(Continued)
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Shincliffe CE Primary School PSHE and RSE Programme
| Year | Health and Wellbeing - Autumn | | Relationships - Spring |
|---|---|---|---|
| Reception | • The importance of and how to maintain | • To identify their special people (family, friends, carers), and what makes them special and how special people should care for one another. • To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation). • To recognise how their behaviour affects other people. • The difference between secrets and nice surprises (that everyone will find out about eventually) and the importance of not keeping any secret that makes them feel uncomfortable, anxious or afraid. | • To identify their special people (family, friends, |
| | personal hygiene. | | carers), and what makes them special and how |
| | • About growing and changing and new | | special people should care for one another. |
| | opportunities and responsibilities that | | • To listen to other people and play and work |
| | increasing independence may bring. | | cooperatively (including strategies to resolve |
| | • To recognise that they share a responsibility for | | simple arguments through negotiation). |
| | keeping themselves and other safe, when to say, | | • To recognise how their behaviour affects other |
| | ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’. | | people. |
| | • The names for the main parts of the body | | • The difference between secrets and nice |
| | (including external genitalia) the similarities and | | surprises (that everyone will find out about |
| | differences between boys and girls. | | eventually) and the importance of not keeping |
| | • What is meant by ‘privacy’; their right to keep | | any secret that makes them feel |
| | things ‘private’; the importance of respecting | | uncomfortable, anxious or afraid. |
| | others’ privacy. | | |
| | • To judge what kind of physical contact is | | |
| | acceptable, comfortable, unacceptable and | | |
| | uncomfortable and how to respond (including | | |
| | who to tell and how to tell them). | | |
| Year 1 | • About the process of growing from young to old | • To communicate their feelings to others, to recognise how others show feelings and how to respond. • To identify and respect the differences and similarities between people. • To recognise what is fair and unfair, kind and unkind, what is right and wrong. • To recognise and challenge stereotypes | |
| | and how people’s needs change. | | |
| | • About people who look after them, their family | | |
| | networks, who to go to if they are worried and | | |
| | how to attract their attention, ways that pupils | | |
| | can help these people to look after them. | | |
| | • Rules for and ways of keeping safe on the roads | | |
| | • Introduction to mental health. About good and | | |
| | not so good feelings, a vocabulary to describe | | |
| | their feelings to others and simple strategies for | | |
| | managing feelings. | | |
| | • What constitutes, and how to maintain, a | | |
| | healthy lifestyle including the benefits of | | |
| | physical activity, rest, healthy eating and dental | | |
| | health. | | |
Year 2
Year 3
* Know how to make a clear and efficient call to emergency services if necessary
* To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
* How some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others.
* That household products, including medicines, can be harmful if not used properly.
* To recognise what they like and dislike, how to make real informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences.
* What is meant by 'privacy'; their right to keep things 'private'; the importance of respecting others' privacy.
* To judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them).
* To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet. (Covered in Science lessons in Spring1)
* That bacteria and viruses can affect health and that following simple routines can reduce their spread.
* School rules about health and safety, basic emergency aid procedures, where and how to get help.
* The importance of protecting personal information, including passwords, addresses and images of themselves and others.
* Know how to make a clear and efficient call to emergency services if necessary
* To explore and use the 'zones of regulation'
* That there are different types of teasing and bullying, that these are wrong and unacceptable.
* That people's bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable).
* How to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.
* To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.
* To recognise and respond appropriately to a wider range of feelings in others.
* The concept of 'keeping something confidential or secret', when we should or should not agree to this and when it is right to 'break a confidence' or 'share a secret.'
* To recognise what constitutes a positive, healthy relationship.
* That their actions affect themselves and others.
* To recognise ways in which a relationship can be unhealthy and whom to talk to if they need support.
* How to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media).
* About the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices.
* That money comes from different sources and can be used for different purposes, including the concepts of spending and saving.
* To explore the value of rule of law
* To think about the lives of people living in other places, and people with different values and customs.
* That there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment.
* To explore the value of individual liberty
Year 4
* What is meant by the term 'habit' and why habits can be hard to change.
* To recognise and challenge stereotypes.
* About the role money plays in their own and others' lives
| | | | strengthened, and that resorting to violence is |
|---|---|---|---|
| | | | never right |
| Year 6 | • To recognise how their increasing independence | • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice based language, ‘trolling’, how to respond and ask for help). • That differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation and disability (see ‘protected characteristics’ in the Equality Act 2010). • To know where to seek advice or help and where and how to report concerns • To explore how relationships change as we get older (Secondary transition link) | • To realise the nature and consequences of |
| | brings increased responsibility to keep | | discrimination, teasing, bullying and aggressive |
| | themselves and others safe. | | behaviours (including cyber bullying, use of |
| | • How to make informed choices (including | | prejudice based language, ‘trolling’, how to |
| | recognising that choices can have positive, | | respond and ask for help). |
| | neutral and negative consequences) and to | | • That differences and similarities between |
| | begin to understand the concept of a ‘balanced | | people arise from a number of factors, |
| | lifestyle.’ | | including family, cultural, ethnic, racial and |
| | • How pressure to behave in unacceptable, | | religious diversity, age, sex, gender identity, |
| | unhealthy or risky ways can come from a variety | | sexual orientation and disability (see |
| | of sources, including people they know and the | | ‘protected characteristics’ in the Equality Act |
| | media. | | 2010). |
| | • About menstrual wellbeing including the key | | • To know where to seek advice or help and |
| | facts about the menstrual cycle | | where and how to report concerns |
| | • To explore and use the ‘zones of regulation’ | | • To explore how relationships change as we get |
| | • The facts and science relating to immunisation | | older (Secondary transition link) |
| | and vaccination. | | |
| | • How to recognise early signs of physical illness, | | |
| | such as weight loss, or unexplained changes to | | |
| | the body | | |
| | • How their body will and their emotions may | | |
| | change as they approach and move through | | |
| | puberty. COVERED IN SUMMER TERM | | |
| | • About human reproduction. COVERED IN | | |
| | SUMMER TERM | | |
| | • Rules for and ways of keeping physically and | | |
| | emotionally safe (including road safety, safety in | | |
| | the environment, safety online, the responsible | | |
| | use of ICT, the difference between secrets and | | |
| | surprises and understanding not to keep adults | | |
| | secrets.) COVERED BY SAFETY CAROUSEL | | |
| | SUMMER TERM | | |
Appendix 5
Outline of Sex education
Sex Education, aside from what is taught through the National Curriculum for Science, is only taught in Year 6. The content of Sex Education in Year 6 is planned for, and based around, preparing our children for the statutory Sex Education objectives which will be taught in secondary schools, as outlined in the statutory government guidance (2019).
Year 6
Exploring the human life-cycle The main external parts of the male and female bodies and their functions Puberty and how it affects both males and females How a baby is conceived and born | <urn:uuid:8d3bcdc3-4679-460e-ab0a-d1e9781bfb17> | CC-MAIN-2020-50 | http://www.shincliffe.durham.sch.uk/wp-content/uploads/sites/182/2020/10/schoolpsheandrseprogramme-1.pdf | 2020-12-04T05:13:38+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141733122.72/warc/CC-MAIN-20201204040803-20201204070803-00439.warc.gz | 160,242,370 | 2,366 | eng_Latn | eng_Latn | 0.998009 | eng_Latn | 0.998532 | [
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The New Jersey Poison Information & Education System — Serving New Jersey Since 1983 NEWS RELEASE
Media Contacts:
800-222-1222 (800-962-1253 outside NJ)
Avoiding Warm Weather Poisonings
- Keeping Memorial Day Weekend Safe -
Steven Marcus, MD, Executive and Medical Director, Bruce Ruck, Pharm.D., Director, Drug Information and Professional Education
New Jersey Poison Information and Education System (NJPIES)
Available for Interviews
NEWARK, N.J. — May 20, 2013 – Memorial Day Weekend, the official start of the summer season, is the usual time for opening pools, firing up the barbeque, and kicking back to relax with family and friends. Unfortunately, it is also the start of the peak season for warm weather related exposures involving gasoline, lamp oil, lighter fluid, torch fuel, and pool chemicals. The NJ Poison Experts want to call the public's attention to the potential hazards that may cause injury to you and your loved ones. A few common exposures from last year's season include:
- 2 year old was found coughing after playing with a gasoline jug in the backyard
- 44 year old opened up a container of pool chlorine and started choking after inhaling the chemical
- 3 year old swallowed torch fuel/oil thinking it was apple juice because it was left in a colored plastic cup on the patio table
Luckily, the NJ Poison Experts are here 24 hours a day, 7 days a week, every day of the year to help in the event of an emergency or with any concerns. "It's important to clean up after holiday celebrations. Cigarette butts and alcohol can be dangerous to both children and pets; keep all dangerous substances locked up and out of sight and reach," said Dr. Steven Marcus, Executive and Medical Director of the NJ Poison Control Center.
Don't spend your holiday in an emergency room. Prevent mishaps from occurring ….Remember, most poisonings are preventable! Follow these safety tips below.
Food
- Do not cross-contaminate! Cooked foods should not be placed on any unwashed plates/containers that previously held raw meat, poultry, fish, or seafood.
- Cold foods should be kept refrigerated when not being served. Do not let food sit out at room temperature for more than 2 hours.
- Always wash hands and counters before preparing food. Use clean utensils for cooking and serving.
Chemicals (pool products, pesticides, fertilizers, lamp oil, kerosene, lighter fluids, automotive fluids, etc.)
o Lamp and torch oil refill bottles may closely resemble juice containers; the containers and caps are designed similarly, the oils are colorful and fragrant; the liquids are practically identical in appearance with common fruit juices/drinks!
- Jugs containing lamp or torch oil MUST be stored in locked cabinets away from food and drinks. When accidentally taken by mouth, such lamp or torch oils can enter the lungs causing pneumonia and even death.
o Since it is difficult to pour the liquid directly from the refill bottle into the torch, consumers frequently pour the liquid into a plastic or paper cup in order to then transfer it into the torch. This leaves a cup with what appears to be lemonade or apple juice sitting in it making it an invitation for someone to mistakenly ingest the substance with a potentially disastrous outcome. Use a funnel to transfer the fluid; do not use drinking cups to transfer torch lamp oil from the storage bottle to the lamp, lantern or torch.
- Keep all chemicals locked up out of reach of children and pets.
- Read the directions on the label before using.
- Store all chemicals in their original, clearly-marked container. Always use child-resistant caps.
- Always choose the right chemical, for example pesticide, for the job at hand.
- Store chemicals in a cool, dry, well ventilated area with a locked entry.
- Do not apply products on a windy day.
- Wear protective clothing, masks, eye protection when applying chemicals. Wash clothes, footwear or any exposed skin that comes in contact with chemicals.
Backyard Safety
- Be alert to insects that may bite or sting.
- Know the name of plants and flowers in and around your home, including your yard and garden.
- Make sure all gardening, lawn care products, and pool products are stored in locked cabinets.
- Do not pick plants/mushrooms to eat from your backyard or fields. Even experts are often fooled by look-alikes which are toxic.
Safe Grilling
- When taking cooked food off the grill, do not put it back on the same plate that held raw food.
- Store charcoal lighter fluid in locked cabinets, out of sight and reach of children and pets. Swallowing lighter fluid can lead to serious poisoning.
- Turn meats over at least once to cook evenly.
- Use a meat thermometer to make sure meats have reached the proper internal temperature. The color of meat and poultry is not a good indicator of safety.
- Do not partially grill meat or poultry and finish cooking later.
- Never use your gill indoors, in a garage, shed, etc!
Sun Exposure
- Wear clothing to cover exposed skin (long-sleeve shirts, pants, hats, and sunglasses) and regularly apply sunscreen with a broad spectrum SPF of 15 or higher.
- Avoid sunburn by limiting time spent in the sun especially when the sun is the strongest (from 10 am to 2 pm).
- Use caution in the sun because some medications can greatly increase the chance for severe sunburn even when using sunscreen.
- Insect repellents such as DEET, picaridin and permethrin may be used on children older than 2 months of age. Oil of lemon eucalyptus is not recommended on children under 3 years of age.
- Do not spray insect repellents on the face since they may irritate the eyes and mouth. Instead, spray onto hands and then rub onto the face. Avoid applying repellents to broken skin or wounds, and avoid applying repellents under clothing.
If the unthinkable happens, it's good to know help is just a phone call away. If someone is unconscious, not breathing, seizing/convulsing, bleeding profusely, difficult to arouse/wake up, etc. call 911 immediately, otherwise call the NJ Poison Center at 800-222-1222. While a quick web search may seem like an easy option, it is no substitute for calling the poison center and speaking with medical experts (doctors, nurses, and pharmacists). A mistreated exposure can escalate an easy-in-home treatment into a trip to the hospital. In the event of a poison exposure, every second counts so calling the poison center is the smart thing to do!! You may also chat or text in using our website, www.njpies.org.
The NJ Poison Experts are always here to help with emergencies or questions involving medicines, chemicals, household products, environmental contaminants, plants, or other poisons. Help is available in over 150 languages; 24 hours a day, 7 days a week, every day of the year. Program the Poison Help line (800-222-1222) into your cell phone and post it near your home and office phones too. There are no silly questions and our health professionals are always available to answer a question, quell a fear, provide advice, or intervene to get emergency services on site and prepped to provide the needed protocol in the fastest response time. When in doubt, check it out by calling, texting, or chatting - Prevention is truly the best possible medicine. Follow us on Facebook (www.facebook.com/njpies) and Twitter (@NJPoisonCenter) for breaking news, safety tips, trivia questions, etc. BE POISON SMART! Share poison prevention tips with your family (including children), friends, and coworkers.
Real People. Real Answers.
As of July 1, 2013, New Jersey Medical School will become part of Rutgers, The State University of New Jersey.
______________________________________________________________________________________________________________________
As New Jersey's only poison control center, the New Jersey Poison Information & Education System provides information on poison prevention and treatments. Chartered in 1983, NJPIES provides free consultation through telephone hot line services and the Web. Medical professionals such as physicians, registered nurses and pharmacists offer confidential advice regarding poison emergencies and provide information on poison prevention, drugs, food poisoning, animal bites and more. These specialists are available 24 hours a day, seven days a week.
About NJPIES
NJPIES coordinates state poison education and research and is designated as the regional poison center by the New Jersey Department of Health and Senior Services and the American Association of Poison Control Centers. It tracks incidences of adverse reactions to food, drugs and vaccines in order to monitor potential public health issues and provide data to the U.S. Food and Drug Administration and the Centers for Disease Control and
Prevention. A division of the Department of Preventive Medicine and Community Health of the New Jersey Medical School of the University of Medicine and Dentistry of New Jersey. NJPIES has a state-of-the-art center located on the school's Newark campus.
New Jersey residents seeking immediate information about treating poison emergencies, and those with any drug information questions, should call the toll-free hot line, 800-222-1222, any time. The hearing impaired may call 973-926-8008. For more information, visit www.njpies.org.
About UMDNJ
The University of Medicine and Dentistry of New Jersey (UMDNJ) is New Jersey's only health sciences university with more than 6,000 students on five campuses attending three medical schools, the State's only dental school, a graduate school of biomedical sciences, a school of health related professions, a school of nursing and New Jersey's only school of public health. UMDNJ operates University Hospital, a Level I Trauma Center in Newark, and University Behavioral HealthCare, which provides a continuum of healthcare services with multiple locations throughout the State. | <urn:uuid:d1ab799a-b5ed-4632-a304-f5786759b5ca> | CC-MAIN-2018-26 | http://www.njpies.org/PDFs/News-and-Events/Press-Releases/2013/Warm-Weather-Poisonings-(May2013).pdf | 2018-06-22T05:36:27Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00257.warc.gz | 475,603,437 | 2,056 | eng_Latn | eng_Latn | 0.996915 | eng_Latn | 0.998256 | [
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MEDIA ALERT
The New Jersey Poison Information & Education System - Serving New Jersey Since 1983
Media Contacts: Nancy Sergeant, SGW, 973-263-5471, firstname.lastname@example.org Alicia Gambino, MA, CHES, NJPIES Director of Public Education, 973-972-9280, email@example.com
BREAKING NEWS: Bad storms expected in NJ and the area that can cause electrical outages. Carbon Monoxide poisoning is an immediate danger and more prevalent during bad weather.
SAFETY TIPS TO PREVENT CARBON MONOXIDE POISONING DURING BAD WEATHER:
1. Have a flash light or candles and matches at the ready.
In the event of power outages, take these precautions:
2. Do not bring portable generators, gas-powered equipment or heating items into a closed home or garage.
4. Check the batteries on your carbon monoxide detector.
3. Never cook or heat with charcoal indoors.
5. If you don't have a detector, install one before the bad weather hits.
7. Open flues if you are using a fireplace.
6. Keep your home well ventilated. If need be, keep a window slightly cracked to allow air flow.
8. Do not idle a car in a closed garage. Once you pull in, immediately turn off the engine.
IF YOU SUSPECT CARBON MONOXIDE POISONING TAKE IMMEDIATE ACTION:
* Contact your local fire department immediately.
* Get out of the house and
* Do not waste time opening windows or trying to "air" out the house/building; which will delay your escape from possibly dangerous fumes.
Newark, N.J., November 13, 2009— With bad weather storms predicted for this weekend, New Jersey residents are warned to take necessary steps to make sure this Friday the 13 th weekend storm passes as safely as possible. During bad weather, it is not uncommon for homes and offices to experience power outages. Responding by bringing generators and gas-powered items indoors is dangerous and potentially poisonous. Many home heating systems have also not yet been properly prepared for the winter and residents may be at risk for carbon monoxide (CO) exposure.
During bad weather, residents tend to close down their homes, but frequently bring items indoors with them that are potentially more dangerous than the bad weather outside. Carbon monoxide is a particularly danger as it is an odorless and colorless gas that is only easily detected with an installed and fully functional carbon monoxide detector.
Help is Just a Phone Call Away
If you suspect carbon monoxide poisoning, or have questions about the safety of an item in your home, call the Poison Control Hotline (1-800-222-1222). Trained health professionals are on duty 24 hours a day to answer questions and provide guidance and advice. Officials recommend putting the number in all family cell phones as well as programming it as a speed dial number on landlines, and prominently posting the number near home and phones. | <urn:uuid:6593f0ae-2d22-47ef-b755-898dfbb13e6e> | CC-MAIN-2018-26 | http://www.njpies.org/PDFs/News-and-Events/Press-Releases/2009/NJPIES_Carbon-20Monoxide-20Media-20Alert-20(Nov09).pdf | 2018-06-22T05:34:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00258.warc.gz | 467,259,275 | 625 | eng_Latn | eng_Latn | 0.998219 | eng_Latn | 0.998219 | [
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Status: State Threatened
Global and state rank: G5/S2
Family: Hiodontidae (mooneyes)
Total range: The mooneye is restricted to North America and its range is generally discontinuous. It is found in the St. Lawrence-Great Lakes (except Superior), Mississippi, and Hudson Bay basins from the Gulf Coast and Mobile Bay drainage to the eastern parts of North Dakota, southeastern Saskatchewan and Southern Manitoba (Page and Burr 1991, Smith 1985, Scott and Crossman 1973).
State distribution: Northern-lower Michigan is at the edge of the mooneye's range. The historic distribution of mooneye in Michigan is not well known, because other species such as gizzard shad, alewife, and some ciscoes have been misidentified as mooneye causing some uncertainty. Mooneyes have been confirmed from lakes Michigan, Huron, St. Clair, and Erie, although they seem to be historically scarce in Lakes Michigan and Huron (Van Oosten 1961, Evers 1994). Within the last 20 years however, the mooneye has been found in low numbers only in Lake St. Clair and the St. Clair River (MI DNR).
Phone: 517-373-1552
State Distribution
Best Survey Period
Recognition: The mooneye is a silvery, deep bodied, laterally compressed fish. It has a small, oblique mouth and a large eye. The lateral line is complete and almost straight and has 52-57 scales. The caudal peduncle is long. The Mooneye has a keeled ventral edge from pelvic fins to anus but it is not serrate. In addition, the mooneye has a strong toothed plate on the tongue and prominent teeth on the roof of the mouth.
The mooneye has historically been confused with gizzard shad, alewife, and some cisco's. The easiest way to distinguish gizzard shad and alewife from mooneye is their lack of a lateral line. Cisco's have an adipose fin whereas the mooneye does not.
Best survey time/phenology: The mooneye has been collected in the fall in Michigan, but other times may also be effective survey times.
Habitat: The Mooneye occurs in clear large rivers and lakes. They are often found in deeper holes of rivers with swift currents and firm substrates (Smith 1979). They appear to be intolerant of silt and turbid waters (Trautman 1981, Smith 1985).
Biology: In Michigan waters, the mooneye spawns in April and May and possibly into June (Scott and Crossman 1973) when water temperatures are around
10-13°C (Glenn and Williams 1976). The mooneye appears to become sexually mature in their 4 th , 5 th , or 6 th year and spawn every year after, with males generally maturing 1 year earlier than females (Glenn and Williams 1976).
During their first year, mooneye feed mainly on insects, specifically larval mayflies (Ephemeroptera), caddisflies (Trichoptera), and midges (chironomids) (Glenn 1978). By mid-July of their first summer, young mooneyes are able to ingest adult corixids (water boatman) (Glenn 1978). Adult mooneye feed mainly on corixids, adult beetles (Coleoptera), adult and larval mayflies (in season), and a variety of midges (Glenn 1975). In addition, crustaceans, filamentous algae, and tree bark have been found in the stomachs of mooneye (Glenn 1975), yet there is no evidence that mooneye eat fish or mollusks (1975, 1978). Mooneye stomachs were found to be most full during April, May, October, and November (Glenn 1975), whereas during June and August they seem to grow the fastest (Glenn 1976).
The mooneye averages 293 mm in total length and 226 g in weight (Wallus and Buchanan 1989). Male mooneye can live up to 7 years and females up to 9 years (Glenn and Williams 1976).
Movements: No movement studies have been published on the mooneye, but it is suggested that they travel to rivers to spawn. Hence movements may be extensive.
Interesting note: The mooneye is one of only two Osteoglossomorpha (toothed tongue) species in North American, the goldeye being the other species. Most of this group is found in the southern hemisphere and includes the largest wholly freshwater fish, the giant arapaima of the Amazon, which can grow up to 3 m. Preserving this species is important for the biodiversity of not only Michigan but North America.
Conservation and management: Mooneye populations are naturally discontinuous throughout the U.S. and today many are considered vulnerable to decline (NatureServe 2004). This isolation makes local populations highly susceptible to extinction because losses due to natural- or human-induced perturbations cannot be replaced by neighboring populations. The mooneye is intolerant of silt and turbidity, and as such
Phone: 517-373-1552
agricultural, urbanization, and industrialization practices can be detrimental to this species.
Research needs: To date, no specific surveys have targeted the mooneye in Michigan; they have only been caught incidentally. Hence, little is known about mooneye populations in Michigan. Only a few individuals have been collected in Lake St. Clair. An understanding of habitat locations used throughout the year and population estimates are critical for the continued existence and management of this species.
Selected references:
Glenn, C.L. 1975. Seasonal diets of mooneye, Hiodon tergisus, in the Assiniboine River. Canadian Journal of Zoology 53: 232-237.
Glenn, C.L. 1976. Seasonal growth rates of Mooneye (Hiodon tergisus) from the Assiniboine River. J. Fish. Res. Board Can. 33: 2078-2082.
Glenn, C.L. 1978. Seasonal growth and diets of youngof-the-year mooneye (Hiodon tergisus) from the Assiniboine River, Manitoba. Transactions of the American Fisheries Society 107(4): 587589.
Glenn, C.L. and R.R.G. Williams. 1976. Fecundity of mooneye, Hiodon tergisus, in the Assiniboine River. Canadian Journal of Zoology 54:156161.
NatureServe. 2004. NatureServe Explorer: An online encyclopedia of life [web application]. Version 3.0. NatureServe, Arlington, Virginia. Available http://www.natureserve.org/explorer. (Accessed: April 14, 2004 ).
Page, L.M. and B.M. Burr. 1991. A field guide to freshwater fishes: North American north of Mexico. Houghton Mifflin Company, Boston, Massachusetts. 432 pp.
Scott, W.B. and E.J. Crossman. 1973. Freshwater fishes of Canada. Bulletin 184, Fisheries Research Board of Canada, Ottawa, 966 pp.
Smith, C.L. 1985. The inland fishes of New York State. New York State Department of
Environmental Conservation, Albany, NY. 522 pp.
Evers, D.C. 1994. Fish: species accounts. In D.C. Evers, ed., Endangered and threatened wildlife in Michigan. University of Michigan Press, Ann Arbor, MI, p. 265-267.
Smith, P.W. 1979. The fishes of Illinois. University of Illinios Press, Urbana. 314 pp.
Trautman, M.B. 1981. The fishes of Ohio. Ohio State University Press. 782 pp.
Van Oosten, J. 1961. Records, ages, and growth of the mooneye, Hiodon tergisus, of the Great Lakes. Transactions of the American Fisheries Society 90:170-174.
Wallus, R. and J.P. Buchanan. 1989. Contribution to the reproductive biology and early life ecology of Mooneye in the Tennessee and Cumberland Rivers. American Midland Naturalist 122:204207.
Abstract citation:
Derosier, A.L. 2004. Special Animal Abstract for Hidon tergisus (mooneye). Michigan Natural Features Inventory. Lansing, MI. 3 pp.
Funding provided by the National Oceanic and Atmospheric Administration (NOAA) Coastal Services Center via the Great Lakes Commission.
Copyright 2004 Michigan State University Board of Trustees.
Michigan State University Extension is an affirmative-action, equal-opportunity organization.
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FOR IMMEDIATE RELEASE
Chevron hosts road safety "theme park" in Gaoqiao township as part of the Walk Wise project
May 8 th , 2014 – Gaoqiao, China
Chevron and Asia Injury Prevention Foundation, a non-profit that conducts road safety programs throughout Asia, organized a road safety "theme park" at Gaoqiao Middle School on May 8 th to celebrate Community Road Safety Week and promote smart road user behavior among children and families of the Gaoqiao community. More than 1,200 people attended the event on Thursday.
The first half of the event took place on stage, and consisted of road safety-themed performances by students from local schools, road safety games, an educational video with an interactive Q&A for the audience, and speeches from the local government, Chevron, and AIP Foundation. The second half of the event took the form of a community "theme park," in which booths were set up around the school to teach important road safety skills to children and families in the community. The booths were run by prominent members of the community, including the Gaoqiao police, Chevron, primary and middle schools in the area, and AIP Foundation. Attendees played fun and educational activities at the booths, such as traffic sign matching games, and received giveaways including t-shirts and reflective caps which improve pedestrian visibility on the roads.
"Every year, 1.3 million people die from road traffic crashes around the world. In fact, road crashes have become the number one killer of young people," said Mr. Luo Bin, Vice Mayor of Gaoqiao township. "We really need programs like this one to educate our students and our community about road safety. Thank you to AIP Foundation and Chevron for helping create a safe traffic environment for our children and families."
The road safety "theme park" on Thursday is part of a multi-year project sponsored by Chevron to promote road safety education in Sichuan and Chongqinq provinces. The project, titled Walk Wise, specifically targets children, who are the most vulnerable of all road users, and works to establish road safety education curricula in schools alongside other road safety-themed activities in the community. The Walk Wise project began in 2012, and has since implemented road safety curricula in 18 primary schools. By 2017, the Walk Wise project will expand to reach 80 schools in the region.
"Walk Wise is the best community project in Chevron's portfolio, and we are very proud to be a part of it. For Chevron, safety and care for the community we work in is absolutely critical," said Jim Koetzle, Manager of Chevron Asia South. "It has been a pleasure to work with AIP Foundation and our local partners to bring road safety education to children and the community of the CDB gas project area."
***
About AIP Foundation
The Asia Injury Prevention Foundation (AIP Foundation) is a U.S. registered 501 (c)(3) nonprofit organization that uses public-private partnerships, public awareness education, and school-based programs to reduce the rate of traffic injuries and fatalities in developing countries. AIP Foundation has offices in Hanoi and Ho Chi Minh City, Vietnam, Phnom Penh, Cambodia, Bangkok, Thailand, and Chengdu, China. In 2001, AIP Foundation built its nonprofit helmet assembly plant, manufacturing Protec brand tropical helmets in Vietnam. These helmets offer an environmentally appropriate, safe and affordable option for motorcycle and bicycle users. In 2009, AIP Foundation, in collaboration with the FIA Foundation and the World Bank, launched the Global Helmet Vaccine Initiative (GHVI), an international coalition with the objective of "putting a helmet on every head in the Decade of Action for Road Safety (2011-2020)."
For Media Contact Frances Massing Communications Manager AIP Foundation 18bis/21 Nguyen Thi Minh Khai Street, District 1 Ho Chi Minh City, Vietnam
Tel: 08-6299-1409 Ext. 117
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Stomach Acid & Hunger
Introduction
It is not uncommon for individuals to occasionally feel hungry, weak and shaky or develop a 'sour stomach' between meals. Many will interpret this as a sign they need more nutrients because their symptoms seem to improve after they eat a little food. These symptoms can be so intense that it wakes them from their sleep.
In spite of the fact these symptoms can improve with food, they have little to do with our biological need for nutrients or energy. What you are about to learn is that these symptoms are due to an abnormal buildup of stomach acid due to poor functioning of your stomach and intestinal tract.
How Does the Intestinal Tract Normally Function
Throughout the day we constantly produce stomach acid. We produce even more when we eat a meal. Stomach acid is required to assist in digesting food, killing potentially harmful bacterial and is also helpful in activating various digestive enzymes.
Think of your intestinal tract as a conveyor belt that constantly pushes our intestinal contents forward throughout the day. Our esophagus pushes food into the stomach, the stomach pushes stomach acid and partially digested food into the small intestine, the small intestine absorbs ours nutrients and pushes the non-absorbable material (fiber) into the colon and the colon pushes material to the rectum.
This conveyor belt action of the intestinal tract is primarily under the control of neurological network referred to as the Autonomic Nervous System (ANS). The ANS is responsible for the contractions that empty the stomach and propel food along its course through the small and large intestines.
The conveyor belt action of the intestinal tract works 24 hours per day emptying the stomachs contents and passing it further along the way. When we eat food, the stomach is stimulated to produce even greater amounts of stomach acid and to empty even faster. This is an extremely important point because slowed emptying of the stomach triggers the single most common mimic of hunger, an excessive accumulation of stomach acid known as dyspepsia.
What's the Difference Between Dyspepsia and Heartburn?
Heartburn occurs when the esophagus is exposed to stomach acid. The valve between the esophagus and the stomach is designed to allow food and liquid to pass downward from the esophagus into the stomach as well as to prevent the backwash of acid into the esophagus.
Occasionally, the valve relaxes and allows stomach acid to reflux backwards into the esophagus. The acid stimulates nerve endings in the esophagus and causes the symptoms commonly referred to as heartburn or gastroesophageal reflux disease (GERD). GERD can be associated with a burning sensation in the chest, belching, a bitter taste in our mouth, coughing and wheezing.
Dyspepsia is a term reserved for the symptoms we might think of as a sour stomach, slight nausea or an upset stomach. These symptoms don't result from acid splashing back into the esophagus as in heartburn. The symptoms of dyspepsia are from an abnormal accumulation of acid in the stomach. The acid accumulates because it is not being emptied normally, not because our stomach is producing too much.
To review, the symptoms of GERD are from stomach acid splashing backwards into the esophagus and dyspepsia is from too much acid accumulating in the stomach.
Confusing Dyspepsia with Hunger
We often confuse dyspepsia with hunger because you may feel shaky, slightly nauseated or weak and eating food makes the symptoms disappear. They go away because food stimulates the stomach to empty. The food therefore causes the excess acid to be emptied into the small intestine and your symptoms resolve.
The symptoms would also go away if we took an antacid such as Tums since they are truly the result from excess stomach acid. But since they go away after you eat food, you draw the reasonable conclusion the symptoms were due to low levels of blood sugar or some other nutrient. Consequently we believe the symptoms were a sign of hunger. So the next time we feel similar symptoms, we'll eat food again and the symptoms go away again. After a while it becomes almost second nature.
When the stomach doesn't empty as readily as it should, acid accumulates making us feel uncomfortable, bloated, slightly nauseated or even a little shaky. We eat some food and our symptoms seem to disappear. This happens because eating food stimulates the stomach to empty its acidic contents and this is the reason snacking relieves our symptoms. We only refer to these symptoms as hunger because food helps make us feel better.
But why doesn't the stomach work properly to empty the stomach acid in the first place? To understand why this happens, you'll need learn about a condition called insulin resistance and understand a little about the negative impact carbohydrates have on your body and specifically your autonomic nervous system.
Obesity, Insulin Resistance and Carbohydrates
The increasing rate of obesity in the United States is associated with a growing incidence of insulin resistance. Insulin resistance is the metabolic disturbance that causes a wide variety of medical problems such as type 2 Diabetes, Hypertension, abnormal cholesterol, heart disease and strokes, Sleep Apnea, many forms of cancer and Polycystic Ovarian Disease.
Insulin resistance was originally thought to be consequence of obesity but its cause seems to be more complicated than simply being overweight. Accumulating evidence suggests that insulin resistance is more the consequence of the type of foods we ate in excess while becoming overweight or obesethan simply eating too many calories. More specifically, insulin resistance is caused mainly by the excess of carbohydrate consumption in our diet and not to simply being overweight. If carbohydrates are the primary cause of insulin resistance then why does weight loss improve insulin resistance as well as the bloating, heartburn, bloating or a nagging sense of persistent hunger?
The reason weight loss helps with these conditions is because people significantly reduce their carbohydrate intake when reducing their calorie intake when losing weight. In a recent study that showed significant improvement in insulin resistance because of weight loss, the study participants had decreased their carbohydrate intake by about 100-150 grams per day. That's a reduction of the average American's carbohydrate intake by 1/3 to 1/2.
I have many patients who have successfully treated their symptoms from excess acid accumulation by simply reducing their carbohydrate intake. Most didn't lose a significant amount of weight but still had significant improvement in their symptoms with carbohydrate reduction alone. Many were able to stop taking the antacids they had previously been prescribed.
Countless studies demonstrate the ability of weight loss to reverse diabetes, high blood pressure, sleep apnea and the risk of stroke, heart disease and cancer. Again, what these countless studies were seeing was not the sole beneficial effects of weight reduction per say but also the beneficial effects of reduced carbohydrate intake associated with the decreased caloric intake that is necessary for weight loss.
When viewed in this respect, it's easy to understand why some individuals at a normal weight who eat relatively high proportion of carbohydrates still can develop dyspepsia as well as disorders related to insulin resistance such as high blood pressure, diabetes or heart disease.
Remember, it's not really their weight that makes the difference; it's the proportion of carbohydrates they eat, their age (we become more sensitive as we get older) and genetic differences in their sensitivity to the toxic nature of excessive carbohydrates.
How Carbohydrates and Insulin Resistance Lead to Heartburn and Hunger
The intestinal tract is primarily under the control of the parasympathetic branch of the Autonomic Nervous System (ANS). The parasympathetic branch is primarily responsible for the contractions that empty the stomach and propel food along its course through the small and large intestines.
As I have discussed in other articles on my web site, the ANS is a neurological network connecting your brain, spinal column and nerves to every organ in your body. This connectivity allows the ANS helps regulate and coordinate the function of all your body's organs.
For example, the ANS is responsible for maintaining your blood pressure, helping your digestive tract to function correctly, assists in maintaining various hormonal levels in the body, helping our pupils to dilate and constrict, regulating your body temperature with the amount we sweat as well as coordinating bladder function.
The ANS is particularly involved with the control and flow of the acid within our stomachs. The stomach is constantly producing acid throughout the day and acid production is increased when we eat.. When we swallow food, it passes through the esophagus down into the stomach. There is a valve between the esophagus and the stomach meant to prevent acid from splashing backwards into the esophagus when the stomach begins contracting in its effort to begin digesting our food.
While the stomach is contracting, the valve between the esophagus and the stomach needs to remain tightly closed otherwise the acid can splash backwards and cause the symptoms of burning, belching and bitter taste we associated with heartburn or GERD.
Scientific studies show that dysfunction of the parasympathetic branch of the ANS is the cause of poor esophagus-stomach valve function. Throughout your life you've heard multiple medical explanations for heartburn such as hiatal hernia, acidic foods, caffeine, alcohol and being overweight. These reasons have either been proven incorrect (e.g., hiatal hernia), contribute to excessive acid production (e.g., large meals) or have been discovered to contribute to the poor functioning of the autonomic nervous system (e.g., alcohol, caffeine).
How Do Carbohydrates Harm Our Autonomic Nervous System?
The precise mechanism of how excessive carbohydrate intake results in damage to the ANS system is not fully understood. There are many studies demonstrating that weight reduction (read carbohydrate reduction) improves the medical disorders associated with insulin resistance and insulin resistance is caused by excessive carbohydrate intake.
Likewise, weight and carbohydrate reduction improves many physical symptoms of autonomic dysfunction such as urinary frequency, heartburn, bloating and lightheadedness. Many researchers now believe that the high levels of carbohydrates in the typical American diet are in excess of a threshold that the brain can tolerate.
Another example of a food item that can cause toxic effects when consumed in excess is alcohol. Many studies have shown that drink 1-2 alcoholic beverages such as wine per day is seemingly harmless to our health. But it's common known that drinking 1-2 bottles of wine per day more than likely will lead to cirrhosis (permanent loss of liver function) of the liver as well as damage to our heart muscle leading to a condition known as cardiomyopathy.
Also, people falsely believe they needn't worry about eating too many carbohydrates if they exercise regularly. They will simply "burn them off". The toxicity of excessive carbohydrates is not due to the excessive calories they may provide but more due to the toxic effect.
Thinking that exercise can rid one of the toxic effects of carbohydrates is similar to an alcoholic thinking that drinking a bottle of vodka is harmless since they will exercise enough to burn off the calories in the vodka. Exercising more may burn off more calories but will not affect the potential toxic nature of either alcohol or carbohydrates.
The amount of carbohydrates in the American diet over has crossed a toxicity threshold in many individuals. The toxicity excessive carbohydrate consumption is resulting not only in the diseases associated with insulin resistance but is also damaging our autonomic nervous system.
Remember, the autonomic nervous system controls the function of every organ in your body. And when the autonomic system is damaged and not functioning properly, we experience symptoms such as bloating, heart burn, lightheadedness, fatigue, excessive sweating, flushing of our skin, constipation as well as urinary frequency, urgency and incontinence. Reduce your carbohydrate intake and you can eliminate these symptoms.
How Many Carbohydrates Should We Eat?
To answer this question we need to look at the evolution of our Stone Age ancestors and the amount of carbohydrates they consumed. Scientific evidence suggests that our primitive ancestors ate a diet that consisted predominantly of animal tissue (protein and fat) and plants known as browsing foliage (dark green leafy plants).
During the Stone Age, carbohydrates were very uncommon in the wild and consisted of occasional roots, wild fruit or honey. Overall, the availability of carbohydrates was uncommon. Other than being on a tropical island, when was the last time you saw some fruit such as an apple or orange when walking in the woods? These foods do not grow commonly in the wild. They are cultivated plants that became more readily available after the agricultural revolution.
Many Americans consume more carbohydrates per day than our Stone Age ancestors consumed in a year. The amounts of carbohydrates available for human consumption didn't begin to increase until the agricultural revolution (5,000 -10,000 years ago) when man learned to grow grains such as wheat, barley and millet. The domestication of livestock and the consumption of livestock milk became an additional source of carbohydrates (milk sugars) as well.
But 10,000 years is a very small span of time from an evolutionary perspective. Although there may have been a few beneficial evolutionary mutation associated with protection from infectious diseases in the last 10,000 years, science has failed to demonstrate any adaptive genetic mutations that might have changed with the subsequent marked increase in carbohydrates in the human diet.
To put the evolutionary time span into perspective, if the entire span of human evolution is represented by a 100-yard football field, the last 10,000 years would encompass only the final ¼ inch of the entire 100-yard field. As you can see, 10,000 years is not a significant amount of time compared to the millions of years required for human evolution.
The point of this is to help you understand that we were designed through evolution to adapt to eating predominantly animal tissue (protein and fat) and low amounts of carbohydrates. We did not develop the metabolic ability to handle such large quantities of carbohydrates in our diet and our bodies are suffering because of it.
To put it another way, the average American consumes more carbohydrates in a day than our Stone Age ancestors consumed in a year. It's the excessive amount of carbohydrates in our diet that are having a toxic effect on our nervous system.
Carbohydrate Reduction and the Theory of Neuroplasticity
Neuroplasticity is a relatively new scientific concept that our neurological tissues (brains, spine and nerves) has some ability to recover function from at least mild levels of insult or damage. Neuroplasticity means 'nervous tissue' that has the ability to 'regain its function' after being altered just as plastic regains it shape after being bent.
After a stroke, patients have the ability to regain some neurological function. After a nerve or the spinal column is damaged by an injury, remarkable degrees of recovery have been known to occur. The recovery in these cases may not be complete in severe cases but can often be complete with mild injuries to the nervous system.
After the Autonomic Nervous System (ANS) is damaged, it too shows a remarkable ability to recover from the toxic effects of excessive carbohydrates. I have many patients who have completely recovered from the neurological damage that causes heartburn, erectile dysfunction, lightheadedness and urinary disturbances after reducing their carbohydrate intake.
One exception to neuroplasticity of the ANS is in patients with long standing type 2 Diabetes Mellitus. In this circumstance, the nerves have been severely damaged by the toxic effects of excessively high blood sugar and insulin levels as well as the damaging effects of inflammation associated with insulin resistance. Fortunately, most patients who have worked at controlling their diabetes still have a good chance of reversing the their ANS dysfunction.
How Many Carbohydrates Are Too Much?
What should you reduce your total daily carbohydrate intake to? The average American diet now consists of 50-60% of calories from carbohydrates. Scientific studies suggest that you can greatly improved health if you reduce your carbohydrate intake to approximately 20-25% of your total daily caloric intake. This is equal to about 100-125 grams of carbohydrates per day for women and 125150 grams per day for men.
First start by reducing the larger amounts of carbohydrates from your diet; start with the frequent servings of potatoes, rice and pasta and the sugar containing drinks. Replace these with more protein and low carbohydrate vegetables.
After a week or 2, count the grams of the remaining carbohydrates in your daily diets for a few days. You will quickly realize the high amount of carbohydrates you had been consuming on a regular basis.
Reducing your carbohydrate intake to 20-25% of your total caloric intake has a dramatic improvement in the diseases arising from insulin resistance as well as improving your neurological functioning. Your triglyceride and HDL cholesterol levels improve, your blood pressure will be greatly reduced and your blood sugar levels will normalize as your body's response to insulin to improves.
Carbohydrate reduction has been calculated to have 6-8 times greater power of reducing the risk of cardiovascular disease (strokes and heart attacks) than do the statin medications that are commonly prescribed to lower LDL cholesterol levels. Why treat these conditions with potentially toxic medications when your can prevent and even reverse these conditions by simply reducing your carbohydrate intake.
Summary
If you're experiencing persistent hunger between meals, occasional nausea or episodes that feel like low blood sugar, eliminate these symptoms by simply reducing the carbohydrates in your diet. You'll notice significant improvement in only a few weeks.
If you would like to learn more about how to reduce your carbohydrate intake and lose weight while your doing it, simply go to www.ScienceofHunger.com and download the free Science of Hunger Weight Loss Guide. It's full of more information about protein, carbohydrates, insulin resistance and pointers on changing our diet.
And if you have learned something useful from this article, I urge you to pass it on to 1 or 2 of your friends and encourage them to not only improve their lightheadedness and fatigue but their overall health as well. | <urn:uuid:c4401991-e49f-45cf-83c1-44b664510642> | CC-MAIN-2018-26 | http://alkaway.co.uk/wp-content/uploads/2017/07/Stomach-Acid.pdf | 2018-06-22T05:19:19Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00259.warc.gz | 13,476,727 | 3,714 | eng_Latn | eng_Latn | 0.998067 | eng_Latn | 0.998439 | [
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Creative Expression and Play in Early Childhood
This text shows how the natural creative expression and play of children can be channelled to foster the learning and growth of each individual child. The book explores the nature, development and importance of childrens play, suggesting many ways in which it may be fostered and encouraged by adults who work with young children. The aim of the book is to help readers design and implement self-expressive activities focusing on the process of creative expression, showing how to nurture that process, rather than providing a ready-made repertoire of activities and materials.
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[PDF] The 12 Week Year: Get More Done in 12 Weeks Than Others Do in 12 Months creative expression and play into the preschool-primary grade Play and Creative Expression in Child Care eXtension MARY RENCK JALONGO is an author, consultant, and teacher educator. She has written five books and numerous articles on a variety of 9780133746617: Creative Expression and Play in Early Childhood Buy Creative Expression and Play in Early Childhood by Joan Packer Isenberg, Mary Renck Jalongo (ISBN: 9780130873088) from Amazons Book Store. Creative Expression and Play in Early Childhood (3rd Edition): Joan Synopsis: This popular book provides novice and experienced early childhood teachers and caregivers with the roles, responsibilities, and strategies that lead to Creative Expression and Play in Early Childhood (3rd - AbeBooks As most child care professionals know, play is much more than a way to to support childrens play and creative expression in your child care program, visit University Extension Websites on Early Childhood and Child Care. Creative Expression and Play in the Early Childhood Curriculum. : Creative Expression and Play in Early Childhood (3rd Edition) (9780130873088) by Isenberg, Joan Packer Jalongo, Mary Renck R. and a great Creative Expression and Play in Early Childhood: Joan Packer It shows how to foster learning and growth by integrating childrens creativity and play into the curriculum. The authors treat play and creative expression as the P.D.F. B.O.O.K. Creative Expression And Play In Early Childhood Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. ?82.32.
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7.2 Chapter B: Rajaborari, Harda, MP
7.2.1. About Madhya Pradesh:
18.104.22.168. Madhya Pradesh Demographics:
1. Sources: Website(www.mp.gov.in), CMIE, Census 2001
22.214.171.124. Biodiversity in Madhya Pradesh
The state of Madhya Pradesh has an extremely large forest area-1, 55,414sq.kms. Out of the total geographical area of 4, 43,446sq.kms.i.e. 34.8 %. The habitat diversity of the state is immense with the elevation varying from 61msl to 1438msl. The temperature in summer exceeds 45 0 C except in hilly region. The temperature during winters varies from 5 0 C to 25 0 C except in the plains of Chhattisgarh, where the winter is not so pronounced. The rainfall ranges from 1500 mm in the eastern and southern regions to less than 800 mm in the western zone. On account of its size and varied habitats, its environment supports a unique and wide variety of plant life. Almost every plant family is represented in India's rich flora. Out of these many of the species have medicinal value. Biodiversity of Madhya Pradesh is extremely rich with a wide variety of species.
The conservation and sustainable use of this Biodiversity is fundamental to ecologically sustainable development. As per official statistics the forests of Madhya Pradesh are broadly classified into Reserved Forests (80,996 sq.kms.), Protected Forests (69,083 sq.kms.) and Unclassified Forests (5,335sq.kms.)
(12. Source: 7. BD Conserv MP, Biodiversity Conservation in Madhya Pradesh - policies and strategies Suchitra Banerjee M L B College, Bhopal)
By composition, the forests of Madhya Pradesh are classified into:
13. Source : Madhya Pradesh Forest Department
| Teak Forests (Tectona grandees ), | 27,783 sq.kms | 17.88 % (18%) |
|---|---|---|
| Sal Forests (Shorea Robusta) | 25,704 sq.kms | 16.54 % (16%) |
| Miscellaneous Forests | 1,01,927 sq.kms | 65.58 % (66%) |
| TOTAL | 1,55,414 sq.kms | 100.00 % |
7.2.2. Introduction of Harda (MP)
126.96.36.199. Harda district (Map)
2. Source: Madhya Pradesh darshan – iii edition Rural immersion 2011
188.8.131.52. History:
Harda is a city and a municipality in Harda district in the state of Madhya Pradesh. On 18 May 1867 British established the 'Nagar Palika' in Harda. Harda District was created in 6 th July 1998, when it was divided from Hoshangabad District. (3. Source: http://www.harda.nic.in)
184.108.40.206. Demographic:
Harda District of Madhya Pradesh is part of Narmada puram Division. Total area under Harda district is of about 3,334sq.km. The district has a population of 5, 70,302 with a male population of 2, 95,208 and female population of 2, 75,094 (as of Census 2011). Average literacy rate of Harda in 2011 is 74.04 and the Sex Ratio in Harda stands at 932 per 1000 male. The town of Harda is the district headquarters. The three Blocks Headquarters are Harda, Khirkiya and Timarni. Harda is about 168kms from the state capital, Bhopal and 156kms from Indore. 2
| Description | 2011 |
|---|---|
| Actual Population | 570465 |
| Male | 294838 |
| Female | 275627 |
| Population Growth | 20.25% |
| Area (Sq. Km.) | 3334 |
| Density/Km2 | 171 |
| Proportion to Madhya Pradesh population | 0.79% |
| Sex Ratio (female/1000Males) | 935 |
| Child sex Ratio (0-6age) | 928 |
| Average literacy rate | 72.50 |
| Male literacy | 81.14 |
| Female literacy | 63.27 |
| Male Population(0-6) | 43667 |
|---|---|
| Female Population (0-6) | 40524 |
| Literates | 352550 |
| Male literates | 203807 |
| Female literates | 148743 |
(3.Source: http://www.harda.nic.in)
SC &ST Population in Harda
| District | Area | Total population in harda | SC | | | | |
|---|---|---|---|---|---|---|---|
| | | | Population | % of TP | Sex Ratio | Population | % of TP |
| | Rural | 125901 | 25100 | 19.9 | 898 | 34581 | 27.5 |
| | Urban | 64497 | 7945 | 12.3 | 891 | 2259 | 3.5 |
Source:5 census 2001
Administrative division, district harda
Source:5
Decentralized Administrative Machinery
City council (nagar panchayat)
Source:5
220.127.116.11. Geographical:
The district is situated 302m higher from the sea level. Its Geographic Position is between 21 0 53' & 22 0 36' Longitude and between 76 0 47'& 77 0 20' Latitude. It is located in the south‐western part of Madhya Pradesh. It is predominantly a tribal area where the Korku and the Gond tribal groups form two thirds of the total population. The Harda language and culture is influenced by 'Malwa' and 'Nimad'. The main language used in Harda is known as Bhuani, and the region is known as the Bhuana area. Harda is divided into forest and fertile land. Tropical dry deciduous forest with teak (Tectona grandis) as a dominant tree species occupies 50 per cent of the area of the Harda Forest Division (HFD). Three main rivers are Narmada, Ganjaal & the Maachak. Harda is known for its teak and soybean plantations.
2. Source: Madhya Pradesh darshan – iii edition Rural immersion 2011
a. Climate:
The climate of Harda district is normal. All the seasons come in the district. An average height from the sea level is 302mts. The district feels maximum temperature up to 47 0 C and minimum up to 12 0 C. The district has an average rain fall of 916 mm. (3.Source: http://www.harda.nic.in)
b. Regular disaster in Harda (MP):
| Drought | Worm Attack (Illy Prakop) | Earthquake | Fire in Forest | Flood |
|---|---|---|---|---|
| Hailstone | Industrial & chemical Disaster | Accident | Widespread Disease (mainly Aids) | |
Source:3,4
c. Forest Cover:
Tropical dry deciduous forest with teak (Tectona grandis) as a dominant tree species occupies 50% of the area of the Harda Forest Division (HFD). The total managed forest area of the division is 142,536 hectares of which 67% (98318 hectares) is managed as Reserved Forest and the remaining 44,218 hectares, as Protected Forest category.
(3. Source: http://www.harda.nic.in)
d. Approach Road/ Rail
Harda is freely connected by road and rail from the state capital, Bhopal and it is about 168kms away from it. It is connected by rail with all major cities of the state. All Three Blocks headquarters namely Harda, Khirkiya and Timarni are well connected by road and rail. (3. Source: http://www.harda.nic.in)
Field Survey
7.2.3. Introduction of Rajaborari Estate, Harda district
2- Khidakiya, Timarni
Dayalbagh, Agra, which is the headquarters of the Radhasoami faith religion, is doing intensive tribal welfare and uplift work in district Harda of Madhya Pradesh. They run a Radhasoami High School at Timarni and Schools in Rajaborari Estate, Madhya Pradesh. The D.E.I. (Dayalbagh Educational Institute) run the graduation in commerce, one year course of auto mobile, computer course and E-commerce classes in Rajaborari and Timarni. 14
18.104.22.168. Villages in Rajaborari estate:
| District | Block | Gram Panchayat | Villages |
|---|---|---|---|
| Harda | Timarni | Rajaborari | Rajaborari Budhudhana Ratamati Sahib Nagar Salai Mahagaon |
| | | Temrubahar | Temrubahar |
Source: 14
22.214.171.124. Demographics (approx. figure):
Total population of Rajaborari is around 3000 in all ten villages. Per village population is about 300-400 and 5 or more than five members in a family. There are two local languages and casts are korku (korkas) and Gond. Population density is around 50. 40-50 houses in every village in Rajaborari. Number of literate people in village is very less because education facility is not good or very low but from last five year it has improved. Villagers are very poor and their family income is around rupees 25-30 thousand per year. (14. Source: Primary)
126.96.36.199. Local Housing and Innovation:
Jatra (Fair), tupper (temporary house), ghaslet (kerosene oil), bagur (make boundary through wood around the agriculture land and house), manddha (temporary open room in the field for security of growing crops from animals), Bankhar/Pankha (Cleaning machine for wheat) 14 | <urn:uuid:a4fbe387-6a89-4400-9043-1cc003796fa5> | CC-MAIN-2018-26 | http://aadigyanproject.in/wp-content/uploads/2015/10/Introduction-of-Rajaborari.pdf | 2018-06-22T05:14:25Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00266.warc.gz | 4,251,747 | 2,304 | eng_Latn | eng_Latn | 0.949315 | eng_Latn | 0.984738 | [
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What is Early Stages?
Early Stages is a DC Public Schools diagnostic center for children between the ages of 2 years 8 months and 5 years 10 months. We help identify any delays that a child may have and we arrange services to address them. These services are free and available to families that live in DC.
What services can Early Stages provide?
Children referred to Early Stages receive a developmental screening and, if necessary, a more in-depth evaluation. Generally, children are eligible for services if they have a developmental delay that will affect their learning.
Some of the services that Early Stages can recommend include:
* Speech and Language Therapy
* Specialized Instruction
* Physical Therapy
* Psychological Services
* Occupational Therapy
* Behavior Support
These services are coordinated and delivered through DC Public Schools.
What are the benefits of these services?
Research shows that the first five years of life are the most important to a child's development. Early indentification and intervention can greatly improve education outcomes. Children who receive services at a young age demonstrate improved social, problem solving, communication and behavioral skills, which help them begin school ready to learn.
Who can make a referral to Early Stages?
* Parents/Caregivers
* Doctors/Physician Assistants/Nurses
* Teachers/ Childcare Providers
* Social Workers
* Other Professionals
Once we receive a referral we require a parent or guardian's consent to proceed with the process.
Early Stages will contact you:
1) To confirm receipt of the referral.
3) When we have closed the case.
2) To notify you if/when we have completed the developmental screening or reached the parent.
If we receive the parent or guardian consent, we can share additional details of the child's case with you.
If you are concerned about a child's development, please don't hesitate to make a referral.
How can I learn more about Early Stages?
We are happy to meet with you one-on-one or with your organization to discuss the different ways that we can work together to serve children. The Child Find team is also available to give presentations to your staff about early intervention, special education, behavioral support and developmental screening. To schedule a meeting with Early Stages, please call 202-698-8037.
What is the best way to make a referral to Early Stages?
Each organization should refer in the way that works best for them.
* Phone: 202-698-8037
• Fax: 202-654-6079
* Email: firstname.lastname@example.org
* Online: www.earlystagesdc.org
* Contact your Child Find Field Coordinator
For children under 2 years 8 months, please call Strong Start, the DC Early Intervention Program, at 202-727-3665.
Early Stages
1125 New Jersey Avenue NW Washington, DC 20001
phone: 202-698-8037 fax: 202-654-6079 www.earlystagesdc.org
WHAT SHOULD I DO
when I have a concern about a child?
INFORMATION FOR PROFESSIONALS | <urn:uuid:239ce7b3-6c30-4040-9e43-4597720d905d> | CC-MAIN-2018-26 | http://earlystagesdc.org/files/BROCHURE%20Info%20for%20Professionals%20Final.pdf | 2018-06-22T05:11:03Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00264.warc.gz | 96,648,000 | 637 | eng_Latn | eng_Latn | 0.991438 | eng_Latn | 0.995438 | [
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NOTES FROM THE LITURGIST
DID YOU OPEN YOUR GIFTS?
There are usually different ways by which a child reacts of receiving a gift on his/her birthday or at Christmas. The "spoiled" child opens the gift, take the new toy, and runs to a corner to play with the toy by him/herself. The "well-trained" child opens the gift, takes the toy, and invites other children (siblings or friends) to play with the toy along with him/her. And others they don't like to share for the first time but in the end, they will invite you to be their playmate.
This weekend is the Feast of the Epiphany of the Lord. If Christmas is the feast of receiving a gift from God, Epiphany is the feast of opening the gift and discovering that gift is not just for ourselves but is meant to be shared with others. Epiphany is, therefore, the feast of sharing with others the gift that we have received at Christmas. For the "child that is born for us, the child that is given to us at Christmas is destined not just to be the "king of the Jews" but the savior of the world.
Epiphany, is the feast of the revelation of Jesus to the nations. The gift received at Christmas has a universal significance. This universality is signified by the "magi from the East" who represent all peoples of the world. Epiphany is, therefore, a profound missionary feast and underlines the missionary vocation of every Christian, of every believer in Jesus. For one cannot receive the gift of Christmas without sharing it with others. One cannot be a follower of Jesus without sharing his good news with others.
The feast of Epiphany asks us to be especially attentive in today's many "seekers" represented by the magi from the East in search of the child who was born the "king of Jews." This search of today can take many forms – the search for truth, that we encounter God in the personhood of Jesus. God our Father is no longer a stranger to us because we know him through his Son. We know his feelings, sentiments towards us human beings because He has become human like us. For meaning in life, that being always ready to love others by being of service to them in their needs. For bringing justice and peace in the world, for we are the example of reconciliation and unity among the peoples of the world. Epiphany invites us, Christians and followers of Jesus, to be the star that aroused the curiosity of the magi, led them on their journey, and guided them in their search. But like the star which guided the magi, we are to shine not in Jerusalem, among Herod and his chief priests and scribes, but in Bethlehem, with Mary and Joseph and the newborn child. For Jesus is to be found not in the center of power and riches but among the poor and the lowly.
However, this time let us ask ourselves, what are we doing? What is Christmas for us? Do we find Jesus in the parties? Social events? Or did we find Jesus in our gifts?
We, Christians, will be this star for the "faith-seekers" of today if we take seriously our missionary vocation, it is not enough to believe in Jesus. It is necessary also to proclaim Him to others. We cannot be like the spoiled child who runs to a corner to enjoy the gift by him/herself. We must be like the "well-trained" child who invites others to share in the gift that he/she has received. Only then will our celebration of Christmas reach true fulfillment. Indeed, Epiphany is the end of the Christmas season. Happy Epiphany to each and every one! | <urn:uuid:59d05b91-d20c-4583-a784-360a105272ca> | CC-MAIN-2018-26 | http://stmarysalbany.com/wordpress/wp-content/uploads/2018/03/Epiphany.pdf | 2018-06-22T05:24:18Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00268.warc.gz | 309,685,527 | 772 | eng_Latn | eng_Latn | 0.999307 | eng_Latn | 0.999307 | [
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Emphasizing Main Points
A Handout from the EcoTeach Center, Duke University Prepared by Paul Dudenhefer, Writing Tutor
Asa writer, you always want your main ideas to come across clearly to your readers. The question is, How do you do that? How can you construct prose so that your readers are likely to notice your main points?
The only surefire ways to do that are to stand over your reader's shoulder and point out to her your main ideas, or to underline or italicize in your paper every important point you wish your reader to notice. Alas, as writers, we cannot do that. In the first instance, it would be impossible for you to be present every time a reader reads your writing; in the second case, the conventions of the printed text preclude it.
Skeptical? Consider this example. Most of us are familiar with Lincoln's Gettysburg Address. Here are the opening sentences from that short speech.
So what to do? It will help to understand that, in general, the greatest place of emphasis in a sentence is at the end. (The second greatest place is at the beginning. But the beginning of sentences is best left for old or linking information.) Therefore, in any given sentence, you should usually put at the end the one piece of information that is most important, that most deserves stress or emphasis.
Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
This speech is a widely celebrated piece of American rhetoric. Why is it so powerful? One reason is that Lincoln knew how to use sentence structure to achieve emphasis. Just take the first sentence. What phrase or idea comes at the end? That all men are created equal. Most would agree that of all the elements in that sentence, that is the one that is most important.
To demonstrate further the wisdom of putting important ideas at the ends of sentences, let's revise Lincoln's text by putting different things at the end. What happens to the effectiveness of the speech?
Our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal, four score and seven years ago. A great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure, now engages us. A great battlefield of that war is our meeting place today. That field is a final resting-place for those who here gave their lives that that nation might live, and we are here to dedicate it. It is altogether fitting and proper that we should do this, we all no doubt believe.
Most readers will feel that the speech loses a lot of its power. Why? In large part because the sentences end with anticlimactic or lesser ideas.
This principle (putting important ideas at the ends of sentences) is most relevant in the case of long sentences. Here are two versions of the same long sentence Which version is the best?
1a. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats diary products, eggs, vegetables, fruits, grains, and nuts.
1b. As a vegetarian, Paul is similar to Nancy, the difference being that Paul eats diary products, vegetables, fruits, grains, and nuts, while Nancy eats not only diary products, vegetables, fruits, grains, and nuts, but also eggs.
Most people would agree that 1b is better. Why? Because the most important piece of information, the one thing that distinguishes the two kinds of vegetarians—the fact that one eats eggs and the other doesn't—appears at the very end of 1b and is thus more likely to be noticed and emphasized.
Let's end with one more example, a familiar one, from the world of political conventions. How are votes for nominees announced on the floor of the Democratic or Republican convention? Answer: with the most important piece of information, the nominee's name, at the end! "The great state of North Carolina, home of the Great Smoky Mountains and the Outer Banks, home of the world-famous Duke University, home of the greatest rivalry in college sports, the rivalry between Duke and UNC, home of the best barbecue, bar none, in the United States, and home of the celebrated Research Triangle Park, which itself is home to over twenty-five national companies, including three Fortune 500 companies, is proud to cast its vote for a man who will bring honor and integrity to the Oval Office, a man who has already served his country in exemplary fashion as a member of our armed forces and as a representative in the U.S. Congress, ladies and gentleman, a man who will be the next president of the United States, . . .!"
For more on using the ends of sentences as places of emphasis, see Style: Ten Lessons in Clarity and Grace, by Joseph M. Williams, or Expectations: Teaching Writing from the Reader's Perspective, by George D. Gopen.
©2007 by Paul Dudenhefer | <urn:uuid:6cee3be1-443c-4a22-bcfe-cd6fbabbcb8b> | CC-MAIN-2018-26 | http://econ.duke.edu/sites/econ.duke.edu/files/Emphasizing%20Main%20Points.pdf | 2018-06-22T05:13:37Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00267.warc.gz | 97,061,873 | 1,124 | eng_Latn | eng_Latn | 0.999214 | eng_Latn | 0.99935 | [
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Sarasas Witaed Chiang Mai School QC Study Questions (Mini-Bilingual)
6 th
Semester 1 Academic Year 2017 Mathayom 3 Gifted
Language:
1. What time ……………....
a. the train leaves?
b. leaves the train?
c. is the train leaving?
d. does the train leave?
2. Jane: "Are you going to the dance on Friday?"
Mary: "No, I'm not. I …………... school dances; they're loud, hot and crowded!"
a. not enjoy
b. don`t enjoy c. doesn`t enjoy
d. am not enjoying
3. I ………..... for my pen. Have you seen it?
a. will look
b. looking
c. look
d. am looking
4. You can keep my iPod if you like. I ……………... it any more.
a. don`t use
b. doesn`t use c. didn`t use
d. am not using
5. The phone …………..... Can you answer it, please?
a. rings
b. ring
c. rang
d. is ringing
Mathematics:
1. What is the arithmetic mean of the numbers 4, 8, and 12?
a. 4
b. 6
c. 8
d. 10
2. A frequency distribution table has class intervals 17–22, 23-28, 29-34, and so on. What is the
class size?
a. 5
b. 6
c. 7
d. 8
3. What is therangein this set of data : 14, 3, 5, 9, 6, 5, 17, 2, 2, 4, 8, and 12?
a. 9
b. 11
c. 14
d. 15
4. Which one below is an example of discrete data?
a. age
b. weight
c. height
d. speed
5. Find the median of this set of data : 5, 8, 12, and 15
a. 10
b. 12
c. 9
d. 13
th
6 QC. Study Questions M.3 G (Mini-Bilingual) page 1 / 2
Science:
1. A rare phenomenon from lightning that unlike a lightning bolt, travels horizontally close to the ground.
a. Monsoon
b. Climate
c. Cyclone
d. Ball Lightning
2. A narrow band of high-speed wind, in the upper troposphere.
a. Catchments
b. Jet Stream
c. Ozone
d. Latitude
3. An electrical discharge that results from the build-up of positive and negative charges within
a thunderstorm.
a. Monsoon
b. Thunder
c. Lightning
d. Cyclone
4. Is often used to mean a violent, swirling wind storm.
a. Cyclone
b. Flood
c. Down pour
d. High pressure
5. The center of a tropical cyclone in an area characterized by light winds and often by clear skies.
a. Cyclone
b. Monsoon wind
c. The Circular eye
d. Horizon
Health Education:
1. Aerobic means "with ________________."
a. air
b. atmosphere
c. oxygen
d. nitrogen
2. _______________ refers to the absolute range of movement in a joint or series of joints and length in muscles across the bones.
a. strength
b. flexibility
c. endurance
d. transportation
3. An aerobic exercise of __________ per week is essential to weight management.
a. 3-5
b. 7-9
c. 5-8
d. 6-8
4. Aerobic gymnastics is also known as _________________.
a. sports aerobics
b. dance aerobics
c. tumbling
d. competitive dancing
5. Which of the following is a basis for scoring a performance in aerobic gymnastics?
a. creativity
b. difficulty of routine
c. height of performer
d. a and b
th
6 QC. Study Questions M.3 G (Mini-Bilingual) page 2 / 2 | <urn:uuid:5c098079-9706-4fcb-9bd9-a3b939a54287> | CC-MAIN-2018-26 | http://bilingual.scm.ac.th/images/QC/January2018/eng/M.3G.pdf | 2018-06-22T05:18:14Z | crawl-data/CC-MAIN-2018-26/segments/1529267864354.27/warc/CC-MAIN-20180622045658-20180622065658-00268.warc.gz | 37,144,780 | 913 | eng_Latn | eng_Latn | 0.974369 | eng_Latn | 0.981797 | [
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Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Programs
Mastering financial knowledge and gaining financial skills and habits are important building blocks to help children and youth be better prepared to make important financial decisions. Financial capability establishes a strong foundation for young people to fully participate in the economy and financial system as they enter adulthood. Also, financial capability can help improve their long-term financial and educational outcomes, such as college completion. These outcomes contribute to the overall economic strength of the nation. The federal Financial Literacy and Education Commission's (FLEC) 1 Starting Early for Financial Success initiative was created to help prepare children and young people to be financially prepared throughout their lifecycles. FLEC is providing this document as an overview of youth savings programs and key resources to encourage the development and implementation of programs that expand the financial capability of youth and build opportunities for financial inclusion for more families.
Characteristics of Youth Savings Programs
Experiential programs magnify the lasting results achieved from various forms of financial education for young people. 2 A school-based savings program is an example of providing an opportunity for young people, at an early age, to open savings accounts and make small, regular deposits into those accounts. The accounts have low or no minimum balance requirements, charge no monthly maintenance fees, and explain materials and account terms in an ageappropriate way. These programs are often integrated with the school's financial education activities, money management courses, and, for older children, career development programs. In some instances, these financial education activities are also available to faculty, school administrative staff, parents, and the larger community.
Youth savings programs provide students a safe and relevant setting to experience hands-on learning about spending choices and the value of saving. These programs offer a powerful opportunity to help students develop savings habits at a formative age; and the programs have the potential to promote economic inclusion for entire families and communities.
1FLEC is comprised of 22 federal entities working together to strengthen federal financial education efforts. Learn more about the FLEC at www.mymoney.gov.
2 See e.g., http://www.aspeninstitute.org/sites/default/files/content/docs/pubs/Two%20Cheers.pdf; http://www.cfs.wisc.edu/briefs/CFS_Research_Brief_2012-5.2.pdf.
Financial Institution Involvement in Youth Savings Programs
Throughout the country, various financial institutions have collaborated with elementary, middle, and high school administrators, and, in some cases, government, non-profit, or private entity partners to administer youth savings and financial education programs. These programs are typically a cooperative effort between a financial institution and school faculty members, administrators, school board members, school district officials, students, and parents.
Youth savings programs are often structured as in-school credit union or bank programs that offer students basic savings accounts. During the program, financial institution staff may make informal visits to schools to lead financial education lessons and accept deposits. The costs for a financial institution to establish and operate a school-based savings program depend on program complexity, the size and design of the space used on school grounds, the number of students participating, and the number and type of staff needed to supervise and manage the program. Some programs may use technology or other approaches to operate with fewer dedicated resources than more traditional models.
These programs can help a financial institution expand its community service and broaden its customer base. Moreover, an institution may benefit from elevated visibility, reputation, and goodwill. Banks and savings associations may receive consideration under the Community Reinvestment Act if they provide youth savings and financial education programs primarily targeted at low- and moderate-income students. 3
The FLEC has considered advice received from a panel of state and local government leaders at the February 12, 2014 Financial Literacy and Education Commission Public Meeting on opportunities to help foster more state and local partnerships that promote financial capability, 4 and input received from various parties interested in encouraging financial education and financial access for children and youth. Consistent with the advice and input, this document provides a directory of existing resources to help financial institutions, schools, non-profits, policy-makers, and other relevant parties identify national resources available from the federal government that may be useful.
Discussions with financial institutions and local and state government entities revealed that several common regulatory and legal questions might be hindering the development of new partnerships capable of helping young people develop savings relationships. Guidance to Encourage Financial Institutions' Youth Savings Programs and Address Related Frequently Asked Questions was issued by the Board of Governors of the Federal Reserve System (FRB), the Federal Deposit Insurance Corporation (FDIC), the National Credit Union Administration (NCUA), and the Office of the Comptroller of the Currency (OCC), as members of the FLEC, together with the Financial Crimes Enforcement Network (FinCEN) of the U.S. Department of
3 See 12 CFR sections 25.12(g)(2), 195.12(g)(2), 228.12(g)(2), 345.12(g)(2). See Interagency Questions and Answers Regarding Community Reinvestment section__.12(h) – 8, 75 Fed. Reg. 11642, 11649-11651 (March 11, 2010), available at http://www.ffiec.gov/cra/pdf/2010-4903.pdf ("interagency CRA guidance"). In addition, see Interagency Questions and Answers Regarding Community Reinvestment, section__.12(i) – 3, 78 Fed. Reg. 69671, 69678 (November 20, 2013), available at http://www.gpo.gov/fdsys/pkg/FR-2013-11-20/pdf/2013-27738.pdf.
4 See http://www.treasury.gov/resource-center/financial-education/Pages/February-12,-2014.aspx.
the Treasury, on February 24, 2015, to address those questions. Specifically, the guidance reiterates agencies' existing Customer Identification Programs and other federal requirements, and applies them to financial institutions' youth savings programs. For example, the guidance explains the following:
- Consumer protection laws and regulations apply to youth savings accounts;
- If the goal of a youth savings program is financial education designed to teach students the principles of personal financial management, banking operations, and saving for the future, then a financial institution might not be required to submit a branch application to their regulator; and
- Because Customer Identification Program verification procedures are risk-based, institutions may use reasonable documentary or non-documentary methods to verify a minor's identity.
Specific questions relating to matters within any of the FLEC agencies' jurisdiction should still be directed to the respective agency. Organizations such as public interest non-profits, foundations, legal assistance providers, or local government officials might also be helpful for anyone considering establishment or expansion of a youth savings program.
Research by FLEC Members
The U.S. Department of the Treasury funded the two-year Financial Education and Account Access among Elementary Students: Findings from the Assessing Financial Capability Outcomes Pilot study that evaluated the impact of classroom financial education and access to an in-school bank or credit union on the financial knowledge, financial attitudes, and use of financial institutions among elementary school students. The study found significant positive impacts on students' perception of savings and use of financial institutions. There were also other promising findings.
- Full Report 5
- Research Brief 6
- Lessons from the Field: Connecting School-Based Financial Education and Account Access in Amarillo, TX 7
5
Available at http://www.treasury.gov/resource-center/financial- education/Documents/Financial%20Education%20%20Account%20Access%20Among%20Elementary%20Student
s%20Findings%20from%20the%20Assessing%20Financial%20Capability%20Outcomes%20You….pdf.
6 Available at http://www.treasury.gov/resource-center/financial-
education/Documents/AFCO%20Youth%20Research%20Brief.pdf.
7 Available at http://www.treasury.gov/resource-center/financial-
education/Documents/AFCO%20Youth%20Lessons%20from%20the%20Field%20-%20Amarillo.pdf.
Recent Programmatic Resources
- Guidance to Encourage Financial Institutions' Youth Savings Programs and Address Related Frequently Asked Questions, issued by the FRB, FDIC, NCUA, and OCC, as members of the FLEC, together with the FinCEN of the U.S. Department of the Treasury.
- "School-Based Bank Savings Programs: Bringing Financial Education to Students," OCC's Community Development Insights report (http://www.occ.gov/topics/communityaffairs/publications/insights/insights-school-based-bank-savings-programs.pdf), an OCC Insights report that discusses how school-based bank savings programs operate and overviews several key considerations for banks participating in these programs.
- OCC Fact Sheet: http://www.occ.gov/topics/community-affairs/publications/fact-sheets/factsheet-bank-savings-incentive-programs.pdf.
- A letter encouraging FDIC-supervised institutions to work with schools to promote financial education, including school-based savings programs: http://www.fdic.gov/news/news/financial/2010/fil10080.html.
- Other relevant resources from the FDIC are available at: https://www.fdic.gov/consumers/banking/youthsavingspilot/resources.html.
- Various resources for credit unions engaged in this work are available from the National Credit Union Administration: http://www.ncua.gov/Resources/FinancialLiteracy/Pages/default.aspx.
- NCUA webinar on how credit unions can put their financial literacy mission into action: http://event.on24.com/eventRegistration/EventLobbyServlet?target=lobby.jsp&eventid=7569 99&sessionid=1&key=7908E7594C56D7425B316B8D50F95301&eventuserid=103659848.
Educational Resources for Youth
Various free resources that support the financial education instruction component of youth savings programs can be found at www.mymoney.gov.
Agency Community Affairs Contacts
The FRB, FDIC, and OCC have community affairs staff throughout the country that may be able to assist financial institutions and their community partners with regulatory questions, increasing awareness of promising practices, and opportunities for fostering collaboration.
Obtain further information on the agency Community Affairs Programs at:
- FRB: http://www.federalreserve.gov/communityaffairs/
- FDIC: http://www.fdic.gov/consumers/community/
- NCUA: http://www.mycreditunion.gov/Pages/contact.aspx
- OCC: http://www.occ.gov/topics/community-affairs/index-community-affairs.html
Share your story!
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By the time they reach high school, 63 percent of children are no longer physically active. Why? Try TV, video games and personal computers, compounded by too much munching of high-calorie foods that add unwanted and unneeded pounds.
If your kids fall within this group, you don't have to shake your head sadly. You can set a good example, be a role model and do the right things so your kids will, too.
Get off the couch and on a bike with your kids. Introduce them to exercise that's fun. Eat healthy. Instead of highcalorie foods and snacks, turn to fruits and low- or non-fat foods. And once you get kids moving in the direction of fitness, chances are they'll keep going for the rest of their lives.
START 'EM YOUNG
Did you know that physically active children have fewer chronic health problems than kids who are sedentary? Children who are fit have other statistics in their favor, too. They're better able to meet the demands of daily physical activity. They do better in physical-performance tests. They have a stronger self-image and more self-confidence, and they demonstrate greater improvement in skill- and health-related fitness.
When you consider the facts, it makes good sense to encourage physical activity when your children are young. Parents, teachers and fitness professionals all have a role to play. Each can help kids think positively about exercise and motivate them to make regular physical activity a lifetime pursuit.
KIDS IN MOTION
MOM AND DAD ARE THE BEST MOTIVATORS
As a parent, it's up to you to play the biggest part — bigger than a teacher, more important than a fitness professional. Your child looks to you for examples on how to talk, dress, act and lead a physically active — or a non-physically active — life.
Set a good example for your kids. Instead of spending the evening in front of the television, find some activity that will keep you moving. In warm weather, bike outdoors; if it's too cold, get a stationary bike, a treadmill or a trampoline.
And it's never too late or too early to help your kids build strength and endurance. Push-ups and pull-ups are an excellent way to build upper-body strength. Jungle gyms and monkey bars are great for kids because they utilize their own body weight. And they're loads of fun.
Keep in mind that kids are not always naturally limber and that their muscles may be tight and vulnerable to injury during the growth spurts that occur during the elementary years. Be sure to include stretching as a part of your fitness activities.
Make sure that you concentrate on the positive aspects of exercise. It's a chance for a family to be together, to share good times and fun. Avoid competition, discipline and embarrassment — things that can turn good times into moments of dread. And praise your children for trying. Praise them for doing.
IT'S REALLY UP TO YOU
You can't tell kids that being active is fun. You have to show them. So take your kids hiking, biking, dancing, sledding, swimming and in-line skating. Skip rope or shoot baskets with them.
Plan outings and activities that involve walking, like a trip to the zoo or the park, a nature trail hike, or even a walk through the mall. It's really up to you. If you want your kids to be healthy, happy teens and adults, it's up to you to do something about it.
Compliments of:
Put your name and logo in this area, then make handout copies.
Reprinted with permission from the American Council on Exercise.
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CARRICKFERGUS GRAMMAR SCHOOL E-SAFETY POLICY
1. Rationale
"All schools should have their own E-Safety Policy, which must operate in conjunction with other school policies including Behaviour, Child Protection, Anti-Bullying and Acceptable Use. E-Safety must be built into the delivery of the curriculum. ICT is a compulsory cross curricular element of the revised curriculum and schools must ensure acquisition and development by pupils of these skills"
DENI E-Safety Guidance, Circular number 2013/25
It is the responsibility of the schools, staff, governors and parents to mitigate risk through reasonable planning and actions. The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound. E-Safety covers not only internet technologies but also electronic communications via mobile phones, games consoles and wireless technology.
The School must demonstrate that it has provided the necessary safeguards to help ensure that it has done everything that could reasonably be expected to manage and reduce these risks. The ESafety policy that follows explains how we intend to do this, while also addressing wider educational issues in order to help young people (and their parents / carers) to be responsible users and stay safe while using the internet and other communications technologies for educational, personal and recreational use.
This policy has been informed by DENI circular 2013/25 E-Safety Guidance and 2011/22 Internet Safety.
2. Scope of the Policy
This policy applies to all members of the School community who have access to and are users of the school ICT systems, both in and out of the School. In relation to incidents that occur during school hours, we will work with parents, staff and pupils to ensure E-Safety of all involved, apply sanctions as appropriate and review procedures. In relation to E-Safety incidents that occur outside of school hours, the School will work with pupils and parents to keep all pupils safe and offer educative support where appropriate. E-Safety outside school hours is primarily the responsibility of the parents. If inappropriate activity occurs outside school hours with the intention of having a negative effect on any member of the School community, and this is brought to our attention, then we will liaise with parents as to an appropriate way forward. Any issues that arise inside school, as a result of E-Safety incidents outside of the School, will be dealt with in accordance with School Policies.
3. Risk Assessment
21st century life presents dangers including violence, racism and exploitation from which pupils need to be reasonably protected. At an appropriate age and maturity they will need to learn to recognise and avoid these risks — to become "Internet-wise" and ultimately good "digital citizens". Schools need to perform risk assessments on the technologies within their school to ensure that they are fully aware of and can mitigate against the potential risks involved with their use. Pupils need to know how to cope if they come across inappropriate material or situations online. The school risk assessments should inform the teaching and learning, develop best practice and be referenced in the school's Acceptable Use Policy.
DENI E-Safety Guidance, Circular number 2013/25
The main areas of risk for the School can be categorised as the Content, Contact and
Conduct of activity.
1. Content
* Access to illegal, harmful or inappropriate images or other content.
* Access to unsuitable video / internet games.
* An inability to evaluate the quality, accuracy and relevance of information on the Internet.
2. Contact
* Inappropriate communication / contact with others, including strangers eg. Sexting
* The risk of being subject to grooming by those whom they may make contract on the Internet.
* Cyber-bullying.
* Unauthorised access to / loss of / sharing of personal information.
3. Conduct
* The potential for excessive use which may impact on the social and emotional development and learning of the young person.
* Plagiarism and copyright infringement
* Illegal downloading of music or video files
* The sharing / distribution of personal images without an individual's consent or knowledge.
Many of these risks reflect situations in the offline world and it is essential that this E-Safety policy is used in conjunction with other School policies e.g. Positive Behaviour, Child Protection, Anti-Bullying and Acceptable Use Mobile devices.
As with all other risks, it is impossible to eliminate those risks completely. It is therefore essential, through good educational provision to build students' resilience to the risks to which they may be exposed, so that they have the confidence and skills to face and deal with these risks.
4. Roles and Responsibilities
4.1 E-Safety Coordinator
The E-Safety Coordinator takes day to day responsibility for E-Safety issues and has a leading role in establishing and reviewing the Schools policies/documents.
The E-Safety Coordinator will:
* Ensure that all staff are aware of the procedures that need to be followed in the event of an ESafety incident taking place.
* Liaise with C2K and school ICT technical staff
* Liaise with the EA and DENI on E-Safety developments
* Meet with Head of Pastoral Care when required to investigate e-safety issues
* Discuss current issues
* Monitor and report to senior staff any risks to staff of which the E-Safety coordinator is aware
4.2 E-Safety Officers / Designated Child Protection Officer / Deputy Designated Child
Protection Officer
The Child Protection Officer (and their deputy) will be trained in e-safety issues and be aware of the potential for serious child protection issues to arise from:
* Sharing of personal data
* Access to illegal / inappropriate materials
* Inappropriate online contact with adults / strangers, including Sexting
* Potential or actual incidents of grooming
* Cyber-bullying
4.3 The Principal and Senior Leadership Team:
The Principal has a duty of care for ensuring the safety (including e-safety) of members of the school community, but the day-to-day responsibility for e-safety will be delegated to the E-Safety Officer. The Principal and E-Safety Officer will be kept informed about e-safety incidents. The Principal will deal with any serious e-safety allegation being made against a member of staff. The Principal and SLT are responsible for ensuring that the E-Safety Coordinator and other relevant staff receive suitable training to enable them to carry out their e-safety roles and to train other colleagues, as relevant.
4.4 Governors:
Governors are responsible for the approval of the E-Safety Policy and for reviewing the effectiveness of the policy.
4.5 Network Managers – Paul McKittrick/Michael Blair
The Network Managers will monitor that C2K e-safety measures, as recommended by DENI, are working efficiently within the school.
* that C2k operates with robust filtering and security software
* that monitoring reports of the use of C2k are available on request
* that the school infrastructure and individual workstations are protected by up to date virus software.
* that the school meets required e-safety technical requirements that users may only access the networks and devices through a properly enforced password protection policy, in which passwords are regularly changed, the filtering policy is applied and that its implementation is not the sole responsibility of any single person, that they keep up to date with E-Safety technical information in order to effectively carry out their e-safety role and to inform and update others as relevant.
4.6 Teaching and Support Staff
The Teaching and Support Staff are responsible for ensuring that:
* They have an up-to-date awareness of e-safety matters and of the current school E-Safety policy and practices.
* They have read and understood the school's Staff Social Networking Policy along with Child Protection Procedures and the Staff Code of Conduct.
* They report any suspected misuse or problem to the E-Safety Coordinator.
* Digital communications with students (email / Virtual Learning Environment (VLE)) should be on a professional level only carried out using official school systems – either C2K or School Gmail accounts. Emails should be sent in accordance with the School's guidance.
* Staff understand and follow the school E-Safety Policy and Staff Social Networking Policy.
* They monitor ICT activity in lessons, extracurricular and extended school activities.
* Undertake all e-safety training as organised by the school
4.7 Professional Development for Teaching and Support Staff
Training will be offered as follows:
* All new staff will receive e-safety training as part of their Induction Programme, ensuring that they fully understand the school e-safety policy and Acceptable Use Policies.
* This e-safety policy and its updates will be presented to and discussed by staff in staff meetings / INSET days.
4.8.1 Pupils
Are responsible for ensuring that:
* They use the school ICT systems in accordance with the Pupil Acceptable Use Guidance, which they will be expected to sign before being given access to schools systems.
* They have a good understanding of research skills and the need to avoid plagiarism and uphold The Copyright, Designs and Patents Act.
* They understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so.
* They know and understand school policies on the use of mobile phone, digital cameras and hand held devices. They should also know and understand school policies on the taking / use of images and on cyber-bullying.
* Pupils are introduced to email and taught about the safety and 'netiquette' of using email both in school and at home
* They understand the importance of adopting good e-safety practice when using digital technologies out of school and realise that the school's e-safety Policy covers their actions out of school, if related to their membership of the school. This is developed through Assemblies, PSNI visits and education in Personal Development classes
4.8.2 E-Safety Education for Pupils
E-Safety education for student will be provided in the following ways:
* A planned e-safety programme will be provided as part of PD / LLW / other lessons and will be regularly revisited – this will cover both the use of ICT and new technologies in school and outside school.
* Pupils will be taught in all relevant lessons to be critically aware of the materials / content they access online and be guided to validate the accuracy of information and to respect Copyright when using material accessed on the Internet.
* Where pupils are allowed to freely search the internet, staff should be vigilant in monitoring the content of the websites the young people visit.
* Pupils will be made aware of the importance of filtering systems. They will also be warned of the consequences of attempting to subvert the filtering system.
* Assemblies will be delivered explaining the issues surrounding E-Safety.
4.8.3 Parents / Carers
Parents and carers have an essential role in the education of their children and in the monitoring and regulation of the children's online behaviours. The school recognises that some parents may underestimate how often children and young people come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond.
The School will seek to provide information and awareness to parents and carers through a section of the school website will provide links to external sites such as CEOP.
5. Current Practice
5.1 Communication
* The official school email service may be regarded as safe and secure. Staff and pupils should therefore use the school email service to communicate with others when in school, or on school systems (e.g. by remote access).
* Email communications with parents and/or pupils should be conducted through the following school email system '@c2kni.net'. Personal email addresses should not be used.
* Users must immediately report the receipt of any communication that makes them feel uncomfortable, is offensive, discriminatory, threatening or bullying in nature and must not respond to any such communication.
* Any digital communication between staff and pupils or parents/carers - email, VLE and official school social media accounts - must be professional in tone and content.
* Personal information should not be posted on the school website and only official email addresses should be used to identify members of staff.
* Further information is provided to staff during in service training.
5.2 Social Networking
* Teachers should adhere to the social networking / communication guidance provided by the school.
* Older students should be made aware of the appropriate and safe use of Social Networking
* Teachers and pupils should report any incidents of cyber-bullying to the school.
5.6 Teaching and Support Staff: Password Security
Password security is essential for staff, particularly as they are able to access and use student data.
* Staff are expected to have secure passwords which are not shared with anyone.
* Staff are aware of their individual responsibilities to protect the security and confidentiality of school networks, including ensuring that passwords are not shared and are changed periodically.
* Individual staff users must also make sure that workstations/iPads are not left unattended and are locked.
5.7 Students: Password Security
* All users read and sign an Acceptable Use Agreement to demonstrate that they have understood the school's Acceptable Use Policy
* Students are expected to keep their passwords secret and not to share with others, particularly their friends.
* Pupils are not allowed to deliberately access on-line materials or files on the school network, of their peers, teachers or others.
* Pupils are taught about appropriate use of passwords in Year 8.
5.7 Cyber-bullying
Cyber Bullying can take many different forms and guises including:
* Email – nasty or abusive emails which may include viruses or inappropriate content.
* Instant Messaging (IM) and Chat Rooms – potential to transmit threatening or abusive messages perhaps using a compromised or alias identity.
* Social Networking Sites – typically includes the posting or publication of nasty or upsetting comments on another user's profile.
* Online Gaming – abuse or harassment of someone using online multi-player gaming sites.
* Mobile Phones – examples can include abusive texts, video or photo messages.
* Sexting can also occur in this category, where someone is encouraged to share intimate pictures or videos of themselves and these are subsequently transmitted to other people.
* Abusing Personal Information – may involve the posting of photos, personal information, fake comments and blogs, or pretending to be someone online without that person's permission.
* Incidents of cyber–bullying will be dealt with in accordance with the School Anti- Bullying Policy.
6. Pupil Guidance
Students are expected to abide by the following guidance which appears in the Pupil Planners:
- Never use school computers in an unsupervised area
- Leave computer rooms tidy when you leave.
- Check your print credits regularly and don't let them get too low.
- If a lesson finishes early you should look through your file area and remove any unnecessary files to a USB drive (keep your file area as clear as possible).
- USB drives are really handy but they are also very unreliable and easily lost. Never keep your only copy of work on them.
- Your user area is backed up every night so if you accidentally delete anything it can usually be recovered (unless it was only done that day).
- If you keep your user area tidy it makes it easier to find things.
- Never access the school network using another user's password and never reveal your password to another user.
- Do not use school computers, or any remote computers, in such a way that you would disrupt their use by others.
- Do not load paper into printers or perform any similar task that a member of staff should perform (connecting / disconnecting USB devices other than your own)
- All communications and information accessible via the network should be assumed to be the private property of some third party.
- Be polite in all electronic communication (email, text, IM or similar) Remember that there is no such thing as a private email discussion on a school computer
- Do not access inappropriate material on any device (any material that you would not access if the Principal was sitting next to you).
- Personal activities on phones and other personal devices should be based on absolute necessity and only at the permitted times for having devices powered on. Pupils should not be using their mobile phones between classes and any which are used at such a time may be confiscated for the day, being collected from reception at 3.30.
- The school has very limited permission relating to video/photography for most students, but not all. Students photographing or video recording other students should be avoided unless instructed as part of a classroom activity.
- Do not send inappropriate material on any device (any material that you would not send if the Principal was sitting next to you) or any inaccurate information.
- Note that electronic mail (e-mail) is not private. C2k and members of school staff have access to all email and work areas.
- Illegal activities will be reported to relevant authorities.
- It will be the responsibility of the student to ensure that their actions, when using any school computers or personal devices, are appropriate and legal.
- Personal internet access should never be attempted on a school computer!
- Check MySchool for C2K's own rules and more.
Further to this, should technology or online platforms be used as a means by which to bully another, the sanctions detailed in the Anti-Bullying Policy will be implemented.
A positive attitude to the problem of bullying can bring many rewards:-
(a) an improvement in the life of many pupils;
(b) an improvement in the community spirit of the school and of the caring attitude which it wishes to cultivate;
(c) an increase in the sense of self-worth which is so important to both pupils and staff;
Where bullying is found to have taken place the school's policy may be to punish the bully via the normal sanctions of school discipline, but also to address the problem in a constructive manner which both assists the victim to feel more self-confident and encourages the bully to address their own problematic behaviour. | <urn:uuid:18b4ddd0-928b-492c-8c7a-3437df02ff84> | CC-MAIN-2018-51 | http://carrickfergusgrammar.com/Assets/PDF_downloads/policies/E_Safety_Policy.pdf | 2018-12-18T18:48:58Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00286.warc.gz | 50,505,263 | 3,669 | eng_Latn | eng_Latn | 0.99744 | eng_Latn | 0.998157 | [
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Worksheet: Grade 1 Reading
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 1 Reading Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student reads short, simple illustrated selections; rereads familiar selections independently.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • phonics • predict and confirm meaning • letter and word recognition • print conventions | • usually confident; uses various strategies to figure out meaning • uses phonics to sound-out new words • uses illustrations and prior knowledge to predict and confirm meaning • recognizes many common sight words (e.g., family, they) • uses basic print conventions (e.g., question marks) to support meaning |
| Comprehen- sion • predict • retell • locate details • make inferences | • predicts story events • retells most key events or ideas in sequence; identifies main characters • locates some specific, relevant details • makes simple inferences about characters |
| Response • personal connections • opinions | • can compare a story to own experiences if given a simple frame to complete • expresses like or dislike for a story; can give a reason |
Worksheet: Grade 3 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 3 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read simple, direct fiction and poetry, and complete compre-hension or response activities independently. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • uses phonics, word structure, and context clues (may need prompting) • makes logical predictions using prior knowledge and story structure • rereads and skims for details needed |
| Comprehen- sion • accuracy, complete- ness • characters • events • retell; explain relation- ships • inferences | • responses to questions or tasks are accurate, clear, and complete • accurately describes main characters and events • retells events in correct general sequence • makes some inferences; may need prompting |
Worksheet: Grade 3 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 3 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read simple and direct information passages and procedures, and complete related tasks independently. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • uses phonics, word structure, and context clues (may need prompting) • uses text features (e.g., headings, diagrams); may need prompting • rereads and skims for details |
| Comprehen- sion • accuracy and complete- ness • main ideas • details • note-making, information organiz- ation • inferences | • responses to questions or tasks are accurate, clear, and complete • identifies main ideas • gives relevant details • tries to organize information; may create logical categories |
| Analysis • connections to other information | • tells some ways new information is like or unlike other information about the topic |
Worksheet: Grade 5 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 5 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward fiction and poetry, and complete assigned tasks independently. Work is generally accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • word skills • compre- hension strategies | • checks for understanding; adjusts strategies • uses various strategies to understand unfamiliar words • uses story structure or genre to predict or confirm meaning • skims and rereads for details |
| Comprehen- sion • accuracy and complete- ness • characters • events • retell; explain relation- ships • inferences | • answers are clear, complete, accurate • describes main characters and events in some detail • retells events in sequence; explains how they are related • makes some logical inferences |
| Response and Analysis • connection to experi- ences and other selections • opinions | • connections to own experiences or other selections often focus on feelings or ideas • offers reactions and opinions with some supporting reasons or examples |
BC Performance Standards: Reading/ Worksheets
Worksheet: Grade 5 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 5 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward information and procedures and complete assigned tasks independently. Work is generally accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • adjust for purpose • check understand- ing • word skills • compre- hension strategies | • checks for understanding; adjusts strategies • uses various strategies to figure out unfamiliar words • uses text features effectively • skims and rereads for details |
| Comprehen- sion • accuracy and complete- ness • main ideas • details • note-making • inferences | • work is clear, detailed, and complete • identifies main ideas • makes organized notes • may make some inferences |
Worksheet: Grade 7 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 7 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read generally straightforward fiction and poetry and complete assigned tasks. Work is accurate and complete.
| Strategies • check understand- ing • word skills • knowledge of genres • figurative language | • checks for understanding; adjusts strategies • uses a variety of strategies for new words • uses knowledge of familiar genres to predict or confirm meaning • recognizes and tries to interpret figurative language |
|---|---|
| Comprehen- sion • story elements • predictions • inferences • details • theme | • describes story elements in own words; explains some relationships • makes logical predictions and inferences; when asked, can provide specific evidence • identifies relevant details in responses • interprets obvious themes |
Worksheet: Grade 7 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 7 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read straightforward information and procedures that include some specialized language and complex ideas. Work is accurate and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • check understand- ing • word skills • predictions • text features | • adjusts strategies for the material • uses variety of strategies for technical language • makes logical predictions • uses text features |
| Comprehen- sion • accuracy, complete- ness • main ideas • details • note-making • inferences | • work is accurate, clear, and complete • identifies main ideas and restates in own words • locates specific, relevant details • makes accurate, organized notes • supports inferences or interpretations if asked |
| Analysis • connection to prior knowledge • evaluation | • compares key ideas with prior knowledge and beliefs |
Worksheet: Grade 9 Reading Literature
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 9 Reading Literature Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student is able to read literature with some complexity. Work is clear and well developed; shows some insight.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • knowledge of genres • literary techniques | • uses genre knowledge to predict and interpret • recognizes and interprets some literary techniques and figurative language |
| Comprehen- sion • characters • events • setting • inferences • themes | • accurately and thoroughly describes setting, characters, and events, and their relationships • makes inferences supported by specific evidence • offers and supports logical interpretations of themes |
| Response and Analysis • connections to experiences and other selections • reactions | • makes logical connections to own beliefs, other selections, or universal themes • offers reactions or judgments supported by reasons and examples |
Worksheet: Grade 9 Reading for Information
This worksheet includes the criteria from the "Fully Meets Expectations" column of the Grade 9 Reading for Information Quick Scale. Teachers can use the third column to plan instruction or assignments, tailor or elaborate the criteria for specific activities or students, adapt the criteria for other grades/times of year, record observations, or give to students for self-evaluation.
Snapshot: The student reads elaborated materials with specialized language. Work is clear, specific, and complete.
| Aspect | “Fully Meets Expectations” Criteria (March-April) |
|---|---|
| Strategies • word skills • compre- hension strategies | • uses text features • uses appropriate strategies to figure out technical words |
| Comprehen- sion • main ideas • details • note -making • inferences | • accurately identifies and restates main ideas • locates relevant, specific details • makes logical inferences and interpretations; specific evidence | | <urn:uuid:1a312933-1241-4298-808c-220193392fe8> | CC-MAIN-2018-51 | https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/performance-standards/reading/reading_worksheet.pdf | 2018-12-18T20:22:46Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00285.warc.gz | 1,107,348,949 | 2,345 | eng_Latn | eng_Latn | 0.992249 | eng_Latn | 0.99089 | [
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Columbia High School
2018 - 2019
Registration Handbook & Course Descriptions
COLUMBIA HIGH SCHOOL REGISTRATION HANDBOOK & COURSE DESCRIPTIONS 2018-2019 INDEX
| CONTENTS | PAGE |
|---|---|
| GENERAL INFORMATION | |
| -Graduation Requirements | 3 |
| -Registration Process | 4 |
| -Schedule Changes | 4 |
| -Student Daily Course Load | 4 |
| -Early Graduation | 4 |
| -Grading Procedures/Scale | 5 |
| -Grade Weighting | 6 |
| -Honors, Valedictorian and Salutatorian | 6 |
| COLLEGE CREDIT OPPORTUNITIES | |
| -Advanced Placement Opportunities | 7 |
| -St. Louis University (SLU) 1818 Advanced College Credit Program | 7 |
| -Southern Illinois University (SIU) Dual Credit Opportunity | 8 |
| -Southwestern Illinois College (SWIC) Dual Credit Opportunities | 8 |
| -Dual Enrollment Opportunity through Southwestern Illinois College (SWIC) | 8 |
| COLLEGE ATHLETE PROSPECTS | |
| -National Collegiate Athletic Association (NCAA) | 10 |
| -National Association of Intercollegiate Athletics (NAIA) | 10 |
| COURSE DEPARTMENTS | PAGE |
|---|---|
| INDIVIDUALIZED EDUCATION | 12 |
| AGRICULTURAL SCIENCES | 20 |
| ART (VISUAL ARTS) | 24 |
| BAND (PERFORMING ARTS) | 27 |
| BUSINESS | 29 |
| CHOIR (PERFORMING ARTS) | 32 |
| CHS SERVICE CLASSES | 34 |
| DRIVERS’ EDUCATION, HEALTH, AND PHYSICAL EDUCATION | 35 |
| ENGLISH/LANGUAGE ARTS | 37 |
| FAMILY AND CONSUMER SCIENCE | 41 |
| FOREIGN LANGUAGE - GERMAN | 44 |
| FOREIGN LANGUAGE – SPANISH | 46 |
| INDUSTRIAL TECHNOLOGY | 49 |
| MATHEMATICS | 53 |
| SCIENCE | 57 |
| SOCIAL STUDIES | 61 |
| ADDITIONAL OFFERINGS | PAGE |
|---|---|
| AIR FORCE JUNIOR ROTC | 65 |
| CCSI: CAREER CENTER OF SOUTHERN ILLINOIS VOCATIONAL CLASSES | 67 |
GENERAL INFORMATION______________________________________
GRADUATION REQUIREMENTS
Total credits required for graduation: 24
Specific requirements for Graduation are as follows:
| SUBJECT | | Language | Math | Science | | Social | Electives | | Physical |
|---|---|---|---|---|---|---|---|---|---|
| | | Arts | | | | Studies | | | Education |
| REQUIRED HIGH SCHOOL CREDITS | 4 | | 3 | 2 | 2 | | 1 | 3.5 PE 0.5 Health | |
| SPECIFIC REQUIREMENTS | Must include 0.5 credit English III Term Paper | | Must include: *1 credit Algebra I or equivalent & *1 credit Geometry content | No specific classes required | Must include: *1 credit of U.S. History *0.5 credit of US Govt./Civics (pass US & IL Constitution Test) | | 1 credit from any of the following areas: *Fine Arts *Foreign Lang. *Vocational Education | *See PE exemptions below *Health required | |
| RECOMMENDED YEARS FOR COLLEGE & CAREER READINESS | 4 | | 4 | 3 Lab sciences | 3 | | 2 Foreign Language or Fine Arts | | |
* 20 Hours of Community Service is required.
* SAT Testing must be taken junior year.
* PE Exemptions to include:
- The CUSD 4 School Board may excuse pupils enrolled in grades 9 through 12 from engaging in PE courses for one of the following reasons:
1. Students participating in the marching band program or Show Choir
2. Students participating in the ROTC program.
- The CUSD 4 School Board may excuse pupils enrolled in grades 11 and 12 from engaging in PE courses for one of the following reasons:
1. Ongoing participation in an interscholastic athletic program.
2. Student must enroll in academic classes which are required for admission to an institution of higher learning provided that failure to take such classes will result in the student's denied admission.
3. Student must enroll in academic classes which are required for graduation from high school provided that failure to take such classes will result in the pupil being unable to graduate.
*Students with an Individualized Education Program may also be excused from physical education courses for reasons stated in their own IEP.
Admission requirements vary from one college to another. Check with individual colleges to verify their requirements.
The high school principal shall certify to the Board of Education the completion of graduation requirements by any student and request issuance of a CHS diploma. No student may participate in the graduation ceremony without completing all requirements. Transfer students are not, as a matter of practice, permitted to receive or earn a Columbia High School diploma until they have successfully completed one 18-week semester of residence.
3
GENERAL INFORMATION _____________________________________
SCHEDULING INFORMATION
This material has been prepared to give you the latest possible information about the courses being offered for the 2018-2019 school year. We do not expect any major changes in class offerings between now and fall; however, certain classes may be cancelled if sufficient enrollment is not obtained prior to the opening of school. Board policy and the curriculum may be changed after this booklet is prepared. Board policy and the Curriculum Guide contain the official information concerning course selections, requirements, and grading procedures. (All prerequisites must be completed both semesters in order to enroll in the next sequential course.)
REGISTRATION PROCESS
The following procedure will be used in the registration of students for their 2018-2019 classes:
1. Students should, on an ongoing basis, be familiar with graduation requirements and their particular status toward graduation.
2. Students are encouraged to communicate with their counselor in setting up courses and schedules for future years. Students are ultimately responsible for the courses they choose.
3. At the time designated, the student presents a list of classes chosen to his/her counselor for approval. Students will receive a printout of their courses that parents must sign. The student will return the signed form to his/her counselor finalizing classes for the 2018-2019 school year.
4. The High School counselors will meet with 8 th grade students individually at CMS in mid-February. Students will receive a print out of their courses at that time. The High School counselors will meet with students who plan to attend CHS upon completion of the CMS students. The student will return the signed form to the middle school. Any students attending CHS from a school outside the district will receive their verification in the mail and should sign it and return the completed form to CHS.
SCHEDULE CHANGES
Please give serious attention to the course selection process. For the 2018-2019 school year, schedule changes will not be permitted once parents have approved the classes selected. Columbia High School builds its master schedule based on student class requests; the master schedule is then used to determine staffing needs for the school year. Only schedules that require correction due to inaccurate information, a failed class, or a verified schedule conflict will be changed.
STUDENT DAILY COURSE LOAD
The normal course load for students is seven classes. Only juniors and seniors will be allowed to take a study hall as a scheduled course, one per semester.
EARLY GRADUATION
The CUSD No. 4 Board of Education encourages all students to complete the regular four-year program of studies during the normally scheduled eight semesters of attendance at Columbia High School or in conjunction with a transferred program of credit from an accredited secondary school. The Board recognizes that changes in secondary school programs, early college admission practices, occupational job market developments, and individual student circumstances can occasionally present a situation wherein the student's best interest can be served if the student left school prior to the normal commencement date.
The formal presentation of the mid-year diploma will be during the next regularly scheduled commencement program at Columbia High School. The student will be responsible for arranging for a cap and gown and attendance at commencement program rehearsals. Early graduates are not eligible for graduation honors.
In order to graduate early, the following guidelines are adopted:
1. Students must submit an Early Graduation Application to his/her counselor by the last day of school of their junior year.
2. Permission for early graduation may be granted to a student by the Board of Education upon the recommendation of the Superintendent and completion of all graduation requirements.
3. Transfer students are not, as a matter of practice, permitted to receive or earn a Columbia High School diploma until they have successfully completed one 18-week semester of residence.
4
4. Correspondence courses may not count toward early graduation.
5. Because every student needs four years of English, December Graduates will need to take at least one English class in summer school to meet graduation requirements. December Graduates will NOT be able to double up in English first semester their senior year. Doubling up in English is only available to students who are at-risk for graduation. Families will be responsible for summer school fees. Summer school course work must be approved by the administration before the end of the student's junior year.
Students who plan to graduate prior to the completion of the regularly scheduled four-year program (eight semesters) should do so only after careful planning and consultation with parents and school counselor and having met the minimum qualifications of program credit.
Students who leave school early without prior application by a parent, prior program approval, and certification to the Board of Education by the high school principal shall not be issued a diploma nor considered classified as a graduate of Columbia High School.
GRADING PROCEDURES
CHS is on a semester basis with each of the two quarter grades counting as 40% of the final semester-grade, and the semester exam counting as 20% of the final semester-grade. Columbia is on a semester basis; passing only the second semester of a yearlong course does not equal one full credit. Students are guaranteed credit for each semester of a class successfully completed. Letter grades will be recorded on report cards and on the permanent record.
Teachers shall administer the approved marking system or other approved means of evaluating pupil progress. The teacher shall maintain the responsibility and right to determine grades and other evaluations of students within the grading policies of the District based upon his or her professional judgment of available criteria pertinent to any given subject area or activity for which he or she is responsible. Teachers will issue class rules and grading procedures to all students in their classes. No grade or evaluation shall be changed without notification to the teacher concerning the nature and reasons for such change; and if such a change is made, the person making the change shall assume the responsibility for determining the grade or evaluation, and shall initial such a change. Teachers will keep major tests and finals for one semester. If a grade is to be challenged, it must be challenged during that time frame.
All Columbia High School courses operate under the following grading scale:
| CUSD #4 Grading Scale | | |
|---|---|---|
| Letter Grade | Range | Grade Point |
| A | 93 - 100 | 4.00 |
| A- | 90 - 92 | 3.67 |
| B+ | 87 - 89 | 3.33 |
| B | 83 - 86 | 3.00 |
| B- | 80 – 82 | 2.67 |
| C+ | 77 – 79 | 2.33 |
| C | 73 – 76 | 2.00 |
| C- | 70 – 72 | 1.67 |
| D+ | 69 | 1.33 |
| D | 67 – 68 | 1.00 |
| D- | 66 | 0.67 |
| F | 65 and below | 0.00 |
This will be reflected in mid-term grades, GPAs, and transcripts for every CHS student.
5
GRADE WEIGHTING
Certain CHS courses will carry a weighted GPA (Grade Point Average) value to give students a small boost to their GPA for earning a passing grade in a weighted class.
The following weights will be given:
| Advanced Placement | | | | | |
|---|---|---|---|---|---|
| (AP) | | Honors | | Regular | |
| Letter | GPA | Letter | GPA | Letter | GPA |
| A | 5.00 | A | 4.50 | A | 4.00 |
| A- | 4.67 | A- | 4.17 | A- | 3.67 |
| B+ | 4.33 | B+ | 3.83 | B+ | 3.33 |
| B | 4.00 | B | 3.50 | B | 3.00 |
| B- | 3.67 | B- | 3.17 | B- | 2.67 |
| C+ | 3.33 | C+ | 2.83 | C+ | 2.33 |
| C | 3.00 | C | 2.50 | C | 2.00 |
| C- | 2.67 | C- | 2.17 | C- | 1.67 |
| D+ | 2.33 | D+ | 1.83 | D+ | 1.33 |
| D | 2.00 | D | 1.50 | D | 1.00 |
**A student's class rank is determined primarily for college admissions and scholarship applications. Refer to each course description for class weight. (AP, Honors, or Regular)
For the purpose of local honors of valedictorian, salutatorian, and top 10, students beginning with the class of 2020 must take a full academic load without a study hall during their junior and senior years to be competitive for these titles. Administration and guidance counselors will verify the local honors list by reviewing courses taken and grades earned. Their Skyward student management system class rank will still be used for college reporting, transcript creation, and magna/summa cum laude selection.
GRADUATING with HONORS
* 4 credits English/Language Arts (including English/Language Arts II-Honors, English/Language Arts III - Honors, Advanced Placement English Language and Composition, English/Language IV – Honors, and Advanced Placement English Literature and Composition)
* 3 credits Math (at least two semesters must be selected from Trigonometry, Pre-Calculus, Advanced Placement Calculus AB, or Probability & Statistics)
* 3 credits Science (including Biology I, Biology I Honors, Chemistry, Chemistry Honors, and one of the following science courses: Anatomy and Physiology, Advanced Placement Chemistry, Biology II Honors, or Physics)
* 3 credits Social Studies
* ½ credit Consumer Education
* 2 credits Foreign Language (2 credits must be from the same foreign language)
Students meeting course requirements and finishing in the top 10% will be recognized as "summa cum laude". Students meeting course requirements and finishing in the top 11% to 20% will be recognized as "magna cum laude".
6
COLLEGE CREDIT OPPORTUNITIES ___________________________
ADVANCED PLACEMENT OPPORTUNITIES (AP)
Columbia High School offers Advanced Placement (AP) courses in five subjects and seven possible testing opportunities. AP courses are high school credit courses that meet the requirements of the College Board Advanced Placement curriculum. These courses are designed to prepare students to take the advanced placement test for that course, which is an optional test given in May; sign up is in January. Passing a test with a score acceptable to the college enables students the opportunity to bypass entry-level courses and initially place into higher courses at the collegiate level.
1. AP courses are more rigorous, and generally require students to perform additional reading and writing. Reading requirements are often assigned in the summer months prior to the start of the school year.
2. To earn college credit, students must take the designated AP Exam at the end of the year, and earn a score acceptable to the specific college.
3. Students are responsible for paying the fees associated with the test. ($94 for 2018)
4. For further detailed information regarding AP, visit the website at http://apcentral.collegeboard.org.
The AP courses listed below are currently offered at Columbia High School:
| SUBJECT | COURSES | POSSIBLE CREDITS | GRADE LEVEL |
|---|---|---|---|
| English | AP English Language & Comp. | Up to 6 | |
| English | AP English Literature & Comp. | Up to 6 | |
| Foreign Lang | AP German Language & Culture | Up to 6 | |
| Foreign Lang | AP Spanish Language & Culture | Up to 6 | |
| Math | AP Calculus AB | Up to 6 | |
| Science | AP Chemistry | Up to 6 | |
| Social Studies | AP United States History | Up to 6 | |
* AP courses are noted within each department by this designation:
ST. LOUIS UNIVERSITY'S 1818 ADVANCED COLLEGE CREDIT PROGRAM
Students may receive high school and college credit for college level classes that are organized by CHS administration and offered at CHS provided:
1. Students who enroll for college credit will pay approximately $65 per credit hour. Fees may vary based on SLU's tuition rates. Those who do not take the class for college credit do not pay a fee.
2. To enroll in the SLU 1818 program they must have a cumulative GPA of 3.0.
3. To receive college credit, students must earn a "C" or better in the course. No other tests are required.
4. Many colleges accept the credits from the SLU 1818 ACC Program. However, some colleges do not accept any ACC credits, or they have restrictions on the credits. It is strongly recommended that students check with the colleges they are considering attending to see if the credit will be accepted.
| | COLUMBIA | SLU COURSE NAME | | POSSIBLE | GRADE |
|---|---|---|---|---|---|
| | COURSE NAME | | | CREDITS | LEVEL |
| | AP Calculus | | MATH 1510 Calculus I | 4 | 12 |
| English/Language Arts III Honors | | | ENG 1500 The Process of Composition | 3 | |
| | | | ENG 1900 Adv. Strategies of Rhetoric & Research | 3 | |
| English/Language Arts IV Honors | | | ENG 2250 Conflict, Social Justice and Literature | 3 | |
| | | | ENG 2750 Film, Culture, and Literature | 3 | |
| | Physics | | PHYS 1220 Physics I | 4 | 11,12 |
| | Spanish III Honors | | SPAN 1010 Communicating in Spanish I | 3 | 10,11,12 |
| Spanish IV - Honors | | | SPAN 1020 Communicating in Spanish II | 3 | |
| | | | SPAN 2010 Intermediate Spanish: Language & Culture | 3 | |
| | German III Honors | | GR 1010 Communicating in German I | 3 | 10,11,12 |
| German IV Honors | | | GR 1020 Communicating in German II | 3 | |
| | | | GR 2010 Intermediate German Language & Culture | 3 | |
| Biology II Honors | | | BIOL 1240 Principles of Biology | 3 | |
| | | | BIOL 1245 Principles of Biology (Lab) | | |
*SLU courses are noted within each department by this designation:
7
COLLEGE CREDIT OPPORTUNITIES ____________________________
SOUTHERN ILLINOIS UNIVERSITY – CARBONDALE DUAL CREDIT OPPORTUNITY
| COLUMBIA | SIU COURSE NAME | | | POSSIBLE | GRADE |
|---|---|---|---|---|---|
| COURSE NAME | | | | CREDITS | LEVEL |
| Creating Entrepreneurial | | BUS 115 Creating Entrepreneurial Opportunities | 3 | | |
| Opportunities (CEO) | | | | | |
*Students must be enrolled in fall and spring semesters and maintain a 3.0 GPA. The enrollment for this course has been determined by application process which took place in December.
SOUTHWESTERN ILLINOIS COLLEGE DUAL CREDIT OPPORTUNITY
Students may receive high school and college credit for college level classes that are organized by CHS administration and offered at CHS provided:
1. The student is age 16 or older.
2. Student completes a registration form.
| | COLUMBIA COURSE | SWIC COURSE NAME | | | | POSSIBLE | GRADE |
|---|---|---|---|---|---|---|---|
| | NAME | | | | | CREDITS | LEVEL |
| | Information Processing I | | | OAT 180 Advanced Word Processing | 2 | | 10,11,12 |
| | Architectural Drafting | | | CAD 120 Introductory CAD | 4 | | 10,11,12 |
| Construction Trades | | | CMT 100 Introduction to Construction | | 3 | | |
| | | | CMT 103 Construction | | 3 | | |
| Graphic Design | | | CIS 172 Photoshop | | 3 | | |
| | HTML | | | CIS 174 HTML | 3 | | 10, 11, 12 |
| | Dreamweaver | | | CIS 176 Dreamweaver | 3 | | 10, 11, 12 |
| | *Probability & Statistics | | | MATH 107 General Education Statistics | 4 | | 11, 12 |
| Welding Technology II | | | WLDT 101 Introduction to Welding | | 3 | | |
| | Introduction to CNC Machining | | | PMT 110 Introduction to CNC Operations | 3 | | 11, 12 |
** SWIC courses are noted within each department by this designation:
SOUTHWESTERN ILLINOIS COLLEGE DUAL ENROLLMENT OPPORTUNITY
Students may receive high school and college credit for college level classes that are offered at CHS during the school day but taught by a teacher from Southwestern Illinois College. Students may receive high school credit provided:
1. The student assumes responsibility for all fees for tuition and materials, approximately $700.
2. The student meets the REQUIRED "Accuplacer" score BEFORE entering the course.
3. The student must earn a "C" or better in the class to earn college credit.
4. The student is 16 years or older and in good academic standing.
| COLUMBIA COURSE | SWIC COURSE NAME | | | POSSIBLE | GRADE |
|---|---|---|---|---|---|
| NAME | | | | CREDITS | LEVEL |
| Poli Sci - SWIC | | POLS 150 Intro to American Government | | 3 | 12 |
| Speech - SWIC | | SPCH 151 Fundamentals Of Public Speaking | 3 | | 12 |
8
Seal of Biliteracy Program
Columbia High School students have the opportunity to be recognized by the State of Illinois for earning proficiency in English and one additional language. The Illinois State Board of Education's Seal of Biliteracy program will place an official seal on diplomas and confer official recognition on transcripts of those students who qualify.
Two honors are available: The Seal of Biliteracy and The Commendation Toward Biliteracy. The Seal of Biliteracy is awarded to those whose proficiency level is equivalent to the Intermediate High scale set by the American Council on the Teaching of Foreign Languages. The Commendation of Biliteracy is awarded to students whose proficiency level is rated at Intermediate Low or Intermediate Mid in a second language.
Some universities will grant college credit for the Seal of Biliteracy.
To qualify for the Seal of Biliteracy, students must meet one of the following measures for English Language:
ACT Composite Score: Earn a minimum composite score of 21
ACT English Score: Meet the ACT college ready benchmark for the English subject area test on an official administration of the ACT (score of 18 as of 2017)
English Language Arts on the SAT: Earn a minimum ELA score of 540 on the SAT (class of 2019)
AND students must meet one of the following measures for Spanish or German Language:
Have earned a 4 or 5 on the Advanced Placement Language and Culture Exam for German or Spanish
Earn a minimum score of I-5 on the ACTFL's Assessment of Performance toward Proficiency in Languages (AAPPL) exam of German or Spanish.
To qualify for the Commendation Toward Biliteracy, students must meet one criteria for English as outlined above and one of the following measures for Spanish or German Language:
Earn a score of 3 on the Advanced Placement Language and Culture Exam for German or Spanish, OR
Earn a minimum score of I-1, I-2, I-3 or I-4 on the ACTFL's Assessment of Performance toward Proficiency in Languages (AAPPL) exam of German or Spanish.
For additional information, contact District Coordinator Principal Brian Reeves at email@example.com
9
COLLEGE ATHLETE PROSPECTS _____________________________
NCAA ELIGIBILITY CENTER (National Collegiate Athletic Association)
I. Students aspiring to play NCAA Division I or II athletics must register with the NCAA Eligibility Center following their junior year at http://eligibilitycenter.org Athletes must meet the following core course and test score standards.
| | DIVISION I | | CORE COURSES | DIVISION II |
|---|---|---|---|---|
| 4 | | English | | |
| 3 | | Math (Algebra I & above) | | |
| 2 | | Science | | |
| 1 | | Additional English, Math, or Science | | |
| 2 | | Social Studies | | |
| 4 | | Additional courses, including Foreign Language | | |
For Division I Colleges - Students must have 16 core courses AND a minimum 2.3 core course GPA and corresponding ACT/SAT score.
For Division II Colleges – Students must have 16 core courses, minimum 2.2 core course GPA, and corresponding ACT/SAT score.
Check courses carefully with your counselor EACH SEMESTER to make sure you are meeting NCAA course requirements. This is ultimately the family's responsibility.
NAIA (National Association of Intercollegiate Athletics) Eligibility Center
I. Students aspiring to play at an NAIA school must register with the NAIA Eligibility Center at PlayNAIA.org. Keep in mind the NAIA and the NCAA are two separate associations. They have different rules and different processes, so you still need to register with the NAIA even if you have already registered with the NCAA Eligibility Center.
Eligibility:
Seniors must meet two of the three criteria and graduate high school:
1) Minimum GPA of 2.0 on a 4.0 scale
2) Minimum ACT of 18 or SAT of 860
3) Graduate in top half of your class
COLUMBIA HIGH SCHOOL FOUR YEAR COURSE PLANNING GUIDE
*This is to be used as a guide to help plan your course selections. Please work with your school counselor if you have questions.
*Refer to Graduation Requirements on page 2 for additional information regarding credits and course requirements.
*Those interested in pursuing the Valedictorian/Salutatorian distinction need to check with their counselor on the criteria used.
INDIVIDUALIZED EDUCATION ________________________________
Students will be placed in the least restrictive environment according to individual learning abilities. These courses provide students who need academic, emotional support, smaller class sizes and/or more individualized instruction in order to be successful at CHS.
General English I
Grade Level: 9
General English I is a full year class offered to freshman students who have an area of need in the Language Arts skill set which precludes placement in the English I class. Students enrolled in General English I will practice reading from appropriate curriculum level texts to strengthen word recognition and to improve reading comprehension for facts. Student ability to formulate grammatically correct sentences will develop through a variety of writing purposes, including tactile writing exercises. Students will begin to develop listening and speaking focus to gain ability to communicate for life events.
General English II
Grade Level: 10
Prerequisite: Successful completion of General
English I
General English II is a full year class offered to sophomore students who have an IEP that includes an area of need in the Language Arts skill set which precludes placement in a regular English course. Students enrolled in General English II will practice reading from appropriate curriculum level texts to strengthen word recognition and to improve reading comprehension for facts and inferences. Student ability to formulate correct and increasingly sophisticated sentences will develop through a variety of writing purposes including tactile writing exercises and paragraph practice. Students will improve listening and speaking focus to gain ability to communicate for life events and for vocational situations.
General English III
Grade Level: 11
Prerequisite: Successful completion of General
English II
General English III is a full year class offered to junior students who have an IEP that includes an area of need in the Language Arts skill set that precludes placement in a regular English course. Students enrolled in General English III will practice word recognition and reading comprehension for facts and inferences to predict outcomes. Student ability to formulate correct and increasingly sophisticated sentences will develop through a variety of writing purposes, including tactile writing exercises, paragraph and poetry practice, and persuasive essays using current events articles. Students will develop confidence in the performance of listening and speaking activities for life events and for vocational situations.
General English IV
Grade Level: 12
Prerequisite: Successful completion of General
English III
General English IV is a full year class offered to senior students who have an IEP that includes an area of need in the Language Arts skill set which precludes placement in a regular English course. Students enrolled in General English III will practice reading from appropriate literature and nonfiction texts to strengthen word recognition and to improve reading comprehension for facts and inferences to support a research theme. Student ability to formulate correct and increasingly sophisticated sentences will develop through a variety of writing purposes, including tactile writing exercises, paragraph and poetry practice, and persuasive essays using current event articles. Students will develop enhanced confidence in the performance of listening and speaking activities for life events and for vocational situations.
General Pre-Algebra
This course is designed for students who require concepts to be taught to improve their overall math fluency. They may have difficulty with basic math skills and need practice and re-teaching including whole number and decimal operations, fractions/percents, number concepts/formulas, order of operations/ properties, integers, expressions/ equations and being able to complete single and multi-step algebraic problems. (1 credit)
INDIVIDUALIZED EDUCATION ________________________________
General Algebra I Part I
This course is a modified curriculum of the Algebra I Part I course for students who may need to learn concepts at a slower pace than what takes place in the regular classroom curriculum. Curriculum in this class will review concepts in pre-algebra as well as move forward in developing skills to graph linear equations, inequalities, solve quadratic equations, and other higher level thinking concepts taught in Algebra I. (1 credit)
General Algebra I Part 2
This course is a modified curriculum of the Algebra I Part 2 course for students who may need to learn the same concepts yet at a slower pace than what takes place in the regular classroom. Curriculum in this class will review concepts taught in General Algebra I Part I as well as move forward in skills that require more problem solving that the previous year. Applications of rational numbers, polynomials, linear systems, exponential functions, radicals, scientific notation, square roots and other higher level thinking concepts taught in Algebra I will occur. (1 credit)
General Geometry
This course is modified curriculum of the Informal Geometry course for students who may need to learn math concepts at a slower pace than what occurs in the regular classroom due to math fluency difficulties. Concepts place an emphasis on terminology, exploration, and activities, which include measuring and constructing angles, lines, and points as well as developing a basic understanding of the practical application of proofs. Problem solving skills are enhanced through logical reasoning when studying relationships in planes, angles and other geometric shapes. (1 credit)
General Math for Consumers
This course teaches fundamental mathematical skills required for successful functioning in the home, on the job, and in the community. Students use math operations in personal banking, insurance, investments, taxes, and interests. Use of whole numbers, fractions and decimals, percents, and measurement to solve problems students encounter with living expenses will be taught. (1 credit)
General Science
This course is designed for students who required a modified curriculum of Biology and have difficulty in reading and reading comprehension. The course covers basic science concepts in physical science, earth science, and life sciences. Each year enrolled will cover a different science area. Students will learn the physics concepts and scientific technology behind flight and building structures. Earth and life science develops the understanding of the earth's history, its tectonic plates, astronomy, and the development of life on earth. This is a project based curriculum with hands-on learning for students who may have difficulty in large class settings. Study skills will also be emphasized to better prepare students to enroll in the regular science curriculum in the future. (1 credit)
General U.S. History Comprehensive
This course is designed for students who require a modified curriculum of the U.S. History Comprehensive and who have difficulty with reading and reading comprehension. This course covers material from the Revolutionary War through the War on Terrorism and other current issues. The class is thematic based developing the student's ability to identify cause and effect, comparing and contrasting historical events and leaders, learning vocabulary and being able to use historical facts to form one's own opinion. This is a project based class which develops study skills and working with others in small groups. (1 credit)
General U.S. Government and Civics
This course is designed for students who require a modified curriculum of the U.S. Government Comprehensive Course and who have difficulty with reading and reading comprehension. This course covers the basics of American government with an emphasis on the American Revolution, the Declaration of Independence, the Philadelphia Convention, and the U.S. Constitution. The Illinois state constitution will be studied as well. The federal and state constitution tests are given in this class (.5 credit)
Study Skills
This course is designed for all students who currently have an Individualized Educational Plan (I.E.P.) needing academic, and/or emotional support in order to be successful in all coursework at Columbia High School. Students will develop positive work habits, learn to advocate for themselves in the regular classroom, have a better understanding of their individual learning difficulties, and how their accommodations impact their ability to be successful, as well as work on required career exploration and transition plans for their annual reviews. Students will learn to self-monitor their grades and seek assistance as needed to improve their success across all curricular areas. (.25 credit)
INDIVIDUALIZED EDUCATION ________________________________
General Social Studies OR General Geography
This course is designed for students who require a modified curriculum of World Geography and have difficulty with reading and reading comprehension. This course is designed to teach the same concepts in the regular curriculum yet with emphasis on projects and hands-on learning. It is designed to also develop study skills to better prepare students to enroll in the regular social studies curriculum in the future. (.5 credit)
End of INDIVIDUALIZED EDUCATION Section
CHS Transition Program
Empowering Students to Succeed
Mission Statement:
Our mission is to empower students with the desire, skills, and means to become lifelong learners as they independently live their life to the fullest in school, at home, within the community, and in work settings.
Staff Commitment:
Our staff will be dependable, professional, and will uphold student confidentiality. We will possess a positive attitude toward all students and assigned tasks ensuring students' success within our program.
IEP (Individual Education Plan) ITP (Individual Transition Plan)
Definition
"Individual Education Plan" means a written statement for an exceptional child that provides at least a statement of the child's present levels of educational performance, annual goals and short-term instructional objectives; specific special education and related services; the extent of participation in the regular education program; the projected dates for initiation of services; anticipated duration of services; appropriate objective criteria and evaluation procedures; and a schedule for annual determination of short-term objectives.
"Individual Transition Plan" (ITP) means a multi-agency informal assessment of a student's needs for postsecondary adult services including but not limited to employment, post-secondary education or training and residential independent living.
High school students will increase their ability to make choices, decisions, and plans to meet their educational and career goals and expectations. Students will demonstrate skills related to setting and achieving academic, employment, post-secondary, training, and independent living goals. Prior to student's annual IEP/ITP meeting, students will create their ITP, which includes employment, post-secondary, training and independent living goals. Then, after careful review of last year's IEP progress and consideration of recent school evaluations, IEP goals and objective are written to support ITP goals.
Indicator 13 Transition Planning
What do I want to do for a job when I transition from school to my community? Will my job choice require me to continue with secondary education? What type of training is required to meet my employment goal? Where would I like to live after I graduate from high school?
The Illinois Transition begins at age 14-1/2 and requires districts to enter data concerning employment, secondary education, training, and independent living under Indicator 13 for all students 14-1/2 and older that have an IEP.
Graduation Requirements
Total credits required for graduation: 24
Specific requirements for graduation are as follows:
| SUBJECT | | Language | | Math | Science | | | Social | Electives | | | Physical |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | Arts | | | | Studies | | | | Education | |
| REQUIRED HIGH SCHOOL CREDITS | 4 | | | 3 | 2 | 2 | | | 1 | 3.5 PE 0.5 Health | | |
Deciding When Graduation is Appropriate
Within four years of your son/daughter's high school career, the CHS Transition Program will strive to provide experiences and instruction, resulting in earning credits required for graduation, social and life skills instruction, and connections with outside agencies. When transition goals are met, they are ready to graduate and move into their post-secondary goals, at which point they exit the transition program. At each annual ITP (Individual Transition Plan) meeting during your son/daughter's high school career, the IEP team will revisit transition goals and discuss whether the student is ready for graduation. The appropriateness of students staying in the transition program until the day before their 22 nd birthday is not contingent upon waiting lists for outside agency participation, lack of jobs, and other issues. The decision to stay past the four years is an individualized decision that looks at progress toward required credits, progress toward post-secondary goals, connection with outside agencies, etc. It is a team effort and everyone; school, family, student, and community play an important role.
Four Components of the
CHS Transition Program
1) Life Skills Development
Courses: Adult Living, Home Essentials, Personal Health
These courses enhance problem solving skills by providing functional curriculum in an authentic environment encouraging students to learn essential skills needed to live independently.
2) Required Academics
Courses: English 1, 2, 3, 4, Math 1, 2, 3, US History, Social Studies, Government, Science (Earth, Life, Physical), Health, Resource Management
These courses will provide functional yet challenging courses as students complete 24 Carnegie credits to fulfill graduation requirements.
3) Community Instruction
Courses: Social Skills, Community Skills
These courses will allow students to become familiar with and use resources in the community.
4) Employment
Courses: Transitional Career Planning, STEP, Transitional Creative Employment
These courses will provide career exploration and opportunities for on-site job experience in a community classroom closely aligned with career interest, skills task, and IEP goals.
Freshman and Sophomore: Concentration on Components: 1 & 2
Junior and Senior: Concentration on Components: 1, 2, 3 & 4
TRANSITION PROGRAM - COURSES REQUIRED for GRADUATION
English 1, 2, 3, 4
4 Credits required for graduation 1 Credit (Per Year)
Classes will include a variety of text, such as providing text at student's reading level within a Literature Circle format to enhance basic reading fluency and comprehension skills, written expression, and public speaking skills. Daily lessons concentrate on decoding unfamiliar words, enhancing vocabulary, and increasing comprehension. Selected literature will emphasize life skills that are applicable to the student in their home, school, community, and work settings.
English courses for emerging and beginning readers include: phonemics, word decoding skills, functional sight word recognition, community sign recognition, functional vocabulary, spelling, fluency, and comprehension skills of functional text.
Math 1, 2, 3, 4
3 Credits required for graduation
1 Credit (Per Year)
Through a variety of technological, conventional, and hands-on learning opportunities with repeated practice, students will explore math skills such as: problem solving, geometry concepts, algebraic concepts, time concepts, counting calories, home improvement, using math in sports, probability, adjusting recipes, crafts, fractions in the home, spending money, earning money, traveling, time concepts, statistics, calculating and using percentages, understanding interest, insurance, and using energy. Students will learn about salary, wages, tips, money management, budgeting, income and costs, banking skills, menu and market math skills.
These skills will be performed by owning and operating the CHS Campus Store and Flight Crew Cafe'. Tasks include the following: maintain a clean and neat store, plan for a budget, shop, prepare baked items and coffee products, advertise and run promotional sales, plan and organize fundraiser events, increase functional shopping skills, compute discounts, compute cost of sale, make change, increase social skills, communicate with customers, handle customer complaints, order supplies from various vendors, calculate inventory supplies, write out sales orders, payment requests, deposit slips, calculate total sales amounts, and reconcile bank account. Parents are always welcome to join their students to help sell store items at designated sports events.
US History
1 Credit (1 Year)
Students will prepare presentations representative of American History period as well as discuss events relevant to their lives today.
Health
0.5 Credit (1 Semester)
Students will learn about nutrition, healthy body images, food safety and the Illinois State Sanitation Guidelines. Other topics to be covered are: creating a germ-free workplace, car safety, fire safety, protecting your online identity, smoking, drugs and alcohol, teen safety, workplace safety, accident prevention tips, emergency response, basic first aid and CPR.
Elective Courses Offered
*Elective courses can be individualized and/or taken more than once for credit.
Adult Living
1 Credit (Per Year)
This course will explore the following topics: understanding yourself, emotional health and self-advocacy, health and fitness, interpersonal skills, understanding all areas of families, future relationships, work concerns, parenting decisions, aging and death.
17
____________
Career Planning
1 Credit (1 Year)
Students will explore numerous career clusters and major industries, take several career interest assessments, select preferred career, research job criteria and career opportunities. Students will participate in monthly community outings to explore the business world from a bird's eye view of local trades and talents. Students will learn about employment skills, such as, being reliable, responsible, and a team player. Students will learn that a strong work ethic, good communication skills, positive attitude, and time management will help them get and keep a job. Other focus areas are interviewing skills, resume writing, management skills, problem solving, setting and following through with goals, and development of a business plan. Monthly community outings will reinforce and support the curriculum.
Social Studies
0.5 Credit (1 Semester)
This course challenges students to attend to local news, discuss current events, and establish student opinion and skills needed to produce positive citizenship. Academic emphasis is on vocabulary, select main idea of news articles, research skills, computer use, increase comprehension through writing as a news reporter, creating oral presentations, and conduct mock news reports.
Government
0.5 Credit (1 Semester)
The Illinois and U.S. Constitution are reviewed. No state testing is required.
Science
2 Credits (4 semesters total) required for graduation
0.5 Credit (1 Semester)
Physical Science
In this course, students will learn about the metric system, matter, chemical reactions, energy and motion, work and machines, heat, sound and light, electricity and magnetism.
Earth Science
Students will learn about the Earth, minerals and rocks, weathering & erosion, forces in the Earth, Earth's history, Earth's atmosphere, weather and climate, and solar systems.
Life Science
Students will learn about living things, classifying animals, classifying plants, ecology, heredity, body's basic needs, and body systems. They will also participate in an herb garden project and a hydroponic project.
Resource Management
Meets the Consumer Education Requirement
0.5 Credit (1 Semester)
This course can be individualized or repeated.
Students will learn how to be responsible consumers as they learn about their rights and responsibilities, shopping skills, income taxes, budgeting, banking services, financial planning, shopping for personal needs, housing, transportation, insurance, healthcare, and other skills necessary to be an informed and independent consumer.
Community Skills
1 Credit (1 Year)
Students will learn to navigate their community resources through the use of a community game board. They will receive direct instruction, practice and role play community situations before participating in community outings. During the outings, they will implement learned skills such as social manners, social communication, and how to use resources. Activities will include: grocery shopping, transportation, practice with money, and learning about the various resources in the community such as the library, the bank, and the police station. Social skills will include: recreational activities such as bowling, exercising, and going out to eat.
Creative Employment
1 Credit (1 Year)
Through exploration of skill and ability, students will gain employment skills through simulated creative employment ventures. The CHS Campus Store and Flight Crew Cafe' are a vital part of creative opportunities for CHS transition students.
Home Essentials
1 Credit (1 Year)
In this course, students will learn about meal management, healthy eating, food preparation, household maintenance, clothing and housing needs, choosing a place to live, household finances, design in a home, and how to have a safe and healthy environment.
Personal Health
1 Credit (1 Year)
Students will learn self-advocacy and self-determination skills through the following: understand nature of their diagnosis, identify strengths and areas of improvement, identify individual learning styles, and develop study habits. They will learn how to advocate for independence, consider ethical, safety and societal factors in making decisions, plan, implement and evaluate participation in school activities and organizations. Students will develop a list of contacts of the area agencies and become familiar with their services, mental & physical health, healthy lifestyle, and life choices.
Social Skills
0.5 Credit (1 Semester)
Students will develop social skills and demonstrate generalization of social skills in school and community settings during monthly community based instruction. Topics covered: identify and manage one's emotions and behaviors, learn to manage stress and anxiety, develop good character, learn social awareness and interpersonal skills to maintain positive relationships, develop network of informal supports (friends, neighbors) and external supports, recognize personal qualities, use communication and social skills effectively, and develop problem solving skills.
STEP (Secondary Transition Employment Program) 1 Credit (1 Year)
In preparation of the world of work, students will be placed on-site in community classrooms aligned as closely as possible to students' career interests, skill tasks, and IEP goals. Transportation and job coach instruction will be provided as needed to support Students in learning all aspects of employment independence.
CHS Transition Program Lessons Available Online
Contact Jeanne Goacher, Director of Special Education, with questions regarding the Transition Program for Columbia Unit School District at 618-281-2537 or firstname.lastname@example.org
Transition Program Tentative Sequences
| *English 1 | *English 2 | * English 3 | * English 4 | |
|---|---|---|---|---|
| * Math 1 | *Math 2 | * Math 3 | Math 4 | |
| *US History *Social Studies/ *Government | | Community Skills Adult Living Home Essentials | | |
| *Earth Science *Life Science *Physical Science | | | | |
| *Health/ Social Skills | Personal Health/ *Resource Management | Career Planning Creative Employment | | STEP Secondary Transition Employment Program |
| Study Skills | Study Skills | Study Skills | Study Skills | |
| *PE | *PE | *PE | *PE | |
*required for graduation
AGRICULTURAL SCIENCES_______________________________
| | | | | | Type of |
|---|---|---|---|---|---|
| | Grade | | Agricultural Course Options | | Credit |
| 9 | | Basic Agricultural Science | | Science | |
| 10 | | Agricultural Business Management Basic Agricultural Science (BSAA Animals) Biological Science Applications in Agriculture - Animals (BSAA Plants) Biological Science Applications in Agriculture - Plants | | Business Science Science Science | |
| 11 | | Agricultural Business Management Basic Horticultural Science (BSAA Animals) Biological Science Applications in Agriculture - Animals (BSAA Plants) Biological Science Applications in Agriculture - Plants Environmental Science Natural Resources Conservation & Management Veterinary Science | | Business Science Science Science Science Science Science | |
| 12 | | Agricultural Business Management Basic Horticultural Science (BSAA Animals) Biological Science Applications in Agriculture - Animals (BSAA Plants) Biological Science Applications in Agriculture - Plants Environmental Science Natural Resources Conservation & Management Veterinary Science | | Business Science Science Science Science Science Science | |
*A fee of $25 applies for each semester course. A consumable project by a student may require an additional expense.
** Students receive ¼ credit for the successful completion of their SAE record book.
***Although participation in FFA is not required to take an Ag class, it is encouraged.
CHS Agricultural Science Flow Chart
Basic Agricultural Science
(or Biology)
BSAA – Plants
Agricultural Business Management
BSAA - Animals
Basic Horticulture
Veterinary Science
Natural Resources Cons. & Mgt.
OR
Environmental Science
AGRICULTURAL SCIENCES _______________________________
Participation in FFA student organization activities and Supervised Agricultural Experience (SAE) projects is an integral course component for leadership development, career exploration and reinforcement of academic concepts.
Agricultural Business Management
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Basic Agricultural Science
This course will provide students with the basic knowledge and skills necessary to manage personal finances and develop into a successful entrepreneur and /or businessperson. Instructional units include business ownership types, starting an agribusiness, managing and operating an agribusiness, financing an agribusiness, managing personal finances, record keeping and financial management of an agribusiness, local, state, and federal taxes, sales and marketing, economic principles, and developing employability skills. Student skills will be enhanced in math, reading comprehension, and writing through agribusiness applications. Improving computer and workplace skills will be a focus. This course meets the requirement for consumer education. (Business Credit)
Basic Agricultural Science
Grade Level: 9, 10
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
This orientation course builds on basic skills and knowledge gained in the agricultural industry. Major units of instruction include agricultural research, soil science, advanced plant science, biotechnology, and advanced animal science. Applied science and math skills and concepts will be stressed throughout the course as they relate to each area. Improving computer and workplace skills will be a focus. (Science Credit)
Basic Horticultural Science
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: BSAA - Plants
This course is designed to introduce students to the horticulture industry and provide them with basic plant science knowledge that can be further developed in advanced horticulture courses. Major units of instruction include horticulture research, horticultural careers, plant anatomy, seed germination, plant propagation, growing media, pest management, hydroponics, identifying horticultural plants, growing greenhouse crops, and floral design. Improving computer and workplace skills will be a focus. (Science Credit)
(BSAA Animals) Biological Science Applications in Agriculture - Animals
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Basic Agricultural Science or Biology
This course is designed to reinforce and extend students understanding of science by associating scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of animal agriculture and specific biological science concepts that govern management decisions in the animal industry. Topics of study are in the areas of growth and development of animals – embryology, ethology, nutrition, immunity systems, and processing animal products – preservation, fermentation, and pasteurization. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process. Improving computer and workplace skills will be a focus. (Science Credit)
(BSAA Plants) Biological Science Applications in Agriculture - Plants
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Basic Agricultural Science or Biology
This course is designed to reinforce and extend a student's understanding of science by associating basic scientific principles and concepts with relevant applications in agriculture. Students will examine major phases of plant growth and management in agriculture and the specific biological science concepts that govern management decisions. Topics of study are in the areas of initiating plant growth – germination, plant sensory mechanisms, enzyme action, absorption, and managing plant growth – photosynthesis, respiration, translocation, metabolism, and growth regulation. The course will be valuable preparation for further education and will increase the relevance of science through the applied setting of agriculture by enhancing literacy in science and the scientific process. Improving computer and workplace skills will be a focus. (Science Credit)
Environmental Science
Grade Level: 11 or 12
Course Weight: Regular
Credits: 1 science credit per year
Prerequisite: BSAA - Plants and Animals
This course examines the relationship of agriculture and the environment. The impact of plant and animal production practices on the environment and the adoption of practices leading to improved air, land, and water quality are investigated. Areas of emphasis include types of ecosystems, management of waste, chemical use, soil conservation, land uses and regulations, and water and air quality. Encouraging students to be conscious and concerned about the environment and recognizing the need to conserve the environment and its resources will be a theme throughout. Careers of environmental technicians, soil and water conservationists, monitoring field technicians, land surveyor, and related occupations will be examined. Improving computer and workplace skills will be a focus. (Science Credit)
Natural Resources & Conservation Management
Grade Level: 11 or 12
Course Weight: Regular
Credits: 1 science credit per year
Prerequisite: BSAA - Plants and Animals
This course develops management and conservation skills in understanding the connection between agriculture and natural resources. Student knowledge and skills are developed in understanding natural resources and its importance; fish, wildlife, and forestry management and conservation; and exploring outdoor recreational enterprises. Hunting and fishing as a sport, growing and managing tree forests, and outdoor safety education will be featured. Career exploration will be discussed including park ranger, game warden, campground manager, forester, conservation officer, wildlife manager, and related occupations. Improving computer and workplace skills will be a focus. (Science Credit)
Veterinary Science
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: BSAA Animals
This course will develop students' understanding of the small and companion animal industry, animal anatomy and physiology, animal ethics and welfare issues, animal health, veterinary medicine, veterinary office practices, and animal services to humans. Career exploration will focus on veterinarian, veterinary lab technicians, office lab assistant, small animal production, research lab assistant, and animal nutrition lab technician. Improving computer and workplace skills will be a focus. (Science Credit)
Supervised Agricultural Experience (SAE)
Grade Level: 9, 10, 11 & 12
Course Weight: Regular
Credits: .25 per year
Prerequisite: None
This course is designed to establish knowledge and skills in various agricultural careers. Students will gain credit by establishing a project at their home, at a local business, or at their school usually after normal school hours. Example projects may include, but are not limited to working at a garden center, raising vegetables/grain/livestock, conducting agriscience experiments in a greenhouse, and training horses at a stable. Students will be required to verify their experiences by keeping written or computerized records, including business agreements, budgets, inventories, daily activities, hours worked, income and expenses, total earnings, depreciation, and net worth. Instructor supervision will be conducted to the student's home or place of employment. SAE records should be evaluated at least once per month. In addition, SAE lessons are integrated in each agricultural course. SAE participation can lead to full time employment, scholarships, and awards through the FFA.
End of AGRICULTURAL SCIENCES Section
| | Grade | | Art Course Options |
|---|---|---|---|
| 9 | | Drawing/Design | |
| | | Introduction to Art | |
| | | Sculpture | |
| 10 | | Ceramics I | |
| | | Drawing/Design | |
| | | Graphic Design | |
| | | Introduction to Art | |
| | | Painting | |
| | | Sculpture | |
| | | Studio Art | |
| 11 | | | |
**A Fine Arts fee of $20 applies for each semester course.
CHS Art Flow Chart
ART (VISUAL ARTS) _______________________________________
Ceramics I
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Sculpture
Ceramics/Pottery continues the study of three-dimensional works out of clay and ceramic material. Advanced hand building methods are used to create ceramic sculptures and vessels. Students will be introduced to wheel thrown pottery. Particular attention is paid to the characteristics of the raw materials, their transformation under heat, and the various methods used to create and finish objects.
Ceramics II
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Ceramics I
Ceramics continues advanced aesthetic, technical, and conceptual problems in clay. Emphasis is on design, form, and visual thinking. This course is designed for more independent ceramic work and allows the art student to develop a specific style as well as a series of pottery works on the wheel. Students will also be introduced to basic kiln operating knowledge and will at times assist the instructor with ceramic studio related duties.
Drawing/Design
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Introduction to Art
Drawing and Design focuses on the further development of the knowledge and skills achieved in Introduction to Art. Emphasis will be placed on design and compositions skills through the applications of the elements and principles of design. Areas of study will include drawing, color theory, illustration, and graphic design. Students will participate in self-evaluation, critique and will also keep a sketchbook of their ideas, notes, and assigned sketches.
Graphic Design
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Drawing/Design
This course will teach students how to scan, create, modify and reproduce photographs, artwork, and printed advertising pieces. Students will learn how to deal with all types of graphics and prepare them for print or web applications. Students will be exposed to techniques and skills to prepare them for employment as a photo retouch artist, or graphic designer. Students will also be exposed to vector graphic elements and how they interrelate to Adobe Photoshop.
Independent Study
Grade Level: 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Studio Art, Ceramics, Graphic Design, and teacher recommendation
Independent Study is intended for the highly motivated art student interested in majoring in art at college. Students who have exceptionally completed all other art courses may be considered for this course. Students should be aware that this course requires them to be self-motivated, and involves more time, effort and concentration than previous art courses. Independent Study students are also expected to display their work publicly.
ART (VISUAL ARTS) _______________________________________
Introduction to Art
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course is an introduction to the basic elements of art; line, value, form, space, texture, and color theory. Basic drawing and painting techniques are introduced as well as an exploration of past and present artists. Students will create and experience art as a prerequisite for all other courses offered in the art department.
Painting
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Drawing/Design
Painting continues the study of color and compositions with an emphasis on painting in a variety of media, such as acrylic, watercolor, water based oil, and tempera paint. Students will experience a variety of painting techniques and styles through class assignments and study of contemporary and historical art. Students will participate in selfevaluation and critique, keep a sketchbook of their ideas, and create a portfolio of their work.
Sculpture
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Introduction to Art
Sculpture focuses on creating three-dimensional works. This class is designed for students who have an interest in working with clay, and gives students experiences in making functional as well as sculptural pieces, using a variety of techniques. Students typically work with several media (such as clay, plastic, paper, and wire). Well thought out forms, designs and functional uses along with good craftsmanship are emphasized.
Studio Art
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Drawing/Design, Painting
Studio Art students will study advanced concepts in a variety of media. Independent growth and development of style is encouraged. This course is designed for (but not limited to) those students who may want to study fine arts in college. This course will provide the opportunity to create a professional body of work that reflects their personal style and talent. Various careers in the arts and information on college art programs are presented. Students are often encouraged to display their work publicly.
End of ART (VISUAL ARTS) Section
BAND (PERFORMING ARTS) __________________________________
| | Grade | | Band Course Options |
|---|---|---|---|
| 9 | | | |
| | | Band Mixed (Marching, Concert, Pep) -1st Semester | |
| | | Color Guard (1st Quarter) | |
| | | Contemporary Band (1st & 2nd Semester) | |
| | | Symphonic Band (2nd Semester) | |
| | | Symphonic Band Mixed (2nd Semester) | |
| 10 | | Band (Marching, Concert, Pep) – 1st Semester | |
| | | Band Mixed (Marching, Concert, Pep) -1st Semester | |
| | | Color Guard (1st Quarter) | |
| | | Contemporary Band (1st & 2nd Semester) | |
| | | Symphonic Band (2nd Semester) | |
| | | Symphonic Band Mixed (2nd Semester) | |
| | | Wind Ensemble (2nd Semester) | |
| | | Wind Ensemble-Mixed (2nd Semester) | |
| 11 | | Band (Marching, Concert, Pep) – 1st Semester | |
| | | Band Mixed (Marching, Concert, Pep) -1st Semester | |
| | | Color Guard (1st Quarter) | |
| | | Contemporary Band (1st & 2nd Semester) | |
| | | Symphonic Band (2nd Semester) | |
| | | Symphonic Band Mixed (2nd Semester) | |
| | | Wind Ensemble (2nd Semester) | |
| | | Wind Ensemble Mixed (2nd Semester) | |
| 12 | | Band (Marching, Concert, Pep) – 1st Semester | |
| | | Band Mixed (Marching, Concert, Pep) -1st Semester | |
| | | Color Guard (1st Quarter) | |
| | | Contemporary Band (1st & 2nd Semester) | |
| | | Symphonic Band (2nd Semester) | |
| | | Symphonic Band Mixed (2nd Semester) | |
| | | Wind Ensemble (2nd Semester) | |
| | | Wind Ensemble Mixed (2nd Semester) | |
*A Fine Arts fee of $20 applies for each course per semester.
Band (Marching, Concert, Pep)
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per fall semester
Prerequisite: Band
Band is open to students who display acceptable proficiency on a band instrument. Grades are based on attendance at 3-4 parades (Saturday), 5-6 football games (Friday nights), and one concert. One quarterly music project will be assigned for 200 points.
This course is only offered first semester. During the second semester, band students should enroll in Symphonic Band or Wind Ensemble.
Band Mixed (Marching, Concert, Pep)
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per fall semester
Prerequisite: Teacher approval
This course is the same as Band (Marching, Concert, Pep), but students alternate days in class with Mixed Choir.
BAND (PERFORMING ARTS) __________________________________
Color Guard / P.E.
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.25 for 1 st Quarter
Prerequisite: Selected upon tryouts
This course was created for students that have tried out and been selected for the CHS Color Guard team that performs at school football games and parades throughout the school year. Their time specified for Physical Education is spent practicing for their performances. Second quarter, students attend P.E.
Contemporary Band
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Be a member of Symphonic Band or Wind Ensemble and Teacher Approval
The primary goal of the contemporary (jazz) band would be training and practice with big band jazz literature including blues, swing, Latin, ballads, be-bop, etc. Any student who can read music and perform to a certain level of proficiency may fill certain instrumentation through the audition process (drums, bass guitar, electric guitar, or piano).
Symphonic Band
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per spring semester
Prerequisite: Band
The Symphonic Band is open to any student that plays a band instrument. General membership is for students who enjoy playing in band and wish to play lighter musical styles. This course is only offered second semester.
Symphonic Band Mixed
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per spring semester
Prerequisite: Band
This course is the same as Symphonic Band, but students alternate days in class with Mixed Choir.
Wind Ensemble
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per spring semester
Prerequisite: Band and Teacher Approval
Wind Ensemble is a 45 member select group determined by audition or director's permission. This is for advanced musicians. This course is only offered second semester.
Wind Ensemble Mixed
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per spring semester
Prerequisite: Band and Teacher Approval
This course is the same as Wind Ensemble, but students alternate days in class with Mixed Choir.
End of BAND (PERFORMING ARTS) Section
BUSINESS _______________________________________________
| | Grade | | Business Course Options |
|---|---|---|---|
| 9 | | | |
| 10 | | *Computer Concepts & Software Applications | |
| | | *Dreamweaver (SWIC) | |
| | | *HTML (SWIC) | |
| | | *Information Processing I (SWIC) | |
| | | *Introduction to Programming | |
| 11 | | *Accounting I | |
| | | *Accounting II | |
| | | Agricultural Business Management (see page 21) | |
| | | Business Principles and Management | |
| | | CEO (Creating Entrepreneurial Opportunities) | |
| | | *Dreamweaver (SWIC) | |
| | | *HTML (SWIC) | |
| | | *Information Processing I (SWIC) | |
| | | *Introduction to Programming | |
| 12 | | *Accounting I | |
| | | *Accounting II | |
| | | Agricultural Business Management (see page 21) | |
| | | Business Principles and Management | |
| | | CEO (Creating Entrepreneurial Opportunities) | |
| | | *Dreamweaver (SWIC) | |
| | | *HTML (SWIC) | |
| | | *Information Processing I (SWIC) | |
| | | *Introduction to Programming | |
* A Vocational Education fee of $20 applies for certain courses above.
Accounting I
Grade Level: 11, 12 Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Accounting is a skill level course that is of value to all students. Students will complete an entire accounting cycle for a business that is owned and operated as a sole proprietorship. This course also includes planned learning experiences that develop initial and basic skills used in systematically classifying, recording, verifying, and maintaining numerical data involved in financial and product control records including the paying and receiving of money. Instruction includes information on keeping financial records, summarizing them for convenient interpretation, and analyzing them to provide assistance to management for decision-making. In addition to stressing basic fundamentals and terminology of accounting, instruction will provide initial understanding of the preparation of financial reports, operation of related business machines and equipment, and career opportunities in the accounting field.
Accounting II
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Accounting I
In Accounting II, students will build upon knowledge and skills obtained in Accounting I. Students will record, analyze, and report an accounting cycle for a merchandising business organized as a corporation. Instruction includes information pertaining to journalizing purchases and cash payments, journalizing sales and cash receipts using special journals, posting to general and subsidiary ledgers, preparing payroll records-taxes and reports, distributing dividends, preparing a work sheet, preparing financial statements, recording adjusting and closing entries, and completing adjustments and valuations.
BUSINESS _______________________________________________
Business Principles and Management
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CCSA or Technology A & B at CMS
Students will complete an in depth study of what is necessary to own and manage a successful business and discover the importance of business in our global economy. Students will identify various career opportunities available in the business field. The class will also cover highlights on areas such as the Social and Ethical Environment of Business, Production and Marketing Management, Forms of Business Ownership and the Law, Financial Management, and Human Resources Management. This course meets the Consumer Education requirement for graduation.
CEO (Creating Entrepreneurial Opportunities)
Grade Level: 11, 12
Course Weight: Regular
Credits: 2.0
Prerequisite: Application Process
CEO is a year-long course designed to utilize partnerships that provide an overview of business development and processes. Our local business community partners with area schools to create project-based experiences for students by providing funding, expertise, meeting space, business tours and one-on-one mentoring. Students visit area businesses, learn from guest speakers, participate in a class business. Business concepts learned through the experiential CEO class are critical; the 21st skills of problem solving, teamwork, self-motivation, responsibility, higher-order thinking, communication and inquiry are at the heart of a student's development throughout the course. This course meets the requirement for consumer education.
CEO is a fixed course that meets 7:30am to 9am which may conflict with other course offerings (such as ROTC, SWIC dual credit courses). Students accepted into the CEO course are encouraged to meet with their counselor to review their potential schedule.
Computer Concepts & Software Applications (CCSA)
Grade Level: 9, 10
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Computer Concepts and Software Applications is a course designed to develop awareness and understanding of application software. Students will apply problem-solving skills to hands-on, real-life situations using a variety of software applications and technology, such as word processing, spreadsheets, presentation, and interactive software. Students will also complete a unit supporting Digital Literacy, which can be defined as the norms for appropriate responsible behavior with regard to technology use.
Dreamweaver
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: HTML
This course will introduce Adobe Dreamweaver and basic management of web pages, web authoring, image editing, and website management tools to give students a real-world prospective. Students will also provide support of the school's website.
BUSINESS _______________________________________________
HTML
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CCSA or Technology A & B at CMS
This course will teach students to create web pages using HTML. Students will create multimedia web pages with hyperlinks, tables, frames, and forms. They will be exposed to cascading style sheets, dynamic content, and layout.
Information Processing
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CCSA or Technology A & B at CMS
Information Processing is a SWIC Dual Credit semester course divided into two individual courses (1 quarter each) that covers the following skills:
(Qtr. 1) Microsoft Word is the software used from the Microsoft Office Suite of programs. Students will build upon skills introduced in the CCSA course. Students will be involved in various activities and simulations based on actual tasks completed in the classroom, in the "Business World," and in advanced word processing applications.
(Qtr. 2) Microsoft Excel is the spreadsheet software of the Microsoft Office Suite of programs. Students will build upon skills introduced in the CCSA course. Students implement hands on basics and build to cover: formulas, charts, advanced formats, using data lists, filtering and extracting data, analysis tools, PivotTables, Macros, Templates, Shared Workbooks, Data Maps, Outlines and Subtotals. Students also reaffirm skills using the Internet.
Introduction to Programming
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CCSA
This course is an introduction to computer programming and software development. Students will use a visual development environment and an object oriented programming language to learn fundamental programming concepts. Various predefined object types will be introduced and students will learn how to control object attributes and behaviors as they write event procedures containing variables, conditions, and loops. Note: File management skills recommended.
End of BUSINESS Section
CHOIR (PERFORMING ARTS) ________________________________
| | Grade | | Chorus Course Options |
|---|---|---|---|
| 9 | | Chorus-Bass (Men) | |
| | | Chorus-Show Choir | |
| | | Chorus - Treble (Women) | |
| | | Music Appreciation | |
| 10 | | Chorus-Bass (Men) | |
| | | Chorus - Show Choir | |
| | | Chorus - Treble (Women) | |
| | | Music Appreciation | |
| 11 | | Chorus Mixed | |
| | | Chorus - Show Choir | |
| | | Music Appreciation | |
| | | Music Theory | |
| 12 | | Chorus Mixed | |
| | | Chorus – Show Choir | |
| | | Music Appreciation | |
| | | Music Theory | |
*A Fine Arts fee of $20 applies for each semester course.
Chorus – Bass
Grade Level: Boys - 9, 10 and 11, 12 with permission from teacher
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None but recommend previous singing experience.
Chorus-Bass is a course designed for men who wish to be a part of a choral group. The course would provide training to prepare the students for the advanced level mixed choir, and it would provide a solid base of learning for the less experienced singer. This course is open to all men.
Chorus Mixed
Grade Level: Boys or Girls - 11, 12 with permission from teacher
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Previous experience in Bass or Treble Choir
Chorus-Mixed is for any student who desires to sing in a large choral ensemble. The class meets daily and concentrates on music reading skills, aural skills, sight-reading, Italian terminology, advanced rhythmic skills, proper breathing technique, correct vocal production, care of the human voice and posture. A wide variety of choral literature, spanning the musical time periods, will be presented. Students will represent CHS in public performances and learn to display positive character traits of poise, leadership and dependability. Students will be encouraged to participate in small ensembles and as soloists in performances in and outside the school setting. Auditioning for All-District and All-State choirs will be encouraged. Participation in solo/ensemble contest will also be valuable experiences.
CHOIR (PERFORMING ARTS) ________________________________
Chorus - Show Choir
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Previous singing experience in a choral group. Previous dancing experience is preferred, but not Audition and approval from teacher.
mandatory.
Chorus - Show Choir is a semester course designed for any 9 th -12 th grade student who has previously participated in a choral group and has an energetic willingness to perform. This performing group will be a high profile, competitive ensemble. This course is aimed at those students interested in continuing with singing with the added portion of dance and choreography.
This class will meet daily and concentrate on advanced rhythmic skills, proper breathing techniques used while dancing, correct vocal production, care of the human voice, and correct visual choreography. Jazz, Pop, R&B, and Broadway styles will be represented. Students will work together to present multiple voice and dance parts within this tight knit performing group. Students will be encouraged to participate in the fall musical (if not already doing so) and outside of the school setting as well.
Admittance to Show Choir will be based upon student audition and recommendation of the instructor only. There will be a small added cost for costuming.
A semester of Show Choir exempts a student from PE for a semester.
Chorus - Treble
Grade Level: Girls - 9, 10 and 11, 12 with permission from Teacher
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None but recommend previous singing experience.
Chorus – Treble is a course designed for women who wish to be a part of a choral group. The course will provide training to prepare the students for the advanced level mixed choir, while establishing a solid base of learning for the less experienced singer. This course is open to all women.
Music Appreciation
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Music Appreciation is a semester course designed for students who enjoy music and wish to explore the impact of music in their lives and in societies, past and present. Students will study music through recordings, films, media, and written material. This is not a performance-based class.
Music Theory
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Band and/or Choir Experience
Music Theory class is a semester course that will be offered to junior and senior students. The course will include instruction on the following music concepts: elements of music, rhythm, scale construction and key signatures, chord construction, and creating harmony. Admittance to the class will be based on instructor approval and student must be a member of the CHS band and/or choir. A student that has been studying privately on an instrument or voice may also be qualified based on instructor approval. This course is aimed at advanced music students who intend to pursue music as a degree in college.
CHS SERVICE CLASSES _____________________________________
Leadership 101
Grade Level: 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: 3.0 GPA or teacher approval
Highly effective and successful individuals have one thing in common – strong leadership skills. This class is designed to teach students leadership skills that will be important to their future regardless of their career goals. The course provides an opportunity to study, practice and develop group and individual leadership and organizational skills that are crucial for future success. These skills include, but are not limited to the following topics of areas: leadership roles, interpersonal relations, project planning, goal setting, civic responsibility, decision making, time management, organization, evaluation, team building, problem solving, meeting skills, service learning and communication.
Students enrolled in this course apply these skills in dealing with peers, school administration and their community. This course takes a hands-on, lab-oriented approach to leadership by involving students in participatory leadership through project planning and implementation.
Media Production (Yearbook)
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Application/Teacher Approval
The Production Publication course will provide the students opportunities for interdisciplinary work between English, Graphic Arts, and Business Education classes. Students will apply skills from these areas into practical production situations. Students will be given basic journalism instruction as a photographer, designer, and reporter. In addition, students must use their sales skills to market sponsor sales for the yearbook budget. Each student fulfills two work positions. This course must be taken both semesters. Prerequisites are instructor approval and application process in the spring. This course may be repeated for additional credit.
End of CHS SERVICE CLASSES Section
DRIVERS' EDUCATION, HEALTH, and PHYSICAL EDUCATION ________
| | | | | Drivers’ Education, Health and |
|---|---|---|---|---|
| | Grade | | Physical Education Course Options | |
| 9 | | Drivers’ Education | | |
| | | Physical Education | | |
| | | *Weight Training | | |
| 10 | | Drivers’ Education | | |
| | | Health Education | | |
| | | Physical Education | | |
| | | *Weight Training | | |
| 11 | | Drivers’ Education | | |
| | | Physical Education | | |
| | | *Weight Training | | |
| 12 | | Drivers’ Education | | |
| | | Physical Education | | |
| | | *Weight Training | | |
*A fee of $5 per semester applies for each semester of Weight Training
Drivers' Education
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester (Now counts towards GPA starting with Class of 2021 )
Prerequisite: Social Security Number & Age
The purpose of the drivers' education course is to teach tomorrow's drivers the proper attitudes, responsibilities, and skills necessary for safe driving on our nation's streets and highways. The course consists of state mandated 30 hours of class work, six hours of driving, and six hours of observation time.
In the classroom phase, Illinois rules and regulations are taught. Students learn to be courteous and to cooperate with other drivers. Developing the ability to think quickly and accurately is another important aspect of the classroom phase. Physical skills needed for safe driving are discussed and emphasized. This phase consists of one quarter of classroom instruction and one quarter of a study hall.
In the driving phase, all information learned in the classroom is used to teach students the safe operation of a motor vehicle.
All students need a social security card prior to enrolling in driver education class. Students must pass at least eight courses in the previous-two semesters to qualify for the course. Students are required to pass the classroom phase before they will be permitted to complete the driving phase. Students must pay a Drivers' Education course fee of $100 prior to beginning the driving phase of the class.
There is also a $20 fee that is payable to the State of Illinois (collected by the teacher after class begins).
Please note: Enrollment priority is given to students based on age. Per state guidelines, students must be 15 years of age to enroll in the Drivers' Education course.
DRIVERS' EDUCATION, HEALTH, and PHYSICAL EDUCATION ________
Health Education
Course Weight: Regular
Grade Level: 10
Credits: 0.5 per semester
Prerequisite: None
This is a semester course designed to help students understand health information and to develop lifestyles to achieve their highest quality of life. This course includes a variety of learning experiences to acquaint the student with the major concepts of health as they apply to physical, mental, emotional, and social aspects of living. This course is required for a high school diploma.
Physical Education
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Physical Education is a state-required course, which meets five days a week. The main purpose of physical education is to promote lifetime skills and to help students physically, mentally, socially, and emotionally. Not only are physical ability and skills stressed, but also sportsmanship, attitude and courtesy are emphasized.
Each class is allowed five minutes for dressing at the beginning and end of each period. All students are required to dress in a CHS uniform and to participate each day the class meets. Anyone not meeting these minimum requirements either gets a no dress (N.D.) or no participation (N.P.). These daily grade indicators are recorded in the record book.
Activities in physical education at Columbia High
School include team and individual activities as well as fitness. Some activities the students will be participating in will require a fee to be paid to cover participation and transportation costs. Failure to participate as required in any of these activities will result in an incomplete grade.
Physical Education – Weight Training
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Teacher Permission
This class is offered for CHS athletes and includes advanced weight training, plyometrics, and speed training activities. Permission from a school coach and/or instructor is needed in order to sign up for this specialized course. Freshmen enrollment is based on availability.
End of DRIVERS' EDUCATION, HEALTH, and PHYSICAL EDUCATION Section
ENGLISH/LANGUAGE ARTS __________________________________
| | Grade | | English Course Options |
|---|---|---|---|
| 9 | | | |
| 10 | | | |
| 11 | | English/Language Arts III | |
| | | English/Language Arts III-Honors | |
| | | AP English Language & Composition | |
| | | English/Language Arts IV | |
| | | English/Language Arts IV - Honors | |
| | | AP English Literature and Composition | |
Please see course prerequisites to determine additional paths.
ENGLISH/LANGUAGE ARTS __________________________________
AP English Language and Composition
Grade Level: 11
Course Weight: AP
Credits: 1 per year
Prerequisite: Earn an A- (90%) or better in English/Language Arts II - Honors or teacher approval.
Students in this introductory college-level course read and carefully analyze a broad and challenging range of nonfiction prose selections, deepening their awareness of rhetoric and how language works. Through close reading and frequent writing, students develop their ability to work with language and text with greater awareness of purpose and strategy, while strengthening their own composing abilities. Course readings feature expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. Students examine and work with essays, letters, speeches, images, and imaginative literature. Summer reading and writing are required. Students prepare for the AP English Language and Composition Exam and may be granted advanced placement, college credit, or both as a result of satisfactory performance.
Central course textbooks include 50 Essays , Everything's an Argument, The Language of Composition, Thank You for Arguing, and They Say, I Say. Narrative nonfiction includes In Cold Blood and The Other Wes Moore, with selections from Into the Wild and The Glass Castle .
As this is a college-level course, performance expectations are appropriately high, and the workload is challenging. Students will complete summer work, reading multiple essays, narrative nonfiction, and writing an argument. Failure to complete summer work will result in removal from the course. Students are expected to commit to a minimum of five hours of coursework per week outside of class. Often, this work involves long-term writing and reading assignments, so effective time management is important. Because of the demanding curriculum, students must bring to the course sufficient command of mechanical conventions and an ability to read and discuss prose.
AP English Literature and Composition
Grade Level: 12
Course Weight: AP
Credits: 1 per year
Prerequisite: Earn a B (83%) or better in AP English Language and Composition
AP English Literature and Composition engages students in the careful reading and critical analysis of imaginative literature, and is designed to meet the advanced placement content required by the College Board. Students will read multiple poems, short stories, novels, and plays from various genres that are considered of "literary merit". As Advanced Placement English Literature and Composition is a college-level course, many of the reading selections contain content for adult readers, and students are expected to engage in mature, intellectual discourse when addressing such texts. Students must obtain several novel/play titles as a requirement for this course.
The course will be as rigorous as a college class in content, homework load, and pace of instruction. Special emphasis will be on advanced writing techniques pertaining to the analysis of fiction. Writing assignments are rigorous, challenging, and frequent. Most writing assignments are modeled after the format of the AP English Literature and Composition exam.
A majority of this course is designed to prepare students for the AP Exam. Students wishing to attempt to earn college credit may pay a fee for the AP test. A student who earns a score of 3 or above on the exam will be granted college credit at most colleges and universities.
Summer reading and writing requirements will be assigned prior to the start of the school year. Failure to complete these summer assignments will result in removal from the course.
ENGLISH/LANGUAGE ARTS __________________________________
English/Language Arts I
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
Grammar and usage, sentence structure, and paragraph development are stressed. Composition skills are enhanced as students move to a higher plane of expression, which includes multi-paragraph papers. Spelling, vocabulary, study skills, and library skills will be integrated as well. Students will read and analyze selections of literature including two novels, assorted short stories, nonfiction articles, and poetry. The research process utilizing databases will be introduced. Students may be asked to obtain a novel or text for annotation purposes.
English/Language Arts I - Honors
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: earn A's (93% or higher) in middle school English and Reading classes, and/or earn teacher approval.
Grammar and usage, sentence structure, and paragraph development are stressed. This honors course covers composition, grammar, spelling, vocabulary, research, and literature (short story, essay, poetry, novel, and drama). Students may be asked to obtain a novel or text for annotation purposes. Standards of evaluation are elevated when compared to English I. Students must maintain an A or B average each semester to ensure a spot in Honors English II.
English/Language Arts II
Grade Level: 10
Course Weight: Regular
Credits: 1 per year
Prerequisite: English/Language Arts I
Students will read a selection of literature including short stories (both fiction and nonfiction), poetry, novel, essays, drama, and research skills. These selections will serve as models of good writing and as subjects for the students' own writing exercises. Students will conduct research and write research papers using the research database and print sources. Grammar, sentence structure, and paragraph development will be systematically reviewed throughout the course. Spelling and vocabulary will be integrated. Composition skills will be reinforced with a strong emphasis on clarity, self-evaluation, and revision. Students may be asked to obtain a novel or text for annotation purposes.
English/Language Arts II – Honors
Grade Level: 10
Course Weight: Honors
Credits: 1 per year
Prerequisite: Earn a B or better (83% or higher) in English/Language Arts I - Honors or teacher approval, or earn an A (93 or higher) in regular English I with teacher recommendation.
This honors course covers all the same areas as the regular English/Language Arts II class - literature (short story, poetry, the novel, essay, and drama), grammar, sentence structure, paragraph development, and spelling, vocabulary, and library skills). The course of study, however, is more stringent. Material is often covered at a faster pace and more in depth. Students must maintain an A or B average each semester to ensure a spot in an honors class next year. Students may be asked to obtain a novel or text for annotation purposes.
ENGLISH/LANGUAGE ARTS __________________________________
English/Language Arts III
Grade Level: 11
Course Weight: Regular
Credits: 1 per year
Prerequisite: English/Language Arts II
English/Language Arts III is divided into two semesters. Students will read selections of American literature including works of fiction, poetry, and nonfiction. The literature will serve as both a good model and subject for student writing. During second semester, all students are required to successfully complete the semester of English/Language Arts III Term Paper to meet the graduation credit requirement. Composition skills will be stressed throughout the year emphasizing the writing process and the importance of clarity, precision, and revision. Grammar studies and vocabulary will be integrated to both increase the student's knowledge of his language and improve his command of English. Students may be asked to obtain a novel or text for annotation purposes.
English/Language Arts III – Honors
Grade Level: 11
Course Weight: Honors
Credits: 1 per year
Prerequisite: Earn a B (83%) or better in English/Language Arts II-Honors or teacher approval or, earn an B+ (87%) in regular English II with teacher recommendation.
SLU
Students will read selections of American literature including works of fiction, poetry, drama and nonfiction. The literature will serve as both a good model and subject for student writing. Composition skills will be stressed throughout the year emphasizing the writing process and the importance of clarity, precision, and revision. Vocabulary for the college bound student will be integrated to both increase the student's knowledge of his language and improve the command of English. Successful completion of a research paper is a class and CHS graduation requirement. Writing essays for college applications and entering essay contests will also be included. One speaking requirement will occur each semester. Students may receive SLU credit for this course if fees are paid and grades are maintained per the 1818 program. In addition, students will need to successfully complete additional Blackboard assignments for a SLU instructor. Students may be asked to obtain a novel or text for annotation purposes.
English Language Arts IV
Grade Level: 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: English/Language Arts III
The purpose of this course is to prepare students for the rigor of college and/or the workforce. Students apply reading strategies to use in reading nonfiction and fiction. In addition, students will write critically in response to what they have read and cite sources when necessary. Creative, autobiographical pieces will offer students the opportunity to write for a different purpose and audience. Multiple speaking requirements will occur each semester. Current technology will be used to enhance the reading and writing experience. Students will read several books throughout the year. Students may be asked to obtain a novel or text for annotation purposes.
English Language Arts IV – Honors
Grade Level: 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: Earn a B (83%) or better in English/Language Arts III – Honors or teacher approval, or earn a B+ (87%) in regular English III with teacher recommendation
The purpose of this course is to prepare students for the rigor of college. Students apply reading strategies to use in reading nonfiction and fiction. In addition, students will write critically in response to what they have read and cite sources when necessary. Multiple speaking requirements will occur each semester. Current technology will be used to enhance the reading and writing experience. To receive SLU credit, students must pay the course fees and complete additional Blackboard assignments for a SLU instructor. Students will read several books throughout the year and may be asked to obtain a novel or text for annotation purposes.
End of ENGLISH/LANGUAGE ARTS Section
FAMILY and CONSUMER SCIENCE _____________________________
| | | Grade | | | Family and Consumer Science Course Options |
|---|---|---|---|---|---|
| | 9 | | | Introduction to Sewing | |
| 10 | | | Advanced Sewing Child Development and Parenting Foods and Nutrition Introduction to Sewing | | |
| | | | | Child Development and Parenting | |
| | | | | Foods and Nutrition | |
| | | | | Introduction to Sewing | |
| 11 | | | | Advanced Sewing | |
| | | | | Adult Living | |
| | | | | Child Development and Parenting | |
| | | | | Interior Design | |
| | | | | Introduction to Sewing | |
| | | | | Nutrition and Culinary Arts | |
| | | | | Advanced Culinary | |
| | | | | Advanced Sewing | |
| | | | | Adult Living | |
| | | | | Child Development and Parenting | |
| | | | | Interior Design | |
| | | | | Introduction to Sewing | |
| | | | | Nutrition and Culinary Arts | |
**A Vocational Education fee of $20 applies for each semester course. Consumable projects by a student may require an additional expense.
Adult Living
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Learning experiences will be provided which emphasize the knowledge, skills and attitudes of interpersonal relationships to assist individuals in preparing for their responsibilities in achieving their personal goals through their multiple roles in the home, community, and place of employment. Consumer principles are stressed in relationship to adult life.
Advanced Culinary
Grade Level: 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Grade of A in Nutrition and Culinary Arts and Teacher Approval
This is an advanced course focusing on food service and sanitation. Students will spend time examining the food service industry, and common practices used in the professional kitchen. Lab components will be completed using culinary applications and techniques. Students will also be introduced to a variety of international and regional cuisine. Students will also participate in a variety of competitive cooking challenges including the annual Platinum Chef Team challenge. Student attendance, behavior, grades, and skill level will be considered when selecting the Platinum Chef team. Students will periodically be required to bring in groceries for personal use.
FAMILY and CONSUMER SCIENCE _____________________________
Advanced Sewing
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Introduction to Sewing & Teacher Approval
This course is designed to assist students in better understanding of fabrics, textiles, and garment construction. Throughout the semester, students will construct 5 advanced clothing garments of their choice. Students will also spend time examining various fabrics while gaining an understanding of cost, durability, and care. Students must take Introduction to Sewing before enrolling in the course. Students will also be financially responsible for their own project materials. Be advised, that some work will be done outside of class.
Child Development and Parenting
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course emphasizes learning experiences, which help students gain knowledge and understanding of the intellectual, physical, social, and emotional development of children from conception through adolescence. The course content will center around the following areas: managing and organizing child development by applying decision-making and goal-setting skills; promoting child development by applying physical, social, intellectual, and emotional development principles; practicing health and safety standards for children; providing developmental experiences to enhance a child's growth and maturation; encouraging human relation skills in children; and evaluating family and career changes in relation to impact on children. Information related to careers in childcare is incorporated throughout the course.
Foods and Nutrition
Grade Level: 10
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course is designed to present subject matter about food preparation, nutrition principles and explore possible careers in the field of foods and nutrition. Learning experiences assist students in developing life skills. Students will periodically be required to bring in groceries for personal use. Students will also be required to complete cooking experiences at home if they are absent from class.
Interior Design
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Educational classroom and laboratory experiences are designed to provide students with an introduction to the basic knowledge and skills of the housing and furnishings field and for the management of the living environment to meet the needs of the occupants. Student learning experiences are related to the selection and care of housing, furnishings, equipment, and accessories so as to satisfactorily meet environmental and energy needs. Emphasis will be placed on color schemes, housing styles, and principles of design. Students will complete a design portfolio for the conclusion of the course.
FAMILY and CONSUMER SCIENCE ____________________________
Introduction to Sewing
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course is designed to introduce students to basic clothing construction, use of the sewing machine, and simple mending. Students will complete 5 individual projects which they will keep. Students will be financially responsible for their own project materials. This course is a prerequisite for the advanced clothing and sewing course.
Nutrition and Culinary Arts
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course is designed to introduce students to sanitation in the kitchen, measuring, and food presentation. The study, planning, preparation and serving of vegetables, meats, salads, quick meals, special diets, and special occasion meals will provide opportunities to develop lifelong skills. Students will periodically be required to bring in groceries for personal use. Students will also be required to complete cooking experiences at home if they are absent from class.
End of FAMILY and CONSUMER SCIENCE Section
FOREIGN LANGUAGE – GERMA
N_______________________________
| | Grade | | German Course Options |
|---|---|---|---|
| 9 | | German I | |
| | | German II | |
| 10 | | German I | |
| | | German II | |
| | | German III - Honors | |
| 11 | | German I | |
| | | German II | |
| | | German III - Honors | |
| | | German IV - Honors | |
German I
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
The purpose of this course is to develop an understanding of the spoken language, good conversational pronunciation, and the reading of written German. Topics include: friends, the family, giving and understanding directions, telling time, meals, leisure time activities, talking on the telephone, winter events, simple purchases, and parties. Grammar is introduced at an appropriate pace through notes and context. Films and recordings in Germany help in the learning of German culture. All lessons and activities are aligned to the ACTFL National Language Learning Standards. Purchase of a workbook will be required.
German II
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: German I or German A & B at the middle school
This course is open to students who have completed German I or A & B at the middle school. The course begins with a brief review of German I. The purposes of the course are similar to those of the first year course with the addition of more writing, reading, listening, and speaking in German on the part of the students and the introduction of guided themes in German. Content in German.
Content includes the study of basic German geography and history in the second semester. Formal grammar study is further covered through notes and context during the year. All lesson and activities are aligned to the ACTFL National Language Learning Standards. Purchase of a workbook will be required.
FOREIGN LANGUAGE – GERMA
German III - Honors
Grade Level: 10, 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: German II
N_______________________________
The German III course introduces students to German literature. Students will practice their language skills on a daily basis, including speaking, writing, reading and listening. In addition, the course is a continuation of German II, delving into more complex grammatical constructions (dative case, perfect tense, adjective endings, and clauses), adding more conversation and listening activities. All lesson and activities are aligned to the ACTFL National Language Learning Standards.
Purchase of a workbook will be required.
German IV - Honors
Grade Level: 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: German III Honors
The German IV course combines grammar and authentic content through the use of the textbook Aspekte neu . The emphasis of the course is original student production through daily and weekly writings and speaking. Grammatical concepts include all four cases, all tenses, passive constructions, relative pronouns, and use of the subjunctive. Many of the themes of the AP German Exam are introduced at this level as well.
*This course also prepares students for the Seal of
Biliteracy initiative.
AP German Language and Culture
Grade Level: 12
Course Weight: Regular
- AP Weight will begin with class of 2020
Credits: 1 per year
Prerequisite: 90% or higher grade in German IV-Honors AND Teacher Approval
The class will be conducted in German and the students will be required to only speak in German. New grammar will be introduced, but most of the emphasis will be placed on conversations, readings, and writings. The goal is continued development of their speaking and listening abilities while also studying German culture, history, geography, lifestyle and literature through various multimedia resources. This course is designed to meet the advanced placement content required by the College Board and parents must sign off on this.
*This course also prepares students for the Seal of
Biliteracy initiative.
End of FOREIGN LANGUAGE - GERMAN Section
FOREIGN LANGUAGE – SPANISH______________________________
| | Grade | | Spanish Course Options |
|---|---|---|---|
| 9 | | Spanish I | |
| | | Spanish II | |
| 10 | | Spanish I | |
| | | Spanish II | |
| | | Spanish III | |
| | | Spanish III - Honors | |
| 11 | | Spanish I | |
| | | Spanish II | |
| | | Spanish III | |
| | | Spanish III - Honors | |
| | | Spanish IV - Honors | |
| 12 | | Spanish I | |
| | | Spanish II | |
| | | Spanish III | |
| | | Spanish III - Honors | |
| | | Spanish IV - Honors | |
| | | AP Spanish Language and Culture | |
Spanish I
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Recommendation from prior Reading and/or English teacher.
Introductory course taught with the Comprehensible Input (CI) method. Emphasis placed on high frequency vocabulary delivered through a variety of methods to reach multiple learning styles. Grammar concepts are taught contextually and as individual vocabulary words. Speaking is encouraged but not emphasized. Student's main responsibility in class is listening to teacher's delivery and repetition of vocabulary via class conversations, stories, questions and music. Basic knowledge of English language and grammar as well as grade level reading skills are required for success in Spanish I.
Spanish II
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Spanish I or CMS Spanish A & B
This course is open to students who have completed Spanish I or CMS Spanish A and B. The instructor continues the delivery of high-frequency vocabulary using the CI (Comprehensive Input) method. Students acquire vocabulary and familiarity of grammatical concepts through listening and reading in Spanish. The bulk of the class is taught in Spanish.
Student production of the target language is encouraged and develops at an individualized pace. Students' main responsibility is listening to teacher delivery of vocabulary repetitions via classroom conversations, stories, music and reading.
FOREIGN LANGUAGE – SPANISH______________________________
Spanish III
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Spanish II
Spanish III is offered to those students wishing to choose a Spanish course not offered for college credit and finish their study of Spanish with this course. Spanish III is designed to meet the needs of students who are hoping to fulfill a common college requirement of two years of high school Spanish. Spanish A and B at Columbia Middle School are not counted toward this two-year requirement. The focus of the class will be reading and listening to materials to help increase active vocabulary and refine communication skills. Speaking and writing will focus on communication skills rather than advanced grammatical structures. Students will refine their speaking skills by communicating in the target language.
Alternatively, if students are successful in Spanish III, they can choose to continue studying Spanish by taking Spanish III – Honors. Instructor approval and a grade of 83% or higher on semester exam or for semester.
Spanish III - Honors
Grade Level: 10, 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: A grade of B (83%) or higher (on semester exam OR for semester) in Spanish II and teacher
approval
SLU
As an honors course offered for college credit, students will begin this course with using authentic materials and will need mastery of concepts previously taught. During this course, Students will learn to comprehend and produce Spanish at increasingly complex levels by being immersed in comprehensible input Spanish by instructor, listening to Spanish language songs and reading authentic passages. Students will be introduced to advanced grammatical structures and see their use in everyday Spanish. Students will listen to different accents and dialects among Spanish speakers through work with authentic songs, podcasts, interviews, and written materials. They will also refine their speaking skills by communicating in the target language unless otherwise determined by the instructor. Spanish III - Honors is offered for three hours of Saint Louis University credit for students who qualify for the program.
*Eligible students may receive SLU credit for this course if fees are paid and grades are maintained per the 1818 program. Registration is for second semester only and is offered for three credit hours as SLU Spanish 1010.
Spanish IV - Honors
Grade Level: 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: Spanish III - Honors and teacher approval
This course is a literature based class that explores Spanish language short stories, drama and poetry while incorporating multimedia resources such as music, art, podcasts, video, and newspaper articles in order to make connections and comparisons. Class is taught entirely in Spanish and students are required to participate in Spanish daily in large and small group discussions. Students will practice the skills needed to decipher written or spoken messages at or above their comprehension level using knowledge gained and context. Activities will also include research and group projects. This course includes Comprehensive Input.
*Eligible students may receive SLU credit for this course if fees are paid and grades are maintained per the 1818 program. Registration is for both semesters for a total of six credit hours as SLU Spanish 1020 and Spanish 2010. **This course also prepares students for the Seal of Biliteracy initiative.
FOREIGN LANGUAGE – SPANISH_______________________________
AP Spanish Language and Culture
Grade Level: 12
Course Weight: Regular
- AP weight will begin with the class of 2020
Credits: 1 per year
Prerequisite: Spanish IV - Honors and teacher approval
AP
This class will be conducted in Spanish, and students will be required to speak in Spanish. New grammar will be introduced, but most of the emphasis will be placed on conversations, reading and writings. The goal is continued development of their speaking and listening abilities while also studying six AP Language and Culture themes of Families and Communities, Global Challenges, Science and Technology, Beauty and Aesthetics, Contemporary Life, and Personal and Public Identities through various multimedia resources. This course is designed to meet the advanced placement content required by the College Board. Students may receive college credit for this course if students pay a fee for the AP test and the university accepts the student's score, depending on that university's requirements. Students are responsible for paying the fees associated with the test. The AP test is optional, but encouraged.
*This course also prepares students for the Seal of Biliteracy initiative.
End of FOREIGN LANGUAGE – SPANISH Section
INDUSTRIAL TECHNOLOGY ____________________________________
| Grade | Industrial Technology Course Options | |
|---|---|---|
| 9 | | CAD Communications |
| | | Production Technology |
| 10 | Architectural Drafting CAD Communications Carpentry Mechanical Drafting Production Technology Welding Technology I Welding Technology II | |
| 11 | Architectural Drafting CAD Communications Carpentry Construction Trades I Introduction to CNC Machining Mechanical Drafting Production Technology Welding Technology I Welding Technology II | |
| 12 | Architectural Drafting Carpentry CAD Communications Construction Trades I & II Introduction to CNC Machining Mechanical Drafting Production Technology Welding Technology I Welding Technology II | |
*A Vocational Education fee of $20 applies for each semester course. Consumable projects by students may require an additional expense.
INDUSTRIAL TECHNOLOGY FLOW CHART
CAD Communications*
Production Technology
Architectural
Drafting
Mechanical
Drafting
Welding
Technology I
Carpentry
Introduction to
CNC Machining
Welding
Technology II
Construction
Trades I
*To take Construction Trades I, a student must also take CAD Communications* in addition to Production Technology, Carpentry and Welding T e c h nology I
Construction
Trades II
INDUSTRIAL TECHNOLOGY ___________________________________
Architectural Drafting
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CAD Communications
SWIC
Students will be introduced to various ways of constructing a residential house. Students will complete a full set of house plans which include the following: framing plans, foundation plans, electrical plans, plot plans, landscape plans, heating and cooling plans, and plumbing plans. Students are also required to draw elevation views, detail views, and door and window schedules.
CAD Communications
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Students will explore and design different ways of communicating with the AutoCAD program. Students will design various types of drawings that include the following: symmetrical, auxiliary, orthographic, oblique, isometric, sectional and assembly drawings.
Carpentry
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Production Technology
Students will learn how to organize and reproduce a finished product in the wood shop. Students will design jigs and fixtures necessary to mass-produce a product. Individual projects help students understand five major areas of manufacturing: designing and engineering products, developing production systems, manufacturing products, marketing products, and performing financial activities. There will be additional costs for materials to build projects. The cost varies from year to year depending on project.
Construction Trades I
Grade Level: 11, 12
Course Weight: Regular
Credits: 2 per year
Prerequisite: Carpentry, CAD Communications and Welding Technology I
This course provides experiences related to the erection, installation, and maintenance of residential buildings and related topics. Planned learning activities will allow students to become knowledgeable of fundamental principles and methods of blueprint reading, carpentry, masonry, roofing, cabinet making, landscaping, welding, and finish work. Instruction includes safety principles and practices, machine skills, portable power tool skills, and building concepts and procedures. Students' technical skill experiences include instruction and activities in safety principles and practices. Areas covered in theory and practical application is residential wiring, structure framing and building trades principles and practices, residential finishing procedures, and advanced building and construction methods and codes. Cost of additional materials includes: a tape measure and safety glasses.
(SWIC credit only given for Constructions Trades I.)
INDUSTRIAL TECHNOLOGY ___________________________________
Construction Trades II
Grade Level: 12
Course Weight: Regular
Credits: 2 per year
Prerequisite: Construction Trades I
This course provides additional experiences to further develop and build upon experiences learned in Construction Trades I. This includes experiences related to the erection, installation, and maintenance of residential buildings and related topics. Planned learning activities will allow students to become knowledgeable of fundamental principles and methods of blueprint reading, carpentry, masonry, roofing, cabinetmaking, landscaping, welding, and finish work. Instruction includes safety principles and practices, machine skills, portable power tool skills, and building concepts and procedures. Students' technical skill experiences include instruction and activities in safety principles and practices. Areas covered in theory and practical application is residential wiring, structure framing and building trades principles and practices, residential finishing procedures, and advanced building and construction methods and codes. Cost of additional materials includes: a tape measure and safety glasses.
Introduction to CNC Machining
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per semester
Prerequisite: Mechanical Drafting & Production
Technology
This course starts with students learning all safety aspects when operating a Computerized Numerical Control (CNC) machine. Students will learn how to read common measuring instruments used in the machining industry as well as how to calculate cutting tool feeds and speeds. The course then establishes an understanding of the positioning system used with CNC equipment as well as how to jog the machine tools and general operating procedures. The course will provide experience in setting work offsets, tool length offsets, and manipulation of the Tormach CNC control. Equipment used for the course will include Tormach 3-axis vertical milling centers and MasterCAM. Students will gain a full understanding of set-up and experience running a short production run on each type of equipment.
Mechanical Drafting
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: CAD Communications
Students will be introduced to various ways of designing objects in 3-D CAD. Students will learn the different ways of using 3-D surface models and 3-D solid models. Students will be able to design mechanical parts by using the 3-D program. Students are required to design their own 3-D project by the end of the course.
Production Technology
Grade Level: 9, 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Production Technology is an introductory course to woodworking and construction technology. Students learn how to use a variety of tools (Ex: table saw, miter saw, band saw, etc.) safely and properly, along with construction techniques and processes. Students will follow a multi-step process (building a small cabinet/table) to complete the project developing troubleshooting and analytic skills during the semester.
INDUSTRIAL TECHNOLOGY ___________________________________
Welding Technology I
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Production Technology
Students will follow a multi-step procedure on completing a project, analyzing and troubleshooting during the production. Students will design jigs and fixtures necessary to complete a project. Projects helps students understand five major areas of manufacturing: designing and engineering products, developing production systems, manufacturing products, marketing products, and performing financial activities. Additional material costs include: metal, safety glasses, and welding gloves.
Welding Technology II
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: Welding Technology I
This course is a continuation of the Precision Metal Production I class and is geared toward the more advanced student. Students will develop skills in flat position welding and out-of-position welding. These welds include: overhead welding, vertical up welding, vertical down welding, horizontal welding, and flat position welding. Students design and build various projects in this course. Cost of additional materials to include: safety glasses and welding gloves.
End of INDUSTRIAL TECHNOLOGY Section
MATHEMATICS ____________________________________________
* Algebra II & Geometry may be taken together in same year if student earned a 90% or better in Algebra I.
| | Grade | | | Math Course Options |
|---|---|---|---|---|
| 9 | | | Algebra I - Informal | |
| | | | Algebra I | |
| 10 | | | * Algebra II May take together in same year | |
| | | | * Geometry | |
| | | | Geometry - Informal | |
| 11 | | | Algebra II - Informal | |
| | | | Algebra II | |
| | | | Algebra III | |
| | | | Geometry - Informal | |
| | | | Trigonometry/Pre-Calculus | |
| | | | Probability & Statistics | |
| 12 | | Algebra II - Informal Algebra III AP Calculus AB Trigonometry/Pre-Calculus Probability & Statistics | | |
MATHEMATICS ____________________________________________
Algebra I - Informal
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: A grade of C- (72%) or below in Math 8 and/or teacher recommendation.
This course covers much of the same material as listed in Algebra 1 but at a less rigorous pace. There is more emphasis placed on extra practice and basic skills.
Algebra I
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
Algebra is the basis for all higher mathematics; it provides the skills which are necessary for the study of advanced mathematics. Algebra I is essential for all college-bound students. The course will cover the exploration of several models of mathematical functions through real-life applications using TI 84 graphing calculator, equations and their applications, inequalities and absolute values, functions and their applications, systems of equations and inequalities with applications, polynomials and factoring, quadratic functions, and introduction to statistics.
Algebra II - Informal
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Geometry/Informal Geometry
Informal Algebra II is designed to review and strengthen Algebra I skills. In the course, students will review the fundamental processes used in solving and graphing the various types of equations and inequalities. It will also introduce more advanced algebraic concepts that include matrices, determinants, powers, roots, radicals. Also studied are quadratic, polynomial, exponential, logarithmic and rational functions. Students will study these by the use of terminology, exploration, activities, and practical applications.
*Algebra II
Grade Level: 10, 11
Course Weight: Regular
Credits: 1 per year
Prerequisite: A grade of C (73%) or better in Geometry & Algebra I.
*If doubling up with Geometry, requires a 90% or better in Algebra I with teacher recommendation.
Algebra II is designed for students with strong mathematical abilities and background. It will serve as preparation for Calculus and will be beneficial for those who will pursue a career in a math related field. The course focuses on the following topics: equations and inequalities, polynomial and rational functions and relations, radical functions, operations of polynomials, exponential and logarithmic functions and relations, sequences and series, rational functions, conic sections, nature of graphs, and basic Trigonometry concepts.
Algebra III
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Algebra II or Algebra II- Informal
Algebra III builds on the concepts introduced in Algebra II. More advanced topics will be introduced to help the student investigate, interpret, and make decisions. The overall course includes material that focuses on: linear relations and functions, systems of equations and inequalities, polynomial and rational functions, conic sections, matrices and determinants, exponential and logarithmic functions, and sequences and probability as time permits.
MATHEMATICS ____________________________________________
AP Calculus AB
Grade Level: 12
Course Weight: AP
Credits: 1 per year
Prerequisite: A grade of B (83%) or higher in Trigonometry/Pre-Calculus and/or teacher recommendation
AP Calculus AB is the mathematics of motion and change. Elementary functions; differentiation and integration from geometric, numeric, and symbolic
Viewpoints; limits, continuity; and applications will be covered. The pace and depth on instruction, content, and homework load will be as rigorous as a college course. Parents and students must sign off to acknowledge this. Students will be expected to utilize a TI 84 graphing calculator. Additionally, students will be required to use the internet as a resource for learning. Students can take the course as an AP class and earn weighted credit from the school without taking the AP exam. However, the AP exam is required if they wish to potentially receive the AP credit for college credit. An additional fee and registration will be required for the AP exam if they wish to take the test to gain college credit.
A student planning to take the course for SLU 1818 college credit will enroll for the 4 credit hours during the spring although they take the course for the full two semesters. Currently, there is an additional registration and $65 per credit hour fee for this course.
Geometry - Informal
Grade Level: 10, 11
Weight: Regular
Credits: 1 per year
Prerequisite: Algebra I or Informal Algebra I
Informal Geometry is the study of informal geometric concepts with emphasis on angles and segments, parallel and perpendicular lines, triangles, quadrilaterals, circles, area, surface area, and volume. Students will study these by the use of terminology, exploration, activities, and practical applications.
*Geometry
Grade Level: 10
Course Weight: Regular
Credits: 1 per year
Prerequisite: A grade of C (73%) or higher in Algebra I.
*If doubling up with Algebra II, requires a 90% or better in Algebra I with teacher recommendation.
One of the primary goals of Geometry is the development of logical reasoning as demonstrated by geometric proofs. Problem solving skills are enhanced through studying relationships in a plane. Geometry extends the same topics studied in Informal Geometry with more rigor and depth. Geometry is essential for college-bound students.
Trigonometry/Pre-Calculus
Grade Level: 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: A grade of C (73%) or higher in Algebra II
Trigonometry is the study of triangle measurement. Included in this one semester of study are circular functions, trigonometric functions, graphs and inverses of trig functions, applications of trig functions, polar coordinates, and vectors. Pre-Calculus is a one semester course taken after Trigonometry. Pre-Calculus topics include linear relations and functions, polynomial functions, the nature of graphs, exponential and logarithmic functions, matrices, and an introduction to limits and derivatives.
MATHEMATICS ____________________________________________
Probability & Statistics
Grade Level: 11, 12
Course Weight: Honors
SWIC
Credits: 1 per year
Prerequisite: Student must earn a grade of a C (73%) or higher in Algebra II or Trigonometry/Pre-Calculus and/or Teacher recommendation. Students are also required to score a 22 on both the ACT Math and English tests or pass the Accuplacer test provided by SWIC at a sufficient level.
This course will cover the organization, presentation, and description of quantitative data, graphical and numerical methods, probability and probability distributions, and sampling and statistical inferences. It will also include interval estimation and hypothesis testing. Students will learn to use a statistical package and/or utilize their graphing utility to analyze data.
This is a 4 credit hour dual credit course with Southwesters Illinois College. The pace and depth of instruction, content, and homework load will be as rigorous as a college course. Parents and students must sign off to acknowledge this. Students will be required to complete assignments using the online MyStatLab program. Students will be required to purchase the MyStatLab program to participate in the class. If students achieve a score of 22 on both the Math and English ACT subtests, they will be automatically eligible to earn SWIC credit for this course.
End of MATHEMATICS Section
SCIENCE _________________________________________________
| | Grade | | Science Course Options |
|---|---|---|---|
| 9 | | Biology | |
| | | Biology – Honors | |
| 10 | | Chemistry | |
| | | Chemistry - Honors | |
| | | Physical Science | |
| 11 | | Anatomy & Physiology | |
| | | AP Chemistry | |
| | | Biology II - Honors | |
| | | Chemistry | |
| | | Physical Science | |
| | | Physics - Honors | |
| 12 | | Anatomy & Physiology | |
| | | AP Chemistry | |
| | | Biology II - Honors | |
| | | Physics - Honors | |
* Please see Agricultural Science section for additional courses.
These are the typical paths taken by students. Please see course prerequisites to determine additional paths.
SCIENCE _________________________________________________
Science Flow Chart
Pathway I
Pathway II
Biology
Biology I -
Honors
Chemistry
Physical
Science
Chemistry -
Honors
Anatomy &
Physiology
Chemistry
AP Chemistry
Physics -
Honors
Anatomy &
Physiology
Biology II -
Honors
Physics -
Honors
*A student can take Chemistry after Physical Science their junior year.
**A student can take any of the 11-12 science courses during their junior or senior year, as long as they meet the class prerequisites.
Anatomy & Physiology
Grade Level: 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Earna C (73%) or better in Chemistry
This course is a study of the systems of the human body. Anatomical studies and physiological experiments are conducted in the lab with the aid of dissections. A relationship of biochemistry is also introduced.
AP Chemistry
Grade Level: 11, 12
Course Weight: AP
Credits: 1 per year
Prerequisite: B (83%) or higher in Honors Chemistry and teacher approval OR must have an A (93%) or higher in Chemistry and teacher approval
AP
Advanced Placement Chemistry is a continuation of the basic chemistry course but with the focus of preparing students to take the Advanced Placement Exam for college credit. Students review topics from beginning chemistry in greater detail and proceed to study more advanced topics such as: acids/bases and titration, qualitative analysis, chemical equilibrium and reaction rates, and an introduction to organic chemistry. There is a heavy emphasis on laboratory procedures and the use of sophisticated laboratory equipment. Students completing chemistry and AP chemistry have the equivalent of a first year college chemistry course. NOTE: Parents and student must sign off to acknowledge that this course will be as rigorous as a college class in content, homework load, and pace of instruction in order to fully prepare students for the AP exam. Students must pay the fee for the AP exam if they wish to take the test to gain college credit.
^Students enrolled in this course will have summer work to be completed prior to the first day of school.
SCIENCE _________________________________________________
Biology
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
Biology is a course designed to teach students how to think like a scientist while learning biological concepts. Students will engage in labs and activities all while working in a collaborative group setting. We will also read and analyze texts as well as graphs. Unit tests are completed at the end of each "Next Generation Science Standard" with chapter quizzes throughout, as well as some group projects. Two semester exams are also required. Among the topics covered are Intro to Biology, Cells, Heredity, DNA, Photosynthesis, Respiration, Ecology and Evolution.
Biology I - Honors
Grade Level: 9
Course Weight: Regular
Credits: 1 per year
Prerequisite: A's in middle school science classes and/or teacher approval.
The demands of this course are more challenging than Biology; we will cover some of the same material, but in more depth. In addition to regular course assignments, this course requires students to complete formal lab reports, weekly journal entries, and short essays. Students are expected to be prepared for the responsibility and workload that this class requires. Students will be expected to be good writers, organized, and be highly motivated to be successful in this fast pace class. Assignments to be completed outside of the classroom, such as projects and formal lab reports are common in this course. All students are also required to keep an up-to-date science folder, complete regular homework assignments, and participate in laboratory activities. Unit tests are completed at the end of each "Next Generation Science Standard" with chapter quizzes throughout the quarters. Two semester exams are also required. Among the topics covered are Intro to Biology, Cells, Heredity, DNA, Photosynthesis, Respiration, Ecology and Evolution.
Biology II – Honors
Grade Level: 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: Completion of Chemistry with a grade of 83% B or better OR Honors Chemistry with a grade of 73% C or better AND Honors Biology with a grade of 83% B or better or Biology with a grade of 93% A or better.
Biology II - Honors is an introductory college-level biology course for the above average student. The course is designed to allow students to cultivate their understanding of biology through a variety of means including direct instruction, case studies, and inquiry-based laboratory investigations. Topics covered include cellular processes — energy and communication, genetics, information transfer, and systems interactions. Students will develop the ability to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress. Focus is placed on reading technical literature, scientific writing, improving study skills, and development of critical thinking. Students desiring college credit may elect to enroll for four credit hours at Saint Louis University through the 1818 Dual Credit Program.
SCIENCE _________________________________________________
Chemistry
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: B- (80%) or higher average in Algebra I AND Biology or Physical Science
This is a general course of the experimental science dealing with the investigation of matter and its relationship to our everyday lives. The course involves problem solving and periodic labs related to the lecture material at hand. The main emphasis is on inorganic chemistry.
Chemistry - Honors
Grade Level: 10
Course Weight: Honors
Credits: 1 per year
Prerequisite: A- (90%) in Algebra I and either B (83%) in Honor Biology or 90% in Biology
This course is a one-year lab course that will cover many of the same topics as Chemistry with the addition of new topics and an increase in rigor. The course is designed for highly motivated Sophomore students who possess high quality math and writing skills. This course will provide a smooth transition into AP Chemistry.
Physical Science
Grade Level: 10 , 11, 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: Algebra I or Algebra I - Informal
Physical Science is a broad, quantitative survey of topics in physical science, including basic chemistry and physics. This class offers lab experiments, group work, lectures, and activities.
Physics - Honors
Grade Level: 11, 12
Course Weight: Honors
Credits: 1 per year
Prerequisite: Must have an B (83%) or higher in Chemistry AND an B (83%) or higher in Algebra II or teacher
approval
SLU
This course, which can be taken for four hours of SLU credit second semester, covers most aspects of mechanics in depth and introduces basic fluid and wave principles. The math requirement is very important because physics has much more math in it than other high school science classes.
^Students enrolled in this course will have summer work to be completed prior to the first day of school.
End of SCIENCE Section
SOCIAL STUDIES __________________________________________
| | Grade | | Social Studies Course Options |
|---|---|---|---|
| 9 | | World Geography | |
| | | World History - Overview | |
| 10 | | Consumer Economics/Personal Finance | |
| | | Contemporary World Issues | |
| | | World Geography | |
| | | World History - Overview | |
| 11 | | AP U.S. History | |
| | | Consumer Economics/Personal Finance | |
| | | Contemporary World Issues | |
| | | Economics | |
| | | Psychology | |
| | | Sociology | |
| | | U.S. History - Comprehensive | |
| 12 | | Consumer Economics/Personal Finance | |
| | | Contemporary World Issues | |
| | | Economics | |
| | | Psychology | |
| | | Sociology | |
| | | SWIC Political Science & Speech | |
| | | U.S. Government and Civics | |
AP U.S. History
Grade Level: 11
Course Weight: AP
Credits: 1 per year
Prerequisite: Must have a B (83%) or higher in English II - Honors and teacher approval
The focus of the course will be a detailed analysis of topics in American History, using document based learning to prepare students to take the AP test. This course will look at and evaluate the importance of U.S. History and how it affects people locally, nationally, and globally. Students will explore why these issues are important in today's world as well as into the future. This course will meet the U.S. History requirement for graduation. The purchase of "Princeton Review AP US History Guide" will also be required. The cost is $20.00.
To earn college credit, students must take the designated AP exam at the end of the school year AND earn a score acceptable to the specific college. Students are responsible for paying the fees associated with the exam.
Consumer Economics/Personal Finance
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Learning experiences will focus on the knowledge, skills, and understandings needed by individuals and/or families to make rational decisions, which will contribute to family stability and quality of life. Installment purchasing, budgeting, comparison of prices, savings, consumer rights and responsibilities, management of resources, and the uses of resources to attain individual and/or family goals are components of this course.
*This course meets the graduation requirement for consumer education, but may not meet a social studies requirement for some colleges.
61
AP
SOCIAL STUDIES __________________________________________
Contemporary World Issues
Grade Level: 10, 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course deals with the problems in America and the world today. It examines international, national, and local news. Topics covered may include social problems that face the US; our government; democracy as a goal of American security, trade, and foreign aid policy; the United Nations; NATO; the Middle East conflicts; and political conditions around the world today. Students are required to purchase a subscription to the "Up Front" Scholastic magazine, approximately $12 for the semester.
Economics
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Economics is a study of the American and world economic system. The course will include the study of labor, business operations and structure, and consumer principles. This course meets the graduation requirement for consumer education.
Psychology
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This general psychology course concentrates on the "Why" of human behavior. It examines sensation, perception, emotions, motivation, and frustration as they affect human behavior. Social influences on individual and group behavior are considered, and the techniques used in the treatment of personality disorders are presented.
Sociology
Grade Level: 11, 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
Sociology is an introduction to the field of sociology, the study of society. This course examines such topics as culture, racism, discrimination and ethnocentrism; the family; collective behavior, the socialization process; the social structure and change in society.
SOCIAL STUDIES __________________________________________
SWIC Political Science & Speech
Grade Level: 12
Course Weight: Regular
Credits: 1 per semester (0.5 credit for each class)
POLS 150: Intro to American Government
A survey course of the American federal system of government. Included is a historical review of the founding of the United States and its political beginning. Emphasis is on the structure and function of the executive, legislative, and judicial branches of the federal government with an overview of state and local government.
SPCH151: Fundamentals of Public Speaking
The basic principles of public speaking, including selecting a subject, determining the specific purpose of the speech, collecting materials, adapting the speech to a particular audience, organizing the speech, wording the speech, using visual materials and delivering the speech. Each student prepares and delivers several informative and persuasive speeches.
U.S. Government and Civics
Grade Level: 12
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This required course focuses on the fundamentals of American government and political philosophy. Students will also acquire information and skills to promote effective participation in our society. Course content includes attention to the power, structural development, and decision making of the modern federal and state governments; the idea of federalism; electoral, legislative, and judicial processes; the presidency; and the history of major constitutional questions, argued by the Supreme Court. A detailed study of the intellectual roots of the American Revolution and Declaration of Independence, the Philadelphia Convention and the Constitution is also included. An emphasis will also be placed upon the rights and freedoms protected by the Constitution as well as the limits and responsibilities associated with them. The federal and state constitution tests are given in this class.
U.S. History – Comprehensive
Grade Level: 11
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
American history covers material from the millennium pre-Columbian era to the 1970s. Class emphasis is placed on material from the pre-Columbian Era to the 9-11-01 attacks. The class is thematic based on the following: Geography, Economics, Government, Citizenship, Culture, Constitutional Heritage, Science, Technology, Society, and Global Relations. Emphasis is also placed on developing a student who uses critical thinking to analyze information, identify cause and effect, and compare and contrast events, situations and points of view.
World Geography
Grade Level: 9, 10
Course Weight: Regular
Credits: 0.5 per semester
Prerequisite: None
This course deals with five themes in geography: location, place, human-environmental interactions, movement, and regions. Places on earth are described by their physical and human characteristics. The way people interact with their environment and how they change their environment is discussed. The first semester deals specifically with the basics of the science of geography and certain world regions. The second semester deals with the western hemisphere only. Semester courses do not have to be taken in sequence.
SOCIAL STUDIES __________________________________________
World History-Overview
Grade Level: 9, 10
Course Weight: Regular
Credits: 0.5 per Semester
Prerequisite: None
This course is a general survey of Western Civilization from its beginnings through the early Century. The course includes the study of ancient civilizations of Mesopotamia, Egypt, Greece, and Rome; the development of World Religions; Medieval Europe; the Renaissance; the Reformation; the Age of Exploration; the Enlightenment; the English and French Revolutions; the industrial revolution in England; nationalist and unification movements in 19th Century Europe; Imperialism; conflicts leading to World War I. Semester courses do not have to be taken in sequence.
End of SOCIAL STUDIES Section
AIR FORCE JUNIOR ROTC PROGRAM ___________________________
AFJROTC Mission Statement:
"Develop citizens of character dedicated to serving their nation and community"
The objectives of JROTC are to educate and train high school cadets in citizenship, promote community service, instill responsibility, character, and self-discipline, and provide instruction in air and space fundamentals.
The AFJROTC program is grounded in the Air Force core values of integrity first, service before self, and excellence in all we do. The curriculum emphasizes the Air Force heritage and traditions, the development of flight, applied flight sciences, military aerospace policies, and space exploration.
Curriculum opportunities include:
* Academic studies
* Life skills education
* Character education
* Leadership opportunities
* Intramural competition
* Team-building experiences
* Field trips / training opportunities
* Health and Wellness
*One-half credit is given for each semester. Credit counts for eligibility and grade point average and is awarded by Dupo High School. A student must be a member of AFJROTC to take these courses. Other credits may count as electives.
Journey into Aviation History
Grade Level: 9,10,11,12
Course Weight: Regular
Credits: 1 per year
Prerequisite: None
This course is comprised of Aerospace Science, Leadership Education and Wellness. The Aerospace Science portion of the course is an aviation history course focusing on the development of flight throughout the centuries. It starts with ancient civilizations, then progresses through time to modern day. The emphasis is on civilian and military contributions to aviation; the development, modernization, and transformation of the Air Force; and a brief astronomical and space exploration history. Leadership education is an integral part of the instruction. During this first course the student is introduced to the Air Force Junior Reserve Officer Training Corps (AFJROTC) program. The course includes instruction on both the cadet and Air Force organizational structure; uniform wear; customs, courtesies, and other military traditions. The Drill and Ceremonies course is integrated in this course as part of Leadership Education. Cadets are provided fundamental and in-depth instruction in Air Force drill and ceremonies. Wellness is an official part of the Air Force Junior ROTC program. It is an exercise program focused upon individual base line improvements with the goal of achieving a national standard as calculated with age and gender.
AIR FORCE JUNIOR ROTC PROGRAM ___________________________
The Science of Flight
Grade Level: 10,11,12
Course Weight: Regular
Credits: 1 per year
Prerequisite: ROTC I (SASI can waive)
This course is comprised of Aerospace Science, Leadership Education and Wellness. The Aerospace Science portion of the course is designed to acquaint the student with the aerospace environment, the human requirements of flight, principles of aircraft flight, and principles of navigation. The course begins with a discussion of the atmosphere and weather. After developing an understanding of the flight environment, the student will be introduced to how that environment affects flight and the human body. Discussions will include the human circulatory system, the effects of acceleration and deceleration on the inner ear, and the equipment developed to protect the human body during flight. The student will be introduced to the forces of lift, drag, thrust, and weight and also learn basic navigation including map reading, course plotting, and the effects of wind. Students will also learn about the world's culture through the study of world affairs, regional studies, and cultural awareness. The Leadership Education portion of the course stresses communications skills and cadet corps activities. The student will receive instruction in how to communicate effectively; how to understand groups and teams; how to prepare for leadership; how to solve conflicts and problems; and how to improve individual personal development. The Drill and Ceremonies course is integrated in this course as part of Leadership Education. Cadets are provided fundamental and in-depth instruction in Air Force drill and ceremonies. Wellness is an official part of the Air Force Junior ROTC program. It is an exercise program focused upon individual base line improvements with the goal of achieving a national standard as calculated with age and gender and complements the health and wellness portion of this course.
Management of the Cadet Corps
Grade Level: 12
Course Weight: Regular
Credits: 1 per year
Prerequisite: ROTC I, II, & III (SASI can waive)
This course is an AS option and practicum for upper class cadets to manage the entire corps. This course is offered as the final course for fourth and select third year cadets. The course consists of three components: Aerospace Science, Leadership Education, and Wellness/Physical Fitness. The
Aerospace Science IV, Management of the Cadet Corps, consists of a hands-on experience that affords cadets the opportunity to put the theories of previous leadership courses into practice. All the planning, organizing, coordinating, directing, controlling, and decision-making will be done by the cadets under the direct supervision of the AFJROTC instructors. They practice their communication, decision-making, personal-interaction, managerial, and organizational skills. Leadership Education IV, Principles of Management, is a guide to understanding the fundamentals of management, managing yourself, and others. Emphasis is placed on allowing the student to see himself/herself as a manager. There are four building blocks of leadership considered in this text from the military and civilian perspective. The four areas are Introduction to Management, Planning, Organizing, and Leading. The Drill and Ceremonies course is integrated in this course as part of Leadership Education. Cadets are provided fundamental and in-depth instruction in Air Force drill and ceremonies. Wellness is an official part of the Air Force Junior ROTC program. It is an exercise program focused upon individual base line improvements with the goal of achieving a national standard as calculated with age and gender and complements the health and wellness portion of this course.
End of AIR FORCE JUNIOR ROTC PROGRAM Section
VOCATIONAL COURSES at CCSI: CAREER CENTER OF SOUTHERN ILLINOIS__
CCSI operates through a joint agreement with seven participating school districts to provide capstone job training programs for junior and senior students. For more than 20 years, CCSI graduates have successfully entered the working world serving the needs of area employers. Students are drawn from area high schools and attend twohour classes taught by instructors who have many hours of actual work experience in their fields. Each program area is designed to emphasize proper work habits, employability skills, and career opportunities, as well as to give each student a work environment related to his/her chosen field.
Most programs have articulation agreements with Southwestern Illinois College where many CCSI graduates continue their education. Many students also compete in the State Skills USA and Health Occupations Students of America (HOSA) competitions.
All vocational programs generate three high school credits per school year, so students who attend do not get behind in graduation credits. For more information see your high school counselor, log onto www.gotoccsi.org, or call CCSI at 473-2222.
Auto Collision Repair Technology
In the auto body program, students will learn the use of hand tools, basic painting, basic straightening procedures, welding, safe work practices, how to work as a team and other employability skills. Advanced students will learn skills needed to shape body lines and prepare multiple panels for paint. In general, students will be exposed to all the skills required to become an entry level collision repair technician. A class fee of $65 includes safety glasses and a respirator.
Automotive Service
This course provides experiences related to maintenance, service and repair of a variety of vehicles. Planned learning activities will allow students to become knowledgeable of fundamental principles and methods and to develop technical skills related to auto service technology. Instruction will include safety principles and practices, maintaining, servicing and repairing vehicles in the following areas: brakes, electrical systems, engine repair, heating and air conditioning and steering and suspension. Advanced level students will learn: automatic transmissions, engine performance, and manual transmissions and driveline. The latest work attitudes and patterns are stressed. (3 credits each) $65 Lab Fee applies.
Early Childhood
This program is designed to train students to gain knowledge and skills to work effectively with young children, and to explore careers related to children. The students will study principles of child care and learn how to plan developmentally appropriate activities. Students will have hands on experience working with young children.
Health Occupations – Medical Terminology/ Certified Nursing Assistant
This class is offered to students who have an interest in entering the health occupation field. The class will combine various learning techniques such as those of observation, participation, visitation, and exploration.
The course will expose students to a survey of the many different health careers in the health fields, basic medical knowledge, and a concentration of study in the area of health care aide.
Heating, Ventilation and Air Conditioning Construction
This course provides experience relate4d to the career opportunities in HVAC equipment design, installation, repair and estimating. Students learn the fundamental principles and methods and to develop technical skills related to HVAC repair and installation. Topics include: safety principles and practices, basic electricity controls, residential wiring, soldering and brazing of copper, sheet metal duct layout and fabrication, blueprint reading, basic masonry, basic roofing, and carpentry.
Law Enforcement
This program is taught by veteran police personnel and introduces students to the various fields of Law Enforcement including criminal justice, community policing, corrections, and police operations. Students receive instruction and scenario based training in:
Patrolling techniques, field operating observations and perceptions, communicating with the public, radio communications, and crime scene investigations.
VOCATIONAL COURSES at CCSI: CAREER CENTER OF SOUTHERN ILLINOIS__
Welding Technology
This program is designed for students who are planning a career in industrial or production welding, farm machinery repairs, or private business. Students will be exposed to expert training in safety, and a variety of welding processes, equipment, materials, techniques, welding positions and trade terms. The students will gain extensive hands-on experience and knowledge and learn employer-employee relationships in preparation for the job market.
The program teaches a student skills in the following areas: shielded metal arc (stick) of mild steel and stainless steel; gas metal arc (mig) or mild steel and aluminum; gas tungsten arc (tig) of mild steel; stainless steel and aluminum; flux core arc (dual and self-shield) of mild steel; plasma cutting and welding; and oxy-acetylene hand and automatic cutting. The air carbon arc gouger is also used regularly.
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Level 18 Book h
We have designed these lesson plans so that you can have the plan in front of you as you teach, along with a copy of the book. Suggestions for teaching have been divided into questions and discussion that you may have with students before, during, and after they read. This is not an arbitrary division. You may prefer to explore the meaning and the language in more detail before students read. Your decisions will depend on the gap between students' current knowledge and the content, vocabulary, and language of the book they are about to read. The more information students have up front, the easier it will be for them to read the text. However, this does not mean that you should read the text to them first.
We have addressed four areas we think are important in developing good readers. As well as comprehension and decoding, we have addressed the issue of students being able to analyse and use texts they read. The symbols below guide you to the type of question or discussion.
This symbol relates to decoding (code breaker)
2
This symbol relates to use (text user)
This symbol relates to comprehension (meaning maker)
This symbol relates to critical analysis (text critic or analyser)
Share the front cover of the book with students. What is a mudskipper? Ask if they know about mudskippers. What information can students predict from the name and photograph?
Explain to students that the book is a factual description about mudskippers.
Use the table of contents to help students preview the text. Ask students what they expect to read in the Introduction. Tell them it is an orientation providing information about what and where.
Model how to use the table of contents by asking students to tell you what page they will find information, e.g. What Else Is Amazing About Mudskippers? Have students turn to this page in the text. Discuss the heading and how it gives an overview of the main idea of the chapter. Turn to the glossary and discuss its purpose. Find a particular word such as gills and read the information. Find the word in the index and add to the information by referring to the listed page.
Ask students to read the Introduction and then give information that answers who and where? On page 5, use the key to interpret the map.
Explain to students that you will ask a question before they read a page, and that you expect them to be able tell the group the answer after they have read to the end of the page.
Pages 8–9 Read and then be prepared to tell the group how mudskippers move.
Pages 10–11 Read and then explain how mudskippers skip.
Pages 12–17 Read this chapter and then recall three facts about mudskippers' eyes.
Pages 18–19 How do mudskippers breathe in water?
Continue through the book, guiding students' reading for information by setting a focus to read for in each sample of text.
Monitor and support reading strategies as necessary.
Ask students to compare the information about mudskippers they now have, with what they knew before they read the book.
Discuss with students why the book's title is Amazing Mudskippers.
Have students reread the book independently, and then work with a partner to recall amazing information from the text.
Introduce the Amazing Information Web and ask students to use their book and work with their partner to complete the BLM.
3
Developing Specific Skills
Silent final letters – climb (page 2)
Three-letter blends – str – stray, straighten, thr – through
Commas – (page 8)
Possessive apostrophe – mudskippers' fins (page 10), frogs' eyes (page 12), divers' oxygen tanks (page 22)
Suffix – en – straighten
Prefix – sur – surroundings
Genre – factual description – analyse the introduction as an orientation providing information about who and where. Interpret the accompanying world map using a key.
Make predictions about text.
Locate and extract relevant information from this description.
4
Draw lengths – 15, 20, 30, 60 cm.
Discuss the meaning of these words and confirm with the dictionary – surroundings, amazing, sockets, view, submarines, devices, usual, storing.
On a BLM, draw and label a mudskipper.
Ask students if they liked this book. Have them consider the information and features of the book before they answer.
Have students reflect on whether they would be able to visualise a mudskipper if the photographs hadn't been so clear and lifelike.
Would you like to discuss amazing information about mudskippers with someone who hasn't read the book?
5
18h Amazing Mudskippers
Name______________
1. Make a list of words beginning with these blends.
2. Punctuate the text with commas, question marks, apostrophes, and full stops.
thr
str
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
You think of animals that have gills not lungs
But do you know that there are fish that can live out of water
Mudskippers are not very good swimmers but when they are out of the water they can skip jump crawl and climb In fact they can move faster out of water than in water
The front pair of mudskippers fins look like little arms
Permission is given to teachers to reproduce this page for classroom use.
18h Amazing Mudskippers
Name______________
1. Draw and label a mudskipper. Tick the boxes after you write the labels.
Checklist –
fins
tail
eyes
mouth
gills
2. Write two sentences about your mudskipper.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Amazing Information Web
Use the information from the book to fill in the boxes.
Mudskippers
Use their tail
How they skip
Use their fins
Breathe in water
Eyes
Breathe out of
water
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SAFE AND KIND
Learning Expectations
Full Day Kindergarten Program, Ministry of Education, Ontario
Personal and Social Development
1.1 recognize personal interests, strengths, and accomplishments
1.2 identify and talk about their own interests and preferences
1.3 express their thoughts and share experiences
3.1 develop empathy for others, and acknowledge and respond to each other's feelings
2.1 demonstrate selfreliance and a sense of responsibility
2.2 demonstrate a willingness to try new activities and adapt to new situations
2.3 demonstrate self motivation, initiative and confidence
2.4 begin to demonstrate selfcontrol
2.5 interact cooperatively with others in classroom events and activities
Language
1.2 listen and respond to others for a variety of purposes …
1.5 use language in various contexts to connect new experiences with what they already know
The Arts
M5.1 communicate their ideas about something through sounds, rhythms and music
Lesson Plans
Before Teaching the Song
1. Have a class discussion about feelings.
2. Have the students name some feelings and print them on chart paper.
3. Have students give examples for each feeling.
After Teaching the Song
1. As a class, make a list of all of the things the students can do unassisted.
2. Make up a book entitled "I Can Do It" for each student.
3. Have students fill in the pages of the book by drawing pictures of the things they can do.
4. Each page can have the sentence, "I can ______." The students then print the name of the activity they can do to accompany their drawings. | <urn:uuid:cecdd16c-14eb-424c-aeb2-969f9779c083> | CC-MAIN-2018-51 | http://www.mightymusicmakers.com/wp-content/uploads/2014/05/Learning-Expectations-Safe-and-KInd-.pdf | 2018-12-18T19:42:47Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00287.warc.gz | 443,703,918 | 601 | eng_Latn | eng_Latn | 0.993039 | eng_Latn | 0.993039 | [
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CARBOHYDRATES IN EQUINE DIETS
Carbohydrates have become very popular when talking about equine nutrition and health. However, many horse owners are concerned and confused when determining the adequate level of carbohydrates in horse's diets.
Carbohydrates in horse diets are provided from forages (hay and pasture), from supplements and from ingredients (oat, corn, barley, beet pulp, soybean meal, etc.). In general, carbohydrates can be classified in three categories; structural carbohydrates, nonfibre carbohydrates, and non-structural carbohydrates.
Structural Carbohydrates are those that are resistant to the horse's digestive enzymes. They make part of the cell wall in plants and include neutral detergent fibre (hemicelluloses, cellulose, and lignin). These carbohydrates are fermented by bacteria and protozoa in the hindgut and provide volatile fatty acids used as energy source for the horse.
Non-Fibre Carbohydrates (NFC) are made up of organic acids, starch, sugars, oligosaccharides, polysaccharides, beta glucans, galactans, pectins and gums. NFC is calculated by difference (100-Water-Ash-Fat-Protein-NDF). They are generally more rapidly digested than fiber.
Non-Structural Carbohydrates (NSC) is the combination of total sugars (water soluble carbohydrates) and starch. Water soluble carbohydrates (WSC) are all monosacharides (glucose, fructose, galactose), disaccharides (sucrose), oligosaccharides (fructans) and some polysaccharides. Ethanol soluble carbohydrates (ESC – mono- and di-saccharides) are part of WSC. Not all NSC are digested in the same part of the gastrointestinal tract in the horse. Simple sugars (ESC) and starch can be broken down by enzymes and absorbed from the small intestine as glucose, which is stored as glycogen in the muscles and in the liver and serves as source of energy. Fructans, which are commonly found in cool-season grasses (timothy, orchard grass, brome, and ryegrass) and hays, are fermented by bacteria and protozoa in the hindgut to produce volatile fatty acids. Thus, excess of high-sugar type feeds or high levels of fructans can upset the normal population of bacteria and protozoa affecting animal performance and health.
Because horses cannot tolerate large intakes of NSC in one meal, they must be controlled in the diet.
EFFECTS OF HIGH NSC IN HORSE DIETS
It has been shown that excessive amounts of sugar and starch from feeding too much grain and concentrate or excessive consumption of fructans from pasture cause serious complications such as laminitis, colic and insulin resistance in horses.
When horses eat sugar and starch, and it is absorbed in the stomach and intestines as glucose, they also release insulin from the pancreas to help the uptake of glucose from the blood into cells where it is used and stored. If consistent high levels of sugar and starch are fed, the level of insulin rise and may not function properly to regulate glucose leading to high levels of glucose in the blood. This condition of not responding to insulin by the horse is called insulin resistance which can also result in laminitis. High levels of insulin could cause a decrease in blood flow to the hoof or avoid the uptake of blood sugar into the laminae of the foot.
The microorganisms responsible for fermentation in the hindgut are sensitive to changes in the diet. When excess of sugar passes from the small intestine to the hindgut or when excessive fructans arrives at the hindgut, abrupt changes occur to the normal population of bacteria and protozoa promoting the development of acidophilic microorganisms that affect the balance of the fibre-digesting microbial population. Thus, the hindgut turns more acidic (lactic acid build up) and gas is produced by bacterial fermentation. The horse is incapable of belching, so the result may be colic, whereas the lactic acid accumulation drops the pH of the gut to a point that most normal prevalent bacteria die, releasing endotoxins into the gut which are absorbed into the bloodstream and lead to laminitis.
There are other metabolic conditions that are very sensitive to sugar and starch levels in the feed and will not be discussed here such as Gastric Ulcers, Cushings Disease, Equine Metabolic Syndrome, Osteochondritis dissecans (OCD), "Tying-up" syndromes like Polysaccharide Storage Myopathy and Exertional Rhabdomyolysis.
GOOD FEEDING PRACTICES
Proper formulation of diets for horses depends on the adequate knowledge of their nutrient requirements, and whether it is exercising, pregnant, or lactating. However, the correct level of NSC to be fed to horses has not been defined and even the Nutritional Requirements of Horses published by the National Research Council (NRC) does not provide a definitive value of the NSC content on individual feeds or forages. What has been recognized is that horses can be sensitive to high levels of sugar and starch and that the NSC levels in the feed should be measured. This sensitivity is related to the fact that horses cannot tolerate large intakes of NSC in one meal and that feeding horses small amounts of high sugar/starch feeds (grains and concentrates) in frequent feedings is highly recommended. What it really matters is the total amount of NSC that enters the digestive system at one time.
Some of the questions to be answered to determine the adequate level of NSC in equine diets are: Is the horse healthy, sensitive to metabolic disorders, or diagnosed with a syndrome? What's the stage of development of the horse? What are the specific requirements for that horse and how much he needs to eat per day? What are the best ingredients in the diet for this particular horse?
Recommended levels of NSC in the diet can go from below 12% for sensitive horses up to 20%, provided that the level of exercise is high and an adequate energy balance is maintained. Diets with high levels of NSC in under working horses are the major factors contributing to horse ill health.
Studies have shown that feeding no more than about 0.5% of a horse's bodyweight of grain in one meal will reduce the risk of grain overload into the horse's hindgut, therefore reducing the risk of colic or laminitis.
SGS AgriFood Laboratories in Guelph offers the Equine Complete quality package for Hay which includes all nutritional information required to ensure a balanced and productive horse diet. | <urn:uuid:8af91f0d-c0e4-4334-952b-f47134537465> | CC-MAIN-2018-51 | http://agrifoodlaboratories.com/articles/2014/carbohydratesinequinediets.pdf | 2018-12-18T19:39:40Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 13,258,546 | 1,370 | eng_Latn | eng_Latn | 0.997239 | eng_Latn | 0.997374 | [
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Warner Pacific University EARLY LEARNING CENTER
Information Handbook
Compiled by director, master teacher, ELC families and WP Community
Welcome to the Early Learning Center (ELC), Warner Pacific University children's program. The Early Learning Center is licensed in the state of Oregon and accredited by the National Association for the Education of Young Children. (NAEYC). We are a laboratory preschool for university students and faculty participating in observation research, and practicum activities in Early Childhood Education.
Mission
The mission of the Early Learning Center is to provide an active learning community for children, their families and early childhood teachers. We offer many opportunities for exploration, constructing knowledge, and developing relationships with peers, both for children and student teacher researchers, who are building their understanding of early learning.
VISION
Our vision at the ELC is for this to be a community that embraces all people and their own style of learning. The ELC staff is dedicated to building relationships with children that cultivate a love of lifelong learning, as well as future early educators who will enter the field of teaching with rich classroom experiences.
PHILOSOPHY
We believe that all children arrive with the ability to learn. They are capable and competent and our job as teacher-researchers is to support their exploration and promote their curiosity through our physical space and the presentation of materials. At the ELC children will have many opportunities to develop observation, questioning, and listening skills all while engaging with peers. We are a Reggioinspired, play-based Christ-centered preschool program for children ages 3-5. The ELC does not discriminate based on race, creed, color, ethnicity, national origin, religion, sex, sexual orientation or gender expression. We believe that the family is the child's primary environment of learning, and therefore offer opportunities for parent participation, education, and support.
.
Teaching Young Children to Resist Bias From NAEYC
The early years are the time to begin helping children form strong, positive self-images and grow up to respect and get along with people who are different from themselves. We know from research that children between 2 and 5 start becoming aware of gender, race, ethnicity, and disabilities. They also begin to absorb both the positive attitudes and negative biases attached to these aspects of identity by family members and other significant adults in their lives. If we want children to like themselves and value diversity, we must learn how to help them resist the biases and prejudices that are still far too prevalent in our society.
Bias based on gender, race, disability, or social class creates serious obstacles to all young children's healthy development. In order to develop healthy self-esteem, they must learn how to interact fairly and productively with different types of people. Naturally, children's curiosity will lead them to ask questions: "Why is her skin so dark?" "Why does he speak funny?" We may hide our own negative feelings, or hope that children simply won't notice, but our avoidance actually teaches children that some differences are not acceptable. We must face our own biased attitudes and change them in order to help foster all children's growth.
What families and teachers can do to resist bias:
[x] Recognize that because we live in a society where many biases exist, we must counteract them or else we will support them through our silence.
[x] At home or at school, give children messages that deliberately contrast stereotypes by providing books, dolls, toys, wall decorations, TV programs, and music that show:
o People of color in leadership positions,
o Men and women in nontraditional roles,
o People with disabilities doing activities familiar to children, and
o Various types of families and family structures
[x] Show no bias in the friends, doctors, teachers, and other service providers that you choose, nor in the stores where you shop. Remember what you do is as important as what you say.
[x] Make it a firm rule that a person's appearance is never an acceptable reason for teasing or rejecting them. Immediately step in if you hear or see your child behave in such a way.
[x] Talk positively about each child's physical characteristics and cultural heritage. Help children learn the differences between feelings of superiority and those of self-esteem and pride in their own heritage.
[x] Provide opportunities for children to interact with other children who are racially/culturally different from themselves and with people who have various disabilities.
[x] Respectfully listen to and answer children's questions about themselves and others. Don't ignore, change the subject, or in any way make the child think she is bad for asking such a question.
[x] Teach children how to challenge biases about who they are. Give them tools to confront those who act biased against them.
[x] Use accurate and fair images in contrast to stereotypes, and encourage children to talk about the differences. Help them to think critically about what they see in books, movies, greeting cards, comics, and on TV.
[x] Let children know that unjust things can be changed. Encourage children to challenge bias, and involve children in taking action on issues relevant to their lives.
Building a healthy self-identity is a process that continues all our lives. Help children get a head start by teaching them to resist bias, and to value the differences between people as much as the similarities.
Behavior Management Policy
Behavior management (commonly referred to as discipline) at the Early Learning Center is viewed as a vehicle through which staff help to establish a foundation for positive self-esteem in each child. It is the goal of all staff members at the ELC to help children make good choices, be selfdirected and become self-managers.
Discipline is never seen as punishment and any practices that would humiliate, threaten or shame a child will never be used at the ELC. Rather teachers will gently guide and positively redirect behaviors of children that would be hurtful either to themselves or other children. Our ultimate goal is to foster greater self-esteem and respect for others. Behavior management is designed to promote the development of self-direction, self-control and socially acceptable behavior. During any intervention, it is imperative that the child is perceiving a positive rather than a negative picture of him/herself as an acceptable person and that only his/her actions are deemed inappropriate. Children will be given an immediate alternative to the inappropriate behavior in order to empower them to control their own behavior.
The following statements represent the behavior management techniques that will be used at the Early Learning Center:
2. Children will be reminded of safety and classroom rules in a positive manner. We will tell children what we want them to do – not what we don't want them to do.
1. Children will be encouraged to resolve conflicts through first identifying and verbally expressing their feelings, wants, needs, and desires. "Use your words" is a phrase commonly heard in our classroom.
3. Children will be given alternatives to their behavior. Logical consequences will be explained and followed through. For instance, if a child intentionally pours paint on the floor, they will be asked to help clean up the mess and reminded that paint needs to stay in the container. At times it may be necessary to remove a child from a situation to help them calm down or because they are not able to self-manage. They will be allowed to return to the activity when they feel they can return with selfcontrol. Corporal punishment or spanking is never to take place. Physical restraint may be used if the child is a danger to himself or others.
4. Only soft, low voice tones will be used in our classrooms. When setting limits we will be in close proximity and at the child's eye level.
We consider all staff at ELC as partners with you, the parents, working together to provide the best possible atmosphere and influence for your children during their time at ELC.
It's ALL Important Information!
Teachers need a stable, consistent group of well-rested children to successfully meet their curriculum goals. Therefore, we request that your child be here by no later than 9:00 a.m. (The ELC opens at 8:00 a.m.) Children who arrive late often have a difficult time adjusting the day or separating from their family. Children need time to greet friends and "settle in" before structured activities begin.
Changes in pick up and arrival routines: Most families fall into regular arrival and pick-up routines individual to their schedules. Please let teachers know if there will be a change in your routine. This notice helps teachers to prepare children for schedule changes that can be upsetting to them. Also, most families fall into regular routines regarding who is bringing and picking up the child. Please note: Children may be brought to and picked up from the ELC only by those adults listed on the child's emergency card. We suggest that families designate two other authorized adults in addition to themselves as emergencies do occur making it impossible to bring or pick-up your child. (OAR 414300-0040) Please report any changes of address or phone number to us immediately. (OAR 414-3000040).
Signing in/out: The guardian, or an adult authorized by the guardian, must take the child into and out of the classroom by sign in or out each day. Adults are the only persons allowed to open doors. Children are not allowed to open doors. The ELC does not become responsible for children until they have been signed in and greeted by a teacher. Do not leave your child in the classroom until a teacher has greeted him/her. Please make sure a teacher is aware that you are taking your child from school.
Security system: The ELC's door is locked at all times. If you arrive prior to 8:00 a.m. or are late arriving to pick up your child you will not be able to enter the building until a staff member opens the door for you. Note: There are 2 doorbells one that rings upstairs and is generally not heard downstairs, the other rings downstairs. There is campus security available should there be an emergency. If you need immediate assistance, you may call the general campus number at 503.517.1000.
Enrollment and Attendance: Our classroom has a set maximum enrollment determined by the licensing and accreditation guidelines for the particular age group and room size. Enrollment is for the academic year, with a September start date. We will enroll mid-year if there is space available.
Each February families have the opportunity to register their child for the following academic year. Changes in attendance during the academic year can only be made on a space available basis. The director will track requests for changes in attendance and offer schedule options as space becomes available. Completed enrollment forms and a non-refundable registration fee are required before a child is enrolled in the program.
Holidays, In-service Days, and Breaks: We would like to thank families for helping us maintain a high quality program for young children by supporting our staff needs. Research shows that high quality programs for children include a strong in-service component. In recognition of the importance of in-service for teachers and administrators, both the state childcare licensing regulations and the National Association for the Education of Young Children (NAEYC) require frequent in-service training.
Please check your calendar in the enrollment packet for a listing of our days open and closures.
Meals: Children are provided a healthy morning snack (snack sign up and menus are posted on the message board). All special requirements your child may have are considered in the planning of the menu. Each child is encouraged to bring their own water bottle for water. If they stay for lunch, please pack a lunch for them and include a small snack for the afternoon. (OAR 414-300-0250, 414-3000270, 414-300-0280). If your child has a special diet, we are not aware of please inform the Director. All staff have current food handlers card and follow health and safety guidelines. (OAR
Clothing: It is important that your child's clothing be suitable for the season and weather conditions as we do go outside every day. Your child will better enjoy his/her time if dressed in comfortable, easy to launder clothing. Please send extra clothing in case of messy activities, or accidents and please label all clothing and bags. Tennis shoes, rather than sandals, protect feet during running and climbing on play equipment, and are strongly recommended for our program. During the winter, warm clothing (hats, mittens coats) is needed for outdoor play.
Teachers and Staff: Education, as well as continued education, experience, and good role models for children qualify our early learning teachers, staff, and volunteers. All staff members are background checked and hold first aid/CPR certification. (OAR 414-300-0120) Our center staff are mandatory reporters of suspected child abuse and neglect; this is anything that might endanger the health, well-being, and welfare of children. Please do not leave young children unattended in cars. Preschool children must have car seats to be transported. We will call 911 if a person transports a child while under the influence of drugs or alcohol. (OAR 414-300-0030)
Severe Weather and Closure: When Warner Pacific University is closed due to snow, ice or any type of hazardous conditions the ELC is also closed. This information is up to date on the Warner Pacific University website. In the event of a major ice storm or extreme weather conditions please get alerts via radio, and television.
Absences: No billing adjustments will be made for illness, weather-related absences, or your vacations. If your child will be absent, we ask that you make a courtesy call.
Financial Agreement: A financial agreement is contracted for each family based on the number of days for which you have enrolled your child. It is important that you carefully read the information concerning our financial policy before you initial your agreement. This agreement is your commitment to have your child participate in our program for a specific number of hours per day, and days per week. The contract cannot be altered for the current month. Ongoing changes for future months must be made in writing with a minimum of 5 business days notice prior to the first of the month.
Tuition payments should be received by the 5 th of the month. If tuition is not received by the 10th of the month a $25 late fee will be charged, which will need to be paid before the next month's tuition is due. An email will be sent notifying you of the $25 late fee.
Returned checks are assessed a $25 fee from the Warner Pacific University Business Office and the ELC. For accounts that are 45 days in arrears (and without an agreement with the Director) children will be excluded from class. Unpaid accounts on withdrawal are sent to collections after a reasonable period of time.
Family visitation: The ELC maintains an open school policy. Families are always welcome to visit the center and have access to their child at all times during the school day. Guardians have the right
to view their child's file. However, if siblings will also attend please ask the teacher as per licensing those children will count in the total on site attendance. (OAR 414-300-0030)
Health: We are a program for healthy children. Children must be excluded if they need one-on-one care, or, in the last 24 hours, have had a fever of 101°F or more. If your child has symptoms that prevent participation in regular activities, vomiting, diarrhea, untreated lice or nits, or any other contagious illness. If antibiotic treatment is necessary, the child may return 24 hours after starting treatment. (OAR 414-300-0220) We want to stress prevention of disease, so please notify the teacher or director if your child becomes ill (i.e. strep, rashes, pink eye, etc.). Notify the teacher of any allergies or other changes in your child's health as well.
Medication: If your child requires medication to be dispensed during school hours, you will need to sign a release and inform the teacher of specific instructions. (OAR 414-300-0230)
Emergency medical procedure/care: In case of a medical emergency, we will attempt to contact the family, guardian, or the persons listed on the emergency information form. If the family cannot be contacted, we will do one or more of the following:
2. In the event that the child needs to be transported to the hospital, we will make every effort to send a staff with the child. Any expenses incurred in this process will be the responsibility of the child's family.
1. Call a paramedic (911)
Natural Emergency Information: Though we have not experienced a major natural disaster, we want to take precautions should an emergency state occur while your child or children are in our care. We prepare students by teaching them how to react safely through regular fire drills, earthquake drills, and mock emergencies.
In the event of a natural disaster:
2. Turn your radio to major stations on the AM dial. Information and directions will be given over the radio for general safety instructions. As soon as it is deemed safe to travel, proceed to the school. If you work on the other side of the river, please have a backup available to get your children in case of major bridge or freeway obstruction.
1. Please do not call the school. We must have the lines open for emergency calls.
3. When you arrive at the school, please do not block roadways with your car, and remember to maintain a calm and positive attitude in the presence of the children. Children will be released only to authorized persons who will provide their signature on the sign-out sheet.
4. The childcare programs are prepared to care for your child(ren) in times of critical situations if it takes you a while to get here.
In the event the building has been evacuated:
2. Again, remember to maintain a calm and positive attitude in the presence of the children. Children will be released only to authorized persons.
1. We will have emergency personnel on site to direct you to the evacuation site.
Final Thoughts
When you enroll your child at the ELC, we as a staff, assume the responsibility of giving you assistance with your child's unique needs. We will become the "parent for the day" in your absence. We will love and respect your child and help him/her grow spiritually, emotionally, socially, physically, and mentally. Your child will be given our maximum consideration as an individual. We will look after the health of your child while at school, and present multiple opportunities for enriching experiences. Our goal is to provide high quality care in an atmosphere of love and respect that fosters growth in moral and spiritual values.
Warner Pacific University operates in accordance with the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973 and applicable state and local laws. These laws, as amended, include prohibition of discrimination on the basis of age, race, color, sex, national or ethnic origin or disability. Warner Pacific University is an Equal Opportunity Employer and complies with applicable nondiscrimination law. | <urn:uuid:097e8352-82db-495a-a9c3-99d386f8037c> | CC-MAIN-2018-51 | https://www.warnerpacific.edu/wp-content/uploads/2018/08/ELC-Information-Handbook-2018.pdf | 2018-12-18T19:08:26Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00288.warc.gz | 1,071,561,519 | 3,890 | eng_Latn | eng_Latn | 0.990953 | eng_Latn | 0.998579 | [
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Innovation for Education
Raising performance in K – 12 schools
2
Helping students excel
Developing young minds deserve the best possible learning environment. Students perform better in schools that are comfortable, quiet, properly ventilated and well lit. Children demonstrate this fact in classrooms every day. And it is proven by research time and time again.
The U.S. Environmental Protection Agency cites a number of critical outcomes that are achieved when schools adopt best practices in school design and maintenance, including the following:
* Higher test scores
* Increased average daily attendance
* Lower operational costs
* Improved teacher satisfaction and retention 1
Trane® helps school systems around the U.S. create the indoor environment that is essential to learning. Through our technology and expertise, you can unlock your school building's full potential, resulting in greater comfort for students and staff, higher energy efficiency and lower operating costs.
Engaging students
Using energy wisely is everyone's responsibility — even kids can make a difference! Trane energy education programs engage students and teachers in your district's sustainability objectives.
The BTU Crew ™
Energy dashboard
Students learn about energy: what energy really is and things they can do to conserve energy at school and at home. The BTU Crew introduces students to careers in science, technology, engineering and math (STEM) that can make a positive contribution to the environment. The curriculum can be customized to meet local needs and adapted for older or younger students.
A fun, visually impactful and easy-to-use online tool brings the concepts of energy efficiency and sustainability into the classroom. Students learn about the dynamics of energy by getting involved in the design of dashboard metrics, then tracking results toward energy and carbon footprint goals.
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Improving student performance
There's no smarter, more far-reaching investment than one made for our children. The ability to manage temperature, humidity, air quality and sound levels pays off for schools and their communities today and well into the future.
The ramifications for schools lacking good indoor air quality are well documented:
* Poor indoor air quality (IAQ) has been linked to reduced teacher and student performance, short- and long-term health problems and low staff retention. 2
* Students and teachers struggle when they're distracted by poor acoustics, glare, mildew, lack of fresh air and temperatures that are too hot or cold. 3
Fortunately, the opposite is also true. When students are able to work in a comfortable environment with an ample supply of outdoor air, their speed and accuracy on numerous learning tasks is significantly improved. 4 For this reason, consider the positive impact on air quality that can be achieved through Trane technology and service solutions.
2. "Market Sector Snapshot: K-12 Schools," ESOURCE Report, March 2008.
3. Lawrence Berkeley National Laboratory, "Do Indoor Enviroments in Schools Influence Student Performance?" 2006
4. Source for HVAC experiments: 1) EFA. 2001. "Indoor air pollution in schools." Helsinki: European Federation of Asthma and Allergy Associations. 2) Wargocki, P., and D.P. Wyon. 2006. "The effects of outdoor air supply rate and supply air filter condition in classrooms on the performance of schoolwork."
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Assure proper ventilation
Schools pose greater potential for poor air quality than most other indoor environments. They contain numerous pollution sources — lab chemicals, cleaning supplies, chalk dust and mold — and they average four times greater occupant density than a typical office building. 5
Maintain ideal temperature and humidity levels
Studies confirm that the ideal temperature range for effective learning in reading and mathematics is between 68 and 74 degrees Fahrenheit. Trane® advanced controls provide facility managers with scalable building automation solutions for centralized control of one building or the entire school district — ensuring that optimal control of temperature and humidity levels for every classroom is at your fingertips.
Improve acoustics
Sound management is particularly important in schools. The ability to hear teaching instruction is, of course, vital to learning. Yet as many as a third of all students miss up to 33 percent of the oral communication in the classroom. 7 In addition, poor acoustics exacerbate pre-existing obstacles such as learning disabilities, impaired hearing or struggling to learn in a non-native language. 8 The maximum permissible background sound level for "typical" classrooms is 35 dBA according to both the American National Standards Institute (ANSI) and the Acoustical Society of America (ASA). Yet there is considerable evidence that background noise varies widely from classroom to classroom and from school to school — regardless of building age or location.
Trane helps schools achieve the right acoustical levels because acoustical performance is a key consideration in everything we build. Trane not only offers the quietest equipment, Trane Acoustical Program (TAP ™ ) also simplifies the acoustics design process for engineers by comparing the sound levels of various HVAC system and construction options.
5. Student Health and Academic Performance: Quick Reference Guide, EPA, November 2012.
6. Earthman, G., "School Facility Conditions and Student Academic Achievement." UCLA Institute for Democracy Education & Access, 2002.
7. "Effects of classroom acoustics on performance and well-being in elementary school children: A field study," M. Klatte, J. Hellbruck; June 2010.
8. Nelson and S. Soli, "Acoustical Barriers to Learning: Children at Risk in Every Classroom," Language, Speech and Hearing Services in Schools, 2000.
Clean air technology
The Trane Catalytic Air Cleaning System ™ improves indoor air quality through an innovative blend of three technologies: filtration, germ-killing ultraviolet light and a photo catalytic oxidation process. Dust, particles, odors, VOCs, viruses and bacteria are virtually eliminated.
A Trane Stealth ™ air cooled chiller delivers the highest efficiencies and the lowest published sound levels in the industry, making it the perfect choice to help schools across the country impact learning through noise reduction. This creates a quieter facility for those in the neighborhood, while making a positive impact on the bottom line.
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Helping the bottom line
Trane® is dedicated to making schools better places to learn and creating buildings that are healthy, comfortable and efficient.
As your complete energy solutions partner, our main focus is to help you reach your goals. The Trane Building Advantage ™ portfolio of solutions combines technology and energy services that together offer schools the expertise you can count on to help alleviate budgetary concerns.
Energy services partner
Calculate the savings
Through Trane Building Advantage, our building professionals utilize advanced building management systems and service expertise to enhance energy management and create a more comfortable school building. We provide an ongoing partnership that identifies goals based on your needs and budget, and offers scalable solutions that deliver the level of service and support you require, targeted recommendations, implementation expertise, and validation of results to give you proof that your system is impacting the bottom line.
Simplified procurement
Our contract with cooperative purchasing alliance U.S. Communities ™ enables us to offer our HVAC systems, advanced controls, building contracting and energy services while satisfying competitive bid requirements for most state and local government agencies. This provides your school with the opportunity to get the best system for your needs long term, not simply the lowest-cost option today.
Removing financial barriers
Trane can help school districts take advantage of financing options required to implement much-needed HVAC upgrades and other energy conservation measures with minimal capital investment. As the improvements bring in the projected energy cost savings, the new equipment can pay for itself. This is how Trane has helped schools achieve over a billion dollars in operating improvements over the years.
The energy conservation measures (ECMs) Trane recommends — and the resulting financial benefits — will be unique to your district and based on the condition of your buildings. In general, Trane has found that implementing upgrades to achieve performance improvements typically yields the following energy savings:
Making schools better
Help your school building pass the test today and tomorrow.
America's schools waste 25 to 30 percent of the energy they consume. 9 Fortunately, the data that's being generated by your building controls provides a true indicator of whether or not your facility is among those wasting energy. In fact, Trane building professionals can transform this data into actionable insights that will optimize your building's performance and impact your bottom line through reduced utility costs. Data captured using Trane controls is the enabler to a host of performance-based services. And it's how you can make smart investment decisions that enhance your school operations — decisions that pay off as you create an environment that is healthier for students, easier on the environment and better for learning.
Learn more …
Visit Trane.com/k12schools or contact your Trane account manager.
9. Gregory Kats, "Greening America's Schools Costs and Benefits," October 2006.
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Julie Jackson, Gail Dickinson, and Danielle Horton
“Study the science of art. Study the art of science. Develop your senses—especially learn how to see. Realize that everything connects to everything else.”
—Leonardo da Vinci (Adair 2007, p. 99)
C urrent research encourages science teachers to connect new learning with prior knowl- edge, student interests, cultural experiences, and classroom activities across disciplines (Donovan and Bransford 2005; Bransford, Brown, and Cocking 2000). Field-note poetry is the product of our efforts to combine current research in learning and cognition with integrated geoscience and language arts activities. In this article, we present a fun and effective instructional activity that teaches students how to record detailed field notes and sensory observations that become the framework and inspiration for poetry.
A geoscience activity combining field notes and poetry
January 2010
27
Looking at the world: Observation
Making observations is an important science-process skill, and gathering evidence from observations is a key element of inquiry (NRC 2000). The National Science Education Standards state that when direct experimentation is not possible, "it is important to maintain the spirit of inquiry by focusing the teaching on questions that can be answered . . .using observational data" (NRC 2000, p. 189). Because many geoscience concepts are not accessible via experimentation, geoscientists value observational evidence. As a result, students must move beyond simply looking at objects and learn to make high-quality observations. In observation activities, this transition occurs when teachers begin a lesson with basic tasks and gradually include more complex visualization tasks in combination with open-ended questions and qualitative expressions.
Journaling in nature
Recordkeeping is a fundamental element of scientific investigations, and scientists use field notes to record their observations while working outside. Field notes can range in style from structured to free form, and they should include the date, time, weather conditions, and location in each entry. They also frequently include lists of observations, measurements, and sketches.
The field-note poetry exercise in this article uses semistructured field-note entries and can be used in any outside location that supports instruction, such as a pond, field, local park, or flower garden.
Scaffolding observation opportunities
The art of observation begins when we immerse ourselves in the surrounding textures and tones of life (Dunleavy 2008). Observational skills improve with practice, and teachers should strive to provide students with opportunities to make observations. We start with a familiar locale for students: our school grounds. Students begin the field-note poetry activity by recording basic information in their field notes—such as site location, date, time of day, temperature, and weather conditions—and noting anything unusual.
Next, we ask students to describe the topography, types and distribution of vegetation, location and types of water sources, and the flow rates and quantity of water. We also ask them to note the
u location and types of human influences;
u location, types, and interactions of wildlife;
u evidence of wildlife (e.g., prints, scat); and
u types of rocks and evidence of their weathering and erosion.
Students then draw a "T" chart in their notebooks. One side of this chart is labeled "What I see" and the other is
28
The Science Teacher labeled "What I hear" (Figure 1). We give students 5–10 minutes to record their visual observations and another 5–10 minutes to record their auditory observations.
Beginning with a well-known location highlights the difference between a casual glance and scientific observations. Students are generally surprised by the details they notice when given an opportunity to study a place that they encounter daily. After this experience on campus, students are better prepared to make observations off school grounds.
When students are given structured opportunities that allow them to observe nature and record their findings, their perceptions evolve and change. Following several observation activities, one student said:
The ability to see and feel the geology of the natural world has changed the way that I look at landforms. When I see a mountain range, I now think of the millions of years of plate collisions that formed the chain and the millions of years necessary to completely erode the mountains.
Sketching in nature
As Barrett Klien, a preparer and display maker in the Exhibition Department at the American Museum of Natural History, said:
The best way for any scientist to understand his or her science is through visualization…Close observation is the first step in any scientific inquiry, and to my mind, there is no better way to observe than to try to draw what you are looking at (AMNH 2001).
Fi g ur e 1 Sample "T" chart.
| What I see | What I hear |
|---|---|
| Flowing river People Leaves blowing The Sun A water snake Mountains Columnar basalt Dirt Rocks and pebbles Clouds Blue sky Bugs Grass Weeds | Flowing water Wind blowing leaves Rocks being stepped on Birds chirping Cars moving (traffic) People talking Leaves rustling |
Scientists use field sketches to enhance their observations and to develop ideas about the processes that have shaped the environment—we encourage our students to do the same in this activity. After they have completed their T charts, they sketch their observations. For example, one student may draw a broad landscape picture showing his or her position within the setting, and another may draw a rock or a plant. Sketching exercises should allow sufficient time for students to concentrate on and interpret their surroundings without input from other sources, such as their textbooks, teacher, or peers.
Once students have completed their individual sketches, they choose their own small groups and work with their
Photos courtesy of the author
group members to compare notes and produce a consolidated description and sketch. We have found this produces more detailed site descriptions and makes students aware of details they may have failed to observe individually.
We then ask student groups to explain their drawings in a class discussion. We like to have individual students explain what they have observed through their sketches. Continually asking students broad questions—such as, What processes have contributed to this landscape? What patterns do you see? Are there relationships between the distribution of the rocks, soils, and plants?—forces them to carefully observe their surroundings and look for evidence to answer these questions.
After grading the groups' site descriptions, we provide students with anonymous examples that illustrate novice- and expert-level observations. We then ask them to compare and contrast the two examples—further reinforcing the skills needed to produce high-quality work.
Writing poetry
Once students have made their observations, created a journal entry, and drawn their field sketches, they then construct poems using these various pieces. Because there are many styles of poetry and different types of poetic structures, we discuss acceptable parameters before beginning our field-note poetry assignment. Figure 2, "Poetry 101," contains a list of common poetry styles that may be used to support field-note poetry activities. Student poems do not have to include large words or
Fig ure 2
Poetry 101 (Ghare 2007; Poetry Magic 2009).
January 2010
29
sophisticated vocabulary to be accepted (Linaberger 2004). We do not specify a particular format for our poetry assignment—they do not need to follow a fixed meter, rhythm, or pattern. As a result, students turn in poems that range from simple, four-sentence rhymes to complex, multiverse constructions.
A quick conversation with a language arts teacher can easily focus the poem structure on a type of poetry taught in students' English classes. This alignment of expectations and assignments across content areas may increase student participation while providing time to develop high-quality poems. Students can also choose to publish their poetry online or enter it in the annual science poetry contest sponsored by the Science Education Review (see "On the web").
Putting it all together
One of our field-note poetry activities took place off campus, just east of the Cascade Mountains, in a picnic area facing an outcrop that exposes several layers of columnar basalt. This field site borders a small stream to the west and a two-lane state highway to the east. This was the first time our students had been here. They drew T charts in their field notebooks; made sensory observations; and drew sketches of the outcrop. Using their observations, they then wrote their own poems; a sample student poem is shown in Figure 3.
Poetry is the creative expression of thought—and a medium for students to organize their thoughts and impressions. Field-note poetry provides teachers with insight into their students' content knowledge development, while showcasing emergent perceptions and evolving attitudes about scientific concepts and processes. For example, one of our students came to recognize that Earth scientists view the world differently—and value that difference:
Take a normal person with normal views Turn on the mind of a geologist And the Earth breathes life… Ignorance is not always bliss.
William Cullen Bryant (Wilson 1991; p. 121) said that "poetry is that art which selects and arranges the symbols of thought in such a manner as to excite the imagination the most powerfully and delightfully." The National Science Education Standards encourage students to showcase science in "a variety of ways, such as orally, in writing, and in other forms" (NRC 2000, p. 192). Student poems reveal levels of creativity and depth of understanding that cannot be expressed in traditional science reports or structured science notebooks.
Fi g ur e 3 Sample student poem.
The Story
I see debris on the outcrops
Columnar joints of basalt like nature's art sculptures
I see the easy flow of a river
Tiny rocks between my feet
Patches of yellow and green grass
Little shrubs struggling for sunshine in the heat waves
Radiating through
I hear the beat of running water
Bugs chirping
Nature at work
I hear my feet cracking underneath
The rocks as I try to figure out the story of what happened here
I ask myself…
A lava flow, what caused it?
Geothermal heat? An earthquake?
I see the clues of the past in the rocks
In the banks
In nature all around
Then I hear the roar of cars
Breaking my serene silence
My story of the land disappearing
My concentration broken
But not my will to do this job
Not my will to help the world
Nor discover its hidden mystery
Figure 4 Field-note poetry rubric.
| | 3 points | 2 points | 1 point |
|---|---|---|---|
| Science content knowledge | Excellent understanding and application of science content | Good understanding and ap- plication of science content | Poor understanding and application of science content |
| Sensory images | Vivid, detailed sensory images | Clear use of sensory images | Some use of sensory image |
| Use of language | Uses rich and imaginative language | Appropriate choice of language | Imprecise or inappropriate choice of words |
30
The Science Teacher
Assessing the activity
Formative assessments are embedded in daily instructional activities, such as field notes, sketches, sensory observations, and answers to open-ended questions. These flexible assignments are used for immediate insight into students' developing ideas and to determine whether learning objectives have been achieved. Poems are interpreted in light of previous formative assessments. For example, the student's ability to distinguish rhyolite from basalt, or identify columnar joints is measured in a lab practical. Students learn to analyze and predict the sequence of events in the rock cycle. Poems are also assessed using a rubric (Figure 4) to gauge three key poem attributes: science content knowledge, sensory images, and the use of language.
A new way to see the world
Poetry is a unique and powerful way of exploring and knowing the world. It is a creative vehicle that students can use to "explore and express…the qualitative dimensions of experience" (Wilhelm 2009), while deepening their understanding. Because poems frequently rely on imagery and word association, they provide students with a creative and imaginative application of observational data. They also reinforce science vocabulary (Cabrera 2008).
Field-note poetry forges interdisciplinary connections by combining knowledge of poetry structures and science content. Supporting activities provide opportunities for students to make observations and qualitatively express
developing knowledge through semistructured field notes, sketches, and sensory observations. In combination, these engaging, cross-curricular, instructional techniques facilitate learning and engage students while transforming the classroom experiences of both teachers and students. ■
Julie Jackson (email@example.com) and Gail Dickinson (dickinson@ txstate.edu) are assistant professors at Texas State University– San Marcos; Danielle Horton (firstname.lastname@example.org) is a program coordinator for the Jackson School of Geosciences at the University of Texas at Austin.
Acknowledgment
The authors would like to thank GeoFORCE Texas for supporting field-note poetry activities.
On the web
Science Education Review 2010 International Science Poetry Competition: www.scienceeducationreview.com/poetcomp.html
References
Adair, J. 2007 The art of creative thinking. Philadelphia: Kogan Press.
American Museum of Natural History (AMNH). 2001. Drawing as a way of looking at the natural world. www.amnh.org/ education/resources/rfl/pdf/drawing_as_a_way.pdf
Bransford, J.D., A.L. Brown, and R.R. Cocking, eds. 2000. How people learn. Washington, DC: National Academies Press.
Cabrera, M. 2008. The poetry of science: The effects of using poetry in a middle school ELD science classroom. The Electronic Journal of Literacy through Science 7 (1): 1–42. http://ejlts. ucdavis.edu/article/2008/7/1/poetry-science-effects-using-poetrymiddle-school-eld-science-classroom
Donovan, S.M., and J. Bransford, eds. 2005. How people learn: Science in the classroom. Washington, DC: National Academies Press.
Dunleavy, D. 2008. Mastering the art of observation. http://rising. blackstar.com/mastering-the-art-of-observation.html
Ghare, M. 2007. Types of poetry: All the different types of poems. http://buzzle.com/articles/types-of-poetry-all-the-differenttypes-of-poems.html
Linaberger, M. 2004. Poetry top 10: A foolproof formula for teaching poetry. The Reading Teacher 58 (4): 366–372.
National Research Council (NRC). 2000. Inquiry and the national science education standards. Washington, DC: National Academies Press.
Poetry Magic. 2009. Imagery in poetry. www.poetrymagic.co.uk/ imagery.html
Wilhelm, J.D. 2009. Poetry as a 21st century problem-solving pursuit! Voice From the Middle 16 (3): 40–42.
Wilson, R. 1991. American sublime: The genealogy of a poetic genre. Madison, WI: University of Wisconsin Press.
January 2010
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MESSAGING TOOLKIT TO PROMOTE THE PREVENTION AND TREATMENT OF CHILDHOOD OBESITY IN MISSOURI
Prepared for the Missouri Council for Activity and Nutrition February 2018
History
This toolkit was developed to further the mission to advance the dual strategies of obesity prevention and treatment for Missouri's children and their families. The Subcommittee on Childhood Obesity, established in 2014, completed a comprehensive review of evidence and compiled recommendations that offer an effective way to address obesity with Missouri's children. This work culminated in a report with five statewide recommendations that were provided as requested to the Missouri Children's Services Commission and published in 2015. (http://extension.missouri.edu/ mocan/OC2015/ChildhoodObesityReportCSC.pdf). The Missouri Council for Activity and Nutrition (MOCAN) is a critical partner in the ongoing implementation of these recommendations.
Purpose
At this time, we want to increase awareness of the needs for childhood obesity prevention and treatment efforts and engage more people to implement effective approaches. This toolkit was developed after extensive literature review and primary research in the state of Missouri to customize messages for two audiences, namely health care providers and policy makers.
For whom is this toolkit designed?
* Health care providers who want to inform their colleagues about the value of assessing weight status in patients and early intervention, and updates on new resources and insights.
* Representatives or members of associations or agencies that work on childhood obesity prevention and treatment activities, e.g, local public health agencies, statewide associations, community not-for-profit agencies, members of MOCAN, or health care provider associations.
* Universities or other agencies providing training to health care providers on family-based behavioral treatment for weight management.
* Associations that are working on increasing state or community awareness and actions to improve policies and environments to support health and obesity prevention.
Special Acknowledgements
* Work completed by staff at the Health Communication Research Center, University of MissouriColumbia.
* Special thanks for to our funders - the Health Care Foundation of Greater Kansas City, Children's Mercy, and MOCAN's funding received from the Missouri Department of Health and Senior Services and Missouri Foundation for Health.
* Supports and reviews provided by MOCAN's staff, members and working groups to complete this document.
Table of Contents
Policy makers
MESSAGING TO POLICY MAKERS
Messaging to Policy Makers
RECOMMENDATIONS
These messaging recommendations are based on a review of literature and interviews with Missouri policy makers, with particular consideration to the unique characteristics of the state. Here are a few of the most relevant insights:
* The research indicated that when public health professionals talk about prevention, policy makers may understand the word as referring to secondary prevention, which is more consistent with the medical model (i.e. cancer screenings). There is an educational opportunity to redefine prevention as a community-based initiative that happens before problems start.
* In Missouri, most policy makers live in rural areas. Communication should emphasize the fact that rural children are disproportionately affected by obesity.
* Policy makers are more open to health policy around schools. Positioning school time as only a fraction of a child's week could help underline the importance of affecting community environments, as well.
* Missouri's current governor served in the military, as have 14 percent of our current legislators. We recommend continuing to push the message that childhood obesity is a threat to national security and obstacle to military recruitment.
* Emphasizing the cost savings of prevention is important. However, term-limited, elected officials may be less incentivized to think about long-term outcomes. When possible, cost savings statistics should be presented for shorter-term time periods, even if the dollars saved appear less impressive.
* Weight bias and the belief that being overweight is entirely, or almost entirely the responsibility of the children or parents of the children with obesity is pernicious and particularly difficult to change. Previous research led the Missouri Foundation for Health (MFH) to recommend that when talking about social determinants of health, communication materials first acknowledge personal responsibility, essentially "meeting people where they are," then framing policy efforts as a way to create an environment that will help families make healthy decisions. Though there was some mixed research that has emerged since MFH made the recommendation, the bulk of research still indicates this as a promising strategy.
* Try sharing your own story of a Missouri child with obesity and the circumstances he or she faces. It is important to remember that touching, well-crafted stories are often more influential on policy makers than statistics.
* Even policy makers who are reliable health champions need more information about causes of childhood obesity and solutions. We developed a quick fact sheet geared more toward policy makers who already champion health policy, while the brochure is more tailored for people who need to be better informed.
TALKING POINTS
Facts about childhood obesity
Nearly one out of three children in Missouri is overweight or obese.
* Seventy-six percent of children who are obese will become adults who are obese. 2
* Missouri has made some progress in the epidemic - the rate of childhood obesity among Missouri children in the WIC program has started to decrease slightly, signaling the success of the program. 1
Healthy habits
It is easier for families to form healthy habits when healthy, affordable food and opportunities for physical activity are all around them.
* Forming healthy habits starts early. New research indicates that stress on children in their first few years of life, and even stress on their mothers while they are pregnant, changes children's brains in ways that increase risk for obesity. The stress can result from circumstances like food insecurity, poverty, and violence. 3
Prevention
Most of what makes us healthy or unhealthy takes place outside of a doctor's office. Access to affordable, nutritious foods in healthy communities helps prevent health conditions like obesity before they start.
* There are state-level solutions to manage Medicaid costs. Focusing on prevention strategies that make healthy food and physical activity easily available saves money and makes it easier for families to make healthier decisions.
* People may be caught in a cycle of habits that affect their health; focusing on preventing overweight or the problems that come with it can save money and help people form healthier habits.
* Preventive strategies not only keep people healthy, but can also help decrease high cost visits to the ER.
* State and local-level actions can help prevent childhood obesity. These include:
* Supporting design of community environments to support play and physical activity.
* Including physical activity as part of child care, school, and programs outside of school
* Improving healthy food options in neighborhoods and public settings.
and work places.
* Promoting National Safe Routes to School Initiatives at the local level to increase safe walking routes to school.
* Supporting health care prevention, and assuring access and referral to effective treatment for high-risk children.
* Supporting community and school gardening programs.
* Promoting access to healthy foods through participation in USDA programs like the National School Meals Programs, Child and Adult Care Food Program, and Family Nutrition Program.
National security
Forward-thinking states like Missouri can lead the charge on ensuring that we have a fit and ready military to answer the call of duty.
* As teens mature to young adults, one out of four in the United States is too overweight to join the military. 5
* Currently 72 percent of Missourians ages 17-24 are ineligible for military service - their failure to meet fitness standards is a leading cause. 4
Health in all environments
Improving the health of schools is just one part of reducing childhood obesity. During the school year, children spend 80 percent of their week outside of schools – where they live and play. Making changes in communities, along with schools, will have a higher impact on the health of Missouri children. 7
Rural
* Rural children are 25 percent more likely than their urban peers to be overweight. 8
Missouri is a state with a proud, rural heritage. Unfortunately, rural children are at a greater risk for obesity.
* Rural children are more likely to be bullied than urban children and being overweight is one of the leading factors for bullying. 9
* Why are rural children overweight? A few likely causes are:
* Lack of infrastructure like sidewalks and bike lanes to encourage physical activity
* Low access to treatment professionals including dietitians and psychologists
* Limited access to healthy, affordable foods
Treatment
While prevention is key, we can't leave behind children who are already overweight. There are new, effective treatments for childhood obesity.
* Medical nutrition therapy and family-based behavioral therapy have been found by the US Preventive Services Task Force to be effective.
* MO HealthNet plans to start reimbursing for these treatments in 2018.
* Family-based treatment has the added benefit of improving health outcomes for adults as well as children.
Cost of obesity
* If body mass indices were lowered by five percent, Missouri could save eight percent in health care costs. 2
* According to the National Conference of State Legislators, taxpayers fund about half of the costs of obesity, around $60 billion/year, through Medicaid and Medicare. 10
Sources
2. http://extension.missouri.edu/mocan/OC2015/ChildhoodObesityReportCSC.pdf
1. https://stateofobesity.org/wic/
3. http://healthyeatingresearch.org/wp-content/uploads/2017/06/her_stress_obesity_5-30.pdf
5. https://strongnation.s3.amazonaws.com/documents/5/bf7c452a-69b0-402c-8242-a8ffa1172407. pdf?1469545806&inline;%20filename=%22Retreat%20is%20Not%20an%20Option_NATIONAL.pdf%22
4. https://0.tqn.com/z/g/usgovinfo/library/PDF/unable_to_serve.pdf
6. https://www.militarytimes.com/news/your-military/2016/09/11/the-u-s-military-has-a-huge-problem-with-obesity-andit-s-only-getting-worse/
8. Lutfiyya, M. N., Lipsky, M. S., Wisdom-Behounek, J. and Inpanbutr-Martinkus, M. (2007), Is Rural Residency a Risk Factor for Overweight and Obesity for U.S. Children? Obesity, 15: 2348–2356. doi:10.1038/oby.2007.278
7. Percentage calculated based on average length of school day in Missouri. https://nces.ed.gov/surveys/sass/tables/ sass0708_035_s1s.asp
9. Missouri Department of Health and Senior Services Office of Primary Care and Rural Health. (2017). Childhood bullying in rural Missouri. Jefferson City, MO. Accessed January 22, 2018 from http://health.mo.gov/living/families/ ruralhealth/pdf/bullying-rural-missouri.pdf
10. http://www.ncsl.org/research/health/childhood-obesity-legislation-2013.aspx
NEWSLETTER
Sample newsletter
Nearly one out of three Missouri children is overweight or obese and rural children are 25 percent more likely to be overweight. Why have we seen the number of children who are overweight triple over the last 30 years? Is it because parents don't care? The answer is an unequivocal "no." Personal responsibility does play a role but it is clear that other factors in families' environments and circumstances are what has changed. A few of the causes include:
* Infrastructure – These days, towns are built for driving, not for walking – especially in rural areas.
* More access to junk food - There are more fast food restaurants in both rural and African American communities.
* Poverty – Healthy food like fruits and vegetables are harder to come by in rural and low-income urban neighborhoods, while junk food and soda is cheap and ubiquitous. Single parents or parents working two jobs have limited time for cooking or shopping sales for affordable food.
* Screen time – Kids are surrounded by iPads, smart phones and even old-school entertainment like televisions!
* Advertising – With that additional screen time comes increased opportunities for advertisers to target youth with junk food advertising. Low-income children in rural and African American communities see more ads for junk food. Children are inundated with 1,000 ads annually for fast food alone.
Being overweight affects more than just appearance. Children who are obese are more likely to be bullied and develop other health problems. Alarmingly, 70 to 80 percent of children who are obese become adults who are obese. They are prone to adverse health conditions including high blood pressure, diabetes and heart disease. Additionally:
* One out of four young adults is too heavy to join the military, threatening national security; and
* The average annual health care costs for people with obesity are $1,429 higher than for healthyweight individuals.
Families are trying hard to provide healthy options for their kids, but they can't do it alone. The consequences of allowing this trend to continue will be severe. Small policy changes will reap tremendous benefits and in turn, will help Missourians be more productive, healthier and happier. You can help by supporting initiatives that increase access to affordable, healthy food; make it safer and easier for people to walk and exercise; and provide referral to affordable health care prevention for low-income children.
SOCIAL MEDIA
Sample social media posts
* Did you know that childhood obesity has tripled in the last thirty years? A healthy diet is key to reversing this trend; unfortunately, healthy options are more expensive than junk food. Support local farmer's markets and other initiatives to increase access to fruits and vegetables.
* Why is childhood obesity a national security issue? One in four young adults are too overweight to qualify for the military.
* Missouri has a strong rural heritage, but unfortunately rural children are 25 percent more likely to be overweight. Supporting initiatives like Livable Streets in your community can help reduce this gap. http://livablestreets.missouri.edu/
* Why have we seen the number of children with obesity triple over the last 30 years? Is it because Missouri parents don't care? The answer is an unequivocal "no." Factors in families' environments and circumstances are what has changed. Working two jobs with no time to cook, coupled with ubiquitous, cheap junk food and increased advertising to children are just a few of the obstacles.
* Discrimination based on weight remains a part of day-to-day life for many Missourians. The shame people feel about their weight can lead to eating disorders, a lack of job opportunities, lower pay, and many more social issues. To find out more, check out this brochure by the Obesity Action Coalition. http://www.obesityaction.org/weight-bias-and-stigma/understanding-obesitystigma-brochure/understanding-obesity-stigma-brochure-viewer
CHILDHOOD OBESITY IN MISSOURI
Childhood Obesity Facts
* Nearly one out of three children in Missouri is overweight or obese. Rural children are 25 percent more likely to be overweight than their peers.
* Starting healthy habits early is important. Children who are overweight at ages 2 to 4½ (the approximate ages of WIC participants) are five times more likely to be overweight at age 12. Unfortunately, 70 to 80 percent of children who are obese will remain obese as adults.
* Obesity causes physical and emotional health complications for children now and as they grow older. Diseases like diabetes and high blood pressure harm children's health and quality of life. Bullying, depression and low self-esteem are more common in children with obesity.
* Missouri has made some progress with reducing childhood obesity. The rate of childhood obesity among Missouri children in the WIC program has started to decrease slightly, signaling the success of the program.
* But more progress is needed. Missouri ranks 20th for overweight and obesity rates among high school students.
Causes of Childhood Obesity
* There's a global trend toward unhealthy eating and decreased physical activity. Factors include increased portion sizes, television viewing among children, consuming more soda and other sugary beverages, snacks and fast food.
* Poverty-induced stress impacts a child's brain development and increases risk for obesity. New research indicates that stress on children in their first few years of life, and even on their mothers before they are born, changes their brains in ways that lead to obesity. The stress can result from food insecurity, poverty, and violence.
* Low-income families have less access to healthy, affordable food. Healthy foods like fresh fruits and vegetables are harder to come by than processed food. Junk food costs less, is easy to find, and low-income children see more advertisements for junk food, which increases their craving.
* Combined with a poor environment, genetics influence obesity. Extra weight is 25 to 40 percent heritable from parents to children.
Impact of Childhood Obesity
* National security: One out of four young adults in the United States is too overweight to join the military.
* Lifelong health: Children who are obese are more likely to develop chronic diseases such as diabetes and cardiovascular diseases at a younger age.
* Health care costs: According to the National Conference of State Legislators, taxpayers fund about half of the costs of obesity through Medicaid and Medicare - about $60 billion annually. If body mass indices were lowered by five percent, Missouri could save eight percent in health care costs.
* Workforce: Children who are obese are less likely to pursue education beyond high school and as adults, health conditions related to obesity result in more days of work missed.
Missouri Council for Activity and Nutrition (MOCAN) contact information:
Donna Mehrle University of Missouri Extension firstname.lastname@example.org 573.884.0929
Facebook: @MissouriMOCAN
Twitter: @MOCANtalks
Sources:
https://www.cdc.gov/nccdphp/dnpao/state-local-programs/profiles/missouri.html http://extension.missouri.edu/mocan/OC2015/ChildhoodObesityReportCSC.pdf
https://stateofobesity.org/states/mo http://healthyeatingresearch.org/wp-content/uploads/2017/06/her_stress_obesity_5-30.pdf
http://frac.org/wp-content/uploads/frac_brief_understanding_the_connections.pdf https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4408699/#ref18
http://www.who.int/dietphysicalactivity/childhood_why/en/
https://oa.mo.gov/sites/default/files/FY_2018_Budget_Summary.pdf
The Missouri Council for Activity and Nutrition is a coalition of statewide and local agencies, institutions, organizations, local coalitions and individuals who work together to improve the health and quality of life of Missourians through healthy eating and active living initiatives.
Support these MOCAN initiatives to help give communities the power to creatively address childhood obesity at a local level:
* Eat Smart in Parks
* Missouri Livable Streets
* Missouri Farm to School
LearnMore
For more information on MOCAN and MOCAN initiatives, please visit MOCAN.org.
PREVENTING CHILDHOOD OBESITY
Supporting Healthy Habits for Missouri Communities
SupportingHealthyHabits
Missouri is a state with a proud, rural heritage. Unfortunately, rural children are 25 percent more likely than their peers to be overweight. And 70 to 80 percent of children who are obese will become adults who are obese. That's why starting healthy habits early is important.
Childhood obesity is a costly problem. According to the National Conference of State Legislators, taxpayers fund about half of the costs of obesity, around $60 billion/ year, through Medicaid and Medicare. If body mass indexes were lowered by five percent, Missouri could save eight percent in health care costs.
There are state-level solutions to manage Medicaid costs. Focusing on prevention strategies saves money and addresses the unhealthy habits that lead to health problems, like obesity. Preventive strategies not only keep people healthy, but can also help decrease high cost visits to emergency departments.
CURRENTLY 70 PERCENT OF AMERICAN TEENS ARE NOT ELIGIBLE FOR MILITARY SERVICE- THEIR FAILURE TO MEET FITNESS STANDARDS IS A LEADING CAUSE.
WhatCanYouDo?
Benefits of treating and preventing childhood obesity HealthyEnvironments
Forming healthy habits starts early. New research shows that stress on children in their first few years of life, and even on their mothers before they are born, changes children's brains in ways that lead to obesity. The stress can result from circumstances like food insecurity, poverty, and violence.
Forward-thinking states, like Missouri, can lead the charge on ensuring that we have a fit and healthy population. You can help prevent childhood obesity by supporting these measures:
* Design of community environments to support play and physical activity.
* Healthy food options in neighborhoods and public settings.
* Physical activity as part of child care, school, and programs outside of school and work places.
* Health care prevention, access and referral to effective treatment for highrisk children.
* National Safe Routes to School Initiatives at the local level to increase safe walking routes to school.
* Community and school gardening programs.
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Introduction to Biology:
"Carbon Creation" Demo
- Purpose is to provide a visual of how carbon bonds to oxygen and hydrogen using sugar and sulfuric acid.
"Identifying Organic Molecules" Lab
- Purpose is to isolate and test for major types of organic molecules (fats, proteins, and sugars) using indicators. "Using a Compound Light Microscope" Lab
- Purpose is to provide information about the functions and purpose of a microscope.
"Sewer Lice" Demo
- Purpose is to gain insight to the importance of good research and a develop proper observational skills.
"Great Escape" Activity
- Purpose of this exercise is to demonstrate the importance of following the scientific method.
"Find My Chip" Activity
- Purpose of this is to review what is required in the result section of the scientific method using a few tools / observations. "Chinese Whispering (aka Telephone Game) Simulation" Activity
- Purpose of this activity is to introduce the process of evolution using words/phrases that change or mutate from one person to another (generations).
"Evolutionary Phylogenetic Cladograms and Trees" Activity
- Purpose of this assignment is to illustrate how species are related via common ancestry and how characteristics help to determine relationships.
"Darwin's Finches" Lab
- Purpose is to use various tools to simulate different finch beaks and test their beaks on various "islands" containing different kinds of seeds and competition.
"Making Cents Out of Radioactivity" or "The Decay Curve of Twizzlers" Activity
- Purpose is to simulate the process of radioactive decay and half-life and create a graph that illustrates the process.
Ecology:
"Thermite Reaction" Demo
- Purpose is to show what an exothermic (oxidation-reduction) reaction involves and yields using rusty ball bearings and foil. "Food Chain and Food Web" Activity
- Purpose is to construct and utilize a food chain and food web using materials which include abiotic and biotic examples.
Demonstrations on the effect of natural and unnatural disasters are mentioned.
"Fungi" Lab
- Purpose is to highlight a major contributor in the food web and in some biogeochemical cycles.
"Apple Demo" Activity
- Purpose is to use an apple to represent the Earth and cut away sections to represent resources and populations.
"Eco-Column" Lab
- Purpose is for the student to create 2-3 ecosystems and demonstrate how they all work together.
Cytology:
"Cell Membrane" Lab
- Purpose is to use bubbles and bubble solutions to simulate cell membranes, fluid mosaic model, channel proteins, etc… "Zinger Bacteria Model" Activity
- Purpose is to review over the main structures of a prokaryotic cell during or after lecture.
"Plant vs Animal Cell" Lab
- Purpose of this lab is to prepare, observe and/or record characteristics of different types of cells such as cork, onion, human epithelial, elodea, apple peel, and/or blood cells; also, including protozoa.
"Shrink-a-Dink Cells" Activity
- Purpose is to review the organelles and structures found in an animal and/or plant cell.
"Hypotonic and Hypertonic Solution" Lab
- Purpose is to observe osmosis across the membranes of a potato; thus, demonstrating various states of solutions. "The Phagocytosis and Pinocytosis: Peanut Problem" Activity
- Purpose of this activity is to allow the student to think about how cells ingest food by means of "bulk transport" by simulating the process using a peanut, string, and a clear plastic bag.
Cell Division and Reproduction:
"Basic DNA and Human Chromosome Model" Activities
- Purpose is to introduce the "basic" anatomy of a DNA molecule by using eatable components that represent sugar-phosphate backbones and nitrogenous basis so students understand what DNA looks like during the Interphase stage of the cell cycle. In conjunction, a life-size human model of an X chromosome will be demonstrated to represent the anatomy of what DNA looks like during Mitosis and Meiosis.
Biology I (General) Lab / Activity Syllabus
"Mitosis" Lab
- Purpose of this lab is to observe and identify various stages of mitosis: prophase, metaphase, anaphase, and telophase. The cells that will be used come from a plant root tip and an animal blastula. Along with studying the phases of mitosis, interphase and cytokinesis will also be reviewed.
"9-Page Cancer Spread" Project (TBA)
- Purpose is to have students review and research information discussed in class about the different aspects of cancer including: carcinoma, lymphoma, sarcoma, leukemia, carcinogens, treatment/support, benign and malignant tumors, and cancer in general by making a page of each topic based on a theme and putting them all together.
"Modeling Meiosis" Lab
- Purpose is to use common food products and crafts to demonstrate the stages of meiosis I and II. Genetic recombination, karyokinesis, and cytokinesis will also be utilized.
"Glitter, the STD of Crafts" Activity
- Using glitter to represent pathogens that can cause STD, students will be asked to begin shaking hands with 2-3 volunteer students in order to demonstrate how STD's can be spread.
Genetics:
"DNA Model and an Introduction to Protein Synthesis" Lab
- Purpose is to create a fairly detailed model of DNA, use the model to understand the structures of the DNA, explain the location/functions of genes, and investigate the basic principles of protein synthesis.
"Protein Synthesis" Activity
- Using stencils to mimic genes and the classroom to represent a cell, students are introduced to the general principal of protein synthesis and the steps of transcription and translation.
"DNA Extraction from Chicken Liver Cells" Lab
- Purpose of this lab is to extract DNA from chicken liver cells and isolating the DNA in solution for observation; additionally, to reemphasize DNA is found in all organisms.
"Brainstorming about Genetics"
- Purpose is to have students discuss and become inspired about genetics by using illustrations (ie unrelated family photo) to introduce terms and genetic related concepts.
"Sock Genetics" Demo
- Purpose is to use socks as "paired genes", along with a Punnett's square constructed from wood/hooks and a whiteboard, to introduce monohybrid crosses and allow the student to develop an awareness of phenotypic and genotypic patterns and fractions/percentages/ratios. Gray socks can be utilized to represent incomplete dominance and black/white socks can be utilized to represent codominance.
"Making "Cents" Out of Punnett's Squares"
- The purpose is to use coins and to have students that are class led to follow an activity that demonstrates the meaning of various terms such as genes, genotype, phenotype, dominant and recessive. The activity is also used to review the mechanics of creating monohybrid Punnett's Squares.
"Modeling Monohybrid and Dihybrid Crosses and the Law of Probability" Lab and PTC Frequency Demo
- Purpose is to predict the genotypic and phenotypic ratios of offspring resulting from the random paring of gametes and to calculate and graph the genotypic ratio and/or phenotypic ratio among the offspring of a monohybrid and dihybrid cross. Colored shells, beans, and blind folds are used to simulate the various crosses. Note: Sub-activity, PTC Frequency, utilizing the Hardy-Weinberg law, may be demonstrated.
"Human Karyotype" Activity
- Purpose is to arrange "drawn" chromosomes in declining order of size based on height and gene band patterns in order to determine a patient's gender. A real karyotype will be presented for comparison.
"Practice Pedigree" Activity
- Purpose is to become aware of how a pedigree is created and used for clinical and evolutionary studies. Such examples as Huntington's disease and Cystic fibrosis are addressed. A fun side activity will include creating a pedigree from the song, "I'm my own grandpa".
"Polygenetic Inheritance" Demo
- Purpose is to line class by height and create a bell curve to demonstrate the fact that polygenetic traits create such graphs. "Hardy-Weinberg Equilibrium" Activity
- Purpose is to make student aware of using an expanded binomial (a+b) n to find gene frequencies for a particular trait such as Widow's peak vs straight hairline phenotypes.
General Anatomy and Physiology:
"Mammalian Dissection" Lab (Note: Alternative Assignment Available)
- Purpose is to provide laboratory investigations into anatomy and physiology of mammals. The lab will include a dissection of either Rattusnorvegicus (Norway Rat). External features, muscular systems, throat and oral cavity, abdominal cavity and digestive system, circulatory system, respiratory system, urinary structures, female/male genital structures, and the central nervous system are covered. Throughout the lab comparative anatomy that correlates with mammalian evolution will be made evident.
Biology II (Anatomy and Physiology) Lab / Activity Syllabus
Histology:
"Anatomical Tissue" Lab(s)
- Purpose is to observe various types of tissues found in the human body including: human connective, muscle, nerve, epithelial, and blood tissue. Also, each tissue section of the lab will include an activity; such as, model building or tissue naming exercises. At some degree, comparative histology with other animals is mentioned to link evolutionary characteristics.
"Web Quest: "Tissue Trek" Activity
- Purpose is to create a portfolio and video showing crew members encountering five main tissues: connective, bone, muscle, nerve, and epithelial inside of a human body. An outline, description, requirements and research is accessed online via a "web-quest" website. This activity is assigned after the tissues have been discussed.
Digestive System:
"Finding Your Threshold of Taste" Lab
- Purpose of this experiment is to determine the lowest concentration of a substance dissolved in water which can still be tasted; the substances include sugar, salt, and vinegar.
"Digestive System Dissection of the Fetal Pig" Lab
- Purpose of the dissection is to expose various tissues for study. The tissues are related to the organs of the digestive system including the oral cavity, esophagus, stomach, small intestine, large intestine, rectum, liver, and pancreases. Throughout the lab comparative anatomy that correlates with human evolution will be made evident.
Circulatory System:
"Observing Circulation" Demo
- Purpose of this investigation is to observe how blood flows in a vertebrate (goldfish). The observer will be able to view blood cells traveling to and from the heart as well as the vessels in which they travel.
"Circulatory System Dissection of a Pig Heart" Lab
- Purpose of the dissection is to expose heart tissues for study. Various vessels and chambers of the heart will be observed. Throughout the lab comparative anatomy that correlates with human evolution will be made evident.
"Contraction of the Heart" Activity
- Purpose of this lab is to measure pulse rate, blood pressure, and interpret an EKG reading from human test subjects. Target heart rate may also supplement this investigation.
"Making Blood" Activity
- Purpose is to model and simulate blood and its components.
"Human Blood" Lab
- Purpose of this lab is to observe and record characteristics of different type of human blood cells. Procedures involving preparation and study will be used to identify various cells and/or their components.
Respiratory System:
"Modeling the Breathing Action" Lab
- Purpose is to better understand how breathing works by constructing a working lung model.
"Holding Your Breath" Lab
- Purpose of this lab is test whether changes in the levels of oxygen and carbon dioxide in your blood provide the signal to stop holding your breath.
"Room to Breathe" Lab
- Purpose is to calculate the amount of air volume in a room and the rate in which those students in the room breath to find out if there is enough air to breath and/or for how long.
Urinary System:
"Urinary System Dissection of a Sheep Kidney" Lab
- Purpose of the dissection is to expose kidney tissues for study. Various structures and sections of the kidney will be observed. Throughout the lab comparative anatomy that correlates with human evolution will be made evident.
"Nephron Model" Lab
- Purpose of this activity is to research and construct a 3-D model of a human nephron using materials from home. A brief oral explanation of the how the nephron works will also be expected.
Reproductive System:
"Male and Female Gametes" Lab
- Purpose of the microscopic investigation is to outline the structures of the human ovary and anatomy of human sperm cells
(gametes). An online search for various topics relating to human reproduction may also be implemented.
Nervous System / Senses:
"Presentation and Lesson" Activity
- Purpose of this assignment is to present a knowledgeable explanation of the five senses and how they interact with the nervous system (spine and brain).
"Thinking Cap" Activity
- Students create a simple paper hat that illustrates the different parts of the brain and what those parts do.
"Nervous System Dissection of a Sheep Brain" Lab
- Purpose of the dissection is to expose brain tissues for study. Various sections and lobes will be observed. Throughout the lab comparative anatomy that correlates with human evolution will be made evident.
"Primary Anatomy and Physiology Mammalian Dissection"
"Making Anatomical Terminology a…Peeling" Activity
- Purpose is to learn/review biological and anatomical terminology by using and dissecting a banana as a subject of study. "Felisdomestica: Cat Dissection" Lab
- Purpose of this lab is to summarize and investigate the various tissues and systems of a mammal (Felisdomestica: Cat) that have been discussed throughout the course. External structures, ventral muscles, dorsal muscles, thoracic and anterior systems and veins/arteries, abdominal and posterior systems and veins/arteries, urogenital systems, and related structures will be addressed. Throughout the lab comparative anatomy that correlates with mammalian evolution will be made evident
Other(s): (Maybe in conjunction with any of the activities/labs/projects previously mentioned)
"If My "Organ" Was a Person" Activity
- Purpose is to have students review organs/tissues by mimicking an anatomical structure as a short video. "Anatomical Collage: "Biobot" Activity"
- Purpose of this activity is to create a "Biobot" (Anatomical "Collage") that best resembles the structures and the functions of the organs and systems found in the human body. This activity is assigned after the cat dissection is complete.
Advanced Biology II: Dual Credit (General) Lab / Activity Syllabus
Biological Molecules:
"Preparation of Soap and the Study of Biological Fats" Lab
- Purpose is to make a small batch of soap, test the soap's properties, and relate the soap to biological characteristics.
"Marshmallow Molecular Models" Lab
- Purpose is to use marshmallows to create 3-D structures of hydrocarbons, alcohols, and lipids; carbohydrates and proteins. and may also be included
"Introduction to "Entomophagy" Lab
- Purpose is to investigate, cook, and consume, insects as a good source of protein with little fats and carbohydrates.
"G Protein Coupler Receptor" Participation Lab
- Purpose is to demonstrate how G proteins can influence intracellular messaging with the use of ligands by using Miraculin
(sour to sweet stimulator) and Gymnemic acid (sweet reducer); evolutionary advantages or disadvantages will be discussed.
"Organic Breakfast" Lab
- Purpose is to find and test various types of organic molecules including proteins, lipids, and carbohydrates in common food products.
Cellular Metabolism, Fermentation and Respiration:
"Ghoulish Glycolysis" Project
- Purpose is to review the process of Glycolysis by creating a "music video" to describe the steps of this anaerobic process.
"Fermentation" Lab
- Purpose of this lab is to determine if cultured yogurt can be made by fermentation or if root beer can be made by fermentation; pros and cons of cells using fermentation throughout life's history discussed.
"Breathless about Cellular Respiration: Krebs Cycle" Lab
- Purpose is to study how exercise affects the disposal of waste (CO2) from cellular respiration.
Photosynthesis:
"Chloroplast in Guard Cells" Mini-Lab
- Purpose is to simply identify the chloroplast organelles, where photosynthesis takes place, and the guard cells that help regulate the materials necessary for photosynthesis.
"Plant Pigments for Photosynthesis" Lab
- Purpose is to have pigments extracted from various leaves and then see if the solvent in which the pigments are exposed to will separate those various pigments (i.e. carotenes, xanthophylls, chlorophylls a and b; "paper chromatography" activity. "Exciting Electron's that have No-where to Go" Activity
- Purpose is to demonstrate "florescence" when photons of light excite electrons to a higher energy level and not be received by an electron acceptor molecule such as NADP+.
"Measuring the Rate of Photosynthesis" Lab
- Purpose of this investigation is to observe the rate of photosynthesis by infusing carbon dioxide into plant leaves and then exposing the leaf "discs" to light as well as without light. What impact does photosynthesis have on the life changes throughout time?
"Photosynthetic Production of Starch" Lab
- Purpose is to extract and indicate starch from sugar producing leaves.
DNA, RNA, and Protein Synthesis:
"DNA Origami" Activity
- Purpose is to create and model a DNA from paper.
"Extracting DNA for Human Cells" Lab
- Purpose of this lab is to extract DNA from human cheek cells and isolating the DNA in solution for observation; additionally, to reemphasize DNA is found in all organisms.
"Building a 5+ Meter DNA Model" (Optional Extra Credit)
- Purpose is to create a representation of a DNA molecule in order to review of the DNA anatomy and function.
"2-Ply DNA" Activity
- Purpose is to use common household paper products to simulate DNA replication.
"Protein Synthesis Modeling" Lab
- Purpose is to create an mRNA from a DNA sense strand (via transcription) in order to make a protein (via translation) using crafts.
"DNA, RNA, and Protein Synthesis Activity and Computer Simulations Online" Activity
- Purpose of this activity is to illustrate how the order of nucleotides in DNA determines the order of amino acids in proteins. It is used to reinforce the concept that any change in the order of nucleotides can change the order of amino acids in proteins; "internet based activity".
Genetic Expressions:
"The Biology Project Online" Activity
- Purpose is to conduct activities online that address such topics as Mendelian genetics, karyotyping, sex-linked inheritance.
"B.L.A.S.T. Online" Activity
- Purpose is to use the website from the National Center for Biotechnology Information (NCBI); www.ncbi.nlm.nih.gov, to identify a sequence of bases from a DNA sample. Sequence numbers, official names, gene loci, and phenotypic descriptions and evolutionary correlations are addressed.
"Human Karyotype Paper and/or Online" Activity
- Purpose is to arrange chromosomes in declining order of size based on height and gene band patterns in order to determine a patient's gender and disorder such as Klinefelter's or Turner's syndrome.
"Pedigree" Activity
- Purpose is to become aware of how a pedigree is created and used for clinical and evolutionary studies. Such examples as Congenital Ptosis, Tay-Sachs, Hypercholesterolemia, and Muscular Dystrophy are addressed.
"Stickleback Gene" Activity
- Purpose of the activity is to demonstrate how gene switches (and those that are mutated (i.e. pelvis gene)) are used to turn on genes for various phenotypic characteristics between fresh and salt water stickleback fish for evolutionary benefits (i.e. pelvis, jaw, nose).
"RNAi" Activity
- Purpose is to use two analogies in the activity to illustrate how RNAi's used to "interfere" with specific gene expression and protein production.
"Patterns and Gene Expression Presentation using Presentation Software (TBA)
- Purpose is to create a presentation of ideas, diagrams, definitions, information, and/or examples based on genetic expression such as gender linkage, non-disjunction of chromosomes, gene mutations, human genome project, gender determinations, epigenetics, and RNAi.
Plant and Animal Diversities:
"Presentation and Lesson" Activity
- Purpose of this assignment is to present a knowledgeable explanation of one of the five main biomes and how plants and animals interact with each other in nature as a teaching assignment to be presented to middle school science students.
"Anatomical and Physiological Diversities" Lab
- Purpose is to observe plant (dicot) and animal (chicken) embryos in order to demonstrate diversity among organisms. "Plant and Animal Microhabitat and Ecosystem" Lab (TBA)
- Purpose is to research and create an APA style lab that studies single and multi-cellular plants and animals in their environment.
Evolution:
"Presentation and Lesson" Using EVO Activity
- Purpose of this assignment is to present a knowledgeable explanation of evolution. Various lessons and videos will accompany this activity including Hominid skull models.
"The Amazing Human Race" Activity
- Purpose of this assignment is to provide students the opportunity to examine models of Hominids from millions of years of evolution by making comparative observations and developing hypothetical conclusions about human ancestry.
Biology II (Botany) 1 st Semester Lab / Activity Syllabus
Introduction to Botany and Plant Diversity:
"Chia Sculpture" Lab
- Purpose is to provide a metaphorical "hook" to gain an initial interest in botany by making, sculpturing, and nurturing a selfmade chia sculpture.
"Anatomy and Function of Polytrichum "Moss" and Leafy Liverwort" Lab
- Purpose is to examine moss and liverwort in order to help understand the anatomy/physiology and evolution of Bryophytes. "Anatomy and Function of Pterophyta "Ferns" Lab
-
Purpose is to examine a fern in order to help understand the anatomy/physiology and evolution of Tracheophytes.
"Dissection of a Dicot Seed" Lab
- Purpose is to examine anatomical structures of a dicot seed and embryo.
"Seed Germination and Plant Development" Lab (Note: Continues into "Stems, Roots, and Leaves")
- Purpose is to grow and observe plant development from seed to near maturity using a controlled experiment and to make daily observations, records and analysis for the growing plant. An APA research paper based on the results will be formulated.
Stems, Roots, Leaves:
"Ground Tissue Salad" Demo
- Purpose is to make students aware of various types of ground tissue in common foods.
"Plant Tissue, Anatomy, and Physiology: Roots" Lab
- Purpose is to observe and understand the external and internal structures/functions and evolution of roots.
"Plant Tissue, Anatomy, and Physiology: Stems" Lab
- Purpose is to observe and understand the external and internal structures/functions and evolution of stems.
"Plant Tissue, Anatomy, and Physiology: Leaves" Lab
- Purpose is to observe and understand the external and internal structures/functions and evolution of leaves.
Reproduction and Development of Seed Plants:
"Angiosperm Dissection: Flower" Lab
- Purpose is to identify structures found in a "complete flower". Evolutionary advantages and the reproductive structures will be primarily targeted during this investigation.
"Angiosperm Dissection: Fruit (Fleshy Variety)" Lab
- Purpose is to identify structures and tissues found in "fleshy fruits"
"Seed Respiration" Lab
- Purpose is to measure the consumption of oxygen by a germinating seed by creating and using a respirometer.
"Reduction of Starches in Banana Cells" Lab
- Purpose of this activity is to compare that amount of starch in unripen vs ripen bananas in order to provide reasoning to why banana tissue softens and become sweeter when they do ripe.
Other(s): (Maybe in conjunction with any of the activities/labs/projects previously mentioned)
"Supermarket Botany Online" Activity
- Purpose is to related common foods found in a grocery store to plants studied. Teaches students about the differences between fruits and vegetables, between roots, stems and leaves and the developmental sequence from flowers to fruits. The online site: http://www.csu.edu.au/research/grahamcentre/resources
"Dissecting Microwave Popcorn" Activity
- The purpose is to discover the unique design of microwave popcorn packages and to investigate brands, kinds and percent popped.
Biology II (Zoology) 2 nd Semester Lab / Activity Syllabus
Introduction to Zoology:
"Introduction to Animal Symmetry" Activity
- Purpose is to distinguish bilateral and radial symmetry with the use of clay animals created by the students themselves. Why nature has selected animals to have symmetry (pros / cons) discussed.
Sponges and Cnidarians:
"Sponge "Cake" Round "Porifera" Activity
- Purpose is to create a model of a typical sponge from sponge cake.
"Investigating Hydras (Green and/or Brown)" Lab
- Purpose is to observe the anatomy of Hydras. This investigation will allow one to explain the behavior of hydras as well.
Worms and Mollusks:
"Planarian" (Worm) Lab
- Purpose is to observe a flatworm's anatomy, behavior, and asexual reproductive ability. "Dissection of an Earthworm" (Worm) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
"Dissection of a Clam" (Mollusk) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
Arthropods and Echinoderms:
"Dissection of a Crayfish" (Arthropod) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
"Dissection of a Grasshopper" (Arthropod) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
"Dissection of a Starfish" (Echinoderm) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
Non-vertebrate Chordates; Vertebrate Chordates: Fishes and Amphibians:
"Dissection of a Perch" (Fish) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
"Dissection of a Grass Frog" (Amphibian) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
Reptiles and Birds:
"Dissection of a Turtle" (Reptile) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
"Dissection of a Pigeon" (Bird) Lab
- Purpose of the dissection is to expose tissues and organs for study. Various characteristics and terms will be observed and addressed; structures/functions have evolved from previous animals will be made aware of.
Mammals:
"Blubber for Insulation" Lab
- Purpose is to simulate blubber which helps to explain endothermic characteristics of mammals. What evolutionary advantage does having blubber have for mammals in the artic?
"Hair Follicles and Patterns" Lab
- Purpose is to compare and contrast different hair follicles from various mammals under the microscope. What evolutionary advantage does hair have for mammals?
"Emulsification of Lipids" Demonstration
- Purpose is to provide visual evidence of the emulsification properties of soap and provide evidence that milk contains fat; What evolutionary advantage does milk (ie containing fat) have on developing newborns?
"Using Owl Pellets to Study Mammalian Remains" Lab
- Purpose is to view and hypothesis what type of mammal was regurgitated by a raptor in order to study skeletal and anatomical features of mammals.
"Homemade Scat" Lab
- Purpose is to use baking ingredients to create different types of mammalian defecations using a guide illustrating herbivores, carnivores, and omnivores. | <urn:uuid:5ac5d154-aaa9-46ca-bcd8-ba6e4fd5f278> | CC-MAIN-2018-51 | http://rm118.com/Current%20Lab%20and%20Activity%20Syllabus.pdf | 2018-12-18T20:19:25Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 235,646,402 | 6,150 | eng_Latn | eng_Latn | 0.989377 | eng_Latn | 0.991992 | [
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Why would an urban design or regeneration professional pay a novelist, scriptwriter or poet to support the process of place making? Sarah Butler explains
The words on the
The 2007 report A sense of place, by the Commission for Architecture and the Built Environment (Cabe), states that people 'like homes in developments with character that create a sense of place', but signals that a high proportion of people living on new developments feel they lack just that. People want to live in or visit places that are unique, places that offer up surprises and possibilities. One way of achieving this is finding ways to make connections between the past, present and the future of a place.
Learning Curve is a New Start
resource to help share knowledge of initiatives and approaches that have worked well in regeneration and economic development. If you would like to submit an article or have an idea for this section, please email email@example.com or call 0114 281 6133.
22 18 july 2008 new start
An area's physical, social and cultural heritage, its ecology and its future offer rich seams that can be explored creatively. Writers can work with communities to uncover and even create a unique sense of place which can be embedded into the fabric of a development. Such work helps bring communities and individuals on board with change and fosters a sense of ownership and pride which contributes to the continuing success of a place.
Urban Words, a literature consultancy, has spent the last two years researching and considering the role creative writing can play in the process of regeneration. This month we launched a web resource (www.urbanwords.org.uk/aplaceforwords) which showcases critical thinking and best practice in this field. We propose three principal ways in which creative writers can make a positive contribution to the process of urban change and renewal:
■
by helping to create or uncover a sense of place
■
by consulting creatively and effectively with communities
■ by finding ways to communicate the complexities of urban change
Creating a sense of place
The poet, Amanda White, worked alongside public artist, Michael Fairfax, on a regeneration project in the village of Tintagel in Cornwall. The project created a new public space in what had been a car park, and aimed to create links between the village and the area's main tourist attraction, Tintagel Castle.
Her work encompassed creating a picture book about a newly created local legend with primary school children, and writing a piece of work to form a wall of words in the new public space. The poem was written through walks, conversations and workshops with local residents. Amanda's mission was not to articulate her own response to Tintagel, but to somehow encapsulate the voices of the village's residents. This was not writing by committee, but it was about the writer using her www.newstartmag.co.uk
skills and experience to find a way of speaking for the place and its people.
Individual stanzas of the poem Amanda wrote in collaboration with the residents were engraved onto 'touchstones' made from local slate which formed a circular walk linking the village to its main tourist attraction, Tintagel Castle. The touchstones are in the places that directly inspired the words. Many of these contain information about the area's ecology and history:
Courting down't Gilla adders meet
amidst the tab mawn lover’s end
This stanza is placed at the corner of a field which is historically a place where lovers have come to court, and a place where adders are likely to be spotted. The poem also uses the Cornish name for Sea Daisy: tab mawn, and in doing so celebrates and preserves the local dialect.
The key reasons for the success of this project were:
■ Strong project management by North Cornwall Arts, which brokered relationships between the artists, community and builders
■ Appointment of a writer with appropriate community engagement skills
■ Clear project brief and aims
Creative consultation
Creative consultation is becoming an increasingly popular way to engage communities and individuals who are reluctant or unable to respond to traditional consultation techniques. Working in a medium familiar to all, writers can turn messy, complicated issues into tight forms, dense with meaning, which can become a powerful, transportable medium able to take the voices of the people directly affected by a process of regeneration to the people making the decisions.
street
In 2000, writer and architect Paul Shepheard, visual artist Martin Richman, and landscape architects Gross Max, ran a project to consult local young people in Hackney Wick, east London about their relationship to their area and their aspirations for a new park. The project was part of a five-year arts programme aiming to engage local residents with the regeneration of the area (commissioned by Hackney Wick SRB).
Paul worked with two local schools and created a long poem born out of his conversations with the young people, which capture their personalities, hopes and fears. Additionally he was able to convey his own observations about their thinking and behaviour back to the architects. He connected the children's delight with rolling down a hill on a trip to Greenwich (there are no hills in Hackney Wick), and their obsession with football, with an image of a football field with a raised ridge around the pitch.
The result was a design for the new park which incorporates a circular ridge suggestive of play, that also protects the quiet green space of the park from the busy road nearby.
The key reasons for the success of this project were:
■ A subtle approach to consultation, creative exploration of the possibilities of a space
■ A partnership between a writer, visual artist
www.newstartmag.co.uk
Paul Shepheard consulting with local young people in Hackney Wick about their relationship to the area
A detail from the design of the Borough Breathtaker project undertaken with Maidenhead's mobile library
and architecture practice that allowed real communication between both partners
■ A dedicated arts manager who brought together the creative practitioners and enabled them to work with all interested parties (local residents, council departments, schools, funders etc)
■ The writer had the freedom and trust invested in him to follow his own creative response to the place and the young people he consulted, thus becoming a creative part of the process rather than merely a conduit for information
Communication and articulation
The process of regeneration and urban change is complex and with such a wealth of different partners and agendas, good communication is both crucial and extraordinarily difficult to achieve. Writers are well-placed to play a role here. We are not suggesting they will become willing and infallible conduits of information and ideas, that they will seamlessly negotiate the different agendas and personalities involved. However, we do believe that because of their understanding of and skill in using language, a writer might be uniquely placed to find ways of communicating across these gaps.
One example of this is work artists and designers Snug and Outdoor did with poet Chris Meade and young users of Maidenhead Council's mobile library. The resulting group poem, which is incorporated into the design of the library, reads: I am the Breathtaker a place where wonders come out of words I am an idea encourager Homework helper Snuggle down place, The Brain Sparkler
The process of creating this poem allowed the children to articulate their relationship to the library and what they wanted it to provide. The poem provided the local authority and the community with a portable language that became a powerful expressive and political tool and transformed not only how the library users viewed their service, but also how that service was viewed by the local authority. Even more significantly, the poem also ended up renaming the library, which is now known officially as The Borough Breathtaker.
Conclusion
Working with the right writer at the right time in the right way can make a powerful contribution to the process of making UK towns and cities better places in which to live, work and play. Well planned, creative projects that give writers and communities the space and support to explore, question and celebrate a place, can offer those who work in regeneration and urban design another way of thinking about a particular place and how it might be developed. Such work can support sustainable community development, and help to give voice and form to the myriad of opinions and agendas involved in any regeneration scheme. A writer can offer another perspective, passionate and detached, informed by an interest in and understanding of the complexities of human relationships, which can manifest itself in specific solutions to the challenge of creating successful places.
8find out more
Sarah Butler is a writer, arts project manager and consultant. She runs the Urban Words consultancy, which manages literature based projects that engage with regeneration processes. Visit: www.urbanwords.org.uk/aplaceforwords new start 18 july 2008 23 | <urn:uuid:9fe5db1a-dd0d-42fe-9d99-89e052912af3> | CC-MAIN-2018-51 | http://www.urbanwords.org.uk/wp-content/uploads/2011/07/new-start-mag.pdf | 2018-12-18T19:12:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00289.warc.gz | 473,919,989 | 1,770 | eng_Latn | eng_Latn | 0.998792 | eng_Latn | 0.998794 | [
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A SHORT HISTORY OF LIGHTHORNE
By
PETER HINMAN
As a settlement, Lighthorne has existed for about four thousand years. Successive occupiers have left traces of their time here; burials and other remains from the Neolithic, Iron age, Roman, Anglian and early Christian period have been found within the parish. Major events in Britain's history, such as the Black Death, the Wars of the Roses, Reformation, Civil War and Enclosure acts have all had their impacts on the village story.
Although Lighthorne lies close to the centre of modern England, for most of its long history it has been a frontier town, lying between conflicting tribal, political, religious and social boundaries. Located at the geological change from the limestones of the Cotswolds to the red earth of the Midlands plain, this natural frontier has shaped our early history.
The Etymology of the Village Name.
Modern etymology Midland Place Names (1992) indicates that the name "Lighthorne" was given to the village by the Middle Angles, the most recent wave of settlers to occupy the area. The name is of the type which would describe the land in a way which would mean something to newcomers, without the benefit of the written word. The first written reference to Lighthorne is the Domesday Book, giving the name as "Listecorne". Later documents give spellings such as Lychtehurne (1252), Lytehurn (1301) Lyghteherne (1331). "Lighthorne" first appears in 1545.
The earliest explanation of the name is in The Antiquities of Warwickshire by Sir William Dugdale (1656). "I am confident that the last Syllable should be 'hirne', which in our old English signifies a corner; and by which I guess at the former Syllable, Viz. Lich, which is the same with cadaver, I suppose that it had originally its name from some sepultre (sic) of dead bodies there". Rev. George Miller, Vicar of Radway, also suggested this dead body theme. The Parishes of the Diocese of Worcester gives the origin as "Ligea" – a stream, with "Horne", a corner or "Lic Lea", a corpse. Either of these is possible. The Victorian publication Warwickshire Place Names, by a Mr. Duignan, is the first and only one to use the interpretation "The (place of) the light thorn (bush)", with no supporting etymology.
See LH87 "Origin and Explanation of the name Lighthorne" by Peter Hinman (1998)
The Pre History.
The written record of Lighthorne dates from 1086, so only one fifth of our past has a historical record. The earlier story has to be read in the landscape and the remains that lie beneath it.
The division between the high limestone of the Cotswolds and the red earth of the Midland plain appears to have formed a frontier from earliest times. To stand in Owberrow Field or Mill Field and to look west is to appreciate why this point would have become the edge of tribal territories. The pre Roman British tribe living on the Cotswolds, the Dubonni, supported the Roman invaders against their neighbours, the Coritani, a tribe based in the Leicester area, which was occupying the northern part of their land, probably including this village. The Romans divided Britain into the 'Civitas' and 'Militas' districts along the line of the Fosse Way, with the Dubonni living in the more privileged Civitas or civilian rule sector. Following the collapse of the Roman Empire, a Germanic tribe called the Hwicce settled this area. The Anglian Hwicce people were one of the last waves of Germanic invaders and were also the last to adopt Christianity. Their area was incorporated in the Bishopric of Worcester in 688 AD when it fell under the control of Offa of Mercia. The See of Worcester was established with limits that matched the Hwicce lands, ending at Lighthorne on the northern and western edges, with the Warwick - Banbury road and the Fosse Way forming the See boundary. The Bishop of Worcester was given the early title "The Bishop of the Hwicce". These Germanic invaders will have given the name "Lighthorne" to the settlement. Their name, Hwicce, has carried through to some local areas such as Wiggerland Wood, next to Oakley Wood, and Wiggerland Farm.
There is evidence of burials within the parish from the Christian and Pagan Anglian periods, the Christian Roman period, the Middle Iron Age and Neolithic Age, indicating a fairly continuous occupation for at least 4500 years. Many of these burials are of great significance and remains from some can be seen by appointment in Warwick Museum.
Bronze cauldron escutcheons, Lighthorne (Warwick Museum)
Lighthorne was again close to the frontier during the Danish invasions of the 10 th & 11 th centuries. Following the sack of Cirencester by King Cnut in 1016, his army would have marched along the Fosse to sack Warwick the same year. The Anglo Saxon Thegn of Warwick, Thorkell, is recorded as maintaining seven men at arms at Chesterton, presumably to guard the Fosse.
At the time of the Norman invasion in 1066, Lighthorne was in the control of Ralph, Earl of Hereford, through his Thegn, Thorkell of Warwick. The Anglo Saxon Chronicle says that Ralph took no part in the Battle of Hastings and became known as "Ralph the Timid". He was only sixteen years old at the time so he may be forgiven. His absence from the field of battle certainly favoured his standing with the incoming Normans and both Thorkell of Warwick and the Bishop of Worcester, St. Wulfstan, (from Bishops Itchington) kept their positions for the first years of Norman rule. The English revolt of 1073 brushed the borders of Lighthorne, when the village of Harbury was laid waste by the Normans as a punishment for their support of the revolt. Lighthorne escaped unscathed.
Despite their loyalty to the Normans, Ralph and Thorkell were dispossessed and replaced with French expatriates following the revolt. Lighthorne and Warwickshire passed to Henry de Newburgh, the first Norman Earl of Warwick, and his supporters. William decided to assess his Kingdom for both taxation and security purposes, the work being carried out by the monks of Worcester. With this Domesday Survey, the written history of Lighthorne begins. The village also moves from a village on the edge of tribal lands to its present settled position in the Heart of England.
See LH137 (E) List of Lighthorrne ancient burials and comments by Peter Hinman (1998).
See LH95 (E) "Stone Age Lighthorne, the first known Villagers" by Peter Hinman (2000).
See LH96 (E) "The Nine Guardians Ritual Burials in Owberry Field" by Peter Hinman (2000).
Domesday 1086-7, the first Tax Return.
Lighthorne is listed in the Domesday Book. The following text was edited and printed by Abraham Farley in 1783.
Domesday Book, Warwickshire, pub. Philimore
"Land of William Bonvalleth, in Tremelau Hundred. William Bonvalleth holds Lighthorne from the King. 5 hides, beside the inland. Land for 18 ploughs. In lordship 2 ploughs; 7 slaves.19 villagers and 9 smallholders with a priest have 6 ploughs. Meadow 30 acres; a copse 2 furlongs long and 20 Perches wide. The value was 100s; now £7. Earl Ralph held it."
The Tremelau Hundred is one of the eleven medieval divisions of Warwickshire, later reduced to four. William Bonvalleth was the Lord of the Manor. The "inland" means that farmed by the Lord of the Manor in his own right, about 230 acres. He worked this with 7 slaves. Slavery was a Saxon practice which the Normans tried to abolish. They were fully supported by Bishop Wulfstan who was later beatified as Saint Wulfstan for this work. Most slaves were captured in Ireland, but some criminals and prisoners were also made slaves. The rest of the cultivated land in the Parish comprised about 600 acres of ploughland, which was divided into strips, plus 30 acres of meadow and a small coppice, plus common grazing known as wasteland. Most of the wasteland lay to the east of the lane to Heath Farm, the original Lighthorne Heath. The area known as Lighthorne Rough was also probably wasteland. The ploughland and meadow was worked by 19 villeins, who supported themselves from holdings of between 20 and 100 acres and by 9 smallholders, usually with less than 10 acres each, who added to their income by some rural trade such as mason, sawyer, shearer, butcher or weaver. The villeins and smallholders would all be liable to work for several days a year for the Lord of the Manor and to do military service as payment for their land holding.
The level fields stretching from Dark Lane bridge to the Fosse Way were the principle meadowlands for supplying winter fodder and the Coppice was probably where the Dark Lane copse is today. The Priest probably worked a smallholding. No Church is mentioned but it may have existed. Most Saxon churches were built around 965 AD. If there were no church, services would have been in the open around the preaching cross, the base of which can still be seen in the churchyard, to the south of the nave.
Feudal Lighthorne.
The Norman Knight, William Bonsalleth, did not hold Lighthorne for very long. In 1095, the year of the first crusade, for reasons that are not known, the lordship passed to the Mundeville family. Perhaps the call of arms was too strong for Bonsalleth and he joined the crusades. The Mundevilles' lordship is well documented and lasted until 1277 when the holdings passed to the Earl of Warwick. The Lordship was granted in one knight's fee at first, later reduced to a half fee, shared with Berkeswell. The fee means that in return for the income from the manor, one knight with his horse and equipment had to be provided when required.
The Mundevilles established a strong connection with the Priory of St. Sepulchre in Warwick. In 1154 a yardland was bequeathed to the Priory in return for allowing the burial of Ranulph de Mundeville in their church.
Documentation from these years includes the acceptance in 1349 of three acolytes from the village, William Hunt, John Lovecock and Richard Freeman, being accepted at Worcester. There are also records of non-balancing bookkeeping by the Countess of Warwick, and an account of 200 horses from Lighthorne invading the fields of Chadshunt, invoking a penalty on the village.
These three items refer to the period immediately following the years of the Black Death, which probably reached the village by the spring of 1348. Although no record has come to light of the number who died in the village, the discovery, on the north side of the churchyard, of two skeletons, which appeared to be encased in pitch, may be an indicator of some losses. This was a medieval practice, where burials of victims of infectious diseases such as plague and leprosy were involved. The depletion of the population by the plague caused the surviving tenants to refuse to pay the full rental on their holdings to the Countess. They cited the case that they could easily find other cheaper holdings elswhere if the full rents were demanded. The account rolls, literally rolls of parchment on which the accounts are written, show two columns, one indicating what should have been received and the other what was actually paid. The Countess' Council added the comment in Latin "Quousque mundus metius relevetur" which translates as "We must take what the world lets us." The rolls show that in 1410 the phrase "Q.M.R." was still being used to excuse the relaxation of services. The decay of rents has doubled.
The incident with the horses is from the Courts Leet or Manorial Courts and refers to the inability of Lighthorne to control horses grazing on the common land of Lighthorne Rough.
The Village remained with the Earls of Warwick until the end of the 14 th century, when it passed to the King following Warwick's attainder for treason. It was returned to the Earls of Warwick on the accession of Henry V in 1413. The oldest glass in the chancel of St. Laurence Church and the inscription on the oldest bell both bear this date. They were probably installed to get back in the King's good books. The historian, Dugdale, records these windows in the 17 th century church.
The lands remained part of the Warwick estates until the reign of Edward IV (1461-70) when they passed to the King and remained there until the reign of Henry VIII (15091547).
The agricultural method was initially the three field system, with north, south and west fields. The Westfield became impoverished, probably due to over farming, and was left as a wasteland in Tudor times. The remaining two fields were worked in rotation, tenants and smallholders each holding ridges scattered through the parish in different fields. Details of these holdings can be seen in the church "terriers" or statements of land holding and tithes, prepared at various times.
The Tudors, Reformation, Civil War and Great Plague.
Following the Wars of the Roses and the reformation, the estates of the Church were broken up and sold off to emerging political allies, wealthy landowners, and merchants. This raised desperately needed revenue and consolidated the King's grip on the throne.
Henry first leased Lighthorne to Robert Wigston then sold it to Sir Thomas Pope, a commissioner for the suppression of the monasteries. Following the dissolution of the monasteries all the estates belonging to the Priory of St Sepulchre in Warwick, including the yardland in the village, which had been granted to them by the Mundevilles, were secured by the Pope family. Records show a rental payment of 13 shillings and 4 pence by Ludovic Smart to St Sepulchre's in 1528. A field called "Parsons Piece" existed until the last century and now forms part of Three Gates Field.
Illegal enclosures took place, probably in the time of the Pope family, who were absentee landlords from Wroxton in Oxfordshire. These include the fields to the left of Heath Farm Lane, which were enclosed from the common land of Lighthorne Heath. These enclosures were subsequently legalised by the payment of a fine.
The Pope family held the manor from 1542 until 1702, with a short break between 1662 and 1666, when the manor was held by Lord Wenman of Tuam, an Irish Lord. He was a relation of the Pope family and his short tenure is thought to result from the mortgaging of the lordship to raise a marriage dowry. The Popes held the manor through the years of the Civil War and Great Plague. It is probably the Pope family who built Church Hill farmhouse around 1548, on the site of the former manor house. One of the younger Popes is known to have lived there as a minor while under the tutelage of the Rector, William Smart. The Church records start in 1548 and many family names can be traced to this period.
The village seems to have supported the Parliamentarian cause, and to have escaped the worst of the destruction. Despite the closeness of Edge Hill, the parish records show no evidence of any unusual activity at that time, nor burials nor reports of robbery or damage to church property.
A hoard of silver coins was found in Old School Lane in 1972. The 93 coins were buried in a trench outside Mr Tricker's house at No.3. The coins were declared treasure trove, meaning that they were believed to have been deliberately hidden by the original owner. Warwick Museum purchased the coins and Mr. Tricker was paid their market value. They can be viewed at the museum on request. The dates on the coins varied between 1551 and 1646, from the reigns of Edward VI, Elizabeth I, James I and Charles I. A few were Scottish and Irish coins. All were in small denominations, mostly shillings and sixpences, the total face value being £4.13s.6d. This amount would have represented the life savings of a small farmer or tradesman. Hoards such as this are typical of the Civil War period. The dates of the latest coins in the hoard indicate that they were buried soon after the attempted disbandment of Cromwell's army and the subsequent arrest of King
Charles I. This was a time of great lawlessness and unrest; many people hid their savings as a precaution against robbery.
The Rector at the time of the Civil War, John Philpott, held the post until 1665, the year of the plague. One of his predecessors, William Smart (1586-1600), was strongly puritan in his views. He was father to Peter Smart, described as a Puritan Divine. He is the only son or daughter of Lighthorne known to have achieved a place in the history books, being described at length in the National Biography.
Peter Smart was born in Lighthorne in 1569, the third of five sons of the Parson William Smart B.A., who in turn had been born and brought up in the village. Peter Smart was probably born in Church Hill Farm three years after his father became Rector. He studied at Westminster School with Richard Neile (later Bishop of Durham). On the 25 th October 1588, aged 19, he matriculated as a batler at Broadgates Hall (now Pembroke College, Oxford) and was elected to a studentship at Christ Church, where he studied Latin verse and commenced his bachelor's degree on the 26 th June1592 and his master's on the 26 th June 1595. He was appointed to the mastership of Durham Grammar School in 1598 and was ordained in 1606 as Chaplain to the Bishop of Durham, who gave him the Rectory of Boldon in 1609. In 1627 he was placed on the High Commission for the province of York and was still a member when he was summoned for "a seditious invective sermon".
For many years Smart had absented himself from the monthly communions at Durham because the Bishop of Durham had brought in altars and images (such as embroidered copes) to the rituals, which offended Smart's puritanical views. The enrichment of the cathedral and the service caused Smart to deliver a sermon, based on Psalm 31, on the 27 th July1628, later reprinted under the title The vanitie and downfall of superstitious Popish Ceremonies and described as Miltonic in the strain of its invective. The Commission for the Province of York met the same day and commenced proceedings against Smart. John Cosin, who was especially mentioned in the sermon, was one of his judges. On the 2 nd September 1628 Smart was suspended and his prebend sequestered. On the 29 th January 1629 the case was transmitted to Lambeth and Smart was held in custody and his sermon was publicly burned.
Although he had influential friends, his bitter words before the Commission did not help matters. He was "deposed, degraded and fined £500". Refusing to pay the fine, he was imprisoned but still brought an action against his successor on the basis that he had not been deprived of the living and if degraded could hold the prebend as a layman. The case failed and his friends raised £400 a year to support his family while he remained in prison.
After nearly 12 years in prison, refusing to recant, he petitioned the Long Parliament for his release in 1640. The Commons resolved on the 22 nd January 1641 that his sentence was illegal and directed the prosecution of the Judge, John Cosin, who had convicted him. Smart's letters show that he was stubborn in suing for arrears. He was described by John Cosin as "an old man of most froward (meaning cantankerous), fierce and unpeaceable spirit."
As well as Old Smart's Verses, a selection in English and Latin, he published a number of treatises and sermons, mostly attacking high Church practices and customs.
The exact time and place of his death is not known but he is believed to have died in Baxterwood, an outlying hamlet in the parish of St. Oswald, Durham, in the early 1650s. He left a wife, Susannah, a son, William, and at least two daughters.
The Great Estates and Enclosure, 1721 to 1724.
Lighthorne was the first Warwickshire Village to have its common fields enclosed by Act of Parliament. The Lord of the Manor, Lord Willoughby de Broke, had the largest holding of just over half the parish. He also owned the "Advowson", the right to appoint the Rector, who was his son-in-law, the Hon Richard Lydiatt, who, as Rector, had the rights to Glebe Farm with a further 84 acres. There were four other major landowners, Mr Green at Curacy Farm, Mr Jaycocks at Home Farm, Mr Mason at Pratt's Farm and Mr Webb at Hill Farm. All except Jaycocks supported the enclosure. He, together with Webb and Mason sold out to Lord Willoughby de Broke after the passing of the Act. A number of smaller tenants had holdings of up to 40 acres with rights to use the areas of open land such as Lighthorne Heath and Lighthorne Rough. They lost their rights to the field strips and to common grazing land. With the enclosure of the meadow land the availability of winter feed was denied them and stock apart from pigs became difficult to manage. To compensate for the loss of their arable strips and grazing rights they received 'allotments' of land proportional to their field holdings. These allowances in no way compensated for their loss of self-respect and standing in the community. The small landholders of this type, who had formed the backbone of the feudal system for centuries, lost their equal status in law and position with their larger neighbours.
The enclosure act enabled the big landowners to improve the land; impossible where fields had been divided into strips owned and part-owned by as many as thirty people. Land drainage, hedging and other improvements were implemented, but the substantial reduction in labour requirement and comparatively easy returns from sheep farming over mixed farming led to a conversion to this type of agriculture. This in turn led to a loss of population to the towns and colonies, as many of the smallholders relying on agricultural trades to supplement their living were unable to support themselves. These lesser tenants suffered greatly and agricultural wages fell by 50% by 1830, leading to great hardship in the rural community. The number of tenants reduced from 22 to 8 in this period, the remainder becoming labourers or leaving the village. In 1829 the Green family, the last major freeholders in the village, believed to have lived
in Dene Hollow, sold their 89 acres to the Verney family, who then owned all but 8 acres of the Lighthorne Parish. The Lattimer family, who ran the pub, held the main part of this land.
The enclosures created great wealth for the landowning families and greatly increased farming efficiency. This increased wealth lead to the construction of most of Lighthorne's older buildings. The Old School, The Old Rectory, the Church Tower, Bishops Farmhouse, Curacy Farm and the Antelope are thought to date from this period. Records indicate that there were two mills in the village; a windmill on Mill Field and a watermill. The latter was probably the cottage now known as Whitegates. It may have been a mill for fulling wool rather than grinding grain as its probable construction date coincides with the major switch from mixed farming to sheep grazing which followed the enclosure.
Very few records have been found referring to developments in the village for the period between 1723 and 1926. In this period, in addition to the buildings listed above, the Church was re-built twice, the Broadwell was built and the stream enclosed in a conduit, eliminating the ford in the centre of the village.
The Great Sale
The Verney estates in Warwickshire were broken up and sold off in a series of sales in the late 1920s. Descriptions of the various lots of farms and cottages give details of what living conditions were like at that time. The majority of properties seem to have been sold to tenants. The Antelope was rented to a Mr. J. Tarver and the Malt House to the Lighthorne Harmonic Society. Only one house is described as having electric light. Several successive sales were held and some properties remained unsold in 1930.
World War II
The settlement at Lighthorne Heath was developed when RAF Gaydon came into use early in 1942. The main function of the airbase was as a training unit, mostly training Canadian pilots flying Wellington Bombers from Wellesbourne. However several operational sorties were flown from RAF Gaydon and several aircraft and crews were lost. The base was always in the hands of the RAF, although it was mainly used by the RCAF. The US Air Force sometimes used the base for emergency landings.
Lighthorne had a Home Guard Platoon, mostly manned by farm workers, and there was a searchlight placed by Keeper's Cottage. Dances were held in the Malt House and were well attended by the RAF and RCAF personnel. Many aircrew from the RAF and RCAF Stations at Gaydon, Wellesbourne and Tachbrook would visit Harwoods House during off duty hours. The Lean family, owners of the house at the time, provided late suppers, principally spam and chips, for the airmen. Their son, Pilot Officer Richard C.R. Lean, was killed in 1944 while undergoing basic flying training as a fighter pilot in Scotland. He is buried in Lighthorne Churchyard.
On the 13 th June 1942 the base opened as a satellite for No.12 Operational Training Unit, based at Chipping Warden. This was a training unit in No 91 Flying Group for night bombers, flying Vickers Wellingtons. When No.91 Group obtained Edgehill as its permanent satellite, Gaydon station was transferred to Wellesbourne Mountford as a satellite. Wellesbourne was home to 22 OTU, a 91 Group station operating Wellingtons, crewed mainly by Canadians. A and B Flights of 22 OTU, based at Gaydon, became the Wing's training unit until the end of the war. Because of Wellesbourne's runway repairs in 1942, Gaydon was used for operational sorties. Initially, Mk.1c aircraft used the station with Mk.111s arriving in October 1942 and Mk.Xs in 1943.
When completed, Gaydon Airfield had three runways, two of 1400 yards and one of 1600 yards. However, it was completed too late to send aircraft on the 1000-bomber raids in May and June of 1942. The crews flew many sorties dropping propaganda leaflets. This was a standard procedure for recently-trained crews, to give them additional flying experience on lower risk sorties before they became fully operational. These raids were normally without incident but in 1943 two aircraft from Gaydon were attacked while on a leaflet mission over Brest & St. Nazaire. One was damaged by a Ju88, losing one engine and part of its hydraulic system in the attack. It crash-landed at Exeter, fortunately without injury to the crew. The newly-trained Gaydon aircrew
undertook occasional bomb carrying raids. In 1943 five aircraft took part in a raid on Versailles. November 1942 was a bad month for Gaydon. On the 8 th , Wellington DF472 crashed near Harbury with the loss of two crew members. The following night, HF648 plunged into the ground just after take-off, due to engine failure. There were no survivors. On the 30 th HF633 hit trees while circling the aerodrome in bad visibility; again there were no survivors from the crew of six. The crew of LT-F had a lucky escape when the aircraft belly-flopped two miles from the end of the runway after both engines cut out at 300 feet, just after take-off.
Keith Douglas, who was a navigator based at RAF Tachbrook, remembered a Wellington from Chipping Warden crashing in bad visibility near the Chesterton windmill. One of the crew died in the accident. Keith's opinion is that many of the accidents were caused by the inexperience of the crews.
RAF Gaydon in the Cold War
Flying training ceased at Gaydon on July 1 st 1945. Control passed to 23 Group Flying Training Command and became part of 23 Glider Training School. May 1946 saw a brief tenure by the Glider Instructors Flight before being put on care and maintenance on August 28 th 1946
The base remained on "care and maintenance" between 1946 and 1953, when Gaydon was selected as a V-bomber base. A new 3000 yard runway with parallel taxiway and access tracks needed an additional large tract of agricultural land to the southwest, almost all of which was from Lighthorne Parish. John Laing did the construction work on the base and the married quarters, now known as Lighthorne Heath. The original airfield was to become the technical area. Excavation involved the removal of half-a-million cubic yards of earth. 80,000 square yards of concrete from the wartime runways and perimeter track was broken up to make hardcore for the new runway. In addition, 700 trees were felled and three ponds filled in. There were also compulsory closures by the MOD of some footpaths and bridleways.
Laing's contract included the construction of over 100 buildings, including a new control tower, since the original was nowhere near the new runway. The new airfield opened on March 1st 1954, under the control of No.3 Group Bomber Command. However, it was not until January 1 st 1955 that No.138 Squadron was formed as the first Valiant Squadron. After "working up" they moved to Wittering on July 6th. They were followed by 543 Squadron, equipped with the photographic reconnaissance version of the Valiant and Canberra T4s for runway approach aid training, departing after training for Wyton on November 18th. Meanwhile, on July 4 th 1955, No.232 Operational Conversion Unit
Valiant with Canberra escorts
The Strike Command Special Avionics Servicing Unit of No.1 Group lodged at Gaydon until disbanded on December 1 st 1971. Control passed to 71 MU Bicester Maintenance Command on April 1 st 1972 under care and maintenance until closure on 31 st October 1974. The Last commanding Officer at Gaydon was Tom Knight who became the Vicar of Southam on his return to civilian life.
From April 1 st 1966 until 1977, No.637 Gliding School used the site and up to 1975 the annual RAFA Midland Air Display was held at Gaydon, moving to Coventry Airport in 1976.
A Refuge for Uganda's Asian Refugees.
In October and November 1972, groups of Asians from Uganda, arrived in this country, forced to flee their country by of the oppressive regime of General Idi Amin.. The army in Uganda had not been paid for several months and had set about extracting money and goods through kidnapping, looting businesses, torturing and killing members of the Asian community.
Families arrived in the U.K., where one of the hastily set up transit camps was at Gaydon Airfield (now Lighthorne Heath). They were greatly distressed and had little idea of
(OCU) was formed at Gaydon with Valiants and later, from the 11 th November, with 7 Victors.
One Victor crashed in Combrook Woods, killing all the crew. No. 232 OCU was disbanded in June 1965, its task of training the Valiant and Victor crews completed. Gaydon then became home to No.2 Air Navigation School. The school taught basic navigation. The Navigation school remained at Gaydon until May 1970 when it where they had been taken. A warm welcome was given to them. One of the first groups of 200 was transferred to North Wales whilst a later group was accommodated in forces' quarters, mainly Nissen huts. At the beginning of their stay, a group set off to walk to London but were picked up and returned to camp.
The day after the main group arrived, the school's deputy head, Mrs. Pickston and infant teacher, Mrs. Small, walked around the various buildings collecting the children. They were very moved by the way the exhausted and traumatised parents handed the children into their care. Only two adults could be persuaded to accompany them.
Classes had started rehearsing for the Christmas celebrations, so costumes were found for the new infants and everyone took part in the nativity play and carol concert. The older children were formed into a choral speaking group and recited "Uncle John's Pig", which was a huge success. It was a very happy occasion; the parents were delighted. Junior class teacher, Mrs. Proudman, and school secretary, Mrs. Carr, remember the strange scene in the school hall when assistants from "Fishers", the outfitters from Kineton, helped the children find suitable sized underwear, warm clothes, pyjamas and duffle coats, ready for the approaching winter.
The older children, who were obviously well educated, spoke English with varying degrees of competence, whilst those under six years who had not started school in Uganda, knew very little. Two of the Asian ladies, Mrs. Da Sousa, a teacher, and Leila were able to help in school which was especially helpful with the younger children. Most of the children were added to existing classes but Mrs. Richards taught a separate group with little or no English. Miss Henry, with a class of younger juniors recalls that her class numbers grew from 30 to 46 and that two empty mobile classrooms were brought back into service.
Everyone commented on the polite behaviour of the children. Mrs. Humphreys remembers how at the end of a session they would stand and say "Thank you teacher for a very nice lesson". Similarly Miss Henry found that at the end of the day many would shake her hand and thank her before going home. They were bright, intelligent children who quickly made friends with others. Their mathematical skills were excellent; many had a sound knowledge of English grammar but were unused to any form of creative writing.
The older children went home at lunchtime but were delayed by queues in the camp canteen, frequently arriving back at school late or not returning. It was agreed that they would stay for school dinners. Mrs. Lawrence, the school cook, remembers preparing and cooking 300 meals each day for several months.
During all this time, friendships had blossomed, so the following year, as several families moved on to more settled lives, it was difficult to say goodbye. Many moved to Leicester or northern towns and some started a new life in Canada, taking with them the professional skills and business acumen that had made them so successful and such a loss to Uganda. Press cuttings from the time relate the considerable efforts by the local community in assisting the WRVS in making these people welcome.
There was a further emergency use of the airbase soon after the refugees left. It came into use as temporary premises for the children of Southam High School. The children were located at Gaydon for two terms while the repairs were carried out to their permanent building.
The Development of Lighthorne Heath.
The officers' quarters were let for a time to the USA forces. The other ranks' quarters were sold to Stratford District Council in stages, the first in 1976 with the final batch of 48 in 1981. A high fence separated the quarters until 1978 when the USA forces left. The officers' quarters were sold as "Kingston Fields" because of the perceived stigma associated with parts of Lighthorne Heath. There were also separate tenant campaigns to both retain and remove the bollards which had separated the officers' and other ranks' quarters. The existing NAAFI shop became the village shop and the school was taken over by the education authority. Children from Lighthorne had been using the school for some years.
A number of MOD tenants were still occupying some of the houses, mainly army families from the CAD at Kineton. Some of these families no longer had a military connection. 98% of the new tenants came from the Stratford District, many from other rural locations. Additional building and infilling has increased the population of the settlement to over 1000. With over 90% of the houses now in private ownership, Lighthorne Heath has grown into a substantial community and became a separate Parish Council in May 2004, while remaining part of the St. Laurence Parochial Church Council.
The Development of the Gaydon Airfield
The landing runways and associated buildings were sold by the MOD to the British Leyland Group in 1977. Interestingly part of the condition of sale was that there would be no further development of motor manufacturing at the plant.
The building of the test track, by Bob Lyle, in 1977, involved the construction of 13 km of perimeter fencing and the removal of 260,000 cubic meters of soil. The network created came to came to a total of 47 km of test surface, since increased to 58 km. This includes high speed tracks and primitive roads with many types of obstacles which reproduce extreme conditions found in all areas of the world. Bob Lyle
Norman Lamont, then Minister of State for Industry, opened advanced research and development facilities at Gaydon in June 1982. These included a climatic wind tunnel, cold driveability chamber, 10 engine test beds and two semi-anechoic noise test chambers for engines and whole vehicles. In 1992 Rover Group centralised its core design and engineering activities at Gaydon.
Appendix
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外语标题
Skin Cancer
Skin cancer is the most common type of cancer in the United States. It is normal for your body to replace old cells with new ones. Sometimes skin cells keep dividing when new cells are not needed and skin cancer occurs.
皮肤癌是美国最常见的癌症。身体细胞的更 新换代是非常正常的现象。当不需要新细胞 时皮肤细胞仍然分裂，就会形成皮肤癌。
Risk Factors
Anyone, including people with dark skin, hair and eyes, can develop skin cancer, not just those at higher risk. You are at higher risk if you have:
* Spent a lot of time in the sun
* Family members with skin cancer
* Certain types or a large number of moles
* Skin that burns or freckles in the sun
* Light-colored skin, hair and eyes
Prevention
* Avoid being in the sun from 10 AM to 4 PM.
* Wear clothing such as a hat, long sleeves and pants to block the sun's rays.
* Use a sunscreen with a sun protection factor (SPF) of 15 or higher year round when you are going outside. Reapply as directed on the bottle.
* Learn to know what skin cancer looks like.
* Check your skin monthly. Report any changes to your doctor.
Skin Cancer. Simplified Chinese.
风险因素
任何人（包括皮肤、毛发和眼睛颜色较深的 人士）都有可能罹患皮肤癌，而不仅仅是皮 肤癌高危人群。如果您具有以下情况，则存 在较高风险：
* 长时间暴露在阳光下
* 家人罹患皮肤癌
* 长有某些类型的痣或许多痣
* 皮肤晒伤或形成晒斑
* 皮肤、毛发和眼睛颜色浅
预防
* 早上 10 点至下午 4 点避免接触阳光。
* 穿戴帽子、长袖衣服和长裤等衣物来阻隔 太阳光线。
* 始终在外出时使用防晒系数 (SPF) 大于 等于 15 的防晒霜。按照瓶身说明重复涂 抹。
* 了解皮肤癌的症状。
* 每月检查一次皮肤。将皮肤的任何变化告 知医生。
* If you are at risk, see a doctor who specializes in the skin called a dermatologist each year for a skin exam.
There are 3 major types of skin cancer:
Basal Cell Carcinoma (BCC):
This is the most common. This cancer grows in the basal cells in the lowest layer of the skin. This type grows slowly and rarely spreads to other parts of the body, but early treatment is needed. This type appears on skin exposed to the sun such as the face, ears, scalp and upper body. Look for:
* Shiny or pearly bumps or growths
* A sore that heals and then re-opens
* A pink, slightly raised growth
* Red, irritated patches of skin
* A waxy scar
Squamous Cell Carcinoma (SCC)
:
This cancer grows in the squamous cells in the upper layer of the skin. This type can be found anywhere including the inside of the mouth and the genital area. Get early treatment to prevent the spread of this cancer. Look for a crusty or scaly patch of skin often with a red base.
Melanoma:
This type begins in the skin cells that give skin its color. Melanoma can spread quickly to other tissues and organs. The cure rate is high with early treatment.
Look for changes in moles or new moles where:
* One half of the mole does not match the other half.
Skin Cancer. Simplified Chinese.
* 如果您有罹患风险，请每年到皮肤科医生 处接受皮肤检查。
皮肤癌主要有三种类型：
基底细胞癌 (BCC)：
这是最常见的一种皮肤癌，出现在皮肤最底 层的基细胞中。这种癌症发展缓慢，很少扩 散到身体的其他部位，但需要及早治疗。这 种癌症出现于暴露在外的皮肤，例如脸部、 耳朵、头皮和上身。检查是否有以下情况：
* 闪亮或珍珠般的疙瘩或肿块
* 痊愈又复发的溃疡
* 轻微凸起的粉色肿块
* 发炎的皮肤红斑
* 蜡状疤痕
鳞状细胞癌 (SCC)：
这种癌症出现在皮肤上层的鳞状细胞中，可 见于口腔内部和生殖区等不同部位。需要及 早治疗以避免扩散。检查皮肤上是否出现硬 皮斑点或鳞状斑点，通常伴有红色基底。
黑素瘤：
黑素瘤始发于为皮肤上色的皮肤细胞。黑素 瘤可快速扩散至其他组织和器官。若及早治 疗，治愈率较高。
观察痣的变化或新痣是否具有以下特征：
* 痣的形状不对称。
* The edges of the mole are uneven or ragged.
* The color is uneven with more than one shade or color present.
* The size is larger than a pencil eraser or there is any change in size.
* There are changes in the way it feels. It may itch, feel dry, lumpy, swollen or tender.
Your care
Treatment involves removing the tissue suspected of being skin cancer from the skin. This is done in the doctor's office or in the hospital. The tissue is sent to a lab to check for cancer cells. This is called a biopsy. Often, no further treatment is needed. Skin cancer may also be treated with radiation therapy and chemotherapy.
Talk to your doctor or nurse if you have any questions or concerns.
© 2005 - November 29, 2016, Health Information Translations.
Skin Cancer. Simplified Chinese.
* 痣的边缘不整齐或呈锯齿状。
* 颜色不均，并且具有多种色调或颜色。
* 尺寸大于橡皮擦或尺寸发生任何变化。
* 触感发生变化。可能发痒、感觉干燥、 粗糙多块、肿胀或触痛。
治疗护理
治疗包括切除皮肤上的疑似患皮肤癌组织。 这可在诊所或医院进行。组织会被送到实验 室检查是否具有癌细胞。这称为"活组织检 查"。通常无需进一步治疗。皮肤癌还可通 过放射治疗和化学疗法进行治疗。
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Kindergarten Standards
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [KCC4a]
[K-CC4]
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]
5. Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]
Essential Understandings (Mathematical Goals) • Counting includes one‐to‐one correspondence, regardless of the kind of objects in the set and the order in which they are counted.
* When counting objects in a group/set, the last number stated names the total number of objects in that group/set
Represent and solve problems involving addition and subtraction.
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1-OA2]
Understand place value.
11. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1-NBT3]
Essential Understandings (Mathematical Goals)
* Addition equations can be used to describe situations that involve combining quantities.
* The addition of whole numbers is based on sequential counting.
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1]
Relate addition and subtraction to length.
18. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2-MD5]
Essential Understandings (Mathematical Goals)
* Understand how addition and subtraction relate to one another.
* Missing numbers in a math sentence/equation or word problem can be found using addition and subtraction.
* Subtraction is the inverse operation of addition and is used for different reasons:
o to compare one amount to another; and
o to remove one amount from another;
o to find the missing quantity when the whole quantity and part of the quantity are known.
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1] Example: Describe a context in which a total number of objects can be expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3-OA2]
Example: Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3-OA3]
Understand properties of multiplication and the relationship between multiplication and division.
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication)
5. Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3-OA5]
3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 ×
Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5)
10 = 30. (Associative property of multiplication)
+ (8 × 2) = 40 + 16 = 56. (Distributive property)
Essential Understandings (Mathematical Goals)
* When multiplying two factors, either factor can be partitioned or both. Example: 4 x 16 = 4 x (10 + 6) or (2 + 2) x 16.
* Multiplication can be used to find the total number of objects when there are a specific number of groups with the same number of objects.
* Division can be used to find how many equal groups (measurement – repeated subtraction) or how many are in each group (partitive –sharing).
* Multiplication and division have an inverse relationship and can be used to find division or multiplication facts.
Extend understanding of fraction equivalence and ordering.
13. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4-NF2]
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 14.
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. [4-NF3d]
Essential Understandings (Mathematical Goals)
* Comparison to known benchmark quantities can help determine the relative size of a fractional piece because the benchmark quantity can be seen as greater than, less than, or the same as the piece.
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptation, and the algorithms are different.
* A rational number is an operator when it changes or transforms another number or quantity to magnify or shrink it.
* A scalar definition of multiplication is useful in representing and solving problems beyond whole number multiplication and division.
11. 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. [5-NF1]
Use equivalent fractions as a strategy to add and subtract fractions.
12. 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. [5-NF2]
Essential Understandings (Mathematical Goals)
* The interpretations of the operations on rational numbers are essentially the same as those on whole numbers, but some interpretations require adaptations and the algorithms are different.
* Estimation and mental math are more complex with rational numbers than with whole numbers. | <urn:uuid:5e10a68b-5363-4db8-9adf-29661ce42ec5> | CC-MAIN-2018-51 | https://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/K-5%20%20Math%20Standards-Session%20II.pdf | 2018-12-18T20:03:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 492,933,674 | 1,686 | eng_Latn | eng_Latn | 0.990673 | eng_Latn | 0.993213 | [
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IMPORTANT DATES THIS TERM
ALL SAINTS
(1 November)
We celebrate the lives of special and ordinary people who have responded to God's invitation to love.
THE COMMEMORATION OF ALL THE FAITHFUL DEPARTED (ALL SOULS)
(2 November)
Today and throughout the rest of November we pray for those who have died. Eternal rest grant unto them, O Lord, and let perpetual light shine upon them. May they rest in peace. Amen.
OUR LORD JESUS CHRIST, KING OF THE UNIVERSE
(24 November)
ADVENT
(Begins 1 December)
Advent means 'coming'. We think of the coming of Jesus when he was born but we also think of his promise that he would come again at the end of time. It is a time of waiting and preparing. It is only in the last week of Advent that we focus upon the events to be celebrated at Christmas.
THE IMMACULATE CONCEPTION OF THE BLESSED VIRGIN MARY
(8 December)
This feast marks the first stage of the existence of Mary, the mother of Jesus. She was 'full of grace' from the very beginning and co-operated with God throughout her life.
CHRISTMAS DAY, THE NATIVITY OF THE LORD
(25 December)
On this day we begin our celebration of the birth of Christ.
RELIGIOUS EDUCATION AUTUMN TERM 2013 COME AND SEE AT HOME
Dear Parent(s)/Carer(s),
This term we will be studying the three themes of Domestic Church (Family), Baptism and Confirmation (Belonging) and Advent and Christmas (Loving). Each class will approach the themes through different topics. The children will also spend a week studying Judaism.
DOMESTIC CHURCH - FAMILY
10
th
Sept 13 – 5
th
Oct 13
SUGGESTIONS FOR HOME ACTIVITIES
Early Years MYSELF -God knows and loves each one
Year 1
FAMILIES -God's love and care for every family
Year 2
BEGINNINGS -God is present in every beginning
Year 3
HOMES -God's vision for every family
Year 4
PEOPLE - The family of God in Scripture
Year 5
OURSELVES -Created in the image and likeness of God
Year 6
LOVING -God who never stops loving
BAPTISM AND CONFIRMATION - BELONGING 13 th Oct 13- 23 rd Nov 13
Make a collage using family photographs of all the significant family members—grandparents, parents, children, aunts, uncles etc. who show God's love. Write underneath it
"We show God's love to one another.
"
Include those who have died.
SUGGESTIONS FOR HOME ACTIVITIES
Early Years WELCOME -Baptism: a welcome to God's family
Year 1
BELONGING -Baptism: an invitation to belong to God's
family
Year 2
SIGNS AND SYMBOLS -Signs and symbols in Baptism
Year 3
PROMISES -Promises made at Baptism
Year 4
CALLED -Confirmation: a call to witness
Year 5
LIFE CHOICES -Marriage, commitment and service
Year 6
VOCATION AND COMMITMENT -The vocation of
priesthood and religious life
Talk to someone who has been to a Baptism and/or Confirmation about their memories of this celebration.
JUDAISM 28 th Oct 13- 1 st Nov 13 – Mr.Cohen to visit school
Pupils will study various aspects of Judaism for one week. Ask them what they have been learning about.
ADVENT/CHRISTMAS - LOVING 26 TH NOV 13 – 20 TH DEC 13
SUGGESTIONS FOR HOME ACTIVITIES
Discuss with the children how your family welcomes visitors to your home.
Find out about some Christian symbols for Advent e.g. Advent wreath, calendar, Jesse tree. Use the CAFOD or Missio websites to get a religious Advent calendar. | <urn:uuid:124c637e-6079-4015-b070-3c46ceff1bcb> | CC-MAIN-2018-51 | http://stcolumbasknowsley.co.uk/wp-content/uploads/2014/06/Parents-Letter-Come-and-See-Autumn-2013.pdf | 2018-12-18T19:28:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00290.warc.gz | 256,531,773 | 862 | eng_Latn | eng_Latn | 0.991763 | eng_Latn | 0.993574 | [
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800.232.4424 (Voice/TTY) 860.793.9813 (Fax) www.ctclearinghouserg
Recognizing Child Abuse and Neglect
Signs and Symptoms
A Library and Resource Center on Alcohol, Tobacco, Other Drugs, Mental Health and Wellness
The first step in helping abused or neglected children is learning to recognize the signs of child abuse and neglect. The presence of a single sign does not prove child abuse is occurring in a family; however, when these signs appear repeatedly or in combination you should take a closer look at the situation and consider the possibility of child abuse.
If you do suspect a child is being harmed, reporting your suspicions may protect the child and get help for the family. Contact your local child protective services agency or police department.
In Connecticut, call the CT Department of Children and Families Hotline 1-800-842-2288 1-800-624-5518 (TDD)
For more information about where and how to file a report, call the Childhelp® USA National Child Abuse Hotline 1-800-4-A-CHILD
RECOGNIZING CHILD ABUSE
The following signs may signal the presence of child abuse or neglect.
The Child:
[x] Shows sudden changes in behavior or school performance.
[x] Has not received help for physical or medical problems brought to the parents' attention.
[x] Has learning problems (or difficulty concentrating) that cannot be attributed to specific physical or psychological causes.
[x] Is always watchful, as though preparing for something bad to happen.
[x] Lacks adult supervision.
[x] Is overly compliant, passive, or withdrawn.
[x] Comes to school or other activities early, stays late, and does not want to go home.
The Parent:
[x] Shows little concern for the child.
[x] Denies the existence of—or blames the child for—the child's problems in school or at home.
[x] Asks teachers or other caretakers to use harsh physical discipline if the child misbehaves.
[x] Sees the child as entirely bad, worthless, or burdensome.
[x] Demands a level of physical or academic performance the child cannot achieve.
[x] Looks primarily to the child for care, attention, and satisfaction of emotional needs.
The Parent and Child:
[x] Rarely touch or look at each other.
[x] Consider their relationship entirely negative.
[x] State that they do not like each other.
Types of Abuse
The following are some signs often associated with particular types of child abuse and neglect:
[x] physical abuse
[x] neglect
[x] sexual abuse
[x] emotional abuse
It is important to note, however, these types of abuse are more typically found in combination than alone. A physically abused child, for example, is often emotionally abused as well, and a sexually abused child also may be neglected.
Signs of Physical Abuse
Consider the possibility of physical abuse when the child:
[x] Has unexplained burns, bites, bruises, broken bones, or black eyes.
(continued)
[x] Has fading bruises or other marks noticeable after an absence from school.
[x] Seems frightened of the parents and protests or cries when it is time to go home.
[x] Shrinks at the approach of adults.
[x] Reports injury by a parent or another adult caregiver.
Consider the possibility of physical abuse when the parent or other adult caregiver:
[x] Offers conflicting, unconvincing, or no explanation for the child's injury.
[x] Describes the child as "evil," or in some other very negative way.
[x] Uses harsh physical discipline with the child.
[x] Has a history of abuse as a child.
Signs of Neglect
Consider the possibility of neglect when the child:
[x] Is frequently absent from school.
[x] Begs or steals food or money.
[x] Lacks needed medical or dental care, immunizations, or glasses.
[x] Is consistently dirty and has severe body odor.
[x] Lacks sufficient clothing for the weather.
[x] Abuses alcohol or other drugs.
[x] States that there is no one at home to provide care.
Consider the possibility of neglect when the parent or other adult caregiver:
[x] Appears to be indifferent to the child.
[x] Seems apathetic or depressed.
[x] Behaves irrationally or in a bizarre manner.
[x] Is abusing alcohol or other drugs.
Signs of Sexual Abuse
Consider the possibility of sexual abuse when the child:
[x] Has difficulty walking or sitting.
[x] Suddenly refuses to change for gym or to participate in physical activities.
[x] Reports nightmares or bedwetting.
[x] Experiences a sudden change in appetite.
[x] Demonstrates bizarre, sophisticated, or unusual sexual knowledge or behavior.
[x] Becomes pregnant or contracts a venereal disease, particularly if under age 14.
[x] Runs away.
[x] Reports sexual abuse by a parent or another adult caregiver.
Consider the possibility of sexual abuse when the parent or other adult caregiver:
[x] Is unduly protective of the child or severely limits the child's contact with other children, especially of the opposite sex.
[x] Is secretive and isolated.
[x] Is jealous or controlling with family members.
Signs of Emotional Maltreatment
Consider the possibility of emotional maltreatment when the child:
[x] Shows extremes in behavior, such as overly compliant or demanding behavior, extreme passivity, or aggression.
[x] Is either inappropriately adult (parenting other children, for example) or inappropriately infantile (frequently rocking or head-banging, for example).
[x] Is delayed in physical or emotional development.
[x] Has attempted suicide.
[x] Reports a lack of attachment to the parent.
Consider the possibility of emotional maltreatment when the parent or other adult caregiver:
[x] Constantly blames, belittles, or berates the child.
[x] Is unconcerned about the child and refuses to consider offers of help for the child's problems.
[x] Overtly rejects the child.
_______________________________________
National Clearinghouse on Child Abuse and Neglect Information
Phone: (800) 394-3366 or (703) 385-7565
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Holy Cross Parish History
CATHOLICISM IN 19TH CENTURY GLASGOW
In the latter part of the 18th century there were few Catholics in Glasgow. Towards the end of the century it began to change when catholic highlanders, displaced by the clearances, came to the city. Their numbers were added to by immigrants from Ireland.
In 1814 Father (later Bishop) Andrew Scott organised the building of St Andrew's Cathedral and it was completed in 1816. About 1820 a mission was started in the 'Shaws' and in 1826 a chapel-ofease, served from St Andrew's, was opened in the Gorbals in a building formerly used as an industrial school. This was a major step forward in the development of the church south of the river and it led to the foundation of the parish of St. John the Evangelist in 1846.
In 1882 a chapel of ease was started in Daisy Street and was served from St John's.A dual purpose building, for school and chapel was erected.
Rev. Fr. V Chisholm, the Administrator of St John's, lived long enough to see the beginning of a mission in Crosshill.
He saw the school open with an enrolment of more than 100 and Mass at 11am in the chapel on Sundays.
By 1886 the congregation of Crosshill had increased sufficiently for Holy Cross to become an independent mission and Fr. Peter Link, an assistant priest at Our Lady and St Margaret's in Kinning Park, was appointed priest-in-charge on 7th May 1886. The estimated population of the new mission was 770.
The parish had no presbytery and Father Link rented a flat in 36 Garturk Street where the rent for a half- year was £13. He had to work out the boundaries of the mission in consultation with St Mary's, St John's and St Francis'.
During his short ministry he built a secure foundation and he left a thriving and healthy community for his successor. Fr. Peter Link
The congregation of the parish numbered around 1000 and the school population 210.
In 1889 Rev. William P O'Brien was appointed Parish Priest and a new era began. With the help of a growing and enthusiastic congregation, he pushed ahead for expansion. There was a heavy feuduty of £120 per annum and a debt of over £3000. By 1892 the debt had been reduced to £2000 and the subsidies which Holy Cross had been receiving from St John's and the Diocesan Fund ceased.
Two years later Devon Villa, a large mansion house at 104 Albert Road, was purchased for £1850 to be used as a presbytery. Costly repairs had to be carried out but the income of the parish had increased such that only £2000 was added to the debt. With proper accommodation in 1895 it was possible to appoint a second priest and newly ordained Father Joseph Laveth was appointed.
As the population of the school was increasing a building fund was started and in 1898 it was decided to build a a second Chapel-school on a site beside the first. There was a second floor that could be used as a temporary chapel. In 1900 the new school was opened, the congregation was 2263 and the school roll was around 270.
1
© Holy Cross Parish. The Parish of Holy Cross is a Parish of the Archdiocese of Glasgow, a Designated Religious Charity, Number SC018140
EARLY YEARS OF THE TWENTIETH CENTURY
In 1904 the pastoral strength of the parish was increased with the appointment of Father William Manigan, on loan from Ireland, and the Masses on Sundays were 8am, 9.15am and 11am with an Evening Service at 7pm.
It was evident that the entire Chapel-school was needed for educational purpose alone. So on 5th January 1905 a committee was formed to raise funds for a major building project. The plan consisted of a Grand Bazaar in the City Hall for three days, 5th-7th October 1905. A series of events also took place throughout the year and there was great enthusiasm from the entire parish. The sum of £1400, an enormous sum for those days, had been raised by various means before the opening ceremony of the Grand Bazaar. The Parish's Annual Return for that year showed a total of £1762 one shilling and tuppence was available to reduce the debt on the school.
With one debt cleared, Father O'Brien went ahead with plans for further development. On 19th March 1907 he submitted sketches to the Archdiocesan Board of two sites for a new church, both in Dixon Avenue, one at the corner of Daisy Street, the other at Belleisle Street. Both feus were owned by the Dixon family. Eventually a feu contract was agreed for the second site, between the feudal superior, Dixon, and the Trustees of the Archdiocese of Glasgow.
This gave the trustees entitlement on the land and bound them to build a church on it. There was a lot of opposition from the residents of the neighbourhood who thought there would be a decline in amenities and the value of their property. The Glasgow Dean of Guild Court refused permission to build but the trustees appealed to the Court of Session and the judgment was given in favour of the church on 14th July 1909. Designs were not to exceed £8000 for the church nor £2000 for the presbytery. Under the direction of Pugin and Pugin the work began and was completed before the end of 1911.
On Sunday 26th November 1911 the Solemn Opening of the new church took place. Long before 11.30am, when High Mass was due to be sung, every seat was occupied. To control numbers and preserve the standard of dignity required, tickets were issued at the cost of ten and five shillings each - a substantial sum then. It made a useful contribution to the reduction of the debt.
Parishioners numbered around 3,700 and there were four Masses on Sunday. An Altar Society, the Children of Mary, Living Rosary, S.V.D.P. (St Vincent de Paul Society), the League of the Cross, Sacred Heart and Holy Family sodalities for men and women were all thriving. Boys and Girls' Guild were started in 1917 by Father Alex Hamilton who was attached to the parish when the assistant priests at the time were recalled to Ireland.
The St Vincent de Paul Society was very busy in its charity work especially after the war. A major project of theirs was a residential home at Langbank. to provide relief for children of the city.
Canon O'Brien retired in 1930 after 40 years in the parish.
Class of Holy Cross School, early 1920's.
THE THIRTIES AND FORTIES
Bishop Henry Grey Graham succeeded Father O'Brien. He was Parish Priest for twenty-nine years and saw the period of economic depression in the early 1930's, the foundation of Holyrood School, the growth of the new suburb of King's Park and the opening of the parish of Christ the King. The development of the parish and the advances of catholic education in Glasgow meant that pupils from Holy Cross School who went on to Higher Education trained as teachers, doctors and some were ordained priest at home and abroad.
With the parish growing all the time, a 'meeting-place' was needed. Bishop Graham announced a Grand Sale of Work to be held in the Dixon Halls for the funds to adapt Devon Villa, the previous Presbytery, into a Hall. It was a great success. With the proceeds the restoration was completed by 1932. The accommodation was still not enough for major gatherings so Dixon Halls were used as a social centre.
It was decided to embellish the church in time for the Golden Jubilee of the mission which was due in 1936. Bishop Grey Graham launched an appeal. He appeared in full Episcopal regalia at every Mass on one Sunday to invite each family to contribute £2 to be spread over two years. He also sought additional anonymous donations from the wealthier sector of the community to provide important expensive items such as the marble pulpit, altar rails, bronze gates, stained glass windows and improved lighting etc. All of his requests had been promised before the 12 o'clock Mass had begun.
The congregation now numbered around 6,000. There were five Masses on Sunday as well as three on weekdays. When Christ the King opened its doors with about 1000 parishioners, 700 of whom were from Holy Cross, the pressure was relieved slightly.
During the Thirties the flow of young people from the parish continued to the priesthood and the religious life. With the coming of the Second World War many others were conscripted into the armed forces.
2
© Holy Cross Parish. The Parish of Holy Cross is a Parish of the Archdiocese of Glasgow, a Designated Religious Charity, Number SC018140
THE FIFTIES AND SIXTIES
Changes in the social environment had repercussions for the parish. The redevelopment of the areas around St John's and St Fancis' resulted in increased pressure on Holy Cross church and school. There were more than 1400 pupils housed in three buildings at Daisy Street and Crompton Avenue. A new housing area opened in Toryglen and then in 1957 a new parish of St Brigid opened bringing some temporary relief to the hard-pressed clergy at Dixon Avenue.
When the Centenary History was written it was noted that a remarkable feature of Holy Cross has been its stability to which a special contribution had been made by the people, both clerical and lay, who spent very long periods of their lives in the service of the parish community.
Bishop Henry Grey Graham died in December 1959
The new Parish Priest, Father Wycherley, implemented Bishop Graham's plans for the beautification of the church. The Golden Jubilee of the building was due in 1961. He installed the marble floor in the sanctuary, incorporating in it two magnificent decorative inserts - one on the left, showing the Bishop's coat-of-arms, consisting of a field of ermine with a row of pilgrims' scallops and two St Andrew's Crosses, celebrating his time at St Andrews and
Edinburgh; the other, on the, right, a symbolic representation of the idea of the Holy Cross using the ancient symbols of the anchor and the fish.
The embellishment of the sanctuary was completed with the installation in the apse at the back of the altar of a mosaic depicting Christ Triumphant with the Cross. The two letters which appear beside the figure of Our Lord are the monogram of the Emperor Constantine, used by him on his battle pennants. They are the first two letters of the Greek form of Christos meaning Christ, the Anointed One. This mosaic was made in Venice.
Devon Villa, which had been converted from a presbytery to the church hall, was in poor condition and was demolished to make way for a new hall on the same site. It was ready in 1964. The formal opening of the new hall was one of the first public events graced by Archbishop Scanlan after his transfer from Motherwell to Glasgow.
The population was now over 8,000 and still increasing; it topped 10,000 by 1964. This was due to the redevelopment of congested areas of the city. Demolition was creating vast spaces in the once familiar streets around St Francis' and St John's churches and the population was overspilling towards Holy Cross.
Bishop James Ward became Parish Priest in 1965 and he decided that the situation for him and his 4 assistant priests, struggling to cope with a congregation of around 10,000 people, required radical changes. He set about making arrangements to open 3 new parishes in the area: St. Albert the Great (Pollokshields) in 1965 and St. Helen's (Langside) and Our Lady of Consolation (Govanhill) in 1966.
THE SEVENTIES AND EIGHTIES
While the number of parishioners had dropped to about 5,500, due to the new parishes, the parish roll did not stabilize and it again rose to over 6000 in 1973.
Monsignor John Gillespie had become Parish Priest on the death of Bishop Ward in 1972. It was during his term as Parish Priest that a parish council was instituted. Monsignor Gillespie was also responsible for adapting the sanctuary and confessionals as part of the implementation of the Second Vatican Council
MORE RECENT TIMES
Father John Hanrahan was appointed Parish Priest in 1984 and he led the parish to participate fully in the Programme of Renewal introduced in the Archdiocese by Archbishop Winning after the visit of Pope John Paul II to Scotland in 1982.
Father Hanrahan was succeeded in 1995 by Father Tony Bancewicz and during his ministry, thanks to a Lottery Grant and the great generosity of the people of the parish, the roof of the church was renewed and the interior was renovated. Research in the parish archives meant that the ceiling of the church could be painted the same shade of blue as was used when the church was opened in 1911.
© Holy Cross Parish. The Parish of Holy Cross is a Parish of the Archdiocese of Glasgow, a Designated Religious Charity, Number SC018140
OUR LADY OF CONSOLATION
Although the opening of St Albert's had made for a small reduction in the population of Holy Cross, something more was required. In 1966 the Majestic Cinema in Inglefield Street was obtained for the sum of £8000 and presented as a gift from Holy Cross to be a temporary Mass Centre for the new Parish of Our Lady of Consolation. Father Frederick Rawlings was appointed Parish Priest, "The first sight of the temporary Mass Centre was enough to daunt the stoutest of hearts........The roof was repaired, the rubble cleared, plumbing set aright, the electric system re-wired, heating installed and the bare brick walls paneled and painted. As if by magic, a spacious sanctuary appeared with beautiful drape curtains of Our Lady's colours. Chairs and benches were brought and procured, confessionals built, a sacristy and baptistry installed....... we had a church ... erected by the valiant work of the people themselves".
The boundaries of this New Parish enclosed a relatively small but densely populated area which had been part of Holy Cross. Our Lady of Consolation can truly be described as a daughter parish.
In the beginning, four Masses were celebrated each Sunday at 9am, 10am, 11am and 12 noon but within a few weeks an evening Mass was added at 5pm .....a sure indication that a new parish was necessary in Govanhill.
The first Mass was celebrated by Bishop Ward on 25th September 1966 and on 4th December the statue of Our Lady of Consolation was unveiled. This was a gift from the Sisters of Stanbrook Abbey who are also under the protection of Our Lady of Consolation.
The plans for a permanent church were ready for implementation by 1969. A new temporary abode was required while the old Mass centre was demolished and the new church erected on the site.
"A lease was obtained of the Calder Cinema. Once again the people rallied. The men became painters, joiners, plumbers, electricians, heating engineers, scaffolders...... The women scrubbed, swept and shampooed at all hours of the day. It was a Herculean task, for the building had lain empty for years.
Holy Mass was offered in the new centre at midnight on Christmas Eve.
The foundation stone of the new church was laid on Thursday 12 November 1970. The rain came pouring in as the roof was not completed and the interior of the church was semi-flooded. It was cold and there was no glass in the windows. Nevertheless the ceremony went on with great dignity and joy. Some months later Bishop Ward administered the Sacrament of Confirmation in the same building and on 15 September 1971 Archbishop Scanlon ordained Neil Gallagher OFM to the ministerial priesthood: a most auspicious start for the new church of Our Lady of Consolation.
Father John O'Brien was Parish Priest from 1978 until his untimely death in 1999 and he was succeeded by Father Joe Walsh. During his term of office the chapel house at 106 Dixon Avenue was leased to the Sisters of the Gospel of Life and he moved across the road to live in Holy Cross Chapel House at 113. At about the same time the Cardinal Winnning Pro-life Initiarive took out a lease on Holy Cross Hall in Albert Road.
(Adapted from ' The Parish of Holy Cross-Glasgow 1886~1986.' Centenary History by Tom Fitzpatrick, M.A., Ph.D. 7th May 1986)
LET'S START AT THE VERY BEGINING.........
On the appointment of Fr. Walsh to St. Lucy's in Cumbernauld in December 2003, Father Bancewicz was given the added responsibility of becoming Parish Priest of Our Lady of Consolation Parish and Archbishop Conti designated the Our Lady of Consolation building as an archdiocesan youth centre with Father Neil McGarrity appointed as Archdiocesan Youth Chaplain.
In June 2004, after consultation with the Priests' Council, the Archbishop made the decision to merge the Parish of Our Lady of Consolation with the Parish of Holy Cross. Father Neil Donnachie became the first Parish Priest of the 'new' parish.
4
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Technology Group International
How safe is your food? - How technology is used to ensure food safety.
─
Wilf Voss email@example.com www.Wilfvoss.me.uk www.wilfwords.online
How safe is your food? - How technology is used to ensure food safety.
The world food trade is worth almost $400 Billion, (FAO: UN Food and Agriculture Organisation)) we live in a time with some of the best records for food safety. Gone are the days where there was no refrigeration, canning or preserving and the adulteration of foodstuffs is rare as the legislation involved with every part of food production ensures there are stringent controls to keep us all safe. How do food manufacturers ensure food is supplied fresh and safe from the initial raw materials through to the product on your supermarket shelf?
The history of food safety
Commercial refrigeration as we know it today did not exist until the late 1800's, before then people may have used ice harvested from frozen lakes and stored in insulated ice houses. Before then we had to follow our instincts to detect food which was spoiled and there was a limited lifespan for foodstuffs.
Food safety has Napoleon Bonaparte to thank for at least one innovation when he offered a reward to find a way to preserve food for his soldiers so that they could travel further to invade European countries. It was Nicolas Appert who came up with the idea of storing food in jars with sealed lids to contain cooked foods. It was unclear at the time how the process worked however it was the start of a process of providing manufactured foods.
One of the other issues was the adulteration of food by unscrupulous traders who would supply goods which were tampered with to increase profits, for example flour cut with chalk powder or chocolate containing ground up bricks. The first legislation related to food safety was the British Adulteration of Food Act of 1872 which made it an offence to sell food, drink, or drugs that were not of the 'nature, substance or quality' demanded by the purchaser. It allowed inspectors and private individuals to acquire samples of food for analysis.
In the US the original Food and Drugs Act was passed by Congress in 1906, the act prohibited interstate commerce in misbranded and adulterated foods, drinks and drugs and was a precursor to modern day legislation.
Now there are internationally harmonised food standards maintained by Codex Alimentarius a World Health Organisation body which controls international standards for food safety. They have created standards which ensure food is safe and can be traded worldwide. The 188 members have negotiated science based recommendations in all areas related to food safety and quality: food hygiene; maximum limits for food additives; residues of pesticides and veterinary drugs; and maximum limits and codes for the prevention of chemical and microbiological contamination. (Codex Alimentarius: Codex Alimentarius))
Why is food safety important?
The US has one of the safest food systems in the world thanks to the work of the Food and Drug Administration and the legislation, however there are still issues with food safety.
We all realise how important it is to ensure the food we prepare in our homes is safe, ensuring basic cleanliness and good practice when cooking and preparing food, we have to trust the high standards we employ are matched or bettered by the suppliers of the food we prepare. In the USA there are approximately 5,000 deaths per year from food poisoning (National Institute of Diabetes & Digestive & Kidney Diseases: NIDDK)) which equates to 13 people per day who die due to foodborne diseases or other issues.
When things go wrong with food safety they can have serious ramifications, a recent example involves the now defunct Peanut Corporation of America who were involved with a massive Salmonella outbreak in the U.S., during late 2008 and early 2009.
Case Study - Peanut Corporation of America
PCA was a large organisation which had annual sales in excess of $25 million and processed 2.5% of all the peanuts in America. The 2008 food contamination incident
followed a long history of food safety and quality issues, there had been reports of issues with sanitation in the company's plants since the 1980's.
In 1990 it was found some of the peanuts supplied by PCA exceeded the FDA tolerance level for aflatoxin, a mold-derived toxin common to peanuts and they were sued by two confection companies they supplied.
In 2008 there was an incident of Salmonella contamination which caused the death of 9 people and over seven hundred people falling ill from food poisoning. The incident led to the largest food recall in US history which involved 46 states and more than 360 companies which had been supplied the peanuts to use within their own products. In the end almost 4,000 different products were involved including school lunch products and even emergency meals supplied following a massive ice storm in Kentucky.
In the court case that followed it was found the company had knowingly shipped contaminated peanut butter and faked results of lab tests intended to screen for salmonella. In total as well as the closure of the company and the imprisonment of the company owner for 28 years, it was estimated the incident cost over $1 Billion in losses to the US Peanut industry.
Managing product traceability one of the major issues with food safety is not only ensuring that the manufacturer is following correct procedures but also managing the different raw materials used to make up products.
In the PCA example the raw material of processed peanuts were sold on to many suppliers which caused a mass recall of a large number of products. It is vital that every ingredient and additive as well as packaging and processor can be clearly identified.
Therefore, it is vital that the manufacturing process includes a way to trade and record every item involved and that this information is available in the case of a recall. In modern manufacturing systems this is managed using a complex computerised system which manages enterprise resource planning.
Using software to manage process
Enterprise resource planning (ERP) software is a suite of applications which automate the processes involved with manufacturing and provide a way to monitor every part of a company's operations based on a central database. It provides a way to easily monitor any element of the massive number of pieces of information involved with the processes. (TGI: Five Critical Software Requirements for Improved Product Safety and Traceability))
The main tools involved with food safety management are:
* Batch traceability
* Product life management
* Automated quality control processing
* Recall management
Batch traceability
This is where the software records and tracks lot numbers from raw materials and suppliers information.
In the above graphic we can see that a manufactured product is made up of more than one raw ingredient from multiple suppliers. The finished product is part of a lot which this then itself used as a raw ingredient for other products.
If for example there was an issue with milk supplied in batch 1745 from Roan Ranch which required a product recall the ERP system would identify that this ingredient had been used within lot 897 supplied to an end user bakery in their lot 45888 and an ice cream manufacturer in their lot 24782. Without this traceability information there is a risk that all the products concerned could not be identified.
Individual elements are scanned either using bar code scanners or contact free RFID (radio frequency ID) tags.
One of the vital elements of any food manufacturing process is quality assurance (QA). This is the process by which both raw ingredients and finished products are tested to ensure they meet acceptable standards for quality and food safety. These can include the following checks:
Automated quality assurance processing
* Temperature checks - every batch of a temperature controlled product such as milk from the example above will be checked to ensure it arrives at the factory within an acceptable temperature range and it has been maintained at this temperature during the transportation process.
* pH checks - ensuring that the product has the correct acidity or alkalinity
* Microbiological checks - to ensure bacteria levels are not harmful within the product or raw materials
* Weight checks - ensuring the product meets the required weight before dispatch
* Metal checks to guard against contamination by metals, this is usually at the packing stage, using a metal detector
* Chemical checks to guard against chemical contamination
* Organoleptic checks to check flavour, texture and aroma by sampling the food product
If the product fails any of the tests it is removed and destroyed. The results of tests for each batch of product and each of the raw ingredients is recorded as part of the central software system to allow for reporting for management and licensing authorities.
Product Life Management
Perishable food products need to be delivered to the consumer to allow an acceptable time for the product to be used safely. Depending on the product this may be a time measured in months or days, however, whatever the product life it will have an impact on logistics throughout the product life cycle.
Managing the delivery of products to meet the rise and fall of demand will often require a period of warehousing as well as logistics and transportation to the retail store. Throughout this process the product lots need to be managed to ensure they arrive in the retail store with an acceptable amount of life remaining in order that the store can sell them without increased wastage.
Failing to manage the lifecycle effectively could see out of date food reaching the supply chain which could be a risk to public safety and would involve increased costs.
Recall Management
Despite rigorous testing of raw materials and finished products throughout the QA process there can be issues which are not identified until the product is already in the retail market or has been sold to the public. When these incidents occur the effective management of recalls is vital.
As we can see with the batch traceability graphic, the recall of a product may be considerably more complex than recalling a single item or batch. A problem with a raw material may have contaminated a particular batch of products produced which themselves could have been used as raw materials in other products. This is an issue which occurred with the Peanut Corporation of America where over 4,000 other manufactures products were involved.
It is vital that a manufacturer acts rapidly in the case of a recall and that they can clearly identify any product batches which could be involved and who these products were sold to. The recording of batch data in the central ERP system can be used to instantly identify exactly which batches are affected and which customers have used these specific batches. This information can then be used by other manufacturers to identify ongoing batches of their own products and to put in place an effective recall. The process can be automated by the computer system to send reports containing information to all parties affected.
The alternative would be to require the recall of all products for all batches for a wide date range as opposed to being able to segment the recall only to items which are directly affected. Use of the computer systems allow for a considerably more cost effective and rapid recall process.
Maintaining a safe food process
There are a large number of legislative requirements associated with the manufacture of foods for public consumption (FDA: Food Safety Modernization Act (FSMA))) these require manufacturers to maintain safe systems and to maintain effective record keeping to ensure that standards are being effectively maintained. These records include every aspect of the manufacturing, storage and logistic process from source to the end user including temperature recording for materials throughout the process, the results of all laboratory results and product life data. Storing and managing such a quantity of data would be impossible without the software systems to manage the process, however this allows for effective management of food safety processes and reporting to licensing and regulatory bodies.
The power of ERP systems allows food manufacturers to manage their processes and food safety seamlessly ensuring that the next food product you select is safe. | <urn:uuid:684f6d05-80b2-4949-bca4-1a796b3a5754> | CC-MAIN-2018-51 | http://wilfswords.weebly.com/uploads/2/4/0/2/2402987/tgi-foodsafetyandtraceability.pdf | 2018-12-18T20:14:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 327,031,017 | 2,368 | eng_Latn | eng_Latn | 0.993093 | eng_Latn | 0.998447 | [
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SW 404
WILDLIFEPROJECT
June 2001
Mourning Doves
For many reasons the mourning dove is a popular bird. Its beauty of form and delicate, lustrous shades easily attract the birdwatcher's eye. Some listen to the dove's gentle cooing for soothing comfort. For others, the dove's swift, arrowlike flight can test one's marksmanship and thus make it a popular game bird.
continues into August. A few doves nest on the ground, but most build their nests in coniferous trees, such as pines and cedar. Mourning dove nests can be found in town and country.
DESCRIPTION AND HABITAT
The "gray ghost" is a good descriptive name for the mourning dove. Its plumage ranges from gray to buffy-brown with occasional black spots dotting the wings. The crown of the dove's head is bluish gray, the cheeks are olive brown, and the throat color varies according to sex. In males a purplish, metallic iridescence accents the throat, whereas in females it is mostly brownish. For size, this bird is a sleek 12 to 13 inches long and has a wingspan of 17 to 19 inches. Weight ranges from 4 to 6 ounces.
The mourning dove ranges over the entire United States, from Canada to Mexico and points south, from sea level to elevations of some 10,000 feet in the mountains.
Mourning doves migrate but their migration is not as defined as other migratory birds, such as waterfowl. It seems the more hardy birds in the North like to remain at home during winter. Some doves move south a short way while others travel deeper southward. In general, most Eastern doves winter in the Southeastern Gulf states, while other doves remain yearlong in certain Southern states. The Migratory Birds Treaty Act afforded the mourning dove protection because of its migrational tendencies.
Wherever a dove decides to call home, it is likely to find suitable space for nesting. Nesting begins in February and usually
Nests are made of whatever is available — normally twigs, roots, sticks and straw. In fact, doves sometimes use old or abandoned nests of other birds such as robins, bluejays and mockingbirds.
Working leisurely, the male gathers twigs and sticks which are used in construction by the female. Nests started from scratch are located on the tops of branches near the central trunk or on suitable crotches or flat forks. Nests from scratch are typically flimsy, as twigs and sticks are arranged in a loose manner. Because of their flimsy nests, doves are considered lazy nest builders.
On the other hand, doves can be very busy during breeding season. Unlike most other birds, some pairs of doves will raise two or sometimes even three broods per season. Two eggs are laid at each nesting and incubation lasts for 14 days.
Both parents take part in incubation and feeding. Both are needed because if one parent dies it is doubtful whether the young will survive. The young are altrical, which means they have to be cared for intensively by the parents. The young doves are fed "pigeon milk" from their parents' crop. This liquid food substance is pumped from the parents' throat, where the curd is taken by hungry young. After 10
days, small seeds are added to the diet.
The dove's diet consists almost entirely of plant food. The raw insects it eats are incidental. Mostly cultivated crops like corn, small grains, milo, wheat, millet, sorghum, peas and peanuts are favored.
However, weed and grass seeds are heavily consumed in summer and fall. Small seed varieties like croton, pigweed, crabgrass, ragweed and mustard are preferred wild foods.
Mourning doves winter around feedlots, barns, cultivated fields and in woods next to these places. There they find waste feed, grain and seeds.
Other vitals in the dove's subsistence are grit and water. Often doves are seen on a roadside or along a stream close to a field where they feed. Here, sand and small gravel are picked up to grind against seed in the bird's gizzard. Grit is important in the diet of many birds. Its presence in the digestive tract aids in grinding of food. With enough seed and grit in their crops, doves fly to water close by. The doves will dip their beaks to the water and suck it up in a stooped position.
Predators, weather and disease all contribute to dove mortality. These factors account for an annual 60 to 80 percent turnover or replacement in local dove populations. Juvenile mortality is high with snakes, squirrels, bluejays and raccoons doing the most damage. Parasites and disease such as trichomonas and fowl pox take their toll on weak and unhealthy birds. Weather's greatest impact probably is on doves that remain north over winter. Contrary to popular belief, hunting does not limit overall dove numbers. The death rate for doves in states where hunting is allowed is the same in states where hunting is not allowed. Hunters harvest birds that would probably be lost to weather, disease, predators and other death-causing agents.
Food and water seem to be no great problem for mourning doves. This is due to their mobility and choice of food. Mobility allows the dove to attain these needs and their choice of food is wide. This adds to the dove's flexibility.
Mourning doves require open or semi-open lands. Forest management practices for even aged stands of trees can improve habitat conditions for doves. These practices allow small seed bearing weeds and shrubs to grow. Seeds compose 99 percent of the dove's diet. Doves, however, will not feed in woods where ground cover is heavy or in switch grass range.
Prescribed burning in open pine stands is an inexpensive technique for improving habitat. Burning reduces heavy ground litter, exposes seeds, retards development of woody undergrowth and favors important herbaceous dove foods. Species like partridge pea, tick clover, common lespedeza and croton are found more abundantly in one- or two-year burns than in older roughs.
Remember, too, that clumps of evergreen trees are preferred for nesting sites. Establishing and maintaining windbreaks and hedgerows provide excellent nesting and roosting sites. Development of water supplies through springs, water holes and ponds is another good practice.
Since doves prefer open land, many types of farming practices are good for doves. Farm-produced grains and weed seeds compose the dove's major food diet. Row cultivation and normal harvest methods leave seeds of wheat, rye, browntop and proso millet, corn, sorghum and sunflower available for feeding. Plowing or disking of land keeps fields open and this favors volunteer seed plants, such as barnyard grass, birdeye, croton and common ragweed. The planting of browntop millet in orchards is helpful as a food and cover crop.
Doves nest in all 48 contiguous states and from sea level to elevations of 10,000 feet. The birds use about everything and anything that may provide a platform to build on. Space is doubtful a factor in nesting. Doves are versatile in their choice and, even though large nesting territories are preferred, there is likely no shortage of nesting space.
However, in some areas of the country, some conservationists have voiced concern for nesting space. In the prairie country trees are scarce. In the Southwest and other Southern parts of the country, certain plant eradication programs have caused a loss of nesting space. In these areas, planting shelterbelt trees is wise for aiding nesting doves and other bird species.
The mourning dove builds a loose, flimsy platform of twigs for a nest. The flimsiness of the nest is probably a factor in nesting survival. However, it cannot be assumed that sturdier structures can improve the total number of young produced. Although heavy rains and wind may destroy nests, doves will renest making up the loss. Thus artificial nest structures may not be necessary, but in any event it is fun to see a dove come in and build its nest on a structure you put up. In the following activity, you will have the chance to construct artificial nest platforms (cones on which nest will be made). In the process you will be given a birdwatching opportunity.
BUILDING A NESTING PLATFORM
Artificial nest structures improve nest survival and are made in several forms. The following are two easy varieties to construct and install.
One can be constructed of 90 lb. roofing paper with one side black and the other green gravel. Another form can be fashioned from hardware cloth. The directions are the same for both materials.
The following will be used in the construction depending on the type platform you make.
* 90 lb. roofing paper with one side black and the other side green gravel (amount depends on number of platforms you build)
* Scissors
OR
* 1/4- or 3/8-inch mesh hardware cloth
* Wire cutters
AND
* Roofing nails and hammer
* Tie wire
To begin, cut out a circle 9 inches in diameter from the roofing paper or wire. Next, cut a "V" shaped sector extending into the center of the circle. The sector
together with the black surface of the paper inside. If using wire, the two ends should be overlapped 3 inches and then adjoined by tie wire. When done, the cone will be 7 inches in diameter and 2 inches deep.
Installation
To allow for proper usage, certain guidelines should be considered in installation. The best location usually is along limbs where branches have forked off and where there is moderate shade. Sites should command good visibility and have enough clearance of brushy limbs so birds can escape easily as danger approaches. In addition, consider the fact doves prefer to nest 6 to 16 feet above ground.
Once a cone is properly secured, attach it by nailing three to five roofing nails to the tree. Cones can be bent to fit the angle of the fork or crotch. The roughed down edges act as a smooth place for doves to alight. The cone diameter is such that a parent and two young ready to be fledged may sit side by side in the nest. Best results are obtained by installing the cones in late February, March and April before most doves have chosen their nesting territory.
Periodic checks should be made to see that the nesting platforms are not obstructed by new branches. Brush out old nest material from the cone each year and let the bird make a nest with new twigs. By doing so you will be given numerous chances to study doves in the breeding season.
ESTABLISHING AND MANAGING DOVE FIELDS
The use of dove fields is an excellent means of attracting doves for public hunting. In some areas it is becoming a common practice. Regulations vary, though, and in some areas such practices may not be allowed (regulations change year-to-year so check to make sure).
In order to increase the benefit of these fields, plant preferred foods which ripen in the shooting season. Then doves are drawn to these fields to feed. In the following activity, you and some other 4-H members can develop planting fields for hunting (this activity is designed for several members to work on). Other birds (game and nongame) also will feed on these fields before and after the hunting season, so there are benefits for other wildlife, too.
Material
The following is only an estimate of what will be needed.
1. Seed mixture of
a. Proso millet
7.5 lbs.
b. Grain sorghum 25.0 lbs.
c. Sunflower per 5 acre
7.5 lbs.
50 lbs.
Note: This seed mixture, or others like it, usually can be obtained free from soil conservation districts or state game departments.
OR
2. 25 lbs./acre browntop millet
Note: This is available from most commercial seed firms.
3. Tractor
4. Lime and/or fertilizer
The Plan
Selecting a planting site is the first step. Cropland is the best choice. This will save the most time and effort. If working with rejuvenated land, you should have a county soil conservationist test your soil for liming (6-6.5 pH range ideal).
Your selection site should consider some habitat features that also satisfy doves. Nearby woodlots are helpful. Here doves are provided loafing sites and cover. Water should be available close by since doves will invariably drink after feeding. In short, the happier doves are, the more likely they will remain in the area.
The size of your field will be your own choice. However, considering the different circumstances and limits of most 4-Hers, an area of 5 to 10 acres is suitable (others may choose large plots but do not overextend yourself). In the late spring, plow and harrow the area as for any field crop. Rows should follow the contour of the land to prevent erosion. Additionally, skip 4 to 5 feet between rows. This will enable doves to have plenty of room in finding ripened seed.
Now you are ready for the seeding. The seed mixture of proso millet, sunflowers and sorghum is as good as the browntop millet. The browntop millet is used more often, however. Plant the seed in rows at the rates specified earlier. Seed when the soil moisture is good and do not seed later than June 15, or seed will not be available for the hunting season.
The millet and other plants should "seed out" by the hunting season. If these dove fields are to be open to public hunting, one must cooperate with the State Game and Fish Commission and the U.S. Fish and Wildlife Service. Be familiar and obey federal and state game laws. Law enforcement in the field is essential and should be respected at all times. Heavily hunted dove fields require restrictions as to times hunted (generally once or twice per week rather than daily shooting). These specific times should be rotated between other fields in order that the doves will be allowed to feed in some fields without being shot at.
From managing shooting fields, the next step is managing the hunters themselves: checking them in and out of areas, designating shooting stands, and controlling access.
Where there is suitable dove habitat, an excellent opportunity already exists to lease the area to hunting parties. A considerable amount of money can be made from this practice.
OTHER THINGS TO DO
1. Keep a record of expenses and money derived from leasing hunting rights.
2. If you shoot, use the doves as a learning source. Examine crops and determine what food is utilized. Examine throat and wings to determine age and sex.
The following agencies can provide assistance.
1. A State Game Agency
2. U.S. Fish and Wildlife Service
3. Soil Conservation Service
ACKNOWLEDGEMENTS
This material was prepared by the Southern Regional 4-H Wildlife Literature Committee through a grant from Atlantic Richfield Foundation.
COMMITTEE: Alvin C. Blake, Tennessee; Dan T. Gardner, Alabama; Dennis Goodman, Kentucky; James E. Miller, Arkansas; Lewis R. Shelton, III, Mississippi; Andrew Weber, North Carolina (Vice Chairman); and James L. Byford, Tennessee (Chairman).
SPECIAL ASSISTANTS: Rita Schrader, Ben Nottingham, Dale Powell.
Illustrations furnished through the courtesy of the North Carolina Wildlife Resources Commission. | <urn:uuid:75573df8-47e5-42cb-a3fa-b1e09e998548> | CC-MAIN-2018-51 | https://mrmpros.com/wp-content/uploads/2012/07/Mourning-Doves.pdf | 2018-12-18T20:25:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 691,454,896 | 3,258 | eng_Latn | eng_Latn | 0.996069 | eng_Latn | 0.998748 | [
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Develop an Oral Care Regimen at home
The best way to keep your pet's teeth clean is by brushing daily with a pet toothpaste and toothbrush. Pet toothpastes come in flavors that your pet may find enjoyable such as chicken, beef, peanut butter, malt, seafood and vanilla. If your pet enjoys the flavor of the toothpaste then he will probably enjoy the brushing experience.
A Guide to Brushing Your Pet's Teeth
1. The first thing you should do is find a flavor of toothpaste your pet will like. Place some on your finger, a treat, or a toy, and offer it to your pet. This way your pet will get used to the flavor of the toothpaste and realize it can be a yummy reward.
2. Next, put a little bit of the toothpaste on the toothbrush and let your pet lick it off. This will help him get used to the feeling of the bristles on his tongue, gums and teeth. He will slowly realize that even though the brush may feel different, it is nothing to be scared of.
3. Once your pet is comfortable licking the toothpaste off of the toothbrush without hesitation, try brushing the front teeth in a circular motion.
4. If your pet is comfortable having your fingers and toothbrush around his mouth, try brushing the teeth further to the back in a circular motion. Try to spend at least 30 seconds on each side. Many dogs can be trained to brush the inside of the teeth as well. A toy or chew object can help keep the mouth propped while brushing occurs.
Important Tips
- Use pet toothpaste, NOT human toothpaste as this can be harmful to your pet when swallowed.
- Use lots of positive reinforcement or brush teeth before a meal to make it an enjoyable experience for you and your pet.
- Put the toothpaste and toothbrush somewhere where you will see it every day — next to their food, next to the leash, or on the coffee table. That way it will become part of your daily routine.
- Go slow — every pet is different and will go through the steps at his own pace. Some will take a few days to get used to this new experience; some will take a few weeks. Stay committed, dedicated and patient.
If brushing your pet's teeth is not possible, or you want to incorporate different products into your home care regimen, then talk to your veterinary care professional about oral gels, barrier sealants, rinses, water additives, dental diets and dental chews. Make sure to discuss any new products with them before trying them on your pet. The Veterinary Oral Heath Council (VOHC) approves products that have been proven to fight plaque and tartar buildup. Look for the VOHC's seal of approval as a guide for products that have met their standards.
5815 80
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Evaluation of Rights, Respect, Responsibility (3Rs) Based on 15 Harmful CSE Elements
HARMFUL ELEMENTS SCORE = 15 /15
Rights, Respect, Responsibility contains 15 out of 15 of the harmful elements typically found in CSE curricula. Since each of these 15 harmful elements has the potential of causing long-term negative effects on the health and wellbeing of children, having even one of these elements should be reason enough to disqualify a program from being taught to children. A program containing several of these elements should be banned from use in any school or community setting.
Description: Rights, Respect, Responsibility (3Rs) is San Diego Unified School District's Board-approved comprehensive sexual health curriculum with lessons for children ages 12-18.
Planned Parenthood Connections: This program was written by Advocates for Youth, which has matching philosophies and a strong partnership with Planned Parenthood. The program refers youth to Planned Parenthood to seek services.
HARMFUL CSE ELEMENTS
QUOTES AND MATERIAL FROM CSE CURRICULA
1. SEXUALIZES CHILDREN
Normalizes child sex or desensitizes children to sexual things. May give examples of children having sex or imply many of their peers are sexually active. May glamorize sex, use graphic materials, teach explicit sexual vocabulary, or encourage discussion of sexual experiences, attractions, fantasies or desires.
2. TEACHES CHILDREN TO CONSENT TO SEX
May teach children how to negotiate sexual encounters or how to ask for or get "consent" from other children
* "People who choose to abstain from sex usually end up having sex at some point in their lives. That's because sex between two people—when both people are ready physically and emotionally, have said they wanted to do it, and are ready to protect themselves from unwanted pregnancy and/or disease—can feel good and bring a couple closer. But just like with other things in our lives that help us feel good, we need to think about how and when to do them." (For ages 11-12, 6th grade book, Optional Lessons, p. 15)
* "It is important for everyone to know about contraception because even if they might not use it personally, they might have friends in sexual relationships with someone of a different sex, or be a partner of someone in a different-sex relationship, and knowledge about protecting one's health is power." (For ages 14-18, High school book, pg. 68)
* Various role plays promote teen sex. For example, "Andrea and Diana are two girls who just met last weekend at a party. They had fun together, and now they've hooked up again this weekend. They're alone in Andrea's basement. Plan a role-play in which Diana asks Andrea about having sex and they make a decision." (For ages 14 and up, High school book, pg. 30)
* Scenarios in section about Reproductive Rights give examples of various students who are sexually active. For example, "Claire has had several boyfriends, but she has always been careful to protect herself from pregnancy and STIs…" (For ages 14 and up, High school book, pg. 94)
* "What does the word 'consent' mean? What does it mean to 'give consent?'" Ask for a few students to respond, probing for the following concepts:
- It's when someone says they want to do something
- When someone gives permission to another person
- Saying "yes" to or being okay with something (For ages 14 and up, High school book, pg. 34)
to engage in sexual acts with them.
Note: "Consent" is often taught under the banner of sexual abuse prevention. While this may be appropriate for adults, children of minor age should never be encouraged to "consent" to sex.
3. PROMOTES ANAL & ORAL SEX
Introduces these high-risk sexual behaviors to children and may normalize them. May omit vital medical facts, such as the extremely high STI infection rates (i.e., HIV and HPV) and oral and anal cancer rates associated with these risky sex acts.
4. PROMOTES HOMOSEXUAL/ BISEXUAL IDENTIFICATION OR BEHAVIOR
Promotes acceptance of and/or exploration of diverse sexual orientations, sometimes in violation of state education laws. May omit vital health information and/or may provide medically inaccurate information about homosexuality or homosexual sex.
5. PROMOTES THE RIGHT TO SEXUAL PLEASURE
* Students are assigned to demonstrate consent by acting out various scenarios, such as: "You've been with PERSON 2 for three months and haven't had sex together, but you really think it's time. You love the other person, they love you …" Another scenario: "You love being in a relationship with PERSON 2! You two seem like you were made for each other—… and are on the same page when it comes to what you do together sexually. You want to try something you've never done before with them but figure you should talk with them about it first." (For ages 14 and up, High school book, pg. 35)
* "Choose activities with little to no risk like oral sex." (For ages 14 and up, High school book, pg. 60)
* "When do you think someone is ready to have sex—either oral, vaginal, or anal sex—with their partner? Take a few responses and ask, 'What would have to be in place in their relationship for them to have safer sex—…'" (For ages 14 and up, High school book, pg. 25)
* "With oral sex, the person performing oral sex is at higher risk because their mouth is coming into contact with the other person's genitals. People can reduce their STI risk further by using flavored condoms or other barriers like dental dams." (For ages 14 and up, High school book, pg. 78)
* "Bisexual – Someone who may be attracted to people of their own gender AND to people of a different gender. Note to the Teacher: If you choose to describe "pansexual" … bisexual technically means "two" and pansexual means "many." So people who are attracted to more than two genders – including transgender individuals – may use the term "pansexual" rather than "bisexual." Queer* – This term can be used in a number of positive ways: Someone may feel like the other categories are too restrictive and don't describe them accurately, or someone may wish to take back the negative meaning of the word and use it as a positive way of describing who they are. (Students often struggle with this term due its prior negative use.) (For ages 13-14, 8th grade book, pg. 81)
* "… bisexual and pansexual people may say, "I am attracted to people of all genders, but I tend to prefer being in relationships with ______." (For ages 13-14, 8th grade book, pg. 21)
* "Implying that a person's orientation is a choice is offensive. Heterosexual people do not choose to be heterosexual, it's who they are. Similarly, lesbian, gay, bisexual and other people do not choose to be their orientation, they are who they are." (For ages 13-14, 8th grade book, pg. 21) [While this may be true, it fails to teach that acting out on sexual desires, whether heterosexual or homosexual, is a choice and teaches falsely that your sexual attractions are what you "are."]
* We all have both a gender identity and a sexual orientation." (For ages 14 and up, High school book, pg. 2)
* "Point to the clitoris and say, 'This is the clitoris, located above the urethral opening,
Teaches children they are entitled to or have a "right" to sexual pleasure or encourages children to seek out sexual pleasure. Fails to present data on the multiple negative potential outcomes for sexually active children.
6. PROMOTES SOLO AND/OR MUTUAL MASTURBATION
While masturbation can be part of normal child development, encourages masturbation at young ages, which may make children more vulnerable to pornography use, sexual addictions or sexual exploitation. May provide instruction on how to masturbate or encourage children to engage in mutual masturbation.
7. EROTICIZES CONDOM USE
May use sexually explicit methods (i.e., penis and vagina models, seductive role play, etc.) to promote condom use to children. May provide medically inaccurate information on condom effectiveness and omit or deemphasize failure rates. May imply that condoms will provide complete protection against pregnancy or STIs.
and it is very sensitive.'" (For ages 11-12, 6th grade book, pg. 21)
* "Your boyfriend or girlfriend looks at you and says, 'Now that we're alone, maybe we can finally take things to the next level.'" (For ages 13-14, 8 th grade book, pg. 138)
* … "Your boyfriend or girlfriend says, 'I really want to know what it feels like, don't you? What if we do it just once just to see what it feels like, and then we don't have to do it again if we don't want to?'" (For ages 13-14, 8 th grade book, pg. 139)
* Activities with "NO RISK for STIs": "Bathing together; Kissing on the lips; Mutual masturbation; Solo masturbation; Holding hands; and Abstaining from sexual activity." (For ages 11-12, 6th grade book, pg. 110)
* "… mutual masturbation also carries no risk for STIs." (For ages 13-14, 8th grade book, pg. 78)
* "Dry sex, or when two people rub their genitals together, is very low risk…— If they are completely clothed, there is zero risk. If they are naked, there is more risk." (For ages 13-14, 8th grade book, pg. 78)
* "So tongue kissing is very low risk for transmitting an STI, and mutual masturbation and using a public toilet cannot transmit STIs." (For ages 13-14, 8th grade book, pg. 78)
* "Masturbation is when a person touches his or her own genitals to create a pleasurable feeling. Masturbation is natural and can be a part of a person's sexual development. Whether or not somebody chooses to masturbate is a personal choice that may be based on family values or religious beliefs. (Q & A Supplemental Material for ages 11 and up)
* Items used for condom demonstrations: "wooden penis model and several external (i.e., 'male') condoms," "internal (i.e., female) condom," "speculum from the Birth Control Kit" (For ages 13-14, 8 th grade book, pg. 82)
* "… barrier method that can protect against STIs during oral sex on a vulva or rectum of another partner… the dental dam." (For ages 14 and up, High school book, pg. 84)
* "Tell students that dental dams are flavored because they are designed specifically for safer oral sex." (For ages 14 and up, High school book, pg. 85)
8. PROMOTES PREMATURE SEXUAL AUTONOMY
Teaches children they can choose to have sex when they feel they are ready or when they find a trusted partner. Fails to provide data about the well-documented negative consequences of early sexual debut.
9. MISCONSTRUES ABSTINENCE
Fails to establish abstinence (or a return to abstinence) as the expected standard and the main goal of the program. May mention abstinence only in passing. May teach children that all sexual activity—other than "unprotected" vaginal and oral sex is acceptable, and even healthy. May present abstinence and having sex using condoms as equally good options for young children.
10. PROMOTES TRANSGENDER IDEOLOGY
Promotes affirmation of and/or exploration of diverse gender identities. May teach children they can change their gender or identify as multiple genders, or may present other unscientific and medically inaccurate gender theories. Fails to teach that most gender-confused children resolve their confusion by adulthood and that extreme gender confusion is a mental health disorder (gender dysphoria) that can be helped with mental health
* Role Play Scenarios: "Mateo has begun to hint that he's ready to have sex. Plan a role-play in which Mateo talks with Hannah about having sex and they make a decision."
"Andrea and Diana are two girls who just met last weekend at a party. They had fun together, and now they've hooked up again this weekend. They're alone in Andrea's basement. Plan a role-play in which Diana asks Andrea about having sex and they make a decision." (For ages 14-18, High school book, page 29)
* "… abstinence – waiting until you're older or ready to have some kind of sexual intercourse." (For ages 11-12, 6th grade book, pg. 59)
* "continuous abstinence—meaning not having oral, anal, or vaginal sex with another person for a period of time …" (For ages 11-12, 6th grade book—pg. 111)
* "The surest way to protect yourself against STDs is to not have sex. That means not having any vaginal, anal, or oral sex ('abstinence')." (For ages 14-18, High school book, pg. 50)
* "FACT: People can choose their gender identity." "Just like sexual orientation, a person doesn't choose to feel male, female or a combination of both. What we CAN choose is what we call ourselves, even if it doesn't match our physical body (male, female, transgender, etc.)." (For ages 11-12, 6th grade book, pg. 44)
* "…You may notice language throughout the curriculum that seems less familiar using the pronoun "they" instead of "her" or "him," using gender neutral names in scenarios and role-plays and referring to "someone with a vulva" vs. a girl or woman. This is intended to make the curriculum inclusive of all genders and gender identities. (For ages 11-12, 6th grade book, pg. 119)
* "… help them to challenge the gender norms that have been taught to them from their earliest ages." (For ages 11-12, 6th grade book, pg. 2)
* "How does this impact students who are transgender or gender non-conforming?" (For ages 11-12, 6th grade book, pg. 2)
* "What I'd like you to do now is think about what you perceive would be different if you were a different gender." (For ages 11-12, 6th grade book, pg. 3)
intervention.
11. PROMOTES CONTRACEPTION/ABORTION TO CHILDREN
Presents abortion as a safe or positive option while omitting data on the many potential negative physical and mental health consequences. May teach children they have a right to abortion and refer them to abortion providers. May encourage the use of contraceptives, while failing to present failure rates or side effects.
* "A person can choose to let people know their gender in whatever way feels comfortable or right to them." (For ages 11-12, 6 th grade book, pg. 44)
* "For example, when Caitlyn Jenner, who was assigned male at birth, announced she was transgender, many people struggled with understanding this because Bruce Jenner was a very masculine Olympic champion. Once she transitioned and looked like a woman, many people saw the connection. … Even before Caitlyn, for example, started altering her appearance, … she felt on the inside that she was a woman. We can look one way, and feel totally different. How we feel on the inside – our identity – always takes priority over what is on the outside." (For ages 11-12, 6th grade book, pg. 45)
* "… there are also people who don't identify as boys or girls, but rather as transgender or gender queer. This means that even if they were called a boy or a girl at birth and may have body parts that are typically associated with being a boy or a girl, on the inside, they feel differently." (For ages 13-14 year olds, 8th grade book, pg. 3)
* Role play: "Biologically you were assigned female at birth but you hate all of the boxes that society puts people in and you identify as genderqueer. You work hard to have a gender nonconforming appearance and style. You enjoy gender-bending and you feel like with Sydney you have finally met someone who really 'gets you.'" (For ages 14 and up, High school book, pg. 31)
* "You might commonly hear people refer to just being 'male' or 'female,' but the correct term is 'cisgender.' For some people, what they see in the mirror and how they feel on the inside are different. This is called being 'transgender.'" (For ages 14 and up, High school book, pg. 2)
* "… two choices someone who is pregnant has the right to consider—what are they?" … "Place a Baby for Adoption" and "End a Pregnancy," i.e., have an abortion." (For ages 13-14, 8th grade book, pg. 119)
* " … it is every pregnant person's right to choose what they do about their pregnancy. In California, all of these options are legally available to people of any age." (For ages 13-14, 8th grade book, pg. 119)
* Minors in California have the right to obtain an abortion without notifying their parents or any other adult if they do not wish to." (For ages 13-14 year olds, 8th grade book, pg. 119)
* "Today we are going to be talking about what your legal rights are, as teens, when it comes to pregnancy and pregnancy options. … teenagers in California have laws that protect their choices and their confidentiality in the case of pregnancy whether parents are involved with decisions or not." (For ages 14-18 and up, High school book, pg. 89)
* "What are my Reproductive Rights" . . . "Damien and Kyra are both 16 … Kyra gets pregnant, decides she is too young to be a parent, and does not want to carry a pregnancy to term if she's not going to parent the baby…." Scenario is followed by questions, including: What does Kyra need to do in order to get an abortion in her home state, California? (For ages 14 and up, High school book, pg. 92):
* . Refers children to the abortion provider Planned Parenthood and specifically to their 'I'm pregnant, now what" webpage. (For ages 14 and up, High school book, pg. 94)
12. PROMOTES PEER-TO-PEER SEX ED/SEXUAL RIGHTS ADVOCACY
May train children to teach other children about sex or sexual pleasure, through peerto-peer initiatives. May recruit children as spokespeople to advocate for highly controversial sexual rights (including a right to CSE itself) or to promote abortion.
13. UNDERMINES TRADITIONAL VALUES AND BELIEFS
May encourage children to question their parents' beliefs or their cultural or religious values regarding early sex, sexual orientation or gender identity.
14. UNDERMINES OR VIOLATES PARENTAL RIGHTS
May instruct children they have rights to confidentiality and privacy from their parents. May teach children about accessing sexual commodities or services, including abortion, without parental consent. May instruct children not to tell their parents what they are being taught about sex in school.
* "'… pretend, in your same small groups, that you are members of Congress, and you want to create a Bill of Rights relating to teens and pregnancy, abortion, and/or adoption. What would it look like?' On the white board, write: 'When it comes to pregnancy and parenting, teens have the right to… .' Instruct students to … come up with five rights that they think are critical for teens." (For ages 14 and up, High school book, pg. 111)
* "… write down one of the ideas generated on the board that they'd like to see change or improve around students being treated/treating others with respect at their school. Ask them to talk in their group about specific action steps that could be taken to make that change." (For ages 14 and up, Additional One-hour lesson, High school book, pg. 4)
* "The "Advocating for Change" homework sheet … provides three options of videos depicting young people working to make change in their schools or communities on an issue relating to gender or sexual orientation." (For ages 14 and up, Additional Onehour lesson, High school book, pg. 5)
* From role-play scenario: "Mariana speaks English well, thinks of herself as American, and argues constantly with her parents about many of their beliefs, which she finds old fashioned." (For ages 14-18 and up, High school book, pg. 30)
* Homework assignment about Values and Beliefs includes questions such as: "If your values and beliefs are different from your parent(s)/caregiver(s) values and beliefs about these topics, what do you think caused the difference in beliefs?" (For ages 14and up, High school book, pg. 111)
* Students are encouraged to start questioning family and religious values, with statements such as: "… decisions about sex can be even more difficult since everyone has different values and beliefs." (For ages 14 and up, High school book, pg. 25)
* "Look at methods that are not visible, such as the IUD, shot, ring, and condoms, so there would not be anything for parents to find." (For ages 14 and up, High school book, pg. 67)
* "You have a right to privacy and confidential sexual health care. • You can be tested and treated for HIV/STDs without parental notification or consent. • HIV/STD/ contraception medical appointments can be made during school hours. See your School Nurse or Counselor for more details." (For ages 14 and up, Additional onehour lesson, High school book, pg. 18)
* Lesson objective: "Describe the rights young people have regarding STI and HIV testing including confidentiality." (For ages 14 and up, High school book, pg. 53)
* "Any student of any age may legally and confidentially obtain condoms to protect themselves from STIs and HIV, and minors 12 years and older may confidentially get tested and treated for STIs and HIV. Students in California may also leave school during school hours to attend a sexual health care appointment. …" (For ages 14 and up, High school book, pg. 85)
* "In California, anyone 12 years old and older can consent to their own STI and HIV
15. REFERS CHILDREN TO HARMFUL RESOURCES
Refers children to harmful websites, materials or outside entities. May also specifically refer children to Planned Parenthood or their affiliates or partners for their lucrative services or commodities (i.e., sexual counseling, condoms, contraceptives, gender hormones, STI testing and treatment, abortions, etc.)
Please Note: A conflict of interest exists whenever an entity that profits from sexualizing children is involved in creating or implementing sex education programs.
testing and treatment without notifying parents or guardians if they do not wish to. We will be exploring your additional rights to confidential sexual health services during another lesson." (For ages 14 and up, High school book, pg. 56)
* "In California, anyone of any age is allowed to get birth control—including condoms and also methods that require a prescription—without notifying parents or getting their permission." (For ages 14 and up, High school book, pg.68)
* "In California, any student of any age may legally and confidentially obtain birth control, including condoms, without notifying or getting permissions from parents or guardians if they do not wish to. Anyone of any age may also consent to their own pregnancy care, including pregnancy testing, pre-natal care, and abortion. Minors 12 years and older may also consent to their own STI and HIV testing and treatment without notifying parents if they do not wish to. This includes being able to consent to their own HPV vaccine as well as accessing PrEP medication for HIV prevention. In addition, students in California may also leave school during school hours to attend a sexual health care appointment for any of these reasons." (For ages 14 and up, High school book, pg. 91)
* The Student Support website, under Health Clinics and services, lists "Planned Parenthood" and gives the addresses for nine Planned Parenthood clinics.
* "Rights, Respect, and Responsibilities" sends children to the following websites that promote abortion, sexual rights and sexual promiscuity to children:
o PlannedParenthood.org
o TeenSource.org
o SexEtc.org
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Irruption Excitement
In the world of North American birding, "irruption" refers to a winter in which northern, boreal species are pushed southwards to find food. This happens when there is a poor seed crop in Canada. It is an infrequent event, but we are now in the winter of such a year. If you have functioning feeders, it will serve you well to keep a sharper eye open for boreal species, most of which are in the finch family. Several years may pass before these birds come south again.
birds resemble our resident House Finches. The older males are much more deeply red-purple than the House Finches. They have a pronounced red head over their eye and no brown streaking below their wings, as House Finches do. Male House Finches also have brown in their faces, around and below the level of their eyes. Male Purple Finches have a dark patch behind the eye, but are much redder in the face, with no brown there.
Nuthatches: One non-finch is the attractive cousin to our resident White-breasted Nuthatch, the Red-breasted Nuthatch. These nuthatches prefer spruce and fir forests, and so are found in the Berkshires and White Mountains locally. "Fir tree" here is a reference to trees in the same family as the balsam fir that we see in Christmas tree lots, but not growing naturally in eastern Massachusetts.
Dolan Pond, and in the coniferous woods along the Charles River in Auburndale. Their calls are shorter and more nasal sounding than our larger White-breasted Nuthatches. Their vocalizations are often described as "yank-yank" noises. They usually call more repeatedly than our resident nuthatches. One site on the web where their calls can be heard is https://birdsna.org/Species-Account/bna/species/rebnut/ introduction.
This year the Redbreasted Nuthatches are around Newton in large numbers. One good way to locate them, other than watching them come to your feeders, is to listen for them in our open spaces, such as Nahanton and Cold Spring Park,
As you see, these birds are seriously cute. They crawl up and down vertical tree trunks as well as along branches, calling and gleaning insects as they go. They are often in small groups, a pair or three. They may hang out with a flock of Black-capped Chickadees, Tufted Titmice, and our resident nuthatches, which know the locations of the good, local food sources. In conifers these nuthatches will often feed near the ends of branches, in clusters of cones where they probe and eat the seeds.
Finches: Among the finches we are seeing in greater numbers is the Purple Finch. These
The first year male Purple Finches have the same plumage as the females and are brown, streaky birds, like sparrows. The way to pick out the female Purple Finches is to look for the large white "supercilium," the white line over their eyes. This takes the place of the red over the eyes of the older males. If you have House Finches coming to your feeders, watch for the colorful outlier among them. These birds do breed in Massachusetts but not in Newton. They breed on Plum Island to our north, for instance. You might see them on a walk or at your feeders this winter.
Redpolls: A third boreal species is the exquisite little Common Redpoll. These look like little sparrows until you look closely and notice the brilliant red forehead and the dark area around the beak. They have a much frostier
and an ear open. Their calls are somewhat like American Goldfinch calls but are more rolling and often occur as a group cacophony. Goldfinches are more solitary callers.
look than sparrows. They might come to thistle feeders, especially if the seed is spilled onto the ground underneath the feeder. They also love to eat the catkins of birch trees. So if you walk in an area where there is a grove of birch trees this winter, keep an eye out
The Common Redpolls nest in the far north, from the southern end of Hudson Bay in Ontario, across northern Canada and into the northern half of Alaska. During most winters, the farthest south they get is the northern tier of the United States.
Crossbills: Another couple of species that are around Massachusetts this year are the Red Crossbills and the White-winged Crossbills. These birds have beaks that appear to be deformed. The upper and lower mandibles are crossed, and they use these unusual beaks to expertly and efficiently extract seeds from the cones of evergreen trees. They grasp a cone like a parrot might grab a piece of fruit, and wrestle the seeds out. They end up in contorted positions as they focus on extracting seeds.
decided that the one subspecies found in southern Idaho should be viewed as a separate species, the Cassia Crossbill
The Red Crossbills fascinated Charles Darwin as there are three closely related species in Europe. The different species have slightly different beaks and favor different types of cones. Darwin was interested in them as examples of a single species that had recently evolved into three species. In North America we still have most of them classified as subspecies rather than distinct species. The American Ornithological union has recently.
The different Red Crossbill subspecies cannot be reliably separated visually. One must record their calls to identify them. This can be done with the video on a smartphone. We have 11 different subspecies, if you include the Cassia Crossbills, in North America. These birds may fare well in an era of climate change, as they have so many adaptations to different food sources. If climate change causes evolutionary stresses on populations of Red Crossbills, their ability to modify their beaks will be a distinct advantage.
The White-winged Crossbills have a much more uniform genetic makeup. There is only one species in North America. There is also just one species in Eurasia, in contrast to the Red Crossbills. They are very nomadic and move large distances to find plentiful cone crops of spruce, tamarack, and hemlock. Because of this behavior, we might see lots of them in January and none in February. Down south here in Newton they will also eat white pine seeds. These birds will breed at any time of year, only depending on whether there is a big enough local cone crop to nourish the female in producing eggs and raising the young.
The crossed beaks are great for prying cone scales apart and then gaining access to the seeds at the bases of the scales. This is a disadvantage in eating the seeds of grasses and sedges. White-winged Crossbills do eat these other seeds but are much less efficient at this activity than the more ordinary finches like American Goldfinches, Dark-eyed Juncos, and House Finches.
Pine Grosbeak: Yet another boreal finch that is being seen in Massachusetts this year is the larger Pine Grosbeak. These birds are seen less than the other
eat fruits like crabapples as well as mountain ash fruits, birch catkins and rose hips. They have a varied diet and so are less likely to be forced southwards by a scarcity of one sort of food. They are primarily vegetarians. Even though they are called grosbeaks, they are not closely related to our colorful Rose-breasted Grosbeaks, which are with us during the summer months. The red bird below bottom left, is a male; the gray bird above is a female eating local crabapples.
birds mentioned here as they are more northern in their breeding habitat and tend to overwinter in the same general latitude as their breeding places. They are quite tame when you do see them. They take no notice of humans walking close to them to take pictures. They will
Evening Grosbeak: A final boreal finch for us to mention is here in Massachusetts this winter, the Evening Grosbeak. These are striking gray and yellow birds. The males resemble a large goldfinch. You can see in the photo that the name grosbeak is quite apt.
Note the yellow supercilium over the eye of the male and his big, white wing-patch. This picture was taken in eastern Massachusetts during November. There were as many as 50 of these grosbeaks coming
Adult Evening Grosbeak Male
PHOTO: WIKIMEDIA COMMONS
to some feeders where they will often go to the area under the feeders and eat seeds there. Up in the nearby trees they will eat buds at the end of the branches and insects, if they can find them. In flocks they have a buzzy, quiet call note that might be described as "sheer." They breed north of us and will stay as resident birds in those latitudes as long as there is ample food. This year, however, there is a shortage of food up north.
Enjoy a healthy walk into Newton's open spaces this winter but be sure you use Yaktrax or stabilicers if conditions get too icy.
If you want to direct your walks to some of the boreal birds, there will be timely information on the American Birding Association's MassBird website.(birding.aba.org/maillist/ MASS). ◆
` Pete Gilmore
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SHOW ME YOUR ACES!!!
nswer the teacher's question in the form of a sentence:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur.
ite an example:
1C Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels.
xplain/elaborate/expand upon your example:
1E Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin.
2C In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry.
2E The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets.
ummarizing statement:
A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
Completed Paragraph:
A biochemist is someone who studies biological processes to understand how and why chemical reactions occur. Some biochemists, such as Michelle Chang, study chemical processes on microbes useful in creating new types of biofuels. Michelle Chang investigates new ways to make clean, renewable alternatives to fossil fuels. Her main focus is to bioengineer microbes that can break down a very tough compound found in nature called, lignin. In addition to making new biofuels, other biochemists do basic research on the safety of new medical devices and food, like the agricultural feedstock and chemistry industry. The agricultural feedstock and chemical industry evaluated resources such as palm oil and sugar cane and creates partnerships between agricultural resource owners, technology providers, and chemical manufacturers in order to help provide feedstock to markets. In brief, A biochemist studies chemical processes in an effort to understand the chemistry of all living things.
ACES Scoring Tool
Focus —Answered the teacher’s question in the form of a sentence
5/5 points
Content—Cited 2 examples (text-based or self-based) explained each
10/10
Organization—Included introduction (A), body (C, E), and conclusion (S)
5/5
Transitions—Used transition words between C and E (first, second, another…) 5/5
CUPS—Capitalization, Usage, Punctuation, Spelling
5/5
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A Review and Analysis of the Research on Native American Students
William G. Demmert, David Grissmer, and John Towner
Improving the Education of Native American Children
The No Child Left Behind (NCLB) legislation enacted in 2002 places emphasis on improving student achievement, particularly the achievement of minority and disadvantaged students. The focus on minority and disadvantaged students arises because their scores traditionally lag behind the scores of white and/or advantaged students. Among minority and disadvantaged groups there is much research and achievement data that has focused on measuring and explaining the achievement of black and disadvantaged white students. Less research has been done on Hispanic students. In comparison to each of these groups, there has been very little research and data collected on measuring and explaining the achievement of Native American students.
The lack of emphasis on Native American achievement partly arises because the total student population is much smaller than the black, Hispanic or disadvantaged white populations. In 2000, about 1.5 percent of Americans described themselves as being wholly or partly Native American compared to 12.9 percent for black and 12.5 percent for Hispanic. The small population means that nationally collected achievement data and other data collected for educational research have small numbers of Native Americans. The situation is made worse because black and Hispanic populations are commonly oversampled to increase their sample size, whereas Native American populations are rarely over-sampled. Black and Hispanic samples are usually 15 to 20 times larger than Native American samples. Small samples severely limit the types and complexity of analysis possible in trying to understand Native American achievement. This created a substantial gap in our knowledge about Native American achievement compared to our knowledge of the achievement of other racial/ethnic groups.
Other factors also limit the validity of research on Native Americans from nationally collected data sets. Problems have been present in some data collections in which the term "Native American" is misunderstood resulting in many nonNative Americans identifying themselves thusly. 1 Native Americans also appear to have the largest proportion of individuals from mixed racial/ethnic backgrounds compared to other racial/ethnic groups. On the 2000 Census, approximately 40 percent of individuals who identified themselves as wholly or partly Native American had mixed race/ethnicity. This mixture is an important characteristic to the extent that those of mixed heritage have different characteristics and performance compared to those of pure heritage. Only recently have major data collections assembled data on mixed race/ethnicity. 2 In addition, Native Americans are clustered geographically more than other racial/ethnic groups. Such clustering makes the standard errors larger for any analysis than for equivalent samples of less clustered racial/ethnic groups.
The absence of large samples of Native Americans on major research data collections together with more dense clustering, difficulty in identifying Native Americans and the historically constrained funding for Native American research has meant that the quality of much published research is problematic.
Overview of the Research Quality
Empirical research on Native American achievement has mainly been small scale, non-experimental, non-longitudinal and methodologically problematic. This research rarely involves sample sizes larger than 500 and is usually confined to specific tribes or subgroups of Native Americans. These studies do not allow comparative analysis with other minority groups, or even within different tribes and Native American sub-groups. Only a few studies were experimental and/or longitudinal in design and many do not utilize the appropriate statistical methods of analysis.
A recent literature review (Demmert & Towner, 2002) yielded 109 studies primarily focused on Native American achievement and other outcome measures. The great majority of this research (76.4%) was descriptive, case study, ethnography, or after-the-fact comparison. Only 4.7% of the studies could be considered experimental or quasi-experimental. The balance of the literature (4.8%) was classified as position or opinion papers. In this review, a large number of the studies (45.3%) used outcome measures with unknown technical qualities; 17% of the studies included some standardized measure of achievement; and another 17% used no measures at all. Locally developed questionnaires were the primary outcome measures in 20.8% of the studies usually intended to examine subjects' perceptions of self-esteem, self-concept, satisfaction levels, and the like. Demographic measures such as participation rates, graduation rates, completion rates, grade point average (gpa), etc. were primary outcome measures in 13.2% of the studies.
The sample sizes found in the research selected for the annotated bibliography of the research literature are broadly summarized in Table 1. We grouped the sample sizes into five categories as shown in the table. Many of the studies didn't report sample sizes or sample size was not applicable as in the case of some qualitative pieces where in-depth interviews of a subject or two or a small focus group served as informants. In cases where a study had several samples of varying size, we tallied each sample. The samples ranged from numbers as low as eight subjects to numbers as high as 9,635 in one study.
Table 1
| Not Applicable or Not Reported | N < 20 | N = 20 to 60 | N = 60 to 100 | N > 100 |
|---|---|---|---|---|
| 27% | 22% | 23% | 3% | 25% |
Sample Sizes of Studies
One of the conclusions about the research identified in these two comprehensive literature searches is how little it tells us and how much remains to be learned (Demmert & Towner, 2002, 2003). A second finding is that conclusions and claims seem to go far beyond the data to support them. The great bulk of the research is descriptive only. With a few exceptions, the great preponderance of the research is of low quality in terms of commonly accepted research standards. The limited number of quantitative studies involved mostly tabulation, with a few studies including simple correlation analysis. Issues of statistical significance were not addressed or were addressed incompletely. Likewise, reporting of data and basic descriptive statistics were also often incomplete or missing altogether. Likewise, in far too many instances, outcome measures were inadequate or at least of unknown validity and reliability.
The research designs employed were, by and large, primitive by today's standards and, where designs allowed for some comparison, there was heavy reliance on single-group pretest-posttest designs (Campbell & Stanley, 1971). There are, of course, some notable exceptions (for example, see Tharp, 1982; Lipka & Adams, 2002; Kratochwill, McDonald, Bear-Tibbitts,, & Levin, 2000; Bacon, Kidd, & Seaberg, 1982; and Wright, Taylor, & Macarthur, 2000). In summary, it is important to keep in mind that this particular body of research, limited to Native American populations, offers little in the way of convincing evidence for any causal or correlational assertions. Such claims need to be viewed with caution and most appropriately viewed as belief, opinion, and theory development rather than substantiated fact. Finally, we believe it is important to note that the research base offers us little in the way of replication
Literature Review
There are two issues that are predominant in discussions of Native American education. First, there is a widespread concern among Native people about the preservation and revitalization of their traditional languages and cultures and how to incorporate these into the education process. Second, it is also widely recognized that in order to make educational and economic progress, it is prudent to integrate the concern with education in Native culture with education that prepares Native Americans for successful participation—especially economically —in the larger society.
Families, schools and communities are commonly viewed as the primary vehicles for the accomplishment of both of these goals—preservation and revitalization of heritage culture/language and the development of skills necessary for effective participation in the dominant culture. Traditionally, among Native American groups these responsibilities were carried out by a member of the family, clan, or tribe. A specific example of this is noted among the Tlingit, where an uncle passed these "skills" on to his maternal nephews and an aunt passed on her skills to her nieces, both serving as the primary mentors and teachers of young children. For the male child this training began as soon as the nephew learned to walk. 3 The system worked well because failure to learn was not allowed for it was a matter of individual and clan survival. On a broader scale, Native American families and communities, partly through their influence on local schools, appear to be the main mechanism for traditional cultural education. Schools, particularly in later grades and higher education, probably are the main mechanism for education into the dominant culture.
The two educational objectives for Native Americans may not be independent. Learning multiple languages early and emerging with a stronger cultural identity might later enable higher achievement and educational attainment. On the other hand, the time spent instilling traditional language and culture may substitute for regular learning and leave gaps between Native Americans and other racial/ethnic groups.
Developing an education system that successfully instills Native language and culture, and also provides an education that provides an opportunity for Native Americans to successfully compete and participate in the larger economy offers a framework for viewing the empirical research on Native Americans. A significant share of the past research has addressed the issue of how to successfully educate Native Americans in their own language and culture. A second focus of past research has been explaining educational outcomes for Native Americans much as it is done for other racial/ethnic groups. This research has focused on differences in achievement, educational attainment and labor market performance between Native Americans and other racial/ethnic groups and between different Native Americans tribal groups.
The summary of the research findings presented here is based upon two recent literature searches (Demmert & Towner, 2002, 2003) and recent unpublished research using the Early Childhood Longitudinal Study of kindergarten students (ECLS-K) and the National Assessment of Educational Progress (NAEP). First, in 2002, Demmert and Towner conducted a comprehensive review and analysis of the research literature on Native American education primarily focused on achievement and educational attainment of Native Americans. The purpose of the 2003 review (Demmert and Towner) was to examine the research literature that addressed a question of effectiveness of culturally based education for Native American students. In addition, the Northwest Regional Educational Laboratory national study on the education of Native American students also provides a broader perspective on the influences of Native language and culturally based education programs (see: http://www. nwrel.org/indianed/cbe.pdf).
Education in Traditional Language and Culture
Northwest Regional Education Laboratory (NWRL), in the 2003 publication by Demmert and Towner, presents three established educational theories regarding Native peoples that are closely aligned with what we call "Culturally Based Education" (CBE), including limited research evidence that shows a direct relationship between CBE and improved academic performance among Native students. These theories include the following:
Cultural Compatibility Theory. Levels of congruence: the more closely the human interactions in the school and in the classroom are aligned with those of the community, the more likely are the goals of the school to be reached.
Cognitive Theory. Introducing new knowledge through an association with prior knowledge: for learning to occur, relevant prior knowledge in a person's long term memory must be stimulated or utilized, with this new information undergoing some form of processing that focuses on conceptual characteristics of the new information (such as its meaning, personal and social relevance, or relationships to prior knowledge and experience) as a means of improving learning and recall.
Cultural-Historical-Activity Theory (CHAT). Issues of culture, language, cognition, community and socialization are central to learning: primary socialization of infants and young children (as well as all later socialization into new communities of practice) is accomplished through joint, meaningful activity with guidance by more accomplished participants, principally through language exchanges or other semiotic processes. Language vocabularies and routines acquired by learners through these processes are the elements that account for community, linguistic, and cultural continuity, and are the primary cognitive tools for individual and group problem solving and adaptations (e.g., culturally-based secondary socialization processes like schooling can be facilitated by activating the learners' cognitive and linguistic tools laid down by community socialization). Primary to this hypothesis is that activity (primarily joint activity) is the setting in which language and cognition are developed, and that patterns of activity have a cultural basis.
The NWRL report also identifies six critical elements of culturally based education surfacing from the analysis of the literature review. These include the following:
1) Recognition and use of Native American (American Indian, Alaska Native, Native Hawaiian) languages as the language of instruction, as a bilingual approach to learning, or as a first or second language.
2) Pedagogy that stresses traditional cultural characteristics and adult-child interactions as the starting place for one's education (mores that are currently practiced in the community, and which may differ community to community).
3) Pedagogy in which teaching strategies are congruent with the traditional culture as well as contemporary ways of knowing and learning (opportunities to observe, opportunities to practice, and opportunities to demonstrate skills).
4) Curriculum that is based on traditional culture, which recognizes the importance of Native spirituality, and places the education of young children in a contemporary context (e.g., use and understanding of the visual arts, legends, oral histories, and fundamental beliefs of the community).
5) Strong Native community participation (including partnering with parents, elders, other community resources) in educating children and evident in the curriculum, planning, and operation of school/community activities.
6) Knowledge and use of the social and political mores of the community.
Demmert and Towner (2003) note that the criteria for study inclusion were: (1) the studies needed to be experimental or quasi-experimental by design; (2) some type of culturally-based educational program or intervention was examined; (3) some measure of an educationally relevant outcome was used; and (4) the target population was Native American.
This formal research evidence suggests a hypothesis that comprehensive culturally based education (CBE) programs, with strong Native language programs, influence a youngster's academic, social, and cultural, development as well as an individual's identity, in a positive way, especially when started early in a youngster's life (Demmert & Towner, 2003). However, the number of studies with appropriate designs, measures of effectiveness and statistical analysis is very small, indicating that better quality designs and replication are needed.
Explaining Native American Achievement and Gaps in Achievement
There are three contrasting hypotheses that emerge in the literature on Native American achievement and that of other minority groups to account for achievement gaps. The first hypothesis is that cultural differences between the minority group and majority group are a source of explanation for low achievement. 4 Cultural factors may affect early development, motivation, educational expectations and learning in ways that can impact achievement. That impact may depend on how the cultural differences are incorporated into the educational process. The second hypothesis is that it is the past and present unequal treatment of the minority by the majority group that partially accounts for low achievement. 5 Discrimination is an example of this treatment. 6 The third hypothesis is that the factors underlying low achievement are mostly common across minority and majority groups. That is, low achieving children across all groups share a set of common characteristics, but these characteristics are more common among minority groups. These characteristics include poverty, low parental education, high levels of teen pregnancy and single parent families, poor health status and lower quality schools.
These possible explanations are not mutually exclusive, and any definitive explanation may involve a complex interplay among these three explanations. For example, while common characteristics such as poverty may account for a significant share of the achievement gap, the cause of minority groups having such characteristics may be due to unequal treatment and discrimination. Also, the extent of the influence of cultural factors may depend on the extent to which the culture has been shaped by a history of unequal treatment, discrimination and worse, and how such cultural differences are integrated into the educational process.
All three explanations contain prima facie evidence that tends to offer support for their inclusion in any definitive explanation. Low achieving minority groups usually have many characteristics of low achieving majority students: higher rates of poverty and lower parental education, a higher proportion of births to younger mothers, larger family size and poorer health. This evidence suggests that there are a common set of characteristics that can account for low achievement across both majority and minority groups. However, minority groups have a higher incidence of such characteristics and thus lower scores than the majority group.
Both contrasting cultures and unequal treatment tend to be supported by evidence that some minority achievement gaps usually remain after controlling for the characteristics common to low achievers across majority and minority groups. The magnitude of the remaining gap also tends to differ across minority groups suggesting that the quite separate cultural factors and previous historical treatment of minority groups might account for these differences. A cultural difference explanation would also tend to be supported by evidence that minority groups that successfully assimilate into the majority group would eventually have achievement gaps narrow or disappear. The unequal treatment hypothesis is suggested by large increases in black achievement in the 1970s and 1980s following the legal removal of barriers to equal educational and economic opportunity in the 1950s and 1960s leading to lowered levels of school segregation and workplace discrimination (Grissmer et al., 1998).
Until recently, there were no comprehensive, nationally representative data sets to begin to test these hypotheses for young children. The ECLS-K is a longitudinal study of a nationally representative sample of approximately 19,000 entering kindergarten students in 1998-1999. A very comprehensive set of data was collected from parents, teachers, principals and children at the beginning of kindergarten in order to better understand what skills children bring to kindergarten and to determine what explains differences among children in their level of skills. The study contains approximately 300 Native American children. This sample is sufficient to begin to understand whether Native American children lag behind children from other racial/ethnic groups in their skills at kindergarten entrance, and to explore possible explanations for differences in skills.
Children were administered one-on-one tests lasting between 50-70 minutes of their skills in reading and math. Children's gross and fine motor skills were also measured, and parents and teachers provided assessments of the learning characteristics, social skills, personality characteristics and health status of each child. Together with the detailed set of information provided by parents about the family, their own characteristics, home and community characteristics, the ECLS-K provides the most comprehensive set of data available to measure and understand the differences in skills and knowledge of children entering kindergarten.
Results from the ECLS-K
Figure 1 shows that Native American children start kindergarten with lower reading skills than white, black, and Hispanic children. Native American skills are about 27 percentile points lower than white students, about 10 percentile points below that of Hispanic children and 12 percentile points below that of black children. All differences are statistically significant.
Native American children also start kindergarten with the lowest math skills, although the difference is statistically significant only for white students. Native American skills are 27 percentile points lower than white students, about two percentile points below those of Hispanic children and eight percentile points below those of black children.
A very large number of family, parent, home and child characteristics (family human capital) are statistically linked to the level of reading and math skills at the beginning of kindergarten. These factors are generally similar across children from all racial/ethnic groups. These factors that show statistically significant effects, other things equal, include parental education, family income and a measure of long term poverty status, number of siblings, age of mother at birth of child, the number and biological relationship of caregivers to the child, language spoken at home, frequency of reading to child and number of children's books in the home, the health of the child as reported by the parent, the birthweight, the presence of learning, speech and hearing disabilities, quality of emotional connection between parent and child, depression in the mother and a set of parent reported developmental learning and personality characteristics.
The strongest statistical relationships with reading and math skills are a set of developmentally sensitive variables including the child's age, measures of fine and gross motor skills, presence of learning disabilities and learning characteristics like attention span, persistence and curiosity. Certain family characteristics have strong statistical relationships also, but these are generally weaker than the developmental variables.
Native American children do not show consistent statistically significant differences from other students in their dependence on most of the factors linked to reading and math skills and general knowledge, although Native American students do appear to be somewhat more sensitive to differences in income and books in the home than other children.
Table 2 shows how Native American family characteristics differ from those of white, black and Hispanic family characteristics for variables with strong links to achievement. There are statistically significant differences between white children and black, Hispanic and Native American children in the mean value of most of the variables linked to reading and math skills. These differences suggest part of the gap in skills with white children may have their origin in differences in these family, parent, home and child characteristics.
Native American parents have the lowest level of college completion of any racial/ethnic group. Family income is also the lowest, although the difference is statistically significant only for white families. However, Native Americans have statistically significant higher long term money problems than every other racial/ethnic group. This evidence suggests sustained poverty may be greater among Native Americans than blacks or Hispanics.
Native Americans also have the youngest mothers, but the difference is statistically significant only for white families. However, Native American families also have the highest number of siblings. These differences are statistically significantly higher than black, Hispanic and white families. Native Americans have a statistically significant lower level of two parent families compared to whites and Hispanics, but a lower level than blacks. Native American families have a similar number of books in the home and similar frequency of reading to children as black and Hispanic children, but have
Table 2 The Value of Key Family Characteristics from the ECLS by Racial/Ethnic Group
* mean difference between specified racial/ethnic group and Native American score is statistically significant at the 10 percent level
** mean difference between specified racial/ethnic group and Native American score is statistically significant at the 5 percent level
*** mean difference between specified racial/ethnic group and Native American score is statistically significant at the 1 percent level
significantly fewer books in the home and read much less frequently than white families. Native American children have similar parent reported health status as black and Hispanic families, but statistically significantly lower than white children. Finally, on a parent reported set of developmental characteristics including learning characteristics (attention span, curiosity, etc), social skills, impulsivity and fine motor skills, Native American children have statistically significantly worse characteristics than white children.
A question is the extent to which these differences might account for score gaps between Native American and white children. This hypothesis can be tested by comparing the gaps when these characteristics are included in the achievement equations to gaps without these characteristics. Figure 2 provides this comparison
and shows that for both black and Hispanic students the remaining gap after family characteristics are included is less than two points. However, for Native Americans, over four points remain unaccounted for after family characteristics are included. Differences in family characteristics might account for between 80 and 100 percent of the reading and math skills gap between white and black students, and about 75 percent of the gap between white and Hispanic students. In contrast, these differences account for less than one-half of the gap between white and Native American students. This evidence suggests that a unique factor outside family characteristics may be present for Native Americans that affects achievement.
A hypothesis for the missing factor for Native Americans is social capital. Social capital usually refers to long-term capacities existing within communities/school districts or states outside of individual family capital, which affect achievement but are outside of explicit control of the educational system (Coleman, 1988, 1990). Differences in social capital can partly arise due to the long-term differences in joint characteristics of the families in geographical areas, but also from the different economic and social institutions present. Social capital influences achievement through such things as peer effects, quality of communication and trust among families in communities, the safety of neighborhoods and the presence of community institutions that support achievement.
The effect of social capital can be estimated by including in the achievement equations a dummy variable for each school location after inclusion of family characteristics in the ECLS. If such a variable is linked to achievement, it will reduce the score gap beyond the reduction from family characteristics. Figure 3 shows the original gaps, the remaining gaps after inclusion of family variables and the remaining gaps after the inclusion of social capital.
The results show that social capital variables do not further reduce the gaps for black and Hispanic students, but do reduce the gaps for Native American students. After social capital is included, the remaining gaps across racial/ethnic groups are very similar.
The source of the larger social capital effects for Native American may arise from the much larger proportion of the Native American population living in rural areas. Table 3 shows that about 69 percent of Native Americans live in rural areas compared to 26, 12 and 9 percent for white, black and Hispanic children respectively. Rural areas, especially poor rural areas, usually lack social capital.
Figures 4 and 5 provide estimated score gaps in urban, suburban and rural areas for reading and math respectively. For both reading and math, the largest Native American gap with white students relates to those from rural areas. The white-Native American gaps in urban and suburban areas is always smaller than or about the same as the black and Hispanic gaps. The major reason why Native American gaps nationally are larger than black and white gaps is due to the poor
achievement performance of Native Americans in rural areas combined with the disproportionately large Native American population that lives in rural areas. These rural children in mostly poor areas in and around reservations need to be a main focus of efforts to raise Native American skills.
NAEP Results
The 2003 NAEP tests given to a nationally representative sample of 4th and 8th graders in math and reading had sample sizes exceeding 150,000. Earlier NAEP tests had nationally representative samples of approximately 10,000 or less. The 2003 NAEP tests have the largest sample of Native American students and their achievement ever collected. Native American samples were approximately 1500 or more.
Figure 6 shows the score gaps with white students on the 2003 NAEP tests for black, Hispanic and Native American students. This data shows that Native Americans have the smallest gap on each test. Since the ECLS data at the beginning of kindergarten showed Native Americans to have the largest gaps, a reversal of gaps seems to have occurred between the beginning of kindergarten and 4th grade. It is possible, but unlikely, that the different structure of the tests could also cause such a reversal. If the reversal is not caused by test differences, then this result might suggest that the impact of schools is more positive for Native Americans than for black and Hispanic students.
The 2003 NAEP data does show similar results to the ECLS data on gaps by location. Figure 7 shows that on the 4th grade NAEP reading and math tests, the Native American gap with white students is largest in rural areas.
Improving Research on Native American Education
Future Data Collections
The paucity of high quality research on Native American education and achievement is primarily due to the small sample sizes collected on almost all previous major research data collections by the Department of Education. These small samples are inadequate to support high quality research. Such small samples have left a significant knowledge gap about Native American schooling and achievement compared to that available for black, Hispanic and white students.
Native Americans should be over-sampled on all major research data collections in education. Larger Native American samples could be done without adding significant costs to current data collection budgets. For overall samples of 10,000 or more, Native American samples could be increased to 1000 by either reducing observations of other groups and maintaining overall samples or adding to the overall sample. In the first case little additional cost is involved and there is minimal loss of accuracy in the larger racial/ethnic groups. If observations are added, the additional costs of obtaining samples of 1000 Native Americans in overall samples of 10,000 or more is at most five percent and likely much less due to the fixed costs associated with data collection. Once in the field, the marginal costs of including Native Americans can be well below average costs for the entire sample.
However, while over-sampling alone will allow much higher quality research on Native Americans, the design and inclusion of supplemental survey questions that are specific to hypotheses about the attitudes, beliefs, expectations
and performance of Native Americans on achievement and educational attainment are important. These supplemental questions are needed to address specific hypotheses arising from the unique history and culture of Native Americans and unique issues in the Native American community such as the dual goals of cultural education and education for success in the larger society.
Future Research
Future research should be directed at addressing some key research questions about Native American achievement and educational outcomes. These questions include:
* How can education in Native American culture be combined with education needed to function in the broader society in mutually reinforcing ways that allow functioning effectively in both cultures?
* To what extent can differences in attitudes, expectations, achievement and educational attainment among Native American tribes and groups be attributed to differing individual, family, school and community characteristics, to different historical treatment and discrimination or to cultural differences?
* To what extent can the differences in Native American achievement and achievement in other racial/ethnic groups be explained by a higher incidence of conditions that lower achievement for all racial/ethnic groups, and to what extent are there fairly unique individual, family, school and community conditions that are present in the Native American population only?
* To what extent can Native American achievement differences be explained by the high incidence of living in rural poverty, and what are the specific characteristics of living in these areas that affect achievement?
* In what ways does Native American achievement respond to family, school and community characteristics in ways similar to other racial/ethnic groups, and in what ways do Native Americans respond differently and why?
A key question is to what extent will Native American achievement respond to the same kinds of environmental or educational resources, programs and policies that have been successful with non-Native American children? If Native American children respond similarly to other children, then the much larger volume of research available on other racial/ethnic groups can be used to guide improvement for Native Americans.
Our research with the ECLS data would suggest that most family and community characteristics that are linked to lower achievement for all racial/ethnic groups also are linked to lower achievement for Native Americans, but larger samples are required to perform more precise statistical tests. Our analysis would suggest that Native Americans are more sensitive to the effects of low income and few books in the home. Significant gaps in skills between white students and each minority group studied exists prior to school entrance. The gap between Native Americans and white students in math and reading skills is larger than the gap for black and Hispanic students. Evidence presented here would suggest that Native Americans actually make gains relative to black and Hispanic students from kindergarten to 4th grade, so that by 4th grade, Native Americans either score approximately the same as or better than black and Hispanic students.
While schools may be able to narrow some of the pre-school gap, policies should also focus on narrowing the gap between birth and pre-school. There are common child and family characteristics that are associated with lower achievement at school entrance across all racial/ethnic groups studied, and some of these characteristics are amenable to intervention. However, these family characteristics account for a much larger proportion of the white-minority gap for Hispanic and black students than for Native Americans. Such child and family characteristics account for about one-half of the achievement gap between white and Native Americans. So addressing these characteristics can at best reduce the gap by about one-half.
A significant portion of the remaining gap for Native Americans seems to be accounted for by characteristics outside the family, but associated with the wider community, i.e., social capital. Social capital accounts for a much lower proportion of the black and Hispanic gap. One hypothesis about the higher dependence on social capital of Native Americans is that a much higher proportion of Native Americans live in poor, rural communities compared to white, black and Hispanic groups, and that these poor rural communities have little social capital. About 70 percent of Native Americans live in rural areas compared to 26, 12 and 9 percent for white, black and Hispanic children. There is a substantial achievement gap between Native Americans who live in rural areas compared to suburban and urban areas. The score gap between white and Native Americans is much less in urban and suburban areas.
To some extent, in the modern context, Native people have allowed failure in some families, clans or tribal groups as a result of the following (Indian Nations At Risk, 1992):
1) Many parents have not continued direct participation in, nor taken time to monitor the educational process of their children;
2) There has been a loss of language skills and inadequate attention paid to early development among young children (as a key to improved academic performance);
3) There has been a deterioration of skills and knowledge necessary for our cultural and social well being (because they have not been transferred to the next generation of youth as a continuing practice); and
4) Political, economic and spiritual situations have changed drastically.
William G. Demmert, Jr. (Tlingit & Sioux), is Professor of Education at Western Washington University, and is currently working with the RAND Corporation on a review of the research literature on the education of Native America, an analysis of the National Assessment of Educational Progress (NAEP) data targeting Native American students and the Longitudinal Study of Early Childhood education.
David Grissmer is employed by the RAND Corporation. His research focuses on understanding the causes of achievement gaps for minority and disadvantaged children and the role of early interventions, educational policies and additional resources in eliminating such gaps.
John Towner is a professor emeritus at Western Washington University where, in addition to teaching graduate and undergraduate courses, he served in various assignments as Head of the Elementary Education program; Director of the Student Teaching Office; Director of the Applied Research and Development Center; and as Director and Founder of Western's Professional Development School project. Most of his recent work has been with the language and culturally-based education research.
Endnotes
1For instance, the National Educational Longitudinal Study (NELS) in their original sample identified significantly more Native Americans than anticipated. A follow-up study revealed that many non-Native Americans had identified themselves as "Native" American. Such mis-identification is pronounced on data collections in which the race/ethnicity is collected from students. On the NAEP data, there are significant differences in the number of Native Americans identified by "school" records and student reported. The school records are normally reported by parents. Student reported Native Americans can typically can be 30-40 percent greater than school reported Native Americans. Moreover, the achievement levels of Native Americans who are student reported are significantly higher than for Native Americans who are school reported. 2The 2003 NAEP and the ECLS collect data on mixed racial/ethnic characteristics.
3This information is from personal knowledge – the process that I went through, as well as from knowledge obtained from my grandparents (Demmert).
4
5See for instance, Ogbu, 2003 and Ogbu and Gibson, 1991 who argue that the past history of minority groups, especially whether these groups came voluntarily or were forced or persecuted, may play a role in current performance.
See for instance, Lareau, 2003; Lareau, 1989; Ogbu, 2003.
6See Brown et al., 2003 for a discussion of current discrimination practices.
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Kratochwill, T. R., McDonald, L., Bear-Tibbitts, H. Y., & Levin, J. R. (2000). Families and schools together: An experimental analysis of a parent-mediated early intervention program for atrisk American Indian Children. Final Report. Madison, WI: University of Wisconsin.
Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. NY: Falmer Press.
Lareau, A. (2003). Unequal childhoods: Class, race and family life. University of California Press.
Lipka, J., & Adams, B. (2002). Improving Alaska Native rural and urban students' mathematical understanding of perimeter and area. Unpublished manuscript. Alaska School Research Fund. No Child Left Behind Act (NCLB) of 2001 (Public Law 107-110).
Ogbu, J. U. (2003). Black American students in an affluent suburb, a study of academic disengagement. Mahwah, New Jersey & London: Lawrence Erlbaum Associates, Publishers.
Ogbu, J. U., & Gibson, M. (Eds.) (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. Abbington, UK: Taylor and Francis.
Tharp, R. G. (1982). The effective instruction of comprehension: Results and description of the Kamehameha Early Education Program. Reading Research Quarterly, 17(4), 503-527.
West, J., Denton, K., & Germino-Hausken, E. (2000). America's kindergartners, NCES Number: 2000070, National Center for Education Statistics, Department of Education, Washington, D.C.
Wright, S. C., Taylor, D. M., & Macarthur, J. (2000). Subtractive bilingualism and the survival of the Inuit language: Heritage- versus second-language education. Journal of Educational Psychology, 92(1), 63-84. | <urn:uuid:5b2d10ab-a173-49b4-aa95-4364edfa4b2b> | CC-MAIN-2018-51 | https://jaie.asu.edu/sites/default/files/453_2006_2_demmert_et_al.pdf | 2018-12-18T19:13:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 628,621,485 | 8,374 | eng_Latn | eng_Latn | 0.979531 | eng_Latn | 0.997718 | [
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Palisadian-Post
Serving the Community Since 1928
Page 24
$1.50
Thursday, September 11, 2014
◆
Pacific Palisades, California
By ANTHONY MARGULEAS Special to the Palisadian-Post
How I Saved 8,000 Gallons of Water PER Year
Water Usage By the Numbers
Toilets
When I read last month's Palisadian-Post article on how the Palisades is the biggest water guzzler in LA, I was surprised and embarrassed. I decided to take action and met with my plumber to find out simple ways to save water.
The Residential End Uses of Water Study (REUWS) is the largest study of its kind to examine where water is used in single-family homes. Even though it was published in 1999, it is still considered the gold standard for water usage statistics and is cited by organizations, such as the EPA.
A person flushes the toilet an average of 5.05 times per day, according to the REUWS. Today, low-flush toilets use 1.6 gallons per flush while older toilets can use as much as 3.5 to 7 gallons per flush.
Sure, taking shorter showers is one easy solution, but there are many more – especially in older homes. For example, installing a hot water recirculating pump, which we recently did, can help.
Now with the hot water recirculation pump installed, it reduces the wait time for the hot water to about 25 seconds.
The study involved 1,188 households across the U.S. and Canada and tracked how much water they used. The "end uses" included toilets, showers, washing machines, faucets, lawn water-
Tip: Replace water-wasting toilets with a WaterSense labeled model. They use 1.28 gallons per flush or less, are certified to be high performing and can reduce the amount of water a family uses for toilets by 20 to 60 percent.
Tip: Check for leaky toilets. A running toilet can waste about 200 gallons
every day.
Faucets
Tip: Turn off the tap while brushing your teeth or shaving to save more than 200 gallons of water per month.
A bathroom faucet generally runs at 2 gallons per minute.
Washing Machines
In the REUWS, the average household did about one load of laundry per day.
ing and more.
The pumps cost about $1,500 for parts and installation. They can be installed on a conventional water heater as well as a tankless one in a day or less.
My family lives in a two-story home and it would take 2 to 2½ minutes for hot water to get to our upstairs showers. It was frustrating watching all the cold water go to waste. We calculated we were losing about 2 gallons of water a minute.
With a family of six, we will now save over 8,000 gallons of water a year.
Saving 8,000 gallons of water a year may sound impressive, but when you realize that the average American family of four uses 146,000 gallons of water per year or 400 gallons per day, it puts it into perspective that there is a lot more we all can do.
"Many new 1.6 per gallon toilets don't work and take multiple flushes, defeating the purpose, so it is important to find ones that work without multiple flushes," Suit said.
Aaron Suit with Aaron Suit Plumbing, Inc. said he has been installing a lot of recirculation pumps in the Palisades as homeowners realize how much water it can save them. Suit added that another way to save water is to change your toilets.
Tip: Wash only full loads of laundry or use the appropriate water level or load size selection on the washing machine.
According to the study, there's one room in single-family residences that uses the most water – the bathroom. Did you know that your toilet alone can account for 27 percent of your home's total water consumption?
Tip: Invest in a high– efficiency washing machine. Traditional models use 27 to 54 gallons of water per load; water- and energy-conserving models use less than 27 gallons per load.
Outdoors
Tip: Sweep driveways, sidewalks, and steps rather than hosing off.
Of the estimated 29 billion gallons of water used daily by households in the United States, nearly 7 billion gallons, or 30 percent, are devoted to outdoor water use, according to the EPA. In the hot summer months, or in dry climates, a household's outdoor water use can be as high as 70 percent.
Tip: Wash the car with water from a bucket, or consider using a commercial car wash that recycles water.
Tip: If you have a pool, use a cover to reduce evaporation when the pool is not being used.
The study shows that individuals use nearly 70 gallons of water indoors per day. Here are some tips from the EPA to help you lower that number.
Showers
Tip: Replace showerheads with WaterSense labeled models. Replacing just one showerhead can save the average family 2,900 gallons of water. Typically, showers use less water than baths as long as you aren't taking extra long showers.
In the REUWS, the average shower lasted just over 8 minutes and used 17.2 gallons of water. The average flow rate for showers in the REUWS was 2.2 gallons per minute. | <urn:uuid:2d17cc93-4d25-461d-a1e9-3e9ff07369b2> | CC-MAIN-2018-51 | https://amalfiestates.com/wp-content/uploads/articles/8000gallonswater.pdf | 2018-12-18T19:08:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00291.warc.gz | 521,235,860 | 1,130 | eng_Latn | eng_Latn | 0.999024 | eng_Latn | 0.999024 | [
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by Michael Grose - No. 1 parenting educator
Is your teenager sleep-deprived?
Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Many teenagers today are sleep deprived because they don't get enough sleep. They need between nine and 10 hours sleep each night, yet most get about seven or eight hours sleep. Some get less.
Sleep deprivation is akin to jet lag, where they don't function at their optimum.
The sleep-wake cycle for teenagers is delayed by up to two hours. That is, they are sleepy later and awake later than when they were children.
Most teens secrete melatonin, which makes them sleepy, around 11.00pm, which makes the time before then a sleepless zone. Children secrete melatonin far earlier than this.
Cortisol, the chemical that wakes them up, is secreted at 8.15am for many teens. It seems the teen brain wants to be asleep just when most have woken up.
One US study found that 20% of teens were asleep in class in the morning, which had catastrophic effects on learning. As a result a number of high schools have delayed the start of school time to accommodate the teen sleep-wake cycle. This enables teens not only to get more sleep but to be at their best (or at least awake) when they are at school.
The results were startling and immediate, including better learning, better behaviour, less fights and fewer kids dropping out of school.
Sleep maximises brain growth, which occurs during adolescence.
Sleep also consolidates learning. Sleep research has shown that the brain practises what it has learned during the day when a young person is asleep. So sufficient sleep consolidates past learning as well as keeps a young person fresh to maximise their future learning.
Sleep experts have noted that children who develop good sleep patterns tend to carry these into adolescence.
Good sleep habits include:
1. Regular bed-times. Kids may fight this, but be regular during the week and let kids stay up a little later on weekends.
2. Have a wind-down time of up to 45 minutes prior to bed. This includes, removing TV and other stimuli, calming children down, and limiting food intake (and caffeine for teens).
3. An established bed-time routine that makes the brain associate behaviours such as cleaning your teeth and reading in bed with sleep.
4. Keeping bedrooms for sleep and not for TV. Bedrooms that resemble caves seem to be recommended.
5. Maximising the three sleep cues of: darkness (cave-like bedroom), lowering body temperature (baths can be good for this) and melatonin (work within their cycle).
Better knowledge of the biology of sleep and of sleep patterns, as well as instigating good habits, will go a long way to helping kids and teens get a good night's sleep.
Sleep tips for teens
1. Allow them to catch up on lost sleep during the weekends.
2. Help your young person schedule their after school activities to free up more time for rest.
3. Discuss ways to limit stimulating activities such as television and computer around bedtime. Encourage restful activities such as reading.
4. Afternoon naps are good ways to recharge their batteries.
5. Make sure they go to bed early each Sunday night to prepare for the coming week.
PO Box 167 Balnarring Vic 3926p+ 61 3 5983 1798f(03) 5983 email@example.com
All rights reserved. For more ideas, support and advice for all your parenting challenges please visit our website.
2014 Michael Grose | <urn:uuid:8c45848d-8300-4b19-8c7f-31358950040b> | CC-MAIN-2018-51 | https://www.nbcs.nsw.edu.au/wp-content/uploads/insights_is-your-teen-sleep-deprived.pdf | 2018-12-18T20:21:30Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00292.warc.gz | 985,108,368 | 772 | eng_Latn | eng_Latn | 0.998934 | eng_Latn | 0.998934 | [
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Triangle Trigonometry and Circles (Create) MATH NSPIRED
Overview
Using this worksheet, you will build a tns file that allows you to dynamically adjust the radius of a circle and observe the resulting ratios of side lengths of a triangle contained within the circle.
Materials
* TI-Nspire™ handheld or Computer Software
Step 1—Preparing the document
1. Open a new document on the handheld by pressing c > New Document. Open a new document in the Teacher Software by clicking File > New.
2. Select Add Notes.
.
3. Type Triangle Trigonometry and Circles
Note: To obtain capital letters on the handheld, press the g key, then the letter.
Step 2—Creating Points and Variables
4. Add a new page, and select Add Graphs.
5. Select MENU > Geometry > Points and Lines > Point.
6. Move to the first quadrant of the graph, and click to place a point in that quadrant.
7. Press d to exit the Point application.
From this point on, directions for the Computer Software and the Handheld will be notated separately where appropriate.
8. Computer Software: Right-click on the point, and select Coordinates and Equations.
Handheld: Hover over the point until { appears. Press /b, and select Coordinates and Equations.
9. Move the coordinates to a convenient location nearby.
Triangle Trigonometry and Circles (Create)
M
ATH
N
SPIRED
10. Click on the first coordinate of the point to select the value.
* The coordinate will be highlighted in gray when it is selected.
11. Computer Software: Right-click on the coordinate and choose.
Store
Handheld: Press
/b
, and selectStore.
* The letters var will appear highlighted.
12. Type x to replace var with x, and press Enter (or ·).
* This action stores the value of the first coordinate of the point as x.
13. Repeat the process for the second coordinate, but type y to replace var. This will store the second coordinate of the point as y.
Step 3—Creating a Segment
14. Place a point at the origin. To ensure that the point is at the origin, look for the words "intersection point" to appear as you place the point.
15. Construct a segment between the two points on the graph: Computer Software: Select Document Tools > Geometry > Points and Lines > Segment. Connect the two points with a segment, and then press Esc to exit the segment tool. Handheld: Select MENU > Geometry > Points and Lines > Segment. Connect the two points with a segment, and then press d to exit the segment tool.
11. Measure the segment just constructed:
Computer Software: SelectDocument Tools > Geometry >
Measurement > Length
. Double-click on the segment, and then press Esc to exit the measurement tool.
Handheld: SelectMENU > Geometry > Measurement >
Length. Double-click on the segment, and then press
d
exit the measurement tool.
* A label will appear giving the length of the segment.
12. Store the segment measurement as the variable r: Computer Software: Right-click on the label for the length of the
segment. Select Store, and name the variable r. Be sure to press Enter to save the variable.
Handheld: Select the label for the length of the segment, and press / b. Select Store, and name the variable r. Be sure to press · to save the variable.
to
Triangle Trigonometry and Circles (Create)
M
ATH
N
SPIRED
Step 4—Constructing a Circle
13. Construct a circle whose radius is the length of the segment: Computer Software: Select Document Tools > Geometry > Shapes > Circle. Click first on the point at the origin to mark the center of the circle and then on the other point to mark the radius of your circle. Press Esc to exit the Circle tool. Handheld: Select MENU > Geometry > Shapes > Circle. Move the pencil cursor to the origin, and click to mark the center of the circle. Move the pencil to the other point to mark the radius of the circle. Press d to exit the Circle tool.
Step 5—Building a Triangle
14. Create a segment perpendicular to the x-axis through the point on the circle:
Computer Software: SelectDocument Tools > Geometry >
. Click on the point on the circle
Construction > Perpendicular and then on the x-axis.
Handheld: SelectMENU > Geometry > Construction >
Perpendicular and then click on the point on the circle and on the x-axis.
* This will construct a line through the point perpendicular to the x-axis.
15. Computer Software: Select Document Tools > Geometry > Points & Lines > Segment Handheld: Select MENU > Geometry > Points & Lines > Segment.
.
16. Click on the point on the circle and the intersection of the perpendicular and the x-axis.
17. Press Esc (d) to exit the Segment tool.
18. Finally, right-click (handheld: press /b) on the line (not the segment), and select Hide to hide the line.
19. Build a triangle by constructing the third leg: Computer Software: Select Document Tools > Geometry > Points & Lines > Segment . Click on the origin first and then the point of intersection between the x-axis and the segment built in the previous step. Press Esc to exit the Segment tool. . Click on the origin first and
Handheld: Select MENU > Geometry > Points & Lines > Segments then the intersection point of the segment and the x-axis. Press d to exit the Segment tool.
20. Fix the angle of the triangle whose vertex is the origin. This will enable the radius to be changed while maintaining similar triangles:
Computer Software: Select Document Tools > Geometry > Measurement > Angle. Select the three points in an order so that the origin is selected second and press Enter. Press Esc to exit the Measurement tool.
Triangle Trigonometry and Circles (Create)
MATH NSPIRED
Handheld: Select MENU > Geometry > Measurement > Angle, and click the three points in an order so that the origin is selected second. Press ·, and then press d to exit the Measurement tool.
21. Right-click (handheld: press /b) on the value for the angle measure and select Attributes.
22. Click the middle lock icon to change the status to Locked.
23. Right-click (handheld: press /b) on the label, and select Hide to hide it.
Step 6—Setting up Ratios
24. Prepare to measure the ratios of the side lengths by creating labels:
Computer Software: SelectDocument Tools > Actions > Text.
Click once on the graph screen and a textbox appears. Type x /
in the box, and press Enter. Create two more textboxes, one
r
for y / r
and one for y / x
. Press Esc to exit the Text tool.
Handheld: Select
MENU > Actions > Text textbox, type
x p
. Click to create a
, and press
r
. Create two more textboxes, one for
y
*
p rand one fory p x. Press
d
to exit the Text tool.
25. Move the text to the left side of the screen so it does not interfere with the graph.
26. Calculate the values of the ratios, and attach them to the labels: Computer Software: Select Document Tools > Actions > Calculate.
Handheld: Select MENU > Actions > Calculate.
* This will help in observing the effects of changing r on the values of the ratios
27. Click on x/r, click on the value of r, and then click on the xcoordinate of your point.
28. Click close to the label x/r to set the value of the ratio down.
29. Repeat the process for y/r and y/x, selecting the values of the variable correctly as indicated on the screen.
You can now drag the point on the circle and observe the effect on the specified ratios. | <urn:uuid:8e5144e2-f592-4e8d-a4aa-b3764f218600> | CC-MAIN-2021-04 | https://education.ti.com/-/media/C89C690347B24B3480EABD14C0E0B753 | 2021-01-22T01:16:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00073.warc.gz | 315,430,572 | 1,643 | eng_Latn | eng_Latn | 0.982332 | eng_Latn | 0.984128 | [
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To Fret or…
NAME
___________________________
1. The precision of a measuring tape is the smallest unit marked on the tape. The accuracy of the tape is equal to half the precision. Identify the precision and accuracy of your U.S. and metric measuring tapes and record the results in the table below.
2. The most precise tool is the one that has the smallest unit (or partial unit) of measurement. Which measuring tape is more precise — the metric measuring tape or the U.S. measuring tape? Explain your answer.
3. The strings on a fretted instrument extend from the nut to the bridge, as shown below. Of the two tools considered above, choose the one that is more precise. Then, use it to measure the distance from the nut to the bridge on the instrument that your group has chosen.
| | PRECISION |
|---|---|
| Metric Measuring Tape | |
| U.S. Measuring Tape | |
4. Measure each of the lengths listed below. For each pair of consecutive lengths, calculate the ratio of the shorter length to the longer length. Express each ratio in decimal form to two places.
| SEGMENT OF INSTRUMENT | LENGTH | RATIO OF CONSECUTIVE LENGTHS (RATIO OF SHORTER TO LONGER, ROUNDED TO TWO DECIMAL PLACES) |
|---|---|---|
| Nut to Bridge | | |
| 1st Fret to Bridge | | |
| 2nd Fret to Bridge | | |
| 3rd Fret to Bridge | | |
| 4th Fret to Bridge | | |
| 5th Fret to Bridge | | |
| 6th Fret to Bridge | | |
| 7th Fret to Bridge | | |
| 8th Fret to Bridge | | |
| 9th Fret to Bridge | | |
| 10th Fret to Bridge | | |
| 11th Fret to Bridge | | |
| 12th Fret to Bridge | | |
5. What do you notice about the ratios of consecutive measurements? How similar are they?
6. If you measured the same segments on other fretted instruments, do you think you would get similar results?
7. Did other groups get approximately the same measurements as your group? Why were the measurements similar or different?
8. Did other groups get approximately the same ratio as your group? Did the size of the instrument matter? Did it matter if metric or U.S. measurements were used? | <urn:uuid:15374b58-6a19-4203-99fa-5c5716bcbe90> | CC-MAIN-2018-51 | http://math411.com/Algebra-II/MA.912.A.8.5/Fret-AS-ToFret.pdf | 2018-12-18T19:09:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376829568.86/warc/CC-MAIN-20181218184418-20181218210418-00293.warc.gz | 170,612,058 | 562 | eng_Latn | eng_Latn | 0.998815 | eng_Latn | 0.999417 | [
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STRETCH YOUR BRAIN & IMAGINATION HANDOUT
The prompts below were developed by Dr. Jane McGonigal a futurist and game designer. These strategies can be used to stretch and grow three parts of your brain, in addition to building imagination and creativity skills. Viewing the YouTube video of McGonigal's talk: The Future of Imagination is highly recommended. This talk was presented in 2016 at the Aspen Ideas Festival and it offers detailed examples of these activities as well as the science behind them.
Prompt #1: Counterfactual Memory
Ask yourself: What if instead of doing 'X' at some point in my past, I had done 'Y'? How might my life have turned out differently? (Example: What if I had joined the Coast Guard instead of going to college right after high school?)
Keep it personal. Neurological activation increases when there's an autobiographical element to the memory or future you are trying to imagine. McGonigal suggests: "Trying to imagine how things could have been different in the past allows you to imagine how things could be different in the future."
Step one : Write your “What if” question at the top of a new page in your journal. “What if instead of ___________________________, I _______________________.
Step two: Write a journal entry describing as many details about the ways your life might have turned out differently as if you had done it.
Step three: Reflection. Was this interesting for you to do? Were you surprised what came into your imagination? Did you think about one or multiple possible futures? Did any other insights come to mind?
When doing this exercise, the brain reaches for something that didn't happen, but that could have happened, by using a combination of logic, intuition and imagination. Three parts of the brain are activated. Research shows this exercise heightens 'agency' (the feeling that you have influence over how your life turns out), depression is reduced, and your creativity goes up. McGonigal also reports practicing these exercises can: "increase the sense of control you have over your own life" and "lead you to becoming a better creative problem solver."
Prompt #2: Counterfactual Foresight
Option A:
Step one : Imagine yourself in the future doing something you’ve never done before.
Step two: Describe the experience as vividly as you can.
Step three: Write your journal entry from the future - as if it already happened.
Step four: Imagine who is with you, how you got there, or other things that happened while you were there. Give your imagination free rein to go wild.
(My example: I’ve never lived on a houseboat. I imagined and wrote about all the adventures I had traveling that way for a year.)
Option B: The X, Y, Z Format
Step one: Imagine a physical activity (ie: cooking, biking) that you've done (X).
Step two: Imagine a person you care about who is alive and you could possibly have a future interaction with (Y).
Step three: Imagine traveling to a faraway place (Z).
Step four: Now imagine yourself doing this physical activity with the person you care about in this faraway place. Picture it for 10 seconds and imagine how you got there, and why you are doing this activity with the person you care about in a faraway place. Write an entry in your journal describing everything as if it already happened. Add as many details as possible.
Dr. McGonigal suggests: "Every time you remember a future that hasn't actually happened, you rate that future as more likely and the more vivid details that you describe about this future that has never happened, the more likely you are to really start to believe it could totally happen." This is a highly effective skill to practice and develop if you are interested in creating positive change in the world.
Part 3: Collage Postcards from the Future
Use a large index card or half a sheet of paper as the base of your postcard from the future.
Step one: Flip through magazines looking for images that catch your eye. The brain recognizes symbols, colors, and shapes. Words anchor us to the present, so avoid them in this exercise.
Step two: When you have a 6 or more images, begin cutting out specific shapes rather than 'boxes.' Play with different ways of arranging your images before gluing them in place. Let your intuition be your guide. Our purpose is not creating 'great art'. The process is used to 'bring forward' a story from the future.
Step three: When your postcard is complete, journal a description of the images you see in your collage. How do you feel when you look at it? Imagine a story emerging. Write the story in your journal from the future – as if it had already happened. The process ends with silent witnessing of the collages and a debrief of the process.
Reflections:
Reference:
McGonigal, Jane. (2016). The future of imagination
. Aspen Ideas Festival Lecture. | <urn:uuid:8eee11da-fca7-4080-8afe-127c7143fedb> | CC-MAIN-2021-04 | https://creativityandeducation.com/wp-content/uploads/2020/11/10.28-StretchBrainImaginHANDOUT.pdf | 2021-01-22T00:29:25+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00075.warc.gz | 275,609,780 | 1,050 | eng_Latn | eng_Latn | 0.998734 | eng_Latn | 0.998996 | [
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Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: PreventionActionAlliance.org
Know! is a program of:
Link to the article on the Prevention Action Alliance Facebook page
Link to the Spanish archives
Prevention Action Alliance 6171 Huntley Road, Suite G Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Know! The New Marketplace for Buying and Selling
It was a beautiful Saturday afternoon in June, and we were celebrating our eight-year-old son's birthday at our neighborhood park with 20 of his closest friends and a handful of parents. The adults, myself included, were busy watching the children launch water balloons at each other when one of the dads noticed something happening right in the middle of it all.
A young man, about 17-years-old, pulled into the playground parking lot, and two boys,12 and 13-years-old, approached his car. The dad, who was with our party, recognized the two boys from the neighborhood and began watching closely. He felt like something wasn't right, so he walked up to the car as well. After some resistance and much talk, the truth came out that this older teenager had come to sell these two younger boys a vaping device.
In the end, the driver left with his merchandise in hand, and both the young boys' parents and local police were made aware of the situation. The problem here isn't only the popularity and dangers of vaping among youth, but the ways in which they're getting their hands on it (and other substance-related items).
A talk with the younger boys revealed that they had reached out to the seller through one of many apps that let you buy and sell online.
These apps, like OfferUp and Letgo, certainly have their advantages, even for teens. Young people regularly buy and sell their gently worn jeans, shoes, prom dresses, etc. on these sites, and in return, they get discounted items or some cash in their pockets, along with a valuable business lesson – so long as it is done safely and the items being sold are appropriate.
However, there is a dark side to these apps that parents need to be aware of and young people need to know. The attempted sale of an item prohibited to youth that occurred in our neighborhood is one of them. It's also common for buyers to get scammed and not realize it until it's too late (i.e. paying top dollar for fake designer shoes). But what's even scarier is that there have been many reported cases of teens and adults becoming robbery victims while attempting to exchange money or goods through these apps. There have also been reports of attempted abductions, as people meet up with total strangers. And while many of the apps claim to be committed to safety for their users, it really comes down to the local individuals buying and selling.
In fact, safety concerns have prompted police departments across the country to set up designated safe meet-up spots for doing business through these apps, many of them located in the parking lots of local police stations. The obvious benefit to the police station meet-up is that criminals are much less likely to sell fraudulent items or attempt
a robbery or kidnapping there. But this also alleviates the temptation for the seller to share personal information, like a home or business addresses.
Of course, it is up to you to decide if you will allow your child (under your guidance, watchful eye, and, better yet, under your account) to partake in this type of marketplace, as either the buyer or seller. However, even if you choose not to allow it, it is important to educate youth on the topic.
Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: PreventionActionAlliance.org
Know! is a program of:
Prevention Action Alliance 6171 Huntley Road, Suite G Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Obviously, buying or selling any substance-related items, including paraphernalia, is an automatic "no" and any attempt should ban them from the privilege of using these types of apps, along with whatever other consequences you decide upon.
In addition, safety experts recommend that you and your children:
* Do not invite strangers into your home, and do not go to theirs.
* Do not share personal information, and be cautious not to reveal an address or other personal info in any photos you may share.
* Contact your local police to inquire if a safe meeting site has been designated. If no site has been designated, insist on meeting in a public place, where security cameras are monitoring the area, and there are lots of people around. Never meet in a secluded location.
* Perform the transaction during daylight hours.
* Do not go alone to buy or sell an item. Always have a parent or other adult with you. And be sure another family member or adult is aware of your intentions.
* Always take your cell phone with you.
* Trust your instincts; if something doesn't feel right, go with your gut; or if something seems too good to be true, it probably is.
* Be extra cautious when buying/selling high-value items.
It is far too easy for a complete stranger to sell something to our children that we don't want them to have or for our children to become victims of crime. Buying and selling though these various apps can be a great way to make a little cash off unused or unwanted items but it must be done with caution – and that goes for adults as well.
Sources: News8WTNH: Safety experts warn about the potential dangers of buying and selling through apps. Aug. 2017. Linda Magill Group: 10 Safe Buying and Selling Tips for Kijiji/Craigslist. | <urn:uuid:d2f59101-7021-4413-8b43-7ae0278cbc8d> | CC-MAIN-2021-04 | https://preventionactionalliance.org/wp-content/uploads/2018/07/Know-Parent-Tip-July-1.pdf | 2021-01-22T01:09:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 521,529,325 | 1,277 | eng_Latn | eng_Latn | 0.998378 | eng_Latn | 0.998602 | [
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NEW COMMANDS AND A NEW COVENANT
TEACHER INSIGHT
Personal Preparation for the Study:
The most effective way to prepare is to experience the study first as a participant. Each of the studies centers on Bible stories that have rich meaning and can impact your life in deep ways.
Take at least an hour to go through the exercises as a participant. Make sure you spend time watching the videos, doing the reading, and engaging in the response activities. Write down your answers to the discussion questions. Try hard not to let your mind wander to how you will teach this lesson! This will be an important time for you to discover your own insights, and it will also help you anticipate your group's responses.
Leading this Study:
After you go through the study for your own growth, go through it from a teacher's perspective. Note activities and options that you feel will work well with your group and ones that you want to change or omit.
This story has a lot of detail as Moses is traveling up and down the mountain several times. It may be hard for teens to keep track of the action, so it's important that you encourage them to really pay attention. The purpose of this study is to help teens engage in this story and discuss the events within the boundaries of that narrative. Gently encourage them that discussion outside of these parameters is for another time. Encourage teens that if they engage the story like a movie, allowing themselves to enter it, they will gain further insight.
Chapter 5: "New Commands and a New Covenant" can be found in Exodus 19–20; 24–25; 32–34; and 40.
DON'T KILL THE CONVERSATION!
Youth ministry expert Grahame Knox suggests five surefire ways to avoid an embarrassing silence:
1. Don't ask questions that can be answered with one word (e.g., Do you agree that God loves you?)
2. Don't ask loaded questions that suggest the answer (e.g., Our bodies are God's temple, so should we smoke?)
3. Don't ask intimidating questions (e.g., If you really loved God, what would you do?)
4. Don't ask embarrassing questions (e.g., What's your most frequent temptation?)
5. Don't try to make people guess the answers you want (e.g., What are the three great truths from this passage?)
I'll add one more:
6. Don't use "Why?" or "Why not?" in your follow-up questions (because they make people feel as though they're defending their answers).
[From Creative Bible Study Methods for Youth Leaders, an ebook by Grahame Knox, 2007, pp. 10–11.]
TEACHER PLANNING
Supplies:
* Copies for every participant of the Chapter 5 Handout: New Commands and a New Covenant (on curriculum DVD)
* Provide 4 copies of the StoryReader for your storytellers (on curriculum DVD). See the StoryReader Assignment section below for details. Make extra copies for teens who'd like to read along.
* Copies of the JOIN the Story sections of this guide for Small Group Leaders
* Show the Deliverance Recap and the New Commands and a New Covenant videos from the curriculum DVD.
* JOIN the Story Activity: Extra paper, pens, markers, paints, and clay for participants to create an imaginative response
* Creative Option: Big sheets of paper (one for every 3 or 4 people), an assortment of colored markers
* Optional: The Story: Teen Edition—a Bible that corresponds with this study (published by Zondervan)
StoryReader Assignment:
Give out StoryReader scripts (from curriculum DVD) to teen and adult volunteers as far in advance as you can. Ask for volunteers who are comfortable with and skilled at reading aloud. Never force a teen to read! Mix this up and use different people each week. Often the best storytellers are those who have some dramatic training.
The StoryReader scripts are segments of Scripture taken directly from Zondervan's The Story: Teen Edition (NIV). Each script takes about 10 minutes to be read aloud. These segments have been formatted into a Readers' Theater. A Readers' Theater is an activity in which a few participants are asked to read directly from a script, with the intent of telling a story in a lively manner. Readers are not expected to memorize or improvise from the script, but use voice inflection and some gestures appropriate to their characters' actions and words in order to bring the story to life.
(The major parts in this week's story are read by the Narrator. Make sure to pick a teen or leader who won't mind reading large portions of the story.)
LESSON OUTLINE
Outline for a session that is approximately 75 minutes long:
teacher lesson script
PART ONE: REWIND THE STORY
(large or small group)
5 minutes
Teacher Script: (please personalize this)
Welcome back! I am so excited to be back together and continue our discovery in God's Story. Let's take a moment and pray before we begin:
God, we are challenged and encouraged by the things you are showing us in your Story. I've been blown away by the things these teens are seeing. May you continue to make your Story alive to us and help us to know you more. Amen.
I hope this adventure through God's Story is really connecting with you. So much has happened in just four chapters! I thought it would be good for us to take a look back at the Story so far. In just 31 seconds, this video will give us a quick summary of all the stories we've seen. It will go by fast, so watch and listen carefully.
[CUE: Play Deliverance Recap video from the curriculum DVD (2 minutes).]
Teacher Script: (please personalize this)
So what did you think of that video? What parts stood out to you?
[CUE: SHARE—Get a few quick responses to these questions; don't spend more than a minute or two discussing.]
Just as a reminder, in every Bible story that we go through together, we're looking for TWO story lines: An Upper Story and a Lower Story. The Upper Story tells the big picture, the grand narrative of God seeking relationship with human beings as it unfolds throughout history. The Lower Story consist of the smaller stories we'll look at each week, which tell the details of particular people and the events that happen in their lives.
[CUE: It may be helpful to call on teens to briefly define the Upper Story and Lower Story to ensure that teens are starting to remember these from week to week.]
PART TWO: SEETHE STORY
(large or small group)
10 minutes
Teacher Script: (please personalize this)
Hopefully, this video has prepared you to dive into another chapter of this amazing Story. I have another video to show you that will give us a quick look at where our new story will take us this week. After the video we'll take a moment to respond using these handouts.
Let's watch this week's video, New Commands and a New Covenant. Like the first video we watched, it's packed with action, so you have to pay careful attention so you don't miss anything. Ready?
[CUE: Play New Commands and a New Covenant video from the curriculum DVD (2:44).]
[CUE: Give each teen the Chapter 5: New Commands and a New Covenant handout found on the curriculum DVD.]
Teacher Script: (please personalize this)
Get with a partner. The SEE the Story area in the upper left corner with the EYE on it is where you and a partner will now create an image or symbol for this story. It can be something simple, but put some thought into how it represents the story. In a couple of minutes, we'll share our creations.
[CUE: DISCUSS—After 2 minutes, ask a few teens to share briefly about the symbol they created. Ask them to explain the thoughts behind their drawings. After 3 or 4 minutes of sharing, go to the next part.]
(large or small group)
PART THREE: HEAR THE STORY
25 minutes
Teacher Script: (please personalize this)
As you have noticed, this is a really interesting story. We want to spend some time diving deeper into it, and I've asked a few of you to help us as StoryReaders.
While the story is being read, draw or write down key events that stand out to you in the HEAR the Story section on your handout.
[CUE: Have preassigned teen and adult volunteers read the StoryReader script all the way through without stopping (10 minutes).]
Teacher Script: (please personalize this)
Take the next minute to answer the questions in the HEAR section on your handout.
[CUE: DISCUSS—After 2 minutes, ask a few teens to share their responses with the entire group. Allow 5 to 7 minutes for sharing. Use these questions from the handout as a guide:]
* What were the key events from the story?
* What was most meaningful to you from this story?
Teacher Script: (please personalize this)
Right now we're going to explore the story a bit further in small groups.
[CUE: Send teens into small groups. Make sure the discussion leaders have copies of the JOIN the Story segment of this study.]
PART FOUR: JOIN THE STORY
[CUE: DISCUSS—Adjust questions as needed and don't feel like your group must answer all of them.]
* Not all of you got to share your responses from the HEAR the Story section of the handout. Would anyone like to share what you came up with?
* Why do you think God gave the Israelites commands? Why were they needed?
* Do you think they were difficult to follow?
* Why do you think the people didn't want to live within God's commands?
* Why do you think the Israelites created a "god they could see"?
* Where do we see people put the highest value on material objects?
* Why do you think we tend to do this?
* God said the to Israelites, "You will be a kingdom of priests." What do you think that meant for the Israelites? What could that mean for us?
* What do you think it means to live in God's ways? What are some of the characteristics of someone who is doing this?
Teacher Script:
Pick ONE of the following questions and create a response: (These questions are also on the handout.)
* Which character are you most like in this story? How?
* In your own words, what could it mean for you to live as a "modern-day priest"?
* How did this story challenge or inspire you to live differently?
Create a sketch, collage, poem, prayer, journal entry, song, or whatever you can come up with in the next 10 minutes!
This is a very mature and creative group. The words and images in your minds are meaningful, so create or write something that honestly represents your thoughts. We can really learn from each other. In a few minutes, we'll talk about your responses. I'm really excited to see what you come up with!
(While teens are working on their responses, walk around and encourage them. Also ask adult leaders to participate in this activity.)
35 minutes
CREATIVE OPTION:
Have your teens get into groups of 3 or 4. Give each group a large sheet of paper. Say something like, "You are now going to create a current version of the Ten Commandments. You can look them up in Exodus 20. Your version needs to use language that teens relate to and understand. Tell us what you think each of these commands means.
Take the next 10 minutes to create your new commands. Don't forget to write them on a current communication device. God wouldn't give them to us on tablets...what would God use today?"
(If teens are struggling to come up with ideas for this, have them think about what God might put on a billboard or in an email or tweet to communicate these commands.)
[CUE: SHARE—Ask a few willing teens to share their responses to the story. After 9 or 10 minutes of sharing, move to the closing prayer.]
Teacher Script: (please personalize this)
I am encouraged and amazed by your creativity and depth. Stories have a way of connecting with us like nothing else does, and I am seeing this Story begin to change all of our lives. Thank you for engaging in this and being so thoughtful in your responses. I wish we had more time to continue our sharing, but we can look forward to the next story!
Let's pray as we end our time:
God, we are so grateful for our time together and for how you're meeting us through your Story. We are learning so much about you, and it's changing our own stories. May we continue to seek you as our source of life and strength this week. Amen. | <urn:uuid:48a64b21-8709-4a44-a7ab-e198ef67a3a3> | CC-MAIN-2021-04 | https://s3.amazonaws.com/media.cloversites.com/8c/8c2f7356-ba0b-4155-a948-a432856b004a/documents/Session_5_Teacher_Guide.pdf | 2021-01-22T01:04:38+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00074.warc.gz | 537,294,801 | 2,647 | eng_Latn | eng_Latn | 0.980457 | eng_Latn | 0.998547 | [
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CSSC Mercier - English First Peoples - Grade 11/12
Unit 1: Who defines us? How do we define ourselves?
Key questions:
How is our sense of self formed? What are the influential factors that help shape our sense of self?
How do our family and community affect how we define who we are?
What is meant by "authentic" First Peoples' voices?
How can we determine whether a text is authentic?
How are First Peoples often represented in popular culture?
Why is authentic First Peoples' voice necessary?
How can creating an authentic text help foster justice?
Key texts: Short fiction and film excerpts
Summative assessment: Learning journal entries, essay (grade 11/12)
Unit 2: First Peoples' Oral Traditions
Key questions:
What are First Peoples' Oral Traditions?
What purposes do oral traditions serve?
What are the relationships between the oral tradition, oral history, and the land?
How do stories by First Peoples writers reveal/respond to some of the shared experiences of First Peoples?
Key texts: oral stories and short films; interviews with community members
Summative Assessment: Learning journal entries, interview assignment/presentation (grade 11)
Unit 3: Understanding Character
Key questions:
What factors influence development of identity?
How can an examination of character development in stories influence my understanding of who I am?
Key text: Monkey Beach by Eden Robinson (grade 11 and 12) Keeper'n Me by Wagamese (grade 12)
Summative Assessment: Literary essay (grade 11) comparative literary essay (grade 12)
Unit 4: Steps toward Reconciliation - Understanding Residential Schools through Text
Key Questions:
How have Indian Residential Schools affected First Peoples in Canada, and how does their legacy continue to affect Canada today?
Why is it important for all Canadians to be a part of reconciliation? How can all Canadians be part of the process of reconciliation?
Key texts: Rabbit Proof Fence, non-fiction and graphic novels on Canadian residential schooling
Summative Assessment: Learning journal entries; student-designed reconciliation project (grade 11 and 12)
Unit 5: What Creates Family?
Key questions:
What does "family" mean? How is the sense of family created? How is family depicted in First Peoples texts?
Key texts: Whale Rider, Literature circle novel options
Summative assessment: Learning journal entries, literature circle portfolio (grade 11 and 12)
Unit 6: Digital Trickster: The Complex Interaction of New Media and First Peoples
Key Questions:
What effects can new digital media have on First Peoples' cultures?
How do we navigate the differences between cultural appreciation and cultural appropriation with respect to First Peoples' cultures?
How do increased digital media potentially impact opportunities for self-representation in, and misrepresentation of, Indigenous cultures?
How can social media and digital technologies be used to support cultural resistance and political advocacy for First Peoples?
Key Texts: non-fiction articles, music and other media texts
Summative assessment: Student-created media text (grade 11 and 12) | <urn:uuid:1f400237-b60c-4b76-9d33-e36dc7da4146> | CC-MAIN-2021-04 | https://csscmercier.csfy.ca/wp-content/uploads/sites/6/2020/09/English-First-Peoples-Grade-11_12.pdf | 2021-01-22T00:37:36+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 289,328,523 | 621 | eng_Latn | eng_Latn | 0.988294 | eng_Latn | 0.988509 | [
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Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Link to the article on the Drug Free Action Alliance Facebook page
Link to the Spanish archives
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Know! Positive Relationships Build Character
One of the greatest gifts you can give your children cannot be bought online or in-store. While it is not likely to be on their holiday wish list, this gift is likely to bring your children greater happiness with lifelong benefits. We are talking the gift of positive relationships and character development.
In 2013, Search Institute began a multiyear project based on their creation of the Developmental Relationships Framework, which examines the close connections in children's lives - parents, peers, mentors, teachers and other caring adults – and the impact they have on character development. Some key aspects learned thus far is that these significant relationships in a child's life are associated with their motivation to learn and take personal responsibility for their actions. Also, youth with strong, positive relationships are shown to be more resilient when faced with stress and trauma - which can otherwise lead to risky and dangerous behavioral coping strategies (like drinking, smoking and using other drugs).
The idea behind the Developmental Relationships Framework is to consistently surround young people with positive, supportive relationships to help them thrive; in their families, schools, programs and neighborhoods.
Search Institute provides the following five fundamental elements as part of the relationship-strengthening framework and shares specifics on how parents, teachers, coaches, etc. can act on them:
1. Express Care: Show me that I matter to you Be dependable; Really pay attention when we're together; Make me feel known and valued; Show me you enjoy being with me; Encourage
me; Praise me for my efforts and achievements
2. Challenge Growth: Push me to keep getting better Expect me to live up to my potential; Push me to go further; Insist I take responsibility for my actions; Help me learn from my mistakes and failures
3. Provide Support: Help me complete tasks and achieve goals Guide me through difficult situations; Empower me to take charge of my life; Defend me when I need it; Set boundaries to keep me on track
4. Share Power: Treat me with respect and give me a say Take me seriously and treat me fairly; Include me in decisions that affect me; Collaborate with me to solve problems and reach goals; Create opportunities for me to take action and lead
Inspire me to see possibilities for my future; Expose me to new ideas, people, experiences and places; Connect me with more people who can help me develop and thrive
5. Expand Possibilities: Connect me with people and places that broaden my world
Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
A young person with a sense of purpose, self-worth and self-respect, who feels loved and supported, is much more likely to experience success in school and work, care about their community, and excel in other areas of life. So as you're making your lists and checking them twice this holiday season, keep the above list in mind, as it promises to be the gift that keeps on giving.
To learn more about Developmental Relationships through Search Institute, visit: http://www.search-institute.org/research/developmental-relationships.
Source: Search Institute: The Developmental Relationships Framework. | <urn:uuid:2fca383b-4bcc-44b5-8eca-07fba31041d3> | CC-MAIN-2021-04 | https://preventionactionalliance.org/wp-content/uploads/2016/11/Know-Positive-Relationships-Build-Character.pdf | 2021-01-22T01:08:18+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 521,287,966 | 885 | eng_Latn | eng_Latn | 0.995404 | eng_Latn | 0.995999 | [
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Brewer's Sparrow
Spizella breweri
Identification
Brewer's sparrows are smaller than a robin, 5-6 in/13-15 cm, and a rather drab-looking songbird with an unmarked gray breast and belly, gray eyebrow, brown streaky back, and relatively long, notched tail. Males and females look similar throughout the year. In their breeding range in sagebrush shrublands of western North America, they are usually the most common songbird.
Interesting Fact
Brewer's sparrows are highly adapted to dry environments year-round and can go weeks without drinking water.
Ideal Habitat
Brewer's sparrows live in shrublands year-round. In the spring and summer, they are most often found in sagebrush shrublands where shrubs are generally <5 ft/1.5 m tall. They may also occur in openings in pinyon-juniper woodlands or in other mountain shrub communities. They typically nest in taller, denser shrubs with less bare ground compared to surrounding patches, and the nest is usually placed low, <3 ft/1 m above ground, in a sagebrush shrub. They mostly feed on small insects in larger, more vigorous sagebrush shrubs. In the winter, Brewer's sparrows can be found in sagebrush shrublands, but are more likely to be desert shrublands dominated by saltbush shrubs and creosote. They also feed on insects in shrubs in the winter, but more commonly on seeds gleaned from plants.
Observation Tips
In the spring and summer, males can often be seen and heard singing their buzzy trills from the tops of sagebrush shrubs. In the winter, Brewer's sparrows are often found feeding on seeds in mixed-species flocks. They arrive on their breeding grounds in western US and parts of southern Canada in March and April, and migrate south starting in early fall to spend winters in the desert shrublands of Mexico and the southwest U.S.
Management Activities that Benefit Species – Best Management Practices (BMPs)
Maintain large patches of sagebrush with dense shrub cover. Control invasive plants such as cheatgrass. Removing juniper may also lead to increased bird densities.
Management Activities to Avoid
Avoid shrub treatments (e.g., mechanical thinning) in the late spring and early summer to reduce nest disturbance for breeding Brewer's sparrows. Chemicals used for large-scale insect or weed control could have negative impacts on Brewer's sparrow. Avoid chemical treatments for cheatgrass until after July. Any activity that reduces sagebrush cover has the potential to negatively impact the species. Avoid the use of prescribed fire in shrub and sagebrush habitat, which can reduce Brewer's sparrow densities.
Range map provided by BirdLife International
Other Species that Benefit from Similar Habitat Management
Other sagebrush-obligate species will likely benefit from habitat management for Brewer's sparrows, such as sage thrashers, sagebrush sparrows, greater sage-grouse, and pygmy rabbits.
Other Resources
BirdLife International and Handbook of the Birds of the World. 2019. Bird species distribution maps of the world. Version
2019.1. Brewer's Sparrow eBird, Brewer's Sparrow
The Cornell Lab of Ornithology, Birds of the World (Brewer's Sparrow)
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Key Stage Two Home Learning Activities: Year 6 (w/c 18 th May)
Reading
Writing
- You can access some school reading books online through the Oxford Owl website. There are instructions of how to do this on the Year 6 page of the school website.
- Log into Read Theory and complete some of the extracts on there.
- Read the Armistice Runner extract and complete the questions
History/Geography
- Revise sustainability from our work in Geography earlier in the year. Look at the BBC Bitesize lesson https://www.bbc.co.uk/bitesize/articles/z6dj7nb and complete the suggested activities, including making a presentation to show your learning about plastics and sustainability. This could be in the form of a series of posters.
Science
- Have a go at creating your own rainbows. Look at the Spectroscope and 'Make a rainbow in your garden' resources on our class page of the school website and try to have a go at the activities.
- Can you create a rainbow in any other ways?
- How are rainbows formed?
- www.spellingshed.com daily practice – complete the assignments you are being set on there.
- CGP Grammar book
- Look at the 'Out of control' and 'Creature from the deep' writing packs. Use slides 2-5 to help you to prepare to complete the story which starts on page 1.
- Write a news report. Focus on something real that is happening in the world now or take an event from home and write a news report about it as if it was front page news eg. Mum bakes giant cake for no reason!
RE
- In this coming Sunday's Gospel, Jesus prays for his disciples (John 17: 1-11). Who are you praying for? Write a series of prayers for the people you think need them the most at the moment.
- If you were to have a conversation with God, what do you think he would say about the current situation. What would he be happy about? Consider the positives about this situation and write a letter from God's point of view to the human race.
PE
- Join in with Joe Wicks and his daily workouts: https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rY Q
- Create your own new sport using whatever materials you have available. Make up the rules and get people from your family to play along. Wall bounce? Balance splash? Polo golf? When you have it perfected, show me how to play!
Maths
- www.ttrockstars.com daily practice – aim for 10 minutes daily. We are still competing against St Paul's until Friday. Try to play every day; aim for a score of at least 250 a day (This should be around 5-8 games for most of you).
- CGP Maths book
- BBC Bitesize provide daily lessons in a range of subjects. https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7lessons/1 Take a look at the daily Maths lessons. Here there are videos and worksheets which link to the Y6 Maths curriculum.
Art/Design Technology
- Pick a new recipe out of a recipe book – something you haven't tried before. If you have the ingredients available to you, have a go at making it with someone at home or, create your own recipe with the ingredients you already have. Record your recipe and take pictures of what you make.
- Have a go at making something creative using old toilet rolls. Look up the 'toilet roll art challenge' or Darrell Wakelam's toilet roll creations for some inspiration.
Computing
- Complete some of the Scratch projects at https://projects.raspberrypi.org/en/projects
- I've seen a lot of great videos that people have sent in, showing a range of skills. Could you take it a step further and film your own mini movie? If you don't have enough willing actors at home to help, play all the characters yourself! Or, improvise with the toys you have at home!
ClassDojo:
If you're not already connected to the Class Dojo app, please consider logging in. If you have lost the code you were given, please contact school and we will get back to you with a new one. Through Class Dojo, I can communicate directly with parents. It's also been a really lovely way of me being able to see some of the work the children are doing at home and giving some positive feedback. I've seen lots of great work including writing and maths but also videos of gymnastics routines and speeches, and photographs of baking and art work. It's a great way of feeling more connected whilst we are all still separated.
Hope to see you on there soon,
Mrs Boon
General useful web-links:
Free Covid-19 Activity Pack for parents and students with ideas for mindfulness and ways to cope with anxiety and stress during this uncertain time: https://www.primary2secondary.co.uk/COVID-19%20Opt-in
Covid-19 Time Capsule project: https://www.firstgroup.com/uploads/news-attach/covid-19%20time%20capsule_2.pdf www.twinkl.co.uk/offer (Free temporary access for parents with code UKTWINKLHELPS)
https://kids.classroomsecrets.co.uk/product/parent-access/ (Free access to a range of interactive resources deigned to support learning in grammar, maths and reading)
www.oxfordowl.co.uk/for-home/find-a-book/library-page/ (Free online books)
National Oak Academy Online learning: https://www.thenational.academy/online-classroom/year-6/ | <urn:uuid:c538c549-9406-4083-9aef-3c65d5d9db56> | CC-MAIN-2021-04 | https://stmarysprimarydukinfield.co.uk/wp-content/uploads/2020/05/Year-6-Home-Learning-Activities.pdf | 2021-01-22T00:10:12+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00074.warc.gz | 577,767,983 | 1,176 | eng_Latn | eng_Latn | 0.998331 | eng_Latn | 0.998658 | [
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Promoting Fundamental British Values Policy
Policy reviewed by: Amanda Gibbard
Review date: September 2019
Next review date: September 2020
'School' refers to Oaks International School; 'parents' refers to parents, guardians and carers. This is a whole school policy, which also applies to the Early Years Foundation Stage.
Promoting Fundamental British Values Policy
Aims
This policy sets out the ways in which OIS encourages pupils to develop their understanding of the four key areas defined by DfE as British values, through the curriculum, extracurricular and other opportunities.
Ethos
At OIS we ensure that through our vision, values, relationships and teaching we promote tolerance and respect for all cultures, faiths and lifestyles.
The Senior Leadership team also ensure that this ethos is reflected and implemented effectively through school policy and practice and that there are safeguarding policies in place to safeguard and promote pupils' welfare.
We have a duty to prepare our pupils for life in modern Britain and to keep them safe. Everyone at OIS has the right to learn and work in safety. We do not tolerate bullying of any kind and will challenge derogatory language and behaviour towards others.
Background
As of November 2014 the government published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain. Within this, all schools are required to ensure that the curriculum actively promotes these fundamental British values.
Definitions
Fundamental British values are defined by the DfE as:
* Democracy: Respect for democracy and support for participation in the democratic process
* The rule of law: Respect for the basis on which the law is made and applies in England
* Individual liberty: Support and respect for the liberties of all within the law
* Mutual respect and tolerance: Support for equality of opportunity for all and respect and tolerance of different faiths and religious and other beliefs
Curriculum
We are committed to ensuring that our pupils are offered a broad and balanced curriculum that aims to prepare them for life in modern Britain. We encourage our pupils to be inquisitive learners who are open to new experiences and are accepting of others. Our values support the development of the whole child as a reflective learner within a safe respectful learning environment. Teaching the school's core values alongside the fundamental British values supports quality teaching and learning, whilst making a positive contribution to the development of a fair, just and civil society.
Through our balanced curriculum and SMSC we aim to actively promote principles that:
* Enable pupils to develop their self-knowledge, self-esteem and self- confidence;
* Enable pupils to distinguish right from wrong and to respect the civil and criminal law of England
* Encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated, and to society more widely;
* Enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;
* Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own cultures;
* Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010;
* Encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.
Some examples of ways in which we are actively promoting British Values at OIS:
Democracy:
* Formulate and agree a set of 'class rules' at the beginning of each school year, within the confines of the broader school rules and expectations.
* Elect class representatives to our school councils.
* Have a school council/ representative group who meet regularly and provide a 'pupil voice'.
*
Allow the children's voice to be heard. We ask for their views.
* Ask children to support the interviewing process for new staff.
* Discuss democracy within assemblies.
* Carry out debates in assembly to encourage free speech and allow children to Listen to and consider others points of view.
The Rule of Law:
* Have a clear, consistent behaviour policy (based upon positive rewards) which is consistently applied throughout the school.
* Elect peer mediators to help children to reflect on, and find solutions to problems in primary school.
* Provide opportunities for children to reflect about positive and negative behaviour.
* Provide an extensive Road Safety programme throughout the Primary school.
* Address issues of law during whole-school assemblies as and when appropriate.
* Give considerable time to individual pupils who require additional opportunities to understand the importance of following rules.
* Encourage visits from external agencies to talk to the children in school.
* Elect playground pals to encourage fair play in KS1 and KS2 playgrounds.
Individual Liberty:
* Pupils are actively encouraged to make choices at our school, knowing that they are living within a safe and supportive environment.
* Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety teaching.
* Pupils are given important roles in school, such as playground pals, peer mediators and young ambassadors, subject ambassadors, House Captains, Sports Captains.
* Children are encouraged to understand responsibility in school in terms of behaviour and attitude to learning.
* Justice and fairness are key principles within our school.
* Pupils are taught how to be safe and how to act safely. This is given an additional emphasis during antibullying week.
* All pupils are taken seriously by staff whenever they raise a question or concern.
Mutual Respect:
At OIS children learn respect through:
Respect and Responsibility are key values which permeate all aspects of school life. They determine the way in which we support and care for each other, for the community and for the environment.
* The promotion of positive relationships.
* The modelling of positive relationships by all adults working in school.
* The RE and PHSEE curriculum which teaches that behaviour has an effect upon those around them and upon their own rights. Such ideas will also occur in many other curriculum area, such as the study of conflict in History, global impact of personal life styles on the environment in Geography and the Sciences, etc.
* All other aspects of the curriculum (as successfully working in groups requires respect for each other).
* The work of the school councils.
* The positive reward system developed to promote respect.
* Our celebration assemblies when all pupils show respect for the efforts of others.
* Giving responsibility to pupils (team captains, playground pals, peer mediators, ambassadors).
* Participation in events organised to raise money for various charities.
* Learning to get along with their peers on educational residential visits.
* Welcoming and peer mentoring of new students that enter the school from many cultures and countries around the world.
Tolerance of those of different Faiths and Beliefs: tolerance is promoted in our school through:
* The stated aims and values of the school.
* The PHSEE curriculum.
* The RE curriculum.
* The Modern Foreign Languages curriculum, including European Language days, Educational visits to places of religious worship and of cultural significance.
* Class and whole school assemblies.
* Festival study and celebration.
* Work on prejudice-based bullying during anti-bullying week.
* Using world events as opportunities to positively reinforce life and culture in other countries.
* A non-negotiable approach towards the expression of views contrary to our agreed set of values.
Further details of the wider curriculum provision are available and updated annually as part of the Humanities and PSHEE curriculum handbook. | <urn:uuid:f0a55d63-9a4f-4a0d-9154-da2b5d76b895> | CC-MAIN-2021-04 | https://www.oaksinternationalschool.co.uk/wp-content/uploads/2019/11/OIS-Promoting-Fundamental-Values-policy.pdf | 2021-01-22T00:02:10+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 936,802,154 | 1,530 | eng_Latn | eng_Latn | 0.997921 | eng_Latn | 0.997989 | [
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'Grammar Hammer'
Skill Check 6
Name: ______________________________________
Class: _________ Date: ______________
1. Underline the suffix that turns the noun into a verb.
2. Underline the suffix that turns the noun into a verb.
crystal
ize
en
horror
en
ify
3-4. Underline any silent letters in these words.
echo
sound
school
shop
5-6. Underline the correct word to use in each sentence. Use a dictionary if you need to.
Can you ( alter / altar ) my dress?
I put the rubbish down the ( shoot / chute )
7. Use a dictionary to find the meaning of this word.
customary
8-9. Number these words to show their alphabetical order.
friend
frank
flinch
frame
10-11. Underlinetwo connectivesthat can be used tocompareandcontrast
nevertheless
luckily
including
in contrast
unexpectedly
12-13. Underlinetwo sentence openersthat might help showtimeandsequencein a piece of writing
In contrast,
Before long,
Because,
Firstly,
14-15. Underline thecorrectverb tensesto complete the sentences.
I just ( saw / seen ) a squirrel in the tree.
Did you ( saw / see ) it?
16. Underline thecorrectverbtoagreewith thesubject.
17. Underline the correctverbtoagreewith thesubject.
There ( is / are ) some butter left.
But there ( is / are ) no eggs.
18-19. Underline the correct verb to make these sentences correct.
He ( took / taken ) the boys ice-skating. He has ( took / taken ) the boys ice-skating.
20-21. Circle the adjective in this sentence and underline the expanded noun phrase.
The small child returned the crab to the deep, cool rock pool.
22. Underline the correct modal verb to complete the sentence.
For my birthday, I ( can / would / might ) be getting a bicycle.
23. Underline the relative clause in this sentence.
The small boy, whose bike had been stolen, was crying loudly.
24. Use a comma to punctuate this sentence and make the meaning clear.
When the lightning struck the tree caught fire.
25. Punctuate this sentence with dashes - to show parenthesis.
I passed my test I cheated but I passed.
Total:
Red (0 – 9)
Yellow (10 – 19)
Green (20 – 25) | <urn:uuid:89a057f3-a144-40e6-ae0a-f0142062737d> | CC-MAIN-2021-04 | http://windsorpark.staffs.sch.uk/?mdocs-file=16926 | 2021-01-22T00:19:02+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00076.warc.gz | 117,523,466 | 552 | eng_Latn | eng_Latn | 0.997786 | eng_Latn | 0.997786 | [
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PEIMS Code: N1290054
Abbreviation: PATHCC4
Grade Level(s): 12
Award of Credit: 1.0
Approved Innovative Course
* Districts must have local board approval to implement innovative courses.
* In accordance with Texas Administrative Code (TAC) §74.27, school districts must provide instruction in all essential knowledge and skills identified in this innovative course.
* Innovative courses may only satisfy elective credit toward graduation requirements.
* Please refer to TAC §74.13 for guidance on endorsements.
Course Description:
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. The Path secondary course series focuses on developing the habits and skills that are expected in college study and the workforce. High school Path students develop personal, interpersonal, and cognitive skills that are essential to productivity in both the collegiate and business worlds.
Essential Knowledge and Skills:
(a) General Requirements. This course is recommended for students in grade 12. Recommended prerequisites: Path-College/Career I, Path-College/Career II, and PathCollege/Career III. Students shall be awarded one credit for the successful completion of this course.
(b) Introduction.
(1) Through classroom applications of both contextual and non-contextual knowledge, students will demonstrate the mastery of 21 st college and career skills including collaboration, critical thinking, problem solving, effective written and oral communication, time management, project management, conflict resolution, and ethical decision-making.
(2) All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas.
(c) Knowledge and Skills.
Path-College/Career IV
(1) Critical Thinking & Reasoning Skills. The student, through the application of previous critical thinking practice, improves the ability to ask clarifying questions, to analyze arguments, to solve problems, and to think reasonably. The student is expected to:
(A) use the skills of categorization, elaboration, analogical reasoning, and information retrieval to make inferences and draw conclusions in bodies of text from each core content area;
(B) apply the creative-problem solving process and critical-thinking strategies related to real-world situations;
(C) apply problem-solving techniques and strategies to locate declarative and procedural information in problems from each core content area; and
(D) defend an argument through logical reasoning.
(2) College/Career Planning. The student will begin the college and career application process. The student is expected to:
(A) compare the differences among all of the college entrance exams and participate in at least one college entrance exam;
(B) prepare resume, complete college applications and essays, and conduct a presentation promoting who the student is;
(C) investigate available scholarships and grants;
(D) create an outline of steps for needed information in the Free Application for Federal Student Aid (FAFSA); and
(E) conduct a comparative analysis between selected colleges by analyzing tuition, housing, dining, fees, and amenities.
(3) Ethical Codes of Conduct. The student applies the decision-making model to various community issues and participates in an individual community service project. The student is expected to:
(A) identify theories of social responsibility and compare to personal experiences;
(B) analyze and resolve ethical problems in various career fields;
(C) explain how community involvement can affect one's perception of serving others such as happiness, peace, pleasure, and purpose; and
(D) create a personal community service project to refine the student's affective, creative, cognitive, and ethical development.
(4) Personal/Interpersonal Skills. The student will understand the nature of tension and anxiety and examine and/or develop personal management strategies to handle stress. The student is expected to:
(A) apply goal-setting techniques as a personal management strategy with the goal of high-level achievement and performance;
(B) identify techniques to help manage anxiety and stress;
(C) practice impartiality and avoid personal prejudice in group problem-solving activities;
(D) apply resolution strategies to manage conflict; and
(E) create a personal ledger and build a budget.
(5) Academic Behaviors. The student analyzes personal management and learning practices to evaluate personal effectiveness in various situations. The student is expected to:
(A) organize and attend study group sessions;
(B) practice the use of planners and calendars;
(C) engage active listening skills to recognize key notes in different types of presentations such as lecture, video, or audio;
(D) create and implement goal setting and prioritization;
(E) evaluate the effectiveness of note-taking methods; and
(F) select the appropriate critical reading and writing strategy in various situations such as in group discussions or for a particular audience member or presenter.
(6) Research Skills. The student conducts advanced research on a selected topic using qualitative and/or quantitative methods of inquiry and presents the research results in written and visual or oral format. The student is expected to:
(A) work with professionals in the field of chosen research;
(B) analyze similarities across time, disciplines, locations, and/or cultures;
(C) complete a research product, abstract, process record, and presentation of professional quality;
(D) participate in research that delineates the potential impact the findings will have on the individual and society at large;
(E) analyze and evaluate the effectives of a presentation;
(F) use peer feedback to adjust the research presentation; and
(G) listen critically and respond accordingly to audience feedback and questions.
Recommended Resources and Materials:
Textbooks:
Carter, C., Bishop, J., & Kravits, S. L. (2011). Keys to effective learning: developing habits for success. Boston: Pearson Allyn & Bacon.
Covey, S. (2019). The 7 habits of highly effective teens: the ultimate teenage success guide. New York, NY: Simon & Schuster Paperbacks.
Sherfield, R. M., & Moody, P. G. (2011). Cornerstone: creating success through positive change. Boston, MA: Pearson/Allyn & Bacon.
Suggested Resources:
Bill & Melinda Gates Foundation, Afton Partners, The Eli & Edythe Broad Foundation, et.al. (n.d.). A Working Definition of Personalized Learning. Retrieved from https://www.newclassrooms.org/wp-content/uploads/2018/08/personalized-learningworking-definition-1.pdf.
Covey, S. (2013). The 7 habits of highly effective teens: with companion workbook. New York: Simon & Schuster.
CollegeBoard. (n.d.). BigFuture. Retrieved from https://bigfuture.collegeboard.org/.
College Board: Pre-AP and AP Strategies and Support. Pearson. (n.d.). MyLab Foundational Skills. Retrieved from https://www.pearsonmylabandmastering.com/northamerica/myfoundationslab/ .
Recommended Course Activities:
ALL LEVELS:
* Enrollment in advanced level course(s)
* Active participation in tutorial sessions
* Career Guidance, Exploration, and Planning System (e.g. Career Cruising, Kuder, ASVAAB, Big Future)
* College Campus Visits (in-person, digital, or presentation by a college representative)
Recommended Path IV:
* College/Career records file
* High school degree plan
* Post-secondary "Course-of-Study" Plan
* SAT and/or ACT
* Individual community service project
For College-going students:
*
* Complete Apply Texas
* resume/send letters of recommendation
FAFSA
* transcript retrieval
* College Visits
For Career-path students:
* Job application process
* Complete certification
* resume/letters of recommendation
* Workplace Visits
* work and experiential background documentation
Suggested methods for evaluating student outcomes:
* Extra-curricular activity participation
* College/career research
* Reflection journal
* Speeches / presentations
* Socratic Seminars and/or debates
* Research: transcript implications, financial future, college / career society and culture
* Creative problem-solving activities
* Resumes
* College applications, essays, etc.
* Create/implement an individual community service project
Teacher qualifications:
An assignment for Path College/Career I-IV is allowed with a valid certificate appropriate to the grade level of assignment.
Recommended:
* GT 30-hour foundational training
* College Board Institute Training
Additional information:
Interested districts can contact Kathleen Plott at firstname.lastname@example.org for example of district designed training. | <urn:uuid:fc701202-7476-4450-9f62-6043aa67dff9> | CC-MAIN-2021-04 | https://tea.texas.gov/sites/default/files/Path-CollegeCareer_IV_2020.pdf | 2021-01-22T00:52:00+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703528672.38/warc/CC-MAIN-20210121225305-20210122015305-00077.warc.gz | 596,424,499 | 1,798 | eng_Latn | eng_Latn | 0.951121 | eng_Latn | 0.978833 | [
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THE SIX WIVES OF KING HENRY VIII
Divorced, beheaded, died, divorced, beheaded, survived!
Ready for a trip back in time? Here at Nat Geo Kids, we're travelling back to Tudor England in our Henry VIII wives feature. Hold onto your hats – and your heads!
Henry VIII wives…
1. Catherine of Aragon
Henry VIII's first wife was Catherine of Aragon, daughter of King Ferdinand and Queen Isabella of Spain. Eight years before her marriage to Henry in 1509, Catherine was in fact married to Henry's older brother, Arthur, who died of sickness at just 15 years old. Together, Henry and Catherine had a daughter, Mary – but it was a son that Henry wanted. Frustrated that Catherine seemed unable to produce a male heir to the throne, Henry had their marriage annulled (cancelled) in 1533. But there's more to the story – towards the end of their marriage, Henry fell in love with one of Catherine's ladies-in-waiting (woman who assisted the queen) – Anne Boleyn …
2. Anne Boleyn
Anne Boleyn became Henry's second wife after the pair married secretly in January 1533. By this time, Anne was pregnant with her first child to Henry, and by June 1533 she was crowned Queen of England. Together they had a daughter, Elizabeth – the future Queen Elizabeth I. But, still, it was a son – and future king of England – that Henry wanted. Frustrated, he believed his marriage was cursed and that Anne was to blame. And so, he turned his affections to one of Anne's ladies-in-waiting, Jane Seymour. And Anne's fate? Following accusations of numerous crimes, including witchcraft and treason (plotting to kill the king), she was arrested and beheaded. Eek!
3. Jane Seymour
On 30 May 1535, King Henry married Jane Seymour. Unlike his previous wives, however, Jane never had a coronation and so was never crowned Queen of England. Some people believe this was because Henry wanted her to provide an heir to the throne first. And in October 1537, the time had finally come – Henry became the proud father of Prince Edward. But the prince came at a price – Jane took ill and died just two weeks after the birth. She was buried in a tomb at Windsor Castle, and would later become the only one of
Henry's six wives to be buried with him.
4. Anne of Cleves
Henry was single for two years after Jane Seymour's death. But as time passed, the King and his ministers felt that England needed a foreign ally – and so the hunt for a new bride began! Henry sent a talented painter called Hans Holbein to Germany to paint portraits of the Duke of Cleves' daughters, Anne and Amelia. Anne's portrait pleased him, and arrangements were made for the pair to wed. But Anne's arrival in England proved to be a bit of a disaster to say the least. Seeing her in person, Henry took an instant dislike to Anne and, finding her ugly, referred to her as "The Mare of Flanders". Poor Anne! Too late to cancel, their wedding took place 6 January 1540, only for the marriage to be annulled a few weeks later.
5. Kathryn Howard
Next in line to marry King Henry VIII was young Kathryn Howard – lady-in-waiting to Anne of Cleves and first cousin to Henry's second wife, Anne Boleyn. By the time they married in July 1540, Henry was 49 years old, overweight and unable to walk, and Kathryn a lively teenager. Delighted with his new wife, Henry is said to have spoilt Kathryn with gifts and called her his "rose without a thorn". But trouble lay ahead for Kathryn – two years into their marriage, she was accused of being unfaithful to the king. Her fate..?
6. Catherine Parr
The last of Henry VIII wives was Catherine Parr. An educated woman who loved to learn new things, Catherine married Henry on 12 July 1543. She proved to be a kind wife who looked after Henry in his sickness, and a good stepmother to the king's three children, Mary, Elizabeth and Edward. But yes – you guessed it – she didn't have it easy with Henry! Her interest in Protestantism (a new religious faith) made her enemies in court – enemies who tried to turn the king against her and have her arrested. Luckily for
Catherine, she managed to convince Henry that she was loyal to him and his religion, and was spared execution. Phew! Henry died in 1547, leaving Catherine widowed and free to marry her former love, Thomas Seymour.
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for the austr alian curriculum
The Mysterious Disappearance of Aidan S. DAVID LEVITHAN
ISBN 9781922330918 RRP AU$16.99 Fiction
RECOMMENDED READING AGE: 8+
Sign up to Text's once-a-term education enewsletter for prizes, free reading copies and Australian Curriculum teaching notes textpublishing.com.au/education
CURRICULUM GUIDE
The following teaching guide has been designed to embrace shared curriculum values. Students are encouraged to communicate their understanding of a text through speaking, listening, reading, writing, viewing and representing.
The learning activities aim to encourage students to think critically, creatively and independently, to reflect on their learning and connect it to an audience, purpose and context. They encompass a range of forms with a focus on language, literature and literacy. Where appropriate, they promote the integration of ICT and life skills.
SYNOPSIS
Lucas's brother, Aidan, disappeared for six days. Six agonising days of searches and police and questions and constant vigils. Then, just as suddenly as he vanished, Aidan reappears. Where has he been?
At first Aidan is reluctant to talk about his disappearance. When he does, his explanation is so unlikely that he is met with disbelief, then fury, as the people around him try to make sense of what has happened. Aidan tells Lucas and his family that he stepped through a portal in the attic and emerged into a different world—Aveinieu. And far from being frightened, or wanting to return home to his family, Aidan tells Lucas that he was happy in Aveinieu. He came home because he was banished, not because he chose to.
Lucas doesn't know how to feel—hurt? Betrayed? Should he even believe a brother who has lied to him in the past? The only one who will ever know the truth is Aidan—but will anyone believe what he's saying?
The Mysterious Disappearance of Aidan S. is a story about believing the people we love, even when the world tells us not to.
textpublishin g.
c o m.
aueducation
ABOUT THE AUTHOR
David Levithan is an award-winning and New York Times bestselling author of young adult books, including 19 Love Songs, Every Day, Boy Meets Boy, Nick & Norah's Infinite Playlist (with Rachel Cohn) and Will Grayson, Will Grayson (with John Green). He lives in New Jersey and spends his days in New York, editing and publishing other people's books.
BEFORE READING
1. Would you believe your friends no matter what? Discuss how you can decide whether someone is telling you the truth—is it body language? Cues from their voice or behaviour? Evidence? Make a list and see how it lines up with the way people judge Aidan's story.
2. Imagine that someone you love has disappeared. You've spent six days searching for them, and watching people become more and more frightened at their disappearance. Suddenly, on the sixth day, they show up out of the blue. Write the conversation you have when you find them.
3. Aveinieu, the world Aidan disappears to in the book, sounds idyllic in many ways—almost like a paradise. What would place like this look like for you?
WHILE READING
1. 'We made sure the doors were locked, fearing intruders. You had to knock or ring the doorbell for someone to let you in. That ended up being important.' (p. 7) How does this end up being important? What do you think this means when you first read it?
2. Lucas feels guilty while Aidan is missing. Why does he feel this way? Has he done anything to feel guilty about?
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THE M YS TER IOUS DISAPPE AR ANCE OF AIDAN S. DAV ID LE V ITH A N
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3. What do the police and Aidan's family think has happened to Aidan? What do you think has happened?
4. What reason does Aidan give for stepping through the doorway to Aveinieu? Are you satisfied by this reason? Why might Lucas feel betrayed by this? What would he have done differently?
5. How does Aidan respond when Lucas first finds him in the attic? Does he seem happy to be home? Does his reaction surprise you? Why?
6. 'The problem was: He'd given us a mystery to solve. And solving the mystery meant different things to each of us. For the police, it was as simple as closing a case. But for me and Mom and Dad and other people later on, it was much more personal.' (p. 41) What does Aidan's disappearance (and reappearance) mean to his parents? To Glenn? To the people who helped to look for him?
7. What would you say this story is about?
8. Lucas says 'that the word story might be too big for us. Because the same word could be used for something that had happened and something that was completely made up.' (p. 76) How would you describe what Aidan is saying, rather than calling it a story?
9. For a lot of the story, Aidan wishes that he was back in Aveinieu. What do you think the other characters wish for? Does it change as the story progresses?
10. Who do you think is responsible for revealing Aidan's story. What makes you think this?
11. Does Lucas do the right thing at the end of the book, when he doesn't tell Aidan that the doorway to Aveinieu has opened again? What do you think Aidan's response would have been if he had told him?
AFTER READING
CHARACTER
1. Aidan tells Lucas that when he stepped through the opening in the dresser that he 'wasn't thinking at all about leaving anything behind. I was only thinking about what I might be moving toward.' (p. 40) What do you think he hoped to find? From what we see of Aidan in the rest of the book, and the way his family and friends talk about him, do you believe that he wasn't thinking about leaving anything behind? Imagine that you are Aidan, about to step through the dresser—write what you are feeling about your life in this moment.
2. Aunt Brandi is the first person to believe Aidan's story, and remains consistent in this throughout the book. What makes her believe him? How might Brandi's experience affirming her gender as a teenager give her insights into Aidan's experience that others around him lack?
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3. 'I'd never been as much fun as my brother.' (p. 9) Lucas's life becomes defined by his relationship to his brother. How does he feel about this throughout the story? How would you describe Lucas outside of this sibling relationship?
STYLE AND STRUCTURE
1. What is point of view (POV), and how does the POV shape the way that a writer shares information in a story?
Point of view refers to who is telling the story, but also where they are telling it from. Is the narrator observing the characters from outside? Are they one of the characters? How much of the story do they know?
Who is the narrator of The Mysterious Disappearance of Aidan S.? Are they telling the story as it happens, or from the future? What specific words or phrases can you find in the book to justify your answer?
2. Other worlds are sometimes used in stories to act as a metaphor for something else, or to say something about our ordinary world. If this is true, what do you think the writer of this story is trying to say with Aveinieu? Do you think it's a real place?
3. Genre is a way of categorising stories that tell us what we can (and can't) expect from them. In The Mysterious Disappearance of Aidan S. there are elements of mystery, fantasy and real life. What genre would you classify it as and why? Are there any elements of the story that don't fit your choice? How do you feel about this?
THEMES
Truth
1. Do you think Aidan is telling the truth? Does it matter? Why/why not? Is the truth a fixed thing, or can it mean something different to different people?
2. Does truth require evidence? One of the things that makes Lucas believe Aveinieu is finding the diamond-shaped, royal blue leaf that falls from Aidan's hair. But when the leaf turns brown and crumbles, Lucas is left with no evidence, and must decide for himself whether or not he believes his brother. Is it enough to just believe what someone else tells us? How do we believe someone even when they've told us lies in the past, as Aidan has to Lucas? What do we need in order to believe someone? What evidence is there in the story to suggest that Aidan is (or isn't) telling the truth?
3. Different characters have different reasons for wanting to know the truth. Does Aidan owe anyone in the book the truth of what happened to him? Why/why not? Does your opinion change depending on what the truth really is?
4. 'Yeah, but the truth isn't very helpful if people don't believe it. Or at least that's what it looks like
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now. I mean, it's started to play with my mind too. There are times when I wonder if it was all this really intense dream, that I was lost somewhere, came back here, and my mind is trying really hard to forget where it was, so it's made up this other experience out of dream material. What if everyone else is right? What if I'm making all of this up?' (p. 184) Who gets to decide what is true? Should it be true because Aidan says it is?
Betrayal
1. When Glenn tries to record Aidan's experience, is it a betrayal? Why doesn't Aidan end the friendship? Do you agree with his reasons?
2. Does Aidan betray Lucas by not coming to get him when the doorway opens into Aveinieu?
3. Do Aidan's parents betray him by not believing what he says? Do they mean to?
4. Discuss in class whether or not there is ever a good reason to betray someone. Are there different kinds of betrayal?
Identity
1. How does having someone else believe him (Lucas) help Aidan? What do you think would have happened if he had returned and no-one believed him?
2. How does Aidan's experience in Aveinieu change the way others see him? See if you can find examples of how he is perceived before and after his disappearance by his parents, Brandi, Lucas, Glenn, other kids at school. How do you think this shapes the way he sees himself?
3. When Zeke shows up at the school, telling Aidan that they shared an other-world experience, Aidan is shaken up. He can see himself in Zeke, and so can Lucas, who begs Aidan to 'stay on one of the other paths. Please.' (p. 176) What 'other paths' does he mean here? Does Aidan have control over that? What else happens in the story that might influence who he becomes in the future?
RESPONDING
1. Although Aveinieu is the reason for Aidan's disappearance, and is at the heart of the story, the book is entirely set in the world as we know it. Why do you think the author has chosen to tell the story in this way?
Using the information from the book, write a scene set in Aveinieu—it might be Aidan learning to cook, meeting Cordelia, or drinking tea there for the first time—how do you imagine this other world?
2. 'They looked everywhere.' (p. 1) The opening line of the book sets up the suspense—you immediately want to know who or what 'they' are looking for, why it's missing, where it might be. What other questions do you have from the opening line? Use this opening line to write a short story of your
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own—what answers does your story provide for the reader?
3. Detective Pinkus is one of the few people outside of Aidan's immediate family that believes his story. How does she demonstrate her support for him? Unlike Detective Pinkus, Detective Ross makes it clear that he doesn't believe Aidan. This is the source of tension between these two characters in particular, and the way they interact with Aidan and his family.
Write (in dialogue) the conversation that Detective Pinkus and Detective Ross have in the car on the way back to the station when they first leave Aidan's house after hearing his story.
4. Have you ever felt let down by a friend or family member because they didn't support you in the way that you needed? Write a short paragraph about this experience, describing how it felt. Now turn it into a story where you imagine them stepping up and supporting you.
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'CUBED' WEBZINE
DANCE AND PARKINSON'S DISEASE
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Science Policy Science & Society About us
ANTI-ALLERGY PARASITE
HYGIENE HYPOTHESIS
As rates of allergy are reported to have tripled in the UK in the past decade, the scientific finger is pointing to an over-sanitised lifestyle making our immune responses overactive. Now, a team of biologists at the University of Edinburgh, led by Professor Rick Maizels, are investigating how parasitic worms could offer a cure for modern illnesses. Countries that have largely eliminated parasites are seeing a rise in allergies and conditions such as multiple sclerosis and asthma. They want to isolate the component that has the most effect on reducing allergies and turn it into a drug using genetic engineering.
DAMPENING ALLERGY RESPONSES
Initially working on the helminth parasite as a public health problem, they found that a good proportion of people were tolerant and in fact had lower levels of allergy. Maizels recalls, 'the helminth was instructing the immune system to be less reactive that makes some sense because the immune system doesn't get rid of the parasites. That's not a good thing for humans but what does seem to be good is that the helminths have the effect of dampening allergy.'
If they can identify in the helminth parasite the mechanism that dampens allergy, it can treat allergies without expecting people to be infected by the parasite. They are excited by how their work crosses into other areas of research, including expertise in paediatric allergy and biochemistry
FINDING THE RIGHT MOLECULES
They have the helminth molecules, which they think are involved in the process so now the task is to identify what each one does. Maizels says 'our biggest challenge is that we need to do more than one thing at once, because different things are happening. It's a good problem. The principle of the approach is important, but we don't have the outcome yet.'
He expects it will take at least another year to complete testing of the individual components. Then the next step would be to find an industrial partner who is interested in developing one of them. Another positive impact of their work is the implication it has for our understanding of the relationship between public health and hygiene. We just need to find the right bit of the dirt.
LEARNENGLISH SCIENCE ACTIVITIES
Why not do a language activity based on this cubed story on Anti-allergy parasite? You can double-click on any word on this page for a dictionary definition.
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